Suchergebnisse

These are confusing times for distance education. On the one hand it has never been so popular. Increasing numbers of students are choosing this mode of study and few tertiary institutions do not now offer some programmes by this means. But on the other hand it appears to be under threat as never before. While few countries have followed Ethiopia in banning distance learning outright, the International Council for Open and Distance Education (ICDE) is investigating a rising tide of restrictive legislation and practices. How should legitimate distance education providers react to this seeming contradiction?

In October 2010, the Government of Madhya Pradesh hosted, with World Bank technical advice, a Conference on higher education reform in the State. The Governor, the Chief Minister and the Minister of Higher Education all addressed the Conference and about 150 people attended the event. Subsequently, four regional Conclaves were organized, in which a total of more than 400 people participated, representing the leadership, administrators, faculty and students at universities and colleges across the State. This represents an impressive outreach to the sector stakeholders. This report is written on the cusp of the publication of the Government of India s 12th Five Year Plan. The indications are that the Government of India intends to push ahead with some significant reforms in the higher education sector. Of particular significance for this report is the emphasis, for the first time, on the need to support the improvement of State universities and colleges. The objective of this report is to provide policy makers in Madhya Pradesh with a menu of options for improving the equity, governance and financing of the higher education system in the State. Though the primary audience is policy makers, this report could serve as part of the continued dialogue with the higher education sector on the direction for reform.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Introduction -- 1 Post-war South and Southern migrants in Turin: between imagination and reality -- 2 Educational 'otherness' -- 3 Southern children and special education -- 4 Talking to grown-up children -- Conclusions -- Bibliography -- Index.

Turkey, a candidate for full membership in European Union, aims to raise standards of education system to European countries level. Turkish education system in this direction to achieve their goals in all aspects, from preschool to university education is required to make new arrangements. Collecting data related to European countries education systems to determine the status of education system in Turkey will be accurate approach for the work to be done in process of accession to European Union. In this study, it is aimed to investigate the current status of preschool education in Turkey and in European Union member countries. (C) 2010 Published by Elsevier Ltd.

The aim of this article is to describe the genesis and activities of the Civic Council for Education project and to present it as an activity leading to the development and possible changes in the socialisation of Polish educational policy. The undertaken analysis concerns the reconstruction of knowledge of the society about the professional situation of teachers and their attitude towards current educational reality. The considerations were presented using critical discourse analysis. ; The aim of this article is to describe the genesis and activities of the Civic Council for Education project and to present it as an activity leading to the development and possible changes in the socialisation of Polish educational policy. The undertaken analysis concerns the reconstruction of knowledge of the society about the professional situation of teachers and their attitude towards current educational reality. The considerations were presented using critical discourse analysis.

Includes bibliographical references. ; CIS Microfiche Accession Numbers: CIS 83 H341-28 ; Microfiche. ; Mode of access: Internet.

This paper attempts to document the challenges facing the Turkish higher education system. Our analysis suggests that the nature of these problems and issues resonate closely with those that have sparked major reform initiatives in other parts of the world. Among the most important of these are the demand for enrollment expansion in the face of declining public resources; inadequate levels of teaching staff of high quality; inefficiencies exacerbated by shrinking public funding; the need for alternative ways of diversifying revenue sources; the problem of extremely tight governmental regulations and bureaucracies in the organisation and administration of higher education; and the deterioration of quality in many areas. ; peer-reviewed

There is an increasing trend in youth education and civil society that focuses on global citizenship. The development of the storyteller and story is a highly intuitive practice refined by experience. Literature in education and democracy, elicitive approaches to peacebuilding, and storytelling in education are reviewed. The study is based on three theoretical ideas: (1) that cultural stories encode and transmit knowledge, (2) personal narratives enable the integration of theoretical ideas into their socio-political context, and (3) that storytelling can help students apply their knowledge through positive action. This qualitative study uses grounded theory and a multi-method approach, drawing primarily on twelve semi-structured interviews. The data revealed four key themes that guide storytellers' learning outcomes: knowledge, culture, dialogue, and agency. Storytellers described storytelling as a powerful pedagogical practice that provides democratic and inclusive spaces capable of facilitating dialogue and promoting student agency. ; October 2012

Bilingual education has had a complex and controversial history in the United States. Bilingual education evaluators have been hampered by a lack of administrative support, a controversial political environment, and numerous technical difficulties. Since bilingual education programs are quite complex from an evaluation standpoint, it is not at all obvious how evaluators should best proceed in order to design and conduct useful evaluations. This article reviews part of the history of bilingual education and its implications for evaluation practice. Technical problems in conducting a bilingual evaluation are identified and strategies for coping with these problems are discussed. These strategies are based on the evaluation design that has been developed and implemented statewide in Connecticut. Finally, strategies for improving evaluation capabilities and for using evaluation results at the federal, state, and local levels are presented.

Abstract: In this paper, we describe and analyze the ways in which we center the importance of kinship and relationality in an Indigenous education seminar. Throughout the seminar, we invite Indigenous teacher candidates to turn inward to see, learn from, and teach about the brilliance of their own lands, languages, and communities. We view our work as thinking with Leanne Betasamosake Simpson's beautiful vision of resurgent education. We do this work in collaboration with Tuxámshish Dr. Virginia Beavert, Yakama Tribal Elder, who serves as a mentor in our program. We focus on three key points that advance our vision of resurgent education as decolonial feminist praxis: 1) Relationality is power; 2) Land is a nurturing teacher who constantly extends power to us; 3) Creating space for resurgence requires challenging colonial relations of power. We conclude that our project is a form of decolonial feminist praxis and invite our feminist colleagues to see themselves as part of and responsible for this vital work.

Backround: The development of the modern field of care requires scientifically-based knowledge and responsibility on behalf of nurses in order to be able to respond effectively to existing conditions. Health professionals have a key role in the modern social structure with the overarching goal of optimizing the health status of citizens. Therefore, in determining the shape of society certain factors should be examined. These include cultural, political, economic, environmental, behavioral and psychological. Aim: This study aimed in identifying the significant role of nurses in Cyprus concerning the care to be provided among people of various nationalities, religion groups, immigrants and minorities. Methods: This literature review study was carried during August - October 2012. Various electronc data resources were investigated without any particular selection criteria. Most important data were those obtained by the Statistical Service of the Planning Bureau of the Republic of Cyprus. Results: The study gives the importance of a cross-cultural approach while providing holistic and individualized care to patients and briefly summarizes the existing situation in Cyprus. Furthermore, it designates the importance of introducing or further expansion of nursing education accordingly to multiculturism and provision of nursing care for the benefit of the Health status of the population. Conclusions: The phenomenon of a cross-cultural approach is of great importance in the areas of nursing education, policy and research and enables nurses, among other health professionals to perform their duties in multicultural environments and meet the needs of patients from different cultures. Further studies and comprehensive research is advised to obtain valid and concrete data on the existing situation and the impact on the health services.

ICT Transforming Education, Hangzhou, People's Republic of China, 15-17 November, 2009 By Professor Asha Kanwar, Commonwealth of Learning // It is a privilege to speak to such a distinguished audience and I'm very grateful to UNESCO, Bangkok, the World Bank, KERIS and the government of Huangzhou for giving me this opportunity. I represent the Commonwealth of Learning, an intergovernmental organisation based in Vancouver Canada. Our slogan is 'learning for development' and we help Commonwealth Member States and institutions to harness the potential of educational technologies for expanding access to education and training. // My topic today is ICT in Higher Education: Who Stands to Gain? Information and Communication Technologies (ICTs) have pervaded every level of education around the world. Higher Education, particularly, has seen an unprecedented growth in the use of ICTs in teaching, research and extension activities. Who has really benefitted from this phenomenal expansion? Is it the governments who are determined to increase the Age Participation Rates (APRs) in Higher Education? Or has the introduction of ICTs improved the productivity and effectiveness of institutions of higher learning? Is it the teacher who is increasingly faced with the challenge of dealing with a diverse student body? Or is it the student herself? These are some of the questions that I shall explore in this paper, and I shall offer suggestions about how ICTs can be effectively harnessed to serve these constituencies. Finally, I will conclude with a brief exploration of the question: who really stands to gain?

Singapore is a late adopter of compulsory education (CE). Six years of schooling for all children became compulsory in Singapore in 2003 (Ministry of Education, 2009). Surrounding Southeast Asian countries passed compulsory education legislation in the late-nineteenth and early-twentieth centuries. Countries such as the Philippines adopted compulsory education in 1899, and Thailand in 1921. However, Malaysia, similar to Singapore, adopted CE legislation in the early-twenty-first century. In order to explain Singapore's adoption of CE legislation, we must look further into each country's reasons for implementing it. Singapore reported in 2000 that its dropout rate was 0.4 percent at the primary level and 3.5 percent at the secondary level (Committee on Compulsory Education, 2000). These findings indicate that school attendance was virtually universal even before the time CE legislation was implemented. By one measure, then, CE may be considered unnecessary; however, Prime Minister Goh Chok Tong stressed the importance of every child attending school and being granted the "same head start to developing her or his potential to the fullest" (Committee on Compulsory Education, 2000). His concerns were dealing with two emerging trends during 1999, which would undermine Singapore's efforts to become a world-class economy and home to its citizens (Committee on Compulsory Education, 2000). One trend reported the population rate was declining. A second trend reported an increase in Singaporeans living overseas. The prime minister believed that enacting CE legislation would reverse the aforementioned trends by requiring children to attend school. The research question of this thesis is "How do we explain Singapore's adoption of CE legislation in 2003?" In order to answer my question, I will provide some background and context to the Singaporean case by first discussing the passage of CE legislation in four other Southeast Asian countries. I will compare and contrast each case by examining the different roles that CE ...