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The issue of social exclusion and the consequences of this process for members of minority groups is becoming increasingly important in the field of education. The answers to this state are the postulates of anti-discrimination education and intercultural education. It is worth reflecting what common features, and what are the differences between the two approaches? How can we define the interrelationships between the intercultural education and anti-discrimination education? In this article the two approaches are mentioned as: "the two sides of the same coin" and also as: "anti-discrimination education as a specific continuation of intercultural education ... and vice versa", or as a result of seeing different problems "being together in manifold world". These different reviews of the problem generate different consequences for understanding these two approaches. Their association may be present in a variety of events and initiatives at both school and other institutions of education and socialization among children, adolescents and adults

AbstractCanadian business schools have accomplished a great deal over the past dozen years. However, business schools in Canada face serious problems. Most severe is the shortage of qualified individuals to teach in our larger programs, to provide research leadership, and to give vitality and strength to doctoral programs. Canada needs "think tanks" interested in management issues, and strong doctoral programs are an essential component. Closer links with the business community are part of the solution. Such links are important for research, teaching and intellectual stimulus, as well as for the needed large increase in private financial support. Higher tuition must assist in providing the required resource base.RésuméLes écoles de gestion au Canada ont accompli énormément au cours des douze dernières années. Néanmoins nos écoles de gestion rencontrent de sérieuses difficultés. La plus sérieuse est la pénurie de personnes qualifiées pour enseigner dans les programmes principaux, pour prendre le leadership en matière de recherche et pour infuser une vigueur et une force aux programmes de doctorat. Le Canada a besoin de "think tanks" en gestion; ceux‐ci ne peuvent naître sans programmes de doctorat vigoureux. Des lìens plus étroits avec le monde des affaires constituent une solution partielle. De tels liens sont importants aux plans recherche, enseignement et stimulation intellectuelte et au plan du support financier accru que requièrent nos écoles de gestion. Desfrais de scolarité plus éleves doivent fournir les ressources minimales.

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.

Each year the Education Oversight Committee produces an annual report for the South Carolina General Assembly and the South Carolina State Board of Education. This report presents a summary of activities and recommendations that have emerged from the EOC's activities between March 2004-March 2005.

ABSTRACT: This study investigated the relationship between staff training programmes and employees' productivity in Lagos State Ministry of Education in Nigeria. Four hypotheses were formulated and tested at 5% significance level to guide the study. The descriptive survey research design, which is "ex-post facto" in nature was adopted; and a total of 200 randomly selected subjects participated in the study. Data were analyzed using Pearson Product-Moment Correlation Coefficient and Independent t-test. Findings from the study revealed a significantly moderate relationship between staff training programmes and employees' productivity. Also, there is significant difference in employees' productivity based on marital status and gender. Staff training programmes are, thus, "sine qua non" towards employees' productivity in Lagos State Ministry of Education. Based on the findings, we recommend among others that the government intensify efforts on staff training programmes, married people, who appear to be more committed, should be recruited into Lagos State Ministry of Education; and gender bias in favour of men should not be emphasized in employees' recruitment.KEY WORD: Staff Training; Employees; Productivity; Marital Status; Gender. ABSTRAKSI: "Program Pelatihan Staf dan Produktivitas Karyawan di Dinas Pendidikan Negara Bagian Lagos, Nigeria". Penelitian ini mengkaji hubungan antara program pelatihan staf dan produktivitas karyawan di Dinas Pendidikan Negara Bagian Lagos, Nigeria. Empat hipotesis dirumuskan dan diuji pada tingkat signifikansi 5% untuk memandu penelitian. Desain penelitian survei deskriptif, yang pada dasarnya bersifat "ex-post facto" diadopsi; dan sejumlah 200 subjek yang dipilih secara acak berpartisipasi dalam studi ini. Data dianalisis dengan menggunakan Pearson Product-Momen Koefisien Korelasi dan Independent t-test. Temuan dari penelitian ini menunjukan hubungan yang cukup signifikan antara program pelatihan staf dan produktivitas karyawan. Selain itu, ada perbedaan yang signifikan dalam produktivitas kerja karyawan berdasarkan status perkawinan dan jenis kelamin. Program pelatihan staf, dengan demikian, bersifat "sine qua non" terhadap produktivitas karyawan di Dinas Pendidikan Negara Bagian Lagos. Berdasarkan temuan, kami merekomendasikan antara lain agar pemerintah meningkatkan upaya untuk program pelatihan staf, orang yang sudah menikah, yang tampak lebih berkomitmen, harus direkrut oleh Dinas Pendidikan; serta bias gender yang mengutamakan pria tidak harus ditekankan dalam perekrutan karyawan.KATA KUNCI: Pelatihan Staf; Para Karyawan; Produktivitas; Status Perkawinan; Jenis Kelamin.About the Authors: Maruff Akinwale Oladejo, Ph.D. and Muhideen Adewale Oladejo, M.Ed. are the Lecturers at the Department of Educational Administration UNILAG (University of Lagos) in Akoka, Nigeria. For academic interests, the authors can be contacted via phone at: +2348128284836 or via e-mail at: maoladejo@unilag.edu.ng How to cite this article? Oladejo, Maruff Akinwale Muhideen Adewale Oladejo. (2016). "Staff Training Programmes and Employees' Productivity at Lagos State Ministry of Education in Nigeria" in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.179-188. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online).Chronicle of the article: Accepted (March 25, 2016); Revised (July 3, 2016); and Published (September 30, 2016).

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The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism. The framework is illustrated by examples from citizenship education in China and the United States. Citizenship education in these examples is largely influenced by the discourse of nationalism. The discursive fields are fractured, context-specific, and dynamic. In conclusion, the authors call for awareness of how these discourses operate, and propose that the discourses of globalization and cosmopolitanism merge and strengthen within citizenship education. The effect could be a new citizenship education that is responsive to the current needs of local and global democratic communities.

"This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics"--

Cover -- Inhaltsverzeichnis -- Vorwort -- van Krieken: Translating Heinz Sünker: reflections on the criticaltheorisation of 'Bildung' and social pedagogy -- Kritische Gesellschaftsanalyse -- Vester: Warum Marx kein Marxist war -- Wexler: Society and Mysticism -- Scherr: Systemtheorie als kritische Gesellschaftsanalyse?Möglichkeiten einer anderen Luhmann-Lektüre -- Széll: Demokratische Partizipation in historischer Perspektive -- Bildung -- Brumlik: Bildung und Anerkennung -- Winkler: Inklusion und Bildung - eine kritische Nachfrage -- Kunstreich: Transversale Bildung - Versuch einer Konkretisierung -- Otto: Kritische Bildungstheorie und das gute Leben -Die Capabilities-Perspektive im Kontext emanzipatorischer Sozialwissenschaft -- Hamburger: Bildung und Ungleichheit oderWie die Klassenstruktur im Migrationshintergrund verschwindet -- Miethe: "Bildungswettlauf zwischen West und Ost" -Ein retrospektiver Vergleich -- Züchner: Bildungsungleichheit und Ganztagsschule - empirische Vergewisserungen -- Michel-Schertges: Globalisierung, Konkurrenz und Bildung -- Antikainen: Remarks on the Nordic Model and the Finnish Patternof Education -- Geschichte und Theorie Sozialer Arbeit -- Nolzen: Praktizierte "Volksgemeinschaft":Die Nationalsozialistische Volkswohlfahrt (NSV) im"Dritten Reich" -- Nelles: Die Familien politisch Verfolgter imnationalsozialistischen Herrschaftssystem -- Grabowski: Durchlässige Grenze?Halbjüdische Kinder und Jugendliche und die NS Volksgemeinschaft -- Braches-Chyrek: Alice Salomon: Zum Begriff der Volksgemeinschaft -- Steinacker: "Was wir wollen, Freizeit ohne Kontrollen". DieJugendzentrumsbewegung in den siebziger Jahren -- Thole: Soziale Arbeit und Sozialpolitik im Zeitalter des sichtransformierenden Sozialstaates Überlegungen zur Neuformatierung des Sozial- und Bildungssystems -- Kindheitsforschung

This article presents some of the results of the doctoral thesis developed by the author. The article analyzes the impact that the process of institutionalization of intercultural bilingual education in Ecuador had in those initiatives of education controlled by indigenous communities. The research was supported on the contributions of Critical Pedagogy and Latin American Anthropology: from the first one, it took the concept of education as a cultural and politic practice; from the second one, it took the analytical perspective of the cultural control theory. Related to the methodology, the research made a study case of an emblematic experience of indigenous education in the country: the Sistema de Escuelas Indígenas de Cotopaxi (SEIC), and data was collected through oral history and review for primary sources. The hypothesis that the article seeks to argue is that the process of institutionalization of the intercultural bilingual education finished undermining the community nature of the SEIC and standardizi ng its educational proposal. ; El artículo recupera parte de los resultados de la investigación desarrollada por el autor en el marco de su tesis de doctorado. El artículo analiza el impacto que el proceso de institucionalización de la educación intercultural bilingüe en el Ecuador tuvo en las iniciativas de educación indígena de carácter comunitario. El trabajo de investigación se fundamentó en los aportes de la Pedagogía Crítica y de la Antropología Latinoamericana: de la primera tomó el concepto de educación como práctica cultural y política, mientras que de la segunda recuperó la perspectiva analítica de la teoría de control cultural. En términos metodológicos, la investigación optó por realizar un estudio caso de una experiencia de educación indígena emblemática del país: el Sistema de Escuelas Indígenas de Cotopaxi (SEIC), y para la recolección de información se trabajó a partir de la historia oral y el análisis documental. La hipótesis que se busca argumentar en el texto que sigue es que el proceso de institucionalización de la educación indígena terminó minando el carácter comunitario del SEIC y estandarizando su propuesta formativa.