Suchergebnisse

This paper seeks to explore the context of Pakistan from the traditional vs. the modern, the religious vs. the secular and the democratic vs. the autocratic, as well as to analyze how citizenship education is currently producing three outcomes, namely moral and law abiding citizens, market-based citizens and nationalistic and Islamic citizens. A critical discourse of the Pakistan Ministry of Education curriculum, policy documents and frameworks will be drawn upon to build the case that Pakistan's citizenship education is not producing critical thinkers who "develop their social consciousness to the extent that they become the agents of social change†and why this may be (Government of Pakistan Ministry of Education, 2007, p.14). Before exploring the citizenship education discourse a brief historical context will be provided in order to understand Pakistan.

The diversity of cultures in public schools in many countries has made it difficult to pursue an approach to moral education that is anything more than low doctrine, ie, activities or moral advocacy necessarily shared by all social groups. For example, according to low-doctrine moral education, schools are forbidden to present two-parent families as normative, even though research supports the conclusion that children develop better in two-parent families, & schools with a large % of children from single-parent families deserve massive compensatory support because the children are relatively disadvantaged. To resolve such discrepancies resulting from political correctness, two policy options can be considered: (1) reform government school systems so that the civil religion of the past is reinstituted, or (2) expand parental choice in schools so that high-doctrine schools may be chosen. It is argued that the extension of choice from below will be more effective in improving intellectual & moral standards in the schools. Adapted from the source document.

Previous work on over‐education has assumed homogeneity of workers and jobs. Relaxing these assumptions, we find that over‐educated workers have lower education credentials than matched graduates. Among the over‐educated graduates we distinguish between the apparently over‐educated workers, who have similar unobserved skills as matched graduates, and the genuinely over‐educated workers, who have a much lower skill endowment. Over‐education is associated with a pay penalty of 5%–11% for apparently over‐educated workers compared with matched graduates and of 22%–26% for the genuinely over‐educated. Over‐education originates from the lack of skills of graduates. This should be taken into consideration in the current debate on the future of higher education in the UK.

Laura E. Agnich and Meghan Hale on the rational, if overblown, fears reconfiguring classrooms.

AbstractFaced with evidence of an appallingly low standard of living which the vast majority of men and women in Nigeria have despite two decades of development and cooperative movements, the Federal and State Governments now attempt to ensure that the real target of development are the human beings who will remain central to all redefinitions and to all revised strategies. This study proposes a theoretical framework for cooperative education and training programmes in the rural areas of Nigeria in order to raise the level of understanding and performance of cooperative members. The approach is primarily an amalgam of the general process model of organization systems and McGrath's problem ‐ based/problem ‐ solving systems. Application of the approach subsequently suggests a method of scientific inquiry which this paper conceives as the Cooperative Education Working Model. To be most effective, Nigerian cooperators must regard cooperative education and training as a vital benefit which their membership provides for them.

This volume brings together a group of 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 by integrating the study of knowledge systems, otherwise known as "discourses" into traditional intellectual history. The articles included investigate how these discourses "construct, shape, coordinate, and constitute social practices through which individuals reason about their participation and identity", in the words of Popkewitz. The collection challenges the field of historical studies in education to move away from the historicism that still dominates it, and thus introduces new ways to think about the politics of knowledge and the problems of change and reform in education

Intro -- Preface -- Contents -- Contributors -- About the Editors -- Part I: Introduction -- Chapter 1: Teaching Food Ethics -- 1.1 Why Teach Ethics in Food Studies? -- 1.1.1 Ethics and Food Professionals -- 1.1.2 The Teaching of Ethics in Other Subjects -- 1.1.3 Notes on the History of Ethics and Teaching Ethics -- 1.1.4 Driving Forces to Teach Ethics in Food Studies -- 1.1.5 What Is Ethics? -- 1.2 Objectives of Food Ethics Courses -- 1.2.1 Aim of an Ethics Course -- 1.2.2 Course Outcomes -- 1.3 Implementing a Course on Food Ethics -- 1.3.1 Before the Implementation -- 1.3.2 Philosopher or Science and Technology Teacher? -- 1.3.3 A Single Course or Across the Curriculum? -- 1.3.4 Teaching Content -- 1.3.4.1 Ethics Theories -- 1.3.4.2 Food Issues and Case Studies -- 1.3.4.3 Ethical Decision-Making -- 1.3.5 Teaching Methods -- 1.3.5.1 Case Studies -- 1.3.5.2 Role-Playing -- 1.3.5.3 Socratic Seminar -- 1.3.5.4 Tools -- 1.3.6 Evaluation -- References -- Chapter 2: With a Little Help from Bioethics -- 2.1 A Little Bit of History -- 2.1.1 Bioethics -- 2.1.2 Decision-Making -- 2.1.3 Relationship with the Service Receiver -- 2.2 Food Professionals and Bioethics -- 2.2.1 Ethical Analysis -- 2.2.2 Bioethics and the Food Industry -- 2.2.3 Practice of the Profession -- 2.3 Should We Comply with the Deontological Codes? -- 2.3.1 Code Structure -- 2.3.2 Some Reasonable Doubts -- 2.4 A Proposal for Food Ethics Education -- 2.5 Conclusions -- References -- Part II: Food Ethics Issues -- Chapter 3: Sustainability and Ethics Along the Food Supply Chain -- 3.1 Introduction -- 3.2 Defining Sustainability and Its Association to Ethics -- 3.3 The Food Supply Chain -- 3.4 Aspects of Sustainability Along the Food Supply Chain -- 3.4.1 Raw Material Production -- 3.4.2 Sustainable Food Processing -- 3.4.3 Sustainable Food Handling/Distribution

This study utilized self-report survey data to explore formal, intentional interactions measurably impacting an individual's identity among three groups in the mid-western United States. Data were collected across three levels: individual college-aged students in late-adolescence or early-adulthood, parents of college students, and adult community citizens. The mean scores of all three groups were compared using ANOVA and revealed no significant difference between the three groups, thus suggesting that students, parents, and community members agree that their direct words influence the actions of others. The results of the study illustrate both the impact and influence of parents on children, that it is difficult to measure inter-relationship between parent and child, and the interactions between these groups can be difficult to measure, suggesting a complicated relationship. However, the study does underscore the profound impact that people around children have on identity development and ultimately student actions.

International audience ; Universities today have to take up many challenges: massification of higher education, excellence in research and innovation, resources, attractiveness, rankings, impact, societal expectations . The question of the autonomy of universities is essential: the articulation between the responsibility of states and that of institutions is the subject of much debate. It is therefore important to note a different practice of institutional autonomy depending on the country, as well as varying positions on the subjects of accreditation or performance measurement.The construction of the European higher education area that began some twenty years ago (Paris Sorbonne, Bologna) has led on the one hand to harmonizing national systems (graduate, post-graduate, PhD) to encourage mobility (ECTS credits) and on the other hand to promote quality assurance policies in training courses and universities. This is what led to the creation of assessment agencies based in particular on the same framework: the standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). These agencies can cover a national or regional scope and are themselves periodically assessed by Enqa (Eqar register). This is the case in France with the HCERES (High Council for the Evaluation of Research and Higher Education).Faced with these different challenges, the question of assessment is central and is taking on an increasing role. The context of the organization of an evaluation is complex and alternates several parameters ranging from internal to external, from global to local, from qualitative to quantitative, from subjective to objective. The relationship between reviewers (peers) and institutions should be based on trust and lack of interests. The distance between assessment and decision-making, as well as the interface and mediation role of the assessment agency are essential.The evocation of "evaluation" leads to tensions because of the sensitive terms linked to our history, our culture and our ...

International audience ; Universities today have to take up many challenges: massification of higher education, excellence in research and innovation, resources, attractiveness, rankings, impact, societal expectations . The question of the autonomy of universities is essential: the articulation between the responsibility of states and that of institutions is the subject of much debate. It is therefore important to note a different practice of institutional autonomy depending on the country, as well as varying positions on the subjects of accreditation or performance measurement.The construction of the European higher education area that began some twenty years ago (Paris Sorbonne, Bologna) has led on the one hand to harmonizing national systems (graduate, post-graduate, PhD) to encourage mobility (ECTS credits) and on the other hand to promote quality assurance policies in training courses and universities. This is what led to the creation of assessment agencies based in particular on the same framework: the standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). These agencies can cover a national or regional scope and are themselves periodically assessed by Enqa (Eqar register). This is the case in France with the HCERES (High Council for the Evaluation of Research and Higher Education).Faced with these different challenges, the question of assessment is central and is taking on an increasing role. The context of the organization of an evaluation is complex and alternates several parameters ranging from internal to external, from global to local, from qualitative to quantitative, from subjective to objective. The relationship between reviewers (peers) and institutions should be based on trust and lack of interests. The distance between assessment and decision-making, as well as the interface and mediation role of the assessment agency are essential.The evocation of "evaluation" leads to tensions because of the sensitive terms linked to our history, our culture and our ...

International audience ; Universities today have to take up many challenges: massification of higher education, excellence in research and innovation, resources, attractiveness, rankings, impact, societal expectations . The question of the autonomy of universities is essential: the articulation between the responsibility of states and that of institutions is the subject of much debate. It is therefore important to note a different practice of institutional autonomy depending on the country, as well as varying positions on the subjects of accreditation or performance measurement.The construction of the European higher education area that began some twenty years ago (Paris Sorbonne, Bologna) has led on the one hand to harmonizing national systems (graduate, post-graduate, PhD) to encourage mobility (ECTS credits) and on the other hand to promote quality assurance policies in training courses and universities. This is what led to the creation of assessment agencies based in particular on the same framework: the standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). These agencies can cover a national or regional scope and are themselves periodically assessed by Enqa (Eqar register). This is the case in France with the HCERES (High Council for the Evaluation of Research and Higher Education).Faced with these different challenges, the question of assessment is central and is taking on an increasing role. The context of the organization of an evaluation is complex and alternates several parameters ranging from internal to external, from global to local, from qualitative to quantitative, from subjective to objective. The relationship between reviewers (peers) and institutions should be based on trust and lack of interests. The distance between assessment and decision-making, as well as the interface and mediation role of the assessment agency are essential.The evocation of "evaluation" leads to tensions because of the sensitive terms linked to our history, our culture and our ...

Using data collected within the scope of a Dutch internet panel survey (LISS) in 2011, this study tracks public support for direct, stealth and representative democracy according to educational level. Our findings indicate that, in terms of overall support for each specific type of democracy, lower educated citizens are significantly more supportive of stealth and direct democracy than highly educated citizens. While the mean levels of support for representative democracy do not differ significantly between levels of education, multivariate OLS regression analyses show that lower educated citizens are noticeably more supportive of representative democracy once political efficacy, trust and satisfaction are introduced. When contrasting the different types of democracy directly with one another, we find that lower educated citizens have a greater tendency to prefer direct and (to a lesser extent) stealth democracy over representative democracy than higher educated citizens. Multivariate OLS regression analyses indicate that most of these educational gaps cease to be significant once the lower levels of political efficacy, trust and satisfaction of lower educated citizens are taken into account. Implications of these results for the debate on the functioning of democracy are discussed. [Copyright Elsevier Ltd.]