Suchergebnisse

In estimating the forward ;elation of educ'al planning to SE development, the following stages are necessary: (1) making projections of the future size & age composition of the pop & the movement of the economy; (2) turning the econ data into requirements re diff occup's; (3) converting the occup'al data into its educ 'al component; (4) forecasting the scholastic measures required to produce these educ'al characteristics; (5) determining the optimum relation which should exist between the diff sectors of the educ'al system; (6) studying the likely results of alternative technologies of teaching; (7) forecasting the required flow between the levels, on alternative pedagogical standards & selection criteria; (8) studying the likely results of alternative technologies of teaching; (9) establishing what elements have to be maintained or introduced into the educ'al system to exploit fully the `external economies' flowing from investment in educ, (such as res, the development of elites & innovators, the formation of stable responsible Mc's, & the promotion of managerial, entrepreneurial, & soc skills in the pop); (10) assessing & comparing the unit costs of diff types of educ'al technology & means of developing the educ'al system. Such projections & surveys must be seen against a pattern of norms derived from experience & country studies, among them: (A) the % of GNP devoted to educ both globally & by sectors; (B) the % of public revenue so spent; (C) the % of public investment made in educ & its diff sectors; (D) the % of investment in educ & its diff sectors as compared with overall investment; (E) the % of the pop enrolled at the diff educ'al levels; (F) the same % corrected in the light of information re attendance, & (G) the % of the student pop receiving instruction in diff levels & types of educ. Little has been done so far to construct a series of actual & possible norms of the kind indicated, but progress is being made as statistics & reports by survey missions grow. The final educ'al plan must be feasible pedagogically, must attempt to 'optimize' the contribution of educ to SE development, & must show the necessary priorities between its sectors, as well as its priorities in the country's overall plan. It must also give a timetable for carrying it into effect, & contain a sufficient area of maneouver so that it can be reviewed periodically & adjusted. Modified AA.

This is a RoMEO ungraded journal. ; With the advent of democracy in South Africa, religious education became a contested topic in the education sector. Contestation stemmed from the desire to embrace religious plurality rather than Christian National Education (CNE) that dominated the curriculum pre-1994. This contestation initiated the reconceptualisation of religion in curriculum-making. Together with other scholars, Roux, a scholar-activist, has played a seminal role in conceptualising religion in the curriculum as religion in education (RiE) and more recently, religion and education (RaE). In disrupting the boundaries of religion, she has also made human rights the departure point for engagement with RaE. The concomitant blurring of the boundaries between religion education (RE) and human rights education (HRE), has made it necessary to explore the complexities of the foundations of human rights. In response, this article uses Roux's work to extend the argument by exploring the possibilities of human rights literacy (HRLit) in curriculum-making for HRE. To conclude, this conception of HRLit is considered juxtaposed to Roux's most recent scholarship, which interrogates gender as a specific position within HRE. In engaging with this scholarship, this article takes a critical HRLit perspective so as to embrace Roux's work through an alternative theoretical lens. ; http://www.scielo.org.za/scielo.php?script=sci_issues&pid=1011-7601&lng=en&nrm=iso

In many European countries efforts are undertaken to improve doctoral education. In the context of new public governance in the Higher Education sector, less state, more competition, less academic self-governance, more internal hierarchy and more influence by external stakeholders under the common roof of New Public Management (NPM) are considered most promising for successful PhD education. Therefore according to a steering model of American research universities many initiatives are undertaken to introduce more managerial elements in European university departments. Based on an explorative analysis of qualitative and quantitative data of 26 continental European, English and American economics departments, we investigate the steering effects of the five above mentioned governance dimensions in the years 2001 to 2002 on subsequent placement success of PhD graduates. To control the impact of resources on PhD education, next to governance regimes we added four different resource conditions to the analysis: financial resources, publication record of the department, total number of professors in a department and annual number of PhD graduates in a department, Using fuzzy-set QCA to analyze the data, our results deliver strong support for local best ways of steering configurations and no superiority of one system over the other. Introducing market elements though seems to be important in any governance system but only in combination with different co-conditions. In respect to our control conditions only financial resources contribute considerably to the understanding of steering PhD education. Our results strengthen the strong impact of competition as an effective governance instrument and take into account the relevance of financial resources.