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"Yong Zhao shines a light on the long-ignored phenomenon of side effects of education policies and practices, bringing a fresh and perhaps surprising perspective to evidence-based practices and policies. Identifying the adverse effects of some of the "best" educational interventions with examples from classrooms to boardrooms, the author investigates causes and offers clear recommendations" --

Original issued in series: [Pamphlets on education : speeches . 1871-1913] ; In double columns. ; Cover title. ; Caption title: A reciew of the Whitney government's educational policy. ; "Speech of Valentin Stock, M.P.P. for South Perth, delivered March 10th, 1909, in the Ontario Legislature." ; Electronic reproduction. ; Mode of access: Internet. ; 44

"Skills and Inequality studies the political economy of education and training reforms from the perspective of comparative welfare state research. Highlighting the striking similarities between established worlds of welfare capitalism and educational regimes, Marius R. Busemeyer argues that both have similar political origins in the postwar period. He identifies partisan politics and different varieties of capitalism as crucial factors shaping choices about the institutional design of post-secondary education. The political and institutional survival of vocational education and training as an alternative to academic higher education is then found to play an important role in the later development of skill regimes. Busemeyer also studies the effects of educational institutions on social inequality and patterns of public opinion on the welfare state and education. Adopting a multi-method approach, this book combines historical case studies of Sweden, Germany, and the United Kingdom with quantitative analyses of macro-level aggregate data and micro-level survey data"--

Report of the Texas State Auditor's Office related to the Texas Education Agency's (Agency) ability to procure, manage, and monitor selected contracts for goods and services in accordance with applicable statutes, rules, Office of the Comptroller of Public Accounts (Comptroller) requirements, and state entity policies and procedures to help ensure that the State's interests were protected.

Chapter 1. Politics and Curriculum Content in a Global Perspective: Addressing the Populism Tsunami; John E. Reilly and Romeo V. Turcan -- Chapter 2. Making Sense of Emerging Populist Agendas; Peter Scott -- Chapter 3. Challenges for the University: Recovering Authentic Liberal Culture during Ascendant and Populist Neoliberalism; Nikhilesh Dholakia, A. Fuat Fırat, Aras Ozgun, and Deniz Atik -- Chapter 4. The Origins of the Current 'Crisis' facing British Universities: Ideology or Incrementalism; John Baldock -- Chapter 5. The Paradox of Democracy; Samuel Rachlin -- Chapter 6. Modern Border Security; Rt Hon Bruce George, OBE -- Chapter 7. Management , Philosophy and Consciousness in the shaping of PBL; Michael Fast and Woodrow W. Clark II -- Chapter 8. Is University Management Part of the Problem or Part of the Solution for PBL Development and Critical Thinking?; Birgitte Gregersen -- Chapter 9. The Socially Engaged University: The Complexities of Business Relations under the New Political Paradigm; Olav Jull Sørensen -- Chapter 10. Stakeholder Politics and PBL Curriculum: A Learner Perspective; Maria Kriegsbaum and Bernadett Deak -- Chapter 11. Internships: Meeting Stakeholder Demand for Vocational Curriculum? Benefits and Costs of PBL Based Practice-Learning; Jesper Lindgaard Christensen -- Chapter 12. PBL: A Teaching and Learning Concept is Facing Artificial Intelligence; Ralph Dreher and Gesine Haseloff -- Chapter 13. PBL and Social Inclusion; Sofia Daskou and Nikolaos Tzokas -- Chapter 14. Establishing a Link between Meaning and Success via PBL: Rethinking Entrepreneurship and Communication; Kim Malmbak Møller, Mads, Lauridsen, and Jeppe Spedtsberg -- Chapter 15. Storytelling Sustainability in Problem-Based Learning; Kenneth Mølbjerg Jørgensen and David M. Boje -- Chapter 16. Liquid Times - Newness and Uncertainty: An Innovative AAU PBL Response; Romeo V. Turcan -- Chapter 17. In my End is my Beginning; John E. Reilly and Romeo V. Turcan.

In diesem Papier untersuchen wir den Wandel von Bildungspolitik in OECD Ländern, im besonderen Tendenzen zur Konvergenz. Vergleichbare Analysen in anderen Teilgebieten der Sozialpolitik sind zu dem Ergebnis gekommen, dass nur bedingt Konvergenzeffekte festzustellen sind, für den Bereich Bildungspolitik standen entsprechende Untersuchungen bisher jedoch nicht zur Verfügung. Um auch in diesem Politikfeld den Wandel näher zu bestimmen, unterscheiden wir Ausgaben, Governance und Ergebnisse und analysieren entsprechende Indikatoren mit quantitativen Methoden. Das Papier ist wie folgt strukturiert: Zunächst führen wir in die Rolle von Bildung im Zusammenhang mit Sozialpolitik ein, bevor wir dann näher auf die Frage von Konvergenz und Divergenz eingehen. In einem dritten Schritt stellen wir Methoden und Daten vor, bevor wir den Wandel in den Bereichen Sekundarstufe und Hochschulausbildung seit den 1990ern untersuchen. Es zeigt sich insgesamt leichte Konvergenz in Teilen der Bildungsfinanzierung und der Bildungsgovernance, sowie in den Bildungsergebnissen. Nur einige dieser Effekte sind allerdings statistisch eindeutig signifikant, so dass hier insgesamt bisher eher Tendenzen als eindeutiger Wandel in eine gemeinsame Richtung festzustellen ist