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

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE ; WOS: 000383740200122 ; Since its foundation EU aims to increase the number of members, to make the collaboration among its members. EU having the economic characteristics at this point has focuses its politic in some areas such as agriculture, social politics and economics. In order to arrive to its economical targets the education has been considered as instrument.In the field of education EU education cooperation initiatives carried out in accordance with economic objectives of the community. After the Second War, the knowledge, the developments in the communication technologies and the globalisation fact have played great role in the education approach of EU. According to respond the growing expectation of indviduals, EU has been forced to develop education policy with quality and efficient. Education is one of the fundamental rights of individuals. Therefore All member states perceive a need to increase the quality of their education, develop accessed to learning at all stages of life. Its clear that Life-long learning has become the basic point in EU's educational strategy. This concept includes in itself all the stages and forms of education and besides combines them. The aim of this study was to focus on the educational policy of European Union which has the goal of maintaining collaboration and integration among the members of the union within the framework of common cultural values. And also with this study was stressed historical perspective of EU education programmes. (C) 2015 The Authors. Published by Elsevier Ltd.

Herbert S. Klein and Francisco Vidal Luna present a sweeping narrative of social change in Brazil that documents its transition from a predominantly rural and illiterate society in 1950, to an overwhelmingly urban, modern, and literate society in the twenty-first century. Tracing this radical evolution reveals how industrialization created a new labor force, how demographic shifts reorganized the family and social attitudes, and how urban life emerged in what is now one of the most important industrial economies in the world. A paradigm for modern social histories, the book also examines changes in social stratification and mobility, the decline of regional disparities, education, social welfare, race, and gender. By analyzing Brazil's unprecedented political, economic, and social changes in the late twentieth and twenty-first century, the authors address an under-explored area in current scholarship and offer an invaluable resource for scholars of Latin American and Brazil.

The present paper explores the relationship between agrarian structure and human capital formation between and within Brazil's federal units. It is argued that whether states' agriculture is in plantation style, based on cheap coerced labor, or organized around family farming matters for the formulation of educational policies. According to the main claim, landlords were not interested in paying higher taxes to educate the masses and curtailed the expansion of schooling in order to keep a cheap workforce and maintain their monopoly over the decision-making process. Describing several episodes in Brazil's history of public instruction, the paper stresses the distributional conflicts over education as well as the rural aristocracy's resistance towards broadly-targeted, citizenship-enhancing educational policies. The descriptive evidence is complemented by statistical analyses employing historical as well as more recent data. It is shown that states characterized by a more egalitarian land distribution, which are not under the dominance of powerful landlords, exhibit better educational coverage and enhanced instruction quality. They also spend more on schooling.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

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 progressives, public education, and educational research -- Controversies over the origins of educational research -- Defining status and privilege in educational research -- Origins of public education and educational research : the common school -- Education as a conscious business : Herbart and the Herbartians -- Darwinism in the United States -- Child study, G. Stanley Hall, Arnold Gesell, and Lewis M. Terman -- Educational efficiency and tests : Daniel Starch and Stuart A. Courtis -- The laws of learning : the legacy of Edward L. Thorndike -- The mental hyiene movement : psychiatry Rockefeller philanthropy and the promotion of a medical model in educational research -- Nature-nurture controversies : institutionalizing interlligence as a variable in educational research -- Cultural lag : the Laura Spellman Rockefeller Memorial and educational research -- Educational reform and educational research in the post-World War II era -- The achievement gap : the Coleman report and its legacy in no child left behind -- The history of education as educational research : the national agenda and a discipline