Suchergebnisse

Statistics show that half of the adult population of Finland is engaged in study at some educational institution. The desire among Finns for education is an internationally interesting feature. At governmental level educational policy is considered an important aid in international competition. The concept of lifelong learning is supported in Finnish society by empirical evidence, even if the high appreciation in the social hierarchy for qualifications should also be mentioned as a characteristic feature. The following breakdown describes the organizational levels and forms in which Finnish adult education is realized: liberal education, basic vocational education, education in culture and exercise, basic general education and higher education.

Evolution since 1945. The professional socialization of the Hungarian People's Army (HPA).

This article is the second of two relating to an event at the University of Edinburgh to mark the coming retirement of Lindsay Paterson, Professor of Education Policy. Here Paterson outlines his views on the study of education, exploring the reasons why such study is central to academic enterprise, and considering the methods through which we can effectively understand it.

"This book is an elaboration of a syllabus for a course in the history of education published in 1919 by Teachers College, Columbia University, entitled Democracy and nationalism in education."--Pref. ; France: -- The social factors that have conditioned western education since the French Revolution -- The French Revolution : its educational promise and achievement -- Napoleon and the imperial French university -- The Restoration monarchy and educational conservatism -- The upper-middle-class monarchy and the establishment of a state system of primary schools -- The second republic and the second empire and the revival of church influence in education -- The third republic and further developments of national education -- Prussia: -- The regeneration of Prussia and the organization of an efficient national system of education -- Midcentury political developments and their effects on public education -- Prussia and the German empire -- England: -- The old order and the industrial revolution -- Benevolent aristocracy and early state intervention in education -- Political democracy and the achievement of a national system of education -- The new liberalism and the Fisher Act -- The United States: -- The new federal state and the passing of an old political order -- Sectionalism and democracy -- Material growth and cultural unification -- The development of a national consciousness in education. ; Mode of access: Internet.

This paper aims to contribute to the valuable conversation about the role of deliberative democracy in teacher education. I consider both using pedagogy that engages deliberative democracy in process, thereby enhancing teaching, and advancing deliberative democracy as a worthy goal in teacher education. I begin by looking at recent changes in society that have reshaped student goals, educational accountability, and the priority of democracy within higher education. I highlight these changes to issue a call for a thoroughgoing commitment to deliberative democracy both in theory and in practice, as a means and an end. I expand on the definition of deliberative democracy and the skills necessary to fulfilling it as they relate to the goals of teacher education. I close by turning to exemplary programs in teacher education and showcasing some smaller steps toward incorporating democratic practices and assignments.

Contexts, constraints and resources in the development of European education space and European education policy / Roger Dale -- Education, knowledge and the network society / Stephen R. Stoer, António M. Magalhães -- Europe, competitiveness and higher education : an evolving project / Susan Robertson -- Lifelong learning as social need and as policy discourse / Palle Rasmussen -- Unravelling the politics of public private partnerships in education in Europe / Susan Robertson -- Studying globalisation and Europeanisation in education : Lisbon, the open method of coordination and beyond / Roger Dale -- In the name of globalisation : southern and northern paradigms of educational development / Xavier Bonal, Xavier Rambla -- Education, equality and the European social model / Palle Rasmussen ... [et al.] -- Languages, education and Europeanisation / Janet Enever -- Globalisation and Europeanisation : unicentricity and polycentricity and the role of intellectuals / M'hammed Sabour -- What is Language Europe? / Kirk Sullivan, Janet Enever -- Performance, citizenship and the knowledge society : a new mandate for European education policy / António M. Magalhães, Stephen R. Stoer

Volume five of this expanding series of books draws together a collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. Each chapter is based on a unique field project conducted in the Houston area which was planned and conducted by its particular author, but each chapter shares and exemplifies a common methodological theory. The Houston version of critical ethnography attempts to deal with some challenges from certain feminist and postmodern writers about the validity of qualitative research, and the authors argue that clear methods and standards exist for conducting qualitative studies such that well supported findings may be distinguished from highly questionable ones. Following an initial chapter by Carspecken which outlines the theory and methodology adopted, are seven case studies which cover such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing.

The Pakistani Constitution promises "free and compulsory" education for all, but 20 million children are not in school. Many who are enrolled receive poor-quality education: surveys show Pakistani students ranking among the lowest achievers in the world. This has led families in all but the lowest income groups to seek private alternatives for their children, weakening the constituency for improved public schools. Under Prime Minister Imran Khan, the government has pushed for a Single National Curriculum. Critics contend that it will not address lack of access or the poor quality of education, but that it could lead to restrictions on school choice, provincial autonomy, and linguistic diversity, while imposing a narrow vision of national identity.