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Copyright status: public domain (US federal government document) ; Studies in Comparative Education

Comunicação apresentada em Fostering Entrepreneurship: The Role of Higher Education,Trento, Italy ; The main purpose of the paper is to assess how entrepreneurship is developed in Higher Education in Portugal. To accomplish this, we did an analysis of courses related with entrepreneurship offered by Public Universities in Management Degrees. To assess every course, a search on websites of each institution and a content analysis of reports produced by External Committees of Higher Education Performance Assessment were used. Results indicate that entrepreneurship is not a key structuring objective in Higher Education. The governmental authorities overlook entrepreneurship as a goal to be pursuit by Universities.

การผลิตและพัฒนากำลังคนทางด้านอาชีวศึกษาเป็นสิ่งที่จำเป็นยิ่ง เนื่องจากทรัพยากรบุคคลทาง ด้านอาชีวศึกษาเป็นกำลังสำคัญในการสร้างคุณค่าทางเศรษฐกิจ เช่น การเป็นผู้ประกอบการรุ่นใหม่ การทำงานภาคอุตสาหกรรม การทำงานภาคการเกษตรสมัยใหม่ อันนำไปสู่การผลิตนวัตกรรมและสร้างสรรค์เทคโนโลยี ซึ่งมีผลต่อการขยายตัวทางเศรษฐกิจ ดังนั้นจึงเป็นบทบาทหน้าที่ของภาคการศึกษาในการเตรียมความพร้อมเยาวชนเข้าสู่โลกทางวิชาชีพ เมื่อพิจารณาบริบทการจัดการเรียนการสอนอาชีวศึกษาในประเทศไทย พบว่า มีการเรียนการสอนอาชีวศึกษาที่มีความน่าสนใจ 2 รูปแบบ ได้แก่ (1) การศึกษาระบบทวิภาคี โดยผู้เรียนใช้เวลาส่วนหนึ่งในสถานศึกษาอาชีวศึกษาหรือสถาบัน และเรียนภาคปฏิบัติในสถานประกอบการ รัฐวิสาหกิจ หรือหน่วยงานของรัฐ อาจเป็นไปได้ทั้งระบบทวิภาคีเต็มรูปแบบในพื้นที่ ระบบทวิภาคีเต็มรูปแบบนอกพื้นที่ ระบบ ทวิภาคีบางสาขาวิชา ระบบทวิภาคีจัดให้แก่พนักงานของสถานประกอบการ และระบบทวิภาคีในต่างประเทศ และ (2) การจัดการศึกษาเรียนร่วมหลักสูตรทวิศึกษา ซึ่งเกิดจากความร่วมมือของสำนักงานคณะกรรมการ การอาชีวศึกษา และ สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน หรือ สำนักงานส่งเสริมการศึกษานอกระบบและการศึกษาตามอัธยาศัย หรือ สำนักงานคณะกรรมการส่งเสริมการศึกษาเอกชน โดยเรียนในหลักสูตรประกาศนียบัตรวิชาชีพ และ หลักสูตรการศึกษาขั้นพื้นฐาน (หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 หรือ หลักสูตรการศึกษานอกระบบ ระดับการศึกษาขั้นพื้นฐาน พุทธศักราช 2551) อย่างไรก็ตาม แม้การจัดการศึกษาทั้ง 2 รูปแบบนี้มีความแตกต่างกันในรายละเอียด แต่มีเป้าประสงค์ในการพัฒนาผู้เรียนให้มีคุณธรรมจริยธรรม มีความรู้และทักษะทางปัญญา มีความสามารถในการปฏิบัติงาน ประยุกต์ใช้ความรู้และทักษะในสาขาวิชาชีพสู่การปฏิบัติจริง The production and development of vocational education manpower are necessary because they can make economic prosperity by being smart enterprise, working in the industrial sector and smart farming. All of these lead to creating innovation and technology which have an effect on the expansion of economic. Thus, this is the responsibility of the educational section that should prepare students for entering the world of professional. To consider the context of vocational education in Thailand, there are two types of vocational education system that are interesting: (1) Dual Vocational Education is the system that students learn about knowledge in school and practice in private enterprise, state enterprise, or government sector (full dual vocational education in the area, full dual vocational education outside the area, dual vocational education in some subjects, dual vocational education in foreign countries) and (2) Dual Education is the program of study that corroborate between the Office of the Vocational Education Commission and the Office of the Basic Education Commission, or the Office of the Non-formal and Informal Education, or the Office of the Private Education Commission. Students study both professional certificate curriculum and basic education curriculum (Basic Education Core Curriculum B.E. 2551 or Non-formal and Informal Education Core Curriculum B.E. 2551). Although both of program are not the same, the objectives of the study still emphasize on enhancing students' moral, skill and cognitive domain, competency of work, applying knowledge and skill in their real-world situation.

"October 1969." ; Includes bibliographical references. ; Mode of access: Internet.

Amy Gutmann's Democratic Education might equally well be entitled Republican Education, for its central theme is how to produce true republican citizens-citizens who possess both the ability and the motivation to participate in their deliberative political communities. That such a republican education must take place in a democratic context, however, imposes limits on how educational decisions are made and on what may be taught. Gutmann carefully explores both. The resulting "democratic theory of education" she proposes and examines is a small masterpiece of political theory with implications far beyond the educational context.

Bibliography: pt. 1, p. [113]. ; pt. 1. History of education in Minnesota -- pt. 2. A systematic study and arrangement of the school laws and sources of school support in Minnesota. ; Mode of access: Internet.

The present study is an effort to gather research aspects for religious education in Pakistan. Religious education, most commonly known as madrasa education, has a profound history titled as Nizamiyah. Historical changes in the Muslim regions have influenced this mode of education as well. It has been argued by some researchers that positivity of faith based education has diminished due to the changes in international political and economical scenario. Terrorism was found to be a strongly associated variable with madrasa education and researchers have reasoned it with poverty, strong mentoring system and misconceptualizations of some religious beliefs. This study has found that while madrasas are perceived very negatively, research shows that there are positive influences regarding availability of education and women empowerment. The negativity is attributed largely to media misrepresentation and political interests.

Section 1 was issued under the former name of the society: Research on Military Education. ; Cover serves as title-page. ; i. Statements of presidents of universities and colleges upon the value of the R.O.T.C. as an educational component.--ii. Orientation for R.O.T.C. duty. ; Mode of access: Internet.

This article presents a survey of the significant developments in the area of K-12 education law in Virginia from 2012 to the present. After two of the most active legislative and judicial sessions for education policy in recent years, this review can present only a select number of the many education-related statutes and judicial decisions introduced during this time. This survey places a special emphasis on the Virginia General Assembly's recent legislative updates to the Virginia education code. The volume and significance of these updates reflects Governor Robert McDonnell's commitment in 2013 to pursuing a bold education agenda. As Congress begins to seriously consider the reauthorization ofthe Elementary and Secondary Education Act of 1965, however, the education community may need to prepare for additional significant changes to the K-12 school law landscape.

The purpose of this thesis is to present an analysis of the developement and present status of humane education in the United States, its administration, aims, and methods. The field of humane education has this peculiarity, that while it has gained almost universal recognition as an important element in the child's experience, it has as a general rule been provided not by the school itself but by an outside agency in cooperation with the school authorities. The reference is to the work of numerous state and city humane societies who have carried on as a part of their activities a program of education. ; https://www.wellbeingintlstudiesrepository.org/hebg/1001/thumbnail.jpg

Cet article s'adresse à trois questions : quelle est la relation précise entre démocratie et éducation dans les temps présents ? Que nous apprennent les résultats de la dernière enquête internationale PISA sur la situation de la démocratie dans les pays les plus avancés (soit l'Occident) ? Enfin, que nous révèlent les récents résultats des élections aux Etats-Unis, de nouveau, sur la situation de la démocratie mais aussi sur les besoins en termes d'éducation ? L'analyse montre que, dans un temps où les économies sont mondialisées, et à l'ère de l'économie de la connaissance et du numérique, il faut repenser le rôle que doit jouer l'éducation vis-à-vis de la démocratie. L'analyse montre aussi qu'il y a un risque de recul de la démocratie dans les pays occidentaux dû à l'augmentation du nombre de jeunes ayant une très faible éducation et à une diminution de ceux en ayant une excellente (c'est-à-dire l'élite). Enfin, le papier établit que face à une montée du nationalisme et d'un certain totalitarisme (notamment aux Etats-Unis), élever le niveau d'éducation de la population est certainement la meilleure réponse à apporter.

Supplements and amendments accompany some issues. ; Mode of access: Internet. ; Issued 18 -19 by the Superintendent of Public Instruction; 19 by the Supervisor of Documents; 19 by Bureau of Printing, Documents Section; 19 - by Printing Division, Documents Section. ; Code for 19 - prepared by California Code Commission.

Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE). Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term "hidden curricula" and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education. The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011). This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors: - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects. - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research. - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics. - By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. ; Editorial presentation and problematisation of the concept of Normativity in Social Science Education and History Education

This paper examines music education's legitimation of values as a means of preparing students for entry into the new 'knowledge society' of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever-changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures. © 2009 Taylor & Francis. ; postprint

Includes index. ; "Publications of the committee": p. 325. ; Appendix: A. The experience of labor with trade and industrial education, by Howell H. Broach and Julia O'Connor Parker.--B. Major federal legislation for vocational education grants to states as of January 1, 1938. ; Mode of access: Internet.