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This study uses qualitative research methods to examine the privatization of support services in Florida's 10 public universities making up the State University System of Florida as of June 30, 2001. The study was limited to those non-academic functions provided by the administrative divisions of each university. The study investigated (a) the different kinds of support services that had been privatized, (b) the degree of privatization, (c) how managers dealt with the ambivalence question when it was cost effective to privatize a service yet politically difficult to do so, and (d) the lessons learned from privatization of services. Data were gathered from each institution using a common set of questions applied through a combination of personal interviews and surveys. The study allowed comparisons of the 10 universities. ; Ed.D. ; Division of Administrative Studies ; Doctorate

The article deals with the main directions of cooperation in the sphere of education within the framework of the Union State. The novelty of the study lies in the fact that for the first time it formulates and introduces the authors' research position, clearly outlines the boundaries separating the processes which take place within the Union State, and traces the development of the Russian-Belarusian interaction. In the context of this concept the authors identify and formulate the main stages of development of these processes and systematize the main trends of formation of the normative-legal base of the common educational space and measures for its practical implementation. They examine the interaction between the Russian Federation and the Republic of Belarus within the Union State framework in the general context of the Union State building. The following stages are outlined: the preliminary stage from 1995 through 1999 included the maintenance of equal rights of citizens at the level of interstate relations and in the beginning of the Union State building; the second stage from 1999 through 2012 provided the normative-legal base of the educational space of the Union State and implementation of the existing norms; the third stage from 2012 through 2018 was characterized by gradual growth of attention of the governing bodies of the Union State to the problems of humanitarian cooperation, adaptation of the normative-legal acts to the actual changes in the sphere of education of the two countries; the fourth stage from 2018 until now is regarded as a high time for formation of a single space of education of the Union State for further development of integration. The article categorizes and characterizes the actions taken by the bodies of the Union State, educational institutions and professional circles in order to develop cooperation in the field of education. The study identifies the role of diaspora public organizations in the processes under consideration. The authors conclude about the special role of educational and scientific organizations, professional associations and civil society institutions of the two countries in the development of a unified educational space.

Latest issue consulted: 1986-87. ; Description based on: 1925/26. ; Title varies slightly. ; Some reports issued in several parts, i.e., vol. for 1986-87 issued in 4 pts. called Vol. I(S), Vol. I(C), Vol. II, and Vol. III. ; None issued: 1926/1927, 1931/1932, 1939/1940-1946/1947. ; Supplements accompany some vols. ; Mode of access: Internet. ; Issued by: Ministry of Education, Government of India, ; by: Ministry of Education & Social Welfare, Government of India,

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Series Editor Introduction -- 1. Introduction -- References -- PART I: Foundational Issues in Education -- 2. A Brief Critical Historical Analysis of Neoliberalism in Education -- Liberal Promises, Neoliberal Turns -- A Greek Lesson -- Colonialist Whiggery Aside -- History's Contingencies -- Is Reason's Cunning Avoidable? -- Unlearning Liberty -- References -- 3. Revisiting Critical Reflective Practice in Neoliberal Times -- Introduction -- The Recent Genesis of Critical Reflection -- Why Do We Need a Critically Reflective Approach -- What Form Might a Revitalization of Critical Reflection Take? -- Seven Ways to Resist the Slide into Authoritarianism -- What Would a Reworked or "New Start" on Critical Reflection Look Like? -- References -- 4. Neoliberalism as a New Form of Colonialism in Education -- Introduction -- Conceptualizing Neoliberalism and Its Educational Agenda -- Neoliberalism as a New Form of Colonialism in Education -- Thinking through a New Educational Futurity -- Acknowledgements -- References -- PART II: Impact of Neoliberal Education Policy -- 5. Educational Reform and Exclusion in the Age of Neoliberalism -- Introduction -- The Resurgence of Coloniality -- Neoliberal Multiculturalism -- Neoliberal Educational Reform -- STEM Education in, Humanities out -- Towards a Coherent Political Vision -- References -- 6. Unpacking Class and Language Disparities in Neoliberal, Colonized Lands: Linguoelitism and Its Effects on Disenfranchised Haitians -- Introduction -- Rethinking Class and Language Hegemony in Neoliberal and Colonized Countries -- Context -- Field Notes -- What Does Language Have to Do with Class? -- Analysis -- Conclusion -- References -- 7. The Impact of Neoliberal Assessment Practices in Canada -- Introduction

Commonwealth countries in Asia are a mixed group, small in number but varying in size from Singapore to India. This paper starts by looking briefly at the current status of distance education in universities in Commonwealth Asia and then presents an overview of the current status and place of environmental education in a sample of higher‐education institutions in some Commonwealth countries. Finally, the paper describes a survey conducted in a number of higher‐education institutions specialising in distance education in Commonwealth nations across Asia, with subsequent considerations of trends seen in Pakistan.

Democratic policymaking and democratic education have been undermined by the passage of No Child Left Behind. This brief offers guidelines for future federal education policy that addresses the loss of local control brought on by recent reforms.

Thèse--Univ. de Paris. ; Bibliographie: p. 125-129. ; Mode of access: Internet.

Reviews recent literature considering the political significance of education. (DCL)

Historically, rurality and rural education have been marginalised bodies of knowledge in South Africa. The post-1994 era has seen an emerging government concern to address the continuing interplay between poverty, HIV/AIDS, underdevelopment, and underachievement in schools categorised as rural. To address these concerns, scholars in South African institutions of higher learning have conducted research on various issues on rurality and rural education. However, little is known of the focus of the various studies and the state of rural education and rural education research. Drawing on the Project for Postgraduate Education Research (PPER) from 1995-2004, the purpose of this article is to critically analyse the discourses underpinning rural education and rural education research in South Africa. The article focuses on three enabling assumptions. The first is that there is little research which takes as its primary focus rurality as lived experience worthy of scholarly reflection regarding how rurality influences social or specific education issues. Secondly, there is substantively more research in which rurality, or facets of rural life, is considered as context in which projects or studies are located. Such studies are conducted in a rural context without any intention of investigating rural issues or rural education issues, or explaining how rurality influences education in these rural contexts. Thirdly, there is a small body of research which takes as its focus social issues in relation to rural conditions. These studies focus on rurality not merely as the context of reflection, but as an active constituent of social conditions evident in rural life. Our analysis, focusing on postgraduate research in South African HEIs in terms of these assumptions, aims to continue a dialogue that leads to further understanding of the complexities of rural education and rural development.

"TABLE OF CONTENTS" -- "FOREWORD" -- "REFERENCES" -- "ACKNOWLEDGEMENT" -- "LIST OF ABBREVIATIONS" -- "LIST OF TABLES AND FIGURES" -- "TABLES" -- "FIGURES" -- "CHAPTER 1: INTRODUCTION" -- "CHAPTER 2: SOCIAL CHANGE AND EDUCATIONAL CHANGE: Toward an Interactive Approach" -- "THEORIES OF SOCIAL CHANGE AND EDUCATIONAL CHANGE" -- "Theories of Education Reform" -- "Structural-Functionalism and Conflict Theory" -- "Globalization, Localization, and Educational Change" -- "Theories of Democratization and Educational Change" -- "Game Theory and Educational Change" -- "INTERPRETING EDUCATION REFORM IN TRANSITIONAL SOCIETIES: AN INTERACTIVE APPROACH" -- "NOTES" -- "CHAPTER 3: TAIWAN SINCE 1945: An Historical Review" -- "SOCIAL CHANGE IN TAIWAN" -- "One-Party Dominance and Mainlandization 1945–1987" -- "Democratization Since 1988" -- "The Pursuit of Democratization and the Dominance of Middle Voters under the KMT Government 1988–2000" -- "The Pursuit of Taiwanization and Escalation of Conflicts under the DPP Government 2000–2008" -- "The Pursuit of Cross-Straitization and Hedging under the KMT Government 2008–2016" -- "EDUCATIONAL CHANGE IN TAIWAN" -- "Mainlandization and One-Party Dominance in Education 1945–1993" -- "Toward a Consensus on Deregulation in Education under the KMT 1994–2000" -- "The Pursuit of Taiwanization and Escalation of Conflicts in Education under the DPP Government 2000–2008" -- "Cross-Straitization and the Mixed Outcome in Education under the KMT 2008–2016" -- "CONCLUSION" -- "NOTES" -- "CHAPTER 4: DEREGULATION AND GRAND COALITION OF PLAYERS UNDER THE KMT GOVERNMENT (1994–2000)" -- "INTRODUCTION" -- "PLAYERS' PREFERENCES AND STRATEGIES" -- "General Context of Major Players' Basic Preferences" -- "Pan-KMT: The Basic Preference for Centralization of Power under the Normal Education System

The right of a state to organize the education of its young people in pursuit of some purpose of the state is felt by most people living in a free society to be no right at all, and not at all right. Oakeshott's discussion of the role of the modern state in society provides Kelebay with a base from which to mount an attack on recent developments in Quebec initiated by its Ministry of Education. He points out that the notion of parliamentary supremacy in such matters was never meant to exclude from jurisdiction the roles of such other competent authorities as the learned authorities - the scholars and teachers; and argues that to yield to politicians on this point would be to neglect the duties of both intellect and will. RÉSUMÉ Le droit que s'arroge l'Etat d'organiser l'éducation de ses jeunes pour atteindre un objectif quelconque est jugé par la plupart des gens qui vivent dans une société libre comme une usurpation de pouvoir. La dissertation d'Oakeshott sur le rôle de l'Etat moderne dans la société fournit à Kelebay une base pour lancer ses attaques sur les développements récents qui ont été proposés au Québec par le ministère de l'Education. Il souligne que la notion de suprématie parlementaire dans ce genre de question n'a jamais cherché à exclure de sa jurisdiction le rôle d'autres instances compétentes, telles que les sociétés savantes, les chercheurs et les enseignants; selon lui, concéder ce point aux politiciens revient à negliger les devoirs de l'intellect et de la volonté.