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The present volume brings together a series of papers on recent experiences and current state of subnational planning and arises from a three day international workshop held at the Department of Rural & Urban Planning at the University of Zimbabwe. It presents a cross-section of subnational planning approaches and experiences from Eastern and Southern Africa. It focuses on the financing of subnational planning and looks at planning education

The World Bank's Country Partnership Strategy (CPS) for Guinea in FY 2014–171 confirmed the Government's priority to build 21st century skills for improved employability and to implement systemic reforms. Guinea is emerging from years of political and economic isolation and instability. The democratic election of President Alpha Condé has opened the door for the international donor community, including the World Bank, to come forward and support the new government. The World Bank will partner with the Government of Guinea to develop systems that will 'improve lagging human development indicators for absolute poverty reduction, through more efficient and transparent allocation of resources, and to build shared prosperity by aligning the business environment and education system with Guinea's economy' (World Bank, 2013, pp. 1). This is in line with the government's priorities, as per the Third National Poverty Reduction Strategy Paper (PRSP3) approved in 2013. The PRSP3 aims to reduce poverty and to create and sustain a vibrant private economy by maximizing rents from Guinea'ssubstantial mining sector. The Bank supports the Government's agenda on improving human capital by: (a) promoting both the quantity and quality of education, and (b) upgrading skills for the needs of emerging and export-oriented sectors such as agriculture, tourism, mining, and telecommunications and Information and Communications Technology (ICT). In 2012, the Government requested special support from the Bank in the form of technical assistance to conduct an analysis of the higher education system. This analysis will be used to prepare a comprehensive higher education strategy to meet the needs of both the economy and the labor market. Since the early 2000s, the Bank had limited involvement in this critical sub-sector. Per the Government's request, the Bank mobilized resources to engage in policy and analytical work in the areas of governance, financing, and diagnostic of skills demand and supply from a new employer survey prepared specifically under this technical assistance project.

"School Choice and the forming of citizens for responsible freedom are two of the most hotly debated topics in educational policy. International comparison offers perspective on the effects of alternative policies. This book profiles historically and currently two countries which give strong support to parental choice (The Netherlands and Belgium) and two others that maintain a strong State role in controlling education (Germany and Austria). Charles L. Glenn draws upon Dutch, French, and German sources to contrast how the Dutch and Belgians came over the 19th and 20th centuries to entrust education to civil-society institutions with strong parental choice, while Germany and Austria maintained a predominant State role in education. Glenn illuminates the implications of these policies and the dangers that can arise when the State uses popular schooling to shape popular beliefs and loyalties. This is essential reading for policy specialists concerned with balancing school autonomy and government oversight, and with debates over parental choice of schools."--

Front Matter -- Contents /Tao Xingzhi † -- Foreword: Tao Xingzhi's Ideas and Thoughts on Education /Tao Xingzhi † -- Part 1: On Schooling /Tao Xingzhi † -- The Integration of Teaching and Learning1 /Tao Xingzhi † -- My Views on School1 /Tao Xingzhi † -- Life is Education1 /Tao Xingzhi † -- Features of Life Education1 /Tao Xingzhi † -- About Student Self-governance1 /Tao Xingzhi † -- Cultivating Creativity in Children1 /Tao Xingzhi † -- The First Class Educator1 /Tao Xingzhi † -- Part 2: Reform of China's Education /Tao Xingzhi † -- The Improvement of China's Education1 /Tao Xingzhi † -- The New Education1 /Tao Xingzhi † -- The Fundamental Reform of China's Rural Education1 /Tao Xingzhi † -- An Outline for Democratic Education1 /Tao Xingzhi † -- Experimentalism and New Education1 /Tao Xingzhi † -- Utilitarianism and Professional Education1 /Tao Xingzhi † -- On Developing Teachers' Education System in China1 /Tao Xingzhi † -- On Developing Early Childhood Education in Rural China1 /Tao Xingzhi † -- On Developing Experimental Teachers' Schools in Rural China1 /Tao Xingzhi † -- Part 3: Education for All /Tao Xingzhi † -- The People's Education Movement in China /Tao Xingzhi † -- Educating the Masses1 /Tao Xingzhi † -- Unity of Five Nationalities and Responsibilities of Educators1 /Tao Xingzhi † -- The Social University Movement1 /Tao Xingzhi † -- A Proposal for Universal Education in China1 /Tao Xingzhi † -- The Universalization of Early Childhood Education1 /Tao Xingzhi † -- The Education of Peasants1 /Tao Xingzhi †.

ABSTRACTThe accounting profession is experiencing unprecedented changes due to forces such as technological advancement and increased global interactions. Researchers and educators in accounting are well positioned to provide valuable insight that guides this change process through well-executed education research. We identify research questions related to five topical areas impacted by the changing accounting environment. Research in these areas can significantly serve and enhance the accounting profession. Specifically, we discuss questions related to (1) factors affecting the entry-level hiring process, (2) technology and professional interactions, (3) accountants' professional identity, (4) continuing professional education (CPE), and (5) academic collaboration with the profession.

This article provides an overview of the history and context leading to Florida's efforts to implement an evaluation-driven research and associated quality assurance system for its juvenile justice education policies and practices. The Juvenile Justice Educational Enhancement Program began implementing Florida's evaluation research and quality assurance system to juvenile justice education in 1998. The article includes a brief summary of articles comprising this special issue of Evaluation Review that address the Juvenile Justice Educational Enhancement Program's various functions, methodological components, data, preliminary findings, continuing evaluation research efforts, and impediments.

Gliederung: I. HISTORY AND DEFINITION OF INDICATORS 1. Bottani, Norberto/Tuijnman, Albert: International education indicators: framework, development and interpretation - 2. Bryk, Anthony/Hermanson, Kim: Observations on the structure, interpretation and use of education indicator systems - 3. Fasano, Carla: Knowledge, ignorance and epistemic utility: issues in the construction of indicator systems - 4. Nuttall, Desmond: Choosing indicators - II. DEVELOPMENT OF INDICATORS 5. Wyatt, Tim: Education indicators: a review of the literature - 6. Blank, Rolf K.: Developing and implementing education indicators - 7. Ballion, Robert: The importance of opinion in studying the education system - 8. Hopkins, David: Process indicators for school improvement - III. INDICATORS OF OUTCOMES OF EDUCATION 9. Le Guen, Martine: Evaluating school performance in France - 10. Ivic, Ivan: Theories of mental development and assessing educational outcomes - 11. Walberg, Herbert J./Haertel, Geneva D.: The implications of cognitive psychology for measuring student achievement - 12. Broadfoot, Patricia: Achievements of learning - 13. Rumberger, Russell W.: Labour market outcomes as indicators of educational performance - IV. INTERPRETING INDICATORS FOR POLICY 14. Eraut, Michael: Indicators and accountability at the school and classroom level - 15. Mol, Nico P./Kaiser, Frans: Interpretation and analysis of cost-per-pupil indicators in international comparisons of education systems - 16. Cohen, David K./Spillane, James P.: National education indicators and traditions of accountability - 17. Ruby, Alan: Indicators, reporting and rationality: understanding the phenomena - 18. Darlin-Hammond, Linda: Policy uses and indicators - List of tables and List of figures. (PHF/übern.)

Higher education in Indonesia is currently experiencing a huge transformation. In the past, there were discourses about higher education institutions (HEIs) being teaching-focused versus research-focused. However, the challenge has been elevated into the role of HEIs as agent of knowledge, culture, and technology transfer as well as for economic development. The present Government of Indonesia expects higher education to contribute significantly to the nation's competitiveness. As such, the success of HEIs is measured on the basis of two major performance indicators: skilled labour and innovation (see Kementrian Riset, Teknologi dan Pendidikan Tinggi, 2015).