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Along with the transition from the New order era to the Reformation era, the central government is committed to providing regional autonomy to district and city governments to manage regional potential, including the potential for education. After the central government gave regional autonomy to district and city governments, the Medan City Government gave autonomy to the head of the Early Childhood Education unit to manage the potential of Early Childhood Education to the maximum, but in reality the management was not optimal. The purpose of this study is to find a model of organizational commitment and to determine the influence between research variables. This research method is a quantitative research method using a survey approach. The study population was 750 people and the sample of this study was 238 people with an error rate of 5%. Sampling is non-probability sampling with a purposive sampling technique based on the provisions of the sample from the population developed by Isaac and Michael. The data collection technique for this research is a questionnaire instrument using a Likert scale and a test instrument using Merriam Webster's New Collegiate Distionary technique. The results of the descriptive analysis show that 235 or 98.74% of the Educational Administrative Knowledge variable tends to be in the low category, while the other variables tend to be in the high category. Furthermore, the results of the calculation of the total direct effect show that the Educational Administrative Knowledge variable on the Organizational Commitment variable is 0.2642 or 26.42%, while the total effect of other variables is low. Furthermore, the direct and indirect proportional, sporious and unanalyzed effect caused by these three variables is 66.02% and the influence of other variables is 33.98%. Furthermore, the research results of the path coefficient test show that all the path diagram coefficients are significant. Furthermore, the results of model testing indicate that the proposed model is fit with empirical ...

As a response to an expression of globalization of education, convergence and divergence in internationalization strategies and policies present significant issues for comparative study. This paper focuses on comparative analysis of strategies and approaches to internationalization of Higher education in Mongolia and some Asian countries. The framework of the comparative analysis is based on analysis of Government policies on higher education internationalization, documents and data from HEIs, reports of international organizations and relevant literature. In this paper author has introduced some findings of case studies on internationalization of Mongolian HE in the last two decades.

AbstractChapter 3 of the 2017 Australian Productivity Commission's recent report 'Shifting the dial', commissioned by the Commonwealth Treasurer to interrogate 'Australia's productivity performance', focuses on education policy. The Treasurer explicitly asks that the report include 'recommendations on productivity‐enhancing reform', and Chapter 3, entitled 'Future Skills and Work', delivers these for the education policy sphere. In this article I evaluate the education policy reform recommendations set out in Chapter 3 against Australia's educational performance and landscape today, and what we know in general about the educational inputs to productivity. Different, though overlapping, policy recommendations emerge from my analysis.

Contact theory argues increased interaction between social groups will help prejudicial attitudes and alleviate racial and ethnic divisions. Contact theory has become the framework for integrated education in Northern Ireland promoting reconciliation, positive change, and equality by bringing Protestant and Catholic children and staff together. Continued political violence and sectarianism, Northern Ireland is in need of holistic mechanisms to promote reconciliation; religiously integrated schools are part of this process. This study is a qualitative analysis of the effectiveness of integrated education in Northern Ireland, limitations of contact theory, and the role of education in promoting reconciliation in post-conflict societies.

Informed by a social justice lens, and featuring Canadian content and context, this edited multi-disciplinary book looks at current trends in the teaching of sexuality in higher education, including sexual well-being, positivity, diversity, mutual consent. focuses on the teaching of sexuality in higher education.

While recovering from decades of conflict and trying to adjust to an incipient free market economy, public higher education in Afghanistan is currently confronted with rapidly increasing enrollment and inadequate government financing. The imbalance between high demand for and insufficient supply of higher education has led to a decrease in the quality of education and an urgent need to develop non-state sources of funding. Using Johnstone's (1986) diversified funding model as the conceptual framework, this exploratory case study reports actors' attitudes and perceptions of the financing policy options for Afghan public higher education and the impediments to introduce this model in Afghanistan. Data were collected from documents and semistructured interviews with Afghan administrators, politicians, instructors and students during four months in Kabul in 2008. The findings show that: a) the state has most likely reached the maximum financial contribution to public higher education and that little more can be expected; b) that the existing funding for this sub-sector is not managed well; c) that the current legal framework does not support expansion of the entrepreneurial activities that are developing at the higher education institutions; c) that the legal system does not provide incentives to develop Afghan national donor support; d) that the introduction of user fees, though currently under consideration, is confronted with significant technical impediments, and e) that the introduction of tuition is not on the agenda because the higher education institutions have found the introduction of "night school" as an alternative means that allows the charging of tuition under the guise of "extra" services. In light of the aggregated actors' attitudes towards these funding options, this study identifies considerable legal, technical and political blockages that hinder the creation of a functioning diversified funding model. The findings indicate that one significant pre-requisite for any development of these new funding sources will be increased institutional autonomy. Without devolution in power from the centralized ministry to the institutions, the necessary incentives and mechanisms will probably be missing for the development of these alternative sources of funding.

The course of political science in higher education is often read, to a large extent, as a theoretical course and affects the study of issues and problems of the formation and development of political institutions, processes and technologies. The focus is usually on the history of politics, the state as the central institution of the political system, political parties, political consciousness, culture, political relations, etc. However, it is very important that, when studying a course in political science, listeners understand the current political processes taking place around them. Some of them are well established, democratic processes, such as the electoral process. Others are associated with the impact of modern innovation processes on the political sphere of society. And in this case, political science as a science once again demonstrates its value in an applied format. For a deep understanding of this kind of political processes, additional aggregated information is needed, knowledge that should differ in such characteristics as relevance, novelty, compliance with modern development. In the modern digital era, it is necessary to additionally acquire knowledge about the digital transformation of political institutions, processes and technologies, including types of state policy, the most important of which is social. And it's not just the digital economy. This, first of all, digitalization of public administration (State-web) — Big Date management, blockchain, etc., as well as digitalization of business — the emergence and development of digital enterprises, etc. It is obvious that the use of digital technologies will become possible for the development of predictive political science. This article is largely a translation of German publications by scientists dealing with the development of modern political science education in the countries of the European Union, in particular, in the Federal Republic of Germany. The focus is on the impact of digitalization on the teaching of theoretical and applied political science.

PurposeEducation system stimulates the development of human capital and provides informative signaling allowing to differentiate productivity of individuals. If education system is efficient then higher levels of education usually associated with greater returns on labor market. To evaluate the efficiency of Russian education system we aim to estimate the effect of vocational education and different levels of higher education on wages.Design/methodology/approachWe use data on 8,764 individuals in the years 2019–2021. Our statistical approach addresses two critical issues: nonrandom selection into employment and the endogeneity of education choice. To tackle these problems, we employed Heckman's method and its extension that is a structural model which addresses the issue of self-selection into different levels of education.FindingsThe results of the analysis suggest that there is a significant heterogeneity in the returns to different levels of education. First, higher education, in general, offers substantial wage premiums when compared to vocational education. Specifically, individuals with specialist's and bachelor's degrees enjoy higher wage premiums of approximately 23.59–24.04% and 16.43–16.49%, respectively, compared to those with vocational education. Furthermore, we observe a significant dis-parity in returns among the various levels of higher education. Master's degree provides a substantial wage premium in comparison to both bachelor's (19.79–20.96%) and specialist's (12.64–13.41%) degrees. Moreover, specialist degree offers a 7.16–7.55% higher wage premium than bachelor's degree.Practical implicationsWe identify a hierarchical pattern in the returns associated with different levels of higher education in Russia, specifically "bachelor-specialist-master." These findings indicate that each level of education in Russia serves as a distinct signal in the labor market, facilitating employers' ability to differentiate between workers. From a policy perspective, our results suggest the potential benefits of offering opportunities to transition from specialist's to master's degrees on a tuition-free basis. Such a policy may enhance access to advanced education and potentially lead to higher returns for individuals in the labor market.Originality/valueThere are many studies on returns to higher education in Russia. However, just few of them estimate the returns to different levels of higher education. Also, these studies usually do not address the issue of the endogeneity arising because of self-selection into different levels of education. Our structural econometric model allows addressing for this issue and provides consistent estimates of returns to different levels of education under the assumption that individuals with higher propensity to education obtain higher levels of education.

This analysis compares the spending on military, healthcare, and education. A group of some of the wealthiest countries in the world was utilized for this analysis. These were the conclusions drawn: •The United States outranks all other countries in GDP and GDP per capita. •Although the United States spends the most on its military, it is not the largest spender when put viewed as a percentage of GDP. •Saudi Arabia spends far more on its military when viewed as a percentage of GDP. •The United States has steady growth in its spending on healthcare per capita and spending on education per capita. •There is an upward trend in all of the nation's spending on healthcare per capita and education per capita. •Although the United States is the largest spender on education per capita, it does not spend as much as other counties do when compared to GDP per capita.

The U.S. Department of Veterans Affairs (VA) spends nearly $12 billion annually on education benefits (VA, 2016). Veterans are showing up on campus in ever increasing numbers. While recruiting veterans makes sense from an enrollment management perspective, as most veterans come to campus with financial aid, how well prepared is higher education to receive them? Given the investment the government, taxpayers, and individual veterans are making, colleges and universities would be well served to understand these students. This article explores how veterans have changed the landscape of higher education, delves into the culture of the military and its impact on veterans, examines the challenges many veterans face as they transition out of the military, and concludes with a discussion of ways in which higher education institutions might thoughtfully and intentionally assist veterans' transition into life as successful college students.

This paper considers Thomas Hobbes's educational thought both in its historical context and in the context of his political philosophy as a whole. It begins with Hobbes's diagnosis of the English Civil War as the product of the miseducation of the commonwealth and shows that education was a central and consistent concern of his political theory from an early stage. For Hobbes, the consensus on civil matters required for peace could be secured only through rigorous and universal civic education overseen by the sovereign in the universities, the pulpit, and the family alike. While some scholars have condemned Hobbesian education as unacceptably authoritarian, others have cited it approvingly as evidence for a more liberal Hobbes. This essay argues that neither reading adequately grasps the subtle relationship between persuasion and authority that characterises Hobbes's conception of education and, indeed, his political philosophy more generally. © 2010 Taylor and Francis.

The human capital model is the basis of neo‐classical analysis of labour markets, education and economic growth. However, education policy in Australia has been influenced by models based on screening theory and public choice theory which yield the policy implication that reductions in education spending are generally desirable. In this paper, the competing models, and the evidence supporting them, are surveyed. It is concluded that the human capital model is strongly supported by the available evidence. The predictions of screening models are generally not supported by empirical tests, except where they coincide with those of the human capital model. The main evidence supporting the public choice model, derived from the literature on educational production functions, is shown to be deficient. The principal policy conclusion of the paper is that the negative effects of recent cuts in education spending will outweigh any benefits achieved through reductions in public debt.