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"The 1946 edition of the school laws and this bulletin give a complete school law reference. " -- Foreword. ; At head of title: Commonwealth of Kentucky. ; Mode of access: Internet.

"The 1942 edition of the school laws and this bulletin give a complete school law reference."--Foreword. ; At head of title: Commonwealth of Kentucky. ; Mode of access: Internet.

The aim of this research is to examine the views of teachers, who take postgraduate education, regarding culturally responsive education. The research was carried out with 25 teachers who are from various branches and take postgraduate education in a big university in South-Eastern Anatolia Region of Turkey in spring semester of 2014-2015. The pattern of the research is case study of qualitative patterns. The views of teachers joined the research were taken via semi-structured open-ended questionary form. According to the findings of the research, they emphasize that the education process should be maintained considering the cultural values. Besides, they think that will serve to development of cognitive and affective characteristics of the individual and social peace and integration. Therefore they advise to develop teaching programs that quicken cultural diversity. Lastly, the most of teachers utter that they don't have enough self-sufficiency to give culturally responsive education. It is thought the reason is that teachers can't expose their potential due to the training teacher system and teaching programs are deprived of providing that kind of education. Consequently, the education system, with its all components, should be such as to provide needs of people from various cultures.

The aim of the article is to revisit the principle of universalism and analyze how it has changed in the legislation on compulsory education by asking: how are different characteristics of universalism emphasized in the basic education legislation and parliamentary discussion (in 1968, 1982 and 1997)? The analysis portrays the varieties of universalism within the comprehensive school, produced by the four instruments used to govern education (legislation, economy, ideology and evaluatory). According to the analysis, the foundation of the comprehensive school system in the 1960s was laid on uniform content and aims at the ideological level, emphasizing equality of education. The 1980s was a transition phase between 'old' and 'new' universalism, when instruments of legal and economic governance enabled the expansion of universalism and increased costs. Simultaneously, the aims of the comprehensive system and its contents were increasingly set at the local level. We conclude that the 'new' comprehension of universalism in the 1990s entailed issues such as the rise of the evaluation of education, local economy of education and individualism.

The aim of the article is to revisit the principle of universalism and analyze how it has changed in the legislation on compulsory education by asking: how are different characteristics of universalism emphasized in the basic education legislation and parliamentary discussion (in 1968, 1982 and 1997)? The analysis portrays the varieties of universalism within the comprehensive school, produced by the four instruments used to govern education (legislation, economy, ideology and evaluatory). According to the analysis, the foundation of the comprehensive school system in the 1960s was laid on uniform content and aims at the ideological level, emphasizing equality of education. The 1980s was a transition phase between 'old' and 'new' universalism, when instruments of legal and economic governance enabled the expansion of universalism and increased costs. Simultaneously, the aims of the comprehensive system and its contents were increasingly set at the local level. We conclude that the 'new' comprehension of universalism in the 1990s entailed issues such as the rise of the evaluation of education, local economy of education and individualism. ; Peer reviewed

The future of further education is under challenge in the United Kingdom. The government appears to see further education solely in terms of supporting the economy through the provision of an improved skills base. An alternative approach would be to bring coherence into the governance and management of further and higher education to create a tertiary education system. Implicit in adopting such an approach would be some decentralization of policy to regions, away from central government.

Globalization, Technological Change, and Public Education documents the dramatic changes taking place in public education through the incorporation of new information technologies. These additions to the public school environment have generally been seen as enabling tools to help students and nations compete in the global marketplace. Yet a closer look at the interplay of technological change and organizational restructuring suggests the emergence of new, less promising power relations. Through detailed ethnographic research and interviews in the Los Angeles public school system, Torin Monah

In July 1990, the PRC carried out its fourth census, and in October 1990, the State Statistics Bureau released the first of a series of communiques reporting the findings of the census. The article examines data of the census on education and notes that the educational levels of the population as a whole have generally been raised, the number of illiterates and semi-illiterates has been reduced, and the per capita number of years set for education has been increased. (DÜI-Sen)