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In: The Canadian Journal of Economics, Volume 9, Issue 1, p. 172
In: The round table: the Commonwealth journal of international affairs, Volume 29, Issue 116, p. 813-818
ISSN: 1474-029X
In: The round table: the Commonwealth journal of international affairs, Volume 29, Issue 115, p. 603-606
ISSN: 1474-029X
Cover -- Contents -- Editor's Note -- Introduction: AAUP Policies and Their Effective Use -- Academic Freedom, Tenure, and Due Process -- Introduction -- Defining Academic Freedom and Tenure -- 1915 Declaration of Principles on Academic Freedom and Academic Tenure -- 1940 Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments -- Freedom in the Classroom -- The Freedom to Teach -- The Assignment of Course Grades and Student Appeals -- Committee A Statement on Extramural Utterances
In: Survey: a journal of Soviet and East European studies, p. 162-175
ISSN: 0039-6192
In: Sinn Féin and the Politics of Left Republicanism, p. 327-330
In: American journal of international law: AJIL, Volume 99, Issue 1, p. 256-257
ISSN: 2161-7953
Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis, namely: the supranational, the national, the institutional and, finally, the individual level of analysis. This methodological strategy reflects a theoretical understanding of policy as the result of the actions of a diversity of actors at different levels. This article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents. First, the authors clarify the methodological issues raised by the research findings presented. Second, they discuss the results concerning the process of definition of European educational policies. Third, the authors briefly revisit the evolution of the idea of lifelong learning and discuss the results regarding its plurality of meanings and conceptualizations within the documents considered for analysis. ; info:eu-repo/semantics/publishedVersion
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In: International Affairs, Volume 63, Issue 3, p. 268-285
World Affairs Online
In: Government publications review: an international journal, Volume 20, Issue 1, p. 99-100
In: Latin American policy: LAP ; a journal of politics & governance in a changing region
ISSN: 2041-7373
AbstractEquity is considered a key element to ensure universal access to high‐quality education and equal treatment in the higher education system. This study investigates the construction of equity in Ecuadorian higher education through two sets of policy documents—higher education and language policies, both relevant in considering the direction and structure of the higher education sector. The coherence or deficiencies in the construction of equity are important for this concept to be exercised and properly enacted. To this end, five national policy documents related to higher education were selected to be analyzed through a critical discourse analysis lens to determine whether the policy documents are framed with a limited or more expansive interpretation in relation to theoretical elements of equity. Critical discourse analysis was chosen as the main analysis tool since it permits the identification and critical examination of similarities and differences in two or more sets of documents. The study identifies autonomy, identity, and equality as prevalent elements of equity in the general laws regulating higher education and the national educational plan, whereas the language policy documents are more focused on competitiveness and aspects of globalization. In conclusion, this study highlights the importance of coherence in policy documents to achieve more equitable practices.