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This qualitative case study draws on interview and focus group data from six Civics teachers. As global education scholars assert, local, national, and global "levels of citizenship" do not occur in a vacuum, instead, each level is invariably connected to one another. Teachers in this study, however, placed different priorities on the levels – prioritizing the national, minimizing the local, and marginalizing the global. Participants also used different teaching strategies in order to teach the different levels: emphasizing knowledge acquisition and values transmission at the national level and more active civic behaviors at the local level.

Singapore's systemic approach to teaching and learning twenty-first century competencies -- Thinking big, acting small : lessons from twenty-first-century curriculum reform in China -- Strong content, weak tools, : twenty-first-century competencies in the Chilean educational reform -- Curriculum reform and twenty-first-century skills in Mexico : are standards and teacher training materials aligned? -- Twenty-first-century competencies, the Indian national curriculum framework, and the history of education in India -- Mapping the landscape of teaching and learning for the twenty-first century in Massachusetts in the context of US educational reform -- Theorizing twenty-first-century education

The article discussed the problems facing the teaching and learning of Gender education in the Nigerian universities. Secondary data was used to support the points raised in the article. The secondary data were sourced from print material and online publications by recognized institutions and individual author. There are many problems facing the teaching and learning of Gender studies in Nigerian universities. Some of the problems include: inadequate funding of Gender education programme, inadequate lecturers, inadequate infrastructural facilities, brain-drain, institutional corruption, inadequate studies materials, poor research, poor capacity development of lecturers and few universities offers Gender education programmes. To solve these challenges, this article recommends: that the government should increase the funding of Gender studies programme in the universities, employ more lecturers that specialized in Gender education, provide adequate infrastructural facilities, provide adequate instructional materials on Gender education, ensure effective staff development programme and effective motivation policy to prevent brain-drain.

Edited by Abe Ata and Alex Kostogriz The internationalisation of higher education in the 20th century, built on an unprecedented expansion of transport and communication networks and the scope of international scholarly activities, triggered a massive flow of people across countries and continents. Geographically remote countries, such as Australia, became more attractive and accessible to migrants from Europe. Today, international education in Australia is under enormous pressure to reinvent itself. This book offers a collection of chapters that cover various dimensions of international education in Australia. The issues covered span from political and student identity concerns to the pedagogical and curriculum dimensions of international education and to the areas of language acquisition and language assessment. Each chapter formulates implications for the education of international students as Australia enters a new phase of hyperglobalism and completion with the rise of global cities and educational hubs that they provide beyond the traditional Western providers of higher education. Coming from diverse backgrounds and regions, the authors offer insights into significant developments in international education as they address crucial questions faced by educators in Australia and compare them with North America and Europe in comprehensive and critical ways. This includes shifts in methodological approaches in education and policy research, as well as other issues arising from comparative research, such as improving educational quality and responsiveness of education to the needs of international students. Several chapters address more specific problems of providing equality, access, and equity for all students, narrowing the achievement gap, and the ways of offering education that is free from prejudice and discrimination on the grounds of race, ethnicity, gender, social class and religion.

Acknowledgments; Introduction; The State; War and the Development of the European State; The Rise of the Social Welfare State in Europe; Origins of the American State; State Formation in the Early Republic; Reconstituting the American State; War and the Development of the American State; Financing the Modern American State; Conclusion; Bibliography; Index.

As competency-based medical education is adopted across the training continuum, discussions regarding time-variable medical education have gained momentum, raising important issues that challenge the current regulatory environment and infrastructure of both undergraduate and graduate medical education in the United States. Implementing time-variable medical training will require recognizing, revising, and potentially reworking the multiple existing structures and regulations both internal and external to medical education that are not currently aligned with this type of system. In this article, the authors explore the impact of university financial structures, hospital infrastructures, national accrediting body standards and regulations, licensure and certification requirements, government funding, and clinical workforce models in the United States that are all intimately tied to discussions about flexible training times in undergraduate and graduate medical education. They also explore the implications of time-variable training to learners' transitions between medical school and residency, residency and fellowship, and ultimately graduate training and independent practice. Recommendations to realign existing structures to support and enhance competency-based, time-variable training across the continuum and suggestions for additional experimentation/demonstration projects to explore new training models are provided.

When comparing states in the United States, one finds little correlation between state opinion and party control of the state legislature or between party control and state policy. Although these low correlations seeming to indicate that partisan politics is irrelevant to the representation process, the opposite is true. State opinion influences the ideological positions of state parties, and parties' responsiveness to state opinion helps to determine their electoral success. Moreover, parties move toward the center once in office. For these reasons, state electoral politics is largely responsible for the correlation between state opinion and state policy.

Considers the implications of the fragmentation trend in higher education institutions that will target particular constituencies, suggesting that information technology will soon make it possible to deliver knowledge & education to disparate communities by learning businesses. Contrary to many commentators, it is argued that the introduction of market relations into higher education is not to be feared. Rather, these market relations should be understood as catering to a post-baby boom generation of US information workers who are in need of continuous learning opportunities. In this context, fragmentation is to be welcomed because it promises to create a broader variety of higher education institutions that can serve different populations. Individuals horrified by this prospect ought to give up their traditional elitism & recognize that vocational training is needed by large segments of the population. D. Ryfe

Considers (88) S. 2528, (88) S. 2725. ; Considers legislation to extend Federal aid to public schools in economically depressed areas and in areas of major natural disasters. Includes "The Story of the Special Summer Schools," by the Chicago Public Schools (1963. p. 153-210). ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VII ; Considers (88) S. 2528, (88) S. 2725. ; Considers legislation to extend Federal aid to public schools in economically depressed areas and in areas of major natural disasters. Includes "The Story of the Special Summer Schools," by the Chicago Public Schools (1963. p. 153-210). ; Mode of access: Internet.

Relation between 'Nusantara Islam' and Islamic education in contemporary Indonesia is a pivotal issue. It is because of many fundamental reasons, such as, historical, social, political, cultural, religious and educational perspectives. In this context, this article focuses on the relationship and the contribution of Nusantara Islam in Indonesian Islamic educational context from time to time in all aspects. The research in this paper is qualitative with descriptive analytical approach and documentary method. The general objective of this study is to find out what and how the history of Nusantara Islam in the country? What and how the history of Islamic education in Indonesia? How is the relationship between Nusantara Islam and Islamic education in contemporary Indonesia? The results showed that, first and foremost, is the history of Nusantara Islam is a portrait of a very complex history, which extends from the Aceh to Papua and elsewhere in Indonesia. Second, the history of Indonesian Islamic education is the discussion about institution, content of materials and objectives of Islamic-based education from time to time. Third, the relationship between Nusantara Islam and Islamic education in contemporary Indonesia has a strong "bond†with each other. Ultimately, the relationship is so closely linked to the development and progress of the nationhood. ; Hubungan Islam nusantara dan pendidikan Islam di Indonesia kontemporer merupakan isu yang penting karena berbagai alasan sejarah, sosial, politik, budaya, agama hingga pendidikan. Tulisan ini fokus pada relasi dan kontribusi Islam nusantara dalam pendidikan Islam di Indonesia dari waktu ke waktu dalam semua aspeknya. Penelitian dalam tulisan ini bersifat kualitatif dengan pendekatan deskriptif analitis dan menggunakan metode dokumentatif. Tujuan umum penelitian ini adalah untuk mengetahui apa dan bagaimana sejarah Islam nusantara di Indonesia? Apa dan bagaimana sejarah pendidikan Islam di Indonesia? Bagaimana hubungan antara Islam Nusantara dan pendidikan Islam di Indonesia kontemporer? Hasil penelitian menunjukkan bahwa: pertama, sejarah Islam nusantara merupakan potret sejarah yang sangat kompleks tersebar dari ujung Aceh hingga Papua dan kawasan lain di Indonesia. Kedua, sejarah pendidikan Islam di Indonesia merupakan bahasan tentang institusi, materi dan tujuan pendidikan yang berbasis Islam dari masa ke masa. Ketiga, hubungan antara Islam Nusantara dan pendidikan Islam di Indonesia kontemporer memiliki keterkaitan yang erat satu sama lain. Dari era ke era, hubungannya sangat terkait erat dalam pembangunan dan kemajuan bangsa.

"Chief of Naval Education and Training, September 1984." ; "NAVEDTRA 43462." ; "Personnel qualification standard program." ; Cover title. ; Mode of access: Internet.