Suchergebnisse

Other written product issued by the General Accounting Office with an abstract that begins "Pursuant to a legislative requirement, GAO reviewed the Department of Education's new rule on providing assistance to states for the education of children with disabilities and the early intervention program for infants and toddlers with disabilities. GAO noted that: (1) the final rule would implement changes made to the Individuals with Disabilities Education Act (Part B) and the Early Intervention Program for Infants and Toddlers with Disabilities (Part C of the act) by the 1997 amendments to the act; (2) the rule would revise the requirements on state complaint procedures under the Parts B and C programs; and (3) Education complied with applicable requirements in promulgating the rule."

Chapter 1. Introduction -- Chapter 2. Background of the Roberts Court: Conservatives Turn the Clock Back -- Chapter 3. Religion: Free Exercise Becomes Dominant -- Chapter 4. Special Education: Maximizing the Potential for All Students -- Chapter 5. Student Rights: Protecting Against Material Disruption in School or Limiting Free Speech -- Chapter 6. Race and Discrimination: A Slow and Steady Eroding of Brown v. Board of Education -- Chapter 7. Gender Discrimination: The Right to Be Yourself in School -- Chapter 8. Public School Employees: Public School Employees: Freedom of Expression is Giving Mixed Messages -- Chapter 9. Immigration: Ensuring an Education for All -- Chapter 10. Conclusion: The Roberts Court Walks Backward Through the School Door.

This report concludes the first stage of the integrated project KNOWandPOL ("The role of knowledge in the construction and regulation of health and education policy in Europe: convergences and specificities among nations and sectors"). This project is organized around three complementary orientations. This report deals with Orientation 1, which seeks to give a first and general analysis of the social and cognitive mapping of the sectors under study. Orientation 2 analyses decision-making processes as such, paying special attention to the way information and understanding are deployed and learning takes place at different stages. Orientation 3 is focused on the growing use of regulatory instruments that entail the production and dissemination of information, studying their fabrication and their use by the decision-makers for whom they are intended. This report draws on the research data and analysis presented in 12 country reports. This report attempts to move beyond summary and into an integrative synthesis of the main ideas that have emerged from reading across these reports, in such a way as to provide a forward movement or 'orientation' towards the remaining work of the project. The analytical synthesis is offered through the organization of text using the key elements or features of the knowledge and policy landscape that were developed in the process of working on Orientation 1. Thus the transversal analysis of the reports is grouped under the following main headings: Context, Structure, Actors, Knowledge, and in relation to an emergent and tentative hypothesis, about which we say more below.

"July 25, 2006." ; Shipping list no.: 2006-0303-P. ; Distributed to some depository libraries in microfiche. ; Caption title. ; Mode of access: Internet.

Many students attend more than one institution of higher education before earning a degree. Legislators can strengthen the pathway between community and four-year colleges by developing effective state transfer and articulation policies. Such policies can create a coherent, statewide procedure for transferring; establish a common course numbering system throughout the state higher education system; identify a general education core that is accepted by all institutions; and facilitate direct transfer of a two-year degree to a four-year university. This report examines these state policy options and discusses the benefits of such policies to colleges, students and the states. ; National Conference for States Legislatures - NCSL

Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education. Rooting constructions of gender and sexuality in specific geographical contexts, the contributors consider a range of issues. Themes discussed include the gender gap in educational attainment; pedagogical strategies; stereotyping in curricula; and education policy. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further.

The study examined management tasks and challenges of entrepreneurship education for sustainability of universities in Imo State, Nigeria. The study adopted descriptive survey research design. The population and sample of the study was made up of 90 directors, non-teaching staff and lecturers of entrepreneurship education in universities in Imo State. A researcher-made rating scale titled "Management Tasks and Challenges of Entrepreneurship Education for Sustainability of Universities Scale" (MTCEESUS) with 20 items was used for data collection. The instrument was validated by specialists in Educational Management and Educational Measurement and Evaluation. Cronbach alpha statistics was used for the reliability of the instrument which obtained an index of 0.85. Mean and standard deviation were used to answer the research questions and hypotheses were tested using one sample t-test at 0.05 level of significance. Findings showed that entrepreneurship education directors are doing their tasks in the management of entrepreneurship education for sustainability of universities in Imo State, Nigeria. However, some challenges are facing the management of entrepreneurship education for sustainability of universities in the state. The study further recommended that: the state and federal government should endeavour to provide adequate fund for the administration of entrepreneurship education in universities in Imo State. Article visualizations:

Since the 1960s, U.S. presidents have used their executive, administrative, and political power to pursue policy goals in elementary and secondary education. This article analyzes the K-12 education policy strategies pursued during the first three years of the Donald Trump presidency, focusing on two main aspects of Trump's approach to education policy. First, I analyze Trump's heavy reliance on executive and administrative tools and his use of these tools to promote state flexibility, diminish federal direction on civil rights issues, and expand private and public school choice. Second, I examine the Trump administration's approach to implementing the Every Student Succeeds Act of 2015 (ESSA), especially in reviewing state plans pursuant to the ESSA. The administration took a highly deferential approach as states sought approval for their ESSA plans and in a way that suggests the Trump presidency is shifting federal involvement in K-12 education policy away from prioritizing equity and oversight.

Historically, Higher Education (HE) as a sector has often found itself in tension between supporting academic freedom, freedom of expression and speech, and fulfilling officially (state) mandated political or social aims. In this paper I explore the 'Prevent' strand of the British government's counter-terrorism strategy, 'CONTEST', and the implications for Higher Education Institutions (HEIs) in England, arguing perhaps controversially, that is illustrative of a gradual shift towards sovereignty via the introduction of a permanent and all-pervading State of Exception in western democracies in response to the increased terror threat these nations are (perceived to be) experiencing. The aim of 'Prevent' is to identify individuals who might be becoming radicalised, and prevent them from going on to become terrorists. Drawing on the work of Judith Butler I argue that the so-called 'war on terror' is being used to justify new regimes of control and that the education system plays a central role in the creation of the State of Exception. Employing 'Prevent' in HE as an example, I investigate sovereignty as a banal, anonymous and bureaucratic norm, practice and discourse, and the State of Exception as constituted via the performativity (repetition of spoken and unspoken citations) of this norm in education. I also argue that educational policies and practices such as 'Prevent' are central to the creation of Muslims as non-human subject as under the State of Exception their rights are being potentially – and in some cases, actually - suspended under the pretext of public security which places them (potentially) beyond the law. The ongoing use of extreme measures are 'the means by which the exceptional becomes established as a naturalised norm' (Butler 2004,67).

A healthy workforce is vital for the sustainable social and economic development of any country. Assuring occupational health and safety (OHS) depends not only on the passing of quality working legislation and inspection of workplaces, but also on preparation of qualified specialists on OHS. Aimed at assessing of relevance of the content of training at Central Asian universities to the needs in prevention of risks of accidents and injuries and promotion of a preventive culture in the workplace, and finding out how they are compliant with the recommendations of the Mainstreaming occupational safety and health into the education (2010), we examined curricula of 20 medical and non-medical universities across Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan.The analysis of training programs showed that education in OHS and preparation of qualified specialists in Central Asiana countries is up-to-date and tailored to local needs for prevention of risks of accidents and injuries and promotes the notion of a preventive culture in the workplace.

This paper surveys three sources of conflict about citizenship & education in contemporary normative political theory: the extent to which rival conceptions of citizenship differ in the ends they prescribe for civic education; disagreement about the educational processes needed to yield accepted civic educational ends & how some of those processes might best be institutionalized via schooling; & disagreement about how liberal legitimacy constrains state action undertaken for the sake of democratic education. 62 References. Adapted from the source document.

This book is open access under a CC BY 4.0 license. This book provides an original and challenging analysis of one of the most pressing social issues of our times: intergenerational inequality. Based on recent mixed-method research, it explores the extent and scope of generational divides through an up-to-date analysis of the changing opportunities for young people in Britain across different life domains. A central question addressed is whether current changes are best understood as growing inequalities within and across age groups, or whether we face a genuine intergenerational decline over the life course of this and future generations of youth. Andy Green's controversial manifesto for intergenerational equity includes replacing higher education fees with a tax on graduates of all ages; the introduction of capital gains tax on sales of first homes; voting at 16, and a new charter of rights for private tenants