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Education is a fundamental right of the human being. This right can be enjoyed by the human being without any distinction on the areas of their sex, caste, colour, etc. It is an important key of empowerment of human being. It enables the human being to gain knowledge about their potentialities and abilities. Now-a-days, the concept of women empowerment raise in a maximum level. It gains significance in both national and international level. The discussions of both the level signified the role and importance of education to empower the women. In the present paper an attempt has been made to analyze the influence of technical education on women working in government and private organizations within limited geographical area. The study focused on study the self and social empowerment of women working in the respective organizations.

Caption title. ; Mode of access: Internet. ; Signed: Robert L. Morant.

The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democratic purpose of public schooling, and the institutional problems in educational programs and practice that often inhibit action toward this ideal. The first part of this article includes an extensive argument explaining the "why" of critical evaluation. The theoretical literature on inquiry in science and social science, the ideology of critical theory, critical social psychology, and Freirean pedagogy are consulted as additional tools for augmenting the practice, policies, and responsibilities of evaluators in education. I review three contemporary perspectives of evaluation in order to begin rethinking the purposes and functions that evaluation serves in education. It also demonstrates how mainstream and contemporary evaluations can be used to serve a particular set of social and political values. The second part of this article begins a preliminary journey toward describing the "how" of critical evaluation. Critical evaluators can fight for social justice by combining the merit criteria of state and federal public education law, and the methods of an adversary oriented evaluation in order to transform educational environments that serve the future potentials of all children. Therefore education involves the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, 1985).

The distribution of higher education leadership in state legislature is examined based on questionnaire & interview data gathered from 285 legislators who influence US education policy, 33% of whom give special attention to issues of higher education. These leaders differ from education leaders generally in terms of their experience, their location within the legislature, & their effort & connections. How environment combines with other factors to produce such leadership is examined, focusing on 11 states where higher education is of considerable salience. HA.

The history of people with disabilities has been dominated by their isolation and exclusion. The long fight towards inclusion - and inclusive education in particular - started not many years ago. Most were powerless to control their own destiny. Their participation in society has been the object of others actions. In many countries their disability policies have a substantial element of protection and charity but not the right to equalisation of opportunities. This book highlights the process of change that is underway internationally. The equalisation of opportunities requires new processes t

This volume discusses topical issues in organisation, management, curriculum and policy implementation of Nigerian education from both the historical and contemporary perspectives

Because is expressed in many ways and evokes complex responses, it demands various lines of analysis. Globalizing Education shows how this phenomenon is mediated and mitigated by a range of educational policies, pedagogies, and politics. It identifies the forms of educational governance associated with neoliberal globalism and their manifold effects on nation-state education systems, highlighting the colonizing minority-world imperatives and retraditionalizing ramifications. It also shows how the global cultural economy - the disjunctive flows of images, people, and ideas - both challenges and reinforces conventional educational trajectories. The global/national mesh-works created by drugs, technology, and unions are among the complicated connectivities explored. This book exposes the more pernicious effects on education of neo-liberal and corporate globalization and explores and identifies innovative and transformative educational policies, pedagogies, and politics

Possible developments in US education in the twenty-first century are discussed, focusing on the educational implications of the emergence of a global marketplace, the challenge of ethnic diversity, new methods of teaching & learning, & efforts to restructure schools. It is argued that the US's multiple educational systems have not kept pace with changes in society. The emergence of a global economy, coupled with the growing challenge of ethnic diversity, necessitates a rethinking of traditional educational paradigms. It is suggested that the development of advanced technologies for teaching, learning, & school management, in concert with the initiation of a restructuring movement to facilitate school reform, may encourage the implementation of new models for education. Despite this opportunity for reform, a future of little or no change in US education is likely. Adapted from the source document.