Suchergebnisse

Governmental efforts aimed at rural children and youth can be more effective if the departments of education and agriculture co-ordinate their goals and policies.

The COVID-19 pandemic, which struck the world in 2020, has hit education systems around the world. The world community has begun searching for and testing models for organising the educational process in a new reality. The purpose of this study was to analyse how the education system in Ukraine is functioning under the COVID-19 pandemic. The theoretical framework for considering the research problem is based on the theory of synergetics. Such synergetic postulates as openness, evolution, dynamics, bifurcation point, interaction, self-organisation, irreversibility and new state are key guidelines for understanding the processes taking place in Ukrainian education. A qualitative research approach was used to guide the study. The research methods included the review of the governmental documents, review of the surveys and interviews. The major finding is that the COVID-19 pandemic is transforming the education system in Ukraine and many changes are positive. This includes the long-awaited autonomy of educational institutions, the opportunity to acquire digital skills by educators, strengthening cooperation with regional and local authorities and updates to the overloaded curriculum. The Ukrainian authorities, the pedagogical community and society are working together to organise education under new conditions. However, Ukrainian education faces serious challenges (partly inadequate Internet access in homes, especially in rural areas; lack of educators' online instruction skills; few official methodological guidelines and online textbooks and low levels of motivation of students to participate in online sessions). The findings thus revealed the importance of a national strategy for the development of education, considering the recommendations of the international organisations and the experience of foreign countries.

Compares the ideas of the American Founders and of John Dewey regarding democracy in education and suggests that they held such divergent views because they had very different definitions of democracy. (Abstract amended)

"The popular 1998 reformasi movement that brought down President Suharto's regime demanded an end to illegal practices by state officials, from human rights abuse to nepotistic investments. Yet today, such practices have proven more resistant to reform than people had hoped. Many have said corruption in Indonesia is 'entrenched'. We argue it is precisely this entrenched character that requires attention. What is state illegality entrenched in and how does it become entrenched? This involves The state and illegality in Indonesia studying actual cases. Our observations led us to rethink fundamental ideas about the nature of the state in Indonesia, especially regarding its socially embedded character. We conclude that illegal practices by state officials are not just aberrations to the state, they are the state. Almost invariably, illegality occurs as part of collective, patterned, organized and collaborative acts, linked to the competition for political power and access to state resources. While obviously excluding many without connections, corrupt behaviour also plays integrative and stabilizing functions. Especially at the lower end of the social ladder, it gets a lot of things done and is often considered legitimate. This book may be read as a defence of area studies approaches. Without the insights that grew from applying our area studies skills, we would still be constrained by highly stylised notions of the state, which bear little resemblance to the state's actual workings. The struggle against corruption is a long-term political process. Instead of trying to depoliticize it, we believe the key to progress is greater popular participation. With contributions from Simon Butt, Robert Cribb, Howard Dick, Michele Ford, Jun Honna, Tim Lindsey, Lenore Lyons, John McCarthy, Ross McLeod, Marcus Mietzner, Jeremy Mulholland, Gerben Nooteboom, J Danang Widoyoko and Ian Wilson. This book is the result of a series of workshops supported, among others, by the Australian-Netherlands Research Collaboration (ANRC)."An intriguing ... and thought-provoking volume on the nexus between the state and illegality. It treats illegality not as an abnormality, but as an integral aspect of statecraft and social life. The book advances theoretical discussions, embedding them in rich empirical material that sheds light on the ways in which people in different localities and sectors in Indonesia use, make sense of, and negotiate illegality. It will benefit students and scholars fro ...

Reuse of record except for individual research requires license from Congressional Information Service, Inc. ; Description based on: 100th Congress, 1st session (1988). ; "Serial no. 100-I." ; Previously classed: Y 4.Ed 8/1:Ed 8/73 ; At head of title, : Committee print. ; Title varies slightly. ; Title from cover. ; CIS Microfiche Accession Numbers: CIS 92 H342-4, CIS 91 H342-4, CIS 90 H342-4, CIS 89 H342-6, CIS 88 H342-4, CIS 87 H342-4, CIS 87 H342-8, CIS 86 H342-8, CIS 85 H342-7, CIS 78 H342-7, CIS 77 H342-7 ; Microfiche. ; Mode of access: Internet.

İnsan Hakları kavramı 17. yüzyıldan bu yana uluslararası toplumun konularından birisidir. 17. ve 18. yüzyıllar sırasında insan hakları devletin egemenlik hakları altında değerlendirilmekteydi. Devletler kendi toprakları içerisinde yaşayan her bireyi korumakla yükümlü ve sorumlu olmasına rağmen, insan hakları ihlalleri devletlerin ana problemlerinden birisi olarak ortaya çıkmaktadır. Ayrıca, devletler kendi vatandaşlarını ve ülke sınırları içerisindeki diğer insanları korumakla sorumlu olmasına rağmen, devletler insan haklarını ihlal eden en temel kurumdur. Bunun nedeni ise devletin insan hakları üzerindeki sorumluluğu ve rolü üzerindeki ikilemden kaynaklanmaktadır. Bu makalenin temel amacı insan haklarını ve devletlerin paradokslarını tanımlayarak bunları sorgulamaktır. ; The concept of human rights has beenissued since the seventeenth century in the international community. Humanrights during the seventeenth and eighteenth centuries were evaluated under thesovereignty, but with the adoption of the Universal Declaration of HumanRights. Human rights abuses are the main problem in the states although Thestates are responsible to protect any individual who lives in its territory.Although states have responsibility to protect their citizens or other peoplefrom any threat or human rights abuses, states are the main violator of thehuman rights. There is a dilemma in the human rights in terms of statesresponsibility and its role. This article identifies the human rights andstates paradoxes.

The Act of Higher Education stated that Higher Education Management Autonomy is carried out by the basis and objectives and abilities of tertiary institutions. This causes not all State Universities to have the same status, one of which is Legal Entity State University. Legal Entity State University is a state university established by the government which is an autonomous public legal entity. Implementing regulations related to Legal Entity State University is Government Regulation Number 26 in 2015 on the Form and Mechanism of Legal Entity State University Funding. The Government Regulation indicates that Legal Entity State University can have a business entity. The problem is, if the Legal Entity State University carries out a business activity, there will be a possibility that the business will suffer losses. If there is a loss, how is the liability for the loss of the Legal Entity State University?Based on the business judgment rule doctrine, not every business loss is classified as a state loss. If the financial loss is not caused by intentional acts against the law or abuse of authority, then that matter is not classified as a state loss. If the losses included state losses, then the liability losses caused by the activities of those business entities owned by state universities are carried out in three ways, there are criminal liability, civil liability, and accountability in the state administrative law.

Examines regulations governing religion education in the Spanish public education system. The bulk of the discussion is given to delineating the provisions of legislation on religious education in public schools & freedom of religion. Highlighted is the Organic Act 10/2002 pertaining to Educational Quality & specification of the new proposed Royal Decree regarding "Society, Culture, and Religion.". J. Zendejas

This comparative analysis of the constitutional law of religion-state relations in the United States and Germany focuses on the principle of state neutrality. A strong emphasis on state neutrality, a notoriously ambiguous concept, is a shared feature in the constitutional jurisprudence of the US Supreme Court and the German Federal Constitutional Court, but neutrality does not have the same meaning in both systems. In Germany neutrality tends to indicate more distance between church and state, whereas the opposite is the case in the United States. Neutrality also has other meanings in both systems, making straightforward comparison more difficult than it might seem. Although the underlying trajectory of neutrality is different in both countries, the discussion of neutrality breaks down into largely parallel themes. By examining those themes in a comparative perspective, the meaning of state neutrality in religion-state relations can be delineated