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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 Legacy Library is to vas

AbstractContemplative education includes practices that aim to help a person cultivate conscious awareness, especially internal self‐awareness and awareness of one's connection to the world. Such practices include meditation, movement, and the contemplation of nature. Exploration is under way to determine if these practices might assist young people in their development, as they do in adulthood.

James Tooley argues that markets in education are both feasible and desirable. Focusing on compulsory schooling he advocates liberalisation organised around individual learning accounts and competing suppliers. He argues his views are implicitly informed by Hayek's economic analysis. I build on this here by drawing particular attention to Hayek's distinction between tacit and codifiable knowledge. I argue this makes Tooley's theoretical critique of compulsory schooling even more far‐reaching, as well as pointing to additional policy reforms. I compare these implications with actual schools policy under New Labour.

This report has been translated from Swedish and adapted for an international audience. The original report, Leadership for quality in doctoral education1, was commissioned by the Association of Swedish Higher Education. Here we describe and discuss doctoral education as policy, practice and as an object of knowledge, and highlight a number of questions that are important for the management and leadership of doctoral education, today as well as in the future. The policy trends, changing circumstances, and challenges we discuss here are to a large extent international. Sweden specifically, with its long history of government regulation of doctoral education and swiftness to adapt to the ideas of the knowledge economy, provides an interesting case. We represent two different Swedish universities, three disciplines and four contexts. Together, we have held positions as heads of department, directors of doctoral studies, faculty board members, quality coordinators and educational developers. We have developed and given courses for doctoral supervisors, doctoral students, and leaders of doctoral education in most subject fields. Our research includes assessment practices in doctoral education, the practices of peer review, leadership and management of doctoral education, and the European higher education curriculum reform. Furthermore, we have personal experiences of supervision, supervisor collegia, and the practices of peer review within different subject fields. As a result, we have gained a broad insight into the diverse practices of doctoral education and supervision, and into the different ways in which policies may affect fields of research and doctoral education By describing, contextualizing, contrasting and problematizing doctoral education we aim to provide support for the continued development of this level of education.We are very grateful to The Association of Swedish Higher Education's Expert panel for quality assurance queries and to the participants at the conference Leadership and quality in education, research and doctoral education for constructive comments on various drafts of this report.

Each year the Education Oversight Committee writes a list of objectives for the following year. The 2005-2006 objectives include Continue the implementation of the Education Accountability Act of 1998 ; Build a common vision for student, school and system achievement ; Promote changes in policies that rapidly advance improvements in student achievement ; Build alliances for higher performance ; Fulfill the responsibilities assigned to the EOC by the General Assembly including those within the Teacher Quality Act, the Parental Involvement in Their Children's Education Act, the Education and Economic Development Act.

В статье рассматриваются проблемы цифровой трансфор­мации системы образования в Российской Федерации. При этом в центре внимания находятся вопросы, связанные с неизбежными рисками, которые возникают в ходе цифровой трансформации системы российского образования на всех уровнях. Делается вывод о необходимости формирования цифровой грамотности и циф­ровой компетентности в процессе обучения детей и взрослых.
The article deals with the problems of digital transformation of the education system in the Russian Federation. At the same time, the focus is on issues related to the inevitable risks that arise during the digital transformation of the Russian education system at all levels. The authors make conclusion that it is necessary to form digital literacy and digital competence in the process of teaching children and adults.

We now have good information about family medicine in terms of content, principles, and practice load. Undergraduate, residency and continuing education are improving, but some family medicine programs still have limited support from their university's faculty and governments. Residency in-training assessment and the certification process are better developed than is evaluation of new family doctors' practice performance. Research in the family medicine base is expanding, and residents are increasingly involved in projects. Family medicine teachers are now on a par with other clinical faculty, because they must meet tougher criteria for appointment and promotion. The political leadership of family medicine education, shared by the College of Family Physicians of Canada and academic departments, requires strong consensus and persistent activity.

Peace education is an umbrella term for education about problems of violence and strategies for peace. This bibliography provides references for books about the following aspects of peace education: nonviolence, peace, peace education, historical aspects of peace advocates, peace organizations, peace movements, and war and violence. The bibliography omits, e.g., multicultural education, international education/global studies, and human rights education.

Civil society organizations have risen up the global education agenda since the international community adhered to the 'Education For All' Action Framework in the 'World Education Forum' that was held in Dakar in 2000. With the foundation of the Global Campaign for Education (GCE) civil society advocacy has sought to ensure that national governments, donors and international organisations make the necessary efforts to guarantee quality education for all children in the world. This book explores the strategies and actions, as well as the challenges and impact of civil society organizations in the achievement of the 'Education For All' international commitments. It does so by specifically focusing on seven national coalitions affiliated to the GCE. From Africa, to Asia to Latin America the book shows how these coalitions work and manage the differences between their different types of constituencies, explores their varied tactics and strategies, and explains their successes and failures after more than a decade of coordinated action. The book also provides a concise and comprehensive synthesis of findings from the distinct case studies and offers a series of lessons learned that are vital for education practitioners, academics, activists and policy-makers committed to more equitable and relevant education systems around the world

Title varies slightly. ; Supplements accompany some issues. ; Mode of access: Internet. ; Issued by the Dept. of Public Instruction; 19 by the State Board of Education; 19 by the Dept. of Education.

The Southern Regional Education Board started a resource development internship project (RDIP) to improve the relationship between higher education to programs of social and economic change by supporting and facilitating roles of universities and colleges in student internships. In the five years prior to this report, 355 interns completed RDIP projects. These projects were sponsored by the Economic Development Administration, Department of Labor, and others government agencies at the local, state, and regional levels. This report proposes solving the absence of comprehensive information pertaining to internship programs.

The report presents some demographic data, policies affecting immigrant students, challenges and opportunities in California State. ; The Education Trust West