Suchergebnisse

Section 1. Rethinking the relationship between education and development -- Section 2. Learning, teaching and schooling for development -- Section 3. Beyond schools : adult, vocational and higher education for development -- Section 4. International cooperation in education and development

By clarifying roles through partnerships, the neglect of education and research in policy studies of infrastructure can be remedied, and the public works profession can develop a clear vision of its education and research needs and responsibilities. The American Public Works Association (APWA) has key roles to play, and by using their resources in partnership with K-12 schools and higher education, local chapters can reach out to assist in education and research to benefit both the public works profession and educational institutions. A revitalized APWA education and research program could strengthen the organization and have a global reach. APWA should sort out the cross-cutting and common education themes needed by the public works industry, defining roles that can, in partnerships with others, be implemented clearly and effectively.

Bildungs(miss)erfolg aus der Sicht der Kapitaltheorie Pierre Bourdieus -- Erklärungsmodelle der Hindernisse für den Bildungsaufstieg von Kindern und Jugendlichen aus Migrantenfamilien -- Typenbildung: Bedingungen und Handlungsstrategien für den Bildungsaufstieg

Adult and lifelong mathematics education has multiple dimensions and the approaches represented in our discussions embraced, besides mathematics, a range of disciplines (psychology, sociology, politics, pedagogy, anthropology and androgogy), and a spectrum of concerns about inclusion – along lines of gender, class, ethnicity, age and language group.

This chapter explores the goals of the Equality Act and educational leadership as dictated by government policy in relation to school leaders, and as part of this, considers the role of higher education institutions in promoting race equality in educational leadership in higher education. The chapter questions whether such a state is desirable and achievable in twenty-first century Britain particularly at a time when greater emphasis is given by universities to student (rather than staff) experience and NSS scores/league tables which promote student experience, and conducting race equality impact assessments are no longer a compulsory requirement. In examining the relevance of social justice in educational leadership, the chapter is less concerned with leadership styles or roles and focuses instead on White constructions/perceptions of who can occupy leadership positions. As such, the chapter explores the implications for universities in facilitating diverse but equitable leadership in higher education from a social justice perspective.