Search results

With parents increasingly interested in new educational options and the spread of school choice making those options more accessible, organizations like Fersken Education are helping "edupreneurs" navigate the changing landscape.

The nature of social work education has changed dramatically over the course of my academic career: From the degree(s) required for a faculty position to the number of years of practice experience; from expectations for research and publication, to criteria for promotion and tenure; from residential instruction to distance education; from an emphasis on foundation curriculum to practice competencies and outcomes; and, from a commitment to service to a quest to be the highest "ranked" program within the highest ranked institution. Given that change is an ongoing phenomenon, it is difficult to anticipate curriculum direction or plan one's career path with a high degree of certainty. The future is often determined by external events, fate, where you are at a specific time, the assistance of others, and the opportunities that are presented. These changes and the evolution of social work education as a field of professional practice can best be demonstrated by reflecting on my own experiences in becoming a faculty member and serving in various academic positions over the last 45 years. The contrast between my personal experiences and those of the typical student in 2014 may help demonstrate some of the changes that have occurred in social work education over the intervening years.

Résumé La plupart des travaux académiques traitant de la formation des États en Europe occidentale soulignent l'importance des guerres dans la création d'États forts et légitimes. S'il est plausible que ce processus ait fonctionné en Europe occidentale, les guerres ont eu au contraire des effets plutôt néfastes pour la majorité des États au Moyen-Orient. Il est par conséquent nécessaire d'expliquer pourquoi ces deux éléments – l'exercice de la guerre et le développement de structures étatiques fortes et centralisées – ne fonctionnent pas ensemble dans les pays du Moyen-Orient contemporain. La réponse que nous proposons dans cet article met l'accent sur la nature des États rentiers, dont la majorité des finances provient des exportations de ressources naturelles, et qui ne ressentent donc pas la nécessité d'extraire des ressources de la société. Par conséquent, le processus par lequel le domaine militaire est mis sous contrôle du domaine civil, à travers la nécessité d'acquérir des capitaux au sein de la société pour la continuation de l'activité de guerre, ne se produit pas dans les États rentiers. En l'absence de structures étatiques fortes, les guerres ont eu des effets plutôt néfastes et ont produit des États défaillants (failed states) , tel que l'atteste l'histoire récente de l'Irak.

Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators' practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention to issues of planetary environmental sustainability and to global societal transformation and interconnectedness raises further questions and prospects. Two United Nations' publications in 2015: UNESCO's Rethinking Education: toward a global common good? and of the United Nations' Transforming our world: the 2030 Agenda for Sustainable Development pose intersecting concerns for lifelong learning and environmental sustainability. This article engages with those questions in particular regard to the role of adult learning and education. It discusses a field study of non-formal adult education in Ghana. The field study contributes evidence that resiliently humanistic conceptions and practices of non-formal adult education practically succeed to foster transformation, development and human flourishing. That effective humanism gives credence to the ambitiousness of UNESCO and UN agenda for transformation and sustainability and informs international debates. ; Peer-reviewed ; Post-print

Based on the fact that school, especially in obligatory system of education aims to make every single pupil successful one, it belongs to it to embody some life imperatives for the future of the country. In this context a special place is possessed from democratic civil education of pupils, where an essential role is played from curricula of civil education, in pupil's preparation as worthy citizens of the future. The role and contribution of them in preparation of future citizens of this country, who will contribute for fundamental establishing of the society and knowledge, is not replaceable. In this study are reflected data from the review of modern literature and surveys or questionnaires done in 9 year school "Koto Hoxhi", Gjirokastër (nr. 145, 75 males and 70 females), and in 9 year school "Qamil Gjuzi", Elbasan (Nr.145, 70 males 75 females). The sample was chosen in a random way in both schools that have been part of the study. Education for democratic citizenship requires open curricula in order to include active pupils to analyze social policies. Related to this issue is important that existent teachers out of this profile need to be trained professionally in teaching issues of civil education subject, through individual and institutional qualifications. Internal and external assessments of education institutions, aim to assess not only the scientific level of pupils, but also their skills, as future citizens. Our society has had deep changes and also theoretical concepts and practical implementations of the citizenship where roles of teacher and pupils competences have changed especially toward the integrated teaching of knowledge.

With high economic growing rates and an evident shortage of skilled workers, the modernisation of formal vocational education and training (VET) in India increasingly came into focus. Skill development has been on top of the agenda of the Indian government for more than a decade, resulting in state policies and related schemes to upgrade and develop a system struggling with quantitative and qualitative issues. This article gives an overview of the main pillars of the Indian VET system and addresses policies and initiatives to restructure and upgrade formal VET in India. Finally, the main challenges as well as potential for a further development of the sector are highlighted from different systemic perspectives. JEL Codes: I 210, I 280

"Serial no. 99-144." ; CIS Microfiche Accession Numbers: CIS 87 H341-26 ; Bibliography: p. 76. ; Microfiche. ; Mode of access: Internet.