Higher Education
In: The annals of the American Academy of Political and Social Science, Band 107, Heft 1, S. 126-130
ISSN: 1552-3349
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In: The annals of the American Academy of Political and Social Science, Band 107, Heft 1, S. 126-130
ISSN: 1552-3349
In: Current History, Band 3, Heft 4, S. 659-661
ISSN: 1944-785X
In: The Economic Journal, Band 21, Heft 82, S. 291
In: Journal of political economy, Band 16, Heft 5, S. 299-301
ISSN: 1537-534X
In: The annals of the American Academy of Political and Social Science, Band 2, Heft 6, S. 81-105
ISSN: 1552-3349
In his Introduction to this Special Edition of Education Sciences, Andrew Stables points out that often, epistemological questions in education have been pursued in isolation from ethics and other social concerns. In part, this problem has been addressed by 'local' epistemologies—feminist,queer, post-colonial, postmodern and others—which try to establish how different knowledge can look when not grounded in presuppositions of consciousness, or rationality, or gender, colour, etc., all of which exclude and suppress that which they deem to be 'other'. However, perhaps it is not just these local knowledges that are excluded from epistemological work in education. Perhaps, remarkably, epistemological questions pursued in education are habitually carried out in isolation from education, as if education were nothing in its own right. This 'otherness' of education to philosophy in general, and to epistemology in particular, contributes to the latter often seeming to be nugatory with regard to the inequalities borne within modern social and political relations. With this is mind, the following contribution reflects not so much on the relation of epistemology and education, or on epistemology in education, but rather on epistemology as education. Primarily this concerns the question of how epistemology, the science of knowledge, can have knowledge of itself and of the educational significance carried in trying to do so. This challenge of epistemology as education commends epistemology to heed the Delphic maxim: know thyself. It is to these efforts that the following essay is directed.
BASE
In: Forum for development studies, Band 31, Heft 2, S. 371-377
ISSN: 0803-9410
The article by Kjorven (FDS 2-04) and the recent policy paper of the Norwegian Ministry of Foreign Affairs, Education-Job Number 1, are criticised for the lack of a problem-oriented, critical approach to the difficult task of aiding the educational sector of developing countries. The article by Kjorven (FDS 2-04) and the recent policy paper of the Norwegian Ministry of Foreign Affairs, Education-Job Number 1, are criticised for the lack of a problem-oriented, critical approach to the difficult task of aiding the educational sector of developing countries. The policy paper also lacks a Norwegian imprint, the article maintains, when in fact the most important contribution Norway could offer might well be its history of an equality-oriented educational system built on the use of Norwegian as the language of instruction not only at primary and secondary level but also at tertiary level. The article discusses the issue of the language of instruction, especially in Africa, as well as the question of co-ordination of aid to the education sector.
In: NBER Working Paper No. w19816
SSRN
Working paper
In: Routledge Library Editions: Education Management
"Originally published in 1988. The National Development Centre for School Management Training was established in Bristol University Department of Education in September 1983. Funded by the DES, the Centre worked both with the providers of management training -universities, polytechnics and colleges of higher education and with the clients -the local education authorities. This symposium, containing contributions that demonstrate the considerable strides made in management training in the Centres first three years, highlights the importance of the partnerships that developed. "--Provided by publisher.
In: Public personnel management, Band 18, Heft 1, S. 1-9
ISSN: 1945-7421
This study examines the relationship between the type of college degree, level of college degree, and superiors' perceptions of managers' attributes and their work performance in some management areas. No significant relationship has been found between the managers' college education and their performance at work. The implications of these findings for practicing managers are addressed.
In: Education around the world
"Education in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. It critically examines the development of education provision in each country, whilst exploring both local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels"--
In: Majid, I. & Vijaya Lakshmi, Y. (2022). Artificial Intelligence In Education. The Indian Journal of Technical Education, 45(3), 11-16.
SSRN
In: Journal of peace education, S. 1-21
ISSN: 1740-021X
In: International journal of academic research, Band 5, Heft 4, S. 72-78
ISSN: 2075-7107