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"Hearings held in Washington, D.C. January 28-30, February 1-2, 1965"--Pt.2. ; "Hearings held in Washington, D.C. January 22-23, 25-27, 1965"--Pt.1. ; Includes bibliographical references. ; Mode of access: Internet.

This paper examines the equilibrium effects of alternative financial aid policies intended to promote college participation. We build an overlapping generations life cycle model with education, labor supply, and consumption/saving decisions. Cognitive and non-cognitive skills of children depend on the cognitive skills and education of parents, and affect education choice and labor market outcomes. Driven by both altruism and paternalism, parents make transfers to their children which can be used to fund education, supplementing grants, loans and the labor supply of the children themselves during college. The crowding out of parental transfers by government programs is sizable and thus cannot be ignored when designing policy. The current system of federal aid is valuable: removing either grants or loans would each reduce output by 2% and welfare by 3% in the long-run. An expansion of aid towards ability-tested grants would be markedly superior to either an expansion of student loans or a labor tax cut. This result is, in part, due to the complementarity between parental education and ability in the production of skills of future generations.

This text discusses the argumentation of the authors of the article "Carnival Time: Russian Higher Eductaion and Science in the Postmodern Era" by Doctor of Economics, Professor P.A. Orekhovsky and Doctor of Philosophy, Professor V.I. Razumov, where they analyze the situation in modern Russian higher education. It is noted that the desire to expand the boundaries of scientific discourse on this urgent topic leads researchers to search for non-traditional methods of analysis of the current situation in education. In this case, the author considers the modern problems of domestic education through the prism of the literary theory of the carnival developed by M.M. Bakhtin for the analysis of artistic phenomena of a completely different order. It is argued that the experience of a critical understanding of the problems of education in the artistic works of various authors and eras leads to obvious parallels both among themselves and with the current situation in the domestic higher education, which is confirmed by a comparison of P.A. Orekhovsky's and V.I. Razumov's observations and conclusions, with texts by Lao She, Jean Baudrillard, Yuval Noah Harari, with the statements of the President and Chairman of the Board of Sberbank of Russia G.O. Gref and Assistant to the President of the Russian Federation, previously the Minister of Education of the Russian Federation, A.A. Fursenko. On the basis of multiple comparisons of a number of texts and statements, it is concluded that the progressive stratification and destruction of the system of domestic education reflects a global trend due to a change in the global social assessment of the meaning of truth and the scientific knowledge needed to find it, and the practical use in the interests of all mankind, or part of it. The author supports the forecasts by P.A. Orekhovsky and V.I. Razumov about the upcoming change in the types of institutions of science and education, as well as about imminent changes in the field of goal-setting and the organization of intellectual activity in states with developed scientific and educational potential.

Ireland can be justly proud of the history and quality of its medical education. Graduates of Irish medical schools are accepted globally as being of international standard and many of the most eminent of Irish medical professionals have returned to Ireland after periods of distinguished service in other countries. This high international standing is reflected in the large number of North American, African and Asian students attending medical school in Ireland. Indeed, the ability of Irish medical schools to successfully compete at an international level in terms of attracting students to Ireland, and to establish a range of strategic relationships with Universities and Governments in other countries is to be commended.

The workshop "Human resources for research: perspectives and tendencies for researchers'career, expectations and job satisfaction in the European research area" aimed to explore the state of play of scientific policies of individual European countries and tried to clarify the limits of individual national research systems to achieve the aim of creating the European Research Area. Further the objective of the meeting was to propose a critical reflection on traditional indicators of development of scientific careers (from EU, and other OECD institutions), the innovative nature of the workshop was to pay particular attention to the expectations system and researchers motivations towards scientific work and development of careers in research. Expectations and motivations of researchers could not be ignored analysing the process of scientific careers in Europe. The workshop focused on internal factors of human resources in R&D: work environment, transparency in career, consistency between education and job content, confidence in the system valuation. It have been very interdisciplinary reflecting the wild contribution to the research field of human resources in science and technology. Studies of Human Resources in S&T are placed across more disciplines and the interdisciplinary guided the selection of workshop participants and speakers, assuring a balance between sociologists of science and education, economists and trainers.

No atual contexto da sociedade do conhecimento, os saberes produzidos pelas transformações tecnológicas tornam-se mais acessíveis através do uso das tecnologias da informação e comunicação. Fundamentadas nos princípios da interdisciplinaridade e na superação da visão fragmentada do conhecimento e com base em pesquisas concluídas nas áreas de Educação e Educação Especial foram identificadas as competências informacionais necessárias para a gestão de informações científicas e tecnológicas. As pesquisas utilizaram metodologicamente a análise bibliométrica para avaliar: a produção científica brasileira na base de dados Francis do INIST/CNRS, França; e a produção científica dos docentes do Programa de Pós-Graduação em Educação Especial/UFSCar. Utilizou-se o quadro teórico composto dos históricos da Educação e Educação Especial no Brasil; da abordagem sociológica da comunidade científica; dos aspectos conceituais sobre banco de dados e estudos bibliométricos; da revisão de literatura sobre competências informacionais. A análise dos dados obtidos nas pesquisas e a reflexão a partir do quadro teórico utilizado permitiram identificar as competências e habilidades na realização dessas pesquisas: contexto de produção da informação; realizar operações de acesso, busca, avaliação, seleção e recuperação das informações; domínio de ferramentas automatizadas para reformatação e importação de dados, análise e síntese das informações; habilidades para validação, comunicação e disseminação dos resultados.

The vast majority of farmers in sub-Saharan Africa (SSA)are smallholders, many of whom are women, who have limited access to inputs and markets and face a growing number of production challenges. Few young people are being attracted into agriculture because they see better opportunities elsewhere. New knowledge can help farmers to significantly enhance their productivity and income and stimulate the creation of rural businesses, but such knowledge is not available in many rural communities. An innovative Pan-African initiative on farmer education and training in SSA (FARM-ED) aims to address these issues by exploiting the use of Open Educational Resources (OER) and emerging information and communication technologies. // FARM-ED draws on the lessons from successful large-scale OER programmes in the education and health sectors, run by the UK Open University (OU) in collaboration with local partners in Africa and South Asia. These programmes have demonstrated how high quality learning materials can reach substantial numbers of people within a short period of time. A key feature of the approach is to establish partnerships which bring in relevant expertise and facilitate local ownership. FARM-ED is led by a consortium of knowledge institutions including the OU, the Natural Resources Institute of the University of Greenwich and the regional university networks in Africa, RUFORUM and ANAFE. But the partnership extends much more widely and includes civil society organizations, the private sector and government agencies. The emphasis is on strengthening the capacity of intermediaries to respond more effectively to the demand from farmers for knowledge on how to improve their farming systems. // An initial scoping study carried out in East Africa in 2012 revealed that there is considerable interest among different types of organization to participate in the development of OERs and to receive training in their effective use. Another clear message was the importance of addressing the needs of women and young people, and to help them overcome barriers to success. A particular challenge for FARM-ED is to reflect the wide diversity of agricultural systems and socio-cultural practices within and between countries in SSA. Generic learning materials are being developed for use with different media (including print and mobile) and will be freely available online. Although generic, there will be a strong emphasis on adaptation of the learning materials for the local context and, through working with communities of practice, improving them in line with feedback from users. // FARM-ED also aims to help to create a more favourable enabling environment for the implementation of best practice in priority areas such as adaptation to climate change, nutrition and rural entrepreneurship. It will do this through the development of special courses for policy makers and by engagement with national policy processes. // Paper ID: 184

A significant number of research results in different fields of knowledge are correlated by researchers with synergetics. The problems, content, research methods and results related to synergetics are characterized by ambiguous assessments and uncertainty. At the same time, synergetics as a scientific area of ​​research is in demand by society. The organic need of modern science for generalizing interdisciplinary research continues to stimulate the further development of synergetics and its emergence to a new level of integration interactions. Synergetics operates today as a category of scientific knowledge. The context of synergetics makes it possible for scientists of different specializations to interact fruitfully in the language of system understanding and the search for new solutions. The education system is one of the social subsystems of society.The modern socio-cultural space in which the education system functions is unusually rich in diverse content. Numerous social systems, traditionally existing and newly emerged, interact with each other, enter into certain relationships, and are in a state of constant activity. The combination of traditions and innovations is the main socio-cultural norm of relations between the old and the new, excluding their opposition and affirming their complementarity.

Purpose: Despite the formal political decolonization of much of the world, the colonial legacy continues to prevail around the globe, in particular in the Global South. This article explores the interface of language, education and citizenship in Mozambique, with special reference to the role of education and language ideologies in forging the ideal citizen in the postcolonial context. Method: Drawing on previous studies on education and citizenship in colonial and postcolonial contexts, I use the decolonial lenses of Linguistic Citizenship and other related frameworks to show how citi-zenship education in Mozambique has been inextricably bound up with political efforts towards the management of linguistic, cultural and political diversity. I argue that in spite of the progress made, there is still a mismatch between legislation and political discourses on language, education and citizen-ship education and actual practices of citizenship in Mozambique, which continue to be linguistically and politically constrained. Findings: This article may contribute to uncover language related social injustices, often associated with the persisting colonial matrix of power, and also to promote decolonial, more pluralist and inclusive forms of citizenship education in Mozambique and elsewhere.

Higher education is the key issue in the development of our economy. No Socio-economic development is possible without introducing high quality educational inputs required for social reforms. However, it is noticed that there are various issues and conflicting points when one thinks of higher education. When one talks of quality, it often is linked with restricting inflow of the interested learners. Whereas one talks of social justice it is liberalizing and opening of higher education with a free access to all concerns. Thus the situation results in a conflicting set of objectives. Higher education in India is in a melting pot because of these conflicting objectives.Today's Higher Education is marked with competence, caliber and capacity building. When it fails to achieve these objectives it fails to deliver the result. India is one of the largest democracies with a huge network of institutions of higher learning. These institutions work for promotion of higher education, advancement of knowledge and enrich the cultural, social and economical life of the country. In true sense, they are the life blood of democratic system.Different approaches are advocated for spreading Higher Education. The Ivory tower approach which eulogized the pursuit of knowledge for its own sake has dismisses the utility approach of Higher Education. However, now it is the utility approach which dominates the purpose of Higher Education.What should be the purpose, process and philosophy of Higher Education in India is a matter of debate. People from different walks of life debate the concept of Higher Education from different angles. Especially, the issues related with quality, utility, equity and open access are still very important. Unless and until a right balance is struck between these conflicting objectives, the true aim of Higher Education may not be achieved.The present paper discusses the core issues related with access, equity and quality of Higher Education.Key Words: Equity, Quality in Higher Education, Open Accessm, Performance of Higher Education, Challenges before educators etc.