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Even in new theories of nation, which claim that nations were invented in modern times by the intellectuals, we still find some foundations for making the difference between "real" & "artificial" nations. This binarism usually introduces the "People" nations of the modernist first-comers, & "Volk" nations of all the others, as in "The Federalist Papers" introduction of representative democracy, & in Herder's "Ideas on the Philosophy of the History of Mankind." In both cases, national art is treated as an artificial constructive pillar of the nation & nation state. Comparing the case of Slovenia (the nation-founding story of "Martin Krpan" by Fran Levstik from 1858) with the cases of Greece as "the Dream Nation" & of new African nations, the author concludes that nations are not fictitious inventions of the intellectuals but necessary products of history, & that in their production art had an important position due to its aesthetic function. This function makes it possible to bridge & to universalize on a territory without any certain grounds & limits, across the gap of any modernist binarism. 21 References. Adapted from the source document.

Describes a project that integrated study with civic work in the community and used problem-based learning which focused on welfare and workfare development and affordable housing; San Francisco State University.

The digital age requires each individual to redevelop new skills and many literacy skills in order to function in modern society. Therefore, new concepts are emerging in education that explain what all the skills are necessary in order to adequately perform certain activities in the online environment. One of the modern concepts is multimodality, which is inevitably accompanied by modes, multimodal literacy, and digital, as well as broader literacy. Multimodality is a communication phenomenon that relies on the use of modes, i.e., semiotic resources, whose role is to create meaning. Namely, mods include images, charts, sounds, colours, audio, videos, maps and so on. Their function is to help digital texts convey a specific message in an online environment. In all this, the key role is played by multimodal literacy, which is the ability to successfully work with texts that include different modes, as well as digital literacy, which includes the ability to search, locate, select and analyse digital information. Having in mind that both literacies are interconnected and complementary, the aim of this paper is to draw attention to the mentioned concepts as well as to present their importance for the realization of multimodality in education.

Does an individual's positive attitude towards entrepreneurship education promote the growth of new ventures? It appears that it does. The empirical results presented in this paper support a prima facie claim that a relationship exists between attitude towards entrepreneurial education and business start-up. The aim of this paper is to investigate the hypothesised positive relationship between new venture founding and attitude towards entrepreneurial education (AEE). Limited if any research on new venture founding in the past has explored the contribution of AEE in business start-ups. A survey is carried out on a large sample (more than 15,000) of tertiary students residing in Singapore. In analysing the dataset, we have controlled for various factors in the regression analysis. Due to the limitations of our study, we are cautious not to assert any causal link between these 2 variables. The implications of the results to policy makers and educators are discussed along with suggestions for future research in order to refine our present understanding of these relationships.

This report presents the findings from the second phase of the Research for Results (R4R) program. The R4R program is a partnership between the Ministry of Education and Higher Education (MEHE), the World Bank, the UK Foreign, Commonwealth and Development Office, and the United States Agency for International Aid (USAID). The R4R's primary objective is to generate quantitative evidence on student and teacher performance, school environment and management, and qualitative evidence related to vulnerable youth at risk of dropping out. This evidence-based analysis is supported by policy recommendations and are featured in the new Government five-year general education strategy (2021-2025).

An unprecedented pandemic which broke through malevolent vents to lockdown the planet, has gradually crept like a devil into our daily chores and livelihoods. It has compelled us to adopt a new normal of masking, sanitizing, distancing, shielding and ultimately, digitizing work. Digital India - Power to Empower is the wherewithal. Education sector had already taken such empowering steps forward. Faculties and resource persons conduct FDPs to upgrade teachers with appropriate psychological constructs. If its a stopgap digitization vis-à-vis screen-time and seemingly incorrigible internet habits, lets, on the contrary, empower it further (as Plan-B) unto zSpace of augmented and virtual reality because attitudes are changing - misinformed educational content is being speedily replaced with high quality content, assignments, tests and evaluations as teachers have stepped in. A deliberate question was asked to students: Draft dialogues between you and your friend while discussing about the benefits of On-line classes. The responses retold that learning was pleasant due to comfort zone of time, distance and asynchronous learning. Limitations were screen-time and connectivity. A recent survey result published by MHRD, in "Students Learning Enhancement Guidelines", enlightens us that majority of the states are developing coherent and pleasant learning culture through online classes, and majority of the stakeholders find it joyful. Planners are reducing digital-divides as well as voids between immigrants and aspirant natives. All children must learn. A child-centered Samagra Shiksha, focusing on two Ts - Teacher & Technology, must cater to child-specific needs and choices to achieve SDGs 4.1 & 4.5 well before 2030. The new-tech web 2.0 tools must usher in to achieve the expected learning outcomes pending since Kothari Commission and to salvage public, private and government schools / Boards from academic inequalities. With technology-driven, limited centralization to realize federalism, a unique diversity can be ...