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Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. Time and again the modern state stumbles over the academic system (Clark 1983: 137)

This book explains how education is becoming more privatized around the world to fit local economic and political needs. Privatization in and of Public Education categorizes different types of privatization as traditional or non-traditional. Traditional policies give more rights to private companies to provide education, while non-traditional policies make public schools more like businesses. The authors show that privatization can lead to more efficient schooling, but it can also create a trade-off between efficiency and equity or inclusion. The book presents a range of perspectives on the impact of privatization, including structural, ethical, and subjective effects. The book also covers a range of countries and regions, including both developed and developing countries. This helps readers understand how privatization is playing out in different contexts around the world.

Intro -- Acknowledgements -- Contents -- Part ILegal Education -- 1 Reflections on the Teaching of 1982 the Law of Sea Convention -- 1.1 Introduction -- 1.2 The 1982 LOSC: A Constitution for the Oceans -- 1.3 A Snapshot of the Early Conflicts at Sea: Claims, Counterclaims and Sovereignty Disputes Over Resources and Territories -- 1.4 Three Salient Features of the 1982 LOSC -- 1.4.1 Division of Maritime Zones -- 1.4.2 Navigation and Protection of the Marine Environment -- Bibliography -- 2 The Future of Lawyers as Transaction Cost Engineers -- 2.1 Ronald H. Coase -- 2.2 The Coase Theorem -- 2.3 Lawyers as Transaction Cost Engineers -- 2.4 Training of the Transaction Cost Engineers -- 2.5 Lawtech Comes to the Transaction Cost Engineer -- 2.6 Conclusion -- Bibliography -- 3 Human Values in Legal Professionals' Ethics Education -- 3.1 Introduction -- 3.2 Education in Human Values -- 3.3 Legal Professional Ethics -- 3.4 The Duties of an Advocate and Solicitor -- 3.4.1 Duty to the Court -- 3.4.2 Duty to Client -- 3.4.3 Duty to Fellow Lawyers -- 3.4.4 Duty to Society at Large -- 3.5 Conclusion -- Bibliography -- 4 Teaching Law Undercover -- 4.1 Undercover -- 4.2 Out from Cover -- Bibliography -- Part IILegal and Philosophical Traditions -- 5 Socrates' Refusal to Escape from Prison: Later Philosophers' Possible Views on the Crito -- 5.1 Introduction: The Crito -- 5.2 Aristotle -- 5.3 Thomas Hobbes -- 5.4 John Locke -- 5.5 Jean-Jacques Rousseau -- 5.6 Herbert Lionel Adolphus Hart -- 5.7 Lon Luvois Fuller -- 5.8 Conclusion -- Bibliography -- 6 What Would Socrates Have Said on Two Conversations About Harbouring Runway Slaves and Running Away from Slavery in Uncle Tom's Cabin by Harriet Beecher Stowe -- 6.1 Introduction -- 6.1.1 Socrates'Attitude About Slavery During 430 BCE -- 6.2 Socrates' View on Slavery in the Mid-Nineteenth Century.

This overview of postsecondary education in the United States reviews the dramatic changes over the past fifty years in the students who go to college, the institutions that produce higher education, and the ways it is financed. The article, by Sandy Baum, Charles Kurose, and Michael McPherson, creates the context for the articles that follow on timely issues facing the higher education community and policy makers.

The authors begin by observing that even the meaning of college has changed. The term that once referred primarily to a four-year period of academic study now applies to virtually any postsecondary study—academic or occupational, public or private, two-year or four-year—that can result in a certificate or degree. They survey the factors underlying the expansion of postsecondary school enrollments; the substantial increases in female, minority, disadvantaged, and older students; the development of public community colleges; and the rise of for-profit colleges. They discuss the changing ways in which federal and state governments help students and schools defray the costs of higher education as well as more recent budget tensions that are now reducing state support to public colleges. And they review the forces that have contributed to the costs of producing higher education and thus rising tuitions.

The authors also cite evidence on broad measures of college persistence and outcomes, including low completion rates at community and for-profit colleges, the increasing need for remedial education for poorly prepared high school students, and a growing gap between the earnings of those with a bachelor's degree and those with less education. They disagree with critics who say that investments in higher education, particularly for students at the margin, no longer pay off. A sustained investment in effective education at all levels is vital to the nation's future, they argue. But they caution that the American public no longer seems willing to pay more for more students to get more education. They therefore urge the higher education community to make every effort to find innovations, including creative uses of information technology, that can hold down costs while producing quality education.

[Surveys on adult education participation in Europe] In light of the growing importance of lifelong learning and the increased skills demand more and more studies focus on adult education statistics to derive policy recommendations. In part, the project VoRREFi-WB ("Economic and regional costs, funding structures and benefits of continuing education") aims to producing a more grounded analysis of perspectives on adult education and to contribute to the discussion of several EU policy objectives, especially with respect to the follow-up indicators of the Lisbon strategy and the new Europe 2020 strategy. There is an urgent need for a common understanding of adult education statistics to overcome misinterpretations of Europe-wide comparable datasets on adult education. This paper provides an in-depth analysis of issues related to adult learning classifications and statistical concerns as well as an analysis of the development and performance of the adult education sector in Europe. The main overarching policy objectives to which the VoRREFi-WB project contributes include: * Analysing trans-European data on the adult education sector to monitor the multiplicity of adult learning and to develop evidence-based policies; * Achieving better insights about and understanding of the participation of adult learning, its participants, providers and nature. In the literature, analysts use a variety of concepts of training. Moreover, compared to compulsory education and higher education, data on adult education are limited due to their varied nature and the high dispersion of providers. Since for their surveys analysts must draw on what is available in terms of data, the emphasis is generally placed on simple measures of training participation, for example, whether training has been received during a particular time period. Furthermore, are statistical issues arise from the method of data collection as well as the varied wording of survey questions. Thus far, the literature is less focused on training aspects such as its duration, purpose, funding, location and the number of courses taken. These concepts have, however, often been regarded as important in more general discussions about the provision of training. To restate, this paper aims to fill the gap in the analysis of statistical data collection of adult education surveys, to provide a holistic analysis of the content and comparability of surveys as well as of current trends with comprehensive data split by contextual factors. ; Study as part of the project "Economic and regional costs, funding structures and benefits of continuing education" (VoREFFi-WB) - Supported by the Federal Ministry of Education and Research.

Building positive character can be developed through value habituation, either in social or religion which internalized through social interaction. Character that has been formed is expected to be firmly entrenched and become life principal in children's life. In this context, parents become the main persons in charge of the process of building the character of children. Parents should be able to be a good role model because most of children's time is spent in the family. Good model and habituation become a fundamental step in character education. A shift in social values is started to frequently happen. Matters which were taboo, now becomes a normal thing. Corruptions, teenagers' mini dress phenomenon, exaggerating dating style, married by accident, until teacher which had been killed by his/her students, and student imprisons his teacher.Nowadays, split of personality is happening, where individuals have not yet able to unite between words and deeds. Shyness culture seems to be eroded. Therefore, parents' parenting is hoped to be able to shape children's character, so that they have strong mental which always consider values as their guidance and life principal, not only knows but also able to implement it in daily life. Thus, those are democratic parenting style, not permissive parenting style or even authoritarian parenting style. Various aspects, such as family, school, society, and government are necessary to be synergized in order to success the character education.Keywords: character education, family, parenting style

The PHARMINE ("Pharmacy Education in Europe") project studied pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Slovenia. In the light of this, we examine the harmonisation of practice and education in Slovenia with EU norms.

The 2001 Yearbook of the AEFA reaffirms the connections between the field of education finance and the wider education community. Among the topics it examines are curricula reform, outcome assessment, accountability, community control, and privatization. 2001

At head of title: The government of the Philippine Islands. Department of public instruction. Bureau of education. ; Mode of access: Internet.

At head of title: The government of the Philippine Islands. Dept. of public instruction. Bureau of education. ; Mode of access: Internet.

At head of title: The government of the Philippine Islands. Dept. of public instruction. Bureau of education. ; Mode of access: Internet.