Suchergebnisse

Mobilizing within universities : the contentious politics of higher education -- The marketization of higher education in Italy and England and its resistances -- The "contested HE reforms". The university mobilizations in Italy and England -- What is at stake? The impact of student activism on Italian universities -- What is at stake? The impact of student activism on English universities -- The contentious politics of higher education.

This paper examines the developments of Korean language education in Australia from the governmental efforts to introduce Korean at policy levels to recent development in Korean language programs, and explores the current issues and considers challenges ahead. The paper discusses not only how learning and teaching of Korean has been practised in the Australian context, but also the critical conditions needed to further advance Korean language education. Specifically the study provides an evidence base pertaining to Korean language study in schools and universities, and in the community, by undertaking the following objectives: (1) review of the relevant policies; (2) presentation of updated data on provision and participation (2010-2016); (3) up-to-date analysis and discussion of current issues and challenges specific to the Korean language; and (4) what needs to be done, including curriculum and delivery of programs. It is revealed that there are some encouraging signs of developments such as the significant increase of overall enrolments but at the same time there are a number of areas where further improvements should be made, including low enrolments in matriculation courses. Some key issues and challenges are highlighted and further discussed, hoping to help the policy makers and/or program authorities as they work towards practices and programs.

Arguably the most strongly promoted approach by voucher advocates is a new form of government subsidy for private education, Education Savings Accounts (ESAs). Parents are provided a set sum which they can use for a variety of educational services including private school tuition and fees, online courses, extracurricular activities and private tutoring. Students enrolled in an ESA program are not allowed to concurrently attend a public school. This policy brief examines this emerging policy, considering similarities and differences with conventional voucher approaches, and examining the legal issues that the policy raises.

"The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan's problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens' role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people's understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country's population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades."--

This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century

This report, which focuses on four US states - Ohio, Texas, Virginia and Washington - is the third of a series of country-specific reviews conducted as part of the OECD project on the labour market relevance and outcomes of higher education. he report offers a comprehensive review of graduate outcomes and policies supporting alignment between higher education and the labour market in the four participating states in 2018-19, an overview of the US labour market and higher education context, and a range of policy examples from across OECD jurisdictions to help improve the alignment of higher education and the labour market.

The paper examines the various challenges that confront tertiary education institutions and economic development in Africa. It discusses the link between human capital development and tertiary education institutions and its impact on economic development in Africa. The paper argues that human capital development through tertiary education institutions is indispensable among African states for accelerated development in terms of poverty reduction, high productivity, life expectancy and increased literacy rate among others. The paper notes that the development of tertiary education institutions in Africa has been neglected by African states because of its capital intensiveness. The World Bank and other International Organizations that assist Africa in the development of education encouraged this neglect by laying emphasis on the development of primary and secondary education. The paper argues that the challenges of tertiary education institutions vis-à-vis economic development in African include the dependency type of relationship between African states and their former colonial masters and/or industrial countries, inadequate financing, lack of university autonomy, poor management of resources resulting from weak leadership, faculty shortage, among others. Finally, the paper recommends, among others that adequate funding of tertiary education institutions in Africa is sine qua non if African states have to pull itself out from under development.