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Much has been made of the importance of training ethical, socially conscious engineers, but does US engineering education actually encourage neophytes to take seriously their professional responsibility to public welfare? Counter to such ideals of engagement, I argue that students' interest in public welfare concerns may actually decline over the course of their engineering education. Using unique longitudinal survey data of students at four colleges, this article examines (a) how students' public welfare beliefs change during their engineering education, (b) whether engineering programs emphasize engagement, and (c) whether these program emphases are related to students' public welfare beliefs. I track four specific public welfare considerations: the importance to students of professional/ethical responsibilities, understanding the consequences of technology, understanding how people use machines, and social consciousness. Suggesting a culture of disengagement, I find that the cultural emphases of students' engineering programs are directly related to their public welfare commitments and students' public welfare concerns decline significantly over the course of their engineering education. However, these findings also suggest that if engineering programs can dismantle the ideological pillars of disengagement in their local climates, they may foster more engaged engineers.

Abstract An accurate, in-depth cost benefit analysis has important implications for developing a realistic, fact-based and truly equitable educational policy of long-range benefits to the nation as a whole. Due to limited resources, governments in many countries are forced to make difficult decisions about which levels of education-primary, secondary, or higher should be the recipients of scarce investment funds. To allocate these resources across levels of education, one could compare the costs and benefits of each of the three alternatives. The investment that yields the highest net benefits would produce relatively greater benefits for a given cost. Malaysia, like other countries in Southeast Asia, faces similar challenges in ensuring the allocation of appropriate funding for efficient and equitable educational services. This paper provides the conceptual framework for cost-benefit analysis on investment in primary, secondary and higher education in Malaysia. Distributional impact on different stakeholders has been analyzed by employing Kaldor-Hicks Tableau with the national accounting domain. Sensitivity analysis will be conducted using different discounting rates. This study also included the social benefits and costs in the conceptual framework to provide a comprehensive cost benefit analysis in Malaysian education system. Keywords: Educational policy, limited resources, investment funds, cost-benefit analysis.

As tourism matures as an academic subject and the number of tourism higher education providers continues to expand world-wide, there is an increasing interest in its educational aspects. At the same time the development of research into education issues related to tourism means that there is now a developing literature on the subject. This international handbook offers a timely evaluation of the sate of the art of tourism higher education. The book brings together expert contributors from around the world to present current thinking and practice about what is now a major element of education provision world-wide. It is structured round four key themes: - Curriculum - International perspective - Teaching, learning and assessment - Resources, progression and quality Its global survey of tourism education offers a comprehensive basis for comparative review. In addition to setting out the development and current provision of tourism education it also addresses cutting edge issues such PhD education, non-formal education, cultural issues in learning, research and teaching, e-learning and e-assessment. It offers practical advice for the design, delivery, evaluation and resourcing of courses and concludes with a reflective agenda of issues for the future.

Introduces a special journal issue. This issue of Social Justice revolves largely around prominent influences on public education, including corporatization, militarism, and communities mobilizing in defense of their own interests.

The article offers a description of the system of higher technical education in Germany. Being a leading country, it has been implementing new stages, schemes and plans of the education development for many centuries; its learning technologies are borrowed from other countries, and students from all over the world dream of getting into one of the higher education institutions. This country is one of the leading countries in the technical specialists training, and therefore it is analyzed and systematized the system of higher technical education in Germany in the article. The higher technical institutions are divided into universities and higher applied professional schools and the curriculum examples are provided. There are different study areas in German technical universities and they are represented and compared. Different education programs at various faculties of educational institution are described in the article. The learning hours are defined, the practical and theoretical percentage of studying is illustrated. It is discussed that professional higher technical education in higher applied professional schools in Germany is based on the dual training of workers in various specialties. The dual training system is defined. The number of international students, the countries where they come from are shown. It is stated that Germany is an open country for international students and study here is widely oriented on new comers. It is actualized the education payment ways and described the possibilities of free learning. The authors conclude that universities represent a general model of learning while a student may combine learning with work in higher applied schools. A student can choose between full-time and part-time forms of studying.

This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit. It challenges the largely anachronistic ideology that promotes exclusive use of an educational monolingual standard variety and advocates the use in formal education of aboriginal/indigenous languages, minority languages, nonstandard varieties and contact languages. The contributors ex

The Prime Minister, the Secretary of State for Education, the Chancellor of the Exchequer and other Ministers have spoken of the school voucher. The Secretary of State invited two organisations to comment on 'difficulties' raised by his officials. One, FEVER (Friends of the Education Voucher Experiment in Representative Regions), invited 15 of its advisers round the world to respond. This article is based on the reply from Professor E.G. West.