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Public education in the United States has been crippled by a combination of entrenched bureaucratic governance and special-interest politics. To remedy these failings, school districts, states, and the federal Education Department have adopted education reforms characterized by rigorous outcome-focused standards and assessments and the empowering of public schools, charter or otherwise, to meet the standards. Despite promising initial results, however, the reforms have been widely criticized, including by the populations they most seek to help. To explain this paradox, this Article first tries to assimilate the new education reforms to the most frequently proposed alternatives to bureaucratic governance — marketization, managerialism, professionalism and craft. It concludes, however, that none of these models adequately elucidates the reforms or provides an attractive alternative to special-interest politics, a crucial concomitant of bureaucracy. The Article claims that another governance model, democratic experimentalism, better explains the recent reforms and provides a richly participatory alternative to special-interest politics, which directly engages stakeholders — families and teachers, in this case — into its collaborative governance mechanisms. The Article finds, however, that the new education reforms have largely omitted the "democratic" part of experimentalism, resulting in the backlash by special interest groups and the constituents the reforms help the most, parents and students. The Article concludes by proposing a more fully democratic version of the reforms designed to improve student outcomes, powerfully engage key stakeholders, and diminish objections.

Education is the most important and vital insitutiton that is in charge of upbringing and development of the personality of adolescents and youth. The essential vitality of paying heed to the development of human personality and the importance of psychosomatic cultivation of the students have caused this important issue to be considered as one of the essential functions of the educational system. Thus conceived, the goals of higher education are realized when the coordination with other social institutions including family is reached. Most of the educational instructors, psychologists, sociologists, and so on and so forth, trace the origin of many social and behavioral problems of students back to the existing behavioral patterns at home. Accordingly, the role of family in education and its ideal methods has been continuously recognized by humans and has had great importance in human life in all ages. The negligence or ignorance of families regarding the issue of religious education has caused many psychological, social and religious harms. In the current essay, we seek to explain the religious and social education in family and the methods of religious and social education of the family.

King reviews 'Education and Middle-class Society in Imperial Austria, 1848-1918' by Gary B. Cohen.

The Malaysian government is promoting entrepreneurship development skills amongst farmers through informal courses. These courses will concentrate on teaching managerial skills as inevitable means for small farms to succeed by making farmers more creative and innovative. Therefore it is important to assess the effect of informal agri-entrepreneurial training in developing entrepreneurship among the farmers in Malaysia. Seven hundred and ninety six farmers (796) farmers were interviewed via structured questionnaire to define their opinion on whether the current informal educational and training establishments are sufficient to teach and develop entrepreneurial skills. Factor analysis and logic regression analysis were used to determine the motivating factors and predict their impact on the development of entrepreneurial skills. The result from the factor analysis led us to investigate the association between these factors and farmers- opinions about the development of entrepreneurial skills and traits through participating in informal entrepreneurship training or education. The outcome has shown us that the importance of informal training to promote entrepreneurship among farmers is crucial. The training should be intensified to encourage farmers to not only focus on the modern technologies but also on the fundamental changes in their attitude towards agriculture as a business. DOA: KMO: Kaiser- Meyer- Olkin Test MOA: Ministry of Agriculture NMP: Ninth Malaysia Plan NAP: Third National Agricultural Policy (2000-2010)