Suchergebnisse

Puerto Rico's government recently outlined a controversial plan to restore English as a language of instruction in the public school system. Spanish became the medium of education in 1949 after Americanization -- a federal policy aimed at cultural assimilation -- was abolished. This US territory represents a prime case for the study of nationalist politics. First we assess the administration's sincerity -- whether the initiative was enacted for purely pedagogical purposes. Second, we explore if this example confirms standard rational choice principles of altering policies in an attempt to maximize votes. Third, we assess Tsebelis's Nested Games concept & the possibility that the administration was harboring a hidden agenda -- in this case promoting Puerto Rican statehood. This study may shed light on policies in other societies engrossed in the dilemma over center-periphery relations. 1 Table, 1 Figure. Adapted from the source document.

Using a panel of 40 developing countries of the world, spanning the period 1997 to 2017, this study examines the role of the teacher in reducing dropouts in primary education. Controlling for the role of socio-economic and individual characteristics, this study finds that the reduction in class size through recruitment of an extra teacher is more effective in reducing dropouts in developing countries than the provision of organised training of teachers. Alternatively, the result indicates that increase in household income or wealth and parental education significantly reduce dropouts. While government developmental efforts such as alleviation of poverty could be catalytic in reducing dropouts, specific policies that increase parental education are likely to have important implications in reducing dropouts.

This article explores the influence of Protestant missionaries on male-female educational inequalities in colonial India. Causal mechanisms drawn from the sociology and economics of religion highlight the importance of religious competition for the provision of public goods. Competition between religious and secular groups spurred missionaries to play a key role in the development of mass female schooling. A case study of Kerala illustrates this. The statistical analysis, with district-level datasets, covers colonial and post-colonial periods for most of India. Missionary effects are compared with those of British colonial rule, modernization, European presence, education expenditures, post-colonial democracy, Islam, caste and tribal status, and land tenure. Christian missionary activity is consistently associated with better female education outcomes in both the colonial and post-colonial periods. (British Journal of Political Science/ FUB)

This study aims to provide a diagnostic study of the course of the development of reforms and modifications in the higher education system in Algeria, by addressing the most important pillars on which these reforms were based, especially with regard to the training structure defined by each track. The study also touched on the most important achievements made, especially in the field of development of student censuses and training institutions, the quality of training offered to students, and the imbalances and problems that resulted from the application of these reforms. To achieve these goals, the study used the descriptive approach, and relied on statistics and reports of the Ministry of Higher Education and National Research and national scientific journals to collect data. The study concluded that it is necessary to reconsider training engineering in general, and in structuring the pedagogical organization specially approved

Teacher Attraction, Development, and Retention: Pay system and teacher quality -- History of Chinese Teachers' Pay System: Characteristics and trends of four reforms -- Teacher as an Attractive Occupation: The external competitiveness of the pay scale of compulsory education teachers (1990-2018) -- Development Incentives in Teacher Career Ladder: A study on pay grade of compulsory education teachers -- Performance Incentives of School Internal Pay Redistribution: A case study of merit pay reform -- Future Reform of Compulsory Education Teachers' Pay System: Pay system model restructuring -- Summary and Outlook.

Education is accepted as an important tool for human development in all dimensions of life, it is at same level of significance for boys and girls. Despite this recognition, girls are one of the most vulnerable groups, deprived of education by various socio-cultural, economical and political reasons. The present study is a perceptual study, which has tried to elicit stockholders perception regarding girls' education, its factors and challenges in South Kashmir. In the present research study, obtained findings revealed the fact that situation of girls' education in South Kashmir is inadequate. The result clearly indicated irregular attendance, inappropriate curriculum, boring teaching methods, additional burden of work at home, poorly developed or maintained buildings or inadequate basic facilities at school, shortage of teachers, and lack of motivated teachers were the causes of girl illiteracy. Girl's education can be improved by raising additional resources and directing them to where the need is greatest. It requires adequate funding, well trained teachers, a school environment that promotes girls' learning, and a social environment that values educated girls and women, removal of school fees, free textbooks and school uniforms, construction of schools closer to communities to lower transport costs and travel time.

This article reports on futures-oriented teaching and research in the United Kingdom, which derives its inspiration from the field of futures studies. The article focuses on the need for a futures dimension within the school curriculum and appropriate training and support for teachers and student teachers. Attention is drawn to related educational research on young people's hopes and fears for the future, how college students envision their preferred futures, and the sources of hope that educators draw on in troubled times.

This paper argues that contemporary society requires the need of an urgent, but consistent, education for human rights adapted to the real needs of each social group, region, country, and/or at geopolitical characteristics. This is not a new question for International Laws and International Relations as disciplines; after the World Trade Center attacks on 11/09/2001, which led to the reconceptualization of terrorism and human rights protection systems. Education in this sector has been progressively a matter of the political agenda of International Governmental Organizations (whether universal, such as the United Nations, or regional, such as the European Union), of many democratic states and governments, as well as of international associations and movements which aim to promote and defend human rights. Given the evolution of the human rights paradigm and the needs for both legal and effective interpretation of the international and national "legal" violations (known or through undisclosed liabilities), one should look first at the type of identifiable and identified needs. Currently, there are two different perspectives. The first addresses the need to achieve the implementation of those policies already approved and recognized judicially and legally by the (mostly democratic) governments that intend to protect and promote fundamental and human rights. In this case, the need is related to the aim of developing and strengthening the policies or laws, as well as supporting and defending citizens denouncing human rights violations and violence, whether concealed or not, deliberate or not. The second perspective concerns the needs of millions of human beings suffering various types of violence and international law violations, including being murdered and tortured. Some may be legally protected, but there are neither effective human rights mechanisms to defend this legal protection nor the possibility of utilizing this protection. Others are living in non-democratic states, therefore, it is difficult to achieve the political power necessary to create positive change. In this context, education for human rights requires action in two dimensions: (1) political and legal changes (a hard, complex and sometimes utopic mission), and (2) improving the overall knowledge of people about their rights as well as the strategies required to protect themselves, including how to denounce violations and make their problems known. Literature in the field acknowledges that education about human rights is not only one of the most important ways to support the development of democracy in different contexts, and to foster a change in the perception and understanding of what human rights are, but is also critical in the fight against violence, human rights violations and human suffering in general. This is a complex process involving all actors of international relations, national politics, and citizens at large. For this reason, researching and theorizing about human rights contributes to making both human rights and democracy a reality lived by as many people as possible.

For decades, the Iranian government has pursued strategies to ideologically "purify" higher education. To this end, academic staff and students have been purged or expelled for expressing dissent, and academic content has undergone revisions. This paper reviews how purification strategies in higher education have formed over time and describes how they serve the government's agenda at home and abroad. Since the 1979 Islamic Revolution, the Iranian government has been adopting strategies to purify the higher education system. The founder of the Islamic Revolutionary government, Ayatollah Ruhollah Khomeini, and current supreme leader Ayatollah Ali Khamenei have played significant roles in shaping and applying purification processes. The government has perpetually been revising university curricula across all disciplines, especially in the humanities and social sciences, to ensure compliance with the state's political ideology. This has been combined with a heavy-handed purge of university staff and students for lack of ideological and political loyalty. Strategies of purification are intensified after every round of popular uprising. Purification of the higher education system complements Iran's strategy of "jihad of knowledge," which frames the state's focus on developing forms of knowledge, which can be used to safeguard the longevity of the Islamic Revolutionary government at home and abroad. Iran's military, nuclear, and cyber-based advancements in recent years demonstrate that purification strategies - aimed at training loyal, talented Iranians who are willing to advance the government's scientific projects - combined with strategies inspired by the idea of jihad of knowledge, serve the state agenda well.

Sex education in The Netherlands and in the UK [1] has attracted attention because of the huge differences between the teenage pregnancy rates. There are substantial similarities in the way in which sex education is structured in the two countries, and yet the approach to the subject is very different. We used documentary sources and interviews to explore the political debates; compared both science and PSE texts aimed at 14–15-year-olds; and carried out exploratory field work in three secondary schools in each country. While sex education is controversial in both countries, the British debate is adversarial and the Dutch strive to seek consensus, making use of professional sex educators in the process. The difference in approach is reflected in both the sex education materials and the approach taken in the classroom. We conclude that the Dutch are significantly more successful in addressing the problem of ignorance and of promoting a coherent sex education message.

A description of a new educational and social recreation program designed to make blind people aware of the great variety of services and resources at hand which can improve quality of life and make more time available for recreation. There are classes on health and medical awareness, nutrition, safety, self-defense, first aid, legal information, communication, self-awareness, benefits, and leisure counseling.

The vast majority of occupational attainment studies have not adequately addressed the effects of marriage and spouses on the occupational attainment process. When spousal influence is taken in account, social scientists tend to take a one - sided approach in focusing on the effects of husbands' achievements on the occupational attainments of women. The extent to which wives mediate men's occupational outcomes is rarely the subject of inquiry. This study addresses the single sided approach by comparing the effects of having ever married, spousal educational attainment, number of children, and having ever divorced on the occupational advancements of men and women. A United States national sample of 3,375 white men and 2,612 white women between the ages of 20 and 64 was derived from the Panel Study of Income Dynamics.

At present, quite a number of China's college young teachers have weakened or lost their ideals and beliefs, degenerated professional ethics, and problems concerning with education quality and academic integrity have occurred from time to time. Therefore, it is necessary to strengthen the ideals and beliefs education of college young teachers. However, previous researches on the ideals and beliefs education of college young teachers and its countermeasures mainly focused on one or several colleges and universities, and failed to put forward suggestions for improvement applicable to colleges and universities across the country. Based on inductive analysis of previous researches in the past 30 years, combined with experiences of the author of this paper, it is found that the root causes of the current problems of the ideals and beliefs education of college young teachers mainly come from three aspects: society, young teacher and higher education institution, hence three approaches for strengthening the ideals and beliefs education of China's college young teachers are proposed. First of all, it is necessary to vigorously promote college young teachers to participate in social practice, to facilitate their objective understanding of social reality and establishing proper ideals and beliefs; secondly, take advantage of Internet technology and adopt a variety of online and offline effective methods to carry out ideological education for young teachers to enhance their identification of the ideals and beliefs advocated; and thirdly, colleges and universities need to improve their evaluation system, adopt an assessment model with equal emphasis on teaching and scientific research and ideals and beliefs, so as to guide young teachers to attach importance to the improvement of their own ideals and beliefs. Colleges and universities also need to combine ideals and beliefs education with solving young teachers' practical problems in order to enhance the persuasive power of ideals and beliefs education and thus improve the effect of ideals and beliefs education. This paper points out the three root causes of the problem, and proposes three approaches from a macro perspective, hoping that it may inspire the ideals and beliefs education work of young teachers in Chinese colleges and universities.