Suchergebnisse

The propriety of the Conservative government's nationally derived curriculum & monitoring agency is discussed with reference to the author's experience as head teacher at an inner-city, racially diverse school in northeast Sheffield, England. It is argued that the national curriculum established by the Conservative government is monocultural & politically driven. Further, the agency created to police implementation of this curriculum, the Office for Standards in Education (OFSTED), has failed to acknowledge the unique academic challenges & strengths of inner-city students. It is suggested that OFSTED's destructive rejection of community-oriented programs in inner-city schools debilitates effective, locally developed programs. Further, these schools are called on to implement white, middle-class-oriented curricula which disenfranchise minority students, their experiences, & their communities. It is concluded that the policies are doomed to further failure & controversy if the Conservative government continues to impose inappropriate & authoritarian educational standards on ethnically, culturally, & linguistically diverse students. 30 References. T. Sevier

This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system's governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission. .

MAJOR EDUCATIONAL TASKS ASSUMED BY US PUBLIC SCHOOLS HAVE LED TO SHIFTING SC RELATIONSHIPS BASED ON 3 HISTORICAL PHASES MARKED BY DISTINCTIVE MODES OF EDUCATIONAL CHANGE. FROM 1787-1857 (PHASE I), THE EMPHASIS IN PUBLIC EDUCATION MOVED FROM RELIGIOUS RECTITUDE TO DEVELOPMENT OF GENTILITY & THE EVENTUAL ESTABLISHMENT OF CLASS STRUCTURES. WITH THE EMERGENCE OF THE NATIONAL EDUCATION ASSOC, PHASE 2 (1857-1945) MARKED A SHIFT IN THE CRITERIA OF SS DUE TO CHANGES IN SOCIAL STRUCTURE BROUGHT WITH THE MOBILITY OF THE INDUSTRIAL REVOLUTION. THE SCHOOL NO LONGER STRATIFIED AGRARIAN AMERICA; IT ATTEMPTED TO BRIDGE AN INCREASINGLY HETEROGENEOUS NATION. CHARACTERISTIC OF THIS STAGE WAS A MINIMIZING OF MOBILITY & ASSIMILATION PROBLEMS THROUGH FORMING PUBLIC CONSENSUS AROUND NORMS OF A DEMOCRATIC POLITICAL EQUALITY, VOCATIONAL SUCCESS, & PERSONAL SOCIABILITY. PHASE 3 (1945-) WITH ASSIMILATION OF THE MOST DEPRIVED SUBGROUPS INTO THE MAINSTREAM, APPROACHES EDUCATIONAL REVOLUTION. THE CONTEMPORARY SCHOOL IS MULTIDOCTRINAL, MULTIFUNCTIONAL, & STRESSES BELIEF IN HUMAN POTENTIAL. BY REMOVING TRADITIONAL RESTRICTIONS EDUCATIONAL PROGRAMS FREE THE STUDENT TO DEVELOP HIS OWN UNIQUE LIFE WITHOUT ENFORCING NORMS OF BEHAVIOR & ACCEPTANCE. EMPHASIS IS ON GREATER DEMOCRATIC PARTICIPATION & POLITICAL ACTIVITY WITHIN THE SCHOOLS IN THE CONTEXT OF COMMUNITY, STATE, & NATION. THROUGH AN INCREASING ADOPTION OF EGALITARIAN EDUCATIONAL DOCTRINE, US SCHOOLS HAVE MOVED TO GREATER SHIFTS IN SM. 2 FIGURES. T. BABITSKY.

The present critical stage of inter-American relations offers a timely occasion for an inquiring glance at the Organization of American States (OAS). For more than half a century—and particularly during the last two decades—the United States has increasingly adapted its policy toward Latin America to the principles and procedures of the Organization of American States, confident that such an approach would best serve our long-range objectives in the hemisphere. Yet the varying responses which the United States has gained from the regional agency when problems of high importance have been submitted to it constitute one of the most confusing aspects of our hemisphere relations. The last few years have provided a striking illustration of this point.

Public law need no longer be bound by the traditional fields of constitutional and administrative law. In a contemporary context, it has the scope to encompass statutory construction, human rights, state sovereignty, electoral law, legal philosophy, and the rule of law amongst others. In short, an expanded conceptualization of public law speaks to government power. While public law's horizon is expanding, so too is academic practice. No longer the domain of discrete enterprises of teaching, research and engagement, academic practice can now be conceptualized as a coherent scholarly enterprise mediated by digital technologies. This article first articulates the meaning of an expanded public law and integrated scholarly practice. It then explores how the digitally literate public law academic can put this into practice. Through the use of two case studies, it describes how democratizing digital media offer a context for and means of community engagement and education in public law issues while they are in the public eye. As academic practice, the teaching moment of contemporary public law in action offers an opportunity for broadening both academic and student horizons.

Examines the role of proselytizing in publicly funded social service programs in light of the Charitable Choice provision of the 1996 welfare reform law.

Report presented at the 40th session of the UNESCO ICE, 1986. Description of the organizationand structure of the education system, and the educational developments during 1984-1986. (NUFFIC)

The Indian Education system is moving forward through various ways and in this transformative process, a new addition has already approved, which is called new 'National Policy on Education – 2016.' The focus of the new National Policy on Education is on improving the quality of education and restoring its credibility. It seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education. New technologies have emerged and new knowledge's are being generated at a rapid pace. Major developments of ICT in recent decades have brought in new dimensions in the fields of transmission of data, and use of ICT as a vehicle for monitoring and management, among others. The Government of India has launched several initiatives such as Swachh Bharat Abhiyan, Digital India, and Smart Schools, etc. The new policy emphasized and suggested to integrate and implement ICT in a variety of ways and means in our education system. This study is purely qualitative in nature and the documentary analysis method applied by the researcher. So that we shall purposefully selected the related policy documents made by the governments as primary sources, The main objectives of the study are to understand the central phenomena of the new National Policy of Education – 2016 and to make a critical observation of the changing outlooks towards integrating ICT in Indian education system as highlighted in that policy documents.

Item 1015. ; Includes bibliographical references (p. 415). ; Mode of access: Internet.