Abstract – A strong country is a nation that has a united citizen in defending, fighting and protecting the country from all kinds of threats that occur, both military and non-military through awareness of defending the state for the integrity of the territory of Republic of Indonesia (NKRI). The concept of defending the state can be realized through energy-efficient culture education for the sustainability of Indonesia's energy in the future.This article is intended to apply energy efficient and rational culture through the application of basic energy-saving values which include: (1) development of green education curriculum through energy conservation materials (efficient, wise and energy savvy); (2) developing the concept of energy-saving lifestyle habits in two directions (learning from student to student so that active student participation) such as turning off energy source equipment (tap water, lamp, AC) when they are not used continuously with assistance from educator which will become a positive habit that is embedded from childhood to use energy efficiently and rationally. The energy-saving culture education is not only a normative appeal, but there must be clear regulation on energy saving through cooperation between Ministry of Research and Technology and Ministry of Energy and Mineral Resources and Ministry of Defense. Therefore, the development culture of energy application continuously can be created with commitment from all academic society of education state defenses.Keywords: defending the state, energy conservation, education
Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE). Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term "hidden curricula" and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education. The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011). This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors: - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects. - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research. - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics. - By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. ; Editorial presentation and problematisation of the concept of Normativity in Social Science Education and History Education
Includes index. ; The higher education for women / by Janet E. Hogarth -- Teaching as a profession for women / by Beatrice Orange -- On the education of the artistic faculty / by Louise Jopling -- Women and journalism / by Mary Frances Billington -- Some pros and cons of theatrical life / by Madge Kendal -- Medicine as a profession for women / by Ethel F. Lamport -- Public work for women on local government boards as factory inspectors / by Margaret H. Irwin -- Sanitary inspecting / by Mabyn Armour. ; Mode of access: Internet.
"Sections 3-14.27,10-21.4 and 34-8 of the School Code (105 ILCS 5/3-14.27,10-21.4 and 5/34-8 require all public school district superintendents to report to their regional superintendents the number of high school students who are enrolled in community college courses for which high school credit is awarded. These data are to be provided by the regional superintendents to the State Board of Education in February of each year." ; Caption title. ; Mode of access: Internet.
This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational "regime," or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and cultural status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate "educational regime."
After decades of continuous investment and efforts, the Chinese Communist Party (CCP) has established a multi-tiered system, including co-option, surveillance and monitoring, and ideological and political education, to ensure its domination of Chinese college students, For the foreseeable future, Chinese college students, as a group, are unlikely to actively mount significant challenges (like those of the 1989 incident) against the CCP that could undermine its political survival.
Does education matter for growth? Which type of education investment (primary, secondary, or tertiary) matters most? Is there a relationship between growth or innovation and the governance of higher education? This paper surveys recent attempts at answering these questions. It first contrasts the 'Lucas approach,' whereby growth is affected by the accumulation of human capital, with the 'Nelson?Phelps approach,' whereby growth is affected by the stock of human capital and by its interaction with the underlying process of technological innovation. Then the paper argues that growth in countries that are close to the world technological frontier benefit more from tertiary education, whereas countries that lie below the frontier benefit more from primary and secondary education. Finally, the paper discusses the relationship between innovation and the governance of universities.
Caribbean countries are urgently seeking to identify new moorings in the postCold War world, as they compete for investment capital and markets while striving for social equity, maintaining representative democracy, and preserving the environment. Contributors bring together culturally diverse viewpoints, addressing with a refreshing directness such public policy issues as regionalism and integration, the environment, labor and migration, gender, technology, and drug abuse and narcotrafficking. }Developing countries, including those in the Caribbean, are urgently seeking to identify new moorings in the postCold War world, which is characterized by complex new economic and sociopolitical challenges. Caribbean countries must now compete for investment capital and markets while striving for social equity, maintaining representative democracy, and preserving the environment.This book offers a comprehensive overview of public policy issues in the region, looking in particular at these important themes: economic policy, the regional business environment, regionalism and integration, higher education, health care, labor and migration, gender, drug abuse and narcotrafficking, the environment, telecommunications, and science and technology. The contributors, all eminent representatives from the English, Spanish, French, and Dutch Caribbean, bring together culturally diverse viewpoints and address issues with a refreshing directness, assessing realities, challenges, and possible futures of the Caribbean.
The goal of this book is to show how we can recognise the value of the kinds of character formation that civic education has traditionally involved without losing the portion of the truth that can be found in the orthodox view that favours critical autonomy. 'Civics Beyond Critics' warns against neglecting character traits that, although commonly labelled 'conservative', are realistically essential for the future of all liberal democracies
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Testimony issued by the Government Accountability Office with an abstract that begins "More international students obtain a higher education in the United States than in any other country, and they make valuable contributions while they are here. For those students returning home after their studies, such exchanges support federal public diplomacy efforts and can improve understanding among nations. International students have earned about one-third or more of all U.S. degrees at both the master's and doctoral levels in several of the science, technology, engineering, and mathematics fields. Yet recent trends, including a drop in international student enrollment in U.S. colleges and universities, and policy changes after September 11, 2001, have raised concerns about whether the United States will continue to attract talented international students to its universities. This testimony is based on ongoing and published GAO work. It includes themes from a September 2006 Comptroller General's forum on current trends in international student enrollment in the United States and abroad. Invitees to the forum included experts from the Congress, federal agencies, universities, research institutions, higher education organizations, and industry."
