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The paper makes a comparative study on Public Schools and Government Schools in the contemporary social and cultural scenario with the importance of the parental care and how they are maintained by private owners and government officials respectively. The paper also discusses the role and responsibility of the important individuals – the father, the mother and the teacher – towards the spiritual and moral development of their children. Public schools, which are called 'Private schools' in our country, are symbols of modern feudalism. Public schools can also be described as & lsquo; private factories'. Teachers in private schools and colleges are under compulsion to show results to managements. Teachers campaign for admissions. When a teacher fails to secure admission, his job or his salary is under threat. There are popular Public (Private) schools but unfortunately there is no such popular government school. Under these circumstances, the question arises is how to create a good government teacher.

To protect the democratic traditions, regain economic strength, and meet the demands of the nations employers, The United States must improve outcomes for low-income students and students of color. This report shows how 22 state public higher education systems leaders are stepping up to this challenge. ; The Education Trust

This article provides an overview of the Romanian post-communist legislation on religious education in public schools, examined against the background of the 1991 Constitution and international provisions protecting freedom of conscience, critically assesses the pre-university textbooks used in Orthodox and Roman Catholic religion courses, and discusses the churches attempts to ban evolutionary theory from schools and the efforts of the Orthodox Church to introduce religious symbols in public universities.

It is investigational as in a oriented of the modern system of education to activity of personality, independence in the choice of subjects and time of mastering of information. It is marked that passing to the new paradigm of education with the dominant of self-education, coincides with the individual necessities of people and takes place at combination of institutional education and self-education. The self-education of personality is considered as the sociocultural phenomenon, that is related not only to education but also with development of society on the whole.

From the turn of the twentieth-century onward, especially after 1905, the conviction that democracy as a political system would save and strengthen China was widely accepted in the government and in society. This conviction stimulated several initiatives for institutional change in Chinese society. Institutional reforms in education and politics entangled with each other at the outset of fundamental changes that took place in China at the beginning of the twentieth century. This entanglement required the renovated educational system to accord itself with more democratic politics and anticipated a physically, mentally, and spiritually qualified citizenry that would be produced through modern-style schooling. This study on the development of democratic education in primary and secondary schooling in China during 1901-1937 focuses on the relationship between education, citizenship, and democracy. The research on the institutional changes in education and their relation to the broader sociopolitical circumstances in search for and in pursuit of political democracy was based on state provisions on education, proposals and resolutions on crucial educational issues presented at educational meetings and conferences, and journal and newspaper articles. Its examination of the development of education for citizenship in relation to various democratic ideals and political practices was based on textbooks for primary and secondary schooling. This study deals with the impetuses, developments, and problems of democratic education, reveals the triadic interrelationship between education, citizenship, and democracy in a context of constant changes, and sheds new light on the initial stage of democratic education in a crucial period of modern China.

Impoverished children living in the remote rural areas and urban slums of Pakistan are not well served by the country's struggling public school system. To provide an alternative, the provincial government of Punjab revitalized the Punjab Education Foundation (PEF), which works with private schools located in poor communities throughout the province. Through these public-private partnerships (PPPs), the PEF provides school funding, teacher training, and vouchers allowing needy children to attend participating private schools for free. As a result, students at these private schools have shown strong gains in academic assessment tests, and the foundation's programs have already been replicated elsewhere in the country. This report examines a number of aspects of the PEF experience with the design and implementation of PPPs in the education sector. It begins by providing an overview of the governance structure of the PEF, and then outlines the design of, and trends in, its various programs, including the flagship Foundation Assisted Schools Program. The report concludes with a brief discussion of the lessons that can be drawn from the PEF's experience with education PPPs.

Impoverished children living in the remote rural areas and urban slums of Pakistan are not well served by the country's struggling public school system. To provide an alternative, the provincial government of Punjab revitalized the Punjab Education Foundation (PEF), which works with private schools located in poor communities throughout the province. Through these public-private partnerships (PPPs), the PEF provides school funding, teacher training, and vouchers allowing needy children to attend participating private schools for free. As a result, students at these private schools have shown strong gains in academic assessment tests, and the foundation's programs have already been replicated elsewhere in the country. This report examines a number of aspects of the PEF experience with the design and implementation of PPPs in the education sector. It begins by providing an overview of the governance structure of the PEF, and then outlines the design of, and trends in, its various programs, including the flagship Foundation Assisted Schools Program. The report concludes with a brief discussion of the lessons that can be drawn from the PEF's experience with education PPPs.

Professional educators are increasingly the subject of criticism from citizens. Citizens are concerned that graduates seem unable to perform in work roles. Although this problem significantly reflects changes in the content of work, citizens hold teachers responsible because education has implicitly promised vocational success. The attack on professional educators is intensified by a general citizen attack on commoditized social services. The extent of service delivery structures has led citizens to force service policy into the public political arena. Professional educators have difficulty responding to these problems or challenges because in claiming professional status they disavowed any political interests or skills. The politicization of services suggests that professions will take a new form in the future.

Abstract
This paper discusses the use of new technology in education. It refers to different types of literacy namely technological, digital, mathematical, scientific and information literacy as well as to the definitions and characteristics of the use of computers in education such as CAL, CBE, CAT etc. The use of technology in the constructivist and behavioural learning approach are mentioned and the advantages and disadvantages of the use of new technology in education are given.