Suchergebnisse

decisions of the Commissioner of Education and State Board of Eduction included; issued in separate volume. ; Mode of access: Internet.

Civil society organizations have risen up the global education agenda since the international community adhered to the 'Education For All' Action Framework in the 'World Education Forum' that was held in Dakar in 2000. With the foundation of the Global Campaign for Education (GCE) civil society advocacy has sought to ensure that national governments, donors and international organisations make the necessary efforts to guarantee quality education for all children in the world. This book explores the strategies and actions, as well as the challenges and impact of civil society organizations in the achievement of the 'Education For All' international commitments. It does so by specifically focusing on seven national coalitions affiliated to the GCE. From Africa, to Asia to Latin America the book shows how these coalitions work and manage the differences between their different types of constituencies, explores their varied tactics and strategies, and explains their successes and failures after more than a decade of coordinated action. The book also provides a concise and comprehensive synthesis of findings from the distinct case studies and offers a series of lessons learned that are vital for education practitioners, academics, activists and policy-makers committed to more equitable and relevant education systems around the world

En el presente trabajo se intentarán abordar las problemáticas que existen en las unidades penitenciarias con respecto al acceso a la educación, teniendo en cuenta la situación en la que se encuentran los sujetos privados de su libertad. Luego se verá el marco normativo que prevé la educación en las cárceles (artículos 2 y 140 de la ley 24.660, tratados internacionales); las modificaciones legislativas (Ley de Estímulo Educativo) y las dificultades que existen para llevarlas a cabo. Asimismo, será relevante determinar si el Estado cumple con las obligaciones que le son inherentes respecto al goce de los derechos de las personas que son privadas de su libertad, sobre todo en lo que respecta a la educación. Por último, se esgrimirá la importancia de la educación en las cárceles y su recepción en el marco normativo tanto internacional como nacional. ; In this paper we will try to address the problems that exist in the prison units with respect to access to education, taking into account the situation in which private individuals of their liberty are. Then will the regulatory framework that provides education in prisons (arts. 2 and 140 of law 24,660, international treaties), the legislative amendments (law of educational stimulus) and the difficulties in carrying them out. It will also be important to determine whether the State complies with its obligations inherent in the enjoyment of the rights of people who are deprived of their liberty, especially with regard to education. Finally, the importance of education in prisons and reception at both international and national regulatory framework will wield. ; Sección: Derecho Penal. ; Facultad de Ciencias Jurídicas y Sociales

In the World Library of Educationalists, international experts compile career long collections of what they judge to be their finest pieces of work - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.Bob Lingard has spent the last 30 years researching and writing in universities in Australia, England and Scotland about changing education poli

Challenging current thinking, this important book is the first to focus on the role of area-based initiatives to tackle the link between education, disadvantage and place. Aimed at all those actively seeking to tackle disadvantage, including policymakers, practitioners, academics and students

Intro -- Contents -- List of Figures -- Introduction -- The Significance of Crossing Interdisciplinary Boundaries -- A Brief Account of European Union Education Policy -- Setting a Theoretical Backdrop: European Integration and Policy Development -- Spillover Theory and the Community's Challenge with Education -- Nations, Nationality and Nation-Building -- Education and Nation-Building -- Aims and Overview of the Book -- Structure of the Book -- Bibliography -- Tracing the Roots: The Origins and Evolution of European Union Education Policy -- Introduction -- The 'European Idea': Bringing Europe Together -- A Role for Education in the 'European Idea' -- Teaching the Teachers -- Exchange of People and of Knowledge -- Creating Institutions -- Vocational and Adult Education -- The Creation of the European Community: Unintended Consequences for Education -- Shifting Imperatives: From Culture to Economics -- Conclusion -- Bibliography -- Primary Sources -- Secondary Sources -- Where Migration Meets Education: Case Study of Policies Referring to the Mobility of the Highly Skilled -- Introduction -- Bringing Together the Question of Mobility and Skills in the EU -- The Evolution and Current State of the Foreign Formal Qualification Recognition Framework -- Creating a Policy Environment for Education and Mobility: The Case of the Erasmus Programme -- Travel in Time: From ERASMUS Programme to ERASMUS+ -- Acting Together: The Bologna Process and the European Higher Education Area (EHEA) -- The Recognition of Mobility in Action: Operating of the European Credit Transfer and Accumulation System (ECTS) -- Broadening the Perspective -- Conclusion -- Bibliography -- Health and Education Policy: Labour Markets, Qualifications, and the Struggle over Standards -- Spillover, Health, and Education -- Professional Education, Regulation, and Workforce Mobility.

Public policy questions such as public funding for Catholic schools, the extent of government involvement in private education, and church-state relations in general are not unique to the United States. This article discusses Catholic education in Scotland, which a view to explaining the ongoing need for cooperation and goodwill in church-state relations concerning schools.

Defining (education) policy -- Understanding education policy-making -- Understanding the concept and nature of (education) policy implementation -- Illuminating the policy implementation paradox : using examples from education -- The change management perspective on the policy implementation paradox -- The democratic/participatory perspective on the policy implementation paradox -- The post-modernist perspective on the policy implementation paradox -- Relevance of the post-modernist perspective to understanding policy processes.

Mode of access: Internet. ; Partially supersedes the Report of the Department of Education, discontinued by the 1925 Legislature.

What role have states played in promoting human rights education? While nongovernmental organizations have been at the forefront of human rights education, scholars have neglected the increased activism of states, especially national human rights commissions. This article addresses this gap by sketching the relationship between states and human rights education, examining cross-regional trends and presenting a case study of South Africa's Human Rights Commission. The article concludes by considering the critical gap between state promotion and implementation of human rights education, as well as the limits of state involvement in constructing a culture of human rights.

SECTION ONE: POLICIES -- University-School Partnerships; Kayoko Hashimoto and Samantha Disbray -- State Language Education Systems; David Hayes -- Language Curriculum Evaluation; Jason Loh and Willy Renandya -- Teacher Education; Zia Tajeddin and Samaneh Eslamdoost -- Plurilingualism; Sarah Moore -- Intercultural Language Teaching; Zia Tajeddin and Neda Khanlarzadeh -- Minority Language Learners' Needs; Eun Sung Park -- Language Assessment; Hassan Mohebbi -- SECTION TWO: PRACTICES -- English for Specific Purposes (ESP); Helen Basturkmen -- Content and Language Integrated Learning (CLIL); Ronald Kemsies and Georg Hellmayr -- English-Medium Instruction (EMI); Vildan İnci Kavak & Yasemin Kirkgöz -- English as a Lingua Franca Pedagogy; Paul McBride and Glenn Toh -- Learner Agency Empowerment; Thuy Thi Ngoc Bui and Thom Thom Thi Nguyen -- Online Language Education Courses; Lu Yunru and Qing Ma -- Digital Technology in Language Teaching; I.G.A. Lokita Purnamika Utami and Sarah Prestridge. .