Suchergebnisse

The Republic of Maldives, a middle-income country of extraordinary natural beauty, is one of the most advanced nations in South Asia. The Maldives consists of an archipelago of nearly 1,200 islands and a population of approximately 400,000 inhabitants; 310,000 Maldivians and 90,000 expatriate workers. More than 25 percent of the population live in Male', the capital, while the rest are distributed among just under 200 other inhabited islands. The Maldives had attained a national income per capita of USD 2,786 in 2009. The Government of Maldives (GOM) is seeking to accelerate human development and economic prosperity within the political framework of a modern liberal democracy. The government's reform program to achieve this goal, outlined in the policy statement 'the other Maldives' [GOM 2009a)] contains five pillars: good governance to strengthen democratic institutions and processes; expansion and development of human capital; climate change and adaptation; public sector reform to streamline the delivery of services and improve efficiency; and macroeconomic reform to promote private-sector led growth.

Drawing on a lifetime's experience and research in education, Frank Coffield brings together some of his previously published papers to assess the impact of a wide range of national educational policies and to examine the role of the state in public education.

This study aims to analyze the integrated construction and application of ideological and political education (IPE) and innovation and entrepreneurship education (IEE) in colleges based on the positive psychological quality of entrepreneurship. 549 college students are selected for a questionnaire survey. The correlations between entrepreneurial psychological quality of college students, IEE in colleges, IPE, and entrepreneurial self-efficacy are analyzed with the Spearman correlation and linear regression. The hierarchical regression analysis is used to analyze the intermediary role of entrepreneurial self-efficacy in IEE, IPE in colleges, and entrepreneurial psychological quality of college students. The results show that the entrepreneurial psychological quality of college students is significantly different in gender, family location, and grade level (p < 0.05); the main channels of IPE and daily IPE have significant positive effects on the positive entrepreneurship psychological quality (p < 0.05), and have extremely significant positive effects on the entrepreneurial self-efficacy (p < 0.001); innovation and entrepreneurship course, innovation and entrepreneurship practices, innovation and entrepreneurship environment, and total score of IEE have significant positive correlations with positive entrepreneurship psychological quality and entrepreneurial self-efficacy of college students (p < 0.05); and the intermediary effect of entrepreneurial self-efficacy accounts for 33.49% on the IPE and entrepreneurial psychological quality, and 41.85% on IEE and entrepreneurial psychological quality. In short, IPE and IEE can effectively improve the positive psychological quality and self-efficacy of college students, and the joint construction of the two can have a more significant effect.

Few would dispute that the development, dissemination, and application of knowledge will always strongly impact the course of the future. Historically, this knowledge management has primarily been a function of private nonprofit and public institutions of higher education. However, higher education itself is now embroiled in a dynamic set of forces that will shape how knowledge management and learning will occur in the future. This article examines 15 trends that are currently impacting higher education, along with changing expectations in accountability related to education, and some possible scenarios for the future of higher education. Each trend, in and of itself, is significantly disruptive to the status quo in higher education. In combination, their impact on students, faculty, staff, parents, and the institutions themselves may be very significant. Higher education can be organized in several broad categories, including traditional private institutions which often have their roots in church affiliations, and range in size from very small to very large; publicly funded institutions that include community colleges, regional universities, research universities; and private for-profit institutions that are often based on the use of online technology for course delivery.

Report of the Texas State Auditor's Office related to an investigation determining whether the allegations of contract and grant process manipulation by the Educational Initiatives Division at the Texas Education Agency were the result of fraudulent activity and, if so, present a case for prosecution.

The call for a kind of education which can contribute to a sustainable future has resulted in the "education for sustainable development" (ESD) campaign. What is implied here is that a sustainable future can be achieved if people are properly educated. ESD ignores the current, popular perception that the future is non-shapeable and determined regarding sustainability issues; ESD presupposes a necessary understanding of a future that can be formed. The logic of standard education supports the perception of a future non-shapeable through the promotion of competencies designed for flexibility. Nevertheless both systems still conceive of education mainly as training, closing down the future. In this contribution, I argue that ESD needs to take current educational systems and today's society with their non-sustainable future-building practices into account, because otherwise ESD would not make any difference to the educational and societal status quo. My main objective is to show that education must be thought of as something other than just training: considering education predominantly as subjectification holds the possibility for open and alternative futures. In this article, I discuss the potentials of this understanding (and the notion of an open future) for education with a view to sustainability. I explicitly address an interdisciplinary audience with the aim of raising awareness that education is more than training.

Written in the tradition of the Frankfurt School of critical theory, this book develops a practical theory designed to humanise management education. Inevitably encountering deeply authoritarian business schools, the author sets the rigidity of curriculum against a student-centred approach found in Honneth's concept of recognition and the Habermasian concept of communicative action. Management Education outlines measures for preventing Managerialism from colonising learning spaces that would prevent the practice of emancipatory learning from flourishing. The aim of the book is to allow students and teachers of business schools to create learning inside an education system based on humanity.

Gender and Education: Essays from Economic and Political Weekly (2019) is a book recently published by Orient Black Swan publishers. This book is a collection of different essays, focusing on education and women in India, originally published in Economic and Political Weekly from 2000-2017.