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Terms and organisation of hobby education have changed during different eras in Estonia. Also, hobby education has received varying degrees of public attention in different political systems. The main aim of this research is to discuss the terms, position and organisation of hobby education in the 21st century Estonia. The article is divided into three parts: First, an analysis of the terminology in policy documents related to hobby education; then an overview of the field of Estonian hobby education; and lastly a presentation of the results of a survey among the representatives of Estonian hobby institutions.

Over the past decade postsecondary education has been moving increasingly from the classroom to online. During the fall 2010 term 31 percent of U.S. college students took at least one online course. The primary reasons for the growth of e-learning in the nation's colleges and universities include the desire of those institutions to generate new revenue streams, improve access, and offer students greater scheduling flexibility. Yet the growth of e-learning has been accompanied by a continuing debate about its effectiveness and by the recognition that a number of barriers impede its widespread adoption in higher education.

Through an extensive research review, Bradford Bell and Jessica Federman examine three key issues in the growing use of e-learning in postsecondary education. The first is whether e-learning is as effective as other delivery methods. The debate about the effectiveness of e-learning, the authors say, has been framed in terms of how it compares with other means of delivering instruction, most often traditional instructor-led classroom instruction. Bell and Federman review a number of meta-analyses and other studies that, taken together, show that e-learning produces outcomes equivalent to other delivery media when instructional conditions are held constant. The second issue is what particular features of e-learning influence its effectiveness. Here the authors move beyond the "does it work" question to examine how different instructional features and supports, such as immersion and interactivity, influence the effectiveness of e-learning programs. They review research that shows how these features can be configured to create e-learning programs that help different types of learners acquire different types of knowledge. In addressing the third issue—the barriers to the adoption of e-learning in postsecondary education—Bell and Federman discuss how concerns about fraud and cheating, uncertainties about the cost of e-learning, and the unique challenges faced by low-income and disadvantaged students have the potential to undermine the adoption of e-learning instruction.

Based on their research review, the authors conclude that e-learning can be an effective means of delivering postsecondary education. They also urge researchers to examine how different aspects of these programs influence their effectiveness and to address the numerous barriers to the adoption of online instruction in higher education.

To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system. ; 2009-08-01 ; M.A. ; Sciences, Department of Political Science ; Masters ; This record was generated from author submitted information.

This article highlights the innovators and early adopters of distance education in social work. The past, present and future is discussed as it relates to the evolution of technology innovation in social work education.

The question of whether political science functions as a viable form of civic education in the US is examined within the context of the American Political Science Association's contributions to political science. After reviewing the aforementioned organization's contemporary efforts to augment civic education, eg, the formation of the American Political Science Assoc's Task Force on Civic Education in 1996, the measures undertaken by early 20th-century political scientists to enhance civil education are studied. Although early 20th-century political scientists believed that civic education would strengthen democracy & that the discipline should contribute to stabilizing democratic institutions, it is noted that the extension of rights across race, gender, & nationality were not universal; the consequences of this inconsistent expansion of citizenship rights for people of color & women are contemplated. Present-day political scientists are consequently encouraged to investigate the relationship between gender, race, & civic education & to acknowledge the legacy of early 19th-century political science perspectives on race & gender upon contemporary thought. 29 References. J. W. Parker

"Countries, cities, and companies are investing in smart cities and digital economies. How can people thrive as their lives are disrupted and transformed? Will jobs be created or destroyed? Will digital divides narrow or widen in education and healthcare? Living Digital 2040 provides practical answers to these questions. It focuses on the future of work, education, and healthcare, because all of us experience these three social and economic institutions every day, and at seminal stages of our lives. Work, education, and healthcare also build our capabilities and relationships, so that we can live flourishing lives. Living Digital 2040 takes the view that it is up to us create a future that is better than the one today. It explores practical possibilities we could pursue, and how our collective capacity for innovation and collaboration can tackle the disruptive forces, and transform our lives for the better."--Publisher's website

(...) This paper addresses the legacy of colonialism as manifested in the educational system of Kenya in the post-colonial era. The author argues that although Kenya is an independent country, it is overly dependent on the West for its cultural and intellectual nourishment. (...) He also argues that even after three decades of political independence, Kenya's education system has not been able to tailor its content and pedagogy to the socioeconomic and cultural realities of its people. Instead it continues to uphold an education system that is centered around schooling rather than learning and which consequently produces a people who are incapable of fitting into their own social environments. (...) (Afr Dev/DÜI)

"This book provides a comprehensive exploration of critical topics in multicultural special education. Filled with case studies, objectives, and summaries to support deeper learning, chapters discuss privilege and power in K-12 school systems, effective and differentiated instruction, culturally competent IEPs and transition plans, and appropriate assessment. Drawing from seminal multicultural education and culturally sustaining pedagogies, this essential text helps educators develop the skills necessary to affirm and honor identities while meeting the instructional needs of culturally diverse students with disabilities"--

"The aim for the 2016 AES is to further streamline and improve the data collection on adult participation in lifelong learning by both focusing on priority topics and adapting the current content to new policy needs.[...] According to the European statistical programme 2013-2017, the development of statistics provided on education and training includes a 'rationalisation and modernisation of the Adult Education Survey'. The setting up of the Task Force on the 2016 AES was an essential element to define the requirements for the 2016 AES data collection in a way that takes changes and new developments in lifelong learning into account while keeping coherence with 2011 AES where appropriate. The final Commission Regulation was adopted and released in October 2014."
(Eurostat (2017): 2016 AES manual - Annexes. Version 2)

AbstractIn this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non‐parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence.

The author examines Tan Cheng Lock's involvement in the Chinese education issue between November 1952 and March 1958. As president of the Malayan Chinese Association, Tan was a central figure in arranging a historical meeting between Chinese educationists and UMNO (United Malays National Organization) leaders. The compromise arrived at during this meeting had far-reaching consequences for the future of Chinese education in Malaya. (DÜI-Sen)