Education and State
In: Mirovaja ėkonomika i meždunarodnye otnošenija: MĖMO, Heft 10, S. 75-84
In: Mirovaja ėkonomika i meždunarodnye otnošenija: MĖMO, Heft 10, S. 75-84
In: International journal of public administration: IJPA, Band 25, Heft 8, S. 953-974
ISSN: 0190-0692
In: International journal of public administration, Band 25, Heft 8, S. 953-973
ISSN: 1532-4265
In: Sociocultural, political, and historical studies in education
In: Issues in higher education
For the past two centuries, higher learning has been set firmly within the bounds of the Nation State. With the rise of a "higher education space" in the European Union, a range of powerful and influential decision-making bodies are giving new meaning to the "supranational dimension" in the world of academe. In this book, some leading higher education researchers and practitioners address issues related to the relationship between higher education and the Nation State. Guy Neave takes us on a historical excursion, showing trends towards Europeanisation and de-Europeanisation in different forms in various parts of state levels of government in higher education in the United States. Alberto Amaral takes up the issue of quality assurance in the European context. Kurt De Wit and Jef Verhoeven report on recent developments concerning the interplay between higher education policies at the Nation State and supranational levels. In addition, Antonio Ruberti addresses the issue of research co-operation, and Fons van Wieringen discusses privatization in post-compulsory education in the Netherlands. (HoF/text adopted)
In: Wissenschaftliche Diskussionspapiere / Bundesinstitut für Berufsbildung, Band 62
"Das Thema 'Weiterbildungsqualität' war in der Vergangenheit aufgrund jeweils unterschiedlicher Anlässe aktuell (Kritik in den Medien, Finanzierungsprobleme, Förderung des Verbraucherschutzes u.v.m.). Bei der Fachdiskussion des Themas standen theorieorientierte Beiträge (Ansätze, Modelle, Normen) im Vordergrund. 'Qualität' ist inzwischen zum Dauerthema geworden. Offen war aber immer noch die Frage: Wie sieht die Praxis der Qualitätssicherung der Weiterbildung aus? Welche Schwerpunkte, Ansätze und Ziele gab es in den letzten 30 Jahren bei der Qualitätssicherung? Seit wann und in welcher Form sind Weiterbildungsträger auf diesem Gebiet selbst aktiv? Wie werden Tests für verschiedene Bildungsbereiche (Weiterbildung, Studium u.a.) durchgeführt? Wie geschieht Qualitätssicherung der Weiterbildung in Ländern in und außerhalb von Europa? Diesen Fragen widmet sich das vom Bundesministerium für Bildung und Forschung (BMBF) geförderte Vorhaben des Bundesinstituts für Berufsbildung 'Qualitätsentwicklung in der Weiterbildung' und liefert mit dem vorliegenden Diskussionspapier hierzu erste Ergebnisse." (Autorenreferat). Inhaltsverzeichnis: Christel Balli, Elisabeth M. Krekel, Edgar Sauter: Qualitätsentwicklung in der Weiterbildung aus der Sicht von Bildungsanbietern - Diskussionsstand, Verfahren, Entwicklungstendenzen (5-24); Christina Bötel, Beate Seusing, Bernd Behrensdorf: Qualitätssicherungs- und Qualitätsmanagementsysteme bei Weiterbildungsanbietern. Ergebnisse der CATI-Befragung (25-44); Tomas Mächtle, Udo Witthaus: Bildungstests - mehr Transparenz für Bildungsinteressierte? Eine Einschätzung zum Nutzen von Tests für Weiterbildungsinteressierte (45-84); Hans-Werner Franz, Bianca Schlotmann: Internationale Ansätze zur Stärkung des Nachfragerverhaltens auf dem Bildungsmarkt (85-121).
In: NBER working paper series 10701
"Alan Sears examines education reform in relation to a broad process of cultural and economic change. His book makes the case that education reform is one aspect of a broad-ranging neo-liberal agenda that aims to push the market deeper into every aspect of our lives by eliminating or shrinking non-market alternatives. The author begins by showing that advocates of education reform have had to make the case that the current system is not working. This sets the ground for an examination of the so-called "common sense revolution," a claim that drastic change was required to redesign government policies to fit a changing world. Lean production methods are a crucial component of this changing world, and broader social and cultural change is now required to consolidate the emerging order built on the spread of these methods. Education reform is designed to recast the relations of citizenship, contributing to the cultural and social change promoted through the social policy of the lean state."--Jacket
In: PS: political science & politics, Band 36, Heft 2, S. 225-227
ISSN: 0030-8269, 1049-0965
A study of the status of civic education in the US explores how many states have mandates requiring college students to take a course in American government, civics, or a related subject. The research was prompted by an effort to bolster an argument against a current proposal to eliminate the SC requirement that all public high school or college students study the Constitution, Federalist Papers, & the Declaration of Independence. Information gathered from members of the Undergraduate Education Section of the American Political Science Assoc & online sites describing state codes/regulation, revealed that only nine states (AR, GA, IL, MO, OK, SC, TX, UT, & WY) require some study of American government, the Constitution, or civics in public institutions of higher education. In addition, TN requires the study of either American or TN state history, & VA has a citizenship requirement that can be fulfilled through course work or public service. The implications are discussed. 1 Table, 16 References. J. Lindroth
This article describes the special relationship between the state and higher education in Turkey in the context of a case study of Mulkiye College, currently the College of Political Sciences at Ankara University. By focusing on the social and organizational context within which institutionalization takes place, it shows how conflict and functional factors each play a role in the process of institutionalization. The article demonstrates how attention to an organization and its field yields critical information about the macro processes that govern micro individual habits as well as taken-for-granted outcomes that contribute to our understanding of societal order. It is suggested that Mulkiye College presents a unique case study that contributes towards an understanding of the relationship between higher education organizations and the state in Turkey. ; peer-reviewed
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A letter report issued by the General Accounting Office with an abstract that begins "This report, part of GAO's performance and accountability series, discusses the major management challenges and program risks facing the Department of Education. These challenges include (1) ensuring access to postsecondary education, (2) encouraging states to improve performance information, (3) promoting coordination with other federal agencies and school districts, and (4) improving financial management."
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A letter report issued by the General Accounting Office with an abstract that begins "In its 2001 performance and accountability report on the Department of Education, GAO identified challenges with student financial aid programs, financial management, and other areas facing Education. The information GAO presents in this report is intended to help sustain congressional attention and a departmental focus on continuing to make progress in addressing and overcoming these challenges and new challenges that have arisen due to legislative changes since 2001. This report is part of a special series of reports on governmentwide and agency-specific issues."
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In: Staff report 336
"When credit markets to finance investment in human capital are missing, the competitive equilibrium allocation is inefficient. When generations overlap, this failure can be mitigated by properly designed social arrangements. We show that public financing of education and public pensions can be designed to implement an intergenerational transfer scheme supporting the complete market allocation. Neither the public financing of education nor the pension scheme we consider resemble standard ones. In our mechanism, via the public education system, the young borrow from the middle aged to invest in human capital. They pay back the debt via a social security tax, the proceedings of which finance pension payments. When the complete market allocation is achieved, the rate of return implicit in this borrowing-lending scheme should equal the market rate of return"--Federal Reserve Bank of Minneapolis web site
In: PS: political science & politics, Band 36, Heft 2, S. 225-227
U.S higher education borrows its structure from both the British undergraduate college and German research university, but its character is profoundly influenced by major philosophical beliefs that shape American public life. During the 20th century, economic and social changes transformed higher education into a primary gateway to the middle-class, and women and minorities made inroads against longstanding exclusion from mainstream higher education. Americans came to view broad access to higher education as a necessary component of the nations ideal as a land of opportunity. In this regard, U.S. higher education reflects essential elements of the American character: independence, suspicion of government, ambition, inclusiveness, and competitiveness. This publication describes the major characteristics of American higher education and important issues that challenge it, linking back as appropriate to these essential philosophical underpinnings. ; American Council on Education
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