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This article aims to generate a better understanding of Hong Kong teachers' perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers' diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

At head of title: National education union. ; Mode of access: Internet.

This paper is the result of studies carried out in the masters in education. It aims to discuss the trajectory of educational plans, gathering important elements that explain its historical constitution and the importance of the participation of society in the choice of public educational policies implemented in the different periods delimited in this text. This research, based on documentary sources, has shown a contradictory link between economic planning and educational plans, which are important documents for the organization of education systems. The National Education Plans, as a state policy, did not take place, remaining like another document that expresses intentions for educational area.

The Government of India published, after independence, nation's third policy on education on July 30, 2020. This policy on education titled as "National Education Policy- 2020" (NEP-2020). This much anticipated education policy is a widespread policy covering all level and aspects of education of the country. Part 'Two' of NEP- 2020 covered the area of higher education and detailed about the expectations in this area. For an economically developing country like India, where the demand for a quality skilled workforce is very high it becomes necessary to keep a check on the quality of education provided in the higher education system. Assessment plays a crucial role in improving the quality of education by giving feedback. Normally assessment is done as objectives of education are formulated. Any teaching-learning process is incomplete without a proper assessment mechanism. National Education Policy- 2020 is expecting and suggesting fundamental change in the traditional assessment system in higher education. This paper is an attempt to explore the important recommendations made by National Education Policy- 2020 on 'Assessment' in the area of higher education.

This thesis examines the geography of the national education system in pre-Famine Ireland. Foucault's theory of governmentality and Jessop's strategic-relational approach have been utilised to situate this study in a broader theoretical context. In doing so, it has been possible to examine the spatial interactions between region specific networks of social relations and the rationale of the state that attempted to increase its control in Ireland. The interplay between the governmental rationale and wider social networks varied over space and resulted in the emergence of distinct regions of national school establishment. ; TARA (Trinity?s Access to Research Archive) has a robust takedown policy. Please contact us if you have any concerns: rssadmin@tcd.ie