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In: Index on censorship, Band 35, Heft 4, S. 76-81
ISSN: 1746-6067
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.
In: Infosecurity, Band 5, Heft 6, S. 14-18
ISSN: 1754-4548
In: Index on censorship, Band 35, Heft 4, S. 76-81
ISSN: 1746-6067
A WELL-EDUCATED AND YOUTHFUL INDIA COULD LEAD THE WORLD AS A SOURCE OF INNOVATION AND IDEAS
In: International library of the philosophy of education, 18
In: Public administration: an international journal, Band 86, Heft 4, S. 951-968
ISSN: 1467-9299
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.
ISSN: 1027-2143
In: Education as a humanitarian response
Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education. Rooting constructions of gender and sexuality in specific geographical contexts, the contributors consider a range of issues. Themes discussed include the gender gap in educational attainment; pedagogical strategies; stereotyping in curricula; and education policy. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further.
In: Development Outreach, Band 13, Heft 1, S. 32-35