The radio and television universities of China, better known there as dianda, are now well established. The study considers the current expansion of higher education, both within the regular (or conventional) sector and the non-conventional sector. In particular the prospects for expanding dianda are explored. Content of courses offered by dianda. Tutorial support, radio programmes and audio-cassettes in this system. (DÜI-Sen)
In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it, disadvantaging those who graduate from VET, those who teach in it, and the businesses and countries that connect with it. This paper poses questions about the future of internationalisation in the sector. It examines whether there is a way to create a VET system that meets its primary point of value, to produce skilled workers for the local labour market, while still benefitting those graduates by providing international skills and knowledge, gained from VET institutions that are international in their outlook. The paper examines some of the key barriers created by systems and structures in VET to internationalisation and suggests that the efforts which have been made to address the problem have had limited success. It suggests that only a model which gives freedom to those with a direct vested interest, students, teachers, trainers and employers, to pursue international co-operation and liaison will have the opportunity to succeed.
AbstractNonprofit management education and training programs have grown tremendously in the past twenty years, especially in graduate schools of public administration and policy. This growth reflects in part the sharp increase in the number of nonprofit organizations as well as important changes in public policy, such as greater emphasis on performance and accountability, shifts in government funding, and increased competition for public resources. These changes in public policy have also prompted an increase in hybrid organizations, including new partnerships, collaborations, and coalitions involving nonprofit organizations. This transformation of public policy and its effect on nonprofit organizations needs an integrated approach to nonprofit management education that entails the inclusion of nonprofit management content in the required curriculum of graduate public management programs. Given the changes in public policy and their impact on nonprofit organizations, new governance models are also needed to inform research, practice, and curricular development for nonprofit managers.
The articles in this special issue explore the various ways this renewed interest in children and intensified state interference into family life have influenced parents, professionals and child-focused institutions. Each paper uses rich empirical material, drawing on qualitative research, thus offering insights into the mechanisms through which such interference works and the ways it influences daily practices (of both parents and professionals), parental choices and parents' self-perceptions. The special issue accommodates examples from various European countries, which help illuminate the ways these currently dominant trends materialize in different institutional, socio-political and historical contexts. The papers remark the above explained changes in the approach to parenting, each revealing the various ways it influences policies, parents, professionals in the specific national contexts.
Community engagement is often cited as a critical component of working with Indigenous communities in both Australia and other countries. Ideally, this involves engaging in 'bottom-up' approaches that scope, identify and subsequently respond to community needs and aspirations. Community engagement is usually participatory and developmental in nature. It is often used as a means to shape policy and program development, scope research approaches and support enhanced service delivery in a range of settings, including the education sector. However, the physical, social, cultural, economic and political contexts in which community engagement occurs can be different. As such, there is no definitive approach to what community engagement both 'looks' and 'feels' like within different Indigenous education contexts. This chapter systematically explores what we already know about Indigenous community engagement, and how this relates to Indigenous education, and more specifically, Indigenous higher education contexts in Australia. We argue that there are four key factors that can impact on pathways into higher education for Indigenous students, which include 'redefining community engagement from Indigenous standpoints'; 'appropriately resourcing Indigenous community engagement activities'; 'continuing to build an evidence base to learn from recent Indigenous community engagement investments' and the need to 'move beyond the rhetorical language used in many policy documents and frameworks.' We conclude by suggesting that improvements in the quality and quantum of Indigenous community engagement work occurring in higher education in Australia will ultimately enhance opportunities for successful Indigenous pathways and transitions into university.
When COVID-19 engulfed the entire world, no one would have guessed that it would change the lifestyle of people everywhere. However, with the COVID-19 impact, adopting a new normal was a significant change that included WFH, lifting loads of precautionary measures into our daily lives, and the closure of parks, offices and another central facility- school and other educational institutions! Yes, the government initially decided to close schools to reduce the spread of COVID-19 temporarily, but this increased the infection rate. The pandemic opened the doors to innovative ways of learning, and efforts were made to help all students with online learning methods. The adoption of modern digital technologies accelerated learning, and educational institutions encouraged teachers and students to work with webinars, virtual classrooms, digital assessments and exams for better learning from home. Although the outbreak of COVID-19 had many positive effects on the education sector, the negative impacts should not be ignored. Many students, who did not have the resources to attend online classes, faced much trouble and struggled to get gadgets to attend online classes. The academic activities got hampered due to too much confusion and delayed the exams and other sessions. Teachers who use books, chalk, blackboards and classroom methods for traditional teaching methods had to be trained to deal with the current teaching state.
This Article traces education reforms in Argentina from the colonial period to the present. Specifically, the Article focuses on La Ley Federal de Educacion, passed in 1993, which sought to reform primary and secondary education throughout Argentina by promoting educational equity through a just distribution of educational services and opportunity. The Article begins with a description of the current Argentine federal republic and the relationship of the federal government and the provinces. Next, the Article describes the development of the Argentine education system. It continues by explaining the backdrop of the adoption of Ley Federal. The Author describes the act's twenty-three rights and principles and outlines the reforms envisioned under the law. The Article then turns to an evaluation of the effects and the effectiveness of Ley Federal. The Author specifically addresses the pervasive problems with dropout rates, funding, special education, and teacher salaries. The Author then undertakes a review of the development of a national curriculum with a special focus on diversity issues. The Article concludes with an evaluation of the current state of education reform in Argentina and suggests that the United States could learn a valuable lesson from Argentina's experience.
AbstractWe utilize a natural experiment, an education reform increasing compulsory schooling from 5 to 8 years in Turkey, to obtain endogeneity‐robust estimates of the effect of male education on the incidence of domestic violence against women. We find that husband's education lowers the probability of physical, emotional, and economic violence. Schooling lowers also the likelihood of having an arranged marriage and makes men less inclined to engage in various socially unacceptable behaviors. We show that these findings are very robust to alternative regression specifications and restricted sample estimation. Finally, we argue that assortative mating implies that the educational outcomes of the two spouses are correlated. Our findings are robust to accounting for the husbands' and wives' education jointly. Moreover, when we separate the two effects, we show that the favorable effect of education can be attributed causally to men's education rather than to the education of their wives.
