Suchergebnisse

Einleitung: Das falsche Schlagwort vom 'Methodenpluralismus' -- Einleitung: Das falsche Schlagwort vom 'Methodenpluralismus' -- Hauptteil: Intradisziplinäre Wissenschaftstheorie der Empirischen Literaturwissenschaft -- I. Kapitel: Literaturwissenschaft und Wissenschaftstheorie -- II. Kapitel: Kritik des Rekonstruktiven Strukturalismus -- III. Kapitel: Konstruktiver Funktionalismus I: Die praktische Vernunft der Literaturwissenschaft -- IV. Kapitel: Konstruktiver Funktionalismus II: Die theoretische Vernunft der Literaturwissenschaft -- V. Kapitel: Konstruktiver Funktionalismus III: Skizze der Konzeption -- Schluß: Die Krise der Literaturwissenschaft -- Namen und Sachwortverzeichnis -- Kurzbiographie des Autors und Veröffentlichungen.

Einleitung: Zum Gegenstand und zur Fragestellung der Untersuchung -- I: Bildungssystem und Kaderpolitik -- 1. Soziologische Bestimmung des Kaderbegriffs -- 2. Die gesellschaftliche und politische Funktion von Bildung im Gesellschaftssystem der DDR -- II: Die Weiterbildung als Problem der Bildungsreform -- 1. Hochschulreform und Entwicklung des Weiterbildungssystems -- 2. Funktion und Struktur des Weiterbildungssystems -- III: Wirtschaftsleitung und Weiterbildung -- 1. Weiterbildungsaufgaben der Hochschulen -- 2. Weiterbildung der Wirtschaftskader -- Exkurs: Die Industrie-Institute -- Schlußbetrachtungen -- Bibliographie -- Personenregister.

At head of title: Article VI. ; Caption title. ; Mode of access: Internet.

Chronicles the history of public education in Germany from the foundation of the first universities in the 14th century to the present, highlighting issues of (1) state & church power, (2) hierarchical organization, (3) goals & curricula, (4) social function, & (5) pedagogies & politics. It is shown how the schools served to preserve social segmentation based on the principle of "occupational estates" (Berufsstande), through which, following elementary education at the Volksschules, the lower classes were steered into vocational training while the middle & upper classes enjoyed an education at gymnasiums (secondary schools) that allowed them entrance into bourgeoisie society or membership in the aristocracy as educated elite. Changes in educational policy under National Socialism & during the post-WWII period are outlined, tracing the development of more equal educational opportunities for all children. A call is made for continued educational reform to more closely link general & vocational education so as to improve coordination between education & employment. K. Hyatt Stewart

© 2019, Emerald Publishing Limited. Purpose: Against the backdrop of falling standards and failing government policies in the education sector in Nigeria, this paper aimed to investigate how and why non-state actors can make a significant impact on the achievement of Sustainable Development Goals for universal basic education (UBE). Design/methodology/approach: This study draws from semi-structured interviews of 15 heads and proprietors – six state-funded schools, six faith schools and three other privately owned schools – to examine and compare the different motivations, guiding principles and overall impact of these actors in the education sector. Findings: Religious actors, along with private providers, are making a significant contribution to the provision of basic education in Nigeria. Students from faith schools tend to perform better academically and they also tend to be more disciplined and resourceful. However, because these schools are fee-paying, fewer households are able to access them. Practical implications: The findings highlight the need to facilitate better cooperation and knowledge transfer activities between public, private and faith schools. It also emphasises the need for better government commitment and investment in provision of resources and facilities, effort in regulating the curriculum and regular inspection and quality monitoring of public schools. Originality/value: The study highlights, on the one hand, the superior capacity of non-state actors – especially religious actors – to deploy their vast social capital towards the mobilisation of funds and human resources. On the other hand, while they have made inroads in their share of total national school enrolment, non-state actors have not made significant impact on access to quality education, owing to high fees and entry barriers faced by poorer households.

Both the federal government and the states use intergovernmental grants to try to change the composition of local spending across different programs, as well as the distribution of resources across localities. Many states are now under court order to use state education grants to reduce local disparities in education spending. While a substantial body of literature suggests that these court orders increase the level and progressivity of state education spending, there is little evidence on their broader effects on the total resources available not just for schools in low-income districts, but for other programs across all localities. We find that states finance the required increase in education spending in part by reducing their aid to localities for other programs, particularly for wealthier areas. Thus, while court-ordered school finance equalizations do increase total state aid to localities for education, they do so at the expense of drawing state intergovernmental aid away from programs like public welfare, health, hospitals, and general services. These findings provide insight into the effectiveness of using earmarked funds to achieve redistribution. (c) 2006 Elsevier B.V. All rights reserved.

Both the federal government and the states use intergovernmental grants to try to change the composition of local spending across different programs, as well as the distribution of resources across localities. Many states are now under court-order to use state education grants to reduce local disparities in education spending. While a substantial body of literature suggests that these court orders increase the level and progressivity of state education spending, there is little evidence on their broader effects on the total resources available not just for schools in low income districts, but for other programs across all localities. We find that states finance the required increase in education spending in part by reducing their aid to localities for other programs, particularly for wealthier districts. Thus, while court-ordered school finance equalizations do increase total state aid to localities for education, they do so at the expense of drawing state intergovernmental aid away from programs like public welfare, health, hospitals, and general services. These findings provide insight into the effectiveness of using earmarked funds to achieve redistribution.

Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- Editors and Contributors -- Acknowledgement -- 1 Introduction: The publicness of education -- 2 The 'publicness' of primary education in Ireland: Tracing its historical lineage -- 3 The forgotten language of public education: From hope to equality -- 4 Curriculum: The great public project -- 5 'Publicness' in pedagogical thinking -- 6 A new publicness for early childhood education and care in Ireland -- 7 Claiming a new public education for children with special educational needs -- 8 New modes of marginalisation: Teachers' ways of knowing themselves -- 9 'Among Others': Reinventing initial professional education with student teachers and youth workers -- 10 Public parents: Reclaiming publicness of education in the new tyrannies -- 11 Whose school is it anyway? On the insistence of education and the need for the emancipation of the school -- 12 Expanding the publicness of education: Worlding the world in a time of climate emergency -- 13 Conclusions: The new publicness of education -- Index.