Suchergebnisse

The cadre political education in China is essentially featured by the government's efforts in transforming cadres' ideology, morality, and work ethics in order to create a better social image of the Chinese cadres in the public, to improve the relationship between the cadres and the masses, and to accomplish better governance for the people.

The growing number of Muslim elite in Indonesia who advocates violence and religious intolerance practices has left Indonesian policy on religious education in question. Islamic universities play a decisive role in educating Indonesian Muslim elites with many graduates who are Muslim thinkers of national and international standing. This paper aims to present an elaborative discussion on Islamic education practitioner's viewpoint towards the Indonesian Liberal Studies Initiative task force's proposal to further Indonesian Higher Education through the Liberal Arts. It will limit its focus on problem and prospects the liberal arts might bring to address the issue of religious illiteracy currently faced by Islamic universities in Indonesia. Through qualitative interview and observation at Syarif Hidayatullah State Islamic University, it is revealed that integration of knowledge and revitalizing the content of civics education subjects are key strategies to address the issue. An analysis of both the history of Liberal Arts education and interviews shows problem faced by Islamic higher education in responding to the task force's proposal; politicization of language of liberalism and partial implementation of the integration of knowledge concept in the body of Islamic university in Indonesia. Article DOI: https://dx.doi.org/10.20319/pijss.2015.s21.724736 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Planetary challenges: the agenda laid bare /Hugh Atkinson --The politics of sustainability: democracy and the limits of policy action /Stuart Wilks-Heeg --Learning, pedagogy and sustainability: the challenges for education policy and practice /Ros Wade --Climate change and environmental policy in the US: lessons in political action /Hugh Atkinson --'Greening' the European Union? The Europeanisation of European Union environment policy /John O'Brennan --Re-thinking globalisation through convergence: active learning for social movements /Jenneth Parker --The challenge of sustainability in sub Saharan Africa: the implications for education policy and practice /Ros Wade with Vincent Muhumaza, Chikondi Musange and Heinrich Rukundo --Regional centres of expertise as mobilising mechanisms for education for sustainable development /Roger A. Petry, Lyle M. Benko, Takaaki Koganezawa, Tomonori Ichinose and Mary Otieno, with Ros Wade --Social media and sustainability: the right to the city /John Blewitt --Emerging themes and future scenarios /Hugh Atkinson and Ros Wade.

This paper follows on from the previous bulletin (Redford 2014), which covered the education remit of the Parliament's Education and Culture Committee between September 2013 and January 2014. The following bulletin covers the same remit of the Education and Culture Committee from February to June 2014.

This thesis focuses on the development of nonformal educational theory within community organisations. It deals specifically with self-education within a set of organisations in Cape Town where a primary concern was the promotion of democratic participation among their members. The work contains three case studies which give insights into the workings of community organisations within the present conjoncture in South Africa. The study includes detailed commentary on three social theorists (Ivan Illich, Paulo Freire, Antonio Gramsci) who have contributed to adult education in general and community adult education in particular

This book examines how educational equity is affected during crises specifically the COVID-19 pandemic. Three key concerns emerge for childrens and young peoples education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the books foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage. Emily S. Rudling is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Sherridan Emery is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Becky Shelley is a Deputy Director at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Kitty te Riele leads the research portfolio at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Jessica Woodroffe is Coordinator of Partner Programs and a Senior Lecturer at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Natalie Brown is Director of the Peter Underwood Centre and Chair of Academic Senate at the University of Tasmania, Australia.

Abstract In recent years, in Brazil, the theme of the internationalization of universities has become part of the agenda of academic leaders, main funding agencies and representative entities of public and private HEIs. This article aims to analyze the experience of HEIs and funding agencies in Brazil regarding the issue of internationalization. Starting from the process of traditional international academic cooperation, we seek to observe advances of Brazilian universities towards the definition of broader and more complex institutional strategies and objectives regarding internationalization. Drawing on concepts of the internationalization process, we briefly depict the main features of the Brazilian higher education and postgraduate system, analyzing cooperation and international influences within it. Then, we discuss the internationalization policies implemented by central government agencies and the involvement of HEIs in institutional internationalization actions. It is observed that the internationalization of Brazilian higher education system is still incipient and that HEIs are scarcely proactive in the development of institutional policies to receive and in leveraging the opportunities offered in the process.

The paper presents a dynamical extension of the well­known Bernheim— Cartwright—Patel model of conformism. In this model the signaling equilibrium is a result of the optimal choice of an individual when he/she maximizes his/ her utility by choosing a donation in the amount x. In doing this the individual takes into account the intrinsic utility based on the generosity type t, and social attitude expressed by two types of observers: rational and naïve. Such an attitude significantly depends on social norms in this society and affects the esteem of the individual. Social attitude toward generosity varies within the broad range and at its endpoints leads to either neglect of the society (I do not care what people think of me) or an ideal conformism when a person chooses the same x as the rest of the public. Cartwright and Patel have shown that the presence of the inexperienced observers greatly affects equilibrium. This paper explores the dynamics of the naïve observers when they are informed by the rational ones. The dynamic law in the form of the differential equation was set and the stable steady­state solutions were found. Besides, while working on the dynamic law some clarifications of the preceding results of the original model were done.