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A number of major studies of social stratification have been conducted since the Second World War. Focusing on societal openness, or equality of opportunity, these studies have ranged from investigations of individual status attainment and mobility processes to the analysis of class closure and class conflict among groups. What these studies have mostly in common, however, is that the form of stratification within which mobility or class closure is considered is occupational. Also, they have almost entirely concentrated on the male population. Openness, or equality of opportunity, is usually assessed in terms of the association between fathers' and sons' occupations, or the relative chances a son has to inherit his father's class or status position (Dale et al, 1985). Low rates of inheritance, or a lack of association in class position across generations, are interpreted as indicating weak tendencies towards social closure between strata and classes. Strong associations, or low rates of class interchange, are taken as evidence of greater structuration.

Never have policy initiatives been so important than in today's society. Neoliberal manifestations, climate change, civil rights movements, and governmental reactions to these issues have created a backdrop where greater education in policy analysis and development is vital. Policy is often created for accruing power, expanding privilege, and further marginalizing oppressed groups. Educating policy developers and consumers is but one means of harnessing the positive power of policy while restraining the tendencies to pervert policy for the betterment of a powerful hegemonic elite. Policy Matters: Perspectives, Procedures, and Processes demystifies policy, exploring how it may truly be transformative in combatting hegemonic and neoliberal incursions into the educational arena. The traditional theory / practice divide is overcome here, uniquely, as educational policy is united with educational reality to empower educators, education stakeholders, and citizens to use policy, policy development, and policy initiatives for the betterment of society as a whole.

Description based on: 1980. ; "Purchase order 51629." ; Mode of access: Internet. ; Vols. for -1977 issued by National Clearinghouse for Smoking and Health; 1978-1979 by Center for Disease Control, Bureau of Health Education; 1980- jointly by Center for Health Promotion and Education, and Office on Smoking and Health.

This reissue, first published in 1986, offers a comprehensive treatment of educational development in four countries in West and East Africa: Nigeria, Uganda, Kenya and Tanzania. The author focuses on the role of education in promoting or hindering national development; the way the educational system varies in response to societal and dialectical forces; the place of education in major theories of change and development; and the contribution made by education to economic, social and political development. Clearly and concisely written, the book will be of interest to teachers, administrators

Islamic boarding schools are one of the important pillars in the world of education, therefore they are called the oldest educational institutions in Indonesia. The roles and contributions given to society are numerous. Among them as a place for learning, a place for discussion and so on. Not only religious lessons but even general lessons are given by pesantren today. So it cannot be denied that there are many great people who were born from Islamic boarding schools. In facing the era of globalization, pesantren still exist with their Islamic traditional values. At this time it has been seen that many pesantren have not only implemented the typical pesantren learning system, namely the sorogan, wetonan, and bandongan systems, but learning through formal schools is also provided at the pesantren. Various kinds of formal education are given starting from kindergarten to college though. To see this phenomenon, this study uses qualitative data with phenomenological theory. Pesantren will continue to exist if they adopt changes without having to lose their identity. The challenge of facing the current of globalization which is increasingly growing, pesantren persistently maintains the side of the social tradition of education, even though the pesantren side reduces the government education system. This happens because pesantren want to create new innovations, besides that, because pesantren try to eliminate the thinking of the people who think that pesantren are educational institutions that are still traditional and conservative because they miss information from the outside world. Therefore, taking steps in adopting education systems and patterns from outside is the right step for pesantren which has such problems.

Music Education in Luxembourg and its Assessment. 1. Assessment of Pupils According to Martin Fautley (2012), not everything what is taught, is always learned, and therefore music education also needs assessment. In my lecture I will first give a short insight into the formal school system in Luxembourg and its recent change from summative to formative evaluation. In 1998 the parliament of Luxembourg voted a law of music education. The aim was to offer an equal level of music education in every region of the country and to motivate more children to attend music courses. The assessment system in music schools was based on summative evaluation known from general schools. Current tendencies finally try to adopt a more smooth method of evaluation in order to improve the pupil's learning success and in order to critically scrutinize the teacher's training activity. After the description of the organization of music schools in Luxembourg, I will consider this change of paradigm. 2. Assessment of the System? Music education in Luxembourg is based on the francophone system of solfège, a method for future singers and professional musicians, including audiation for beginners at the youngest age. It is also partially transferred to some instrumental disciplines. However, during the last two decades, in these countries – France and Belgium – solfège has been replaced by a less rigorous and better-adapted method of musical training. In contrast to these countries, the Luxembourg system of music education never has been assessed. Music-school teachers graduate in the neighboured countries. While degree holders from music universities based on the German system have to study educational sciences (a minority), their colleagues issued from the French tradition (the majority) never did. They specialized in their main discipline, are skilful artists, but have no pedagogical grade and acquire educational skills in learning by doing or not at all. But, decisions concerning further development and pedagogical improvements should be managed in accordance to todays (pedagogical) needs. My paper will focus on this weak point in giving a historical insight into the system of solfège and its didactics over the centuries beginning with Guido of Arezzo up to Rousseau until its current use in Luxembourg and, depending on it, the instrumental disciplines. I will focus on the pedagogical needs, which have led to changes over this long epoch. An independent evaluation of music education in Luxembourg by external is absolutely necessary. I will conclude with some reflections on statements by some alumni of music-schools, which could serve as a model for an external assessment.

Education and Social Change provides a basic introduction to educational studies, with a viewpoint for decision. This book discusses the increasing number of educational influences at work outside the schools and colleges. Organized into three parts encompassing 10 chapters, this book starts with an overview of the influences affecting the schools as well as affecting the entire life in which the schools have to take on a different meaning. This text then examines the educational institutions and describes how their purposes, structures, and populations are undergoing unprecedented change. Oth