Suchergebnisse

1. Demythologizing educational reforms : 30 years since a nation at risk / Arthur T. Costigan -- 2. The neoliberal myth : narrative resistance to democratic education / Bryan Metcalfe -- 3. Class struggle and education : neoliberalism, (neo)-conservatism, and the capitalist assault on public education : a Marxist analysis / Dave Hill -- 4. Debunking the myth of standardized education to promote equity and rigor / Debra A. Root -- 5. An inquiry into the myth of neutrality : curriculum and pedagogy in an age of terrorism / Jessica A. Heybach -- 6. Deceptive data : how the corporate reform movement uses standardized tests to achieve the neoliberal agenda / David Hursh -- 7. Behind the Common Core standards movement : OECD's PISA and global education policy / Richard D. Lakes -- 8. Charter schools : appearance versus essence / Shawgi Tell -- 9. The myth of preparation and the futility of teacher education programs / Eric C. Sheffield -- 10. From K to EdD : understanding the cycle of compliance and teacher education's complicity in neoliberal school reform / David Gabbard.

With: Bulletin (Texas. State Dept. of Education) ; 98-115. ; "July, 1919" ; Tx Doc no.: E500.7, B936, 98-115. ; Mode of access: Internet.

How do we increase the scale and scope of international experiences for students thereby ensuring that they have the knowledge, skills and competencies they need in a globalized world? This article examines the state of internationalization in Canadian higher education, the global engagement challenge for Canada and the need for a proactive, inclusive approach from institutions, governments and businesses.

This chapter provides a general overview of the mechanisms for accreditation and recognition of qualifications in higher education in the United States. It introduces the role of some main actors in this field of accreditation, such as the Council for Higher Education Accreditation (CHEA) and the United States Department of Education (USDE). Furthermore, it refers to the international activities of US accrediting organisations. Finally, it examines the role of accreditation in acceptance of degrees, transfer of credit and individual certification and licensure in the United States. (DIPF/Orig.).

Education correlates strongly with most important social and economic outcomes such as economic success, health, family stability, and social connections. Theories of stratification and selection created doubts about whether education actually caused good things to happen. Because schools and colleges select who continues and who does not, it was easy to imagine that education added little of substance. Evidence now tips the balance away from bias and selection and in favor of substance. Investments in education pay off for individuals in many ways. The size of the direct effect of education varies among individuals and demographic groups. Education affects individuals and groups who are less likely to pursue a college education more than traditional college students. A smaller literature on social returns to education indicates that communities, states, and nations also benefit from increased education of their populations; some estimates imply that the social returns exceed the private returns.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Contributors -- Preface -- List of Abbreviations -- Chapter 1: Introduction -- Chapter 2: Educational Law and Policy in Post-Apartheid South Africa -- Chapter 3: The South African State in Transition: A Question of Form, Function and Fragmentation -- Chapter 4: The Link Between Macroeconomic Policies, Education Policies and the Education Budget -- Chapter 5: Transforming Education and Training in the Post-Apartheid Period: Revisiting the Education, Training and Labour Market Axis -- Chapter 6: A Critical Examination of the Development of School Governance Policy and its Implications for Achieving Equity -- Chapter 7: The Rationalisation of Teachers and the Quest for Social Justice in Education in an Age of Fiscal Austerity -- Chapter 8: On Bureaucracy: South Africa in Transition -- Bibliography.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of tables -- Preface -- Foreword -- Acknowledgements -- 1. Privatisation of higher education in Bangladesh: Humble beginnings -- Scope of the book -- Historical context of higher education in Bangladesh -- Neoliberal shifts in higher education in the post-1990s periods -- Massive growth of higher education in the post-1990s periods -- How materials have been sourced for this book -- Disclaimer - what this book is not about -- Chapter summaries -- 2. Neoliberalism, postcolonialism and global higher education trends -- Introduction -- Problematising the concept of 'neoliberalism' -- The theoretical origins of neoliberalism -- International financial institutions (IFIs) and neoliberal policies -- Neoliberalism and global higher education trends -- "Postcoloniality" and neoliberalism -- Conclusion -- 3. Privatisation of higher education: Contemporary trends and issues in Asian countries -- Introduction -- China -- India -- Malaysia -- Sri Lanka -- Vietnam -- Conclusion -- 4. Financial modes of higher education in Bangladesh: Politics, power and control -- Introduction -- Part I: Financing of private universities: what do policies say? -- Part II: Financing of public universities: what do policies say? -- Conclusion -- 5. Governance system of higher education in Bangladesh -- Introduction -- Part I: The governance system of private universities -- Part II: Managing the governance system of public universities -- Conclusion -- 6. Quality control mechanisms: Rhetoric vs. reality -- Introduction -- Quality assurance mechanisms in private universities -- The quality assurance mechanisms of public universities -- Strategic Plan: the blueprint of adopting external bodies' involvement in the 'quality' of public higher education.

Purpose
Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

Design/methodology/approach
The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

Findings
The findings confirm that the system's focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

Originality/value
As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

Verwaltungen in kleinen Staaten wurden in der Literatur bisher wenig beachtet, und Konzepte für Verwaltungen in mittleren und großen Staaten bedurften der aufwendigen Anpassung für kleine Länder. Dieser Beitrag basiert vorwiegend auf der Untersuchung des Commonwealth Secretariats aus 15 Commonwealth-Mitgliedern in den Kariben, in Afrika, Europa, dem Indischen Ozean, Asien und im Südpazifik. Der gemeinsamen kolonialen Prägung wegen ist die Übertragung von Erfahrungen und Ratschlägen auf andere Länder nur eingeschänkt möglich. Schwerpunkte des Artikels sind: Funktionsbereiche der Erziehungsministerien, die in diesen Kleinstaaten oft die größten Ressorts sind, und der ganze Bereich ihrer Personalpolitik. Besondes nützlich hat sich die Commonwealth-Untersuchung durch die damit verbundenen Beratungen und die Weiterbildung erwiesen. (APAF-Glz)

Chapter 1. Introduction -- Chapter 2. Primary curriculum policy development in Ireland 1922-1999: From partisanship to partnership -- Chapter 3. Curriculum in context: evolution of Irish curriculum policy and practice -- Chapter 4. Denominationalism, secularism, and multiculturalism in Irish policy and media discourse on public school education -- Chapter 5. Two roads diverged: Policy shifts in second-level Religious Education 1998-2020 -- Chapter 6. Post-Primary In-career Teacher Professional Development in Ireland -- Chapter 7. Old ribbons, new bows: the historical development of internal improvement processes in Irish schools -- Chapter 8. Vocational education, rural Ireland and the nation state 1930-1960 -- Chapter 9. Key Milestones in the Evolution of Skills Policy in Ireland -- Chapter 10. Whose right(s) is it anyway? A review of Policy and Practice(s) in Inclusive Education in Ireland -- Chapter 11. "A normal and useful method of class control?" Policy on corporal punishment in Irish schools: c1974-1985 -- Chapter 12. The Evolution of Academic Selection in Northern Ireland -- Chapter 13. Irish school science curricula 1831-2020 -- Chapter 14. DR. T.J. O'Connell's contribution to Irish Education Policy 1922-1957 -- Chapter 15. 'Universities and Colleges': higher education and the Independent Irish State, 1922–1945 -- Chapter 16. Aspects of education policy and the work of secondary teachers in Ireland 1965-2010.

Argues that government's need to seek equity in educational opportunity has eroded its ability to support high standards, and that one way to encourage excellence and achievement is to allow families choice of schools.