Suchergebnisse

There is a very urgent need to invest in education in the human capital of a nation, so the role of government is needed to ensure the capacity and possibility to access education. Therefore, adequate funding should encourage education outcome, as evidenced by the enrollment rate, expected length of schooling and average length of schooling. This study aims to determine the effect of education and health spending, fiscal decentralization, GRDP per capita (control variable) on education outcome. This study uses secondary data with panel data from 16 provinces in eastern Indonesia. The data analysis technique used is the structural equation model (SEM) with Rstudio software. The results of this study indicate that; (1) At the level of primary education and the expected duration of schooling, education expenditure has a positive and significant effect on school performance, while the level of education of the middle, high school and the duration expected schooling have no effect. (2) Health expenditure has a positive and significant effect on education outcome; (3) Fiscal decentralization has a positive and significant impact on school participation rates at primary level, for primary and middle school levels and the average length of schooling is not significant, but different from secondary level it has a negative impact and significant effect, while the expected length of schooling is not significant (4). The GRDP per capita has a positive and significant effect on education outcome, except that the school participation rate at the elementary level is not significant.

Free, equitable and quality primary and secondary education for all girls and boys -- Access to quality care and pre-primary education -- Access for all women and men to affordable and quality technical, vocational and tertiary education, including university -- Increase of youth and adults skills for employment -- Elimination of gender disparities in education -- Access to education for persons with disabilities, indigenous people etc -- Literacy and numeracy for all -- Increased supply of qualified teachers -- Teacher training in developing countries.

Education is part of the future investment. The goals of education at any time need to be revised and adapted to the demands of change. Government Regulation Number 32 of 2013 concerning National Education Standards (SNP) provides direction on the need to develop and implement eight national education standards, namely: content standards, process standards, graduate competency standards, educators and education personnel standards, facilities and infrastructure standards, management standards, financing standards, and educational assessment standards. This study aims to describe the standardization of Islamic education on the orientation of religious values education. The National Education Standards have been implemented in accordance with the scope of their responsibilities to date. Even so, there are still pros and cons in the SNP policy, one of the reasons for the pro group is that standardization serves as a guide for teachers in making global changes, while those who oppose explain that standardization of education is heavily influenced by business and political decisions.

This report evaluates the education reform agenda of Kazakhstan – its feasibility and focus – by taking stock of present-day strengths and weaknesses of the secondary education system. The report also provides guidance on adjusting the reform implementation plans in line with international experiences and best practices regarding educational change, and consolidates much of the previously dispersed (national) data on primary and secondary schools in Kazakhstan into a common analytical base of evidence, validated by the education authorities. Chapter 1 of this report provides an overview of the country, it education system and reform plans. Subsequent chapters provide analysis of and recommendations on equity and effectiveness of schooling; assessment and evaluation practices; policies for teachers and principals; expenditure patterns and financing mechanisms; vocational education and training; and a summary of the recommendations.

The following paper discusses the implications of government policy on widening of participation at third level institutes. The increase in 'non-traditional' students has been widely recognised on an international scale; however some inequality issues still exist. The 'struggles' associated with widening of participation and creating a 'new' student type is discussed in particular reference to chemistry education. A change in mindset of staff on their pedagogical approach to cater for a diverse student body with a broad range of learner types is required. This must be supported from a departmental and institutional level. A look at the literature to investigate what best practice may be in supporting the 'new' third level student is reviewed. In conclusion a view at what the future may hold for third level institutes catering for the 'new' student type is summarised.

New York States higher education institutions educate over 1.2 million students. The State University of New York (SUNY) and the City University of New York (CUNY) administer 47 four-year colleges and graduate schools that provide more than 410,000 full- and part-time students with an array of undergraduate, graduate, and first professional educational opportunities. SUNY and CUNY also support 37 community colleges, serving nearly 309,000 students. In addition, 517,000 students attend the more than 100 private colleges and universities across the State. Over the past 10 years, enrollment at New Yorks public and private higher education institutions has increased by 6%. This report provides record overall funding for the States institutes of higher education and includes strategic investments that will help New Yorkers develop the tools and skills they need in the 21st century economy. ; New York State of Opportunity, Division of the Budget

The intercultural education is presented as an initiative of our society to incorporate ethnic groups in the vision of the world, which is constructed through education. Unfortunately, the main contribution that the ancestral cultures make to the curriculum is based on some idiomatic aspects and cultural manifestations (rites and ceremonies). According to our point of view, this vision is rather restricted, because it ignores or does not know the ways of traditional education of ethnic groups. This assay shows, in a summarized way, the experience of the Mapuche people in their way of developing the teaching–learning process, which is explicitly based on the communication form that was established among the family members. It is necessary to emphasize that three methods were used, and they were based on oral communication (pentukum, nütram and gülam), these not only allowed the internalization of the contents, but also their evaluation. Another important element is constituted by three central subject areas of the Mapuche education: social, nature and divinity relationship and how each one of them become, in practice, communication forms with superior entities. In this way, it is constituted the general training system and education in Mapuche culture, which is able to evaluate coherent subjects and content connection, to constitute a real contribution to formal education of any country or culture, which must be understood as the modification of primary education's curriculum.

How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning. 3. 'It's not just bits of paper and light bulbs': A review of sustainability pedagogies and their potential for use in higher education 4. Third-wave sustainability in higher education: Some (inter)national trends and developments 5. Education for sustainability in the business studies curriculum: Ideological struggle 6. Geography, earth and environmental sciences: A suitable home for ESD? 7. Climate change, sustainability and health in UK higher education: The challenges for nursing 9. Staging sustainability: Making sense of sustainability in HE dance, drama and music geography, environmental and Earth Sciences, nursing/health, law, dance, drama, music, engineering, media and cultural studies, art and design, theology, social work, economics, languages, education, business and built environment.Subject areas covered include:The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why - and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasise transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching.This book explains why this is necessary and - crucially - how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability.

"This book provides an essential critical exploration of how disability is presently understood and responded to within the field of education. It forwards a human rights-focused model of disability that mandates the amelioration of people with disabilities within education"--