Suchergebnisse

The implementation of zoning policy through the regulations of Minister of Education and Culture No. 51 in 2018 raises new problems in Indonesia. Some of these problems are also experienced by people in Cimahi. This research is motivated by the need for the local government of Cimahi to restructure and rearrange the adequacy of State Elementary Schools graduates to enroll State Junior High Schools in Cimahi. This qualitative descriptive research was carried out by processing data, organizing, analyzing, summarizing, and describing the conditions as they are related to the zoning map data for the 2019/2020 academic year of Cimahi. Zoning map for the 2019/2020 school year, the draft of local regulations of Cimahi, and also Minister of Education and Culture No. 51 of 2018 r concerning admission of new students are processed and analyzed qualitatively to see how adequate the access of education at State Junior High Schools seen from the number of its graduates that can be accommodated, as the effect of zoning policy. From the results of data analyzing, the conclusions are: 1) there is not yet adequate access to education at the State Junior High School level when it is compared to the number of graduates from State Elementary Schools; 2) from the nine zones in the zoning map of Cimahi, there were only 6 graduates from State Elementary Schools that can be accommodated in State Junior High Schools; and 3) there are still a large number of Elementary Schools graduates for the 2019/2020 school year who have not been accommodated in the zoned State Junior High Schools. Therefore, from the result of this study, it can be recommended that the increase in the number off class units is still needed, and the development of New School Units for State Junior High Schools which refers to laws and regulations, which to organize the zoning system in Cimahi in the form of Mayor Regulations.

The purpose of the article was to study the processes of state regulation of the higher education system in Ukraine in the context of ensuring the autonomy of universities. General and special scientific methods were used in the research process. It was determined that the target priorities of the regulation of higher education system development are: a) regulatory influences on higher education institutions; b) promotion of the level of investment attractiveness of the higher education system; c) optimization of the use of limited financial resourcesn and; d) improvement of approaches to distribution of state orders for personnel training for the national economy, which further includes: state financing of research works carried out by higher education institutions. In conclusion, it has been proved that in order to ensure modernization changes in the higher education system, it is necessary to stimulate enterprises to cooperate with universities in the spheres of education and scientific research; to stimulate the inflow of investment resources from the business sector into the higher education system and to improve specific financial support tools for higher education institutions and enterprises developing cooperation with universities.

This paper suggests that societies exhibiting a large degree of educational polarization among its populace are systematically more likely to slip into civil conflict and civil war. Intuitively, political preferences and beliefs of highly educated citizens are likely to differ fundamentally from those of uneducated citizens. We propose an index of educational polarization and test its predictive power in explaining the likelihood of civil conflict and civil war, analyzing 146 countries (equivalent to over 93 percent of the world population) from 1950 to 2014. Our results produce strong evidence for a positive, statistically powerful, and economically sizeable relationship. In our benchmark estimation, a one standard deviation increase in educational polarization is associated with a 4.6 and 3.8 percentage point rise in the chances of civil conflict and civil war, respectively. These results are robust to the inclusion of the conventional control variables, country-fixed effects, and country-specific time trends.

Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.

Bordered by Belgium, France, and Germany, Luxembourg is one of the three main seats of the European Union's institutions. The Grand Duchy of Luxembourg sits at the crossroads between Europe's Germanic and Francophone language communities. The country has experienced remarkable migratory flows, resulting in an ethnically hyper-diverse and multilingual population. Reflecting this cultural diversity, the educational system at all levels emphasizes language learning. Historically an agrarian society, a century ago it developed a very strong steelmaking industry and over the past decades has witnessed extraordinary growth in its financial services sector. Established to broaden the economic bases of the country, thus reducing overreliance on the steel and banking industries, yet against considerable pecuniary and ideological resistance, the national flagship University of Luxembourg (UL) was founded in 2003 upon initiative of a small group of elite decisionmakers. As a private, government-dependent institution (établissement public) directed by a Board of Governors (Conseil de Gouvernance), the university's major funding is provided by the state, although its third-party funding has increased rapidly and substantially. Ironically, while spatial mobility is everywhere supported, Luxembourg has invested considerable capital and strategic planning in establishing its own national university. It aims to compete globally by concentrating its intellectual and financial resources and by building on the country's strengths and priorities. The state took this ambitious step in scientific capacity-building in founding a research-oriented university, in so doing also providing a stay-at-home alternative for Luxembourg's youth, traditionally educated abroad. The long-standing custom of educating elites in other countries was ostensibly justified by the establishment of cosmopolitan, Europe-wide networks. Today, rising international competition and supranational coordination have increased pressure on Luxembourg to grow its higher education system and thus also foster educational and scientific innovation. The University provides a means to diversify the economy and to integrate citizens from diverse cultural background, while the polity remains dominated by local elites. Oriented towards the Grand Duchy's unique context—small size, but simultaneously flourishing center of European governance and international business—the University was founded upon the principles of internationality, multilingualism, and interdisciplinarity.

"Universities for years have been the bright spot in our educational system. Today, these institutions are under siege from multiple constituencies including students, parents, legislators, government officials and their own faculties. Education has historically been a way for students to improve their lives and fortunes. However, the rising costs of college are a barrier to access for many students, reducing their chances for upward mobility. Is technology the solution, or is it just another costly problem for universities? The purpose of this book is to explore how new technology has the potential to transform higher education. However, this same technology also has the potential to disrupt universities. Much depends on how administrators, faculty and students apply technologically enhanced learning. Technology and the Disruption of Higher Education presents details on MOOCs, blended, flipped and online classes and their role in transforming higher education based on the author's experiences teaching all of these types of courses. These technology-enabled approaches to teaching and learning offer tremendous opportunities to schools, but they also threaten the traditional university. The book identifies some of these threats and opportunities and offers suggested strategies to take advantage of the technology. Is this technology enough to save the university system? While new ways of teaching and learning are exciting, they are only part of the puzzle. Radical change beyond what happens in the classroom is needed if our higher education system is to continue to flourish and some of these ideas are discussed in the last chapter of the book. The book is a call to action for educators to realize that the technology is both transformational and disruptive, and that some universities are going to fail in the next 15 years."--Provided by publisher.

The space education landscape in Europe continues to evolve as the demand for a skilled workforce with interdisciplinary and multidisciplinary backgrounds, grows. This study aims to map the higher education landscape in Europe and understand trends and patterns among the higher education programmes within the European space sector. Indeed, the space sector is changing constantly as new technologies, challenges, and actors emerge, and the educational background must meet this demand for highly specialised and competent professionals. This analysis stems from the consolidation of a database of all higher educational space study programmes across all ESA and EU Member States within Europe, as well as a comprehensive view from students and young professionals entering the space sector. Further analysis groups the study programmes across Europe into so-called "macro-areas", which support an in-depth analysis of the fields of study available for students in Europe, as well as their distribution across the continent. Overall, the study demonstrates key trends at the national level, both in terms of study programmes available and government strategies and initiatives influencing the space education landscape per country. European-wide trends are also identified. The study contributes to a better understanding of the space sector overall and allows for the identification of key trends among European higher education in space-related study fields. Additional key messages can be gleaned from an increased understanding of how the space sector is perceived by students and young professionals, complementing the analysis conducted of the space education landscape at the university level

The article discusses the relationship of V. A. Bochkarev, a graduate of Saratov University in 1930, the first postgraduate student of A. P. Skaftymov in 1930–1933, subsequently Doctor of Philology, professor, the head of the department of the Russian and Foreign literature of Kuybyshev (Samara) Pedagogical Institute (University) for many years, the author of the fundamental works on the Russian historical drama, and A. P. Skaftymov, the founder and the creator of Saratov School of Philology, a scientist of world renown. A. P. Skaftymov left philological legacy exclusively valuable in its scientific magnitude and he educated many students, the nestlings of Skavtymov's "nest", as they were called afterwards, some of them, including V. A. Bochkarev, have taken the rightful place in the literature science. The article covers the important role that A. P. Skaftymov played in the personal and scientific life of V. A. Bochkarev in his formation as a scientist and a teacher, who retained a grateful memory of his tutor. Some important memoir evidence by V. A. Bochkarev is presented, in which he dwells on the content and structure of the lecture courses given by A. P. Skaftymov, that V. A. Bochkarev chanced to attend as a student and a postgraduate, on the topics of the special seminars that A. P. Saftymov used to teach, on the reports that were prepared under his supervision, on the requirements of the scientific supervisor to the students' and postgraduates' papers, on the methods of scientific counselling, on A. P. Skaftymov's inherent feeling of democracy, that was revealed in his behavior as the head of the department and the faculty. The article considers how V. A. Bochkarev perceived and evaluated the scientific, moral and educational lessons of A. P. Skaftymov, which he appropriated for his life and reflected in his memories and letters to his colleagues in Saratov.