This document, D3.1 Dissemination, Communication and Education Plan, is a deliverable of the SUNRISE Project, which is funded by the European Union's H2020 Programme under Grant Agreement No. 816336. The Dissemination, Communication and Education Plan identifies the main dissemination and communication objectives of the project and the activities and tools that will be defined and implemented in the current action and in future endeavours according to the target audiences. The plan includes an evaluation of the initial KPIs (Key Performance Indicators) and proposes changes and additions to be taken into account in the short and long-term. In addition, an evaluation annex (Annex 1) is attached to the current document, containing the evaluation of the dissemination and communication activities carried out during the first months of the action. This analysis serves as the basis to propose changes in the initial plan and KPIs and define the backbone of the future strategies for dissemination, communication and education.
Report of the Texas State Auditor's Office related to determining whether controls are in place at higher education institutions and at the Higher Education Coordinating Board (Coordinating Board) to produce accurate, complete, consistent, and timely data used for higher education accountability and for legislative and policy decision-making; determining how the Coordinating Board uses the accountability system in developing the long-range, statewide higher education goals; and determining whether data prepared for the Coordinating Board meets institutional internal management needs and statewide assessment needs.
Das Projekt INVEDUC analysiert die öffentlichen Einstellungen und Präferenzen der Bürger zu verschiedenen Aspekten der Bildungspolitik in acht westeuropäischen Ländern. Ebenfalls untersucht wird, inwieweit und über welche Mechanismen die öffentliche Meinung Prozesse der Politikgestaltung beeinflusst.
Themen: Zufriedenheit mit der Arbeit der Landesregierung; Meinung zu ausgewählten Aussagen (Privatunternehmen am besten zur Lösung wirtschaftlicher Probleme geeignet, öffentliche Dienstleistungen und Schlüsselindustrien gehören in Staatsbesitz, stärkere Strafen für Straftäter, kulturelle Bereicherung durch Zuwanderung, Frauen sollten wegen der Familie zur Aufgabe ihres Jobs bereit sein); wichtigste Bildungsaufgabe; wichtigste Aufgabe des Wohlfahrtsstaates; allgemeines Personenvertrauen; Meinung zu ausgewählten Reformvorschlägen im Hinblick auf soziale Fragen; präferierter Umfang des Budgets der Landesregierung für Sozialleistungen und soziale Dienste; Meinung zur Finanzierung zusätzlicher Sozialausgaben; präferierter Umgang der Regierung mit finanziellen Ressourcen aus Mittelkürzungen; präferierte Verteilung öffentlicher Ausgaben auf verschiedene staatliche Aufgabenbereiche (z.B. Gesundheitswesen, etc.); wichtigster Aufgabenbereich für mehr staatliche Förderung; Präferenzen für die Verteilung der Bildungsausgaben auf verschiedene Bereiche des Bildungssystems (frühkindliche Bildung und Betreuung, allgemeine Schulen, berufliche Bildung und Ausbildung, Hochschulbildung); Zustimmung zur Einführung einer neuen Steuer zur Finanzierung zusätzlicher Investitionen in den vorgenannten Bereichen der Bildungspolitik; Bereitschaft, Steuern für zusätzliche Bildungsausgaben zu zahlen; Zufriedenheit mit den Bildungsbedingungen im Land; Unterstützung der Bildungsausgaben angesichts unterschiedlicher fiskalischer und politischer Kompromisse (höhere Steuern, höhere Staatsverschuldung, Kürzungen in anderen Teilen des Wohlfahrtsstaates); präferierte gesellschaftspolitische Aufgaben des Staates (z.B. ausreichende Betreuungsmöglichkeiten für Kinder erwerbstätiger Eltern, öffentliche Förderung privater Schulen, etc.); Einstellungen und Präferenzen in Bezug auf die Steuerung des Bildungswesens (umfassende Bildung, Dezentralisierung der Bildungssteuerung, Arbeitsteilung zwischen öffentlichem und privatem Bildungsangebot, Schulwettbewerb, Rolle der Arbeitgeber in der beruflichen Bildung); Meinung zu staatlicher finanzieller Unterstützung von Studierenden; Empfänger dieser finanziellen Unterstützung (Studierende aus Familien mit geringem Einkommen, hochbegabte Studierende oder alle Studierenden); Meinung zur Erhebung von Studiengebühren durch Universitäten; Belastung mit Studiengebühren nur für Studierende aus Familien mit hohem Einkommen, für durchschnittlich begabte Studierende oder für alle Studierenden; geeignetster Bildungsweg für durchschnittlich Begabte; Meinung zu kostenloser frühkindlicher Bildung; Unterstützung der Sozialinvestitionspolitik im Vergleich zu anderen Sozialtransfers; Links-rechts-Selbsteinstufung; Parteipräferenz (länderspezifisch, Sonntagsfrage).
Demographie: Nationale Staatsangehörigkeit; andere Staatsangehörigkeit; Ortsgröße; finanzielle Situation des Haushalts; Alter (Geburtsjahr); Geschlecht; höchster Bildungsabschluss (länderspezifisch); Alter bei Abschluss der Vollzeitausbildung; Erwerbsstatus bzw. derzeitige Situation; Gründe für Teilzeitbeschäftigung; berufliche Stellung; Beruf (ISCO 2008); Beschäftigung im öffentlichen Dienst; Branche; Wahrscheinlichkeit eigener Arbeitslosigkeit; Haushaltsnettoeinkommen (länderspezifisch, klassiert); persönliches Nettoeinkommen; bildungsbezogene Schulden; Haushaltsgröße; Anzahl der Kinder im Haushalt; Anzahl der Kinder im Haushalt unter 10 Jahren; Alleinerzieher; Gewerkschaftsmitgliedschaft; Universitätsabschluss der Eltern.
Zusätzlich verkodet wurde: Interview-ID; Interviewdatum; Gewichtungsfaktoren (gesamt und länderspezifisch); Land; Festnetz oder Mobiltelefon; Interviewdauer; ISCED-Level alle Länder; Probleme bei der Berufevercodung, Nuts Region (länderspezifisch); Berufevercodung ISCO 88.
Die Erhebung enthält eine Reihe von experimentellen Komponenten, insbesondere bei der Messung der Auswirkungen von Abwägungen auf Präferenzen.
""This book examines emerging methods and trends for creating accessible and inclusive educational environments and examines the latest teaching strategies and methods for promoting learning for all students. It also addresses equal opportunity and diversity requirements in schools"--Provided by publisher"--
Education has been always supposed to promote peace and harmony all over the world. The universal human values are always focused on by education in schools and colleges. Peace and Harmony are two distinct values of these universal human values that need to be developed among the human kind through education. Madam Today both these concepts are given less importance in education and its curriculum. Today's world is full of conflicts, insecurities, violence, unharmonious conduct based on political, racial, religious and ethnic factors which make a negative impact on the humanity. In the contemporary time, the major aim of education should be to help people to develop themselves as global citizens who can make continuous efforts for building one peaceful and harmonious world. There is a need of learning to live together with peace and harmony in today's world and education is the only tool that can approach to this aim. This article focuses on how education can help developing peace and harmony in this age of globalization.
Woodrow Wilson is the only American political scientist to have served as President of the United States. In the time between his political science Ph.D. (from Johns Hopkins, in 1886) and his tenure as president (1913–21), he also served as president of Princeton University (1902–10) and president of the American Political Science Association (1909–10). Wilson is one of the most revered figures in American political thought and in American political science. The Woodrow Wilson Award is perhaps APSA's most distinguished award, given annually for the best book on government, politics, or international affairs published in the previous year, and sponsored by the Woodrow Wilson Foundation at Princeton University.Wilson has also recently become the subject of controversy, on the campus of Princeton University, and in the political culture more generally, in connection with racist statements that he made and the segregationist practices of his administration. A group of Princeton students associated with the "Black Lives Matter" movement has demanded that Wilson's name be removed from two campus buildings, one of which is the famous Woodrow Wilson School of Public and International Affairs (see Martha A. Sandweiss, "Woodrow Wilson, Princeton, and the Complex Landscape of Race," http://www.thenation.com/article/woodrow-wilson-princeton-and-the-complex-landscape-of-race/). Many others have resisted this idea, noting that Wilson is indeed an important figure in the history of twentieth-century liberalism and Progressivism in the United States.A number of colleagues have contacted me suggesting that Perspectives ought to organize a symposium on the Wilson controversy. Although we do not regularly organize symposia around current events, given the valence of the controversy and its connection to issues we have featured in our journal (see especially the September 2015 issue on "The American Politics of Policing and Incarceration"), and given Wilson's importance in the history of our discipline, we have decided to make an exception in this case. We have thus invited a wide range of colleagues whose views on this issue will interest our readers to comment on this controversy. —Jeffrey C. Isaac, Editor.
This study consists of three chapters in which the first two focus on education and the impact of public education policies on crime rates, while the last chapter explores the relationship between education and birth spacing and fertility. The first chapter presents a theoretical model where crime and education are endogenous results, considering the presence of government interventions to expand access to education and incentivize schooling. In the second chapter, I developed a model of household choice where individuals decide whether working in the legal or illegal sector as well as how much of their resources to invest in the education of their children. The model is calibrated and simulated using Indian data at district level to study the dynamics behind the occupation and education choices of the household, in order to characterize the conditions, in terms of education access, education quality and crime deterrence technology, that determine a decline of crime rates. The third chapter is an empirical study of the relationship between education and fertility in Sub-Saharan Africa, between economics and demography. In this work the latest Demographic and Health Surveys are used to explore the effect of the level of education of the mothers on the inter-birth intervals for higher-order births. The reason for focusing on inter-birth intervals, while omitting first births, is that the number of days between two births, or spacing, is a key element to describe and understand the reproductive attitudes of women and households, especially in countries where the demographic transition is not yet complete, like it is the case of Sub-Saharan Africa. That is studying intervals we are able to better understand the global relationship between education and fertility. Even if the topic and the methods of the first two papers significantly differ from the third one, they all share the interest to better evaluate the role of education on economic growth. In particular, crime and violence as well as high fertility rates and population growth undermine economic investment. In this regard, the objective of this thesis is to contribute to an improved understanding of the diverse reasons and peculiar dynamics by which these factors might affect economic growth potential. The study is targeted on developing countries in which free access to education is only a recent achievement and where a greater effort is needed to improve the quality of the education system and teaching. ; (ECGE - Sciences économiques et de gestion) -- UCL, 2018
This study consists of three chapters in which the first two focus on education and the impact of public education policies on crime rates, while the last chapter explores the relationship between education and birth spacing and fertility. The first chapter presents a theoretical model where crime and education are endogenous results, considering the presence of government interventions to expand access to education and incentivize schooling. In the second chapter, I developed a model of household choice where individuals decide whether working in the legal or illegal sector as well as how much of their resources to invest in the education of their children. The model is calibrated and simulated using Indian data at district level to study the dynamics behind the occupation and education choices of the household, in order to characterize the conditions, in terms of education access, education quality and crime deterrence technology, that determine a decline of crime rates. The third chapter is an empirical study of the relationship between education and fertility in Sub-Saharan Africa, between economics and demography. In this work the latest Demographic and Health Surveys are used to explore the effect of the level of education of the mothers on the inter-birth intervals for higher-order births. The reason for focusing on inter-birth intervals, while omitting first births, is that the number of days between two births, or spacing, is a key element to describe and understand the reproductive attitudes of women and households, especially in countries where the demographic transition is not yet complete, like it is the case of Sub-Saharan Africa. That is studying intervals we are able to better understand the global relationship between education and fertility. Even if the topic and the methods of the first two papers significantly differ from the third one, they all share the interest to better evaluate the role of education on economic growth. In particular, crime and violence as well as high fertility rates and population growth undermine economic investment. In this regard, the objective of this thesis is to contribute to an improved understanding of the diverse reasons and peculiar dynamics by which these factors might affect economic growth potential. The study is targeted on developing countries in which free access to education is only a recent achievement and where a greater effort is needed to improve the quality of the education system and teaching. ; (ECGE - Sciences économiques et de gestion) -- UCL, 2018
