Suchergebnisse

The main target of the study is to examinethe bilingual education program in the Basque Country, and identify whether or not their bilingual education can be implemented in Turkey. In thisresearch study, we used a qualitative method including data collection through an open-ended survey and interview that illustrates the issues surrounding bilingual education in the Basque region. The survey and interviewencompassed30 participants from K-12 teachers and the scholars in the Basque Country. The participants' answers from both survey and interviewwere gathered and analyzed. The researcher coded emergent themes in the survey and interview. According to results, the Basque region over the last decade has established a bilingual education model, which offers multiple options for the linguistic study of the Basque language, and this model is still a reputable ongoing bilingual education system. Since Turkey and Spain historically and politically have many similarities, the Basque bilingual model can be implemented in Turkey as well.

Influence of associations, political parties, and bureaucracies in shaping post-primary education policies.

We use a panel of developed and emerging countries for the period 1970-2008 to assess the cyclicality of education, health, and social security government spending. We mostly find acyclical behaviour, but evidence also points to counter-cyclicality for social security spending, particularly in OECD countries, consistent with the operation of automatic stabilizers. ; UECE is supported by FCT (Fundação para a Ciência e a Tecnologia, Portugal)

Introduction: creating a 21st-cetury vision of access and qquity in higher education / Patricia Gandara and Gary Orfield -- California opportunity indicators: informing and monitoring California's progress toward equitable college access / Jeannie Oakes, Julie Mendoza, and David Silver -- Lowering barriers to college access: opportunities for more effective coordination of state and drderal student aid policies / Brian K. Fitzgerald -- The role of advanced placement and honors courses in college admissions / Saul Geiser and Veronica Santelices -- K-12 and the pipeline to higher education / Charles A. Ratliff -- Measuring the state of equity in public higher education / Estela Mara Bensimon, Lan Hao, and Leticia Tomas Bustillos -- Reaping the benefits of grutter: college admissions and racial/ethnic diversity / The effectiveness of the transfer path for educationally disadvantaged students : California as a case study in the development of a dual admissions program / Stephen J. Handel, Margaret Heisel, and Barbara A. Hoblitzell -- A strengthened community college role in teacher preparation : improving outcomes for California's minority students / Nancy Shulock and Colleen Moore -- The educational pipeline and the future Professorate: who will teach California's and the nation's Latino and African American college students? / Jorge Chapa -- Access in California higher education: the promise and the performance / Bruce Hamlett

The paper provides an empirical study of the determinants of income inequality across regions of the EU. Using the European Community Household Panel data set for 102 regions over the period 1995-2000, it analyses how microeconomic changes in human capital distribution affect income inequality. Human capital distribution is measured in terms of both human capital stock, as well as human capital inequality. Income and human capital inequalities are calculated by a generalised entropy index (Theil index). Different static and dynamic panel data analyses are conducted in order to reduce measurement error on inequalities and minimise potential problems of omitted-variable bias. The regression results suggest that, in the short term, human capital inequality is negatively associated to the average regional income and the average level of education of the population. The results also highlight that a highly unequal distribution of education level completed is associated to lower, rather than to higher inequality, highlighting the effectiveness of the European social system or, from a different perspective, the lack of responsiveness of EU labour market to differences in qualifications and skills. Additionally, high unemployment is associated with higher income inequality, while urbanisation has the opposite effect.

ASEAN member countries are well aware of the importance of education to be one of the decisive factors in developing a high quality of human resources. This is reflected in the inclusion of education in ASEAN socio-cultural cooperation dimension. This review will highlight the implementation of higher education in ASEAN connectivity described in five steps. Infrastructure connectivity makes the mobility of young people in ASEAN members become easier in pursuing education across ASEAN region. In addition, the improvement of facilities and infrastructure in educational institutions could support a conducive atmosphere in the teaching and learning process. Institutional connectivity could also develop human resources who are not only knowledgeable but also have compatible skills with industry needs in ASEAN. In regional level, connectivity through ASEAN University Network will develop quality standards between AUN members which can be used as a benchmark standard of university quality in ASEAN. Young generation connectivity through students' exchange program between many universities in ASEAN not only for knowledge exchange but also to understand each other's cultural diversity. Connectivity is the success key in building the ASEAN community. Connectivity plays a role in helping to reduce education gaps among ASEAN member countries. Higher education within ASEAN connectivity will strengthen regional cooperation between university institutions and students in ASEAN, also will enhance the internationalization of competitive and high-quality education. Keywords: connectivity, ASEAN, education

It was a descriptive study to identify the gaps between theory and practice in teacher education. The objectives and hypothesis were formulated for the study, requiring information about the courses that are creating the gap and then making a strategy for filling those identified gaps. There were 220 Govt. girls' high schools in Charsada. Mardan, Nowshera, and Peshawar District. The total number of female senior subject teachers was 1178, and principals was 220. All the teaching faculty members of IER and Qurtaba University Peshawar were also included. All these constituted the population of the study. The study sample was selected using convenient sampling. An opinionnaire was the primary tool of research. The literature review was also an instrument to fit the study in the general framework of research. The results revealed that a thoroughly prepared and well-equipped teacher is needed for a better education system. Despite comprehensive objectives, a gap is still found between theory and practice. The foremost point was that perspective teachers must be taught to work with diverse students. The teachers found it hard to mingle theory and practice with each other. Practical exposure, use of electronic media, making alterations, and modifying teaching methodology according to learners' requirements were also missed features. After discovering the loopholes, the researcher developed a proposed solution in which practicum and action research were given utmost importance and weightage.