Suchergebnisse

This collection traces the history of considerations of the meaning and importance of race and racism in education through a deep dive into the archives of the journal Educational Philosophy and Theory. It will inspire educators and scholars to further consider the significance of race and racism in education and research.

Corruption is an extraordinary crime that has become a major problem in Indonesia. Most of the perpetrators of corruption are the heads of local governments. In general, they commit corruption because they have authority and power. Based on the Corruption Perception Index 2016, Indonesia is ranked 4th in ASEAN. This index shows that corruption is still one of the state biggest problems in Indonesia. This paper uses descriptive qualitative method and the data collection is conducted using library research. The recommendation put forward through this paper is that the Heads of Local Government in Indonesia should join State Defense Education and Training. In addition, the Heads of Local Government should be able to become the role models for the people.

Many actors in the field of cultural education work and cooperate internationally. This international context repeatedly provides illustration that the concept of cultural education is not based on a universal understanding. Thus, international dialogue forums are even more important - in particular, when societies are facing similar structural challenges, which also affect cultural education. Digitisation, which is transforming each area of life, is such a challenge. As it constitutes a significant aspect of a fundamental global and local cultural shift, the question of how the challenges of digitisation can be handled is of utmost importance for the extent, form and content of cultural education. It is not only about developing new ways of mediation, but also about understanding digitisation itself as a cultural transformation in order to shape and handle it in the best possible manner."Cultural Education and Digitisation" was the subject of the German‐Chinese expert forum which took place in Berlin from 27 to 30 November 2017. The Mercator Foundation and the China Soong Ching Ling Foundation initiated and funded the event as the second in the German‐Chinese forum "Cultural Education Across Cultural Borders", and carried it out in cooperation with ifa (Institut für Auslandsbeziehungen). This Input summarises the core findings of the expert forum and shows perspectives for connecting digitisation and cultural education in Germany and China. Which discourses determine the debates on cultural education in both countries? Which hopes and concerns are connected to digitisation in general, but also to cultural education in specific? Which perspectives can be shown for future development, and which significance will be attributed to the international dialogue between Germany and China?

Intro -- Acknowledgements -- Contents -- Abbreviations -- 1 Introduction -- Abstract -- 1.1 Introduction -- 1.2 Basic Information About the Country and a Short Historical Background -- 1.3 Basic Information About the Education System in Bosnia and Herzegovina -- 1.4 Problem Statement, Research Questions and Objectives of the Study -- 1.4.1 Significance of the Study -- 1.5 Limitations of the Study -- 1.6 Methodology -- 1.6.1 Selection of Participants for Interview -- 1.6.2 Interviews -- 1.7 Outline of Chapters -- References -- 2 Conflict Transformation, Sustainable Education and Peace Education -- Abstract -- 2.1 Introduction -- 2.2 Theoretical Perspective of Peacebuilding and Conflict Transformation -- 2.3 Education in Post-conflict Countries and Peace Education -- 2.3.1 Integration and Institutionalisation of Peace Education -- 2.4 Theoretical Framework of the Study -- References -- 3 Peace Education in Bosnia and Herzegovina -- Abstract -- 3.1 Introduction -- 3.2 Why the Study Considers Peace Education an Agent for Peacebuilding in BiH -- 3.2.1 Peace Education as Non-formal Project Activities Led by International and Local NGOs with Youth as the Target Group -- 3.2.2 Peace Education by International Organisations Through Non-formal Education with Teachers, School Directors, School Board Members and Ministries as Target Groups -- 3.2.3 International Organisations Working on the Integration of Elements of Peace Education into the Formal Education System -- 3.2.4 Schools that Teach Some Elements of Peace Education Through Human Rights Education, Democracy, Life Skills and Attitudes etc. -- 3.2.5 Local Ministries, Schools, Agencies and Pedagogical Institutes that Enforce and Revised Laws, Policies, Curricula, Textbooks etc. -- 3.3 The Example of Brcko District Education Reform -- References.

Through the 1880s, Senator Henry Blair (R-NH) spearheaded an effort to erode local control of education by turning Congress into a source of funds and oversight for state-level primary and secondary schools. The Blair Bill won support from an interregional, interracial, bipartisan coalition. It passed in the Senate on three separate occasions, was endorsed by presidents, and was a frequent topic of discussion among party elites. Yet in 1890 the bill failed for the last time, and local control would go largely unchanged until the 1965 Elementary and Secondary Education Act. In this article we explore the decade-long battle surrounding Blair's proposal. Our analysis focuses on this lost opportunity as a way of highlighting the coalitional and institutional dynamics that work to prevent reform in an otherwise favorable environment. In this way, we contribute to a large literature on the uneven course of American state development.

While undergraduate student loan debt continues to be "hard to register," there are other conditions and effects of the student loan debt spiral that remain relatively invisible, unexamined, and certainly receive less attention in news headlines or on the op-ed pages about the fiscal cliff of education debt. These are the effects of this debt spiral on graduate education, faculty composition, and knowledge production itself. This article highlights how the debt load of faculty is part of the current student loan debt spiral, yet its effects on the working conditions of faculty, the learning conditions of students, and, importantly, the production of knowledge in the university remain underexamined.

This paper investigates the development and impact of European Union (EU) programmes in education and training. The programmes must be regarded in the wider context of gradual assumption of competencies in the field of education and training by the European Union. Therefore, the introductory section identifies a number of distinct phases of this process. Section two describes the conceptual background of the interpretatin and implementation of EU educational programmes and the ways in which these programmes potentially influence national provisions in education. In particular the increasing importance of the principle of subsidiarity in the EU legislation and policy is emphasized. In section three, the development of programmes as a means of implementing EU policies in the field of education and vocational training is outlined. The evolution of programmes provides valuable insights into the way they influence national educational provisions. The chronology identifies two generations of programmes, each with a number of'waves' of programmes that were initiated as a reaction to wider economic and societal developments of the time. The varying implementation of patterns of the programmes in the different phases are discussed. In section four, the development of the programmes is interpreted in terms of their influence on the overall and current formulation and implementation of EU education policies. It is argued that the programmes contribute to what has been termed the 'voluntary harmonisation' of the education systems of the EU member states. The contribution concludes with an assessment of the impact of Socrates and Leonardo on the convergence of education and training in Europe. Further, the main current problems of the two programmes are outlined and discussed.

Provides a critical space in which to interrogate the ways in which postcolonial voices are imagined and struggle to be valued, heard, and responded to. Takes the imagination of the postcolonial as its focus, acknowledging that it is a troubling, unsettling, and ambiguous concept requiring re-visiting and re-interpretation

Drawing on previously published work (eg, see Debertin, David L., "Impacts of Community Characteristics on the Attributes of Public Education," Southern Journal of Agricultural Economics, 1977, 9, 2), the effects of regional income & funding on quality of education are explored. Teachers in poor areas are less well paid than teachers in other areas, but typically are equal in qualifications & experience. Higher funding makes possible lower pupil/teacher ratios & broader course offerings, however. School dropouts are not specifically a problem of Ru areas. Property tax reform programs that have made school districts less dependent on local property taxes for funding have also decoupled public school expenditures from SE characteristics of district residents to some degree. 13 References. W. H. Stoddard