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This volume focuses on the importance of state policy for ensuring equity in postsecondary access, achievement, and attainment. America has a federalist system of education that gives states significant autonomy in their governance of schools, colleges, and universities. This system has created significant variation across states; variation that provides opportunities for state governments to learn from one another. This volume underscores the importance of context and uses differentiation across state lines to highlight the roles internal and external factors play in policy development and issues pertaining to postsecondary access, achievement, and attainment. This collection of papers includes a diverse set of theoretical and methodological approaches to address a range of topics that makes clear the scope and importance of a multitude of state policies. This volume will serve as a source of new information regarding state policies that will be useful for policymakers and researchers alike. It is also suggests important new avenues for research that focus on theoretical and methodological considerations as well as topical areas including funding, accountability, transparency, and policy framing.

Sustainable Development Goal 4 seeks to 'Ensure inclusive and equitable quality education for all and promote lifelong learning opportunities for all.' It acknowledges that quality education is a foundational necessity for sustainable development and an enhanced quality of life.SDG4 - Quality Education: Inclusivity, Equity and Lifelong Learning For All explores the multifaceted and complex nature of the concepts of inclusivity and quality education. Drawing examples from two different country contexts (Latvia and Jamaica), the book explores how and why inclusive and quality education is critical to sustainable development. It considers the indicators of inclusive and quality education, how the concept of education for sustainable development is evolving, and the ways in which these indicators are being pursued. The book pays specific attention to the roles of teachers, teacher educators, and the curriculum in the attainment of inclusive and quality education and 21st Century skills for a sustainable society. Concise Guides to the United Nations Sustainable Development Goals comprises 17 short books, each examining one of the UN Sustainable Development Goals. The series provides an integrated assessment of the SDGs from economic, legal, social, environmental and cultural perspectives.

"This edited volume provides a comprehensive overview and discussion of the issues surrounding the Malaysian Indian community's educational development. Malaysian Indian citizens who make up seven per cent of the population have their own set of strengths and weaknesses, while facing deep-seated socio-economic challenges. Education is seen as an enabler which could significantly facilitate social and economic upward mobility, as shown in policies and practices implemented under the New Economic Policy, many of which have unfortunately bypassed the Indian Community. This book explores and assesses the various aspects of the education endeavour of Malaysian Indians, including primary, secondary, post-secondary and tertiary education. Related challenges include urban poverty, school dropouts, dysfunctional families, and other socio-economic issues. It reconsiders educational equity policies and practices in place while proposing new initiatives which could support and chart a way forward for the development of Malaysian Indians. Importantly, the publication addresses the roles of the government, private sector and civil society to help elevate the educational achievements of the Indian Community. The book will appeal to students and academics in the faculties of social science and comparative education, development economics, and sociology, with a focus on access and equity in education. Proposals for change would be of interest to policy-makers and managers of educational and non-governmental organisations in plural societies"--

A. Setting the Stage:1 Introduction: Student Achievement and Equity Over Time in the Nordic Countries: Christian Christrup Kjeldsen, Trude Nilsen, Jenna Hiltunen, Nani Teig -- 2 Theoretical framework of Teacher Practice: Nani Teig, Trude Nilsen, Kajsa Yang Hansen -- 3 Analytical framework: Trude Nilsen, Nani Teig -- B. Teacher Practice: 4 Content coverage: Development over Time and Correlation with Achievement: Rune Müller Kristensen, Victoria Rolfe -- 5 Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement: Nani Teig, Jennifer Maria Louto -- C. Explaining Changes Over Time: 6 Are Changes in Content Coverage Related to Changes in Achievement Over Time?: Monica Rosén and Trude Nilsen -- 7 Changes in Teacher Practices Related to Changes in Student Achievement: Trude Nilsen and Jan-Eric Gustafsson -- D. Equality: 8 Equality in Content Coverage in the Nordic Countries?: Sigrid Blömeke -- 9 Examining the Role of Teaching Quality and Assessment Practicein Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement: Kajsa Yang Hansen, Victoria Rolfe, Nani Teig -- E. Closing remarks: 10 Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters: Trude Nilsen, Nani Teig.

This collection explores the relationship between new equality regimes and continued societal inequalities, exploring change, ambivalence and resistance specifically in relation to compulsory and post-compulsory education, seeking to more fully situate the educational journeys and experiences of staff and students

Levinson analyses and applies contemporary liberal political theory to certain key problems within the field of educational theory, centred around determining appropriate educational aims content and institutional structure.

These statistics, broken down by county and school district, show federal, state and local government revenues and revenues per pupil for fiscal year 2017-18.

On cover: Course of study and some important school laws, 1919. ; Mode of access: Internet.

In der angelsächsischen analytischen Erziehungsphilosophie wurde ein Konzept allgemeiner Bildung (Liberal education) herausgearbeitet, das den Bildungsanspruch in wissenstheoretischem Rekurs argumentativ zu legitimieren und zu begründen versucht. Dabei geht sie von einem differenzierten Erfahrungs- und Wissensfeld aus, das an öffentliche Standards der Verständigung gebunden ist. Diese Theorie wird an zwei ausgewählten Beispielen geprüft: Einerseits an den US-amerikanischen Debatten um die "cultural literacy" und andererseits an den Auseinandersetzungen um die Einführung des "National Curriculum" in England und Wales. Abschließend wird der Zusammenhang einer wissenstheoretisch fundierten Theorie der Liberal education mit bestimmten politischen Optionen diskutiert. Dabei wird sich zeigen, daß hinsichtlich politischer Zuordnungen dieser Theorie keine systematische Notwendigkeit besteht, und daß das Konzept einer integrierenden Allgemeinbildung in demokratischen, sozialen Staaten unverzichtbar und gleichzeitig nicht beliebig multikulturell ausrichtbar ist. (DIPF/Orig.) ; In the Anglo-Saxon analytical philosophy of education a concept of liberal education has been conceived which aims at an argumentative legitimation and foundation of the claim to educate by drawing on the theory of knowledge. In this, it proceeds from a dilferentiated field of experience and knowledge which is bound to public Standards of communication. This theory ist examined on the basis of two examples: the American debate on cultural literacy, on the one hand, and the conflict concerning the introduction of the National Curriculum in England and Wales, on the other. In a final part, the author discusses the relation of a knowledge-theoretically grounded theory of liberal education with certain political options. In this, it will be shown that there is no systematic need to politically classify this theory and that the concept of an integrative general education is absolutely required in demoeratie, social states, yet cannot be adapted to every possible cultural orientation. (DIPF/Orig.)

The work examines the issue of the philosophy of education, in particular, in the system of continuous formation of plastic structures in the mode of uncertainty. The essence of the concept of "philosophy of education", its interpretation, variants of explanation are determined. The signs and features of the philosophy of education are characterized. Also considered is the historical process of the development of the philosophy of education, the orientation of the philosophy of education towards a certain goal in a certain historical period, the state of the philosophy of education at the current stage, the main goals and tasks of the philosophy of education.During the study, attention is also paid to the concepts of education that exist today. The features of each theory, its manifestations, significance for education in general are determined. At the same time, various approaches to the construction of education and the possibility of their application are considered.In the work, attention is paid to the state of the education philosophy of the EU states at the current stage. Features of the educational process of the European Union, principles, principles are defined. Such categories of EU education philosophy as the freedom of choice of the pupil and student, the right of educational institutions to independently determine the structure and content of educational programs, the validity of knowledge, democracy in the relationship between the teacher and students, education throughout life are studied.At the same time, the educational process of Ukraine is analyzed. The features of the philosophy of the Ukrainian educational system, the practical implementation of certain principles, principles and ideas are highlighted. At the same time, the shortcomings of the educational philosophy of Ukraine are identified, which negatively affect the formation of a coherent and harmonious educational system of our country.The article focuses on the prospects for the development of the philosophy of education in Ukraine. The question of heterarchy, flexible education, own education is considered. Each identified path is characterized and its strengths and weaknesses are identified. At the same time, forecasts are made regarding the further development of education in Ukraine.