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AbstractDevolved government was established inNorthernIreland in 1999 at the same time asScotland andWales with a varying range of powers, particularly over the major areas of social policy including education. Devolution inNorthernIreland was set up on the basis of statutory power‐sharing in the core executive with a number of mechanisms to promote involvement by all sections of the community through their political representatives. This marked a departure from the traditional majoritarian and hierarchical model ofUKgovernment. The operation of devolved government inNorthernIreland requires a consensus on major policy items requiring legislation. The main aim of the article is to assess whether or not there is a devolved policy style inNorthernIreland and to compare this policy style with the findings of similar analysis inScotland andWales. Consideration is then given to the impact of both the distinctive policy processes which reflect the consociational nature of theGoodFriday Agreement and wider social, political and administrative factors. Decision‐making on education policy is a totally devolved function and thus serves as an important example of autonomous policy formulation and policy‐making. The three main topics of current policy debate in education are selected for analysis to determine the nature of the decision‐making process and the existence of a distinct devolved policy style.

Changing initial teacher education and lifelong learning experiences has become a real challenge for education as we strive to cultivate 21st-century skills in our students to ready them to become new cosmopolitan learners and knowledge professionals. The concepts inherent to transformative education and reflexive pedagogies, even though they are evolving concepts, have posed some serious concerns for the structure and experiences of preservice teacher education. This article presents a reflexive account of 207 preservice teachers attending a regional city university in Greece. In this study, the prospective teachers adopted the Learning by Design pedagogical framework during their Practicum experience. Their focus was to engage in learning design in a meaningful and collaborative way. A participatory action research methodology was adopted. Major findings revealed 'reflexive deliberations' on planning learning repertoires and making pedagogical choices.

The purpose of this study was to explore whether peace education has been incorporated into the integrated functional adult education program of Ethiopia. To this end, qualitative research design was employed. Phenomenological approach and qualitative content analysis were used. The required data were obtained from both primary and secondary sources. A total of 53 respondents were selected by using purposive, availability and snow-ball sampling techniques in this qualitative study. Instruments of data collection were semi-structured interview guide, focus group discussion and open-ended questionnaire. The collected data were analyzed, triangulated, and interpreted qualitatively. Bias was overcome by using triangulation, member-checking, and tick description. The findings indicated that peace education as a theme was not integrated into the functional adult education program of Ethiopia even though there are peace education related concepts. It had also identified opportunities to integrate peace education into the educational program and also indicated the challenges like the lack of peace education in academic programs could lead to shortage of qualified professional peace education teachers; and integrating peace education into functional adult education program of the nation might incur huge financial costs. Based on the major findings, it was safely concluded that even though there are some peace education-related contents in the IFAE program, the lack of peace education as an independent theme in the adult education subsector of the country could hamper the development of the required modern conflict resolution techniques among adult learners.Keywords: peace education, integrated functional adult education, stakeholder participation

Considers (86) S. 2, (86) S. 8, (86) S. 631, (86) S. 816, (86) S. 863, (86) S. 877, (86) S. 1016, (86) S. 1088. ; Considers S. 2 and related bills, to provide Federal funds to states and local governments for facility construction, teacher salary increases, and curricula improvements in elementary and secondary public schools. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VII ; Considers (86) S. 2, (86) S. 8, (86) S. 631, (86) S. 816, (86) S. 863, (86) S. 877, (86) S. 1016, (86) S. 1088. ; Considers S. 2 and related bills, to provide Federal funds to states and local governments for facility construction, teacher salary increases, and curricula improvements in elementary and secondary public schools. ; Mode of access: Internet.

The governance of further education colleges has two main phases since the passing of the Education Act 1944 - the period when further education colleges were under local authority control and the period from 'vesting day' on 1 April 1993 when colleges became incorporated and further education corporations were formed as charities. This review is primarily concerned with the landscape of college governance since 1 April 1993 and draws upon some of the very limited number of research studies into the practice of further education governance. The experience and contribution of the key governance players - chair of the corporation, governors, the principal, the senior staff, the clerk to the corporation - are discussed. Throughout the period since 1993, college governance has operated within a policy framework provided by government and, to a greater or lesser extent, the implementation of those policies by agencies of government. In simple terms, the pattern may seem to be creativity (in the early years), compliance (following some high profile college governance collapses), micro-management (through the Learning and Skills Council years) and now the most open, imaginative phase as the current government encourages the strong colleges to play a bigger part in local education provision. Perhaps now is the time when the experience of college governance to date is able to draw upon its considerable strengths and show what the accumulation of governance capital can achieve. Adapted from the source document.

Meine Dissertation analysiert die Bedeutung der beruflichen Bildung für die betriebliche Innovation in Deutschland. Sie leistet damit einen zweifachen Beitrag zur Innovationsliteratur: Zum einen ergänzt sie Studien zum Effekt der dualen Ausbildungstätigkeit auf die betriebliche Innovationstätigkeit. Dabei werden indirekte Moderations- und Mediationseffekte der Teilnahme an dualer Ausbildung in Kombination mit Lernfähigkeit in KMU, insbesondere Kleinstunternehmen, identifiziert. Zweitens ergänzt die Dissertation die Forschungsliteratur über die Innovationsbeteiligung von dual Aus- und Weiter...