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Education is one of the significant factors instrumental to the development of a country. It should be transformed to the needs of the time and changing scenario of the world. It provides an opportunity to critically reflect upon the social, economic, cultural, moral and spiritual issues facing humanity. India needs more efficient and educated people to drive our economy forward. There are many Indian around the corner who known for their capabilities and skills. To develop India as an education hub or to become a prosperous partner in global economy, India has to qualitatively strengthen education in general and higher education with research and development in particular. This paper is mainly focused on the overall performance of higher education system in India, We try to find out the initiatives taken by the government to raise level of education system. This paper aims to identify emerging issues and challenges in the field of Higher Education in India. Finally the paper concludes here is need of plans requires solutions that combine, employers and youth need of Expectations of from various stakeholders Students, Industry, Educational Institutions, Parents and Government
Intro -- Contents -- Tables -- Abstract -- Keywords -- Part 1: Secularisation and Australian Education: Definitions and Approaches -- Introduction -- The Plan of This Book -- Part 2: Religious Instruction and State Schools: Expansion and Constraint in the Early Twentieth Century -- Introduction -- "Free, Secular, and Compulsory" Education in Australian History -- Case Study 1: Shared Christianity and the Introduction of Religious Instruction to Queensland State Schools -- Case Study 2: German Schools and the Limits of Shared Christianity -- Conclusion -- Part 3: Government and Non-government Schools: Questions of Faith, Choice, and Control in the 1960s and 1970s -- Introduction -- Public Funding and Christian Schools -- Social Science and Humanities Education and the Christian Right -- Case Study 3: The Introduction of Federal Funding for Religious Schools -- Case Study 4: Banning macos and semp: A Local Victory for the Religious Right -- Conclusion -- Part 4: Twenty-First Century Debates: Christian Influence in a Complex System -- Introduction -- Secular Systems? Religion in Contemporary Australian Education -- Case Study 5: Challenges to School Chaplaincy -- Case Study 6: Simultaneous Fights in Queensland -- Conclusion -- Part 5: Conclusion -- Acknowledgements -- _Hlk78908199.
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Abstract Discontent simmers within social science over states and nation-states as units of analysis. Disputes over what even constitutes a state, whether simply an organizational apparatus, albeit with unique legitimacy, or a broader complex of social relations, have never been resolved. But it is not just its murky delineation with which the state is afflicted. It has lately come under attack from above and below, with causality seen to be draining away to transnational and sub-national forces. This paper begins by rehearsing the economic and social vectors along which assaults on the state and the nation-state are conveyed. It then turns to Southeast Asia, a part of the developing world in which the state would seem especially vulnerable, its powers having been usurped by transnational firms and corroded internally by connected rent-seekers and provincial "men of prowess." However, this paper tries also to show that in Southeast Asia, national states and territorial borders have remained quite intact. Neither globalized markets, regional formations, local identity construction, administrative decentralization or migration have shaken the standing of the state and the nation-state as appropriate units of analysis. This is especially the case when addressing major questions about regime types and change in the region.
Intro -- Contents -- Acknowledgements -- Introduction: Political-Educational Questioning -- One. The Politics of Education -- Two. Educational Imaginaries: From Investment to Question -- Three. Conceptualising Why Education Matters -- Four. Political Imaginaries of Democracy and Citizenship -- Five. Extraordinary Politics, Extraordinary Education: How Does a Society Change? -- Afterword -- References -- Index -- About the Author.
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The main aim of our research is to provide an overview of what role language education plays in how Hungarians living in diaspora communities preserve their cultural identity. To this end we compared three Hungarian schools from three continents (North America, South America and Australia), selected by a sampling based on geographical location. We compared the similarities and differences between their educational methods according to factors predetermined by the research group. By reviewing the extant, but limited literature on this topic, the authors studied the present situation of Hungarians living abroad and the actual questions of identity preservation with special regard to language learning and preservation. These results present a detailed image of language education within the Hungarian diaspora. We also compared the educational methodology employed by the three schools based on different statistical data, such as the number of students, their cohort, student motivation as well as the role of partner institutions in the preservation of Hungarian identity. This study introduces the similarities and differences among institutions located far from one another.
: This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons&rsquo ; Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.
This article reports on the evaluation of political science research internships and considers their costs and benefits for a political science education. Students indicated high levels of appreciation of the inaugural Political Science Research Internship Unit at the University of Western Australia in terms of its contribution to their personal development and work experience. A substantial number of interns gained insights into the policy process through this form of experiential learning. Many came to appreciate the contingency and the normative dimensions of knowledge in the policy process. Whereas about half of the students found the transition from the seminar room to the policy world difficult, the other half were more successful in applying their theoretical knowledge to practical experiences. The article also indicates how this evaluation informs future course design.
There is a rising demand for specialist workers in several countries of Sub-Saharan Africa (SSA). The area still lacks a consistent system of professional training and further education. The conference transcript comprises practical knowledge collected by the authors to depict the current state of professional training within the Sub-Saharan African countries. The paper also introduces the reader to concepts for the development of a professional training system and provides an overview of the strategies and plans of different countries and institutions. The included articles were written within the framework of a symposium on the status quo and the perspective of professional training and further education. This gathering took place in Namibia in August 2016 and brought together researchers and business actors from the Sub-Saharan states, Europe, Australia, and Asia.
After the 2010 general election the Conservative–Liberal Democrat coalition embarked on a radical new policy for funding higher education in England which involves transferring all the costs of tuition to students, with the exception of the STEM subjects. This article evaluates the implications of this policy for Britain's economic prosperity in the future by modelling the relationship between higher education enrolments and economic growth in the advanced industrial countries. It evaluates the potential costs of the coalition government's radical funding experiment, if it has the effect of deterring large numbers of young people from enrolling in higher education. The results show that higher education is an important driver of economic growth in advanced industrial countries like Britain, although there is no evidence to support the idea that special treatment for the STEM subjects stimulates growth. If the policy does deter students from enrolling in the future the long-term costs are likely to be significantly greater than any short-term gains to the Exchequer.
