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In attempting to predict and prescribe the future, my vision of the recent history of legal education differs from Professor Moliterno's in certain relevant ways. I graduated from Law School in 1967. I learned largely through doctrinal courses that delivered steady training in thinking like a lawyer and information about areas of law. These courses exposed me and my classmates to legal lingo and to the standard types of legal arguments. We learned, largely by hearing the teacher and our fellow students, to make verbal moves and to see the strengths and limitations of others' argumentation skills and techniques. We also learned a great deal about how to argue by dissecting the opinions of appellate judges. In the three decades since I graduated, legal education has changed – improved, in my opinion – in two different ways. First, law professors have broadened and deepened the theoretical stances from which legal dialogue and legal writing are evaluated and criticized. Many of us do not see an independent science of law. We instead consider legal questions as economists, philosophers, theologians, political activists, sociologists, and political scientists. Such professorial viewpoints expose students to many ways of thinking about questions that arise in class. Although their training is often superficial, they do see, and some even become proficient in, various ways to think and argue about legal questions. Second, curricula have incorporated practice opportunities for students. Columbia Law School employs ten percent of its faculty as clinical professors whose full-time job is to supervise eight students each per semester. Various clinical courses guide the students into the profession by taking steps that resemble medical students' first practice experiences. Also at Columbia, recent years have seen a substantial increase in simulation-based instruction. Columbia's curriculum has expanded to include such things as: the week-long intensive ethics experience for third year students; many trial practice sections; and four sections of a simulation-based course in negotiation. Additional efforts are currently on the drawing board.

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools

Global, national und lokal wird die hohe und gestiegene Bedeutung formaler Bildung für Gesellschaften und Individuen – und hier auch diejenigen mit besonderem Förderbedarf – hervorgehoben. Durch Initiativen wie "Education for All" (UNESCO 2015) sowie die UN-Konvention über die Rechte von Menschen mit Behinderung (UN-BRK, seit 2006), welche inklusive Bildung als Menschenrecht verankert, werden die Themen Inklusion und Sonderpädagogik zunehmend in Bildungspolitik und -praxis weltweit aufgegriffen. Trotz der unbestreitbaren Erfolge in den Bemühungen, allen Kindern den Zugang zu Bildung zu ermöglichen – und somit die schulische Exklusion zu reduzieren –, ist die vollständige schulische Inklusion aller Schülerinnen und Schüler weltweit eine Herausforderung geblieben. Selbst in den nordischen Ländern (Dänemark, Finnland, Island, Norwegen und Schweden), welche vergleichsweise fortgeschrittene inklusive Bildungssysteme etabliert haben, wird inklusive Bildung eher als Prozess und Ziel denn als erreichter Status betrachtet. Wie die Ausweitung des Zugangs zu formalisierter Bildung insgesamt, vollzieht sich der Übergang von Exklusion zu Inklusion im Hinblick auf die Förderorte graduell. In vielen Ländern wird sonderpädagogische Unterstützung in verschiedenen Organisationsformen angeboten, entlang eines Kontinuums von Segregation (Unterricht in unterschiedlichen Gebäuden), über Separation (Unterricht im selben Schulgebäude aber in unterschiedlichen Räumen) und Integration (teilweise gemeinsamer Unterricht) hin zu vollständiger Inklusion (umfassender gemeinsamer Unterricht). Die Überwindung organisationaler Exklusion – in vielen Teilen der Welt noch die alltägliche Realität für Kinder oder Jugendliche mit wahrgenommenen Beeinträchtigungen und Behinderungen – ist demnach nur der erste Schritt hin zur größtmöglichen Teilhabe an formal organisierten Lernmöglichkeiten.

Although it is widely accepted that a basic task of schooling is to prepare each new generation for their responsibilities as citizens, the appropriate form and content of citizenship education is often controversial. This paper discusses some of these controversies. I begin by arguing that citizenship is more complicated than is often realized, and that even 'minimal' conceptions of citizenship impose significant obligations and constraints on individual and group behaviour. I then consider three inter-related areas of debate: whether citizenship education requires common schooling; whether promoting responsible citizenship requires promoting personal autonomy; and whether promoting a shared civic identity requires teaching not only shared political values or principles but also promoting particular national or cultural identities. These three issues help illustrate the centrality of education for citizenship to both political theory and educational philosophy. [author's abstract]

IT is for man that education must exist. Such a statement may seem too obvious to make at all. Yet its meaning is rarely understood today. Too many contemporary educators fail to recognize the central point of man in the educative process. There is lavish talk of education for the masses, education for today, education for tomorrow, education for democracy, education for business, education for science and industry, education for power and even education for death. But the real problem is education for man. Man may make various uses of his education in contributing to political and social enlightenment, in increasing our technological control, in elevating the standards of the multitude, and in diminishing human pain and suffering (or in increasing the agony of men by multiplying methods and instruments of war and death). These uses, however, are after-products. The particular product — and the root-problem — is man and his personal and spiritual awakening, growth and fulfillment.

Review of the literature: p. 155-161 ; Bibliography: p. 162-170 ; Mode of access: Internet.

List of tables -- Preface -- Acknowledgements -- Abbreviations -- 1. Introduction: The development of education policy in the modern era -- 2. Education: improvement or control? -- 3. Policy and social justice -- 4. The evolving primary curriculum -- 5. Developments in early childhood education and care -- 6. Post-compulsory education -- 7. Economics of education -- 8. Inclusive schools: Special educational needs and disability -- 9. Globalization and policy-borrowing -- 10. Possibilities for education policy -- References -- Index.

The education sector is going through tough times currently, all over the globe as we face the pandemic caused by the outbreak of Covid-19 disease. Amid this pandemic situation, India has adopted the National Educational Policy 2020 (NPE-2020) which will replace 34 year old world's one of the largest education systems. We are still under the compelled sudden break from the traditional teaching-learning process,since March 2020. All stakeholders are concerned with what concrete steps may be taken to combat the present scenario which was never thought of, never heard of. IIT Professors submitted to Ministry of Human Resource and Development (MHRD) that we should start a new semester from January 2021 and face to face teaching may further be delayed to January 2022. University Grant Commission (UGC) gave the mandate to the top 100NIRF (National Institute Ranking Framework) ranked institutions to start online courses under the PM e-Vidya initiative, as was declared by Govt. of India, under Atamnirbhar Bharat scheme-stimulus package of 20 lakh crore. The policymakers are looking for the inclusion of the online mode of teaching into the mainstream. The media reports indicate that UGC chairman Prof. D. P. Singh may announce a blended mode of learning with up to 40% of the course to be taught online mode. In the month of August 2020, most of theUniversities have moved to online platforms of teaching and learning for classes other than the new entrants as admissions are still on hold. The current adjustment is done under the recent announcement by Government that colleges and universities to observe the lockdown till August 31, 2020. This paper discusses the role of disruptive technologies that promised to be played in future and compliment the vision document NEP 2020.

Description based on: 1987-88. ; Mode of access: Internet. ; Continued by an online resource. ; Earlier years included in: United States. Bureau of the Census. Government finances.

Education may transform everyone's life, regardless of gender. Gender bias remains widespread. Pakistan's rural areas are especially bad. Pakistani women have been exploited since independence. Pakistani women rarely receive constitutional rights. Discrimination against women in the job, school, economy, and politics predates the 20th century. 200 teachers and 200 students from around Pakistan were selected for a good sample. A typical questionnaire assessed the girls' school backgrounds, objectives, and gender equality beliefs. At the schools examined men and women had very different educational opportunities. Lack of resources, social pressures, and discriminatory laws and practices make it tougher for girls to receive an education, according to research. The report concludes that broad governmental action to close the gender education gap is important. It offers gender-sensitive classrooms and community-building projects.