Discusses how India's economic growth is outstripping its capacity to educate new workers. Attention is given to how come companies are taking it upon themselves to address the education system's shortcomings, the rising number of university students studying abroad (mostly in the US), & the youthfulness of its population. Adapted from the source document.
A guide to the educational priorities and change to expect from the Obama administration Although the Obama's goals for education have been articulated in his speeches and on his website, what's missing is a picture of what these proposals mean in practice. This guide provides the articles, stories, and commentary to clarify Obama's priorities for education. The plan itself is comprehensive and covers preschool, K-12, and college-level education. Among its recommendations: expand early education, improve teacher quality, support school innovation, make math and science national priorities
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In 1997, New Labour set about the task of reforming public services in the United Kingdom through the use of an ideology that became known as the 'Third Way'. This research examines the context from which this concept emerged, and explores its relationship with the tools of delivery, with particular reference to the Private Finance Initiative (PFI). The paper begins by reviewing the Third Way, before analysing the arguments for and against PFI. Using an example from the Northern Ireland education sector, the paper argues that the characteristics associated with the Third Way are mirrored in the operational tools of public service delivery, such as PFI. The paper concludes that, within the context of the case study reviewed, there is a 'consistent pragmatism' in play in relation to how these delivery initiatives are operated and how they relate to their conceptual underpinnings.
Der Autor stellt ein Modell Globalen Lernens vor, das von vier Säulen getragen wird. Globale Erziehung im Sinne des Autors vollzieht sich nicht allein durch die Beschäftigung mit globalen ökologischen oder ökonomischen Problemen, sondern muss von einer grundlegenden Veränderung unseres (industriellen) reduktionistischen Blickwinkels und Bewusstseins - hin zu einem holistischen Selbstverständnis begleitet werden. (DIPF/Orig.)
Teacher education program should be structured and modified based on the findings of the researches in the field of education. Content, pedagogy, and technology are to be integrated. Furthermore, at the time of planning for teacher education program, policies, legislations, needs of the society and students, futuristic perspective, employability, technological advancement, and infrastructural issues should be given due attention.
The emblem of the Federal Education and Science Supervision Service contains a crossing of the scroll (a symbol of knowledge) and the so-called fasces, Lictor's axe and a bundle of rods. The Romans borrowed this sinister symbol from the Etruscans. It meant the right of authorities to execute and punish their people. The same symbol can be seen in the emblems of two more government agencies: Federal Penal Service and Federal Bailiff Service. It comes to mind that "fascism" derives from "fasces", doesn't it? The character of the present-day government policy towards the system of higher education is rather penal. The flow of new prohibitions, restrictions and demands coming from the power structures is very strong. As usual, the purposes are good: to raise the quality of education, to stop "selling diplomas", and to bring Russian institutions of higher education to the level of high international ratings. How efficient is this policy? Does it encourage renovation of the system of higher education? Does it support the leading universities in their competition for a student or a highly qualified professor, as well as for the prestige of Russian architectural school? Where does the current trend in professional education lead? Does it have any alternatives? As usual, the materials of the Education section are full of urgent and thorny issues. ; В гербе Федеральной службы по надзору в сфере образования и науки (Рособрнадзора) изображены скрещенный свиток (символ знаний) и так называемый фасций, ликторский топорик и пучок розог, стянутых ремнем. Символ, надо сказать, довольно зловещий: римляне переняли этот символ у этрусков, и означал он право властей казнить и наказывать своих подданных. Этот же символ присутствует в гербах еще двух государственных структур – Федеральной службы исполнения наказаний и Федеральной службы судебных приставов. Не вспомнить ли, что от слова «фасций» происходит слово «фашизм»? Современная политика государства по отношению к системе высшего образования в значительной степени несет карательный характер. Все новые запреты, ограничения, требования бурным потоком льются из властных кабинетов. Цель, как всегда, вполне благая – повысить качество образования, прекратить «торговлю дипломами», вывести российские вузы на уровень высоких международных рейтингов. Насколько эффективна такая политика? Способствует ли она обновлению системы высшего образования? Помогает ли передовым вузам в борьбе за абитуриента, за преподавателя высшей квалификации, за авторитет российской школы архитектурного образования? Куда ведет отечественную архитектуру сегодняшний тренд в профессиональном образовании и есть ли ему альтернативы?Как обычно, материалы раздела «Образование» полны вопросов – жгучих, болезненных, актуальных.