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This paper examines music education's legitimation of values as a means of preparing students for entry into the new 'knowledge society' of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever-changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures. © 2009 Taylor & Francis. ; postprint

This volume provides an in-depth analysis of the critical dimensions of higher education in India. It focuses on the growth and expansion of private higher education and public policy. The volume discusses issues related to the growth of for-profit and not-for-profit private higher education institutions and their implications at the policy level. It outlines the role of such institutions towards the internationalization and global ranking of the Indian higher education system. The book discusses the trends in internationalisation adopted by private higher education institutions and explains the resulting impact on aspects such as the diversity of programs, skill formation, employability, pedagogic practices, standards, curriculum development, and research and development, as well as the wider externalities in terms of promoting India's soft power and international relations with other countries. While outlining the challenges of Open Distance Learning (ODL) and online education in India, the book also discusses the use of ICT, OER, and MOOCS among others to address the challenges of the ODL system. This volume will be of interest to teachers, students, and researchers of education, public policy, political science, international relations, law, sociology, economics, and political economy. It will also be useful for academicians, policymakers, and anyone interested in the internationalization of Indian Higher Education.

Includes index. ; "Publications of the committee": p. 325. ; Appendix: A. The experience of labor with trade and industrial education, by Howell H. Broach and Julia O'Connor Parker.--B. Major federal legislation for vocational education grants to states as of January 1, 1938. ; Mode of access: Internet.

DURING THE EVOLUTION OF IDEAS ABOUT PEACE EDUCATION, I.E. TEACHING FOR PEACE AT ALL LEVELS FORMALLY AND INFORMALLY, A NUMBER OF DEBATES OR POLARITIES HAVE APPEARED, SOME OF WHICH PARALLEL SIMILAR DIVISIONS OR ARGUMENTS IN PEACE RESEARCH. THESE CAN BE TYPIFIED AS FOLLOWS: PEACE EDUCATION AS FORMAL ACTIVITY (IN SCHOOLS ETC.) PEACE EDUCATION FROM TOP-DOWN VIA GOVERNMENT, SYLLABI, HEADS, LOCAL AUTHORITIES PEACE STUDIES AS A SUBJECT OR SPECIFIED AREA (PEACE STUDIES) IN CURRICULUM PEACE AS A BROAD CONCEPT NOT JUST WAR, DISARMAMENT ETC. BUT POSITIVE, INDIVIDUAL AND COMMUNITY CONCERNS PEACE EDUCATION AS A LONG TERM PROCESS OF VALUE CHANGE RAISING OF CRITICAL AWARENESS (ATTITUDES) PEACE EDUCATION AS INFORMAL ACTIVITY (GENERAL PUBLIC-CONSCIOUSNESS-RAISING) PEACE EDUCATION FROM THE BOTTOM-UP THROUGH POPULAR AND COMMUNITY INITIATIVES, INDIVIDUALS (INCLUDING PARENTS, TEACHERS) AND SOCIAL MOVEMENTS, PEACE GROUPS PEACE EDUCATION ACROSS THE CURRICULUM IN ALL DISCIPLINES AND BEYOND PEACE EDUCATION (NARROW CONCEPT) AS FUNDAMENTALLY 'DISARMAMENT EDUCATION', INFORMATION ON THE NUCLEAR THREAT ETC. PEACE EDUCATION AS A SHORT TERM AND INFORMATION-GIVING EXERCISE

Der Beitrag stellt kurz die Implementierung von Global Citizenship Education in der LehrerInnenausbildung der lehramtsausbildenden Institutionen der Steiermark, des Burgenlands und Kärntens vor. Davon ausgehend blickt die Autorin in das Feld der Erwachsenenbildung und schlussfolgert: Impulse für die Erwachsenenbildung können in Ansätzen bereits abgeleitet werden. Als Gesamtkonzept muss Global Citizenship Education aber in beiden Bildungsbereichen noch ihren Stand finden. (DIPF/Orig.) ; The article briefly presents the implementation of global citizenship education in teacher training at institutions that educate schoolteachers in Styria, Burgenland and Carinthia. Based on this, the author takes a look at the field of adult education and concludes: Impulses for adult education are already beginning to emerge. As a general concept, however, global citizenship education must still find its footing in both fields of education. (DIPF/Orig.)

The rationale for this review centres solely on the need to broaden access to third-level education in order to improve equity and social justice. It is founded on the Government's social and economic policy objective of reducing and eliminating educational disadvantage, and increasing participation at third level by lower socio-economic groups. The Agreed Programme for Government of June 2002 commits the Government to building a caring and inclusive society and to achieving real and sustained social progress. Similar commitments are reflected in the National Development Plan, the National Anti-Poverty Strategy, the National Children's Strategy and successive national partnership agreements, including Sustaining Progress. Tackling educational disadvantage is a core principle of social justice. The issues of educational disadvantage and social inclusion, therefore, are key priorities for the Government and, since taking up office, the Minister for Education and Science has emphasised his commitment to improving participation and achievement at every level of education. The need for interventions throughout the education system is well recognised. It is well established that addressing educational disadvantage requires intervention in the context of a continuum of provision from early childhood through to adulthood. Successive governments, of all political persuasions, have recognised this fact and have introduced a range of initiatives at pre-primary, primary and post-primary levels aimed at increasing pupil retention and achievement. These initiatives are currently being reviewed in order to ensure that individuals are enabled to obtain the appropriate supports they require to maximise the benefit they derive from the education system.

Education is the key to risk reduction, be it environmental management or disaster risk reduction, and is a process which needs to be embedded at different levels of management and practices to collectively reduce the risk. While school education forms the foundations of the knowledge cycle, for effective knowledge use, it is necessary to link school and community education. Education is linked to enhanced awareness and a key reflection of education is seen in terms of actions. Divided into four sections this book begins with an informative introduction to the subject of disaster risk reduction education and proceeds to highlight key places of education such as family, community, school, and higher education. It then examines approaches, methods and tools before providing a future perspective and pointing to the way ahead. This is the first book of its kind on disaster risk reduction education. A ready reference for practitioners in the field this book describes and demonstrates different aspects of education in an easy-to-understand form with current academic research and practical field experiences included throughout.

The existence of minorities will grow in most countries of the world because of sociopolitical upheaval and economic crisis, both of which result in waves of migration. Contributors to this volume discuss the task of education to alleviate the problems arising from the mix of peoples of various ethnic, cultural, linguistic, and religious backgrounds.||No education system alone can create a just and equal society, and education by itself is not enough to achieve peace. Nevertheless, educational efforts assisted by other institutional commitments and actions are essential in order to create an a