« None of the momentous challenges Arab universities face is unique either in kind or degree. Other societies exhibit some of the same pathologies-insufficient resources, high drop-out rates, feeble contributions to research and development, inappropriate skill formation for existing job markets, weak research incentive structures, weak institutional autonomy, and co-optation into the political order. But, it may be that the concentration of these pathologies and their depth is what sets the Arab world apart.0Missions Impossible seeks to explain the process of policymaking in higher education in the Arab world, a process that is shaped by the region's politics of autocratic rule. Higher education in the Arab world is directly linked to crises in economic growth, social inequality and, as a result, regime survival. If unsuccessful, higher education could be the catalyst to regime collapse. If successful, it could be the catalyst to sustained growth and innovation-but that, too, could unleash forces that the region's autocrats are unable to control. Leaders are risk-averse and therefore implement policies that tame the universities politically but in the process sap their capabilities for innovation and knowledge creation. The result is sub-optimal and, argues John Waterbury in this thought-provoking study, unsustainable.0Skillfully integrating international debates on higher education with rich and empirically informed analysis of the governance and finance of higher education in the Arab world today, Missions Impossible explores and dissects the manifold dilemmas that lie at the heart of educational reform and examines possible paths forward. « (Verlagsbeschreibung)
Objective. Students of public policy have recognized that not all policies are completely or mostly shaped by socioeconomic factors. Some policies, known as morality policies, derive from the deeply held values & beliefs of effective participants in the policy-making process. To better understand this distinct policy category & where it exists, policy analysts must test for the impact of both socioeconomic forces & explanatory factors developed in morality politics theory (particularly religious contexts). This study attempts to explain differences in state science education standards with regard to stipulated instruction in evolutionary theory as morality policy. Methods. A cross-sectional study of the American states employing ordinary least squares & logistic regression analysis assesses the impact of popular evangelical adherence over the presence of evolution-friendly state science standards, ceteris paribus. Results. Socioeconomic factors inadequately explain the variation in state science standards. Furthermore, these standards are morality policies with clearly defined religious implications & are better explained by state religious divisions than by other cultural forces such as state ideological context. Conclusion. This study demonstrates that some policies have clear implications for religious beliefs & may represent a subcategory of morality policy. These kinds of policies are better explained by religious contexts than other political & cultural determinants of morality policies. 5 Tables, 74 References. Adapted from the source document.
Ijer Vol 1-N1 -- CONTENTS -- Articles -- The Knowledge Base for Educational Productivity -- Assault on the Bureaucracy: Restructuring the Kentucky Department of Education -- Will They Sue? Will They Win? The Legal Audit of Curriculum -- The Last of the Breed in Kentucky: An Interview with John Brock -- Diversity: A "Correct" Action for Universities -- National Standards for School Administrators -- Can the Frog Become a Prince? Context and Change in the 1990s -- Departments -- Legal -- Instruction -- Potomac Panorama -- College -- Research
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Wrocław ; Wrocław ; Utopia and Education is an original contribution of the philosophy and theory of education, which also enters the fields of disciplines other than pedagogy and uses their approaches and achievements. The work is part of utopian studies and complements its discourse with a less marked path of philosophy and theory of education. Moreover, in the context of pedagogy and education, it takes up a number of issues whose significance goes beyond the conventional framework of a single discipline: utopia, ideology, social criticism, fundamentalism, democracy, populism, translation, transdisciplinarity and knowledge transfer, socialisation, school as one of the social institutions, etc. The work not only reconstructs knowledge about specific phenomena relevant to education and pedagogy but also proposes an original solution to educational problems in the form of the concept of asylum pedagogy. The approach to these phenomena is well reflected in the division of the book into two parts. The book, apart from references to researchers associated with utopian studies, addresses ideas of such figures of the humanities and social sciences as Emmanuel Levinas and Erich Fromm; their concepts were earlier used by the Author in two monographs. Besides, there are references to Bronisław Baczko, George Steiner, Jacques Derrida, Michael Walzer, Hannah Arendt, Janusz Korczak, and Ilan Gur- Ze'ev. Throughout the work, the Author attempts to combine the perspectives of critical pedagogy and dialogue, finds inspiration in the achievements of the Warsaw School of the History of Ideas and draws on Jewish thought and tradition. ; Wrocław ; Wrocław ; Wrocław
Providing an in-depth look at the processes, pitfalls, and successes that can emerge from major education reform efforts at the state level, this volume covers the full policy change cycle in the development and transformation of the Illinois principal preparation program. Offering perspectives from the major stakeholder groups involved in transforming Illinois principal preparation--school districts, universities, state education agencies, teachers unions, and professional associations--this book documents the three distict policy stages: policy formation, implementation, and improvement. As a national award-winning leader in principal preparation policy and practice, Illinois serves as a model for effective policy reform. Grounded in a strong theoretical framework, this volume provides candid observations and lessons learned for researhers, scholars, and policymakers.
The Finnish Ministry for Foreign Affairs (MFA) has funded non-governmental organizations' projects for development communication and development education for over 30 years. The research topic of this thesis is founded on the idiosyncrasies of promoting and funding global education through the MFA. The Ministry for Foreign Affairs supports global education projects as a part of its development policy, with funds from development appropriations. The argument is, that for citizens to contribute to and monitor the discussion on development and development cooperation, skills and opportunities to learn about development cooperation are required. This rationale is aligned with international policies, for example, on the global partnership goal of United Nations' Millennium Development Goals. The theoretical investigation of this thesis is founded on development policy and global education policy. The aim of this thesis is to investigate the possible issues of promoting and funding global education projects as a part of development policy. Finnish global education projects funded by the MFA are under pressure of both development policy and global education policy. This thesis investigates the two policies and constructs a framework in which to analyse the development communication and global education instrument. The non-governmental organizations applying for funding need to articulate the aims of their global education project in alignment with Finnish development policy. The intention of the thesis is to find how global education and development policy are compatible, and what kind of issues this might involve. By researching project applications through a relevant framework, these questions can be made explicit. To answer these questions, this thesis consists of a qualitative, abductive content analysis of 17 global education projects from 15 different Finnish non-governmental organizations. Content analysis of this thesis is based on an interpretative, abductive process between the data and theory, from which new meaning can be extrapolated. The applications were approved for two-year funding by the Ministry for Foreign Affairs, for the years 2012–2013 and 2013–2014. In relation to document research, this thesis utilizes Prior's (2008) framework on understanding documents both as a resource and as a topic. In this research, the applications are positioned within the theoretical framework of global education and development policy, which is established in the beginning of the thesis in a scholarly manner. A qualitative content analysis is then conducted, with approaching the documents through relevant categories for analysis. Converging themes, and justification for funding global education within the MFA, are present in the conceptualization of education for global responsibility. The idea of an imperative for global justice conjoins development policy together with global education, as presented in the project applications. Similarly, the idea of a shared partnership in development provides linkages to global education. However, the practice of development communication is more close to development policy. It is debatable whether development policy of the MFA is more suitable for projects of development awareness and campaigning. In this sense, promoting global education as a part of development policy fosters a certain kind of global education, which might lack a critical perspective. The findings of this thesis indicate that the Ministry for Foreign Affairs is a justifiable administrator of the development communication and education instrument. However, coining global education with development policy can influence approaches to global education. The funding instrument is based on MFA's development policy which focuses but also limits approaches to global education. Global education has been topical for the past decade in Finnish educational policy. It has also increased its foothold according to the 2016 national core curriculum draft and UNESCO suggestions for post-2015 education agenda on development. This thesis adds to the debate whether global education projects should be administrated through the Ministry for Foreign Affairs and what kind of issues this involves. ; Suomen ulkoasiainministeriö (UM) on rahoittanut kansalaisjärjestöjen viestintä- ja globaalikasvatusprojekteja jo yli 30 vuoden ajan. Tämän tutkielman aihe perustuu viestintä- ja globaalikasvatuksen tukemiseen ulkoministeriöstä käsin ja siihen liittyviin erikoispiirteisiin. Suomen ulkoasiainministeriö tukee globaalikasvatusprojekteja kehitysyhteistyövaroin osana UM:n kehityspolitiikkaa. Perusteluna tälle pidetään sitä, että kansalaisten tulee tietää kehitysyhteistyöstä voidakseen osallistua kehityspoliittiseen keskusteluun. Tämä vaatii taitoja ja mahdollisuuksia oppia kehitysyhteistyöstä, jotta kansalaiset voivat seurata ja valvoa kehitysyhteistyökeskustelua. Kyseinen päättely on myös linjassa kansainvälisesti hyväksyttyjen Yhdistyneiden kansakuntien vuosituhattavoitteiden kanssa. Tämän tutkielman tavoitteena on tarkastella mahdollisia kysymyksiä joita liittyy globaalikasvatusprojektien tukemiseen kehityspolitiikan osana. Suomalaiset globaalikasvatusprojektit joutuvat vastaamaan sekä kehityspolitiikan että globaalikasvatuksen haasteisiin. Tämä tutkielma hyödyntää kehityspolitiikan ja globaalikasvatuksen politiikkalinjauksia sekä käsitteitä, joista rakennetaan viitekehys viestintä- ja globaalikasvatustuen tarkasteluun. Kansalaisjärjestöt jotka hakevat rahoitusta globaalikasvatusprojekteihinsa, joutuvat seuraamaan Suomen kehityspolitiikan linjauksia. Tämä tutkielma ottaa selvää siitä miten globaalikasvatus ja kehityspolitiikka voivat olla yhteensopivia ja millaisia kysymyksiä niiden kohtaamiseen liittyy. Tutkimalla projektihakemuksia merkityksellisessä viitekehyksessä nämä kysymyksen voidaan tuoda näkyville. Vastatakseen näihin kysymyksiin, tämä Pro gradu -tutkielma sisältää kvalitatiivisen, abduktiivisen sisällönanalyysiin 17:stä globaalikasvatusprojektista 15:ltä eri kansalaisjärjestöltä. Tämän tutkielman sisällönanalyysi perustuu tulkinnalliseen, abduktiiviseen prosessiin tutkimusaineiston ja teorian välillä. Sisältöanalyysin avulla nostetaan esille uusia näkökulmia ja merkityksiä. Kaikki tutkielmassa käytetyt hankehakemukset hyväksyttiin kaksivuotiseen rahoitukseen vuosille 2012–2013 ja 2013–2014. Dokumenttien tutkimukseen (document research) liittyen tämä tutkielma hyödyntää Priorin (2008) viitekehystä, jossa dokumentit ymmärretään yhtäältä aineistoksi (resource) sekä toisaalta itse aiheeksi (topic). Tutkielmassa hankehakemukset on sijoitettu globaalikasvatuksesta ja kehityspolitiikasta muotoutuvaan teoreettiseen viitekehykseen. Tämä viitekehys on esitelty tutkielman alkupäässä. Aineisto on analysoitu kvalitatiivisella sisällönanalyysillä luokittelukategorioita apuna käyttäen. "Kasvatus globaaliin vastuuseen" on yksi merkittävä käsitteellistäminen, jossa yhteisiä teemoja ja oikeutuksia globaalikasvatuksen tukemiseen UM:n kehitysyhteistyövaroista esiintyy. Globaalin oikeudenmukaisuuden imperatiivi liittää kehityspolitiikan yhteen globaalikasvatuksen kanssa, tavalla joka esiintyy myös globaalikasvatusprojektien hankehakemuksissa. Samoin idea jaetusta kumppanuudesta kehitysyhteistyössä luo yhteyksiä globaalikasvatukseen. Toisin kuin globaalikasvatuksen kohdalla, kehitysviestintä on osa-alue joka liittyy lähemmin suoraan kehityspolitiikkaan. On aiheellista kysyä josko UM:n kehityspolitiikka soveltuu paremmin kehitystietouteen ja kampanjointiin liittyvien projektien tukemiseen, kuin globaalikasvatuksen tukemiseen. Globaalikasvatuksen tukeminen kehityspolitiikan osana mahdollistaa tietynlaisen globaalikasvatuksen tukemisen, josta saattaa puuttua kriittinen näkökulma. Tutkielman tulokset osoittavat että ulkoasiainministeriö on aiheellinen taho hallinnoimaa viestintä- ja globaalikasvatustukea. Kuitenkin, globaalikasvatuksen ja kehityspolitiikan liittäminen saattaa vaikuttaa tuettavien globaalikasvatusprojektien lähestymistapoihin. Tuki-instrumentti perustuu UM:n kehityspolitiikkaan, joka ohjaa sekä myös rajoittaa lähestymistä globaalikasvatukseen. Globaalikasvatus on ollut ajankohtainen aihe viime vuosikymmenellä suomalaisessa koulutuspolitiikassa. Globaalikasvatus on myös tullut näkyvästi esille uudessa 2016 opetussuunnitelman luonnoksessa ja UNESCO:n suosituksissa post-2015 agendalle. Tämä tutkielma osallistuu keskusteluun siitä, pitäisikö globaalikasvatusprojektien hallinnointi olla osana UM:n toimintaa ja siihen millaisia kysymyksiä tähän liittyy.
Cover -- Half Title -- Title -- Copyright -- Contents -- List of Figures and Tables -- List of Contributors -- Preface -- 1 Introduction -- 2 The Concepts of Globalisation and Culture -- 3 Globalisation as Education? Images of Other Countries -- 4 Local Knowledge and Globalisation: Are they Compatible? -- 5 Cross-Cultural Transference in Educational Management -- 6 Broader Horizons and Greater Confidence: UK Students Learning from Mobility -- 7 Overseas Students in Higher Education -- 8 Cultural Shock or Cultural Acquisition? The Experiences of Overseas Students -- 9 Students' Perceptions of Lifestyle Changes in a Remote Community Following the Availability of New Technologies -- 10 Globalisation, Cultural Diversity and Teacher Education -- 11 Teachers, Globalisation and the Prospect for Self-Education -- 12 Concluding Remarks -- Name Index -- Subject Index
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