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A RJE review of another review of a book on race relations, education and employment opportunities in the then Rhodesia. A review of Prof. S.H. Irvine's review by Prof. M.W. Murphree. ; In his review of this book (RJE, Vol. 9, No. 4, December 1975 pp 157/ 175) Professor Irvine concludes his summary of what he considers to be both its value and its defects with the statement, "Nevertheless it should be read. But not without qualification. And not uncritically". With this I concur completely. No intelligent reader should do otherwise, particularly with a book dealing with a subject of such central significance for this Country's social and economic development. The same should be said of Professor Irvine's review. It is extensive if not exhaustive, contains points of valuable detail and raises one issue of major analytical significance. It is at certain points highly entertaining, and generous in endorsing certain arguments the book puts forth. Unfortunately the review also contains one blatantly false assertion regarding what the book is alleged to have said and, more diffusely and by implication, attributes other conclusions to the work which it does not make. The result is the creation of a series of straw men which the reviewer then proceeds to demolish with magisterial gusto but which have little if anything to do with the real conclusions of the volume and which are likely to mislead the unwary reader into the assumption that the book presents a perspective and takes a position which, in fact, it does not. The admonition of the review is therefore singularly appropriate to itself — it should be read, but not without qualification, and not uncritically.

The purpose of this study was to explore leadership practices exercised by higher education leaders in Mongolia from the perspective of American leadership concepts. The study was based on leaders' practices. That is, the study examined how higher education leaders conduct themselves as administrators and how their leadership practices are perceived by their subordinates. This study differed from most of the related research on higher education in three ways. First, this study focused on leaders in higher education institutions in a transitional country of Asia. Second, previous related studies primarily concentrated on leaders from one sector (public v. private) or one type of post-secondary institution (two-year, four-year, and research universities and colleges). This study encompassed samples from both public and private higher education institutions representing different types of schools (universities, specialized institutions, and professional schools). Third, this study employed both forms of the Leadership Practices Inventory (LPI) instrument: LPI-Self and LPI-Observer. All leaders (Rectors, Deans, and Department Heads) completed an LPI-Self on themselves and all leaders were evaluated by all levels of followers at the institution including faculty members. The sample consisted of 20 Rectors, 20 Deans, 40 Department Heads, and 200 faculty members from 10 public and 10 private higher education institutions. The LPI-Self and the LPI-Observer instruments were translated into Mongolian and distributed to participants along with a short demographic survey. Data analysis procedures included: (1) creating individual profiles of self scores and observers scores for each leader using LPI scoring software; (2) producing a spreadsheet of demographic information and LPI data for statistical analysis using SPSS; (3) and, the actual analysis through t-tests, analyses of variance, and multiple comparison techniques. The results revealed that no group of higher education leaders in Mongolia were rated as high in terms of their practices even by their own self-assessment. Overall, the ratings on all five leadership practices of higher education leaders in Mongolia were lower than those of college and university leaders in the United States. Additionally, the ratings of followers on the practices of their leaders were significantly lower than self-ratings of the leaders themselves in a number of areas. One possible explanation for the findings might be the fact that leaders in higher education institutions in Mongolia are learning about leadership practices by trial and error during the country's transition from a socialist system to a democratic system. ; Ph. D.

A key political priority of Ursula von der Leyen's Commission is making Europe fit for the digital age. It promised to create playing rules for Artificial Intelligence (AI) within the first 100 days of its mandate. This urgency underlines the importance of digital transformation for the Commission. We have not seen the same sense of urgency regarding digital education, however. In this policy brief, Nils Feller and Maarja Kask explain why stronger EU engagement in digital education and upskilling is crucial not only for the Union's labour market but its overall competitiveness. They show where the Commission stands, what challenges it faces and how they can be addressed.

Abstract
This article discusses a number of linguistic aspects of the internationalisation and anglicisation of higher education in Flanders. We aim to combine an overview of the applicable legal measures with the most detailed and complete information to date on the actual linguistic practices in universities and university colleges. To this end, we collected the most recent available data from a variety of official reports and databases on parameters including the number of English bachelor and master programmes currently on offer, the relative share of students involved in these international programmes, as well as the extent to which students and professors meet official language requirements. Next to these English-focused aspects, we also supply new figures on the required mother tongue proficiency to enrol in the regular Dutch-based curriculum (theory versus practice). The situation in the Dutch-speaking community of Belgium is then compared to that of the French-speaking Community, once again based on figures and data that were collated from a variety of official sources. All data indicate that the actual impact of anglicisation in Flemish universities and university colleges remains limited and unproblematic, compared to the situation in many other medium-sized language communities. The closing discussion advocates a language policy for higher education in Flanders that combines a strong focus on mother tongue proficiency with a solid training in English for academic purposes.

The Republic of Kosovo is a country that observes all the rights and obligations of its subjects with no discrimination in national, racial, linguistic sense. Even though we have these rights in place, in practice the situation is different and not very positive. This is since the non-majority communities Roma, Ashkali and Egyptian in Kosovo face several problems in different areas, especially when it comes to their right on integration to education. This paper will address and evaluate current policies and legislation of Kosovo for inclusion in education as a condition for completion of the education system.
This paper will be developed by considering the assessment of the Constitution and relevant legislation referring to the right to education for non-majority communities. Given all this legislation, it will be assessed in harmony with the practical problems that exist regarding access to the education system for non-majority communities. Therefore, this paper aims to bring innovation in this field of research aiming to identify how much the Republic of Kosovo is keeping a pace with the standards for inclusion in the education system, what are the reasons that in current state of play we do not have a satisfactory inclusion in the education by category of children from non-majority communities of Roma, Ashkali and Egyptian in pre-university education.
Key wordS: Inclusion, Children from Non-Majority Communities of Roma, Ashkali and Egyptian, Education Policy, Pre-University Education.

AbstractThe research and higher education sectors have an exemplary place in the referendum debate. They were not part of the David Cameron renegotiation package, but stakeholders in favour of Remain have disrupted the consensus that in these sectors the EU's role is relatively unimportant and that the UK's achievements can be explained in national terms. The article seeks to explain, first, the change in political dynamics that has brought the EU connections out of the shadows in these sectors, and second, what these sectors risk losing by Brexit. It suggests that the campaign has made the case for a causal relationship between the UK's higher education and research achievements and its global reach and has shown how these sectoral policies are embedded in the EU's foundational principles of freedom of movement and non‐discrimination. There are also signs that EU membership may come to matter to students, a politically important group, for reasons which range from freedom of movement to conflict prevention.

The purpose of this study is to explore the teaching methods and related theoretical studies of gender differences in bel canto. Focusing on four aspects: breathing, vocalization, resonance, and emotional expression, this study implements vocal music through gender-differentiated teaching methods and strategies. By carrying out a case study, the author summarizes the application and effectiveness of these teaching methods in the teaching of bel canto, and draws the following conclusions based on the research results: first, teaching methods tailored for gender differences enable students to make rapid progress in singing, breathing, vocalization, resonance, and emotional expression; their goals of learning vocal music are clearer. Second, the gender- dependent teaching methods promote the amelioration of vocal music teaching, break through the difficulties in practical teaching, and improve the teaching level and ability of instructors. Finally, this article puts forward teaching and research suggestions for vocal teachers and vocal education.

"The book provides an overview of developments in the field of entrepreneurship education, with special reference to global perspectives on innovations and best practices, as well as research in the emerging economy context. It focuses on various experiments in curriculum design, review and reform in addition to the innovative processes adopted for developing new content for entrepreneurship courses, in many cases with an assessment of their impact on students' entrepreneurial performance. Further, it discusses the pedagogical methods introduced by teachers and trainers to enhance the effectiveness of students' learning and their development as future entrepreneurs. It explains the various initiatives generally undertaken to broaden the scope of entrepreneurship education by extending it beyond regular students and offering it to other groups such as professionals, technicians, artisans, war veterans, and the unemployed. The book is a valuable resource for researchers and academics working in the field of entrepreneurship education as well as for trainers, consultants, mentors and policy makers."--Publisher's description

This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1962

Cover -- Contents -- Preface -- Federal Ministry of Labour, Family and Youth -- University of Klagenfurt -- KPH Vienna/Krems -- Mixed Reality | Contributions to the 13th Future and Reality of Gaming Conference 2019 in Vienna -- Introduction to Mixed Reality and Games -- Mixed Reality | Design & -- Aesthetics -- An Introduction to Design & -- Aesthetics -- Warning: Not Suitable for Robots -- Game Engineering for Hybrid Board Games -- Creating Digital Gamebooks with Twine -- Strategy Games as Neoliberal Historiography -- The Flaneur in a Masticator -- Cortana: A Digital Personal Assistant between Space Opera and Speech Recognition -- Is This the Real Life? Is This just Fantasy? -- Mixed Reality | Society & -- Culture -- An Introduction to Society & -- Culture -- Players Unite Legally -- "As You Command" -- Gender Portrayals in Videogames -- Periphery: The Departure from Avatar-Sexual Characters in BioWare's Dragon Age: Inquisition -- When the Future Becomes the Present -- The Case of Pokémon GO or How an AR-Game Influences Our Lives -- Mixed Reality | Theory -- An Introduction to Theory -- Save Gamer -- Gotta Go Fast -- Mixed Reality Is Already There! -- Settlement of Digital Land -- Archaeology and Videogames -- An Introduction to Gambling in the Context of Game Studies.

First-2d edition (1969, 1972) published under title: Federal programs guide for Minnesota public schools. ; Cover title: Minnesota federal-state program guide for elementary and secondary schools. ; Mode of access: Internet.

Given the scale of the university reform induced by the Bologna Process, little is known about how the reform impacted those most immediately affected: the students. This paper uses unique micro data from Humboldt-Universität zu Berlin, Germany, to estimate treatment effects on student outcomes. Variation in treatment introduction over time and across subjects generates exogenous assignment of students into treatment (Bachelor) and control groups (Diploma). Results indicate that the Bologna reform led to a significant, sizeable increase in the probability of graduating within planned instructional time; it also decreased standardized study duration and worsened final grades in the treatment group. ; Peer Reviewed

"Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these "assessment assemblages", much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings"--