Suchergebnisse

Single-sex education in public school systems has become increasingly popular in recent years. The Equal Rights Amendment to the Washington State Constitution (ERA) requires that males and females be treated equally where state action, such as public education, is involved. As demonstrated by the ERA's legislative history and Washington case law, the ERA prohibits differentiation on the basis of sex alone, which occurs where an individual would be treated differently in a given situation if that person were of the opposite sex. Legislative history and case law recognize two narrow exceptions to the ERA. Under the first exception, classification based on sex is permissible if it is based on actual physical differences between the sexes. The second exception allows sex-based distinctions in the context of affirmative action programs intended solely to ameliorate the effects of past discrimination. This Comment argues that based on the Amendment's plain meaning and legislative history, as well as both binding and persuasive precedent, single-sex public education contravenes the ERA by differentiating on the basis of sex alone. Single-sex public education violates the ERA based on the plain meaning of the Amendment, which mandates equality between the sexes. Single-sex public education also runs afoul of the ERA by effecting arbitrary sex-based classifications: but for a given student's sex, that student would be allowed into a particular class or school. Moreover, a Pennsylvania court has held that single-sex public education violates Pennsylvania's ERA, which parallels Washington's ERA in language, purpose, and application. Finally, single-sex public education does not currently satisfy either of the two narrow exceptions to Washington's ERA: learning does not involve an actual physical difference between the sexes, and single-sex classes and schools are not affirmative action programs intended solely to mitigate the effects of past discrimination.

"B-252334"--P. 1. ; "GAO/HEHS-94-102." ; "April 1994." ; Cover title. ; Includes bibliographical references. ; Mode of access: Internet.

The article reveals the problems and prospects of interaction between public and private structures in education, among which the main problems that hinder the effective development of public-private partnership in the educational sphere are highlighted. The effectiveness of the development of this form of partnership cooperation greatly expands the possibilities of educational institutions in training higher-level specialists, and for business structures opens up the possibility of personnel renewal of production in accordance with the needs of innovative economic development, in this connection, the article shows that the development of public-private partnership in Ukraine has great prospects. It is noted that the essence of interaction between the state and business in the framework of projects is the formation of partnerships, which are not a simple addition of resources, but the need to coordinate interests. It is determined that the effectiveness of the state in the implementation of projects mainly depends, on the one hand, on the need for business resources, and, on the other hand, on awareness of the need to involve non-state structures in the development of educational institutions. So, the interaction between the state and business is based on the conscious need for both the state and business to cooperate effectively in the educational sphere. It is proved that the main directions of stimulating this process should focus on direct state participation in educational projects that have a national priority in the implementation of state support for innovative activities of business structures through lending, preferential taxation and other preferences that facilitate the conditions of enterprises activities. Partnership in the field of higher education encourages the unification of the state, the business community and educational organizations for the implementation of socially oriented projects and the provision of public services.

We are living in a world that is changing rapidly and becoming more globalized. Especially the changes in the areas of science, technology and economy are becoming effective in the areas like education and health that are closely related to human life. We are experiencing a quick process named "globalization" that changes economic, social and political structures of the world and that no one can predict the outcome. These changes create new opportunities while opening new challenging areas. In order for countries to compete with each other, they need to be creative in all areas and they also need to be reformist to cope with domestic, national and global problems. In this study, the innovations in the area of education throughout the world will be examined and the place of Turkey compared to other countries in educational innovations will be analyzed. Also the concept of "˜Charter Schools" as acceleration in educational innovation in the United State of America, who is the leader in terms of innovation in the World, will be analyzed. This study will also analyze the Charter Schools in the USA and discuss whether the concept can be implemented in Turkey and bring dynamism to education or increase the quality of education. While looking for the answers of these questions, the researcher conducted a literature review and also used the data he gathered while staying in the USA for nine years for pursuing his MA and PhD degrees.

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools

The article examines the state and problems of secondary education in the Kyrgyz Republic. The ways of solving these problems andthe vision for school education by 2030 have been also developed.

Chapter 1: Emerging innovations in policy pedagogies and practice in Asia -- THEME I: BEYOND BOUNDARIES -- Chapter 2: Role of trans-disciplinarity in public policy pedagogy- Experience from three contexts of public policy education -- Chapter 3: Teaching comparative public policy comparatively -- Chapter 4: Policy Learning through Fieldwork Engagement: A Geography classroom – fieldwork assessment on issues of water for policy understanding -- Chapter 5: Bridging a North-South epistemological divide in public policy research and education -- THEME II: DIGITALIZATION OF POLICY STUDIES -- Chapter 6: Teaching Digital Natives -- Chapter 7: How the Digital Age is Transforming Higher Education Public Policy -- Chapter 8: A Connected Government: The Use of Social Media and the Betterment of Public Service -- THEME III: NOVEL CAPACITIES FOR POLICY EDUCATION -- Chapter 9: Building Public Policy Capacity through Systems Thinking & System Dynamics Modeling Education in an Undergraduate Residential College Setting -- Chapter 10: Uses of serious games and simulations in education -- Chapter 11: Learning by 'Doing' and then Reflecting -- Chapter 12: Combining qualitative and quantitative data for policy research and practice: Evaluation, learning, and aid effectiveness of the Asian Development Bank -- Chapter 13: Looking Ahead: opportunities and challenges for policy education and practice in Asia.

Chapter 1. Introduction -- Chapter 2. Vulnerability: A complex and contradictory concept for 'public good' -- Chapter 3. The changing role of universities in society: Key influences -- Chapter 4. The role of the university in the vulnerability agenda -- Chapter 5. Mechanisms for addressing Vulnerability: Giving voice to the vulnerable? -- Chapter 6. Two NE of England case studies-Northumbria and Teesside -- Chapter 7. Conclusion:-Future role of universities in vulnerability.