Suchergebnisse

Personal experience working with Roma children to integrate them into Bulgarian public schools is drawn on to consider the rough road for desegregation following Brown v. Board of Education. A comparison between US & Bulgarian desegregation indicate a far smoother & successful effort in Bulgaria than was the case following the US Supreme Court decision. The high level of community social support for the Romany families is noted, & while all is not perfect with the transition, nothing resembles the concerted reaction of the US South to Brown v. Board of Education. Attention is then given to the intense southern response, & the possibility of smoother US integration is seen to have been discouraged by state action doctrine & the capacity for the legal right to integrate in other ways would have effect true social change. Why litigation rather than politics was the route to pursue for the US civil rights movement is demonstrated before looking at how the decision spelled the end of segregation & spurred the 1960s civil rights acts & compelled the US to accept racial change. J. Zendejas

Information and Communication Technology (ICT) has defined its own way of doing things, it has also provided the knowledge and skills required for such activities. This has brought a transformation in every human activity including the education system. E-learning is now the modern and better way of carrying out instructional process. The tertiary education institution which is vested with the responsibility of producing the manpower needed to run the society ought to follow the trend to catch up with the technology-fused, knowledge-based global society. E-learning is about using technology for instructional purposes whether totally or in part, to complement the conventional methods. E-learning has the potentials to take care of the population explosion in the Nigerian tertiary education institution; being able to carry diverse learners along, overcome the challenges of incessant strike actions by allowing the learners the opportunity to carry on with their studies at their own pace and convenience using personal technology devices. In that way, it takes care of individual learners needs, irrespective of their locations. Though there are challenges in the use of e-learning in the tertiary education institution, as it is still in the teething stage in Nigeria, they can be overcome if the political will is there to make the right policies and plans to implement them. The paper therefore suggests that government, at all levels should play their role consciously, NGO and multinationals should collaborate with the government to make the e-learning policies and plans to work by providing and maintaining them, training and retraining of staff should be given due attention for them to be abreast with the best practices in e-learning strategies, there should be willingness and conscious efforts by tertiary education institutions education givers to use e-learning strategies in the instructional process amongst others.

Information and Communication Technology (ICT) has defined its own way of doing things, it has also provided the knowledge and skills required for such activities. This has brought a transformation in every human activity including the education system. E-learning is now the modern and better way of carrying out instructional process. The tertiary education institution which is vested with the responsibility of producing the manpower needed to run the society ought to follow the trend to catch up with the technology-fused, knowledge-based global society. E-learning is about using technology for instructional purposes whether totally or in part, to complement the conventional methods. E-learning has the potentials to take care of the population explosion in the Nigerian tertiary education institution; being able to carry diverse learners along, overcome the challenges of incessant strike actions by allowing the learners the opportunity to carry on with their studies at their own pace and convenience using personal technology devices. In that way, it takes care of individual learners needs, irrespective of their locations. Though there are challenges in the use of e-learning in the tertiary education institution, as it is still in the teething stage in Nigeria, they can be overcome if the political will is there to make the right policies and plans to implement them. The paper therefore suggests that government, at all levels should play their role consciously, NGO and multinationals should collaborate with the government to make the e-learning policies and plans to work by providing and maintaining them, training and retraining of staff should be given due attention for them to be abreast with the best practices in e-learning strategies, there should be willingness and conscious efforts by tertiary education institutions education givers to use e-learning strategies in the instructional process amongst others

Our study examined some aspects of entrepreneurship in private higher education in the UK. The growing value of the private higher education sector in the UK represents an opportunity for entrepreneurial investment. For this purpose, we analysed the available data from the 2015/16 to 2017/18 academic years as well as data published online in HESA's Statistical Bulletin Higher Education Student Statistics: Alternative Providers. The data show that the total number of students grew in the observed period and the largest increase was recorded in postgraduate students. Among the students enrolled with private providers, 38% were 30 years and over in 2017/18. However, the number of younger undergraduate students is growing year on year. One of the most significant features of the private sector is low enrolment rates for students with government- supported tuition fee loans. The majority of privately-funded higher education providers operate as for-profit organisations, and one of the key factors in developing and strengthening this sector is to attract foreign capital investment and new domestic and foreign students, whilst maintaining a high quality and diverse range of study programs. Article visualizations:

Management educators are under increasing scrutiny and criticism for the quality of work they produce. This article proposes that to address these criticisms warrants a shift in our assumptions regarding education. In particular, a shift from the assumptions that the world is inherently ordered, that knowledge leads to action, and that action leads to results to the assumptions that the world is inherently chaotic, that results call for action, and that action generates knowledge is articulated. An example of its application to a classroom setting is provided.

This article focuses on the definition of states-an issue that has been a central concern for the Correlates of War Project in particular and international relations in general. The paper argues that we need to move away from the crude dichotomous conceptualization of state system membership, which is far too simple and rigid, to the conceptualization of state membership as a continuous attribute. Two underlying dimensions of stateness are suggested. The first refers to the internal organization of the geopolitical units (GPUs) and focuses on the size, autonomy and cohesion (SAC Index) of the GPU, while the second reflects the way in which a GPU relates to other GPUs and concentrates on interdependence, interaction and recognition (IIR Index). Conceptualizing "stateness" in this way represents a richer and more sophisticated theoretical approach.

The Government of Equatorial Guinea (GoEG) requested financial, analytical, and technical support from the World Bank during the country's protracted economic recession. Given the prioritization of education in the country's national development plan, the World Bank agreed to undertake an education sector diagnostic study to: (a) help the World Bank better understand the education sector, including the main challenges and policy priorities of the government; (b) facilitate dialogue between the World Bank and GoEG in the education sector and suggest options to move forward in the current economic downturn; (c) provide supporting background for a parallel activity that is focusing on public expenditures in the social sector (public expenditure review (PER)); (d) support the activities that are planned as part of the national development plan's programa mayor educación para todos; and (e) provide education sector stakeholders with an updated summary of the sector including a review of recent indicator trends and program activities. This diagnostic focuses primarily on primary and secondary education, while also providing some information on technical and vocational education and training (TVET) and higher education, especially where relevant to the other subsectors. It is also intended to update an earlier World Bank-supported education sector diagnostic. The diagnostic is divided into three main parts. Part A focuses on country context, background on the education sector, and recent trends in education (for example, enrollment, and repetition). Part B moves into the education sector diagnostic by topic, focusing on the main challenges in areas such as education finance, quality, and learning outcomes. Part C introduces possible policy actions, framed with the current crisis context, that address some of the main issues identified in Part B.