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The subject of adult education has been chosen for this paper in order to provide a point of orientation for the discussion of certain related social problems of the western farming community. The conclusions are based upon field studies of several contrasting rural communities in Manitoba carried out under the direction of the Manitoba Royal Commission on Adult Education. Some characteristics of governmental institutions, farm movements, and farming conditions are peculiar to that province but basic similarities in the social structure of farming communities throughout the Prairie region mean that most of the findings have a wider application. It is necessary for reasons of space to treat ethnic communities only briefly, but this brevity may be partially justified on the grounds that the British-origin farming community represents the ideal type to which the ethnic communities are assimilating at various rates.The difficulty of defining adult education may be avoided by noting briefly its place in the educational process. In complex societies the term "education" has commonly been used to apply to the explicit function of the formal institutions through which social groups prepare young candidates for adult participation. It is apparent that, in terms of this social function, education is part of the more inclusive processes of socialization and acculturation necessary to all social groups and carried out in many societies without benefit of formal institutions. To prepare the young for integration in social groups as adults it is necessary that they acquire and incorporate in their personalities at least a minimum of the normative behaviour patterns necessary to various social roles as well as learn such elements of the cultural tradition (systems of knowledge, techniques, value-patterns, language, art, and the other expressional forms) as the adults controlling the training deem desirable. Although an unprecedented amount of training is acquired within formal institutions in our society, these institutions provide only part of the training necessary for social participation as an adult.

The "Sanquan Education" is the practice of Marx's theory methodology on the free and all-round development of human beings and the innovative development of Ideological and political education of socialism with Chinese characteristics. It follows the party's educational policy in the new era, and provides practical exploration for the cultivation of socialist builders and successors with all-round development of moral, intellectual, physical, aesthetics and labour. In order to promote the work of "Sanquan Education", colleges and universities in the new era must establish the education concept of "everyone, always, everything and everywhere", comprehensively implement the party's education policy, strengthen linkage, integrate resources, improve evaluation mechanism, and form a higher level ideological and political work system.

FL als innovative Theorie und vielfältige Praxis in zahlreichen Disziplinen und interdisziplinären Projekten -- FL als Bildungsideal – für Studierende als selbstbestimmt handelnde Personen -- FL als studentische Individual- und Teamarbeit -- FL als interdisziplinäre Praxis und außeruniversitäre Kooperation -- FL im digitalen Zeitalter.

This volume provides an in-depth analysis of the critical dimensions of higher education in India. It focuses on the growth and expansion of private higher education and public policy. The volume discusses issues related to the growth of for-profit and not-for-profit private higher education institutions and their implications at the policy level. It outlines the role of such institutions towards the internationalization and global ranking of the Indian higher education system. The book discusses the trends in internationalisation adopted by private higher education institutions and explains the resulting impact on aspects such as the diversity of programs, skill formation, employability, pedagogic practices, standards, curriculum development, and research and development, as well as the wider externalities in terms of promoting India's soft power and international relations with other countries. While outlining the challenges of Open Distance Learning (ODL) and online education in India, the book also discusses the use of ICT, OER, and MOOCS among others to address the challenges of the ODL system. This volume will be of interest to teachers, students, and researchers of education, public policy, political science, international relations, law, sociology, economics, and political economy. It will also be useful for academicians, policymakers, and anyone interested in the internationalization of Indian Higher Education.--

Gender and Education: Essays from Economic and Political Weekly (2019) is a book recently published by Orient Black Swan publishers. This book is a collection of different essays, focusing on education and women in India, originally published in Economic and Political Weekly from 2000-2017.

This article is a first attempt to relate the UN Convention on the Rights of the Child to education policy. It compares three countries, Argentina, Chile and Spain in an attempt to both present particular problems that are of pressing concern in each and to propose a framework that might reveal some possible obstacles to the implementation of children's rights. The article is divided into three sections. In the first section, a comparative review of the formal dispositions and legislative changes in the three countries is presented. Some of the most notable contrasts are briefly contextualized in the history of each nation-state. In the second section, particular problems in each nation are reassessed through the lens of the Convention. Three cases are examined: in Argentina, the funding and organization of public compulsory education; in Chile, an instance of international cooperation in education; in Spain, the relations between public and private education and ethnic segregation. Finally, a general framework is discussed using these three cases as examples

This up-to-date reference work explores theories, methods and practices of social work management education in higher education. It includes contributions from more than 30 scholars and researchers in the field of social work management education from more than 10 countries and 4 continents. The work is unique as it overcomes current barriers between the different sub-disciplines of social work didactics and management education, and takes into consideration the development of a discipline-specific Scholarship of Teaching and Learning (SoTL). The integrated and transdisciplinary approach to social work management education presented in this edited volume is of paramount importance to international scholars, teachers, practitioners, students and all other audiences interested in the field of education. The work provides an overview of the theoretical principles on how social work management can be taught and learned, and analyzes curricula, pedagogical approaches, actors, and socio-economic and institutional contexts of social work management at higher education institutions.

A paradox exists in Latin American countries: the expansion of education has been very significant in recent decades; however, the degree of inequality has not declined. The obvious question then arises: is education an equalising system? This paper seeks to solve this paradox. A theoretical model is constructed to establish the relationship between education and incomes in a socially heterogeneous capitalist society. The economic process is separated into two partial processes. The first is the education process in which education is transformed into human capital; the second is the market process in which human capital is transformed into incomes. The initial inequality in the distribution of economic and political assets (which implies a socially heterogeneous society) plays an essential role in those two processes. This role operates through the basic institutions of capitalism, democracy and the market system. A set of empirical predictions is then derived from the theoretical model. The model predicts that the education system is not income equalising; it also predicts that, given the initial inequalities and the workings of the education process, the market system is not income equalising either. Therefore, a reduction in inequality in years of schooling will not imply a fall in the degree of income inequality; moreover, equality in years of schooling does not imply equality in incomes among social groups. The set of empirical predictions is then tested against Peruvian data from 2003. Statistical consistency is found between predictions and the data. Thus the theoretical model explains the Peruvian case. Some public policy implications are derived from the theory. Further studies are certainly needed in order to test the general validity of the proposed theory.