This annual accountability report provides year-end higher education statistics for both of the states higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (Leading the Way Access. Success. Impact.) and the Council (Fulfilling the Vision 2015-2020). ; West Virginia Higher Education Policy Commission ; West Virginia Community and Technical College System
Challenges Adrian Leftwich's (2002) claim that constraints imposed by democracy are the primary barriers to equitable development to argue that state capacity is an equally important obstacle. Contrary to Leftwich's implication that democracy can only be understood in the sense of electoral politics & elite consensus, it is contended that democratic systems have the potential to be more than conservative modes of governance due to their capacity to treat development as a project of empowerment, citizenship, & balanced growth. An exploration of the complex reasons democracies that emerged in the 1980s failed to achieve high degrees of popular control & equality in policy making argues that state practices of clientelism & predation constrict the capacity to deliver goods & services. A genuine process of democratization requires the transformation of the state, which is far more difficult than changing the institutions of government. It is concluded that the lack of development in the South is not the fault of democracy but of conservative policies linked with state incapacity. J. Lindroth
We examine the evolution of educational assistance in Indonesia, following two decades of government decentralization, and its effect on education quality. Using Indonesia Family Life Survey data, we exploit as exogenous rule the variation in the implementation of government decentralization to compute difference-in-difference estimators. Indicative evidence suggests decentralization has facilitated collusion between village authorities and marginalized private schools, with substantial increases in educational assistance and financial resources, especially to religious schools. Despite dominant rent-seeking behaviour and self-interest motives, increased public resource allocation to private schools impacted positively on student achievement. Our results also emphasize the role of social norms in undermining efficient public goods allocation after decentralization.
Bill introduced by the Texas Senate relating to State Board of Education oversight of regional education service center activities concerning certain curriculum management systems.
The International Civic and Citizenship Study (ICCS) 2022 continues IEA's investigation into the ways in which young people understand and are prepared to be citizens in a world where contexts of democracy and civic participation continue to change. This assessment framework provides insight into the study's conceptual background, cognitive, affective-behavioral and contextual content, and assessment design. It also describes content relevant for the measurement of the United Nations' Sustainable Development Goals (SDGs) that is related to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). Countries that participated in ICCS 2009, ICCS 2016, and ICCS 2022 will be able to monitor changes in their students' civic knowledge, attitudes, and engagement over time.
"This book focuses on the relationship between marketing education and marketing profession and the intersection between different stakeholders. It contains empirical, conceptual and theoretical contributions in marketing education. It also provides guidance on the redefinition of professional profiles and offers useful tools and insights for deeper and more productive intersections"--
There are many global problems that children and young people face today, such as new technologies, digitalization and climate changes, among others. These issues represent new threats to youth, but they also constitute new learning opportunities and contacts relevant to their well-being and growth as human beings. In this sense, the European Parliament, in its Resolution on the rights of the child on the 30th anniversary of the Convention on the Rights of the Child, came to elect inclusion and innovation as the guiding principles of education and training in a world dominated by digital technologies. This study aimed to identify the rights of minors when are using the Internet, the digital platforms and social networks and in all new spaces for digital communication, whether through computers, tablets, smartphones and game consoles. The method consisted of a theoretical and descriptive approach to relevant international instruments for the protection of the rights of children and young people, such as the European Convention on Human Rights, the Convention on the Rights of the Child, the European Social Charter, the European Parliament Resolution and the Council of Europe Strategy on the Rights of the Child (2016-2021). In addition, a critical analysis was carried out, based on the participation of the young people who were also heard, the achievements obtained and the challenges that arise, as well as the concerns and specific needs of adolescence in this area. The results show that the technological means used at the level of personalized education and partnerships between educational establishments have a high potential to combat the inequalities that exist between youth, bridging the digital divide between students from different socio-economic contexts and regions. The digital world presents opportunities, but it also presents risks, namely, harmful content, sexual exploitation, deprivation of privacy and unprotection of personal data, many resulting from the child's own conduct, such as cyber-bullying and self-exposure. Parents and educators feel the inherent difficulties and concerns without knowing how to proceed, digging the generational gap. There is an urgent need to promote access to quality training - "education for digital citizenship" - to combat radicalization and hate speech and ensure the protection of children's rights, promoting more creative, critical and secure digital communication.
Insecurity and political fluctuations are diseases that bedevil Nigeria nowadays. To cure it, there is a need to revitalise Entrepreneurship Education in both formal and non-formal learning environments. This is to equip the youth with an ability, capacity and competencies to provide themselves with economic and social security so that they cannot be a material for distracting national security. Distracting national security is by practicing undesirable behaviours such as stealing, raping, drug abuse, thuggery, burglary, insurgencies, fraud, kidnapping etc. it will also help in reducing conflict over limited resources and political position. Nigeria will be a great country where stability will feature as one of its features, if Government and stakeholders should provide loans and business empowerment especially for the graduates to start and boost their business so they cannot have a time and interest in fighting for political positions.
In diesem Beitrag werden die Beziehungen zwischen dem "Pädagogischen" und dem "Politischen" im Werk Rousseaus geprüft, insbesondere hinsichtlich Émile (1762). Zunächst zeigt sich, dass diese beiden praktischen Bereiche menschlicher Tätigkeit relativ unabhängig voneinander zu sein scheinen: Émile ist keine Anwendung des Gesellschaftsvertrags auf den Bereich der Erziehung und umgekehrt ist Erziehung keine Alternative zur politischen Ohnmacht, d.h. Émile ist keine erzieherische Antizipation des Gesellschaftsvertrags. Im zweiten Teil aber zeigt die Analyse der Artikulation zwischen dem "Natürlichen" und dem "Künstlichen", dass Rousseau die beiden Bereiche in der gleichen Denkart strukturiert: die Vermittlung des "künstlichen Eingriffs" ist immer notwendig, damit dem Naturgesetz sowohl in der Erziehung als auch in der Politik Folge geleistet werden kann. (DIPF/Orig.) ; In his contribution, the author examines the relations between the "pedagogical" and the "political" in Rousseau's work, with special emphasis on the Émile (1762). At first, it appears as if these two practical spheres of human activity are rather independent of one another: the Émile does not constitute an application of the Social Contract onto the field of education and, vice versa, education is not an alternative to political impotence, i.e. the Émile does not constitute an educational anticipation of the Social Contract. In the second part, however, the analysis of the articulation between the "natural" and the "artificial" reveals that Rousseau applies the same mindset in the structuring of these two spheres: the mediation of the "artificial intervention" is always necessary in order to conform to the law of nature in both education and politics. (DIPF/Orig.)
