Suchergebnisse

In Nigeria education is provided by both government and private proprietors at the basic, post basic and tertiary levels. For some time now the quality of education provided in these public and private sectors has been a source of concern to both the literate and illiterate in the society. To some the standard of education has fallen while others believe it is high. However against the background of the fact that the education sector is bedeviled with a myriad of challenges, the quality of education offered remains doubtful. These challenges serve as determinants as to whether education is being marketed. In this regard the paper reviews the concepts of marketing education, features of a marketable educational product/service and aims of education. A discourse on whether Nigerian education is marketable and being marketed is made. The paper also looked at challenges in the wheel of marketing education and lastly chatted the way forward and recommended that the 26% of annual budget as prescribed by UNESCO should be complied with. DOI:10.5901/ajis.2013.v2n5p57

This chapters explores the nature of Christian-based values education in five Indian States, and considers how a sample of Christian foundation schools, with Hindu, Muslim, Sikh and Christian intakes, navigate the tensions created by Hindutva, the secular education system, the Religious Freedom Laws, and the school's Christian context. Data were collected to provide phenomenological insight into how a sample of Principals, teachers, Pastors, lecturers, educational workers, parents and children from the diverse Indian states of Karnataka, Tamil Nadu, Andhra Pradesh, Assam and Mizoram narrated their perspectives. While acknowledging our opportunistic sampling strategy, and data collection by a white western agnostic, findings show that some teachers staunchly reject Hindutva in favour of a Christian ethos, paying lip service to the non-proselytising legislation, whilst some other teachers promote a more pluralistic outlook. However other teachers, mainly in the North Eastern states, synthesise Christian values with their tribal heritage.

Changes in social and political relations of the 90's came as a necessity for the change and reform of education in Albania. These changes primarily had to be done in the field of legislation, as well as in high school, university education and graduate education. For 50 years pre- university education in each part of the curriculum claimed only its achievements and development of socialism in the country. Difficulty was in the legal reform on which this education was based. It was very difficult to change the Albanian mentality for the schools to operate under in new laws and structure. The first change came in 1995 with the Law Nr. 7952 dated 21/06/1995 "For Pre- University Education", which changed again in 1998 the Law Nr.8387, dated 30/07/1998. These laws adapted much better the education system with new political and social conditions which Albania was going through at the time. Achievements in Albanian education, however, are not in the same level as the other EU countries, but they are a beginning to bring change in the systems of university, undergraduate, and graduate education and also the scientific research in the level of the developed countries. The education was free before the 90's but it was directed only by the Marxist ideas adapted to the level of the bolshevism profile, which made this education a closed and oriented type. This form of education was the first thing that needed to be changed and reformed. The right to get educated is a fundamental human right, part of the Albanian Constitution and also part of the European Human Rights Council; every person has this right regardless of gender, beliefs, economical status and religious belief. DOI:10.5901/jesr.2016.v6n2p49

The 2018 United States (US) National Military Strategy claimed that professional military education (PME) in the US had 'stagnated'. Since then the 2020 US Joint Chiefs of Staff publication Developing Today's Joint Officer's for Tomorrow's Ways of War can be seen as a direct response to such stagnation. The associated temporal positionings of war from stagnation, to today's officers, to tomorrow's ways of war, reinforce the significance of wartime in how professional military education is framed. In this paper I ask: To what extent do professional military education mission statements rely on frames of wartime for a construction of purpose, what are the implications of such framings for goals of minimizing violence and suffering, and how may such potential limitations be addressed in the classroom? A focus on wartime can help us draw out significant strategic and ethical challenges of conflict termination alongside 'forever wars', the normalization of exceptional security practices and violence, and the way in which prioritizations of either doing war 'better' or minimizing the likelihood of war are in seemingly direct epistemological competition. Given a goal of less insecurity, in an era in which fewer and fewer wars actually 'end' or 'end' with a sense of victory, I assess the extent to which engaging critical approaches in PME may help or hinder the need to challenge self-propagating dynamics of wartime that may be limiting efforts at lessening violence.

The paper gives an overview of the sections of the professionalization of political didactics as an academic discipline in Germany. The first section describes the development of political education and political didactics in schools showing a process of increasing professionalization as a result of engagements with various political influences. In the next part, the beginnings of political didactics and Politics as a school subject are presented. The following part describes the professionalization phase of political didactics and teacher education, with the designation of chairs of political didactics in institutes of political science. The goals and normative ideas that individual political didactics specialists have developed for teaching politics are also discussed. For reasons of space, the previously mentioned parts and the subsequent synopses only partially cover the initial proposition. The fourth part traces the politicization and depoliticization of didactics and of the teaching of politics while the fifth part discusses practical problems that lead to a variety of new normative questions. The sixth part moves toward educational theory, in which the idea of radical constructivism is gaining ground and educationalists attempt to restructure Politics as a school subject with an emphasis on studying democracy by developing a democratic way of thinking. The seventh part is characterized by a new phenomenon, that is the start of theoretical development. The different theoretical considerations on the subject-specific competencies of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competency are presented.

The changing patterns of internat'l educ are reviewed. Whereas once the emphasis was on thousands of foreign students journeying to this country, now attention is shifting to the work of US professors who take up residence in foreign instit's around the world. Another change, which results from the gradual emergence of stronger local instit's, is a shift in emphasis from undergraduate to graduate educ in the US. Because of these changes in the patterns of internat'al educ, a 3rd new component is emerging which must be encouraged & expanded. There is increasing need for a cadre of US professors with the experience & outlook appropriate for teaching abroad. Experience in the private sector with internat'l educ has proved the value of the following principles: (1) careful assessment of the potential of a given foreign instit, its leadership, & its goals; (2) concentration on a few subject areas where the type of assistance needed is explicit & can be made available; (3) continuity of support to avoid abandoning a program in midstream; & (4) need for a career service of men engaged in assistance to developing instit's abroad. The knowledge which can be drawn from the various areas of educ'al cooperation may help the new public programs & the continuing private ones in the yrs ahead. Modified HA.