'Loyalty benefits' are transfer payments designed to motivate or reward citizens for serving the state, either tangibly or symbolically. Classic examples are benefits to soldiers and civil servants, and today, special benefits granted to political refugees. But like the trademark social insurance schemes invented by conservative welfare states, loyalty benefits may also be used as a way of reinforcing status barriers between groups, including ethnic hierarchies embodied in the collective identity projects of states.
This essay discusses the traditional approach in Indonesian education from different angle; cause and effect perspective. A traditional teaching approach employs a didactic flow of knowledge from the teacher, as a sage, to the student as a receptacle (Richmond, 2007) which more emphasizes the mastery of concept, with less stress on skills improvement. The common system of traditional education is teacher centred where the teacher focuses on delivering information about some contents (Liang, 2004). Teacher-centred class instruction and rote learning are deeply embedded; this type of instruction has become a part in the Indonesian school culture and unofficial standard of practice for years (USAID 2008; Bjork 2005). Shallow level of meaning found in school science (Aikenhead 2000). There are several explanations related to these problem; the institutional culture, the Indonesian school cultures; standardized and highly centralized examinations, and less emphasize on improving their teaching ability. Due to these causes, this paper proposes 4 solutions as follows; first, detaching the teachers from their dependence on and deference to the policies and regulations of the central government's education authorities, Second, finding other methods of teacher recruitment, third, empowering the teachers: enriching pedagogical knowledge-lesson study/action research, and prosperity, last, providing a fair system which is emphasized on teaching Standard for standardized test.Keywords: Traditional approach, Indonesian education, Institutional culture
La educación es un bien meritorio o preferente y, al mismo tiempo, un bien meritocrático. La tarea de cualquier sistema educativo es conducir la transición entre estas dos dimensiones. Cuando la sociedad es muy heterogénea, esta tarea suele fallar. Este trabajo tiene como objetivo probar los fallos en esta transición, para lo cual se examina el caso de México, cuyo sistema político ha exhibido la necesidad de mantener el equilibrio entre actores modernos, premodernos y posmodernos, a fin de sortear con éxito el dilema entre gobernabilidad y democracia. La solución ha sido el divorcio entre instituciones formales e informales. Este divorcio ha propiciado la desactivación de todo intento de impulsar el conocimiento a través de la educación porque permite la prevalencia de mecanismos informales que gozan de gran legitimidad, en virtud de que así lo exige el equilibrio entre actores sociales.
Virtually all countries in the world are struggling to provide the necessary resources to Higher Education. The challenges are particularly complex for economically poor countries in Africa, which have recorded massive expansion in the past decade. This book analyzes the state of funding and financing higher education in Sub-Saharan Africa.
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Higher education has an increasing importance in shaping countries standardof living and socio - economic conditions of its citizens. Governmentsaround the world contribute to its financing in the belief that educationis a merit good, provides external benefits and help to achieve a moreegalitarian society. However, the presumption that a relevant amount ofstate aid or even gratuity could not be enough to reach the equality ofeducational opportunities gave rise to several studies aimed at identifyingthe true beneficiary of the subsidy hidden in public funding. In order toexplore the income distribution effects of state aid this paper groupshouseholds according to income levels, estimates the benefits that receiveeach of them measured as free enrollment, on the one hand, and contributionsto financing through the tax system on the other, and thus obtains the nettransfers. Its findings suggest that in Argentina higher education seems tohave both a moderate progressive redistribution effect from the rich andregressive from the poor towards the middle class. A behaviour that isexplained because tax system is progressive, poor have access barriers,private institutions offer good quality options to wealthy citizens and alarge fraction of people belonging to middle class attend the public highereducation sector. ; El protagonismo que tiene la tecnología en los procesos productivosmodernos está confiriendo a la educación, y particularmente a la superior,una importancia creciente en la determinación del nivel de vida de un paísy por consiguiente en las posibilidades de progreso económico y social desus habitantes. Todos los gobiernos contribuyen en distinta medida afinanciarla para aumentar su difusión porque entienden que proporcionabeneficios externos a toda la comunidad, que se trata de un bien meritorio,y que de ese modo ayudan a lograr una sociedad mas igualitaria. Sinembargo, la sospecha de que un elevado aporte público o aún la gratuidadpodrían ser insuficientes para alcanzar esa igualdad de oportunidades dioorigen a numerosos estudios orientados a determinar quienes son losverdaderos beneficiarios de ese subsidio implícito. Con el objeto de reunirevidencias empíricas en esta dirección el trabajo agrupa a las familiasconforme a sus niveles de ingreso, calcula los beneficios que les proporcionala matriculación gratuita y su contribución al financiamiento medianteel pago de tributos, y estima por diferencia los subsidios que recibecada grupo. Sus resultados en líneas generales sugieren que la educaciónsuperior gratuita parece tener en Argentina un moderado efectoredistributivo progresivo desde los ricos y regresivo desde los pobres hacia las clases media, y media alta, una circunstancia que se explicaría porqueel sistema tributario es progresivo, los pobres tienen dificultades de acceso,el sector privado ofrece buenas opciones a los ricos, y los individuosprovenientes de las clases media y media alta son usuarios intensivos delsistema.
In: AAESPH review: the official publication of the American Association for the Education of the Severely/Profoundly Handicapped, Volume 1, Issue 3, p. 115-123
BACKGROUND: The provision of commercialised gambling products and services has changed radically in recent decades. Gambling is now provided in many places by multi-national corporations, with important implications for public health and policymaking. The United Kingdom is one of the most liberalised gambling markets globally, however there are few empirical analyses of gambling policy from a public health perspective. This study aims to provide a critical analysis of a core element of UK gambling policy, the provision of industry-funded youth gambling education programmes. METHODS: Adopting a commercial determinants of health lens, a discourse theoretical analysis was conducted using the logics of critical explanation. The data comprised resources provided by three gambling industry-funded charities (GambleAware, GamCare and the Young Gamers and Gamblers Education Trust) and their partners. RESULTS: The resources present a gambling education discourse that serves to reproduce the 'responsible gambling' agenda, while problematising children and young people. While the resources appear to offer educational content and opportunities for debate, the dominant focus is on teaching about personal responsibility and on the normalisation of gambling and gaming and their industries, while constraining the concept of agency. The resources encourage young people to act as individuals to control their impulses, and to correct what are portrayed as faulty cognitions with the aim of becoming responsible consumers. Our findings demonstrate how the gambling education discourse aligns with wider industry interests, serving to deflect from the harmful nature of the products and services they market while shifting responsibility for harm onto children, youth and their families. CONCLUSIONS: Despite being delivered in the name of public health, the resources construct a discourse favourable to corporate interests. Educators, parents, policymakers, and others need to be empowered to address the conflicts of interest that exist in ...
Background: The provision of commercialised gambling products and services has changed radically in recent decades. Gambling is now provided in many places by multi-national corporations, with important implications for public health and policymaking. The United Kingdom is one of the most liberalised gambling markets globally, however there are few empirical analyses of gambling policy from a public health perspective. This study aims to provide a critical analysis of a core element of UK gambling policy, the provision of industry-funded youth gambling education programmes. Methods: Adopting a commercial determinants of health lens, a discourse theoretical analysis was conducted using the logics of critical explanation. The data comprised resources provided by three gambling industry-funded charities (GambleAware, GamCare and the Young Gamers and Gamblers Education Trust) and their partners. Results: The resources present a gambling education discourse that serves to reproduce the 'responsible gambling' agenda, while problematising children and young people. While the resources appear to offer educational content and opportunities for debate, the dominant focus is on teaching about personal responsibility and on the normalisation of gambling and gaming and their industries, while constraining the concept of agency. The resources encourage young people to act as individuals to control their impulses, and to correct what are portrayed as faulty cognitions with the aim of becoming responsible consumers. Our findings demonstrate how the gambling education discourse aligns with wider industry interests, serving to deflect from the harmful nature of the products and services they market while shifting responsibility for harm onto children, youth and their families. Conclusions: Despite being delivered in the name of public health, the resources construct a discourse favourable to corporate interests. Educators, parents, policymakers, and others need to be empowered to address the conflicts of interest that exist in ...
Introduction: Ecosystem Understanding Is a Key to Understanding Cities -- Introduction: Ecosystem Understanding Is a Key to Understanding Cities -- The Importance of Understanding Urban Ecosystems: Themes -- Why Is Understanding Urban Ecosystems an Important Frontier for Education and Educators? -- The Role of Understanding Urban Ecosystems in Community Development -- Why Is Understanding Urban Ecosystems Important to People Concerned About Environmental Justice? -- Why Is Developing a Broad Understanding of Urban Ecosystems Important to Science and Scientists? -- Foundations and Frontiers from the Natural and Social Sciences: Themes -- Natural Ecosystems in Cities: A Model for Cities as Ecosystems -- An Ecosystem Approach to Understanding Cities: Familiar Foundations and Uncharted Frontiers -- Understanding Urban Ecosystems: An Ecological Economics Perspective -- Social Science Concepts and Frameworks for Understanding Urban Ecosystems -- The Future of Urban Ecosystem Education from a Social Scientist's Perspective: The Value of Involving the People You Are Studying in Your Work -- A Social Ecology Approach to Understanding Urban Ecosystems and Landscapes -- The Historical Dimension of Urban Ecology: Frameworks and Concepts -- Urban Ecosystems, City Planning, and Environmental Education: Literature, Precedents, Key Concepts, and Prospects -- A Human Ecology Model for the Tianjin Urban Ecosystem: Integrating Human Ecology, Ecosystem Science, and Philosophical Views into an Urban Eco-Complex Study -- Foundations and Frontiers from Education Theory and Practice: Themes -- Psychological and Ecological Perspectives on the Development of Systems Thinking -- Toward Ecology Literacy: Contributions from Project 2061 Science Literacy Reform Tools -- An Interdisciplinary Approach to Urban Ecosystems -- Children for Cities and Cities for Children: Learning to Know and Care About Urban Ecosystems -- "Ecological Thinking" as a Tool for Understanding Urban Ecosystems: A Model from Israel -- Systems Thinking and Urban Ecosystem Education -- Approaches to Urban Ecosystem Education in Chicago: Perspectives and Processes from an Environmental Educator -- "Campus Ecology" Curriculum as a Means to Teach Urban Environmental Literacy -- Ecosystem Management Education: Teaching and Learning Principles and Applications with Problem-Based Learning -- Using the Development of an Environmental Management System to Develop and Promote a More Holistic Understanding of Urban Ecosystems in Durban, South Africa -- Visions for the Future of Urban Ecosystem Education: Themes -- Urban Ecosystems and the Twenty-First Century—A Global Imperative -- Out the Door and Down the Street—Enhancing Play, Community, and Work Environments as If Adulthood Mattered -- Integrating Urban Ecosystem Education into Educational Reform -- The Contribution of Urban Ecosystem Education to the Development of Sustainable Communities and Cities -- Perspectives on the Future of Urban Ecosystem Education: A Summary of Cary Conference VIII -- Urban Ecosystem Education in the Coming Decade: What Is Possible and How Can We Get There?.
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Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a com mon critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is pro posed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
This paper analyzes to what degree and how educational research from a European context explains Roma disadvantage in education by referring to nomadism. Three thematic areas emerged from an analysis of 55 research papers. First, that Roma are closely associated with nomadism in the literature, creating an essentialist discourse. Second, that anti-nomadism contributes to explaining and justifying Roma exclusion. Third, that this impacts how the relationship between Roma and education is uderstood. Nomadism is seen as both incompatible with and in opposition to education, and nomadic learning is seen as a distinct learning style. All in all, the analysis shows that knowledge production on Roma and education has established a discourse where it is legitimate to use nomadism to explain Roma disadvantage ineducation. This understanding builds on an essentialist view of Romani culture, and it elaborates and sustains key tropes of antigypsyist discourses.
