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In this introduction to the Policy Forum, some key issues in relation to proposed reform of the funding of higher education are outlined.

& Formal pol'al educ has developed distinct objectives & practices.

Strengthening character education of students must follow all subjects held in the national education system. As for the technical in taking the main subjects, while the subjects that are not the main can be studied alone, but there are still difficulties in the centralized Education system, because the number of lessons is very much, not in accordance with talents and interests, it must improve strengthening character education in accelerating subjects contained in the national curriculum. Students are burdened with heavy lessons because they have to learn all subjects in a short and solid time. The learning success factors of students are influenced by internal factors of ability, willingness, sincerity, external factors namely family, school environment, community environment. So from that education program carried out by the government in the form of regular programs or acceleration in shaping strengthening character education of students, namely providing services especially for students who are talented and have intelligence above the average needs to be considered in their emotional development of students can be balanced. Declining learning outcomes of students because it is influenced by emotional factors, situations and conditions, tension.

By presenting alternative conceptions of how to link political theory to practice and education, this volume inaugurates a discussion hitherto not often attempted by modern political philosophers. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legac.

Cover -- Title -- Copyright -- Preface -- Acknowledgment -- Contents -- Dedication -- Introduction -- Methodology -- Summary of State Programs in Solid Waste and Recycling Education -- California-Solid Waste Management Board -- California-Golden Empire Health Planning Center -- Connecticut-Department of Environmental Protection -- Florida-Department of Education -- Illinois-Environmental Protection Agency -- Indiana-Office of School Assistance -- Kentucky-Western Kentucky University -- Kentucky-Natural Resources and Environmental Protection Cabinet -- Maine-Office of Waste Recycling and Reduction -- Massachusetts-Department of Environmental Protection -- Michigan-Department of Natural Resources -- Michigan-Genesee County Cooperative Extension Service -- Minnesota-Waste Management Board -- Missouri-Department of Natural Resources -- New Jersey-Department of Environmental Protection -- New York-Department of Environmental Conservation -- Oregon-Department of Environmental Quality -- Rhode Island-Department of Environmental Management -- Tennessee Valley Authority-Environmental/Energy Education Program -- Texas-Texas Education Agency -- Texas-Department of Health, Division of Solid Waste -- Vermont-Department of Education -- Vermont-Institute of Natural Sciences -- Virginia-Office of Litter Prevention and Recycling -- Washington-Department of Ecology -- Wisconsin-Bureau of Information and Education Department of Natural Resource. -- Wisconsin-Environmental Resources Unit, University of Wisconsin -- Educational Resources Information Center (ERIC) -- Respondent States with No Waste Education Programs -- Alaska-Department of Education -- Arkansas-Department of Pollution Control and Ecology -- Delaware-Solid Waste Authority -- District of Columbia-Office of Instruction -- Kansas-Department of Education -- Maryland-Department of Education.

Although it is recognised that certain international agencies such as the OECD as key "globalising agencies", have acquired the capacity to "persuade" nation states towards certain policy priorities, little attention has been paid to making clear how these processes of persuasion may work. This volume investigates such processes, drawing on a study of the relationship between the OECD and educational policy directions in Australia. It investigates the link between three elements of education policy - the nation state, the OECD, and globalisation. These links are explored through case studies in higher education and vocational education and training policy developments, drawing on the Australian experience. The book also generates questions about educational purposes and decision making in the contemporary contexts which have wider applicability. (HoF/text adopted)

There are many models for education that place students in the forefront. This proposed model for informational education presents a particular structural and pedagogical suggestion that aims at enabling students to grow intellectually. It also situates education, as a human action, with a system of justice. The intellectual and personal growth of students, as is demonstrated here, depends upon a clear idea of what is just within institutions and among people. Definitions and examples are offered wherever possible to illustrate the efficacy of the suggested model.

A review essay on two books by Birgit Brock-Utne, Educating for Peace & Feminist Perspectives on Peace and Peace Education (Oxford: Pergamon, 1985 & 1989, respectively [see listings in IRPS No. 62]). Despite the similarity of titles these books are considered complementary, rather than overlapping: the first describes women's actions for peace & against armament & violence; & the second analyzes different perspectives on the position of women, & the concrete consequences of the author's broad notion of peace (absence of violence & equality of rights). Brock-Utne's standpoints on the sources of the underprivileged living conditions of women & on gender-specific socialization determinants, her analyses of historical perspectives on pioneer female peace activists, & of the effects of televised violence, & her concept of peace as absence of violence are criticized. The second book's analysis of peace education in the formal school system, it is suggested, lacks sufficient reference to relevant research. While the books contribute to peace education & research on it, the interrelation between individual, social, & national violent interactions requires further research. 5 References. I. Shagrir

This article focuses on issues related to ethics and training, part of a research project on ethical and deontological thinking in which, during its early stages, thirty six teachers from a variety of teaching levels were interviewed. We have identified some aspects related to the ethical training of teachers which are connected to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers. In addition to an interpretative analysis of data and a brief review of current legislation and studies, we have reflected on the perspectives and strategies to be considered in the ethical training of teachers. ; info:eu-repo/semantics/publishedVersion