Suchergebnisse

The introduction of provision concerning budget allocation for education in the amended constitution is not a common method in constitutional drafting in Indonesia. This article aims to understanding the background of the inclusion of this provision and its judicial enforcement. It argues that the establishment of this provision closely related to the fact that education was not properly funded. As a result, the quality of education was negatively affected. The constitutionalisation of budget for education opens the possibility to allocate the national budget in this field in a more sustainable way. In addition, by constitutionalizing budget for education, there is a legal avenue available to challenge the government policy if the government fails to fulfill its constitutional obligation. The newly established Constitutional Court has the power to review whether the allocation of national budget for education is consistent with the Constitution. In some judicial review cases on budget for education, the Court took legal approach and also extralegal factors in its rulings.

The contribution addresses the problem of the relationship between education for cultural rights, use of cultural heritage and the need for alphabetical skills, focusing on reflection on two elements, the processes of cultural democratization and literacy. The lack of cultural fruition by certain categories of individuals is interpreted in the contribution as a complex aspect of the multi-alphabetic processes, which does not end with the lack of "visit" to the sites and places of culture, but contains within itself the germs of the social and cultural exclusion. The article ends with the importance of activating concrete and incisive forms of education for cultural good based on awareness of use in order to stem the forms of "exclusion" at different levels, to strengthen the cultural profiles of the school population and not, to re-establish individual and social identity and to exercise active citizenship.

Today, freedom of religion is important for faith leaders in Australia and also in Europe, the United States and other parts of the world. My study aims to explore how the church and state relationship in contemporary Australia has been influenced by constitutional, legal and historical arrangements. My focus is on the spheres of education, the law and legal system as these are the most common areas of church-state contention. I argue that pragmatic changes to the church and state relationship are increasingly recognising the value of religious freedom but not always protecting it as an existing human right. My data comprise a sample of nineteenth and twentieth century newspaper articles, interviews with Australian faith leaders, public submissions received from two national consultations and six court cases, all from Australia. My study is a contribution to existing scholarship on the church and state relationship in contemporary Australia. My study found that from European settlement to the twenty-first century the church and state relationship has been characterised by four different arrangements: establishment, plural establishment, liberal separationism, and pragmatic pluralism. Australia has no overriding legal or policy principle to guide state limitations on freedom of religion. State neutrality as an aspirational goal is not fully realised in contemporary Australia, as state neutrality can be used as a vehicle to discriminate against some or all faith groups. Against a backdrop of increasing religious diversity, the aspirational goal towards state neutrality is not just an academic question but an every-day reality that has consequences for Australia and Australians. Two recommendations are made. First, that a range of stakeholders from faith leaders to policy makers and academics convene a national forum with a view to reaching agreement on an overarching church-state framework that can accommodate the growth of religious diversity in contemporary Australia. Second, that as part of these national discussions, the government considers the need to reconceptualise the principles and institutions of liberal democracy that are important for accommodating religious diversity.

"The goal of Sustainable Human and Environmental Systems (SHES) education is to prepare students to facilitate social learning in communities that builds knowledge of, capacity for, and commitment to sustainability to facilitate the emergence of sustainable societies. The SHES approach to sustainability education relies on complexity-based systems thinking that transcends disciplinary boundaries. This book provides a comprehensive guide to the SHES approach, including its rationale and theoretical foundation, its pedagogy and practical applications in curricula, and ways to support the approach through institutional administration. This book will be of great interest to academics and students of education, environmental sciences and studies, sustainability and sustainable development, natural resource management, conservation, environmental policy, environmental planning, and related fields in higher education. Educators can use this book as a guide to SHES pedagogy, curriculum design, sustainability, environmental studies, sustainable development, and sustainable well-being. Administrators will find the book useful in establishing, evaluating, staffing, and promoting programs based on the SHES approach"--

When the September 11, 2001 attacks in the United States occurred-causing that nation to wage wars of revenge in Afghanistan and Iraq-the people of Burundi were recovering from nearly forty years of violence, genocide and civil wars that had killed nearly one million and produced another million refugees. Here in this small East African nation, one of the four poorest nations on earth, however, was a desire for reconciliation-not revenge-and it still runs deep today. The University of Ngozi in northern Burundi was created in 1999 and is now dedicated to peace, reconciliation and sustainable dev.

Introduction : pastoralism and pastoral societies -- Agency and adaptation : pastoralists of Iran -- Equality and anarchy : segmentary tribes -- Hierarchical image and reality : tribal chiefdoms -- Accommodation and resistance to the state : peasant pastoralists -- What can we learn from pastoral peoples about equality, freedom and democracy? -- The dynamics of pastoral worlds

The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers' perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon.

This paper deals with nursing doctoral education in the Americas. It provides an overview of existing doctoral programs in four countries where such research training is provided, namely, Canada and the United States in North America, Brazil and Venezuela in South America. For each country, patterns of education are described, including curriculum elements, students, research training, the dissertation, quality monitoring issues, and trends that may be emerging. Commonalities and differences are then identified, and recommendations are presented for those countries developing doctoral education; the potential for collaboration is highlighted between countries with extensive experience in doctoral education and those that are at the beginning stages of development.

In the current debate over the educational curriculum & the humanist canon, Cultural Literacy: What Every American Needs to Know by E. D. Hirsch, Jr. (Boston: Houghton Mifflin, 1987) & The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students by Allan Bloom (New York: Simon & Schuster, 1987) play a major, controversial role. For Hirsch, reading in our schools is taught as a formal, neutral skill at the expense of content, the result being widespread ignorance. Though Hirsch is essentially right, his horizon is limited. He fails to place the schools within the larger context of our shopping-mall society. While a liberal, he places too much hope in conservatives implementing his plan, & he is blind to the historical conditions of his famous list of 5,000 key items. Where Hirsch is sober & pragmatic, Bloom is furious, scholastic, muddled, & jingoistic. He attributes the relativism of our students to German influences, but cannot grant that US relativism has Anglo-American roots -- John Locke, John Stuart Mill, William James, & official pluralism. His attacks on rock music, campus sex, & modern feminism are mere expressions of bile. Bloom's educational conservatism is one more installment in the history of literary ideas on US campuses (as told by Gerald Graff in Professing Literature: An Institutional History [Chicago: U of Chicago Press, 1987]). In many striking ways he resembles Irving Babbitt. In previous eras there were battles to include French novels, modernism, & US literature; today the battle is over non-Western & US-minority cultures. The contributions of women, Hispanics, Native Americans, & African Americans bear attention & study. Ultimately the solution is to go beyond our cumulative models with a conflict model of culture & society. Modified AA

This paper tends to posit that youth education is a prerequisite for peace building and sustainable development in Nigeria. A glance looks at the term 'youth education' is often misunderstood, conceived differently from different scholars. And the practices showcased that youth education is of no use in peace building. This is based on the assumption that violent usually starts from youth. It is in this regard that the researcher adopts analytic and expository method in carrying out this work. So that the readers should understand what youth education / education is all about. The researcher concludes that youth education should lay emphasis on the criteria of an educated man not only on the certificate. The researcher also makes some suggestion that youth should involve in political matter, and that government should emphasis on political elites – not on certificate award.

This paper addresses some of the challenges and drawbacks associated to the ongoing worldwide process of marketization (neoliberalization) in higher education. Neoliberalism—the prevailing model of capitalist thinking based on the Washington Consensus—has conveyed the idea that a new educational and university model must emerge in order to meet the demands of a global productive system that is radically different from that of just a few decades ago. The overall argument put forward is that the requirements, particularly the managerial and labor force needs of a new economy—already developing within the parameters of globalization and the impact of information and communication technologies (ICTs)—cannot be adequately satisfied under the approaches and methods used by a traditional university. Neoliberalism affects the telos of higher education by redefining the very meaning of higher education. It dislocates education by commodifying its intrinsic value and emphasizing directly transferable skills and competencies. Nonmonetary values are marginalized and, with them, the nonmonetary ethos that is essential in sustaining a healthy democratic society. In this paper I will address (1) some of the problems and shortcomings in the triple-helix model of university-industry-government collaborations, (2) the transformation of students into customers and faculty into entrepreneurial workers, highlighting the many drawbacks of such strategies, (3) the hegemony of rankings as procedures of surveillance and control, (4) the many criticisms posed against neoliberalization in higher education and the possible alternatives looking to the future.