Suchergebnisse

The educational policy in Romania from a policy-cycle approach.

This handbook examines policy questions on education in the USA. It reflects the premise that each member of society must take an active role in ensuring in children the cultivation of skills and responsibilities necessary for a free and virtuous social order

Educational policy in developing countries has often been designed in imitation of current practice in the industrialized world, even though that practice is itself the subject of a great deal of criticism. Current aid practices have reinforced the imitative approach to educational development. It is possible, however, for both developed and developing countries to learn from the mistakes of developed systems, and to derive lessons emphasizing such attributes of educational systems as flexibility, articulation, recognition of experimental learning, the provision of alternatives, and close cooperation with the community as being important elements of educational policy.

The increasing distrust of vaguely expressed political and social ideals that is perhaps best symbolized by the title of Daniel Bell's The End of Ideology has made it increasingly difficult to relate educational problems to societal problems with any degree of logical or scientific warrant. But is this distrust of political and social philosophy, this distrust of ideology, merely another ideological proclamation? What accounts for our hesitancy to venture into thinking about the educational development of persons who are capable of alleviating or resolving contemporary societal difficulties? Is this hesitancy due to the indirect support of education resting upon suppressed premises, i.e., upon an ideology?

Theorie und Praxis der Chancengleichheit in der israelischen Bildungspolitik seit der Staatsgründung. (DÜI-Hns)