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This article discusses the meaning of Educationally the tribal population is at different levels of development but overall the formal education has very little impact on tribal groups. Earlier governments had no direct program for their education, but in the subsequent years, the reservation policy has made some changes. There are many reasons for low level of education among the tribal people: formal education is not considered necessary to discharge their socialobligations. Superstitions and myths play an important role in rejecting education. Most tribes live in abject poverty. it is not easy forthem to send their children to schools. As they are considered extra helping hands. The formal schools do not hold any special interest for the children. Most of the tribes are located in interior and remote areas where teachers would not like to go from outside.

"Chief responsibility for the writing of the report was entrusted by the Committee to one of its members, Dr. John K. Norton." --Acknowledgement. ; Includes bibliographical references and index. ; Mode of access: Internet.

George Orwell and Education uses Orwell's life and works to address current educational questions. His early life, political awakening and artistic development are key elements in the book's presentation of Orwell himself as a learner, and as someone whose ideas continue to speak to contemporary debates about human interdependency. The focus of the book is on critical issues in education, including the idea of universality, the status of young people and the nature of learning. Orwell's efforts to conceptualise, and artistically realise his own experience, create a platform for exploring current educational issues in their philosophical and political contexts. This book will encourage a reimagining of, and stimulate debate about an idea of education that is less individualistic, pays greater attention to human mutuality, is politically engaged and ultimately more sustainable. The book will appeal to researchers, scholars and post-graduate students in the fields of literature in education, pedagogy, educational philosophy, literary theory, citizenship and youth and community

The right to education has become an increasingly visible feature of international educational policy debates and a foundation for state education policy itself over the last three decades. The emergence of Human Rights Education (HRE) as both a concept and an educational programme in its own right has been seen as a central condition for the realisation of the right to education. Successive Scottish Governments have expressed a commitment to the promotion of a society that is inclusive and respects, and realises, the rights of all people. The publication in December 2018 of the recommendations of the First Minister's Advisory Group on Human Rights Leadership outlines an ambitious programme for the further incorporation and realisation of human rights in Scotland including economic, social, and cultural rights such as the right to education. One feature of such a commitment, we might reasonably posit, ought to be the realisation and implementation of HRE within Scottish educational policy. However, serious questions have been raised in the literature about how successful current attempts to incorporate HRE within the Scottish education system have been. The paper analyses the current status of HRE in Scotland in order to highlight a number of concerns with how well HRE is realised is within Scottish education policy and practice before identifying potential ways forward. In doing so, it will highlight three areas of deficiency in the current strategy for implementing Human Rights Education in Scotland. These are: the incorporation of HRE within the Scottish curriculum; levels of confidence and preparedness of teachers in implementing HRE; a lack of clarity surrounding HRE both as a concept and programme of education. Further, it argues that the current political climate in Scotland offer significant opportunities for addressing these issues relating to the political ambition for Scotland to show leadership in the realisation of human rights. Finally, a number of steps that can be taken in order to improve the realisation of HRE within Scottish education and the necessity of doing so if the Scottish government is serious about both strengthening the realisation of human rights in Scotland as well as being a human rights leader are presented.

"Education and Democratic Participation is an important and timely contribution to the emerging debate surrounding the value of educating citizens and communities in order to empower them to participate in democratic change. Responding to the effects of neo-liberal ideology on comprehensive education and public services, this book examines the purposes and conditions for reimagining an educated democracy. Arguing that social divisions and cultural misrecognition have intensified to the point of crisis, Ranson explains that a just society must create opportunities for diverse, cohesive and tolerant neighbourhoods to flourish. In order to achieve this, education will need to reimagine learners as prospective citizens and as cooperative makers of the democratic communities in which they live and work. Showing that participation in public forums, councils and associations can provide a real means of enabling members of different communities to learn how to respect and value one another, this book provides persuasive arguments that a broader pedagogy of democracy is needed to confront the common dilemmas facing society. This work is aimed at researchers, academics and postgraduates, particularly those lecturing and studying in the areas of education, the social sciences and politics. It will also appeal to professional and practitioner communities in school and college teaching, as well as in local authorities and related public services."--Provided by publisher.

President Johnson's recent initiatives in interna tional education signal the further emergence of education as a characteristic form of American involvement in world affairs. Education is the key to economic progress in the developing countries. It is also the only solid basis for freedom, social jus tice, and equal opportunity. Almost by definition the "gospel of development"—the so-called revolution of rising expecta tions—will be accompanied by conflict and dissension. But there will be little hope of resolving the conflicts and of achiev ing peace in our century unless the world makes heroic efforts in education—sustained, imaginative, and ever greater efforts. The viewpoint must be long range. Education holds no quick promise of peace or even of understanding. Further, the prob lems of bridging the world's vast educational gap are too com plex to yield to an immediate or massive educational crusade. For example, nowhere are there enough teachers. The poten tialities of the new techniques of education—of radio, televi sion, programmed instruction, and film-must be drawn upon more and more if educational efforts in developing countries are to begin to meet the needs.

ABSTRACTMy paper considers two questions relating to the roles that education in college and university degree programs and in continuing professional education (CPE) programs play in the social control of the public accounting profession. These questions consider how: (1) educators should respond to the possibility that outside stakeholders might misinterpret the effect of ethics education in accounting degree programs in colleges and universities and ethics-related CPE, and (2) CPE should be used in the public accounting profession's disciplinary process. An assessment process and content similarity are suggested as ways to approach issues raised by the first question. CPE is most appropriate as a sanction when a Certified Public Accountant (CPA) in public accounting unintentionally violates an ethical standard of the public accounting profession and an effort is being made to rehabilitate the CPA. However, if a CPA in public accounting intentionally violates an ethical standard of the public accounting profession, the appropriateness of using CPE as a sanction in an effort to rehabilitate the CPA is controversial and requires research. Both questions and their discussion in the paper draw on comments in Waithe and Ozar (1990).

Review of Bryan Caplan, The Case Against Education: Why the Education System is a Waste of Time and Money (Princeton University Press, 2018)