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Case study of New Jersey; 1980s.

"The original outline of the project and first rough draft were prepared by Simon A. McNeely." ; "OE-28006." ; Mode of access: Internet.

This updated second edition presents an analytical description of the education systems of all European countries, following common guidelines. These conceptual guidelines consider various criteria concerning presumptions as to the quality of a good education system. One of the book central aims is to explore the paradoxical character of education, i.e. the relationship between universal values and the search for a national identity. The common structure of the different country analyses oriented by crucial problems of education worldwide guides to discover common patterns of European education compared to that of education systems outside Europe, making its reading relevant to educators around the world. The handbook provides many suggestions for further study

A hallmark of recent higher education policy in developed economies is the move towards quasi-markets involving greater student choice and provider competition, underpinned by cost-sharing policies. This paper examines the idealizations and illusions of student choice and marketization in higher education policy in England, although the overall conclusions have relevance for other countries whose higher education systems are shaped by neoliberal thinking. First, it charts the evolution of the student-choice rationale through an analysis of government commissioned reports, white papers, and legislation, focusing on policy rhetoric and the purported benefits of increasing student choice and provider competition. Second, the paper tests the predictions advanced by the student-choice rationale—increased and wider access, improved institutional quality, and greater provider responsiveness to the labour market—and finds them largely not met. Finally, the paper explores how conceptual deficiencies in the student-choice model explain why the idealization of student choice has largely proved illusionary. Government officials have narrowly conceptualized students as rational calculators primarily weighing the economic costs and benefits of higher education and the relative quality of institutions and programs. There is little awareness that student choices are shaped by several other factors as well and that these vary considerably by social background. The paper concludes that students' choices are socially constrained and stratified, reproducing and legitimating social inequality.

Issues regarding the law that permits certain religious degree-granting institutions to become exempt from state approval after they have filed certain certifications with the State Board for Higher Education.

After a brief overview of the statistical trends in the charter school closures, this essay focuses -in the section titled "Organizational Lessons for Charter Developers" - on the lessons that can be learned from the missteps of the state's obsolete schools. Although changes in South Carolina charter school legislation and SBE regulations now prohibit some of the charter school practices described in this document (e.g., paid employees serving on a charter school governing board), all individuals involved with charter schools today can benefit from an understanding of the principles and the pitfalls described here.

Reviewing diverse sites, including the US, Cambodia, Israel, Poland, Chile, Australia and Brazil, this book considers how schooling systems are being influenced by the rise of external actors who increasingly determine the content, delivery and governance of education.

Coronavirous Disease (COVID-19) outbreak has struck the globe including Indonesia. With the COVID-19 pandemic rapidly crawling, Government implements a Large-Scale Social Limitation (PSBB) in order to prevent the spread of COVID-19. In response to the COVID-19 pandemic, the Ministry of Education and Culture (MOEC) has boosted the transformation of educational institutions through the Learning From Home (LFH) policy. LFH is policy that concerns with serving students to conduct learning activities through the distance learning either via online or offline. The goal of this policy aims to mitigate the immediate impact of COVID-19 which rapidly spread across regions while at the same time Government can maintain the quality of learning process. Using the model of policy evaluation, this study assesses the LFH policy which is focused on the rooted causes contributed the ineffectiveness of the policy. As the COVID-19 pandemic becomes a critical challenge for Government, this study finds that the ineffectiveness of LFH is relied on some factors which obviously exacerbate the proper teaching and learning programs. These are including the incompetence of state (apparatus) resource which can be traced from the state perplexed to face the COVID-19 outbreak with no providing a comprehensive policy; the weak of a coordination between MOEC and other stakeholders both local government and private sectors, the infrastructure gap among regions particularly in the remote and rural areas, and less financial support for conducting LFH. These are becoming the huge problems during the Pandemic as these obviously impede the succeed of learning policy. Keywords: COVID-19, Policy, Learning, Government, Capacity