Suchergebnisse

On June 18, 2020, the U.S. Supreme Court ruled in a 5-4 vote to maintain DACA in place. The Court found that the Trump administrations rationale for ending DACA in 2017 was arbitrary and capricious. The Court also found that the Department of Homeland Security (DHS), which oversees DACA, failed to properly consider what if anything to do about the hardship to DACA recipients, as it was required to do under the Administrative Procedure Act (APA). The Supreme Courts ruling allows DACA to continue in place for the moment and could potentially mean that applications for initial (new) DACA requests and advance parole re-open. However, the Courts decision does not preclude the Trump administration from further attempts to end DACA. This report provides a policy analysis in ten states that concentrate almost 100,000 DACA recipients. ; Presidents' Alliance on Higher Education and Immigration ; Ulead Network

Chapter 1 School Improvement in Rural Settings: A Review of International Research and Practice -- Chapter 2 China: A System-Wide Approach to Rural School Improvement: Teachers, Technologies and Leadership -- Chapter 3 Myanmar: Aligning and Linking Policies, Plans and Institutional Arrangements for Effective Rural Teacher Development -- Chapter 4 Kenya: Joint School-Community Approach for Education of the Marginalized Children -- Chapter 5 Uganda: Improving the Quality of Rural Education Through Standard-based Teacher Development and Management Reforms -- Chapter 6 Summary and Policy Recommendations.

The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin "Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State" Published ...

Published in association with ELIG, the aim of this new book series is to focus on key trends and innovations - pedagogic, technological, and commercial - which are either impacting, or have the potential to impact the ways in which digital learning and education is understood, developed and delivered within academic, public and private sectors

This article presents some of the results of the doctoral thesis developed by the author. The article analyzes the impact that the process of institutionalization of intercultural bilingual education in Ecuador had in those initiatives of education controlled by indigenous communities. The research was supported on the contributions of Critical Pedagogy and Latin American Anthropology: from the first one, it took the concept of education as a cultural and politic practice; from the second one, it took the analytical perspective of the cultural control theory. Related to the methodology, the research made a study case of an emblematic experience of indigenous education in the country: the Sistema de Escuelas Indígenas de Cotopaxi (SEIC), and data was collected through oral history and review for primary sources. The hypothesis that the article seeks to argue is that the process of institutionalization of the intercultural bilingual education finished undermining the community nature of the SEIC and standardizi ng its educational proposal. ; El artículo recupera parte de los resultados de la investigación desarrollada por el autor en el marco de su tesis de doctorado. El artículo analiza el impacto que el proceso de institucionalización de la educación intercultural bilingüe en el Ecuador tuvo en las iniciativas de educación indígena de carácter comunitario. El trabajo de investigación se fundamentó en los aportes de la Pedagogía Crítica y de la Antropología Latinoamericana: de la primera tomó el concepto de educación como práctica cultural y política, mientras que de la segunda recuperó la perspectiva analítica de la teoría de control cultural. En términos metodológicos, la investigación optó por realizar un estudio caso de una experiencia de educación indígena emblemática del país: el Sistema de Escuelas Indígenas de Cotopaxi (SEIC), y para la recolección de información se trabajó a partir de la historia oral y el análisis documental. La hipótesis que se busca argumentar en el texto que sigue es que el proceso de institucionalización de la educación indígena terminó minando el carácter comunitario del SEIC y estandarizando su propuesta formativa.

This article presents some of the results of the doctoral thesis developed by the author. The article analyzes the impact that the process of institutionalization of intercultural bilingual education in Ecuador had in those initiatives of education controlled by indigenous communities. The research was supported on the contributions of Critical Pedagogy and Latin American Anthropology: from the first one, it took the concept of education as a cultural and politic practice; from the second one, it took the analytical perspective of the cultural control theory. Related to the methodology, the research made a study case of an emblematic experience of indigenous education in the country: the Sistema de Escuelas Indígenas de Cotopaxi (SEIC), and data was collected through oral history and review for primary sources. The hypothesis that the article seeks to argue is that the process of institutionalization of the intercultural bilingual education finished undermining the community nature of the SEIC and standardizi ng its educational proposal. ; El artículo recupera parte de los resultados de la investigación desarrollada por el autor en el marco de su tesis de doctorado. El artículo analiza el impacto que el proceso de institucionalización de la educación intercultural bilingüe en el Ecuador tuvo en las iniciativas de educación indígena de carácter comunitario. El trabajo de investigación se fundamentó en los aportes de la Pedagogía Crítica y de la Antropología Latinoamericana: de la primera tomó el concepto de educación como práctica cultural y política, mientras que de la segunda recuperó la perspectiva analítica de la teoría de control cultural. En términos metodológicos, la investigación optó por realizar un estudio caso de una experiencia de educación indígena emblemática del país: el Sistema de Escuelas Indígenas de Cotopaxi (SEIC), y para la recolección de información se trabajó a partir de la historia oral y el análisis documental. La hipótesis que se busca argumentar en el texto que sigue es que el proceso de institucionalización de la educación indígena terminó minando el carácter comunitario del SEIC y estandarizando su propuesta formativa.

Examines Malta's history of higher education, discussing: the relationship between Malta's socioeconomic and political history and educational development; Malta's system of higher education; notable reforms and counter-reforms; and implications of expansion (rapid increases in student enrollment, the boom of a graduate labor supply, and changes in quality and quantity of graduate students on the labor market) ; peer-reviewed

Abstract
This paper is going to argue that while early childhood teachers seem to have positive perceptions about intercultural education, the in-question students seem to be compelled to adopt different cultural habits. Data were gathered through a questionnaire distributed in 9 areas of Thessaloniki, completed by 161 teachers. The results showed that most teachers feel that they have enough knowledge about the curriculum regarding intercultural education, perform activities regarding interculturalism and diversity; they believe that students from different cultures feel welcomed and equally treated and participate in all class activities. Teachers suggest that students from different cultures build good relationships with all their peers and there is positive communication between students from different cultures as well as between their parents and teachers. However, the suggestion of most of the sample that students are compelled to adopt Greek cultural habits constrains this positive picture. It is possible that teachers feel that they are achieving positive results regarding intercultural education. It may be possible to recommend that the approaches that teachers report as part of their current practice should continue or that teachers' own recommendations should be explored further to determine what sort of approach to intercultural education is being adopted.

Higher education is increasingly important to the labor market success of individuals and the prosperity of nations, yet, as this book shows, public funding for higher education is declining. It presents innovative approaches to increasing funding for universities through closer ties with business and through privatization of universities.

Recent events have spurred for a renewal in civic education in the United States. Building upon an essay in an earlier volume of Essays in Education, the authors of this essay argue that a renewal of civic education in the United States must include a sturdy commitment to both multiculturalism and media literacy. In this essay, the authors provide background and context as to why these two areas need to be focused upon and provide pragmatic direction to policy makers, school officials, and teachers may swiftly and effectively commit schools to both multiculturalism and media literacy.