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BPK RI has a vision to become a trusted audit institution that plays an active role in realizing quality and beneficial state financial governance. To strengthen this vision, a regulatory framework regarding discipline and a code of ethics has been established; however, there are still several cases of ethical violations by auditors. This is dangerous for institutions and can reduce public trust in the results of BPK audits. One strategy for building character with integrity is to develop education and training that is comprehensive and in accordance with the needs of examiners in dealing with ethical dilemmas in the field. This study applied a descriptive qualitative method. It described a lot of research using literature studies. Andragogy has a different character because adults already have well-developed ideas within themselves and have confidence that they can also implement these ideas. Characteristics of Andragogy learning in ethics education must be independent, experience and knowledge-oriented, have clear goals, be relevant to everyday contexts, have a practical nature, not just theory, and be collaborative. BPK RI needs to develop a learning model that places more emphasis on exploring experiences related to auditor ethical dilemmas in the field with the norms that apply in the code of ethics. There are still few journals that discuss ethics education for auditors and this study does not discuss in more depth regarding the system for taking action against disclosure of fraud. This research can provide input and information for leaders and policy makers in preparing a grand design for preventing fraud and can be input for the management to improve its capabilities in the context of education and training programs related to ethics.

Private Higher Education (PHE) in South Africa has been perceived to deliver programmes of questionable quality in search of profit maximisation (CHE 2016, 84). To curb this perception, the Council on Higher Education (CHE) has instituted strict regulations with regard to accrediting qualifications offered by Higher Education (HE) institutions. To determine the contributions of PHE to the South African higher education landscape, this article evaluates a registered management programme, on recommendation of the Higher Education Quality Committee (HEQC) of the CHE, with the South African Qualifications Authority (SAQA) (CHE, 2013). Using Kirkpatrick's (1996) four-level model of training programme evaluation as the theoretical framework, the management programme was evaluated to determine its contribution to higher education in South Africa. The four levels included the perception of the learners, the knowledge gained by the learners, the learners' performance in the workplace and the return on investment. Other stakeholders, such as the sponsor and students' line managers, were interviewed to determine whether the programme has contributed to work outputs. Overall, the results show that the programme is contributing to the development of higher education in South Africa.

Contents: Foreword by Salvatore Rossi -- Introduction / Riccardo Viale and Umberto Filotto -- PART I FINANCIAL LITERACY AND FINANCIAL EDUCATION: RECOMMENDATIONS, EVIDENCE AND POLICY IMPLICATIONS -- 1 Broadening the scope of financial literacy to incorporate self-control, budgeting and heuristics / Hersh Shefrin -- 2 How financial decisions are affected by financial literacy levels, behavioral aspects and individual propensities: an empirical analysis of Italian young adults / Gian Paolo Stella, Umberto Filotto and Enrico Maria Cervellati -- 3 From financial education to economic education for citizenship / Anna Emilia Berti -- 4 Financial education in times of digitalization and FinTech (r)evolution / Rossella Locatelli and Alessandra Tanda -- 5 Financial and demographic education effectiveness in academic and vocational high schools: a randomised experiment / Luca Maria Pesando, Francesco C. Billari, Carlo Favero and Francesco Saita -- 6 Business education: do values make a difference? / Malte Petersen, Monika Keller, Jürgen Weibler and Wasilios Hariskos -- 7 Learning to wait, be altruistic, and fair: a primary school training in economic education / Antonella Marchetti, Teresa Rinaldi, Elisabetta Lombardi, Davide Massaro and Annalisa Valle -- 8 Financial education in action for socially fragile groups / Giovanna Paladino -- 9 Enhancing financial knowledge and risk literacy through edutainment: CONSOB's experience / Nadia Linciano -- PART II RISK LITERACY AND FINANCIAL DECISION-MAKING -- 10 Boosting and nudging: two paths toward better financial decisions / Ralph Hertwig and Till Grüne-Yanoff -- 11 Cultural Finance: how is financial information received? / Barbara Alemanni and Shabnam Mousavi -- 12 Using experiments to inform consumer protection policy in financial services / Shane Timmons and Peter D. Lunn -- 13 Risk seeking or risk averse? Phenomenology and perception / Caterina Lucarelli, Mario Maggi and Pierpaolo Uberti -- 14 Old age and the decline in investment performance / Michael S. Finke and Sandra J. Huston -- 15 The need for entrepreneurs' risk literacy: evidence from Italian SMEs and a call to arms / Enrico Maria Cervellati -- 16 The effect of ex-post information in choice under ambiguity / Francesco D. Zaffuto, Mateus Joffily and Giorgio Coricelli -- 17 Financial education among Italian SMEs / Fabrizio Guelpa -- 18 Finance, technology and financial education / Cristina Giorgiantonio and Zeno Rotondi -- Index.

This dissertation consists of four distinct empirical essays that address various aspects of the economics of education. Chapters 2 and 3 show that patience and risk-taking as intertemporal preferences are closely related to differences in student achievement across and within countries. Chapter 3 hereby employs novel machine-learning methods to derive intertemporal preference measures from Facebook data. Using a field experiment among university students, chapter 4 shows that the ordering in which positive and negative performance feedback is provided, matters for study motivation and to some extent also exam performance. Finally, chapter 5 presents new insights to gender gaps in adult cognitive skills, showing that they are highly related to wages, especially at the top of the wage distribution.

L'evidence based education è una prospettiva di ricerca, già assai diffusa nella cultura pedagogica anglosassone, che mira alla produzione, raccolta e diffusione di conoscenze affidabili circa l'efficacia di differenti opzioni didattiche che possano supportare insegnanti, educatori e decisori politici nell'assunzione di decisioni consapevoli. Questo libro è una guida introduttiva a tale prospettiva e alle conoscenze oggi disponibili sulla didattica efficace. Se ne presentano in esso le origini, le differenti definizioni, i metodi di ricerca, i risultati, e il dibattito critico che anima la letteratura internazionale. Si offrono, inoltre, indicazioni pratiche per avviare attività e percorsi di approfondimento che consentano a insegnanti e professionisti della formazione di documentarsi in modo autonomo e agevole on-line su ciò che è didatticamente efficace.

This article begins by presenting four main positions on the leadership in education territory: critical, humanistic, instrumental and scientific. It is argued that the current generic and globalised model of transformational leadership is rooted in the latter two positions and is the preferred model within government policy in England. The article then goes on to focus on the knowledge claims underpinning critical approaches by firstly, exploring the concerns raised about transformational leadership; and, secondly, examining alternative approaches to leadership theory and practice. In particular, emphasis is put on how the epistemology of research and theorising in critical work is inclusive of practice, connects practice with the processes of democratisation, and so opens up possibilities for teacher, student and community leadership as an educative relationship.

This article explores how deliberative democracy has the ability to change how colleges and universities function. Deliberation offers a powerful way for students, faculty, staff, and community partners to learn and practice modes of reasoning and deciding together in a variety of settings such as classrooms, other campus settings, and in communities. The article includes scholarly resources as well as examples of deliberation in various contexts. The article suggests that deliberation can replace, or at least complement, many of the more familiar models pervasive in our institutions.

Der Beitrag gibt einen kurzen Einblick in ein neues Masterprogramm zu Global Citizenship Education und die damit verbundene Konzeptentwicklung, die sich um eine enge Verknüpfung von Globalem Lernen, Politischer Bildung und Friedenspädagogik bemüht. Dabei werden auch Spannungsfelder und Perspektiven für Kompetenzorientierung und -entwicklung in einer global orientierten politischen Bildung beleuchtet. (DIPF/Orig.) ; This article gives a brief insight into a new Masters programme on Global Citizenship Education and the associated concept development, which seeks to establish a close link between global learning, political education and peace education. Also areas of conflict and perspectives for competence orientation and development are illuminated in a globally orientated political education. (DIPF/Orig.)

1. Cultureclass / Deborah Kelsh -- 2. Hypohumanities / Teresa L. Ebert and Mas'ud Zavarzadeh -- 3. Persistent inequities, obfuscating explanations: reinforcing the lost centrality of class in Indian education debates / Ravi Kumar -- 4. Class, "race" and state in post-apartheid education / Enver Motala and Salim Vally -- 5. Racism and Islamophobia in post 7/7 Britain : critical race theory, (xeno-)racialization, empire and education : a Marxist analysis / Mike Cole and Alpesh Maisuria -- 6. Marxism, critical realism and class: implications for a socialist pedagogy / Grant Banfield -- 7. Globalization, class, and the social studies curriculum / E. Wayne Ross and Greg Queen -- 8. Class : the base of all reading / Robert Faivre.

The use of virtual reality and other technology mediated simulations is in early stages. Guidelines and protocols are still being developed. However, much of what we have used in other forms of simulation can be successfully adapted and implemented. This article will highlight selected areas for use of virtual reality in nursing education. Current literature describes the evidence in this area that includes immersive and desktop virtual realities. Both modalities provide an experiential learning platform that has demonstrated gains in knowledge acquisition and effective learning outcomes. There are several options available to use virtual reality in nursing education. Appropriate educational frameworks and alignment of the virtual reality experience with learning outcomes are important considerations. Infrastructure and support for immersive or desktop virtual reality will look different. It is beneficial to collaborate with instructional technology support staff early in the process as options are explored. Overall, technology mediated simulations using virtual reality is a promising new area for nurse educators. A thoughtful, informed approach can facilitate positive learner experiences and strong outcomes.

The dialogue around preschool educators has increased as concerns about the quality of early education have been raised across the world. This paper contributes to a novel historical and contemporary understanding of the professionalisation of Russian preschool educators. This history bears similarities and differences to those of other nations, making this project of interest to cross-cultural comparisons. A particular emphasis is laid on the challenges of, and opportunities for, professionalisation by discussing the issue of professional knowledge and expertise, autonomy, and authority. Data for the study comes from two sources: (1) the historical analysis of preschool educators in Russia; (2) semi-structured interviews undertaken with 25 preschool educators from the major organisations representing them. The research showed the central role played by the state in all historical phases of the professionalisation of Russian early education. It was found that Russian preschool educators are discontented with their current professional standing, and look to the state to enhance it.

This article is focused on distance learning in higher education. It analyses and compares the development of distance learning and conditions of distance learning in different countries. It describes significant differences in the development of distance education in higher education in individual countries. We meet with various forms of implementation of distance education. The divergence in approaches towards distance education in different countries is caus ed by different cultural aspects, the tradition of distance learning, the development of information and communication technologies, and different legislative norms in the area of education. There are many types of organisational models for distance education. A particular model might be dominant in one country, while in another country there may exist a variety of different organisational models for distance education.

The relationship between labor-market conditions which are expected to exist in the United States in the year 2000 and current primary and secondary public education policy is examined in this paper. The role of educational attainment in the development of the economy is outlined and a policy model of the functions of publicly supported primary and secondary education is presented. The educational policy implications for the future structure of the US labor market are examined in the context of this model.