Suchergebnisse

Multicultural Pharmaceutical Education spotlights methods and theory on how to increase representation of minorities in pharmacy schools and practice settings. Many of the ideas presented in this book are unique, and all provide an opportunity for institutions with few minority students to greatly improve their recruitment and retention efforts geared toward these students. The contributing authors, representing all levels of academia--deans, undergraduate students, vice provosts, executive directors, a National Professor of the Year, and faculty members--have all had experience in s.

Education, as a fixed component of society, has the task of forming democratic principles and values in addition to subject-specific goals. Critical competencies must be promoted in every school subject. In this paper, teaching principles of critical education are derived from the requirements of democracy. Furthermore, it is argued that mathematics education has a special role to play here, but that, at the same time, mathematics' unique characteristics may explain why it is still no matter of course to integrate critical aspects into this subject.

In Education, Learning, Training: Critical Issues for Development, renowned scholars and practitioners examine shifts in global education policy and practice over the last 50 years.

We explain why means-tested college tuition and means-tested government grants to college students can be efficient. The critical idea is that attending college is both an investment good and a consumption good. If education has a consumption benefit and tuition is uniform, the marginal rich student is less smart than some poor people who choose not to attend college, thus reducing the social returns to education and increasing the college's cost of education. We find that competition among profit-maximizing colleges results in means-tested tuition. In addition, to maximize the social returns to education government should means-test grants. We thus provide a rationale for means-tested tuition and grants which relies neither on capital market imperfections nor on redistributive objectives.

Peter Mayo reviews 'Freire and education' by Antonia Darder. The writing consists of Freire's participation in a dialogue involving Antonia Darder, Peter Park and Paulo Freire himself. This moving dialogue took place in 1992; just a couple of years after Freire had retired from serving as Education Secretary in São Paulo. Twenty-five years later, Freire's ideas obviously continue to inspire people, constituting an important lens through which one can analyze a variety of socio-political situations and forms of cultural production. ; peer-reviewed

The general goal of education is to develop Indonesian people completely in the sense that carried out education still maintain unity, diversity and develop individual's ideals. Every citizen has the right to obtain education equally with excellence and a balance (equity) between the utilization (access) with achievement. The higher education system must be able to create a quality higher education that is also affordable by the people of Indonesia. A university leader must be in-line and lead a "quality revolution". All energy and attention are focused on the "quality revolution". For this reason, this paper will examine the Implementation of Higher Education Quality Management Systems. As a case study is that has implemented a Quality Management System. According to Law No. 12 of 2012 concerning Higher Education. Quality Higher Education is Higher Education that produces graduates who are able to actively develop their potential and produce Science and / or Technology that is useful for the Community, nation, and country. The government operates a higher education quality assurance system to get quality education. The Higher Education quality assurance system referred to consists of: a. internal quality assurance system developed by Higher Education; and b. external quality assurance system carried out through accreditation. Implementation of Quality Management Systems in Higher Education can produce Quality and Affordable Education.

Education, Culture and Values Volume IThe six volumes that comprise the Education, Culture and Values series bring together contributions from experts around the world to form, for the first time, a comprehensive treatment of the current concern with values in education. The series seeks to address this concern in the context of cultural and values diversity. The first three volumes provide a wide-ranging consideration of the diversity of values in education at all levels, and thus represent a framework for the second three volumes which focus more specifically on values education (moral, religious, spiritual and political) per se. The six volumes, therefore, bring the fundamental domain of values together with the important issue of pluralism to generate new, fruitful and progressive reflection and exemplars of good practice.The series will be of huge benefit and interest to educators, policy makers, parents, academics, researchers and student teachers. The six volumes contain:• diverse and challenging opinions about current educational concerns and reforms in values education• chapters from more than 120 contributors of international repute from 23 different countries• conceptual clarification and theoretical analysis• empirical studies, reports of practical projects and guidance for good practice.Volumes I–III: Values Diversity in EducationVolume I—Systems of Education: Theories, Policies and Implicit Values is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole. It is concerned with state and policy level analysis across the world. Volume II—Institutional Issues: Pupils, Schools and Teacher Education considers values and culture at the institutional level. What constitutes a good 'whole school' approach in a particular area? There are discussions of key issues and reports of whole-school initiatives from around the world. Several chapters focus on the vital issue of teacher education. Volume III—Classroom Issues: Practice, Pedagogy and Curriculum focuses on the classroom: pedagogy, curriculum and pupil experience. Areas of curriculum development include the relatively neglected domains of mathematics and technology, as well as the more familiar literature and drama. There is a useful section on aesthetic education.Volumes IV–VI: Values Education in DiversityVolume IV—Moral Education and Pluralism is focused on moral education and development in the context of cultural pluralism. There are highly theoretical discussions of difficult philosophical issues about moral relativism as well as practical ideas about good practice.Volume V—Spiritual and Religious Education distinguishes religious and spiritual education and takes a multifaith approach to pedagogic, curricular and resource issues. The important issue of collective worship is also addressed.Volume VI—Politics, Education and Citizenship is concerned with political education and citizenship. Again chapters from several countries lend an international perspective to currently influential concerns and developments, including democratic education, human rights, national identity and education for citizenship.

The questions go back to pre-Platonic times: how do states turn ordinary people, especially new generations of young people, into supportive, contributing citizens? Are the tasks required to do this in modern democracies such as the United States different from those in states which rely on authoritarianism or state-sponsored terror? There are numerous variations on these questions: How does a conquering nation gain the allegiance of the vanquished? If a government is overthrown in a coup, how do the new rulers convince the citizens that they are the rightful and legitimate power holders? All of these devolve into questions of civic education.

Education plays a crucial role in Europe's future. Yet it seems that the educational systems throughout Europe do not relate well to the overall labour market. This article will look at the educational systems in Europe and present best practices, while examining recent policies in the area of education.

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond the

The emergence of unofficial seminars in Czechoslovakia since the 1968/69 U purges is discussed. The demotion of most faculty members to unskilled & insecure manual labor positions is reviewed, noting the restricted access to higher education allowed their children. The persistence of "underground" publication is examined; despite the guarantees of free speech provided by the 1976 Constitution, police harassment of writers & former faculty continues; the growth of legal resistance & defense committees is traced back to 1977. One case history of an "open" unoffical seminar, conducted by Julius Tomin from 1977 to 1980 is extensively documented, stressing its regular disruptions by the police, & the persistence of the participants in attending. Pros & cons of the underground vs openly dissident or extra-U approaches are evaluated, attributing much of the success of Tomin's seminar to its nonclandestine character. L. Whittemore.

The present research paper analyzes the status of elementary education in Rajasthan in terms of Primary and upper primary schools, enrolment, number of teachers in government and private schools and school infrastructures, pupil teacher ratio and available facilities in schools. This paper analyzes these variables after the implementation of Right to Education Act, 2009 in Rajasthan.