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Revised editions of some laws accompanied by supplements, some with title, Laws relating to education, School laws, New school laws of Kansas, or School legislation. ; Title varies. ; Mode of access: Internet. ; Issued by State Superintendent of Public Instruction.

The article analyses the future of education from the perspective of educational philosophy. First, the new peculiarities of the age are discussed, especially the philosophy that made a turn towards posthumanism and the new materialism, setting new goals for education. Then a public discourse study is presented – how the Lithuanian press (the main news portals) responds to the new challenges and sees the future of the Lithuanian school. And finally, the article reflects where the thoughts raised by public discourse lead and how far they reach compared to the new philosophy and challenges for the future.

ABSTRACTA growing body of literature has focused on how different states continuously "make race" by legitimizing certain racial categories while invisibilizing others. Much less has been written on the actual processes of transforming race into a bureaucratic category when implementing antiracist public policies. This article focuses on the recent use of verification commissions to validate the racial self-identification of potential beneficiaries of racial quotas at federal higher education institutions in Brazil. We argue that through their choices, particularly through their definition of what race is, of who can see race, and of how to see race, these commissions are transforming not only understandings about affirmative action's aims but also understandings of race. The study focuses on three potential consequences of commission practices for Brazilian racial boundaries: the disciplining of racial identifications, the decontextualization of race, and the individualization of racial injustice.

This studyaimed to identifythe determinants of leadership in improvesound governancein education sector institutions of the South Nation Nationalities People Region (SNNPR).The study was used a quantitative method(QUAN). It usedinferentialstatistiucs approach for their appropriateness for defining the research problem. The survey questionnaire collected from 660 participants purposefully and randomly selected from the nine zones, nine Woredas, and nine town administrations sampled education institutions of the SNNPR. Multistage sampling techniques (purposive, random sampling techniques) were instrumental. The logit model and multicollinearity effect were employed were instrumental. It has been found that sampled education sector institutions wereexperiencing various leadership determinants that hindered the promotion of sound governance, on the logit model. It can be concluded that, despite some policy initiatives and directives introduced by the regional government, the study identifies various determinants of leadership that effecting the promotion of sound governance.The researcher, thus, specified some significant policy implications to promote sound governance in SNNPR education sector institutions: establish strong accountability mechanism, granting autonomy, strengthening anti-corruption agencies and law, promoting management development program, promoting equity and fairness institutionalizing transparency system, trans, revisit policy directives and initiatives, promoting integrity, the merit-basednomination of education officials and adopt empowerment and management programs are some of the policy implications.

The use of visual materials has been one of the characteristics of history of education during the last decades, but the use of documentaries and films has been rather scarce. This paper is part of a broader research that uses NO-DO as primary source. In fact, its aim is not to know how education was, but how it was presented by NO-DO, as media of propaganda. This paper is divided into two parts. In the first, we will revise the education policy, looking at the main legislation and reviewing the role of the Church and the State in relation to primary school. In the second part, we will analyze the image of these rules and their application after NO-DO. The State assumed a subsidiary role in primary education, leaving the Church the leading role. The public schools were mainly located in rural areas and small towns, where few boys, and fewer girls, were able to decide to do further studies after primary school as the offer of public high schools was really scarce and was concentrated in the cities. Considering these aspects, our hypothesis is that the State used NO-DO to show more than it did to improve the primary education, with some nuances according to the two stages considered. Primary education was not an aspect to which NO-DO played close attention. There are 6,029 issues and only 49 dealt with this level of education. However, it is interesting to recall and to analyze what was discussed about these schools and what aspects interested NO-DO. Besides school buildings, sometimes it was possible to see teachers, occasionally priests or nuns, although their presence in NO-DO was really scarce. NO-DO focused on the schools created by the State to convey the kindest face of a regime that looked after children and offered a school place to everyone, despite the fact that the reality was quite different. ; Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.

This is a provocative and challenging monograph that engages with a wide range of issues in original ways and will undoubtedly stiumlate debate among educationists. Rob Moore's collection is unique in that it brings together a range of areas in the sociology of knowledge and education (epistemological, aesthetic, curricular, the world of work, educational policy) that are concentionally analysed in isolation from one another.

At head of title: [Committee print]. ; Mode of access: Internet.