Suchergebnisse

The federal government has a longstanding role in conducting education research and collecting education data, and the Department of Education's Institute of Education Services (IES) has a broad mission to provide this information to a wide variety of stakeholders. IES is Education's primary research and evaluation arm. This book examines the extent to which IES has demonstrated its ability to support high-quality research and fulfill its mission, the extent to which selected Education research and technical assistance groups disseminate relevant products to the education field, and how IES co

omprehensive sexuality education (CSE) is increasingly accepted as the most preferred way of structurally enhancing young peoples' sexual and reproductive well-being. A historical development can be seen from "conventional," health-based programs to empowerment-directed, rights-based approaches. Notably the latter have an enormous potential to enable young people to develop accurate and age-appropriate sexual knowledge, attitudes, skills, intentions, and behaviors that contribute to safe, healthy, positive, and gender-equitable relationships. There is ample evidence of program effectiveness, provided basic principles are adhered to in terms of content (e.g., adoption of a broad curriculum, including gender and rights as core elements) and delivery (e.g., learner centeredness). Additional and crucial levers of success are appropriate teacher training, the availability of sexual health services and supplies, and an altogether enabling (school, cultural, and political) context. CSE's potential extends far beyond individual sexual health outcomes toward, for instance, school social climates and countries' socioeconomic development. CSE is gaining worldwide political commitment, but a huge gap remains between political frameworks and actual implementation. For CSE to reach scale and its full potential, multicomponent approaches are called for that also address social, ideological, and infrastructural barriers on international, national, and local levels. CSE is a work never done. Current unfinished business comprises, among others, fighting persevering opposition, advancing equitable international cooperation, and realizing ongoing innovation in specific content, delivery, and research-methodological areas.

India is an important educational centre in the global education industry due to the large opportunity size offered by large population and favourable demographics. India has more than 1.4 million schools and more than 35,000 higher education institutes. India has one of the largest higher education systems in the world and there is still a lot of potential for further development in the education system and its many components to develop India as a strong and developed nation. Till date, there has been only limited ï¬nancial innovation in the education arena to meet the changing demand of growth in this sector.This paper has incorporated the study of recent education status and financing of education in India and various initiatives which have been taken by Indian Govt recently to promote education development and universalization of education in India. Private sector has been encouraged to contribute in the development of education sector in India by bringing innovation in developing new education techniques such as E-learning and M-learning and boosting the growth of vocational education , higher education, technical education, distance and online education market.This paper has also focussed on the study of various innovative sources of financing which have been used by the Government in collaboration with private sector to boost the growth in education sector like imposition of education cess over all central taxes, micro credit facility including allocation of education soft loans or provide credit guarantee for the education loan, development in education venture funds, initiatives to promote FDI, financing through Public Private Partnerships, micro donations from industrial sector as a part of their CSR activities to name a few.Â

Intergroup movements in the United States in the 1920s-50s provided leadership to schools and communities grappling with rising racial and ethnic unrest. C. A. M. Banks (1996, 2004, 2005) argues that the conceptual limitations of the movement's scholarship and its decline yield important lessons for multicultural educators. Building upon her work, I use Bell's (1980) interest-convergence principle to analyze the movement's successes and failures given the interests and values of prominent political, socioeconomic, and educational constituencies of the time. As an analytic lens, the interest-convergence principle simultaneously clarifies and complicates future agendas in multicultural education research, pedagogy, and curriculum.

This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world