Suchergebnisse

The idea of an "Education Myth" was offered by C. E. Beeby as an over-arching policy framework which would permit a coherent set of policies to be developed in a systematic way. This paper outlines exactly what an education myth is, and then considers three such myths in New Zealand's education history: 1877 and survival of the fittest; 1939 and equality of educational opportunity; and 1987 and education as a commodity. A fourth myth is proposed for 2003 onwards – educated citizens in a democratic society.

Among many issues facing private higher education (PHE) in Vietnam, governance tensions and irrelevant government policy are widely considered as the most pressing ones. They are impediments to survival and development of private universities. In order to provide most reliable and viable recommendations, the researcher conducted a qualitative multi-site case study with the instrumentation of in-depth semi-structured interviews and document analysis to explore each issue and trace the fundamental causes from legislation. The internal governance tension emerged from conflicting viewpoints among members of the board of directors and president about whether to run their institutions as not-for-profit or for-profit. Misleading legislation has resulted in this tension and confusion in the conceptions of the two categories in practice. The external governance tension was found in the relationship between the government and individual institutions. There have been many complaints about impractical, irrational, inconsistent, and fluctuating legislation governing private institutions. Educational policy was also problematic with its limited resources and unequal treatment toward PHE.

The objective of this paper is to draw attention to the conditions that Croatia needs to meet in the area of higher education on the route towards European Union (EU) accession. Although higher education is not one of the priority sectors Croatia should work upon in order to meet the provisions of the Stabilization and Association Agreement (SAA), it is very clear that the harmonisation of Croatian legislation with European standards in the area of higher education will be one of the mainstays of social development and then of genuine accession to the EU. The main means for the unification and reform of tertiary education in Europe is the Bologna Process. Just recently, through the nominal accession to the Bologna Process, Croatia has started to become
aware of the imperatives that the EU has set all accession countries and potential accession countries. However, Croatia also has additional problems, inherited from the tradition, which should be settled before it begins to address those related to joining the European higher education area. We shall first give a brief account of the situation in Europe and outline the requirements of the Bologna Declaration. Then we shall compare the situation in Croatia and the accession countries with respect to the parameters that are tracked in the integration process, and highlight just a few problems that derive from the tradition and that take on increasing salience in the process of harmonisation with the Bologna Declaration. Lastly, we shall put forward some recommendations.

A reprint of the introductory pages (t.p., table of contents and introductions) of the 31st ed. of the Handbook of private schools. ; Mode of access: Internet.

As a new model of growth and development comes into force, higher education institutions (HEI) worldwide have to adapt and respond to a constantly changing environment. Politics, economics, advances in technology and the resultant societal change create a number of opportunities and challenges that HEI' administrators have to address on a daily basis. This volume offers practice-driven accounts of how HEI successfully embrace these challenges and opportunities.The experts and practitioners contributing to this volume reveal a complex reality of HEI today. The book links the debate on education to topical issues in politics, society and economy, including questions of technological progress, social responsibility, sustainability, well-being and, broadly understood, resilience. The authors emphasise the importance of the role of the university in supporting new models of growth by ensuring that the institutions strive towards inclusive education for all. Topics examined in this timely book include university social responsibility, emerging technologies in Higher Education and digital games-based learning and organizational innovation, in a range of international contexts.Given its practice-drive approach, this book will be invaluable for researchers, administrators and leaders in higher education management.

Islam and the state in Indonesia -- Contents -- Abbreviations -- Acknowledgements -- 1. Introduction: The Problem of Political Relationship between Islam and the State -- 2. Explaining the Uneasy Relationship: Political Antagonism between Islam and the State in Indonesia -- 3. Emergence of the New Islamic Intellectualism: Three Schools of Thought -- 4. Implications of the New Islamic Intellectualism: Ideas and Practices -- 5. Beyond Parties and Parliament: Reassessing the Political Approach of Islam -- 6. Reducing Hostility: The Accommodative Responses of the State -- 7. Conclusion: Towards an Integrated Political Relationship between Islam and the State -- 8. Political Islam in Post-Soeharto Indonesia: A Postscript -- Bibliography -- Index -- About the Author.

1. Institutional Origins and Economic Outcomes -- 2. State Building and the Origins of Institutional Profiles -- 3. Constructing Coalitions and Building States: Turkey -- 4. Constructing Coalitions and Building States: Syria -- 5. Precocious Keynesianism in Practice -- 6. Elite Cohesion and State Building in East Asia -- 7. The Collective Dilemmas of Late Development -- 8. The Developmental Consequences of Precocious Keynesianism -- 9. Pathways from Precocious Keynesianism -- 10. Theory and Method Reconsidered