Suchergebnisse

The study investigates Finnish education policy to develop higher education institutions to create an internationally recognized high profile. The study presents the empirical evidence of the profiles and focal areas of higher education institutions. The profile of higher education institutions is studied using the competitive strategies of focusing, differentiation and cost-efficiency and the Balanced Scorecard approach, which has been developed to communicate and implement strategic plans. Finnish education policy stresses the focus and differentiation strategies. Higher education institutions are encouraged to reallocate resources to achieve a high profile and differentiate activities to meet regional needs. New added value is created with the renewal of legislation and structures and reallocation of resources and activities to growth areas and closing down of unnecessary activities.

Monographs of the Institute for Women 's Studies in the ArabWorld , No.2, Arab Women and Education, Part I: «Access ofArab Women to Higher Education» by Edith A.S. Hanania, Beirut 1980.

Pakistan's education system has been the focus of various
reforms every few years, and a new exercise has been initiated recently
through the National Education Policy, 2009. While the problems are
generally well documented and stress on universal primary education
fully justified, the role of economic relevance of education and
training as a factor discouraging completion is not sufficiently
emphasised. Studies from developing and developed countries highlight
the strong linkage between education and training and employment, and
the economic and social returns of employability of trained workers. It
is argued that if one or more career based occupational tracks
(vocationalisation of upper-secondary education) is offered at the upper
secondary level (Class 8-10) as supplements to general education,
dropout can be reduced. This will result in increased employability,
productivity and competitiveness in the work environment. Co-financing
with the private sector of a Rs 48 billion programme for practical
on-the-job training is examined in the light of international
experiences. JEL classification: J24, O33, H52 Keywords: Human Capital,
Skill Bias, Labour Productivity, Education Expenditures

In 2005, the Economic Self-Reliance Center (ESR Center) at Brigham Young University partnered with the Single Mom Foundation of Salt Lake City, Utah, to create the Single Mom Initiative, a multi-year, multi-disciplinary research effort with the goal of improving knowledge about the unique challenges facing single mothers and creating best practice policies. In this regard, the report presents the main findings of a survey conducted in 2007. ; Economic Self-Reliance Center (ESR Center), Brigham Young University

This study aimed at determining the degree to which special education teachers possess the skills and knowledge adopted by the council of Children with Special Needs, in assistive technology. The questionnaire, which included assistive technology standards, was used to measure the degree to which Jordan's special education teachers have access to these standards. It was distributed to teachers of special education centers, as well as teachers of sources in various Jordanian governorates. The population of the study consisted of (200) male and female teachers. The sample of the study consisted of (100) specialists in special education in centers and schools. The findings showed that there is a high degree of possession of these standards in the specialists on the tool as a whole, and a medium degree of possession on the items relating to theoretical information on assistive technology in the following dimensions: knowledge of laws and legislation in special education, leaners characteristics, evaluation and diagnosis, professional and ethical practice and instructional content.

The relevance of the article is due to the fact that in Ukraine there is a process of implementation of inclusive education in the educational process. Similar processes take place in almost all countries of the world. For the further successful development of educational inclusion, it is important to take into account not only the national context but also the challenges faced by other countries. This will contribute to a better understanding of both the essence of inclusive education and the difficulties in its implementation and ways to overcome them. The purpose of the article is to study the challenges facing inclusive education at the international and national levels and to identify ways to respond to them. Methodology. To achieve this goal, we used the desk research method, which made it possible to collect, summarize, analyze, systematize and conduct a comparative analysis of information on inclusive education. Scientific novelty. The article analyzes modern approaches to understanding the basic concepts of inclusion in Ukraine and abroad; reveals the models of organization of education for students with special educational needs; describes the causes of the gap between policy and practice in the field of inclusive education. Conclusions. It is established that the difficulties in the implementation of an inclusive approach in education are associated with the lack of a common understanding of inclusive education and a clear definition of the basic concepts that make up its thesaurus; the opposition of inclusive education to special education; the risk of segregation of students with special educational needs in special classes of secondary schools; the existence of gaps between the provisions declared in legal documents and the practice of implementation of inclusive education. The prospects for overcoming these challenges are associated with the introduction of a systematic approach to solving the problems of inclusive education at all levels of government with the involvement of all stakeholders.

Conference Theme: Educational Reform and Social Change: East-West Dialogue ; 主題: 教育改革與社會變遷 ─ 東西方對話 ; Concurrent Session 1: Panel 2 (CS1.2): paper 5 ; The Conference program's website is located at http://www.fe.hku.hk/cerc/ceshk/doc/Conference%20Program_full.pdf ; Higher education in Korea has been rapidly expanded during last six decades. Not only the tertiary enrollment rate is the highest among OECD countries, but it also shows highest R&D investment recently. Government has adopted strong performance-based policies since 1990s to guarantee the quality of higher education. Despite of growth in higher education issues, higher education research in Korea has been very slowly progressed. There is . ; postprint

OVER THE LAST DECADE, PUBLIC CONCERN ABOUT EDUCATION IN THE UNITED STATES INCREASED SIGNIFICANTLY. IN RESPONSE TO THIS CONCERN, NUMEROUS EFFORTS HAVE BEEN INITIATED TO REFORM PRIMARY AND SECONDARY EDUCATION. AMONG THE MOST VISIBLE REFORMS PROPOSED HAVE BEEN A VARIETY OF PLANS TO MAXIMIZE PARENTAL CHOICE AND PRIVATIZE EDUCATION. THIS ARTICLE DESCRIBES AND ANALYZES A WIDE RANGE OF CHOICE PROPOSALS IN TERMS OF FOUR VARIABLES: THE PROPOSED ORGANIZATION OF SCHOOLS, STUDENT ELIGIBILITY, SCHOOL AUTONOMY, AND FUNDING METHODS AND LEVELS. THIS ARTICLE CONCLUDES THAT DESPITE MAJOR EFFORTS TO INTRODUCE GRATER CHOICE INTO EDUCATION, IT IS NOT IMMEDIATELY APPARENT THAT CHOICE REFORMS WILL HAVE A MAJOR EFFECT INT EH NEAR FUTURE ON WHAT HAPPENS IN MOST SCHOOLS AND CLASSROOMS.

This study explores the influence of education on turnout. Although the basic relationship is well established, previous research has failed to investigate adequately the underlying causal mechanisms. In this study, four of the most prominent explanations are addressed: (a) education instills a sense of civic duty, (b) education increases sense of political efficacy, (c) education makes registration easier, and (d) education enhances political sophistication or awareness. Although each explanation has some merit, causal modeling reveals that education's positive influence on registration likelihood and political awareness is especially important in accounting for its relationship to turnout.

AbstractThe Department for Education is attempting to use lessons from economics to spur competition in higher education in the UK, in order to improve access and quality and reduce price. Laudable as these goals are, in this paper it is argued that there are aspects of higher education that are unlike other markets and which may make standard solutions to non‐competitive price behaviour ineffective. New insights into decision making from behavioural sciences, which challenge the notion of rationality in many students' higher education choices, are also discussed. Recent research has suggested some interventions that may nudge students towards decisions that help achieve the objectives for higher education set out by the Department for Education. It is argued that the Department for Education might be more successful in reaching its objectives if it focused more on these behavioural insights and interventions, and less on trying to make HE function like the competitive market that it is not.