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This book presents many of the papers that were delivered at a workshop on Universities, Colleges, and Others: Diversity of Structures for Higher Education, held at CEPES in 1993 in Bucharest, Romania. Among the compiled themes are as follows: 1) History, Geography, and Economy: Elemental Influences on Higher Education Policy Decisions; 2) Policy Goals for the Future; 3) Legal Construction of Higher Education Structures; and 4) Managing Change. ; UNESCO European Centre for Higher Education

This article shares our reflections and learning on decolonizing field education programs based on exploratory research in the Interior of British Columbia (BC). Because there is no existing research on field education by or with urban Aboriginal people this article aims to contribute to the development of new literature on the process of decolonizing field education practices through cultural safety and intersectional frameworks. The findings call for a transformation in social work and human service field education policies and practices.

"This book thoroughly examines the neoliberal state and its era in Latin America and Spain. It explores neoliberal public policies, power strategies, institutional resources, popular support, and social protest. The book advances neoliberalism as a state model: a power structure configured to implement radical policy proposals"--

Abstract Objective: To identify opportunity areas in elementary school to develop integrative educative process for health education in food. Materials and methods: A case of study in 30 elementary schools in a Tabasco was made. About 9293 students were attended. Data was collected and defined by elements of analysis in observations and interviews. Results: Most schools had at least minimal infrastructure for an integrative breakfast preparation and development of the content teaching projects. There were identified three primordial problems: A) in the scholar's breakfast practice there was a dynamic that does not follow the guidelines of the governmental office that regulates them. B) The preparation and distribution of meals was unrelated with the teaching of content. C) There were contradictions in the contents of different educational materials and among these contents and scientific evidence. Conclusions: Nevertheless infrastructure breakfast preparation and subject teaching was cut oneself off. The results of this search are the basis for the design of educative strategies that integrate content from various school subjects, and the development of scholar projects that involve students, teachers, and families to join the activities of food preparation with the construction of concepts, skills and values. Keywords: Healthy feeding; Health education in food; Food attitudes; Innovative programs.

Cultural History and Education brings together an outstanding group of the leading scholars in the study of the cultural history of education. These scholars, whose work represents a variety of national contexts from throughout Europe, Latin America, and North America, contribute to a growing body of work that seeks to re-think historical studies in education

In the context of Hong Kong's transition in 1997 from a colonised territory to a special administrative region of the People's Republic of China, this paper examines the relationship between decolonisation and democratisation, and analyses the case of Hong Kong in comparative perspective. It highlights factors leading to democratisation in the process of decolonisation, and comments on ways in which the colonial past affects the introduction of democracy in a period of transition. (Centre for the Study of Educat. in Develop. Countries)

Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critique. Forthright and critical, the contributors are unafraid to challenge current orthodoxies. Offers thought-provoking insights into modern education policy

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Figures and Tables -- Introduction: Dialogue of Self and Other: Ethnicity and the Statehood Building Process -- 1. Nationalism and Ethnicity: Images of Ecuadorian Indians and the Imagemakers at the Turn of the Nineteenth Century -- 2. Ethnicity and the State: The Hua Miao of Southwest China -- 3. Ethnicity and the Security Forces of the State: The South Asian Experience -- 4. Ethnicity, Nationalism, and the Role of the Intellectual -- 5. Ethnicity and the State in Northern Ireland -- 6. Batak Heritage and the Indonesian State: Print Literacy and the Construction of Ethnic Cultures in Indonesia -- 7. Ethnicity and State-Building: The Case of the Palestinians in the Middle East -- 8. Jewish Ethnicity in Israel: Ideologies, Policies, and Outcomes -- 9. Conclusion: Ethnicity, the State, and Moral Order -- About the Contributors -- Index

Democracy is one of heterogeneous and, at the same time, ambiguous beings which make up a set of phenomena that can be observed in many modern societies. Since the dawn of time pedagogy has been dealing with public matters and interests connected with people or institutions which wielded power or authority over students or those who are involved in socialization and education processes. Thus, particularly now – after so many years of social and political transformation of the Third Republic of Poland, it must define its contribution to those transformations and express its opinion on democracy and its relationships with teaching sciences and art of education. Studies on relationships among pedagogy, social and political processes should have a crucial meaning not only for scientists but also for those exercising power so that they can answer the question: Where is Polish education going to? Is there in Polish education any place for democracy as a value, so for: participation, justice, equality, making joint decisions, working in teams, cooperation, division of authority, enhancement of social roles, mutual respect, diversity and variety?

In response to SDG 4 which seeks quality education, differentiation as a pedagogical approach to broad contexts of students with and without learning problems, it is necessary for teachers to know the differentiated strategies that allow them to satisfy the educational needs of students. The main objective of this work was to provide a systematization of the scope of the literature on differentiated methodological strategies for inclusive education in basic education, according to the journals indexed in the database Scopus, Web of Science, and Eric, taking as its beginning the year 1999, the year of the internationalization of the term differentiation with the work of Tomlinson. The Prisma methodology was applied, selecting 78 investigations and 30 articles as the final sample. For the purposes of synthesis and analysis of the findings, 6 macro categories have been categorized: in the context of each country, in school study areas, in the classroom, differentiated strategies, over-age and effective strategies, and disability. In conclusion, it was found that in various scenarios, attention to diversity through differentiated strategies benefits learning.

Received: 9 August 2023 / Accepted: 7 October 2023 / Published: 5 November 2023

Economic inequality has been described as the defining challenge of our time, responsible for a host of potential negative societal and individual outcomes including reduced opportunity, decreased health and life expectancy, and the destabilization of democracy. Education has been proposed as the "great equalizer" that has and can continue to play a role in reducing inequality. One means by which education does so is through the development of complex problem solving skills in students, skills used to solve novel, ill-defined problems in complex, real-world settings. These are highly valued in the workforce and will likely continue to be so in the future workforce. Their importance is evident in results from employer surveys, as well as by their inclusion in large scale international and domestic comparative assessments. In this paper, I review various definitions of complex problem solving and approaches for measuring it, along with findings from PISA 2003, 2012, and 2015. I also discuss prospects for teaching, assessing, and reporting on it, and discuss the emerging importance of collaborative problem solving. Developing and monitoring complex problem solving skills, broadly defined, is a critical challenge in preparing students for the future workforce, and in overcoming the negative effects of inequality and the diminishment of individual opportunity.

Economic inequality has been described as the defining challenge of our time, responsible for a host of potential negative societal and individual outcomes including reduced opportunity, decreased health and life expectancy, and the destabilization of democracy. Education has been proposed as the &ldquo ; great equalizer&rdquo ; that has and can continue to play a role in reducing inequality. One means by which education does so is through the development of complex problem solving skills in students, skills used to solve novel, ill-defined problems in complex, real-world settings. These are highly valued in the workforce and will likely continue to be so in the future workforce. Their importance is evident in results from employer surveys, as well as by their inclusion in large scale international and domestic comparative assessments. In this paper, I review various definitions of complex problem solving and approaches for measuring it, along with findings from PISA 2003, 2012, and 2015. I also discuss prospects for teaching, assessing, and reporting on it, and discuss the emerging importance of collaborative problem solving. Developing and monitoring complex problem solving skills, broadly defined, is a critical challenge in preparing students for the future workforce, and in overcoming the negative effects of inequality and the diminishment of individual opportunity.

Extends Marxist analysis to include key concepts from the work of neo-Marxists Antonio Gramsci and Louis Althusser. It looks in detail at racism in the U.K. and the U.S. and goes on to examine the differences between schooling and education, and their relationship to racism in those two countries and in the Bolivarian Republic of Venezuela.