Suchergebnisse

Papers presented at the National Seminar on the Education Commission : Revisiting the Commission's Premises, Vision and Impact on Policy Formulation, held at New Delhi during 26-28 December 2006

Digitalization can be defined as a socio-technical process of applying digitalization techniques in social and institutional contexts that make digital technologies infrastructural. The context of increasing digitalization and connection of the real world to the digital world has led to changes in people everyday lives, markets, business relationships and value chains. Education accompanies and adapts to the new digital age. Digital education is a political intention. But is it already a reality? The pandemic situation outbreak of COVID-19 in 2020 came, suddenly, to put the use of technologies at an immediate and high level, but perhaps without full preparation. This unexpected use demonstrates the imperative need for concerted action to guarantee conscious and democratic access. If education values digital, another question arises as how to use the new ways to achieve a priority for the European Union: education about the European Union. It seems so obvious and simple and it is still so fragile and scattered. European literacy is still a skill to be acquired at a minimum level for most of the population in the Member States, as known by the Commission. In this context, it is intended to debate the valuation of the European Union's intentions in achieving access to digital media for education. This study, based on the literature review methodology, intends to look at the legislative and preparatory documents and cases presented in the literature that consecrate the issue of digital education. For this purpose, an integrative literature review will be used. Theoretical-academic, it is consolidated through systematic and methodologically selected normative interpretation of national, international legal texts and European Union law.

This paper shows that the design of education policy involves a potential conflict between welfare and social mobility. We consider a setting in which social mobility is maximized under the least elitist public education system, whereas welfare maximization calls for the most elitist system. We show that when private education is available, the degree of elitism that maximizes social mobility increases, while the welfare-maximizing degree of elitism decreases. The ranking between the welfare- and mobility-maximizing degree of elitism may even be reversed. Utilitarian welfare is always higher when private supplementary education is available, but social mobility may be reduced.

Purpose: This study focuses on the exploration of leadership styles adopted by principals of special schools. The study also examines the degree of teachers' job satisfaction. In addition, the study aims to explore the possible relationship between the leadership style adopted by school principals and the level of teachers' job satisfaction.
Methods: Towards this scientific purpose a qualitative research was administered, among 69 teachers who work in 5 special schools in Northern Greece. For the purpose of this study, questionnaires consisting of closed-ended questions were used.
Results: The results of this study demonstrate that teachers who work in special schools favor to work with a principal who adopts the transformational leadership style, who maximizes the teachers' sense of autonomy and constitutes a source of inspiration. In addition, this study demonstrate that when the school principal adopts the transformational leadership model as well as the democratic leadership style, then teachers' job satisfaction is enhanced.
Implications: Findings indicated that transformational leadership is the basis upon significant educational and organization issues should be addressed. Future research could also include school principals' responses so that it is possible to compare the responses of these two different groups -both principals and teachers- and study possible differences.

Report of the Texas State Auditor's Office related to the Texas Education Agency's (TEA) monitoring systems for public education. This report assesses the adequacy of the TEA's monitoring processes, reviews the TEA's statewide data collection and reporting process to determine if the information provides timely, reliable, and useful information, and determines what accountability system controls are in place to adequately safeguard the state and federal resources used for public education.

The direct origin of the structure of the Japanese education system must be understood within the American occupation in the mid-twentieth century. So, from mid-1980s, Japanese state has feared losing its collective political identity and its cultural identity; increasing tension between being "Japanese citizen" and "world citizen". A historical review will allow us to understand contemporary educational contrasts that directly affects the construction of young Japanese citizenship and the teaching of History. In general, we try to understand the educational activities carried out in the political and social context of the Tokugawa shogunate, actions that led to a cultural maturity and a high level of literacy; all under the heritage of traditional education and the separation of social classes. We board the identity shock and changes in citizenship and society from the Edo Period to the Meiji Era after the Boshin War (1968-1969). We review some of the most important changes that have taken place in the Japanese education system since the promulgation of the Law of the Educational System in 1872, focusing on the teaching of History. Finally, it is approached the status of academic internationalization and the search for balance between cosmopolitan citizenship and Japanese citizenship. ; Estrategia Política Científica. Vicerrectorado de Investigación de la Universidad de Huelva.

From the "wall of shame" to September 11 : whither adult education? / Shahrzad Mojab -- Global/local education for adults : why is it a must for the 21st century? / Barbara Toepfer -- Global restructuring : new challenges to the political economy of knowledge / Liv Mjelde -- Questioning developmental globalism : threats to language and ecological sustainability / Peter Kell -- Multicultural meaning makers : Malaysian ways with words and with the world / Koo Yew Lie -- Adult educators' talk : responding to the challenges of linguistic normativity / Shanta Nair-Venugopal -- Reflexive theory building "after" colonialism : challenges for adult education / Sue Shore -- Performing identities : a new focus on embodied adult learning / Gayle Morris and David Beckett -- Adult and vocational educators : their changing work and professional development / Roger Harris and Michelle Simons -- The work of adult literacy teachers / Bobby Haraveld -- Educating adult researchers : mediating neo-conservative globalism and mediating eco-cultural sustainability / Michael Singh and Lynne Nengying Li -- Technological literacy for adults : insights from Malaysia / Ambigapathy Pandian and Shanthi Balraj Baboo -- On-line supplementation of adult education : a change in pedagogy and a pedagogy of change / Andrew Scown -- Learning reflexively : technology mediation of indigenous indigenous cultures / Leanne Reinke and Paul James -- People's power against the empire : re-framing work-related teaching/learning / Mike Brown -- Learning in complexity : work and knowledge in enterprise culture / Tara Fenwick -- Pedagogies of global/local hope : disobedience in the face of globalism / Michael Singh and Sue Shore

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

Mandatory continuing education for physicians and other health professionals raises numerous problems. Issues that were considered academic when continuing education was voluntary now take on major practical and political significance. There is the risk that future legislation will mandate activities and methodologies which have not been proven. Research and development in continuing education must be accelerated so that decisions can be based on proper data. Centers of research and development should be established to encourage research and provide a sound foundation for the future of continuing education.

Introduction / Cecilio Lapresta & Ángel Huguet -- 1. Catalonia / Montserrat Sendra & F. Xavier Vila-Moreno -- 2. The Basque Country / José-María Madariaga -- 3. Principality of Asturias / Xosé Antón González-Riaño & Alberto Fernández-Costales -- 4. Principality of Andorra / Josep M. Díaz Torrent & Carli Bastida Serra -- 5. France / Juan Jiménez Salcedo -- 6. England / Theophile Munyangeyo & Saadia Gamir -- 7. The Netherlands / Andreu van Hooft, Frank van Meurs, Ulrike Nederstigt, Berna Hendriks, Brigitte Planken & Sjoerd van den Berg -- 8. Romania / Adelina Ianos, Clara Sansó & Cristina Petreñas -- 9. Latvia / Sanita Lazdiņa & Heiko F. Marten -- 10. Finland / John Smeds -- Conclusions / Cristina Petreñas, Clara Sansó, Judit Janés, Ester Caballé, María Torres and Isabel Sáenz.

Based on observation of sex education programmes and in-depth interviews with young people, the authors aim to understand more about adolescent's attitudes to sexuality and their sexual behaviour in order to develop policies which will meet their needs more appropriately and effectively.Issues covered in this interesting and accessible book include the ways adolescent informal culture affects sex education programmes and practice; the impact of gender inequality on sex education and safer sex behaviours; legislation and policy frameworks which effect sex education policies; the way young peopl

This text systematically brings together the developments in the social & political theory of education. It offers an introduction to the debates within the field & provides an argument for a democratic & normative view of education. It looks at the major disputes within social, cultural & political approaches to education