Suchergebnisse

"Many ADB developing member countries (DMCs) suffer from a shortage of qualified workers. Technical and vocational education and training (TVET) and skills development often provide a slow, inflexible, inadequate, and inefficient response to the needs of labor markets. This good practice guide supports ADB's education sector staff and other planners in their dialogue with governments and other stakeholders of education in the DMCs aimed at analyzing the TVET sector and its directions. The booklet highlights strategic questions and presents investment design issues, including the strengths and weaknesses of different forms of training and financing. It discusses the lessons learned from ADB's experiences in the sector and their implications for future TVET projects. Checklists provide a practical tool for evaluating proposed investments"

"Many ADB developing member countries (DMCs) suffer from a shortage of qualified workers. Technical and vocational education and training (TVET) and skills development often provide a slow, inflexible, inadequate, and inefficient response to the needs of labor markets. This good practice guide supports ADB's education sector staff and other planners in their dialogue with governments and other stakeholders of education in the DMCs aimed at analyzing the TVET sector and its directions. The booklet highlights strategic questions and presents investment design issues, including the strengths and weaknesses of different forms of training and financing. It discusses the lessons learned from ADB's experiences in the sector and their implications for future TVET projects. Checklists provide a practical tool for evaluating proposed investments"

The Government's proposals for higher education run contrary to its emphasis on individual choice J R Shackleton (right), Lecturer in Economics at the Polytechnic of Central London, calls for privatisation to encourage innovation in provision extend individual choice, and remove a sizable burden from the taxpayer

Annual program plan for vocational education for the fiscal year 1985 and accountability report for the fiscal year 1983 published by the Texas Education Agency. Includes modifications to the five-year state plan for vocational education for fiscal years 1983-1987, assessment of job needs employment opportunities, annual planning and budgeting, and results and evaluations of research done into the effectiveness of outreach programs.

AbstractUNESCO: United Nations Educational, Scientific and Cultural Organization's "global citizenship education" model provides the background for the Universidad de Monterrey intercultural competence initiative. Acting on Nelson Mandela's advice that "Education is the most powerful weapon which you can use to change the world," this cocurricular approach documented positive learning outcomes for UDEM's students.

Contemporary education systems are premised on the assumption that knowledge can be mapped as official curriculum and learning predetermined as outcomes that all students are expected to achieve; we take it for granted that learning can be measured and compared through standardised assessment; and we assume that teaching can be codified as "evidence based" "best practice" and that teachers' work can be delineated and prescribed in the form of teacher professional standards. In each case the "qualities" of education—knowledge, teaching and learning—are assumed to be knowable and amenable to modernist tropes of clear, certain, systematic and comprehensive articulation. As a way of opening up space for alternative ways of thinking about education, this paper explores the essayism of twentieth century Austrian writer, Robert Musil, author of The Man Without Qualities (1995 [1940]), in order to consider the idea of a "nonmodern" education without qualities—an education that would engage with ideas and experience without reinscribing them within modernity's characteristic clarity, certainty, systematicity and comprehensiveness. What would such an education entail for curriculum, pedagogy and assessment? What would it say about who we might be and what we aspire to become as individuals and as a society? This exploratory paper ends with some thoughts on the democratic implications of essayism as a mode of nonmodern education

When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea. The authors admit at the end of the book they have raised and failed to answer many questions, and in spite of the disappearance of the majority of grammar schools, many of those questions still remain unanswered

More than 47,000 kids spent time in one of California's seventy-six court schools in 2014. The vast majority came from low-income households and were Black or Latino. The schools offer an opportunity to change kids' lives while they're a captive audience. But in California, that opportunity is being wasted because the schools are failing. In a state preoccupied with reforming education and moving away from mass incarceration, the schools that exist at the intersection of these movements are habitually ignored, under-resourced, and not held accountable.

During March 1973, I was part of a study tour visiting, as is common with such groups, a variety of units in China. My own particular subject is education and I was therefore particularly interested in the various educational institutions we visited as a group: such as the Canton Medical College, Peking University, Nanking University, Futan University, Canton Province Teachers' Training College and middle and primary schools. At Nanking and Futan universities I was also able to have discussions, separately from the main group, on purely educational issues

Education is used to foster supportive behaviour for conservation. This paper examines how environmental education is implemented in Madagascar, and its potential for conservation. These reflections are based on literature insights and in-depth experiences from the field. We found that environmental education is only marginally integrated in the national curriculum and NGOs are the primary promoters. Evaluation methods focus on quantifying short-term changes in knowledge and attitudes, and interventions fail to integrate local knowledge, values and needs. We call for researchers to examine the long-term impacts, on governmental commitment and support, and for future interventions to be inclusive and locally meaningful.RésuméL'éducation est un moyen utilisé pour encourager les comportements favorables à la conservation, en particulier dans les communautés locales vivant autour des aires protégées. À partir de la littérature et d'expériences sur le terrain, cette contribution examine les manières dont l'éducation environnementale est mise en œuvre à Madagascar, et son potentiel dans la conservation. Il a été constaté que, dans le cadre des écoles primaires, l'éducation environnementale n'est intégrée que de façon marginale dans le curriculum, et les ONG sont les principaux acteurs qui promeuvent l'éducation environnementale. Le principal cible les élèves pour conduire des activités dans le cadre strictement scolaire avec peu de visites dans les aires protégées. Les méthodes d'évaluation se concentrent sur la quantification des changements à court terme dans les connaissances et les attitudes, et non dans les comportements. Les interventions ne parviennent pas à intégrer les connaissances, les valeurs et les besoins locaux. L'influence de l'éducation sur le succès de la conservation reste floue, de sorte qu'il est proposé que la recherche examine également les impacts qualitatifs et comportementaux à long terme des interventions éducatives, l'engagement et le soutien du gouvernement national, et que les futures interventions soient inclusives et significatives au niveau local.

This manuscript reviews Paul Peterson's new book, Saving Schools: From Horace Mann to Virtual Learning. It summarizes main points of the book and offers some thoughts on the validity of Peterson's argument, and concludes with potential questions that will inspire further researchers on education policy. Adapted from the source document.