Suchergebnisse

This paper examines the political intersection of religion and education in Ontario, Canada, from1840 to 2011. Currently, Ontario is Canada's most ethno culturally diverse province, and Toronto, its capital city, is one of the most multicultural cities in the world. The issue of public funding of religious education in Ontario has emerged at varying times in the province's history. In particular, selective Ontario provincial election campaigns are discussed in relation to exploring the degree to which public funding of religious education and religious accommodation emerged as political issues. Social mobilization theory provides a rich and varied conceptual lens through which to examine decisions that have led to the current place of state funding of religious education in Ontario.

Educational reforms, as initiated in Serbia in 2001, were based on the concept of quality education for all. This concept was put into practice as an inclusive approach in 2010/11. Inclusive education has been defined as a provision of full support and optimal environment for each student to be taught in the nearest school and in a regular class. In this paper we review the achieved results in providing necessary conditions for a successful implementation of the inclusive education, i.e., school policy, preparation of teachers, building-up their attitudes and system of values, as well as attitudes and system of values of other participants in the educational process. It has been shown that educational institutions, teaching staff and other participants in the educational process are fully aware of the need for an integrated schooling of all children and accept the concept of inclusive education. However, several shortcomings of the current inclusive education have been revealed. They are a consequence of the means it has been implemented, as well as socio-economic conditions that affect the Serbian society and educational sector as its part.

Studying perceptions of stakeholders and beneficiaries is important in framing the system and improving the outcome. This study sought to appraise the perceptions of graduates and TVET school managers vis-à-vis the Industrial-Based Training (IBT) in use in TVET schools in Rwanda. A mixed method was used, and data were collected from both graduates and TVET managers. Research instruments were questionnaire surveys and follow-up in-depth interviews. Findings revealed that 83.2 % of the TVET graduates appreciated the IBT program. Similarly, about two-thirds (73.4%) of the sampled TVET graduates communicated that IBT provided them with the necessary skills for self-employment. Most (84%) school managers affirmed that skills provided by TVET institutions are highly demanded in the labor market, and TVET graduates have opportunities in the labor market. The present study recommends more partnerships and resources to enable IBT to be well established among TVET schools. Keywords: Industrial-Based Training, TVET, Graduates, School Managers, Rwanda

A World of Changemakers - how can a hybrid arts lecture series concept in e-learning create attitudes and shape skills as a playful and critical thinking navigator in an uncertain world? To re-create meaning is an interdisciplinary cross-sectional task of our zeitgeist in a civil society. The international contributors represent key roles in relevant philosophical, technical or economic debates, non-university community art & design projects or companies.

The domestic and global forces that shaped Mexico's revolutionary struggle of 1910–17 continued to shape its state-building conflicts during the 1920s.Recent revisionist historiography underscores this point by emphasizing the bitter irony of the Mexican revolution. This literature contends that, despite the revolution's populist and nationalist aura, by the late 1920s it had done little more than subordinate the masses to an even more centralized state and deepen Mexico's dependence on United States governmental and capital interests. The revisionists argue, then, that the revolution had basically reinforced the country's old regime legacies and created a more institutionalized version of the Porfiriato's authoritarian state.

This chapter examines the "Singapore paradox": the island state's highly successful development record since the mid-1960s despite the fact that it exhibits many of the inherent economic vulnerabilities of a small island developing state (SIDS), including extreme openness to international trade and factor flows, heavy dependence on imports of goods and services, and on foreign sources of labour and capital, and exposure to external shocks. Indeed, these vulnerabilities have been used to defend the Singapore government's decision not to accept reclassification as a fully developed country and have provided the rationale for a development strategy based on high levels of forced saving, high levels of centrally directed investment, a persistent build-up of official foreign exchange reserves and a strongly interventionist government in all sectors of the economy. The authors find that although some of the paradox can be explained by innate advantages associated with its location and history as an entrepot city-state and its ability to benefit from trade and other links with its growing neighbours in the region, much is due to "nurtured resilience" or good economic policy, including a certain amount of pragmatism and unorthodoxy when required. Since the mid-1980s, however, it has been harder to maintain such a centralised development strategy and Singapore is finding it increasingly difficult to overcome its vulnerabilities in a more globalised world where locational advantages are less important than in the past. ; peer-reviewed

Since the late 1970's, the Chinese government has been gradually changing its traditional policy for providing higher education and has begun to emphasize the comprehensiveness of the universities. Interdisciplinary cooperation and the synergization of resources are being promoted, and institutional autonomy is gradually increasing. Schools and faculties have been restored in universities, and new research institutions, research schools, research centers and the like have been established. From a unitary three-level model— university/department/ teaching and research group—before the reform, the organizational structures of the universities have developed a new organizational structure that is more flexible and more open. This more adaptable structure is intended to meet the developmental demands of modern universities with close links being created between their work and regional economic and social development. China has moved from a very centralized educational system in which the main decisions were taken by the central government to a decentralized educational system. This reform is also taking place within the institutions of higher education, and their internal organizational structure has also become more decentralized.

Moon reviews 'KOREAN SOCIETY: Civil Society, Democracy and the State' edited by Charles K. Armstrong.

According to a recent plurality of the U.S. Supreme Court, the danger that federal taxes will "crowd out" state revenues justifies aggressive judicial limits on the conditions attached to federal spending. Economic theory offers a number of reasons to believe the opposite: federal revenue increases may also float state boats. To test these competing claims, I examine for the first time the relationship between total federal revenues and state revenues. I find that, contra the NFIB plurality, increases in federal revenue -- controlling, of course, for economic performance and other factors -- are associated with a large and statistically significant increase in state revenues. This version of the study additionally provides extensive background explanations of underlying economic concepts for readers unfamiliar with the prior public finance literature.

This paper describes some of the accomplishments of the General Assembly regarding education for FY 2016-2017. It increased funding for the Education Finance Act, Virtual SC, Education and Economic Development and the Abbeville Equity Lawsuit. Other educational legislation is also addressed.

AbstractThis introduction details why there has been an emphasis placed on examining the value and efficacy of divorce and coparenting education programming. A set of articles is then described that, as a collection, provide insight into what is known and where we need to move forward as a field in the best interests of divorcing and separating parents and their children. We highlight seven original articles that provide foundations on this topic and synthesize consistent themes across these articles herein.