Critical of various US studies and an Australian study conducted in New South Wales which assert that class size reductions have a positive effect on student achievement; argues that effective teaching is a far more important contributory factor and that local schools should have the authority to set their educational priorities. Based on two Issue Analysis papers, no. 29 and no. 29a, available on the Internet.
Nineteenth century traditions of benevolence and education : toward a conceptual framework of Black philanthropy / Jayne Beilke -- Standing on their own : African American engagements with educational philanthropy in antebellum America / Jeffrey Mullins -- Booker T. Washington : philanthropy and aesthetics / Michael Bieze -- Creating an image for Black college fundraising : an illustrated examination of the United Negro College Fund's publicity, 1944-1960 / Marybeth Gasman and Edward M. Epstein -- Thurgood Marshall : a study of philanthropy through racial uplift / Noah D. Drezner -- The Links, Incorporated : advocacy, education, and service in the African American community / Kijua Sanders-McMurtry and Nia Woods Haydel -- A.G. Gaston : a story of philosophy, perseverance, and philanthropy / Fred H. Downs -- Not in vain : the philanthropic endeavors of C. Eric Lincoln / Darryl Holloman -- Howard Thurman : a life journey for service, religion, and philanthropy / Mark Giles -- Quiet grace, clothed spirit : Oseola McCarty and the benevolence of a gift / Marci M. Middleton -- A gift of art : Jacob Lawrence as philanthropist / Edward Epstein
During the 2005 legislative session, the General Assembly continued funding for technical assistance, professional development and recognitions for schools achieving at high levels. The General Assembly also supported improvements in the teaching of reading and increased the base student cost funding.
This book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance.The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education, and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education.
Motivation/Background: In 2001, non-communicable diseases (NCDs) accounted for 60 percent of 56 million deaths worldwide and 47% of global burden of disease. In all countries, evidence suggested underlying determinants of NCDs were largely same. These include increased consumption of rapidly processed energy-dense nutrient-poor foods high in fat, sugar, salt and reduced levels of physical activity. The objective of this study was to determine prevalence, pattern and determinants of fast foods consumption among school age children in Jos metropolis. Method: In this study, we used descriptive cross-sectional study and included 347 mothers or care givers with children age 6 to 12 years in our sample size. We applied structured intervieweradministered questionnaire during data collection and analyzed the data with SPSS version 21.0. Results: Prevalence of fast food consumption among school age children in Jos metropolis in the last one week is 91.1%. Knowledge of health risk associated with fast food consumption was 86.5%. Flour based fast food were most commonly consumed. We established an association between meal skipping, fast food advertisement and fast food consumption. Conclusions: We recommend the need to focus public enlightenment on health risk associated with fast food consumption among school age children. Likewise, children should be encouraged to carry home-made food to school and legislation on fast food advertisement directed at children should be enacted.
The authors respond to the invited commentary addressing their paper "Reinventing Social Work Accreditation" published earlier in this issue. Many of the comments provided were sensible and sober appraisals of the critical state of social work education and of the profession, largely congruent with the authors' analysis. They judge the response from the Council on Social Work Education to be more dismissive, and representative of the attitudes and practices that are harming the profession.
The paper discusses the role of teachers in the inclusion of migrant students and provides some suggestions for the active engagement of teachers in developing intercultural education, with examples from Slovenia. To support teachers who develop intercultural competence among all students, it is important to include concrete learning objectives in the syllabuses, in the framework of which teachers will be able to teach about social diversity. It will also be necessary to introduce content about multiethnic, multilingual, and multireligious society into the academic programmes, so that (future) teachers are more prepared for a diverse school environment and the development of an intercultural society.
Adequate financing is key to achieving the priority goals of higher education – access, quality, and relevance. In Afghanistan, the demand for higher education has increased remarkably while public higher education institutions still rely heavily on inadequate government funding. In addition, the constitutional provision guaranteeing free higher education up to the bachelor's level in public institutions, the overall weak economy of the country, and the lack of institutional autonomy, contribute to financial austerity in public higher education institutions. This study explored alternative funding sources and options for financing public universities in Afghanistan. An integrated theoretical framework guided this study as it explored alternative options and the implementation of policies, practices, and procedures for revenue diversification. This study used a qualitative research design based on Wolcott's (1994) three dimensions: description, analysis, and interpretation. The main data collection methods were document review and semi-structured interviews with 40 key informants. The research participants represented higher education institutions including leaders and administrators from public universities, faculty, students and alumni, as well as officials from the Ministry of Higher Education. Other participants included representatives of the private sector and international donors and organizations. The findings suggest several potential supplemental funding sources for Afghan public higher education. The major additional sources include entrepreneurial activities, user charges, a dual-track tuition system, donations, and tuition fees. The study discovered that public universities could also generate substantial additional income through partnerships with private and public sectoral ministries and institutions. The findings also reveal several barriers to revenue diversification in Afghanistan higher education. The key economic factors include lack of financial capability of cost-sharing partners — families, students, businesses, and employers — limited employment opportunity for students, and nonfunctional financial autonomy. The organizational barriers comprised lack of proper institutional structure and capacity, accountability mechanisms, and an appropriate legal framework. Other major impediments are the centralized governing system, political pressures, and prevalent administrative corruption. The study concludes that revenue diversification is essential to achieve the goals of the higher education system. Therefore, the study recommends that the public universities utilize one or two of the most feasible alternative sources such as entrepreneurial activities, user charges, and donations. Other recommendations include improving institutional capacity, garnering stakeholder and political support, and creating the necessary policy and legal framework to make revenue diversification possible.
Innovations are being introduced into various fields of human activity, which orients people towards new development, improvement of their knowledge, skills, competencies, mastering new types of activity in related sectors of the economy. The education system should provide society with a confident transition to a digital era focused on productivity growth, new types of work, human needs. Informatization of education has created a base for the transition to a new level, digitalization is aimed at training specialists who are guaranteed to be in demand in the labor market, easily and fluently own mobile and Internet technologies, and also focused on continuous learning (advanced training) through e-learning. Digital technology in the modern world is not only a tool, but also an environment of existence, which opens up new opportunities: learning at any convenient time, continuing education, the ability to design individual educational routes, from consumers of electronic resources to become creators. However, the digital environment requires teachers of a different mentality, perception of the picture of the world, completely different approaches and forms of work with students. The teacher becomes not only a carrier of knowledge that he shares with the students, but also a guide through the digital world. He must have digital literacy, the ability to create and apply content through digital technologies, including computer programming skills, search, information sharing, and communication. As part of the implementation of the state program "Development of Education" for 2013–2020, the Government of the Russian Federation approved the project "Modern Digital Educational Environment", aimed at creating the conditions for systemic quality improvement and expanding the possibilities of continuing education. The project is implemented through the creation of a digital educational space, the availability of online learning and is aimed at the possibility of organizing blended learning, building individual educational ...
