The boundaries between secularism, democracy, pluralism, and religious diversity cannot easily be demarcated. Bringing democratic and secular values together with religious pluralism, accommodating different religious communities, and acknowledging individual rights is a great challenge for many societies. In parallel, religious education (RE) in state schools has been a controversial and unresolved issue. On both sides of Cyprus, RE is organized in a mono-confessional way: while the Christian Orthodox content of RE is linked with Greek national identity in the Greek Cypriot South, Sunni Islamic RE is linked with the Turkish national identity in the Turkish Cypriot North. On both sides of the island, the compulsory and mono-confessional characters of RE, as well as the national curricula and textbooks that are used, are a source of conflict. Within this context, this article explores the way RE (Orthodox Christian, Sunni Islamic) is organized in Cyprus and to what extent this may lead to an infringement of the freedom of religion and freedom of education.
Reviews the policy, organization, administration and the legislation concerning the educational needs of the American Indian. Apr. 11 hearing was held in Fairbanks, Alaska. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VIII ; Reviews the policy, organization, administration and the legislation concerning the educational needs of the American Indian. Apr. 11 hearing was held in Fairbanks, Alaska. ; Mode of access: Internet.
The purpose of this study was to examine Nyerere's educational thought in relation to his four reform proposals: integration of the educational system, education for manpower and for self-reliance, and the decentralization of school decision making. Also, it was intended to determine the extent to which these proposals could be a potent force in changing the Tanzanian society. Using government records and case studies, these reform policies were analyzed in terms of their intended and unintended policy effects on the structure, content and governance of Tanzania's educational system. The analysis revealed that despite increases in school enrollment at all levels, the notion of "self-help" in education has not created the type of schooling that is consistent with the diverse needs of those who have been affected by its programs. The educational system seemed to be limited in changing the Tanzanian society. Political, social and economic factors are more important in fomenting social change than factors within the educational system. But the efforts of Nyerere in using his four reform proposals in education in changing the Tanzanian society should not be interpreted in terms of the failures of a scholar but in terms of the progress made by a politician who had to satisfy many competing self-interest groups: parents, students, bureaucrats and professional educators. In this connection, the effort to eliminate racial discrimination in the educational system was successful, but because of the self-serving interests of various groups, deep-rooted ethnic biases, regional imbalances, and the insidious effects of the ill-distribution of wealth, disparities still remain in the system. The number of trained personnel has increased from 10,000 in 1967 to 30,000 in 1976. But low-wage jobs were not provided for the masses, the majority of Tanzanians. The Universal Primary Education Scheme has increased the number of graduates but it has also heightened their unemployment and migration from rural to urban sectors. The emphasis on alternative self-help programs only in the rural sector has the effect of reinforcing a dual system of education that would stream pupils in the urban sector into mental jobs while those in the rural sector into manual jobs. The policy implications of these developments for Tanzania were considered in the light of creating alternative self-help education programs that are rich and diverse in order to motivate all those to be affected by these programs. ; Ph. D.
Background: To understand the role of infrastructure, manpower, and education and training (E& ; T) in relation to Antimicrobial Stewardship (AMS) in Indian healthcare organizations. Methods: Mixed method approach using quantitative survey and qualitative interviews was applied. Through key informants, healthcare professionals from 69 hospitals (public & ; private) were invited to participate in online survey and follow up qualitative interviews. Thematic analysis was applied to identify the key emerging themes from the interviews. The survey data were analyzed using descriptive statistics. Results: 60 healthcare professionals from 51 hospitals responded to the survey. Eight doctors participated in semi-structured telephone interviews. 69% (27/39) of the respondents received E& ; T on AMS during undergraduate or postgraduate training. 88% (15/17) had not received any E& ; T at induction or during employment. In the qualitative interviews three key areas of concern were identified: (1) need for government level endorsement of AMS activities ; (2) lack of AMS programs in hospitals ; and, (3) lack of postgraduate E& ; T in AMS for staff. Conclusion: No structured provision of E& ; T for AMS currently exists in India. Stakeholder engagement is essential to the sustainable design and implementation of bespoke E& ; T for hospital AMS in India.
To characterize the actual political and social situation in mathematics education around the world, in particular in most of the rich countries, one could state that the commercial textbook 'business' community controls the materials available to teachers to an extent that teachers are rather slaves of the textbook than autonomous and enlightened users; and that assessment still is primarily and predominantly a mechanism for selecting the mathematical elite only instead to provide a profound mathematics education to all. The few promising developments in mathematics education could be seen in the increasing availability of personal technology, in the growth of the vocational education sector, in the growth of the informal sector through web- access, and – my big hope – in the increasing professionalization of mathematics teacher associations in many countries and the growth of equal and fair collaborative research within the mathematics education community.
As Katz and Bradley (2013) document, the confluence of partisan politics and budget cuts have left the federal government and to a lesser extent, state governments impotent to address the countless economic and education challenges facing the United States. Out of necessity, metros and regions are taking the lead in collaborating, innovating, and governing in Post-Recession America. Instead of waiting for federal or state governments to impose prescriptive, one-size fits all solutions, localities are seizing opportunities to strengthen their economies by working with stakeholders to develop policies tailored to their unique and complicated needs. ; The Lincy Institute Policy Brief Education Series
