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The year 2009 is a land mark year in the history of elementary education, as the Government finally managed to pass the 86th amendment to the constitution that made Right to Education (RTE) a fundamental right. The title of the RTE Act incorporates the words "free and compulsory". "Free education" means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. "Compulsory education" castes an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age groups. The present paper aims at examine the Right to education Act, 2009 and its provisions as well as issues and challenges in implementation based on secondary data and suggest measures for better execution of the act.

Ideas about work-based learning and learning through practical experience
have been represented in pedagogical theory and practice for a long time.
Their importance is actualised in conditions of wider practical application
of competency-based education. Practical teaching and professional practice
should constitute an integral part of higher education programmes aimed at
developing professional competencies. Practical teaching usually occurs as a
part of different subject programmes, whereas professional practice occurs
as a separate component of study programmes. The extent to which practical
teaching and professional practice will be represented in the overall
programme as well as the organisational form in which they will occur depend
on professional (vocational) profiles implemented in education. Practical
teaching and professional practice are highly important in implementing
vocational (professional) profiles in the field of education, such as the
professional profile of a pedagogue. This paper provides basic explanations
of concepts of work-based learning and learning through practical experience
that can be viewed as having theoretical origins in noticing the importance
of practical teaching and professional practice as integral parts of
educational programmes. In addition, the issue has been examined relating to
the roles of practical teaching and professional practice in achieving the
basic objectives and outcomes of higher education aimed at developing
professional competencies. A separate section of the text provides an
overview of the position and share of professional practice in the pedagogy
study programme implemented at the Department of Pedagogy and Andragogy of
the Faculty of Philosophy of the University of Belgrade. As part of this
overview, a summary has been given of experience in delivery of compulsory
professional practice in school for students of Year Four of bachelor
academic studies of pedagogy in the 2019-2020 academic year under the
emergency school work conditions caused by the pandemic.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of Tables -- List of Figures -- Preface -- Acknowledgements -- 1. Medical Education -- 2. The Physician in Practice -- 3. Medicine in Relation to Society -- 4. Research -- 5. Financing Medical Research -- 6. Determinants of Health and Disease -- 7. From Information to Understanding: The Challenge for the Library -- 8. The Evaluation of Therapy in Disease -- 9. Biological Integration and Synthesis -- Afterword -- Bibliography -- Glossary -- Name Index -- Subject Index

Master i flerkulturell og internasjonal utdanning ; This research examines the relationship between the Ethiopian Government and the foreign donors in connection with the higher education system in Ethiopia. The quality factor is singled out and analysed. As an area lacking researched, this relationship is vital in understanding of the cooperation between the stakeholders. The influence that foreign donors have in the higher education sector is the main area of attention of this thesis, with special interest put on how these actors see and use the term quality in their work. In order to shed light on this the research uses qualitative methods consisting of semi-structured interviews with central persons within the foreign donors, Government apparatus, and in the higher education sector in Ethiopia. What this research found was that the foreign donors have an influential position within the higher education sector in Ethiopia, not mainly financially but through redirecting funding away from the sector and with few donors supporting central institutions. In addition there is little sign of equal partnerships, and the use of foreign ‗experts' and expatriate staff are deepening dependency. The understanding of quality is ambiguous both between the Government of Ethiopia and the foreign donors and within those two camps as well. What is important to point out is that quality is seldom used in projects, although that's where their focus lies, but has instead been replaced by the term capacity. However, my research shows that too little research is conducted on the status of the Ethiopian higher education sector, of the work that the foreign donors perform in that sector, and of the relationship between the different stakeholders that are currently operating in the sector. The consequence of this is foreign donors that is having un-proportionally loud voices in the higher education sector and projects that do not target the right problems due to lack of research. Furthermore the projects do not include Ethiopian staff and professionals in an including manner, which lowers the status of both the Ethiopian professional and the status of the higher education system. Lastly, the quality aspect is surrounded with questions about everything from its definition to how one should work with increasing the quality in a higher education system that is struggling with spiking enrolment rates.