Les politiques éducatives se multiplient à l’échelle des pays industrialisés mais celles-ci semblent rencontrer de graves problèmes d’atteinte de résultats concrets et satisfaisants. La mise en œuvre d’une politique, notamment les stratégies gouvernementales « hybrides » sélectionnées, c’est-à-dire des stratégies d’implantation de politiques qui misent à la fois sur des stratégies « top-down » et aussi « bottom-up », semble être un élément-clé à considérer pour leur efficience (Gather-Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). Or, les connaissances concernant ces stratégies de mise en œuvre sont partielles, encore peu développées et les raisons qui expliquent ces choix politiques se font rares; ce qui rend la production de politiques effectives et durables difficile (Fullan, 2000; Leithwood et Earl, 2000; Van Zanten, 2004). Le Québec a entrepris, en 1997, une réforme à grande échelle de son système d’éducation; réforme qui mise explicitement sur des stratégies gouvernementales « hybrides » pour sa réalisation. Cette étude s’attarde à cette réforme, plus spécifiquement à sa réforme du curriculum au primaire, afin de : 1) retracer les grands moments-clés de la mise en œuvre de la politique associés aux différentes dimensions du concept d’« hybridité »; 2) identifier et décrire les stratégies gouvernementales « hybrides » qui leur sont associées; 3) formuler des hypothèses explicatives provisoires et les valider; 4) élaborer un modèle explicatif et 5) expliciter l’incidence du modèle proposé sur les théories existantes. Cette étude de cas est effectuée par l’entremise de deux formes de cueillette de données complémentaires : une analyse documentaire et des entrevues semi-dirigées. Une analyse documentaire est réalisée à partir des documents formels de l’autorité publique (N=14) et d’une revue de presse, de 1995 à 2003 (N=648). Les entrevues (N=23) visent, pour leur part, à recueillir les propos des : 1) concepteurs et décideurs; 2) opérationnalisateurs; 3) concepteurs-opérationnalisateurs et 4) experts. La combinaison des données recueillies permet d’établir la comparaison entre le processus et la structure (Meny et Thoenig, 1989), le prescriptif et l’effectif, afin de comprendre la vraie dynamique qui a animé le processus de mise en œuvre de la politique étudiée. Ainsi, l’examen du processus de mise en œuvre de la réforme du curriculum québécois du primaire permet de retracer le modèle d’implantation de la politique curriculaire québécoise. Ce modèle d’implantation novateur fait état du fait que des stratégies hybrides non improvisées et exigeantes furent pensées et proposées par les autorités québécoises. Ce modèle d’implantation élaboré permettait de penser que la politique curriculaire québécoise allait, possiblement, permettre d’obtenir des résultats tangibles et durables dans les milieux scolaires. L’analyse de la structure de mise en œuvre révèle, pour sa part, que les stratégies d’implantation qui se sont déployées sur le terrain rejoignaient presqu’intégralement les stratégies « hybrides » initialement prévues. Le processus d’implantation a cependant connu une évolution différente de celle attendue. La mise en œuvre concrète qui s’est vécue sur le terrain fut difficile et hasardeuse, malgré l’approche « hybride » adoptée. Les éléments qui expliquent les difficultés d’implantation vécues sont présentés et analysés dans cette étude. / Industrialized countries are implementing more and more educational policies, but these policies face serious problems in their attempts at obtaining concrete and satisfying results. The implementation of a policy, especially the “hybrid” government strategies selected, e.g. policy implementation strategies that rely on both “top-down” and “bottom-up” strategies, seems to be a key element to consider ensuring their efficiency (Gather Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). However, knowledge of these implementation strategies is incomplete and underdeveloped, and the reasons behind these political choices are rare. All this makes the development of actual and sustainable policies difficult (Fullan, 2000; Leithwood & Earl, 2000; Van Zanten, 2004). In 1997, Quebec implemented a large-scale reform of its educational system, which focused explicitly on “hybrid” government strategies for its success. The present study focuses on this reform, more specifically on the changes to the elementary school curriculum, in order to: 1) recount the key moments of the implementation of the policy associated with the different dimensions of the concept of “hybridity”; 2) identify and describe the government strategies; 3) formulate provisional explanatory hypotheses and validate them; 4) develop an explanatory model; 5) explain the impact of the proposed model on existing theories. This case study used two complementary data collection methods: a review of the literature and semi-structured interviews. The review of literature was based on formal documents from the government (N=14) and a media review, from 1995 to 2003 (N=648). The interviews (N=23) aimed to collect the comments of 1) idea men and policy-makers; 2) policy implementers; 3) idea men and policy implementers; 4) experts. The combination of the data collected establishes a comparison between the process and the structure (Meny & Thoenig, 1989), the prescriptive and the actual, in order to understand the real dynamic behind the implementation process studied. Thus, through the study of the implementation process of the Quebec elementary school curriculum reform, we can recount the implementation model of Quebec’s curricular policy. This innovative implementation model shows that non-improvised and demanding hybrid strategies were thought out and proposed by the Quebec government. This elaborate implementation model led to the belief that the Quebec curricular policy could possibly obtain tangible and sustainable results in schools. Analysis of the implementation structure reveals that the implementation strategies in the field stuck closely to the “hybrid” strategies originally planned. However, the implementation process did not evolve in the expected way. The actual implementation in the field was difficult and risky, despite the “hybrid” approach adopted. The elements explaining the implementation problems are presented and analyzed in this study.

Les politiques éducatives se multiplient à l’échelle des pays industrialisés mais celles-ci semblent rencontrer de graves problèmes d’atteinte de résultats concrets et satisfaisants. La mise en œuvre d’une politique, notamment les stratégies gouvernementales « hybrides » sélectionnées, c’est-à-dire des stratégies d’implantation de politiques qui misent à la fois sur des stratégies « top-down » et aussi « bottom-up », semble être un élément-clé à considérer pour leur efficience (Gather-Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). Or, les connaissances concernant ces stratégies de mise en œuvre sont partielles, encore peu développées et les raisons qui expliquent ces choix politiques se font rares; ce qui rend la production de politiques effectives et durables difficile (Fullan, 2000; Leithwood et Earl, 2000; Van Zanten, 2004). Le Québec a entrepris, en 1997, une réforme à grande échelle de son système d’éducation; réforme qui mise explicitement sur des stratégies gouvernementales « hybrides » pour sa réalisation. Cette étude s’attarde à cette réforme, plus spécifiquement à sa réforme du curriculum au primaire, afin de : 1) retracer les grands moments-clés de la mise en œuvre de la politique associés aux différentes dimensions du concept d’« hybridité »; 2) identifier et décrire les stratégies gouvernementales « hybrides » qui leur sont associées; 3) formuler des hypothèses explicatives provisoires et les valider; 4) élaborer un modèle explicatif et 5) expliciter l’incidence du modèle proposé sur les théories existantes. Cette étude de cas est effectuée par l’entremise de deux formes de cueillette de données complémentaires : une analyse documentaire et des entrevues semi-dirigées. Une analyse documentaire est réalisée à partir des documents formels de l’autorité publique (N=14) et d’une revue de presse, de 1995 à 2003 (N=648). Les entrevues (N=23) visent, pour leur part, à recueillir les propos des : 1) concepteurs et décideurs; 2) opérationnalisateurs; 3) concepteurs-opérationnalisateurs et 4) experts. La combinaison des données recueillies permet d’établir la comparaison entre le processus et la structure (Meny et Thoenig, 1989), le prescriptif et l’effectif, afin de comprendre la vraie dynamique qui a animé le processus de mise en œuvre de la politique étudiée. Ainsi, l’examen du processus de mise en œuvre de la réforme du curriculum québécois du primaire permet de retracer le modèle d’implantation de la politique curriculaire québécoise. Ce modèle d’implantation novateur fait état du fait que des stratégies hybrides non improvisées et exigeantes furent pensées et proposées par les autorités québécoises. Ce modèle d’implantation élaboré permettait de penser que la politique curriculaire québécoise allait, possiblement, permettre d’obtenir des résultats tangibles et durables dans les milieux scolaires. L’analyse de la structure de mise en œuvre révèle, pour sa part, que les stratégies d’implantation qui se sont déployées sur le terrain rejoignaient presqu’intégralement les stratégies « hybrides » initialement prévues. Le processus d’implantation a cependant connu une évolution différente de celle attendue. La mise en œuvre concrète qui s’est vécue sur le terrain fut difficile et hasardeuse, malgré l’approche « hybride » adoptée. Les éléments qui expliquent les difficultés d’implantation vécues sont présentés et analysés dans cette étude. / Industrialized countries are implementing more and more educational policies, but these policies face serious problems in their attempts at obtaining concrete and satisfying results. The implementation of a policy, especially the “hybrid” government strategies selected, e.g. policy implementation strategies that rely on both “top-down” and “bottom-up” strategies, seems to be a key element to consider ensuring their efficiency (Gather Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). However, knowledge of these implementation strategies is incomplete and underdeveloped, and the reasons behind these political choices are rare. All this makes the development of actual and sustainable policies difficult (Fullan, 2000; Leithwood & Earl, 2000; Van Zanten, 2004). In 1997, Quebec implemented a large-scale reform of its educational system, which focused explicitly on “hybrid” government strategies for its success. The present study focuses on this reform, more specifically on the changes to the elementary school curriculum, in order to: 1) recount the key moments of the implementation of the policy associated with the different dimensions of the concept of “hybridity”; 2) identify and describe the government strategies; 3) formulate provisional explanatory hypotheses and validate them; 4) develop an explanatory model; 5) explain the impact of the proposed model on existing theories. This case study used two complementary data collection methods: a review of the literature and semi-structured interviews. The review of literature was based on formal documents from the government (N=14) and a media review, from 1995 to 2003 (N=648). The interviews (N=23) aimed to collect the comments of 1) idea men and policy-makers; 2) policy implementers; 3) idea men and policy implementers; 4) experts. The combination of the data collected establishes a comparison between the process and the structure (Meny & Thoenig, 1989), the prescriptive and the actual, in order to understand the real dynamic behind the implementation process studied. Thus, through the study of the implementation process of the Quebec elementary school curriculum reform, we can recount the implementation model of Quebec’s curricular policy. This innovative implementation model shows that non-improvised and demanding hybrid strategies were thought out and proposed by the Quebec government. This elaborate implementation model led to the belief that the Quebec curricular policy could possibly obtain tangible and sustainable results in schools. Analysis of the implementation structure reveals that the implementation strategies in the field stuck closely to the “hybrid” strategies originally planned. However, the implementation process did not evolve in the expected way. The actual implementation in the field was difficult and risky, despite the “hybrid” approach adopted. The elements explaining the implementation problems are presented and analyzed in this study.

Cervical cancer is the second most common cancer that women suffer from worldwide. Every year more than 270,000 women die from cervical cancer, and it is one of the top ten cancer that Taiwanese women suffer from. Differ from other kinds of cancer, cervical cancer can be effectively prevented by vaccination, since most cervical cancers are caused by HPV(Human Papillomavirus) infection. HPV infection is most common in people in their late teens and early 20s, and the HPV vaccine targets the HPV types that most commonly cause cervical cancer and can cause some other cancers. It also protects against the HPV types that cause most genital warts. The HPV vaccine is highly effective in preventing the targeted HPV types, as well as the most common health problems caused by them. Though HPV vaccination is included in the national immunization program in some countries, the vaccines are not provided to every female at no cost in Taiwan. While some cities and counties provides HPV vaccine for every female or a certain group of female gratuitously, female citizens of other cities and counties would have to pay approximately $300-360 USD for vaccination. This inconsistent policy among Taiwan has been questioned by local congressmen and citizens. To re-examine the HPV vaccine policy and implementation procedure among each local government in Taiwan, the Health Promotion Administration, Ministry of Health and Welfare (HPA) as well as ten local governments with different HPV vaccination policies were interviewed and evaluated. The research concludes that with no united HPV vaccination policy, the goals of the policy among the local governments is different, some even undefined, the implementation levels of each local government is uneven, and misleading communication between the central and the local governments exist. A united policy with specific goal, implementation guidelines, report system, two-way communication system should and would make the vaccination policy more ample, and equal.

Den digitala utvecklingen accelereras alltmer och det blir allt viktigare för organisationer att digitalisera sina verksamheter genom olika IT-system. IT-implementeringar har dock sedan länge visat sig vara en komplex process och många organisationer tar hjälp av IT-konsulter för att lyckas med implementering av IT. IT-implementeringar påverkas dessutom till stor del av IT-kulturen i organisationen. Därför är det relevant att undersöka sambandet mellan IT-kultur och IT-implementering, för att således möjliggöra utformandet av strategier som underlättar en IT-implementering. SYFTE: Syftet med studien är att undersöka hur IT-kultur samspelar med implementering av IT och vilka strategier som kan användas för att underlätta implementeringen. Detta görs genom att studera konsulters arbete med att identifiera medarbetarnas inställningar till IT. GENOMFÖRANDE: Studien är en kvalitativ tvärsnittsstudie. Det empiriska materialet utgörs av sju intervjuer med IT-konsulter från fem olika företag. Studien genomförs med ett interpretativt grundantagande.  SLUTSATS: Studien visar att IT-kultur samspelar med implementering av IT, där en positiv IT-kultur främjar en lyckad implementering. Konsulter bör därmed använda strategier för att sprida positiv IT-kultur i organisationen, samt för att omvandla negativa och neutrala IT-kulturer till mer positiva. Olika strategier är lämpliga för olika sorters IT-kulturer och det är därmed av vikt att konsulten lär känna organisationen och kartlägger de olika IT-kulturer som existerar inom organisationen, för att således kunna bemöta dem på bästa sätt. / The digital transformation is accelerating, and it is of utmost importance that organizations and consultants hired by them are successful in implementing IT tools. Simultaneously, an IT implementation is complex and largely affected by the IT culture in the organization. Therefore, it is of importance to study the connection between IT culture and IT implementation, and to form strategies that can be used to facilitate an IT implementation regarding the IT culture. AIM: The aim of the study is to analyze how IT culture is connected to IT implementation and strategies that can be used to facilitate IT implementation. This is accomplished by a study of consultants and how they identify co-workers’ attitudes to IT.  COMPLETION: This study is a cross-sectional qualitative study. The empirical data consists of seven interviews with IT consultants from five different companies. The study is conducted with an interpretive philosophical perspective.  CONCLUSION: This study shows that IT cultures play an important role in the process of implementation of IT, where a positive IT subculture benefits a successful implementation. Therefore, through active work during the implementation process, IT consultants can deal with negative attitudes and strengthen positive approaches.  IT consultants should use strategies to create a positive IT culture within the organization, but also to transform negative and neutral IT cultures into more positive IT cultures. Different strategies are suitable for different kinds of IT cultures and it is therefore essential that IT consultants get to know the organization and clarify the variety of IT subcultures that exist within the organization, to be able to address them in the most suitable way.

There is overwhelming evidence the world over on the pedagogical benefits of learning in the mother language. Zimbabwe recognized this significant role played by the mother tongue in education when a policy enshrined in the 1987 Education Act was enunciated. The language-in-education policy, which was amended in 2006, allows mother tongue usage up to Grade Seven. Contrary to the stated policy, primary school teachers continue to use English as the medium of instruction in primary schools. The purpose of this study was thus to explore the barriers that rural primary school teachers face in implementing the proposed policy in Masvingo District of Zimbabwe. Literature suggests that factors that inhibit implementation of a mother tongue education policy in ex-colonial African countries include state-related factors, uninformed language myths and language attitudes which support the dominant role of English. The postcolonial theory paradigm guided this study since the intention was to conduct the research as well as to contribute to how to generate teachers’ participation in mother tongue policy implementation in a postcolonial context. A qualitative case study was employed where semi-structured open ended questionnaires, focus group discussions and individual interviews were used to collect data. Fifteen rural primary school teachers, three school heads and two District Schools Inspectors were purposefully selected to participate in the study. It emerged from the study that all the participants were not knowledgeable about the stipulations of the 2006 language-in-education policy. The major barriers identified include inadequate policy dialogue, unavailability of educational material resources in the mother tongue, language attitudes and individual teacher concerns which contribute to low self-efficacy. A critical analysis of the barriers to implementation success indicates that they are mainly related to postcolonial mentality where language attitudes are deeply entrenched in people’s minds. Participants believed that the challenges they faced could be resolved and they proposed some intervention strategies. The study recommends that teacher education institutions should spearhead the designing of professional development modules that impart knowledge and skills on the implementation of additive bilingual education in primary schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)

There is overwhelming evidence the world over on the pedagogical benefits of learning in the mother language. Zimbabwe recognized this significant role played by the mother tongue in education when a policy enshrined in the 1987 Education Act was enunciated. The language-in-education policy, which was amended in 2006, allows mother tongue usage up to Grade Seven. Contrary to the stated policy, primary school teachers continue to use English as the medium of instruction in primary schools. The purpose of this study was thus to explore the barriers that rural primary school teachers face in implementing the proposed policy in Masvingo District of Zimbabwe. Literature suggests that factors that inhibit implementation of a mother tongue education policy in ex-colonial African countries include state-related factors, uninformed language myths and language attitudes which support the dominant role of English. The postcolonial theory paradigm guided this study since the intention was to conduct the research as well as to contribute to how to generate teachers’ participation in mother tongue policy implementation in a postcolonial context. A qualitative case study was employed where semi-structured open ended questionnaires, focus group discussions and individual interviews were used to collect data. Fifteen rural primary school teachers, three school heads and two District Schools Inspectors were purposefully selected to participate in the study. It emerged from the study that all the participants were not knowledgeable about the stipulations of the 2006 language-in-education policy. The major barriers identified include inadequate policy dialogue, unavailability of educational material resources in the mother tongue, language attitudes and individual teacher concerns which contribute to low self-efficacy. A critical analysis of the barriers to implementation success indicates that they are mainly related to postcolonial mentality where language attitudes are deeply entrenched in people’s minds. Participants believed that the challenges they faced could be resolved and they proposed some intervention strategies. The study recommends that teacher education institutions should spearhead the designing of professional development modules that impart knowledge and skills on the implementation of additive bilingual education in primary schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)