Suchergebnisse

" . prepared . by M.T. Van Hecke of the Legislative Reference Bureau."--Preface. ; Mode of access: Internet. ; The Illinois Civil Administrative Code, approved on March 7, 1917, reorganized functions by consolidating state administrative agencies into nine new departments: Agriculture; Finance; Labor; Mines and Minerals; Public Health; Public Welfare; Public Works and Buildings; Registration and Education; Trade and Commerce.

Resumen: El trabajo analiza la evolución de los retornos privados a la educación superior en Argentina durante el período 1974–2002 y cómo éstos se vieron afectados por el desempleo. La conclusión es que los retornos a la educación son mayores si se los corrige teniendo en cuenta el desempleo para cada nivel educativo, ya que a mayor nivel, menor tasa de desempleo. Al evaluar invertir en educación no se debería considerar simplemente el diferencial de ingresos sino también la mayor probabilidad de tener un trabajo. Esto es relevante en un país como Argentina que pasó de tener tasas de desempleo cercanas a 5% en la década del ochenta a tener tasas de dos dígitos a fines del siglo XX y comienzos del XXI. ; Abstract: The paper analyzes the private returns to higher education in Argentina during the period 1974– 2002. The main conclusion is that returns to education are positive and increase once corrected by the level of unemployment. As a consequence, when analyzing whether to invest in education, one should not only consider as benefits the differential in earnings, but also the higher probability of having a job that comes with attaining more education. This is particularly relevant in a country like Argentina which had unemployment rates of 5% during the eighties and started to have unemployment rates in the double digits by the end of the 20th century and the beginning of the 21st century.

This is a philosophical argument in defence of a traditional approach to learning. The traditional approach focuses on hard work, persistence, durability, character, thinking and creation. The article takes issue with the post-modern style of education that is rooted, socially, in a mix of Keynesian economics, information accumulation, social media, and a glib existential now-ness. An education that does not instil in the young a work ethic and a respect for the production of knowledge (indeed production of all kinds) induces in them a sense that worldly goods are handed-out rather than made and created by great effort. A political economy and a society that assumes that will wither and decline.

ABSTRACTCanada transitioned to International Financial Reporting Standards (IFRS) in 2010–2011. In this commentary, we discuss the impact that the transition had from an accounting education perspective, particularly on undergraduate accounting programs. Our experience was that the transition was not a substantial hurdle but that it did provide opportunity for many formal and informal discussions of the accounting curriculum and pedagogy. Canada also introduced separate accounting standards for private enterprises at the same time as we transitioned to IFRS. Therefore, accounting educators were concerned with potential content overload and strategies for minimizing content overload. In this commentary we discuss both of those issues as well as a third common discussion topic in Canada during the transition—how to teach professional skills to accounting students. This commentary summarizes those three topics that were common in accounting education in Canada during the IFRS transition.

This paper presents the Agency's position on the aspiration of all Agency member countries to develop more inclusive education systems. More specifically, it presents the essential features of inclusive education systems that will be used to guide the development and direction of Agency activities in the medium to long term. This paper aims to guide on-going as well as future thinking and discussions regarding Agency work and how it can support countries in their efforts to develop more inclusive education systems. As such, it presents the horizon and focal point that Agency activities will be aligned to. The position presented in the paper is fully in line with European Union and international stated priorities for education. The Annex to this paper presents background information that places the essential features of inclusive education systems outlined in the paper into the wider European and international policy and practice context. Download the position flyer below as a PDF in the Agency's official languages: Bulgarian, Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Italian, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Serbian, Slovakian, Slovenian, Spanish and Swedish. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Vorgelegt werden Ergebnisse einer Befragung von Hauptschülern und Gymnasiasten, deren Eltern und Lehrern im Raum Koblenz und in Wien zu Erwartungen an und Einstellungen zu Erziehungskompetenzen von Schule und Elternhaus. Während Schüler und Eltern die Erziehungsaufgabe primär in der Familie verorten, sehen die Lehrer die Erziehungsaufgabe vorrangig als gemeinsame Verpflichtung von Schule und Elternhaus, was auch als Problem thematisiert wird. Die Verfasserin diskutiert diese Ergebnisse vor dem Hintergrund der Geschichte von Erziehung in der Bundesrepublik. (ICE)

What makes bureaucracy work for the least advantaged? Across the world, countries have adopted policies for universal primary education. Yet, policy implementation is uneven and not well understood. Making Bureaucracy Work investigates when and how public agencies deliver primary education across rural India. Through a multi-level comparative analysis and more than two years of ethnographic field research, Mangla opens the 'black box' of Indian bureaucracy to demonstrate how differences in bureaucratic norms - informal rules that guide public officials and their everyday relations with citizens - generate divergent implementation patterns and outcomes. While some public agencies operate in a legalistic manner and promote compliance with policy rules, others engage in deliberation and encourage flexible problem-solving with local communities, thereby enhancing the quality of education services. This book reveals the complex ways bureaucratic norms interact with socioeconomic inequalities on the ground, illuminating the possibilities and obstacles for bureaucracy to promote inclusive development.

Two books by Birgit Brock-Utne, Educating for Peace and Feminist Perspectives on Peace and Peace Education, convey the picture of their author, an internationally known activist in women's work for peace. Peace is defined not only as absence of violence, but as equality of rights as well. The author provides plenty of facts about the disadvantageous living conditions and position of women, and classifies this information into categories of violence. A feminist perspective on peace education means concentrating on women's possibilities to influence the socialization process of (their) children. The author's personal contribution consists of analysing a wealt of research results from the viewpoint of gender-specific socialization. Starting from the view that boys are educated for war and girls for peace, the author develops a view of socialization that would promote peace. The discussion of socialization concentrates on its influence on personality traits of youngsters, but the growth process itself is not really analysed. Seen from the author's feminist perspective, the formal school system is unfit for peace education, functioning to maintain the existing (male) power structure of society. Conceptual extrapolation from individual traits to the relationships between nations and national states is characteristic of many views presented by the author. In the final pages of the second monograph, the author states that in order to promote peace, changes should be made simultaneously at the micro-, meso-and macrolevels of society. If this is taken seriously, then the role of the formal school system cannot be overlooked.