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In this work the author analyses the problems of education in the market economy society and the role of the state in developing educational politics. The authour pays spesial attention to the purposes and tasks of the education in modern society and their normative base of their realization.

This book combines democratic theory with education practice to address the problem of a schooling that is for democracy, and points to the possibilities, limits and tensions of attempting to re-imagine education in more inclusive, collective and sustainable ways through democratic action.

The co-ordination of higher education.--A new college degree.--The young man's future.--Trade schools and labor unions.--The business man's reading.--The American invasion of Europe.--The industrial future.--Old-age pensions for workingmen.--America's foreign commerce.--The ultimate dependence of New England upon foreign trade.--Political problems of Europe as they interest Americans.--The currency.--Banking developments.--The lessons of our war loan.--The Treasury. ; Mode of access: Internet.

Good education changes lives. It is therefore unsurprising that improved schooling plays a central part in most development strategies. At the same time, the expansion of school attainment alone is not sufficient to guarantee improved welfare. This open access book focuses on one country in West Africa, Togo, to explore what a country that has successfully increased enrollment rates can do to enhance learning outcomes. The authors explore different avenues for improvement, including enhancing the efficiency with which resources are used; increasing the qualifications of teachers; and through greater community involvement in school management. There is scope for improvement along all these dimensions, yet changes at the margin are insufficient to bring about the transformation needed to bring about acceptable levels of learning. Important reading for anyone interested in understanding the pathways to improving the education system in Togo and other developing countries. Except where otherwise noted, this book is licensed under a Creative Commons Attribution 3.0 IGO License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/igo/.

This book re-examines the arguments in favour of an evidence-informed approach to education policy; spotlights the factors that lead to a wide variety of evidence being disregarded by policy makers; and sets out why a paradigm of partnership between researchers and policy makers is required in order to improve the future for policy development.

AbstractThis paper assesses the state of higher education in corporate public affairs (CPA) in North America. Educational offerings in many fields have mushroomed in recent years, and many courses of study are currently available that didn't exist even as recently as a decade ago. Is this true in CPA as well? For the most part, CPA offerings are not as plentiful as some observers would previously have foreseen. The paper looks at what educational opportunities are available, identifying areas that show promise for growth or expansion, and outlines a number of factors that have to come into place if CPA education is to become more prevalent than it currently is. Copyright © 2001 Henry Stewart Publications

Foreword : democracy under siege and the rise of the unthinkable / Peter McLaren -- Introduction : equality and human rights in the United States today / Mike Cole -- Feminism and socialism : looking back, looking ahead / Julie Matthaei and Mike Cole -- Gender and education : the revolutionary 'force and reason' of women / Lilia D. Monzó and Kandace Branch -- U.S. history breathes and bleeds racism / Miguel Zavala -- Racism and education : failure to achieve democratic aims inclusively in public schooling / Sheron Fraser-Burgess -- The making of sexuality in the United States : normativity, heteropatriarchy, and resisting the 'euphoria' of androcentric logic / Jessica Heybach -- Toward a Marxian understanding of sex education policy and curriculum in the United States / Faith Agostinone-Wilson -- Disability matters : a materialist history of disability under U.S. settler capitalism / Laura J. Jaffee -- Disabling learning conditions : ability-segregated education and the creation of disability / Laura J. Jaffee -- Marx and the Marxist alternative to neoliberal capitalism : the case for a fully inclusive ecosocialism for today / Mike Cole -- The hidden cost of class disavowal and the case for a new education system : social class and education in the U.S. / Ezekiel Joubert III.

Studies on religious education teacher's competences in Aceh could not be separated from studies on state's intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers' qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers' competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers' qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

The British government white paper, Excellence in Schools & the subsequent report of the Advisory Group on Citizenship, Education for Citizenship, recommend that schools educate pupils in citizenship & democracy. This recommendation is considered in the context of reasons why there has traditionally been no formal or well-articulated political education in schools. Among these reasons a pervasive antipathy to politics & to government is identified as one of the most powerful. This antipathy is expressed from the left & the right wings of the political spectrum, & the "critical" opposition to both, as well as from interests such as those defending professional & personal autonomy. These arguments imply that "politics" is optional, not a set of practices & institutions with which individuals must be familiar. It is argued that this proposition cannot be valid. Adapted from the source document.

A review of the literature suggests that higher education governance, institutional characteristics, and economic, demographic, political, and cultural factors play a critical role in determining state appropriations for public colleges and universities. Relying on these factors as a framework, the purpose of this study was to identify and explore the most compelling of these explanations for differences in unrestricted state appropriations for Carnegie Public Research I Universities during the 1990s. ; Both quantitative and qualitative methods were used in the study. First, regression analysis was employed to examine the impact of [the] twenty-six variables identified from the literature as important predictors of higher education appropriations. In the final regression model, three institutions were identified as representing [three] clear, but differing, levels of support: lower than predicted appropriations (Ohio State University), predicted appropriations (University of Wisconsin-Madison), and higher than predicted appropriations (University of Georgia). ; A multi-case study design as described in Bogdan & Bicklen (1992) and Conrad, Haworth & Millar (1993) was used to learn about state support at these three institutions. The primary data collection method used was interviews targeting institutional leaders, state legislators, governing board officials, state administrators, and governor's staff in each state. ; Institutional commitment to public service, strength of the higher education governance structure, and gubernatorial and legislative support emerged as critical elements accounting for differences in support between public research I universities. Specifically, strong, recognizable outreach programs and structures are important to increasing the visibility of institutional service and consequently lead to greater state support. In addition, research I universities that are governed by a consolidated governing board are likely to have greater state appropriations compared to those in coordinating board systems because of governing boards' ability to mitigate competition between campuses. Finally, the support of the governor is among the most crucial factors that set the political stage and public disposition toward supporting higher education. ; An examination of organizational theory suggested that a combination of rational, political, and cultural systems theories are useful for understanding the organization, processes, and structures explaining key differences in state support for public research I universities. ; Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0530. ; Supervisor: Carolyn J. Kelley. ; Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.