Suchergebnisse

AbstractHigher education and student affairs are fields of study that focus on the institution and student experience in post‐secondary education at the graduate level. Located in colleges of education, these departments often offer academic leadership minors often taught by student affairs leadership educators.

This paper aims to determine the levels of job satisfaction of teachers. The paper also aims to identify the differences between the levels of job satisfaction of teachers according to gender, level of education, type of school, work experience, and the level at which teachers teach. A descriptive-research method was selected for the realization of the work from the quantitative approach. The questionnaire was completed by 217 teachers who teach in public and private schools. The findings of this paper show us that the teachers have a mean on the border of the mean level of satisfaction and a high level of job satisfaction. Female teachers have higher levels of job satisfaction compared to male teachers, also teachers who teach in private schools have been found to be more satisfied at work than public school teachers. In addition, teachers who have up to ten years of work experience have higher levels of satisfaction in their work compared to teachers who have more years of experience. On the other hand, teachers who teach at the preschool and primary levels are more satisfied with their work than the teachers who teach at the higher levels. Meanwhile, no significant difference was found in the level of job satisfaction between teachers who have completed the bachelor's level of education, and those who have completed the master's level of education

With current manifestations of globalization creating local problems, including widening equity gaps, increased environmental destruction and burgeoning poverty, many policymakers, civil society, organizations and educators are seeking models of education that promise social justice and a democratic public sphere that reflects more than democracy of and for elites. This study of UNESCO Associated Schools, located in Brazil and Canada, identified how educators negotiate contradictory global agendas and employ UNESCO ideals of a peaceful world, human rights and democracy, and a healthy environment to create a platform for citizenship education. While there is no package of liberation and transformational education that comes with being a UNESCO Associated School, there is encouraging evidence that educators are working in creative and critical ways to educate toward more engaged citizens who are capable of contributing to a strengthened public sphere. This article compares the Brazilian and Canadian experiences with the UNESCO Associated Schools project, and examines both commonalities and differences. While global neoliberalized governance structures define much of what happens even in local contexts, the schools in this study demonstrated innovative ways in which citizenship education can be a pathway to understanding and resisting destructive global agendas while, simultaneously, maintaining a critical global awareness and citizenship engagement. Recommendations are made for citizenship education that prepares activist citizens to participate in a pubic sphere that challenges normative elitism and opens possibilities for a justice to be the common foundation of public engagement.

This book traces the development of self-regulatory organisations in the areas of finance and land-use planning and discusses their efficacy and problems relative to alternative forms of regulation.

Contents are grouped under the headings: The participants; The disciplines; The non-western areas; Some new developments. Papers of a symposium on the extent to which American colleges are offering courses of study in the academically neglected cultures of Africa, Asia, Latin America and eastern Europe.

AbstractOur fiscal analysis of Chicago Public Schools (CPS) from 1990 to 2018 contributes to a growing scholarship on the financialization of urban governance. We advance the concept of 'recursive austerity' to show how devolution and cuts at higher scales push local governments into the hands of both growth and debt machines. The use of short‐term and variable‐rate debt to pay for capital projects causes entrepreneurial and austerity strategies to chafe against their limitations and contradictions, which begets more austerity and structural dependence on credit markets. Faced with deficits, CPS undertook crippling austerity measures, such as staffing cuts, pension holidays and school closures, which disproportionately harmed Black students, households, teachers and neighborhoods. We explain how CPS moved from a voluntary high‐leverage strategy to finance capital projects to endemic debt dependency, characterized by habitual borrowing to refinance old loans and sustain operations. We argue that CPS's debt trap and recurring budget 'crises' are the outcomes of the fiscal management decisions it made with investment banks and the City of Chicago, and not only the result of secular trends such as declining enrollments.

AbstractMigration and remittances are very important for Nepal, yet the country continues to be plagued by low financial development. Increases in human capital investments, such as enrollment of school‐aged children, are a possible gain from the country's labor movements, which can be leveraged further through an understanding of the microeconomic processes involved. This study examines how remittances from both household and nonhousehold members affect school enrollment rates for children in Nepalese families. We analyze the positive and negative impacts of migration and remittances separately and consider both the type and location of the remittance sender using the Nepal Living Standards Survey (NLSS‐III) of 9,335 school‐aged children. We find enrollment more associated with an exogenous process and use this to estimate marginal effects in which remittances significantly increase children's school enrollment by about 2% points in most cases. These results suggest policymakers should encourage domestic migration (which allows proximity between senders and recipients of remittances as well as less family disruption).

The aim of the article is to revisit the principle of universalism and analyze how it has changed in the legislation on compulsory education by asking: how are different characteristics of universalism emphasized in the basic education legislation and parliamentary discussion (in 1968, 1982 and 1997)? The analysis portrays the varieties of universalism within the comprehensive school, produced by the four instruments used to govern education (legislation, economy, ideology and evaluatory). According to the analysis, the foundation of the comprehensive school system in the 1960s was laid on uniform content and aims at the ideological level, emphasizing equality of education. The 1980s was a transition phase between 'old' and 'new' universalism, when instruments of legal and economic governance enabled the expansion of universalism and increased costs. Simultaneously, the aims of the comprehensive system and its contents were increasingly set at the local level. We conclude that the 'new' comprehension of universalism in the 1990s entailed issues such as the rise of the evaluation of education, local economy of education and individualism.