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Chapter 1 examines Education's role in: (1) recognizing accrediting agencies, (2) overseeing the financial condition of schools, and (3) overseeing schools' student loan default rates. Chapter 2 discusses (1) how Education oversees the financial condition of schools; (2) the extent to which Education's oversight has been effective at identifying schools at risk of closure; and (3) the extent to which Education informs schools and the public about its financial oversight. For many service members, getting an education is a critical component of transition to civilian life. Chapter 3 determines ways that the Higher Education Act is helping achieve those goals, and find areas where there are problems, and where we can make improvements. To help students and their families pay for higher education, the Department of Education provides billions of dollars in federal student loans each year through programs authorized under Title IV of the Higher Education Act as discussed in chapter 4. Chapter 5 discusses the unique challenges facing minority serving institutions and to learn about programs and support to help facilitate student success. Chapter 6 describes the several programs devoted to financially assisting minority-serving institutions (MSIs) under the Higher Education Act. Historically Black Colleges and Universities play an important and unique role in the higher education system and in their local and regional economies. As reported in chapter 7, SBA works with many colleges and universities to provide entrepreneurial training and counseling on campuses

This reflective piece of work discusses my embodied emotional experiences and the ways in which my professional practice has been influenced by them. I draw on a series of reflective (field)notes that I have written about teaching and research practice in higher education in the UK context. The effects of the rapid political and technological change have shaped the social research that has turned its attention to 'the body'. I consider the implications of such a turn on the ways in which I (re)position myself as a higher education teacher and researcher. I argue that by ignoring the emotional embodiment the appreciation of the embodied nature of the human actions can be neglected.

Good education changes lives. It is therefore unsurprising that improved schooling plays a central part in most development strategies. At the same time, the expansion of school attainment alone is not sufficient to guarantee improved welfare. This book focuses on one country in West Africa, Togo, to explore what a country that has successfully increased enrollment rates can do to enhance learning outcomes. The authors explore different avenues for improvement, including enhancing the efficiency with which resources are used; increasing the qualifications of teachers; and through greater community involvement in school management. There is scope for improvement along all these dimensions, yet changes at the margin are insufficient to bring about the transformation needed to bring about acceptable levels of learning. Important reading for anyone interested in understanding the pathways to improving the education system in Togo and other developing countries.-- Publisher's description

This paper provides an overview of initial education in Malta, setting the programme in its national context and indicating the various social, economic, political and demographic forces that shaped the development of education and ITE in the past. ; peer-reviewed

Discusses the wage gap between groups of different educational attainment in the US today -- from high school graduates to those with bachelor's, master's, doctoral, & postdoctoral degrees, the latter of whom earn about four times as much as high school graduates. Universities recruit students using these statistics. Focus here is on what this practice means for the public good & social equality. The public response is to make higher level education available to more people; eg, the armed forces recruit by promising to pay for enlistees' higher education. But having more people with college degrees simply means that a bigger slice of the pie of economic development goes to them, leaving less to distribute among those who don't or can't go to college. It is contended that the relationship between higher education & the public good needs to be reframed. An effort must be made to reduce the impact of education on wealth & wages & increase the public good -- the good of all -- socially, culturally, politically, & economically. J. Stanton

Max Weber's work has long been considered the property of sociologists. This paper attempts to restore an understanding of the fundamental political nature of his thought and action. Through an examination of Weber's political writings and involvements, beginning with the Freiburg Inaugural Address of 1895, it is demonstrated that Weber developed a political theory which was both critical and empirical, and attempted (unsuccessfully) to put it into practice. The two sides of this attempt are discussed: the critique of Bismarckian and Wilhelmian politics and Weber's own "positive" construction of a new political order. "Bureaucratization" and "democratization" are understood as the key themes of this analysis. Identification with the middle class is stressed as a major determinant of action, transcended only by a profound commitment to political education of the nation. Political education is judged to be the supreme task of theory; it supplies the source of Weber's political and scientific commitments, and the explanation for his ultimate political failure.