Suchergebnisse

Although it is recognised that certain international agencies such as the OECD as key "globalising agencies", have acquired the capacity to "persuade" nation states towards certain policy priorities, little attention has been paid to making clear how these processes of persuasion may work. This volume investigates such processes, drawing on a study of the relationship between the OECD and educational policy directions in Australia. It investigates the link between three elements of education policy - the nation state, the OECD, and globalisation. These links are explored through case studies in higher education and vocational education and training policy developments, drawing on the Australian experience. The book also generates questions about educational purposes and decision making in the contemporary contexts which have wider applicability. (HoF/text adopted)

All-Ukrainian Research and Practical Conference "Ukrainian Studies in the System of National Education, Science, State Humanitarian Policy"

Altres ajuts: EDU2008-00816/EDUC ; This article analyses how Education for All policies were transferred to Brazil and Latin America by means of ambitious educational strategic plans such as the Plan for the Development of Education and the National Education Plans promoted by the Federal Government of Brazil, and the Latin American Educational Goals promoted by the Organisation of Ibero American States (i.e. the international commonwealth of countries which belonged to the old Hispanic and Portuguese empires). The analysis highlights how a complex web of educational policy transfer and borrowing (Steiner- Khamsi & Waldow, 2012) was fashioned by means of concatenate environmental, cognitive and relational mechanisms.

The article deals with the state regulation of the educational process in the field of training of primary security firefighters. The article contains the provisions of the current legislative and normative acts on the formation of knowledge of fire prevention in students. Attention is focused on its content in the educational process of schoolchildren. The model of safe behavior of primary education applicants during fire emergence based on the use of game exercises and trainings in the conditions of the implementation of the new State standard of elementary education was proposed.

To monitor education trends, RAND fields more than a dozen surveys per year to teachers, principals, and superintendents. Five charts highlight findings across different areas—staff turnover, teacher well-being, guns in schools, quality of instruction, and politics in schools—that say a lot about the state of American public education.

Reader on education in the Philippines, dealing with the Education Act of 1982, with the Medium Term Plan (1987-1992) of the Philippines, with the Education Sector Plan, and curricular reforms. Reviews of the state of the art are presented on educational research and the National Educational Testing and Research Center. Furthermore attention is paid to value education, teacher training and bilingual education policy. (Centre for the Study of Education in Developing Countries)

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.

"Across media, academy and popular culture in western societies there is much talk of an implosion of the modern gender order. Education is often presented as a key site in which a crisis of masculinity is played out, and schools have become a focus for practical attempts to reconcile social and cultural transformations through the recalibration of teaching and learning, increasing male teachers and masculinising the content of subjects. This book argues that we are experiencing a shift from the establishment of the social constitution of gender associated with modernity politics, to the gendering of society that has an intensified resonance among men and women in a global-based late modernity. The book explores the main social and cultural approaches to education and masculinities within the broader context of sex and gender relations, considering the masculinity question alongside local and global changes in society, and bringing a fresh evaluation of key issues. Included in the book: - how the suggestion of 'academically successful girls' and 'failing boys' plays out in relation to issues of inequality - a current empirical analyses of gender inequality across schools, higher education and the labour market - representation, identity and cultural difference with reference to social experiences and cultural meanings - forms of power connected to social divisions and cultural differences. This book provides a critical yet constructive diagnosis of gender relations across educational sites, exploring both academic accounts and alternative global responses that illustrate the limits of Western models and sensibilities.It will be valuable reading for students following courses in education, sociology, gender studies, and other social sciences and humanities courses"--

Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education.