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Policy Transfer and SDG 4: The Case of Philippine Basic Education

為了解決Nepal flag的問題，作者迪凱晴 這樣論述：

Inspired by the recognition that education is fundamental to human, social, and economic development and a key to achieving the Sustainable Development Goals (SDGs), the curiosity about the strategies and processes employed by other countries to use SDG 4 in framing their national education pol

icies and programs, and the desire to use the lessons and implications to propose future education policies and programs to the Philippine government; this study aims to find out how the Philippines’ Department of Education (DepEd) received, interpreted, and transferred SDG 4: Quality Education, int

o its national basic education policies and programs. Using Phillips and Ochs’ (2003) Policy Borrowing Framework, this study analyzed policy documents and other official releases from the DepEd and other Philippine government agencies and conducted an interview with a top education policy official t

o find out the motivations for adopting SDG 4; the DepEd’s decision-making process in the adoption of SDG 4; the adaptation of SDG 4 within the Philippine basic education context; and the effects on the current educational structures and outcomes. Findings revealed that the DepEd’s adoption of SDG 4

was motivated by the country’s commitment to the principles of the United Nations and the belief in the SDGs’ guiding philosophy of “leaving no one behind” in education. The findings support the idea that the DepEd’s adoption of SDG 4 is realistic and practical and provides insight into the variety

of ways through which the ideas of the SDG 4 were introduced and disseminated in the Philippines. The findings also show that the Philippines’ context and priorities are in sync with the SDGs, making adaptation suitable and speedy. The DepEd’s adaptation of SDG 4 came in the form of the institution

alization and strengthening of key inclusion programs and new initiatives to improve access to and the quality of education. Although gaps still remain, the strengthened education policies have resulted in positive impacts on the DepEd’s SDG 4 indicators and targets. Monitoring mechanisms have also

been established to ensure all education stakeholders are staying on track of their commitments. The findings might be of value to current and future education policy makers in the Philippines through understanding the current perceptions of SDG 4, reflecting on the strengths and weaknesses of ongoi

ng policies and programs, evaluating the impacts of SDG 4 on existing systems, and allowing them to engage with other countries’ education policy makers regarding how SDG 4 and its targets are approached.

有機農場六級化經營之商業模式關鍵因素研究

為了解決Nepal flag的問題，作者楊于萱 這樣論述：

　　隨著全國有機耕作面積增加，農務者緊接而來會面臨到產銷部份的問題，如何將辛苦實行有機理念與維持生物多樣性的精神傳達給消費者，並將其作為農產品的附加價值使消費者能認同並支持，則需要憑藉農務者的即戰力與感染力。　　所謂六級產業化，除了在第一級產業注重農產品的產量與品質，和維護自然生態平衡，還需結合第二級產業建立標準制度化或加工，增加其產品保存期限和精緻度，且於第三級產業進行商業化建立品牌與個人形象等。　　六級化中各產業相互加乘構成多樣化經營，改變傳統賺取買賣收入的模式，使農作物不僅能以原物料形式販售，還能經由加工或商業化等流程，增加其附加價值及發揮最大效益，也拓寬了有機農業可發展形式。建構商業

模式有助於協助農務者發展六級化過程，更加清楚如何將已擁有的資源跨域整合，發展後續的第二、三級產業，並配合數位轉型、市場脈動和消費者需求滾動式修正。　　本研究運用六級化解析圖和商業模式畫布作為半結構式問卷架構，選定頤禾園有機農園、行健合作社、天賜糧源和織羅部落米86，4間目前已發展六級產業化，並融合觀光休閒特色的稻米種植業者，經由深度訪談獲取其目前商業經營模式。最後，經由個案交叉分析得出研究結論，並建立商業模式關鍵因素架構；研究建議部份，分別對政府機關和農務者提出，農場欲想發展有機耕作和六級化經營，實際操作之關鍵因素建議與未來策略方向。