Suchergebnisse

The attempts to reform the Russian education system since the fall of communism have had very uneven results. (… The authors research has lead him) to conclude that both Russian reformers and their international allies miscalculated the degree to which professional activism or a nascent "civil society" would compensate for the loss of state or public administration and financing after 1991. Assuming that the end of "totalitarian" education would result in a flourishing of grass-roots "innovation", reformers failed to anticipate the deepening financial and administrative crises in post communist education. These severe crises, mitigated only in part by Western assistance, have resulted in the sharp degradation of the public education systems and human resource capacities in Russia and the other newly independent states, and directly threaten the future of democratic and market reform. It seems that both many Russian reformers and their Western allies were guided more by idealized Western models than by an accurate sense of Russian needs and capacities. (… The authors) conclusions are that international assistance should be focused more directly on helping to foster new professional networks that can better defend and retrain educators and teachers; and also that we must better combine general educational research with area studies knowledge to inform our cooperative efforts. (DIPF/ Orig.)

During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries. ; UNESCO European Centre for Higher Education

This book presents some of the most important good practices identified by ILO-IPEC from thousands of projects and programmes around the world. It shows a first step towards sharing the considerable portfolio of knowledge and expertise (amassed by ILO-IPEC)in using education as a principal means of combating child labour and in linking the elimination of child labour to the Education For All initiative.

Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education.

Corporate school reform is a global movement that is gaining a growing momentum. Central to this reform agenda is personalized learning, presented by its advocates as a better alternative to the traditional model of schooling. In spite of its appealing possibilities for education and society, scholars in countries such as the United States and the United Kingdom have criticized personalized learning for its reductive conceptualization of education. Focusing critically on the new Education Plan of British Columbia, which places personalized learning at its core, this paper examines the genealogy of the Education Plan and discusses its implications for public education in the province. Through construction of a network of actors and content analysis of key documents produced by the public and private sectors, the paper shows that the vision of the Education Plan is largely influenced by a broader neoliberalism-oriented social imagination reinforced by a network of political, social, and economic actors. The analysis shows that this vision for education promotes a perception of education primarily conceptualized in narrow economic terms. The discourse and practice employed to promote personalized learning contribute to turning education into a customizable consumer product, reduce the notion of "learning" to a list of skills and attributes, disregard the significant importance of socio-cultural contexts in teaching and learning, and minimize the crucial role of the teacher. The article concludes that the Education Plan has created a conducive environment for the emergence of customized privatization in public education in the province.

The purpose of this study was to depart from theory and focus on the realities of day to day decisions special education teachers are asked to make. The chief purpose of this study was to gain insight into the factors that influence curriculum design such as high stakes testing, teacher experience, knowledge of content, teacher training, collaboration and materials. In order to do so, the researcher designed an on-line survey that focused on curriculum design. Additional information and insights were gleaned from the study. For example, were teachers using Common Core Standards (CCS) as a measuring stick when designing curriculum and choosing materials? Were teachers employing best practices when designing curriculum? Were teachers balancing priorities, such as IEP goals, high stakes tests and class pace? Were students given the opportunity to gain access to and progress in the general education curriculum? It is important to examine authentic day to day instructional decisions and activities in order to understand gaps between best practice research and legislative demands and actual classroom practices. It was the hope of the researcher that this study would determine whether there was a need for more instructional materials and/or further professional development for the special education staff members taking part in the study.

This edited volume presents an empirical account of how neoliberal ideas are adopted on the ground by different actors in different educational settings, from bilingual education in the US, to migrant work programmes in Italy, to minority language teaching in Mexico. It examines language and education as objects of neoliberalization and as powerful tools and sites through which ideological principles underpinning neoliberal societies and economies are (re)produced and maintained (and with that, inequality and exclusion). This book aims to produce a complex understanding of how neoliberal rationalities are articulated within locally anchored and historical regimes of knowledge on language, education and society.

Report of the Texas State Auditor's Office related to determining whether the Higher Education Coordinating Board (Coordinating Board) complies with applicable laws and regulations to distance education, and to providing information on general academic, public higher education institutions' distance education programs, including information on degrees offered, budgeting, finance, and student enrollment.