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This article aims to explore continuity and change in adult migrants' experiences of Swedish for immigrants (SFI), a state-subsidised language programme for basic Swedish. The study has a longitudinal and comparative design, drawing on discourse analysis of qualitative interviews conducted with language learners in 2001/2002 and 2015/2016. This period was characterized by important societal shifts, defined by increased migration, growing tension between discourses on rights and obligations of adult migrants living in Sweden, and an intensified marketisation of the Swedish education system derived from neoliberal principles. The study describes how these changes affected SFI as well as the conceivable impact that restructuring the language programme had on the learners. Ultimately, the study highlights tensions between various state initiatives that impacted the language programme and the SFI participants' experiences of being adult language learners. (DIPF/Orig.)

The present paper considers reforms and developments in teacher education in South-Eastern European countries as part of overall reforms in higher education, and in light of changes in general education that impact teachers and their preparation. The paper reviews the literature and reports from the region that offer some evidence of and insights into the issues surrounding teacher education reforms in the contexts of postsocialist education transformations in South-Eastern Europe. It scopes the issues relating to: structural and curricular changes in teacher preparation; coordination of reforms across different levels; development of a common vision of good teaching in cooperation between teacher education institutions, schools and communities; and quality assurance of teacher preparation. The identified issues include: the superficial nature of structural reforms and the neglect of substantial curricular changes; the dearth of opportunities for reflection linking theory and practice; insufficiently developed cross-curricular approaches to teacher education reforms; the fragmentation of teacher education along a number of lines; the absence of a common vision of quality teaching, and of formative links between quality assurance systems for teachers, schools and teacher education providers. Finally, the paper outlines potential avenues for future developments and implications for teacher education policies and practices. (DIPF/Orig.)

A letter report issued by the General Accounting Office with an abstract that begins "The Head Start and Even Start Family Literacy programs have sought to improve the educational and economic outcomes for millions of disadvantaged children and their families. Because the two programs seek similar outcomes for similar populations, GAO has pointed out that they need to work together to avoid inefficiencies in program administrative and service delivery. Questions have also arisen about the wisdom of having similar early childhood programs administered by different departments. Head Start's goal is to ensure that young children are ready for school, and program eligibility is tied to specific income guidelines. In contrast, Even Start's goal is to improve family literacy and the educational opportunities of both the parents and their young children. Even Start eligibility is tied to parents' educational attainment. Despite these differences, both programs are required to provide similar services. Both programs have some similar and some identical performance measures and outcome expectations for children, but not for parents. Head Start and Even Start grantees provided some similar services to young children and families, but how these programs served adults reflect the variations in the need of the parents. No recent, definitive information exists on the effectiveness of either program so it is difficult to determine which program uses the more effective model to improve educational outcomes for disadvantaged children and their parents. At the local level, differences in the needs of participants and the location of neighborhoods served by the two programs may mean some Head Start and Even Start grantees find only limited opportunities to work together. At the national level, the Departments of Health and Human Services and of Education have begun to coordinate their efforts, including the funding of state-level organizations to improve collaboration among groups serving poor children and their families."

Malaysia invests a large share of national income in education because the Government wants to graduate to be K-workers order to fulfill the requirements of a globalized world in 2020. The Government is committed to expedite the academic achievement, competence, skills and intends to strengthen public higher education institutions and the private sector in order to produce quality human capital to meet demands the employment market. Towards achieving this goal the government to improve and enhance the status of Research University by increasing the number of research articles produced University. The Government create efforts to improve the quality through training to produce skilled labor force by providing the 19 types of additional assistance to avail students, training institutions, as well as giving more priorities to education to create a pool K-workers and produce skills employee to change the industrialized countries

Date of publication from "1888-1984, Missouri Agricultural Experiment Station and Cooperative Extension Service publications" ; "The sixties witnessed tremendous social change in the United States. Supreme Court decisions in the mid-fifties, supported by monumental legislative enactments ten years later and millions in federal funding changed American schools into a vehicle for social change. Powerful voices of new leadership demanded representation for the culturally-different, economically and educationally disadvantaged, minority citizens of our nation. The War on Poverty and the goals of the Great Society focused on equality of educational opportunity as a means to make a better social and economic future for the children of these groups a reality. The challenge for the educational system was an unprecedented one. The school's responsibility was to determine improved ways of preventing or compensating for the accumulated educational deficits seen in children labeled as disadvantaged--deficits viewed as having roots outside the classroom setting."--from Introduction. ; Stevie Hoffman and Carl Fehrle (Editors, University of Missouri-Columbia )

In The Spring Of 1997, I Attended a Memorial Dinner for My Aunt, Dr. Na'imeh Amin. There, one of her friends from medical school, Dr. Maryam Tusi, shared pictures of herself and my aunt from their medical school days. In 1946, they had been among the first women students admitted to the University of Tehran Medical School directly from Iranian high schools. I was fascinated by what I thought I saw in three of the pictures. One showed ten young women on the steps of the medical school, looking eager and confident. Another showed men and women marching together in a street demonstration. The third was of men and women on a country outing, huddled together to fit into the picture and seemingly unconcerned about traditional anxieties regarding mixed-gender socializing. These images of women's progress and activism could have been produced by the propaganda of the Pahlavi state during its Women's Awakening project, 1936-41. In fact, the picture of the demonstration went beyond Women's Awakening propaganda and implied a new demand for gender equality that appeared in the Iranian press in the wake of the Women's Awakening.