Suchergebnisse

Gyeongsang University Turnitin Trash Files HUMAN CAPITAL NEXUS AND GROWTH OF NIGERIA ECONOMY CHAPTER ONE INTRODUCTION Background to the Study Government expenditure equally known as public spending simply refers to yearly expenditure by the public sector (government) in order to achieve some macroeconomic aims notably high literacy rate, skilled manpower, high standard of living, poverty alleviation, national productivity growth, and macro-economic stability. It is also expenditure by public authorities at various tiers of government to collectively cater for the social needs of the people. Generally, it has been revealed that public expenditure plays a key role in realizing economic growth. This is because providing good education to individuals is one of the principal avenues of improving human resource quality in any economy. From this perspective, advancing school enrolment may subsequently lead to economic growth. Therefore, education remains the effective way to subdue poverty, illiteracy, underfeeding and accelerate economic growth in the long-term. Much attention has been channeled towards clarifying the relationship between education and economic growth, and so, has led to series of studies by economists over the past 30 years. There is substantial literature to back the fact that correlation exists between the two. (Sylvie, 2018). In line with the views of Hadir and Lahrech (2015), the fact that humans are the most worthy assets remains undisputable in both developed and developing countries. Therefore efficiency in human resource management is pertinent if development must be realized. In this sense, the major gateway to development is adequate investment in human capital which may be described as an individual's potential economic value in terms of skills, knowledge, and other intangible assets. In order to realize the well-known macroeconomic objective of economic growth, Nigeria being a developing country embarked on some programs in the educational sector with the aim of boosting human capital ...

Education and Consecration of Neoliberal Elites: Introduction -- Business, Economics, and the Nobel Prize: History and Legacy -- Admission: Privilege, Values and Practices -- Consecration, Business Skills and Leadership: The Student Union -- Teaching Business: The Invisible Hand in Class -- Affinity: Pedagogics for a Future Elite -- Academic Freedom and the Business Community -- Business School Faculty and Neoliberal Thinking -- Lifelong Social Relationships and Networks: Business School Alumni -- Elitism and Masculinity: Business Schools and Elite Employers -- Business Schools and the Consecration of Elites: Conclusions.

Presenting visions of multilingual school, this book examines the pedagogical, socio educational, and socio political issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations and groups, while taking into account the global pressures of the 21st century

In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy's movements towards inclusive education. ; peerReviewed

This edited collection invites educational practitioners and theorists to speculate on - and craft visions for - the future of environmental and sustainability education. It explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today.Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. 'Envisioning Futures for Environmental and Sustainability Education' builds on this earlier work - as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.

The main issue discussed is on the role of education system in the process of nation building as a means in uniting different community ethnics which later on, hoped to shape the future ethnic relation of this country. It is generally known that political socialization experienced by each ethnic community has given birth to a vernacular education system, separated along the ethnic line. Every community shapes their own education system based on their respective mother tongue language, however all are based on the same curriculum. As a result the role of education as a uniting force is not significantly effective. Historically, it has been shown that government efforts to unite the country education system under the wing of national education system (national school) is not that successful since every community (Chinese) will defend the existence of their community education system because they want to spur their mother tongue language. The clash between national education system and vernacular education system is the root cause of stalemate in the ethnic relation in Malaysia and it always becomes a flash point when the issue is raised. The question now is what is the best solution to enhance the national education system in multiethnic Malaysia?

Text from van Zanten A., Legavre A. "Engineering access to higher education through higher education fairs", in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out - and further explore in future publications - how these devices, and the specific features of fairs, contribute to the reproduction and transformation of educational inequalities in access to higher education (Benninghoff et al. 2012).

Sir Dugald Baird, in his Galton Lecture to this Society earlier in this Symposium, suggested that the obstetrician in society should no longer aim to acquire all the skills previously encompassed in obstetrics and gynaecology. Instead, he should develop some special interests, and then make his contribution to society by being part of a team of colleagues. One such special interest is the dissemination of factual knowledge and of an enlightened and enquiring attitude to sex and reproduction among the population at large.