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Education Policy provides an international perspective on education policy, and of the role and function of education in the global economy. It covers the major topics of central significance in education and the sociology of education. At the same time it maintains a unique position in respect to globalization, education and the nation state

"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

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

An attempt is made in this paper to analyze the state of primary education in India. Using various data-sources and secondary research, we provide a description of the salient features of the public education system in India for primary schools (grades one through five) as well as educational outcomes, both in terms of quantity and quality. Literacy rates, especially in the younger age groups, for both boys and girls are on an upward trend. This is an extremely positive outcome as historically India has suffered from endemic illiteracy. However, rising literacy rates have been accompanied by unevenness of achievements: across Indian states and across various socioeconomic groups. States in the Western and Southern zones of India outperform those in the East and Center. Moreover, the densely populated states of Uttar Pradesh, Bihar and Rajasthan continue to lag behind the rest of India. Literacy rates for girls, rural residents, and especially members of scheduled castes and scheduled tribes also lag behind those for boys, urban residents and the upper castes. In terms of physical access to schools, more than ninety percent of the Indian population now has a primary school located within one kilometer of their place of residence. However, many schools have only one or two classrooms and most lack running water and toilets. These features are not conducive to a learning environment. The really critical aspect of the Indian public education system is its low quality. Even in educationally advanced states, an unacceptably low proportion of children who complete all grades of primary school have functional literacy. There is a lot of 'waste' in the school system as evidenced by the large percentage of children who drop-out before completing primary schooling. Such inefficiency is compounded by teacher apathy, teacher absenteeism, very high pupil-teacher ratios and inadequate teacher training. Public expenditure on education in India has been rising over time. After the District Primary Education Programme (DPEP) which was launched in 1994, the federal government launched the Sarva Shiksha Abhiyan (SSA) in 2001 with the goal to universalize primary education (grades one to five) by 2007 and elementary education (grades one to eight) by 2010. Unlike the DPEP, SSA is funded entirely by domestic resources and provides the states with a strong initiative backed by funding to tackle illiteracy among the young members of their population. Another policy that has been very successful in increasing enrollments, attendance and retention of students in primary school is that of the provision of mid-day meals. There are lessons to be learnt from the diverse experiences of Indian states in terms of their achievements in literacy. While in Kerala, strong social intermediation by the government has proved successful, in Himachal Pradesh, social capital and community participation seem to have led to similar success.

Cover -- Half-Title -- Title -- Copyright -- Contents -- Preface -- Section I Framings -- One Global and Local Patterns of Governing the Child, Family, their Care, and Education: An Introduction -- Section II The Family and Child as An Object of Governing -- Two Governing the Child and Pedagogicalization of the Parent: A Historical Excursus into the Present -- Three Governing New Realities and Old Ideologies: A Gendered, Power-based, and Class-related Process -- Four Educational Policy after Welfare: Reshaping Patterns of Governing Children and Families in Argentinean Education -- Section III The Embodied Social and Welfare State -- Five Constructing a Parent -- Six Early Childhood Education: The Duty of Family or Institutions? -- Seven Teenage Parenthood is Bad for Parents and Children: A Feminist Critique of Family, Education, and Social Welfare Policies and Practices -- Eight Child Welfare in the United States: The Construction of Gendered, Oppositional Discourse(s) -- Nine Global/Local Analyses of the Construction of "Family-Child Welfare" -- Ten Governing Children and Families in Kenya: Losing Ground in Neoliberal Times -- Section IV Limiting the Boundaries of Reason: New Possibilities/Impossibilities -- Eleven Pedagogy as a Loci of an Ethics of an Encounter -- Twelve Hear Ye! Hear Ye! Language, Deaf Education, and the Governance of the Child in Historical Perspective -- Thirteen The Web, Antiracism, Education, and the State in Sweden: Why Here? Why Now? -- Contributors -- Index.

Politics and Education in Israel focuses on the meeting of European Zionists, Non-Zionist Middle Eastern Jews, and Palestinian Arabs in the Israeli school system, the introduction of ability groupings into Israeli schools, the privatization of education and the expansion of elitist schools

This report by the Legislative Audit Council reviews the South Carolina State Department of Education (SDE). The Council reviewed SDE's operational expenditures to identify cost savings and examined other issues relating to efficiency and accountability of the state's expenditures for K-12 education. It identified areas where SDE could obtain savings in its operations. SDE also needs to improve its methods for measuring the results of expenditures.

In ancient Greece and ancient China, small states engaged in intense military competition and incessant warfare. In such contexts, there was naturally much emphasis on the training of soldiers. One might have expected state-sponsored physical education to develop as a by-product of the need to train soldiers, but the historical record shows that ancient Greek states placed far more emphasis on physical education compared to their counterparts in ancient China. This essay attempts to (partly) explain the divergent outcomes with reference to the idea of citizenship. The first part outlines the practice and philosophy of state-sponsored physical education in ancient Greece and ancient China and addresses the question of why the two ancient civilizations should be compared in this respect. The main body of the article discusses the political differences between ancient Greece and ancient China that help to explain the different outcomes regarding state-sponsored physical education. The last part ends with some normative reflections that may be relevant for present-day societies.

This chapter provides a general overview of the mechanisms for accreditation and recognition of qualifications in higher education in the United States. It introduces the role of some main actors in this field of accreditation, such as the Council for Higher Education Accreditation (CHEA) and the United States Department of Education (USDE). Furthermore, it refers to the international activities of US accrediting organisations. Finally, it examines the role of accreditation in acceptance of degrees, transfer of credit and individual certification and licensure in the United States. (DIPF/Orig.).

All public school districts, vocational centers, charter schools and special education cooperatives must submit the Annual Claim for Pupil Transportation Reimbursement (ISBE 50-23) electronically online through a web-based system named, "Pupil Transportation Claim Reimbursement System" or "PTCRS." ; "May 2004." ; Cover title. ; ISBE Web Application Security/Pupil Transportation Claim Reimbursement System. -- District Superintendent (RDCT Admin) homepage. -- Opt out procedures for districts that do not file a claim. -- Processing the pupil transportation reimbursement claim. -- Review & submit claim. -- PTCRC online editing. -- PTCRS error listing. -- Close PTCRS. ; All public school districts, vocational centers, charter schools and special education cooperatives must submit the Annual Claim for Pupil Transportation Reimbursement (ISBE 50-23) electronically online through a web-based system named, "Pupil Transportation Claim Reimbursement System" or "PTCRS." ; Mode of access: Internet.