Suchergebnisse

This study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The estimates are provided first for average returns to education second for returns at different levels of schooling and finally for returns by different sectors of employment. The results suggest that returns to schooling are higher for Turkey at the various levels of education for females and males and for both years 2004 and 2008. It is believed that the relative size of the Palestinian economy and the uniqueness of subjugation to military occupation contribute greatly to this result. In 2008, returns are lower than 2004 levels for all levels of education; the pattern is less obvious for Turkey across the various levels. However, the 2008 crisis seems to have influenced the more educated more severely (MA and above) in both countries. Female returns to education are higher for women than men in both countries; the gender gap has worsened in 2008, but more so for Palestine. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school). Finally, it was found that the selectivity corrected return estimates are lower than the OLS estimates in Palestine while they are higher than the OLS estimates in Turkey.

This paper reports the results of research on education inequalities in Northern Ireland, carried out by a team from Queen's University Belfast on behalf of the Equality Commission for Northern Ireland. A focus group and individual interviews were carried out with key stakeholders (transgender individuals, parents of transgender students, and advocates from organisations that support transgender students) to explore and understand the contributory factors and manifestation of educational inequalities for transgender students at different stages of their education, along with potential enablers of equality. The main barriers found were: gender stereotyping in schools; a lack of awareness and understanding of trans issues; a lack of guidance for schools; inflexibility around school rules; exclusion (including self-exclusion due to feelings of not being accepted); the timing of transition; difficult enrolment processes; moving away from home; and inappropriate facilities. Enablers of education equality for transgender students included: central directives and joined-up working between government departments; training for school staff; flexibility in school practices; and a systematic approach to data collection concerning the experiences of transgender students.

The co-operation programme of the Nordic Council of Ministers for Education and Research (MR-U) points the way for the ministers' co-operation on education and research, languages and IT from 2015. The programme is designed to focus and target the work, which stems from the political agendas in the countries and the Faroe Islands, Greenland and the Åland Islands. The programme describes the themes to which the ministers wish to devote particular attention and thus it does not contain an exhaustive overview of all the priorities of MR-U.

The study focused on the awareness of Movement and Fitness Sciences among secondary school students in Jammu District of J&K, India. The industries lifestyle, busy Schedule, Fast food habits, non-movement job profiles or sitting jobs, various modes of pollution, drug addictions and non-sport/recreational approaches have disturbed the human health. Therefore a special interest to create awareness about the movement and sport sciences with the purpose of uplifting the value of Health and physical education in the educational institutions as a subject and as a part of regular curriculum. The data were collected from 100 secondary students by a rating scale of self-constructed "Movement and Fitness Sciences awareness scale". The data were analyzed with the help of means, standard deviations, critical ratios and analysis of variance for testing various hypotheses framed for the study. The results were discussed and it was concluded that rural students have acquired better knowledge than urban area students towards Movement and Fitness Sciences awareness. It was also found that private school/university students have better Movement and Fitness Sciences awareness than aided and government school/universities students.

This study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The estimates are provided first for average returns to education second for returns at different levels of schooling and finally for returns by different sectors of employment. The results suggest that returns to schooling are higher for Turkey at the various levels of education for Females and males and for both years 2004 and 2008. It is believed that the relative size of the Palestinian economy the uniqueness of subjugation to military occupation contribute greatly to this result. In 2008, returns are lower than 2004 levels for all levels of education; the pattern is less obvious for Turkey across the various levels. However, the 2008 crisis seems to have influenced the more educated more severely (MA and above) in both countries. Female returns to education are higher for women than men in both countries; the gender gap has worsened in 2008, but more so for Palestine. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school).Finally, it was found that the selectivity corrected return estimates are lower than the OLS estimates in Palestine while they are higher than the OLS estimates in Turkey.

It is argued that capitalism must be studied like other social formations through focusing on its historically specific cores, ie, central organizing principles & institutions, though this sort of analysis is vulnerable to reductionism. Daniel Bell's The Cultural Contradictions of Capitalism (New York: Basic Books, 1976) is discussed in support of these views. Capital, as the dominating principle of society, must necessarily infiltrate institutions & beliefs that lie beyond its immediate sphere of operations. This influence is explored as it specifically affects the economic & political spheres, through their development in the seventeenth & eighteenth centuries to their present interdependence within the capitalist system. Today, the central organizing economic structure is divorced from the direct access to the secular, religious, & military might that has always been the prerogative of the state; the tension between the two structures lies at the heart of capitalism, complicating the task of defining the relationship between state & economy. K. Hyatt

The education and the teaching, has presented in the historical, intellectual, technological and social growth of the humanbeing; the great role of preparing the way and the path of all its technical and intellectual creation. We are the product of that longing, of manyeducators and teachers of the art of education, who longed to see in their pupils great achievements, meet goals, open roads, face uncertainties,cover questions, awaken dreams.To reach those goals, the updating and specialization of indistinct professionals is required; that under a university institution; they willobtain knowledge-techniques-skills-abilities, necessary for their subsequent professional performance.But, this is not constant in all peoples, societies and times; a modification of the profile-structure-values and skills to be imparted andacquired in the universities is required. It depends on the National Government, the educational board, the students, the community and the nextgenerations; that these transformations and modifications of the Educational System, of the different forms of education, of the levels ofinstruction, be they behavioral or constructivist, generate the long-awaited results: a collaborative individual, trained and with values, morehuman and integral. ; La educación y la enseñanza, ha presentado en el crecimiento histórico, intelectual, tecnológico y social del ser humano; elgran papel de preparar la vía y el camino de toda su creación técnica e intelectual. Somos producto de ese anhelo, de muchos educadores ymaestros del arte de educar, que anhelaban ven en sus pupilos grandes logros, cumplir metas, abrir caminos, enfrentar incertidumbres, cubririnterrogantes, despertar sueños.Para llegar a esas metas, se requiere la actualización y especialización de indistintos profesionales; que bajo una institución universitaria;obtendrán conocimientos-técnicas-destrezas—habilidades, necesarias para su posterior desempeño profesional.Pero, ello no es constante en todos los pueblos, sociedades y tiempos; se hace obligante ...

"Though certainly not a new idea, citizenship education manifests in unique and often unpredictable ways in our contemporary neoliberal era. The question of what it means to be a productive and recognized citizen must now be understood simultaneously along both global and local lines. This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education a philosophical framework that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education

Reservation policy in local governments - Gram Panchayats - in India is one of three key means of affirmative action, ensuring lower caste groups are represented fairly in political institutions. Researchers have found local political reservations for Scheduled Caste SC and Scheduled Tribe ST populations strongly associated with more SC and ST friendly policies, increases in welfare spending and investment in infrastructure, as well as lower household poverty levels. This paper explores one potential indirect benefit of reservations, namely improvements in education attainment. The theory of role model effects is applied to the context of political reservations greater presence of SC and ST presidents in Gram Panchayats could act as a positive role model of stereotype defying success for SC and ST children, incentivizing more investment in education attainment. The paper tests the relationship between reservation rates and average completed years of schooling in a dose response regression model at the sub district level, using a sample of 13,408 SC children and 6,066 ST children ages 5 to 18 in Karnataka. The results of the analysis suggest that more SC and ST presidents in Gram Panchayats are associated with increases in education attainment among SC and ST children. Further research would be valuable to strengthen these findings and expand the literature on indirect benefits of reservations. Ankit Singh "Reservation in Indian Education System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-5 , August 2018, URL: https://www.ijtsrd.com/papers/ijtsrd17072.pdf

In Third Republic France (1870–1940) the directrice of a normal school for training women teachers was the most important woman representative of public primary education in each department. Her role was central to the republican educational project designed to bolster the establishment of a stable democracy after the Franco-Prussian War. The laicization of public education figured prominently in republican efforts to combat the old alliance of "throne and altar" favoring monarchy and religious instruction in public schools. Although laymen taught most boys in public schools by 1870, many nuns staffed separate girls' public schools. Thus an 1879 law mandated new normal schools to train lay teachers for France and Algeria. This study of 313 normal school directrices between 1879 and 1940, an important group of professional women not previously studied, explores challenges they faced and their responses. Often the target of political hostility, they defended republican schooling as they interacted with local notables and authorities. In an educational system divided by social class as well as by gender, they trained teachers for "children of the people" attending free primary schools, separate from the elite and less numerous secondary schools. Directrices were expected to be role models for women teachers and to emphasize women's duties as wives and mothers. Yet their careers exemplified an alternative to domesticity at a time of much debate about women's appropriate roles. Eventually some pushed against the boundaries of prevailing gender norms as they also joined professional, philanthropic, and feminist associations.