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This 14th volume in the 24-volume book series sets out to explore the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in the light of recent shifts in accountability, quality and standards-driven education, and policy research. By doing so, it provides a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state. It explores conceptual frameworks and methodological approaches applicable in the research covering the state, globalisation, and education reforms. It critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way that shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and democracy and examine both the reasons and outcomes of education reforms and policy change. They provide an informed critique of models of accountability, quality and standards-driven education reforms that are informed by Western dominant ideologies and social values. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education.

Presents various perspectives on the influence of politics and controversial topics on educators teaching history and civics in the US; 6 articles. Contents: Making public schools business-like--again, by Larry Cuban; Educating the "good" citizen: political choices and pedagogical goals, by Joel Westheimer and Joseph Kahne; Negotiating the politics of citizenship education, by E. Wayne Ross; Diversity, immigration, and the politics of civic education, by Jane Junn; Controversies about controversial issues in democratic education, by Diana E. Hess; Civic education and political participation, by William A. Galston.

This paper explores the role of the Council of Europe Charter on Education for Democratic citizenship and Human Rights Education as a tool for the promotion and protection of minority rights in Europe and as a mechanism for fostering the implementation of the provisions of the Council of Europe Framework Convention for the Protection of National Minorities. (ECMI)

Situating education within world-systems analysis and in the longue durée of capitalist history affords a critical view of public schooling and Islamic education in the US. While the American Muslim community copes with the aftermath of 9/11 and the effects of the war on terror, the business of providing Islamic education to young American Muslims and educating them about the larger world they live in remains a challenge. Public schooling represents democracy, the right to free and universal education, and the prospect of social mobility, but it also hides the underlying historical forces of colonialism, capitalism, cultural domination, cultural genocide, and segregation. Yet, unlike many centuries past, Islamic education during the Cold War also served a geopolitical agenda against communism, distorting and defaming the teachings of Islam. Contrasting epistemological and ontological dissimilarities between California public school standards and Islamic education makes visible the tensions and tendencies that arise out of combining the two in a private Islamic school. Centering on a private Islamic school located in the Silicon Valley, and with a view to serving the learning needs of Muslim children in the US post 9/11, this dissertation surveys the fears and hopes of the Muslim community, and the opportunities and challenges of Islamic education that lie ahead. Effectively, the necessity arises in formulating a new vision of Islamic education that prepares young American Muslims to contribute positively to an increasingly militarized, racialized, divided world. Based on the longue durée of Abrahamic faiths, relating modern and Islamic history, Islamic education inside the US must re-conceptualize the understanding of the Qur'an and Islam, so as to develop a spirituality and worldview that prepare young American Muslims to serve the social and political needs of their communities, their country, and the world at large.

The midshipman enters the U. S. Naval Academy at an average age of about 18 years. He has had as a rule the equivalent of a high-school education. During his four years at Annapolis he is prepared for the manifold duties of a naval officer, there being no attempt at specialization. The ground covered in the undergraduate course is necessarily extensive. In addition to this engineering training the graduate midshipman must be proficient in Navigation and. well grounded in Gunnery, Seamanship, Naval Tactics, Military Tactics, International and Military Law, and in French and Spanish.

This study purposed to describe the communication pattern of students at the University of Ahmad Dahlan Yogyakarta and described Civic Virtue implementation through civic education in higher education in terms of forming young generation communication patterns. This study employed a qualitative descriptive method. The subject of the study was five lecturers of civic education. Data were collected through interviews, observation, documentation, and focus group discussion (FGD). The data were analyzed by using Miles and Huberman's principles as data reduction, data display, and stating the conclusion. The result of the research showed that the students' pattern of communication at higher education was influenced by some factors were environment and knowledge factor. The fostering of Civic Virtue through civic education in higher education in forming young generation communication pattern has existed in the process of Civic Virtue fostering that involves democratic values, self-control, and prioritizing plurality interest. The Civic Virtue in the category civic disposition involves responsibility, self-discipline, human rights respect, willingness to hear, negotiating, and compromising. Besides, the Civic Virtue in the category of civic commitment involves a commitment to the implementation of democratic citizenship rights, responsibility for democratic citizenship, constitutionalism, and tendency to participate politically

"Course and subject index" has special t.p. ; Loose-leaf. ; Mode of access: Internet.

The PHARMINE ("Pharmacy Education in Europe") project examined the organisation of pharmacy practice and education in the European Union (EU). An electronic survey was sent out to representatives of different sectors (community, hospital, industrial pharmacists, university staff, and students) in each individual EU member state. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Romania. In the light of this data we examine to what extent harmonisation of practice and education with EU norms has occurred, whether this has promoted mobility of pharmacy professionals, academics and students, and what impact it has had on healthcare in Romania. The survey reveals the substantial changes in Romanian pharmacy practice and education since the 1989 change in government and Romania joining the EU in 2007. Romania remains, however, a poor country with expenditure on healthcare less than one-third of the EU average. This factor also impacts pharmacy practice. Although practice seems aligned with EU norms, this masks the substantial imbalance between the situation in the richer capital, Bucharest, and that of the poorer countryside. Harmonisation to EU norms in pharmacy education has not promoted student exchange and mobility but, rather, a brain drain in pharmaceutical graduates to other EU countries. Specialisation in industrial practice has been lost since 1989 with pharmacists being replaced by chemists. In hospitals the hospital pharmacist is being replaced by the clinical pharmacist.

In 1865, near the end of the Civil War, the Indiana state legislature passed a school law that established a system of public schools, yet excluded black and other non-white children. Various attempts were made over the following years to amend this law and expand the school system to include black children. Governor Oliver Morton was a fierce proponent, but after he was elected the United States Senate to represent Indiana, this responsibility shifted to Lt. Governor Conrad Baker. While the general assembly struggled to pass a new law, communities across Indiana implemented their own solutions. In cities such as Indianapolis and Evansville, religious organizations such as the African Methodist Episcopal (AME) Church spearheaded efforts to educate African Americans. While the law was amended in 1869, African Americans still faced obstacles in obtaining equitable access to education in Indiana.

The cost of college is remarkable. Shelling out thousands of dollars for some knowledge and a receipt claiming you paid is, in a few words, the modern American college system. Perhaps unsurprisingly, policies have been proposed to reduce the cost of college, even making it free in some instances. On Jan. 9, 2015 President Obama unveiled a plan to make "two years of community college free for responsible students across America." Given the Republican control of Congress, the idea stands little chance of being passed, but it is still interesting to consider. Under the President's plan, all Americans, regardless of income, would have access to two years of free community college education provided the student maintains a 2.5 GPA and part-time status. Though the benefits would be numerous, so would the costs.

A macro-solution is a comprehensive system of public and private agencies in which the services needed by a specific group of children are coordinated in such a way that all such children receive services in the most efficient and least redundant way. Proper coordination of existing agencies and centralized planning and evaluation are the keys. Using the examples of the national system of centers for deaf blind children in the United States and the programs for the education of the deaf in Denmark, a macro-solution for the provision of services to all exceptional children in the United States is proposed. Specific suggestions include a state coordinator for all services, a central registry, coordination of funding, and centralized certification of personnel. A case history illustrating the inefficiency of the present system is provided.

chapter Introduction -- chapter 1 Higher education: a public good or a commodity for trade? Commitment to higher education or commitment of higher education to trade -- chapter 2 Higher education between the state and the market -- chapter 3 Are we marching towards laissez-faireism in higher education development? -- chapter 4 Lessons from cost recovery in education -- chapter 5 Financing of higher education: traditional versus modern approaches -- chapter 6 The privatisation of higher education -- chapter 7 Current trends in the private sector in higher education in Asia -- chapter 8 Higher education in the BRIC countries: comparative patterns and policies -- chapter 9 Economics of internationalisation of higher education -- chapter 10 Social control on higher education -- chapter 11 Higher education and development in Asia -- chapter 12 Universities: an endangered species?.