Suchergebnisse

Front Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Timeline -- 1 A (Very) Brief History of Scottish Schools -- 2 A Curriculum for Excellence? -- 3 Closing the Attainment Gap -- 4 Making Sense of the Statistics -- 5 A Crisis in our Classrooms? -- 6 Coping with Covid -- 7 Finding Out What Works -- 8 Building Back Better -- 9 Conclusions -- More Ideas for Improving Scottish Education -- Selected Data Sources -- Acknowledgements -- Back Cover.

Some well-established patterns in the education of American public managers are discussed in the article.Peculiarities of the Master of Public Administration Degree and intensive, short-term Public Management Educationprograms are described. Taking in account "government reinvention" or "high performance government" movements andstating that the content of public manager education is not constant, but must evolve to remain relevant, some recenttrends in the programmatic content of education are analyzed.

This research centres on NGO citizenship education programs in Haiti to better understand youth experiences, outcomes, and perceptions of democracy. The findings from this study illustrate how programs from Western-based NGOs with liberal democratic traditions typically construct citizenship education in relation to the individual agency of the learners, whereas youth living in the context of fragility note the prerequisite for stable social structures as a foundation for citizenship. Through multi-dimensional analyses, this article highlights the importance of historical perspectives, the value of comparing disparate societies, and the necessity to explicate social locations in cross-cultural research. The concluding proposition states that not only does context matter in international research, but illustrates specifically how context affects youth participants subject to curriculum emanating from competing ideological environments. The issues explored here are among the key concerns for the future of comparative and international research in a globalizing and diverse world.

The book uses marginality as a critical discourse to outline ways colonial and postcolonial education policies in sub-Saharan Africa created and perpetuated it and deprived some groups from realizing the democratic equality role of education. It provides new ideas for integrating policies to address the educational needs of marginalized children.

Postsecondary student demographics are dramatically shifting in the state of Texas, resulting in an increased need for state government resources to ensure college access affordability in the state. It is critical that lawmakers prioritize higher education to allow Texans from all backgrounds access to afford higher education. This editorial is an overview of the Texas 86th Legislature's increased investment in need-based financial aid, disparate state funding to public Historically Black Colleges and Universities (HBCU), proposals of state College Promise programs, and legislation aimed at serving nontraditional students. Together, these investments and programs demonstrate that the Texas Legislature has taken positive steps to improving higher education access and affordability but must increase focus on and investment in higher education in the future to ensure the economic prosperity of Texas. ; Education

When we consider the possibilities for a new progressive era in American higher education, it seems wise to review the past. Unfortunately, for the first two-thirds of its history, American higher education had a decidedly apartheid-like character. It was not until the late 1960s that the nation finally broke through the barriers that had effectively separated races, religions, and genders into separate colleges. This article examines some of the key social, economic and political forces that generated these changes. ; National Education Association

Transnational Perspectives on Culture, Policy, and Education is a productive collection of essays seeking to broaden the perspectives of cultural studies. Writing from 'the intersections between popular culture, race, public policy, and the neoliberal times in which we live,' these authors broadly engage a neo-Gramscian awareness of hegemony and Foucauldian assumptions about governmentality to insist upon the specificity of diverse lived experiences of increasingly skewed global power relations. Bidding adieu to post-Fordist sentimentality, they extol the necessity for global citizenship and universal justice and they call for creative new responses to the corporate 're-feudalization of the public sphere' that is currently thwarting these ideals. ; N/A

This book presents the state-specific dimensions of the governance of higher education in Bihar, India, based on a real-case perspective. It discusses the policies of the center and state governments, and their implications on the state'shigher education system. It addresses theissues and challenges faced by the higher education sector from the point of view of multiple stakeholders at center, state, university and college levels, while examining influential power centers. The volume focuses on select universities in the state and looks at how they manage policies, schemes and regulations. It deals with key themes such as the role of state and regulatory bodies such as the University Grants Commission; thebalance of power; resource scarcity; the inadequacy of top-down governance models; governance failure; and theautonomy of universities. It explores the conflictbetween the politics and economics of governance and efficiency; the promotion and recruitment of senior office-bearers and teachers; the privatization of colleges; and financing, admission and examination systems. Through an in-depth study using empirical unit-level data from the All-India Survey of Higher Education, examples and theoretical frameworks, the book analyzes the reasonsfor theunderperformance of the governance system of higher education in Bihar. It also offers suggestions and policy recommendations to help improve its planning and management via participative and responsible governance and informed institutional leadership. This book will be of interest to students, teachers and researchers of education, higher education, economics, governance and public administration, and development studies. It will also be useful to educationists and experts, education administrators, policymakers, bureaucrats and the governing bodies of higher education institutions.