Suchergebnisse

How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning. 3. 'It's not just bits of paper and light bulbs': A review of sustainability pedagogies and their potential for use in higher education 4. Third-wave sustainability in higher education: Some (inter)national trends and developments 5. Education for sustainability in the business studies curriculum: Ideological struggle 6. Geography, earth and environmental sciences: A suitable home for ESD? 7. Climate change, sustainability and health in UK higher education: The challenges for nursing 9. Staging sustainability: Making sense of sustainability in HE dance, drama and music geography, environmental and Earth Sciences, nursing/health, law, dance, drama, music, engineering, media and cultural studies, art and design, theology, social work, economics, languages, education, business and built environment.Subject areas covered include:The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why - and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasise transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching.This book explains why this is necessary and - crucially - how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability.

A review of the literature suggests that higher education governance, institutional characteristics, and economic, demographic, political, and cultural factors play a critical role in determining state appropriations for public colleges and universities. Relying on these factors as a framework, the purpose of this study was to identify and explore the most compelling of these explanations for differences in unrestricted state appropriations for Carnegie Public Research I Universities during the 1990s. ; Both quantitative and qualitative methods were used in the study. First, regression analysis was employed to examine the impact of [the] twenty-six variables identified from the literature as important predictors of higher education appropriations. In the final regression model, three institutions were identified as representing [three] clear, but differing, levels of support: lower than predicted appropriations (Ohio State University), predicted appropriations (University of Wisconsin-Madison), and higher than predicted appropriations (University of Georgia). ; A multi-case study design as described in Bogdan & Bicklen (1992) and Conrad, Haworth & Millar (1993) was used to learn about state support at these three institutions. The primary data collection method used was interviews targeting institutional leaders, state legislators, governing board officials, state administrators, and governor's staff in each state. ; Institutional commitment to public service, strength of the higher education governance structure, and gubernatorial and legislative support emerged as critical elements accounting for differences in support between public research I universities. Specifically, strong, recognizable outreach programs and structures are important to increasing the visibility of institutional service and consequently lead to greater state support. In addition, research I universities that are governed by a consolidated governing board are likely to have greater state appropriations compared to those in coordinating board systems because of governing boards' ability to mitigate competition between campuses. Finally, the support of the governor is among the most crucial factors that set the political stage and public disposition toward supporting higher education. ; An examination of organizational theory suggested that a combination of rational, political, and cultural systems theories are useful for understanding the organization, processes, and structures explaining key differences in state support for public research I universities. ; Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0530. ; Supervisor: Carolyn J. Kelley. ; Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.

Part 1. Introduction -- Chapter 1. School Policy Reform in Europe between Transnational Alignment and National Contestation (John Benedicto Krejsler) -- Part 2. National Cases -- Chapter 2. Danish school policy: remaining Nordic while going transnational (John Benedicto Krejsler) -- Chapter 3. England: Neo-liberalism, regulation and populism in the educational reform laboratory (David Hall) -- Chapter 4. School Reform Policy and Governance in Germany between National and Transnational Expectations – with outlooks to Austria and Switzerland (Bettina-Maria Gördel) -- Chapter 5. Transnational forces in Dutch educational policies and practices (Theo Wubbels) -- Chapter 6. French education policies and the PISA paradigm: the strong republican State absorbing external influences (Romuald Normand) -- Chapter 7. Changing School Policies in Italy: From Welfare Equity model to the New Public Management instrumentations (Paolo Landri) -- Chapter 8. Multi-scalar interactions and school policy: The trajectory of educational reform in Catalonia within the Spanish state (Antoni Verger) -- Chapter 9. School Policy and Reforms in Poland in the light of decentralisation – between democratisation and centralisation (Joanna Madalińska-Michalak) -- Chapter 10. Czech School Reforms: Between East and West (Petr Novotný) -- Chapter 11. Education policies and reforms in Slovenia and Croatia: shared history, diverging paths (Eva Klemenčič Mirazchiyski) -- Part 3. Discussions -- Chapter 12. Ever-morphing relations between the global, supranational and the national in schooling policy: A reflection on some European cases (Bob Lingard) -- Chapter 13. Europe as the exterior interiorized in the infrastructures of policy (Thomas S. Popkewitz) -- Chapter 14. How context matters in European school policy reforms (Lejf Moos).

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.? In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Cana.

This document presents the findings of a Study on Understanding the Role of Non-State Education Providers in Somalia commissioned by the World Bank. The goal of the study was to develop an evidence base for understanding non-state education providers in the broader Somali education ecosystem, and to identify opportunities for cooperation between state and non-state actors. The study focuses on formal primary and secondary schools in urban and peri-urban areas across four locations in Somalia: Mogadishu (Benadir Regional Administration), Kismayo (Jubbaland), and Garowe and Bosasso (Puntland). The overall objective of this study is to help relevant Somali government institutions and the international community in developing an evidence base for understanding non-state education providers in the broader Somali education ecosystem, and in identifying opportunities for streamlining private initiatives into federal and state-level education sector development policy. The report is divided into three main chapters: an overview of Somalia's education sector and its implications on study methodology, presentation of the study's findings, and key research implications.

"U.S. Government Printing Office: 1963-O-680347"--Colophon. ; Cover title. ; Mode of access: Internet.

Good education changes lives. It is therefore unsurprising that improved schooling plays a central part in most development strategies. At the same time, the expansion of school attainment alone is not sufficient to guarantee improved welfare. This open access book focuses on one country in West Africa, Togo, to explore what a country that has successfully increased enrollment rates can do to enhance learning outcomes. The authors explore different avenues for improvement, including enhancing the efficiency with which resources are used; increasing the qualifications of teachers; and through greater community involvement in school management. There is scope for improvement along all these dimensions, yet changes at the margin are insufficient to bring about the transformation needed to bring about acceptable levels of learning. Important reading for anyone interested in understanding the pathways to improving the education system in Togo and other developing countries. Except where otherwise noted, this book is licensed under a Creative Commons Attribution 3.0 IGO License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/igo/.

Ph.D.(Melit.) ; Governing and managing a higher education institution is complex, laborious and dynamic. The way in which governing bodies, academic units, regulatory units and management support units may possibly be compared to an engine that needs to be well-oiled to help institutions operate in the best possible manner. If any part of the engine is not functioning properly, the engine will stop working and could possibly bring everything to a halt. Institutional governance and management function in a similar manner helping institutions to perform efficiently and effectively. Ensuring an effective interlink between context, strategy, governance and management is extremely challenging given that the context changes rapidly, at times faster than the way in which institutions change their governing arrangements and management support. This interlink is further complicated with the influence that external stakeholders have on higher education institutions (HEIs). HEIs deal with a multitude of stakeholders through a dynamic multi-level agency model. This scenario entails that HEIs face tensions and limitations to implement their respective strategies and to perform at a national level and on an international platform. Achieving national and international results entails the coordination of policy frameworks in a continuum of policy areas. The challenge is to capture in a pictorial, factual and practical way a dynamic spheres of governance and management that is triggered by a minor initiative within institutions and ends at achieving national performance indicators. Therefore, this thesis goes beyond the theoretical notion of intertwining governance with management. It seeks details and practice. Performance indicators are to be used with caution and within the background of a series of governing and management institutional initiatives that are not necessarily measured. The universal development of these mentioned models is tested and applied in the laboratory of two main public HEIs: UM and MCAST, in the context of a small island state. The doctoral research provides a detailed analysis of Malta's higher education governance and management at an institutional level within a national perspective. ; N/A

It has been suggested by C. M. Tiebout ("A Pure Theory of Local Expenditures," Journal of Political Economy, 1971, July/Aug, 913-918) that local government policy toward expenditures on public education or other goods may influence migration patterns. A model of gross in-migration to metropolitan areas is postulated on this basis. This model is estimated on the basis of 1970 census & other statistical data. Results show strong two-way causal influences between migration & the growth of local government expenditures of public education. A model of net in-migration is also postulated & estimated; results also show a two-way causal process. Consumer-voters move into communities with desired public education policies, & then vote for extension of these policies. This process can increase differences between areas, & may increase problems of private vs social costs. W. H. Stoddard.

After a long history of neglecting children with special needs, Congress enacted the Individuals with Disabilities Education Act (IDEA) to grant every child with a qualifying disability the right to a free and appropriate public education. To ensure local compliance, the IDEA created a private right of action through which parents may sue their school district for failing to offer an adequate education for their child. If successful, these parents, may then send their child to a private school at the expense of their local government. Private enforcement of the IDEA has helped equalize educational opportunities for wealthy children whose parents can afford to commit to the financial, emotional, and physical costs of suing the government, but children of less affluent families who cannot afford to make similar commitments are often left behind when a school district fails to adhere to the IDEA's mandate. As a result, large special educational disparities exist in segregated school districts between wealthy, predominantly white families and less affluent, predominantly non-white families. State and local governments have mostly limited their efforts to fully achieve the IDEA's goal by implementing voucher programs, which allow only a handful of low-incomechildren to enjoy the educational opportunities afforded to their wealthier peers. Under Mayor Bill De Blasio, New York City took a different approach and began settling most IDEA claims to effectively lower the procedural barrier for parents. Much like vouchers, however, De Blasio's policy fails to address the underlying issue: The IDEA's reliance on private enforcement will continue to fail those who historically have been deliberately excluded from the full social and economic benefits of white citizenship. State and local governments must go beyond tinkering with the accessibility of the private enforcement mechanism and instead invest financial resources to equalize educational opportunity through public enforcement of the IDEA. This Note assesses potential state and local policy reforms to secure expanded special education opportunity and discusses how New York City can begin to effectively lead in IDEA public enforcement.