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AbstractIn this paper we explore some of the policy issues related to the provision of primary and secondary education in the United States from an economic standpoint. We begin with stylized facts and a brief reference to the uniquely decentralized financing and delivery of public education in the United States, and the resulting issues of equity and quality that arise. As a reference point we review the basic efficiency and equity arguments for public financing and the provision of public goods in general, and education specifically, both of which suggest that current practices are unlikely to be efficient or equitable. These are issues that have motivated a number of policy avenues—the accountability movement, including No Child Left Behind, as well as recent efforts to establish higher and uniform standards for our public schools. We then turn to the sizable body of literature assessing school performance. We include an empirical example of this approach for Texas primary and secondary schools, with a focus on the many challenging issues involved with modeling and assessing educational performance.Our application demonstrates that research findings are highly sensitive to modeling choices, suggesting that a mixed methods approach is most likely to lead to effective education reforms.

Paradoxically, the contemporary phase of China's development under Communism is at once an extreme form of Westernisation and a partial reversion to traditional patterns. The totalitarian character of the present regime is not only reminiscent of the ancient autocratic order but is attributable to that tradition for its acceptance and acquiescence. On the ideological front, the state of confusion of thought, compounded by almost a century's cultural dislocation, has been brought to an abrupt end, with the promulgation of Marxism-Leninism as the state ideology which, though antithetic to Confucian orthodoxy in every essential way, is equally pervasive. Inasmuch as the ideological 'reconditioning of the Chinese nation is first and foremost an educational task, education has become the exclusive concern of the Communist state. Moreover, within the Marxian ideological framework, the pursuit of concrete national goals requires the education of the Chinese people. Hence there are two major aspects in the study of Chinese education under Communism: Fundamental principles and actual implementation; in short, theory and practice.

Abstract
With the incremented mass movement the society is in a significant transformation, this fact can be a risk for social unrest. Demographic evolution and change of the society stress the challenges for the institutions. The school represent one of the institutions where future citizens are educated and formed. The classroom is a mirror of the society in change. Today the school is a place of meeting of different cultures; we have more and more multicultural classes with pupils from different countries. The proposed work will analyse how intercultural education can influence the risk of social unrest and improve social contentment. In particular, will be stressed the concept of how the education of intercultural competences can allow the future adults to participate in a constructive and effective way to social and professional life.
Method: empirical analysis of literature and research done in the field of intercultural education analysis of the current situation through the ecological model of Brofenbrenner with a specific focus on micro and mesosystem and correlation between all ecosystems.

Tajikistan's human capital, eroded by the country's civil war (1992–97), remains low today. According to analyses by the World Bank's Human Capital Project, a child born in Tajikistan today is expected to be 53 percent as productive as he or she could be with full health and complete education. High rates of childhood stunting, low preschool coverage and low learning outcomes are the major reasons for underperformance. Accordingly, Tajikistan has made it a development priority to invest in high quality early childhood development (ECD) and early childhood education and care (ECEC). Given Tajikistan's overwhelmingly young population and high birth rates (box W1), the government is right to address its human capital shortcoming by investing in its youth. High quality ECD and ECEC investments are vital: they yield high economic and social returns by improving child health, education access and quality, and cognitive and psychosocial development.

At head of title: Department of the interior . ; Mode of access: Internet.

This study explores both teachers' and students' perceptions regarding the teaching and learning of general education (GE) courses in an online environment, where activities such as pair work, group work, and discussion frequently feature. These activities typically necessitate a high level of interaction during class time. This presents an intriguing environment for studying both teachers' and learners' experiences due to the abrupt switch to online education in recent years. The participants included 10 Thai teachers of GE courses and 431 Thai and international undergraduates enrolled in the GE courses and taught via an online platform. Online questionnaires and interviews were used to obtain participants' perceptions of both instructors' and students' experiences regarding online learning, particularly in terms of communication difficulties and potential intercultural communication difficulties. The data obtained from the online questionnaire was analyzed using descriptive statistics. The frequency count and the percentage were used for calculating and thematizing the numeric data. Interview data was transcribed, analyzed, and reported based on themes. Key quotes from the participants' responses were collated and presented in a narrative. The findings revealed the students' and the lecturers' perceptions of the benefits of online teaching, challenges, and their future needs.

Human capital theory remains a powerful influence in modern economics and withineducational discourse. In this paper, the theory and its prevalence across Europeanstate education policy is explored and critiqued in a number of ways includingits implication in an ethos which aims at maximising returns from resources. Assuch, the theory and its practical manifestations are inimical to the concerns ofsustainability. The paper suggests that while the concept of "natural capital", in itsfocus on the need to preserve profitable natural resources for future benefit, doescoalesce with sustainability discourse at points, more fruitful potential for thegoals of sustainability lies in redirecting the aims of state education, away from ahuman capital theory orientation, towards a renewal of the social aims inherent inthe original democratic ideals of liberal education.

Teaching a course on spiritual values in organizations was done through the use of sacred texts from the world's major religions. Three models were used to help interpret those texts in light of organizational issues, such as productivity, turbulence, turnover, employee satisfaction, team development, and so forth. Marcic's model of five dimensions, Hatcher's spiritual-growth framework, and Fowler's stages of spiritual development were all instrumental in helping students gain deeper understanding of the concepts and articles studied. In the end, students felt the course was worthwhile in helping them understand the connection between the world of work and the world of spirit.

We consider redistributional taxation between people with and without human capital if education is endogenous and if individuals differ in their perceptions about own ability. Those who see their ability as low like redistributive taxation because of the transfers it generates. Those who see their ability as high may also like redistributive taxation because it stops other people receiving education and increases the quasi rents on their own human capital. It is surprising that this rather indirect effect can overcompensate them for the income loss from taxation and make the overconfident want higher taxes than the less confident do. The results, however, turn out to be in line with empirical evidence on the desired amount of redistribution among young individuals.

In the current era of globalization, Indonesians are required to be educated, meaning they are required to master various things and abilities. To be able to provide and improve abilities is to go to school or enter an educational institution. But unfortunately not all Indonesians can enjoy this education due to limited financial capacity. This is a serious problem in the development of the world of education in Indonesia. In order to fulfill the citizens' rights as mentioned above, the Central Government and Regional Governments are obliged to provide services and facilities and ensure the implementation of this education without any discrimination. The Central Government and Regional Governments are obliged to guarantee the availability of funds to provide education for every citizen, at least for citizens aged seven to fifteen years.One of the goals of the government of the Republic of Indonesia which is stated in the fourth paragraph of the Preamble of the 1945 Constitution, namely protecting the entire Indonesian nation and all Indonesian blood, advancing public welfare, educating the nation's life and participating in implementing world order based on independence, eternal peace and social justice (in bold and underlined by the author). The consequence that must be borne by the state by including the word "the intellectual life of the nation" is that the state, in this case the government, must have a high commitment in the provision and implementation of proper and quality education in order to produce quality and moral Indonesian human resources. The nine-year compulsory education program has turned out to be only good on paper, but has problems in its implementation. Although the government has provided school operational assistance (BOS) for basic education, in practice there are still schools that collect various fees which of course are burdensome for parents, especially for poor families. Keyword: Education Financing, Taxation System, Education Taxation

Abstract
This article reviews work that my colleagues and I have conducted over the past 20 years examining connections of forgiveness of others and self-forgiveness with flourishing. I also highlight our work investigating psychoeducational approaches to forgiveness education. Definitions of forgiveness of others, self-forgiveness, divine forgiveness, and flourishing are offered at the outset. Then I turn to considering conceptual models of the forgiveness and flourishing connection. I review both the stress-and-coping models of forgiveness of others and self-forgiveness, and suggest that these models offer a lens on how and why forgiveness might be connected to flourishing. Examples of research testing different aspects of these models are then offered with an eye toward understanding both the direct and mediating/moderating influence of forgiveness and self-forgiveness on flourishing. Forgiveness education is discussed next. Here I review leading methods of forgiveness education (i. e., REACH Forgiveness and Forgive for Good) and review both the steps of each model and provide examples of the efficacy trials that have been done to demonstrate that forgiveness is a teachable skill when appropriate methods are used. I conclude by summarizing what I have learned about forgiveness and suggest some areas of science and society in need of future forgiveness work.