Suchergebnisse

Description based on: Fiscal year 1983. ; Report covers fiscal year. ; Mode of access: Internet.

Governance in Specific Higher Education Systems (3) -- M. Foroni: Governance in the Italian Higher Education System -- 1. Basic Information -- 2. Participation in the Bologna Process -- 3. System Level Governance: Parliament, Government and Other National Players -- 4. Stakeholder Involvement: Rectors Conference, Students, Staff and Employers' Organizations -- 5. Policy and Policy Instruments -- 6. Institutional Level Governance -- 7. Research Policies -- Q. A. Dang & D. C. Nguyen: Governance in Vietnamese Higher Education -- 1. Basic Information -- 1.1 Introduction -- 1.2 Number of Higher Education Institutions -- 1.3 Number of Students and Academic Staff -- 1.4 Types of Higher Education Institutions -- 2. System Level Governance -- 2.1 Central Structures -- 2.2 Other Public Structures -- 3. Policy and Policy Instruments -- 3.1 Policy -- 3.2 Legislation -- 4. Financing Higher Education and Research -- 4.1 Funding for Education (Teaching and Learning) -- 4.2 Funding for Research and Hi-Tech Parks -- 5. Institutional Level Governance -- 5.1 Organisational Structure -- 5.2 Internal Governance Structure -- 6. Ongoing and Upcoming Reforms -- L. Un & S. Sok: Higher Education Governance in Cambodia -- 1. Basic Information -- 2. System Level Governance -- 2.1 Government Structures -- 2.1.1 Competencies of the parliament -- 2.1.2 Competencies of the government -- 2.2 Other Public Structures and Participation of Stakeholders -- 2.2.1 Accreditation and quality assurance -- 2.2.2 Other public structures and mechanisms -- 2.2.3 Other stakeholder structures and participation in system governance -- 2.3 Policy and Policy Instruments -- 2.3.1 The Constitution and legislation -- 2.3.2 Policy on higher education -- 2.4 Public Funding of Teaching and Research -- 3. Institutional Level Governance -- 4. Upcoming HE Reforms

The tail of the tail-end of the 2nd millennium has taught the
humankind two valuable lessons: democracy and the market, although
imperfect, have succeeded where other systems have failed. What is clear
is that the most successful systems are aligned to humankind's
predispositions rather than being inimical to them. Insofar as it aligns
itself with the predisposition to greed, consistently regulated
capitalism terms out to be the most efficient economic system hitherto
observed in human society. Likewise, democracy works by aligning many
people's desire for power with a governance system which on balance is
helpful to the general population, unlike various forms of
totalitarianism. But recent movements for both capitalism and democracy
in many developing countries largely do not subscribe to humankind's
predispositions, rather they appear to be a part of the headlong global
trend towards these paradigms. The reason being that the most important
ingredient, common to both recipes, is lacking in many developing
countries: that is the popular pressure and mobilisation which is
sufficiently informed of its duties and rights. This ingredient is most
important as it forces out the authoritarian rule whether, totalitarian
or 'democratic', and makes democratic governance drive the market to the
maximum benefit of society. The central thesis of this work is that this
most important ingredient is the result of an effective and efficient
system of public institutions for free and compulsory universal primary
schooling which, if the resource constraint could be overcome, ought to
be supplemented by free and compulsory secondary schooling.

Introduction -- Social and economic transformations -- The changing nature of work -- Conceptualising the relationship between education and work -- Vocationalism, skills and employability -- Lifelong learning, learner identities and work-related learning -- Managing the transition from education to work -- Transforming educational institutions for economic gain -- Higher education, social change and shifting identities -- Conclusion.

Intro -- Title Page -- Acknowledgments, Dedications, Permissions, and Copyrights -- Introduction -- Chapter 1: State Religious Education -- Chapter 2: State Religious Education and the Question of Religious Purpose -- Chapter 3: In Defense of State Religious Education -- Chapter 4: State Religious Education and the Defense of Religious Vitality -- Chapter 5: State Religious Education and Religious Vitality -- Chapter 6: Securitizing American Public Education in the Age of Multiculturalism -- Chapter 7: State Religious Education, Further Reasons for Concern -- Chapter 8: State Religious Education and Global Civil Religion -- Chapter 9: An Open Conclusion -- Bibliography.

"Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacan's four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the economistic and depoliticising moves of policy. Clarke articulates possibilities for thinking differently about education and education policy beyond the reductive narratives of neoliberalism. He argues that psychoanalytic theory is valuable, not so much for allowing us to see what education 'really is', but for offering insights into what prevents education from 'being', enabling us to shift our focus instead into the possibilities education offers as a space of 'becoming'. The book suggests possibilities for conceptualising and creating 'the other side' of education."--Bloomsbury Publishing

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 critiqueForthright and critical, the contributors are unafraid to challenge current orthodoxiesOffers thought-provoking insights into modern education policy<

WCC staff reviewed state and national law, board rules, and policy decisions related to Indian education in Arizona, Nevada, and Utah. National and state based resources were consulted to inform this effort. WCC also identified prominent organizations that are concerned with improving Indian education in each of the states. In addition, interviews were conducted with state education agency lead staff in the area of Indian education. This report represents a summary of what has been learned from these sources. A brief overview of federal laws and pertinent research is provided as background, followed by highlights from state-level reviews and interviews. The appendix contains detailed summaries of state laws, board rules, and other policy decisions that informed this effort, as well as a list of national resources. ; West Comprehensive Center