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Language education policy is a branch of language policy. The research on language education policy in academic circles has not been developed for a long time, but the research methods and research scope have undergone significant changes. The ethnic and cultural diversity of The United States is highly similar to the coexistence of multi-ethnic languages in China, especially the bilingual teaching research. Scholars began to study the language education policy in the United States in the 1960s. Up to now, it has experienced nearly 60 years of development, producing many valuable research methods and ideal research results. This paper summarizes and analyzes the studies on language education policy in the United States in the recent 60 years, so as to draw lessons from the methods and measures that can be referenced and absorbed in the formulation of language education policy research in China.

Societies benefit from the delivery of inclusive education, lifelong learning and from active labour market policies. Therefore, this research presents a critical review of the relevant literature. It features a comparative analysis on the latest socio-economic policies that are currently being implemented in the Mediterranean island states of Malta and Cyprus. The findings suggest that both countries need to attract more students to vocational and higher education in order to improve their employment prospects. The latest European reports indicate that their labour market policies are increasingly targeting vulnerable individuals, including women, single parents, older adults and migrant workers, among others, who are not in employment, education or training. In conclusion, this contribution implies that the pursuit of continuous improvements in quality education and social cohesion can create a virtuous cycle of productivity outcomes, including job creation and societal well-being. ; peer-reviewed

The UAE has long prioritized education within its development plans, with the aim of creating a diverse and competitive economy based on improvements in the efficiency and quality of educational output. This book examines the various challenges of educational advancement on which success over the coming decades depends. Such challenges include diversifying the student population, schools, and curricula; improving the quality of the school environment; overcoming the limitations of traditional methods of education; creating effective approaches to development, evaluation, and assessment; improving educational guidance for students; and achieving greater family involvement in the educational process in an attempt to promote high levels of educational attainment, self-confidence, and a sense of citizenship. By analyzing the present state and future challenges to education in the UAE, this book is essential for all those interested in the development of education in the Gulf, and the wider Middle East

Historically, local control of education has been a sacred part of the American political culture. Since the early 1960s. however, there has been an unprecedented growth of state influence over local education. States require minimum days of school attendance, courses of study, and standards for teacher licensing, as well as minimum tax levies and expenditures. During the 1970s, states intruded heavily into school finances, initiating reforms to equalize educational opportunities.

Publication in the context of the 1994 UN Year of Small Island States. It provides information on the role of environmental education as a tool for environmental conservation in small island states and case studies of successful environmental education programmes in island nations. Chapter on the role of the Commonwealth of Learning. (DÜI/CESO)

The "school beat" still remains a thinly covered assignment of the U. S. daily newspaper, this survey discloses. In it, education reporters discuss problems of handling schoolmen contacts, issues in the news.

Preliminary Material /George J. Sefa Dei and Arlo Kempf -- Mapping the Terrain – Towards a New Politics of Resistance /George J. Sefa Dei -- A Tool of Massive Erosion: Scientific Knowledge in the Neo-Colonial Enterprise /Gina Thésée -- On Silence and Dominant Accountability: A Critical Anticolonial Investigation of the Antiracism Classroom /Philip S.S. Howard -- Implicit Racism and the Brain: How Neurobiology Can Inform an Anti-Colonial, Anti-Racist Pedagogy /Serhat Unsal -- Is Decolonization Possible? /Njoki Nathani Wane -- Spiritual Politics: Politicizing the Black Church Tradition in Anti-Colonial Praxis /Elaine A. Brown Spencer -- Anti-Colonial Historiography: Interrogating Colonial Education /Arlo Kempf -- From Post-Colonial to Anti-Colonial Politics: Difference, Knowledge and R. v. R.D.S. /Leila Angod -- The Power of Oral Tradition: Critically Resisting the Colonial Footprint /Maryam Navabi -- Indigenous Knowledge in Jamaica: A Tool of Ideology in a Neo-Colonial Context /Mark V. Campbell -- Development Unmoored /Catherine Moffatt -- An Anti-Colonial Critique of Research Methodology /Jennifer Hales -- Remembering, Resisting: Casting an Anti-Colonial Gaze upon the Education of Diverse Students in Social Work Education /Billie Allan -- Invisible Violence and Spiritual Injury within Post-Secondary Institutions: An Anti-colonial Interrogation and Response /Marlene Ruck-Simmons -- Engendering Indigenous Knowledge /Lindsay Kerr -- Looking Forward – The Pedagogical Implications of Anti-Colonialism /George J. Sefa Dei and Arlo Kempf.

University address, June 17, 1890 / J.H. McLeary: p. [13]-20. ; Caption title. ; Mode of access: Internet.