Suchergebnisse

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations.In Routes to Reform, Ben Ross Schneider examines education policy throughout Latin America to show that reforms to improve learning--especially making teacher careers more meritocratic and less political--are possible. He contends that the first bottom-up route to reform is electoral. The second route was more top-down and technocratic, with little support from electorates or civil society. By framing education policy in a much broader comparative perspective, Schneider demonstrates that contrary to much established theory, reform outcomes in Latin America depended less on institutions and broad coalitions, but rather--due to the emptiness of the education policy space--on more micro factors like civil society organizations, teacher unions, policy networks, and technocrats.

"While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book - based in extensive empirical study of American high school classrooms, and in theories of social and cultural capital - examines the social relations that often underpin such successes, highlighting the significant formal and informal academic interventions by educators and other education professionals"--

The author suggests that transparency in all venues, including social work education, practice and policy, and the conduct and reporting of related research, will be required to advance the effectiveness of professional education. Possibilities for improving the quality of professional education differ in terms of how evidence-informed practice is viewed. The process and philosophy of evidence-based practice (EBP) as described in original sources are systemic in focus calling for radical change in multiple venues, including professional education (moving to problem-based learning [PBL]), practice (e.g., involving clients as informed participants), and reporting of research (e.g., accurately describing methodological limitations). In PBL, students are repeatedly confronted with their ignorance and given repeated opportunities to hone self-learning skills. A narrow view of EBP as using EBPs (evidence-based practice guidelines) requires much less change and, the author suggests, much less potential for improving the quality of professional education.

Everybody knows that education is the backbone of a nation. The countries which have realized that motto and invested a lot for a long time for sustainable development of the education sector of the country, they are now forerunner in innovation, world influence, employment, innovative thinking, world-class health care service, technology, ideological influence and even military advancement. They have diversified education investments which have had defused the progress in all sectors. On the contrary, there are many countries which are wealthier than many developed countries, but for creative ideas, educational advancement, climate change and even for major decisions, they rely on some specific advanced countries. These countries cannot ensure sustainable development of their own as they rely on others. Besides, some countries mostly depend on natural resources which are now facing constraint for plummeting of the price of those assets due to worldwide economic depression or the invention of alternative option. The countries which have the best education in the world, they have more researchers and diversified world-class education system and creativities to cope up with the changing world circumstances. Therefore, education financing opens up a variety of employment opportunities which leads to the reduction of the crime rate of a country—consequently, leads to the sustainable economic development of a nation.

This article suggests and examines the role that education can play in preparing women workers to effect change both at the workplace and in society. It focuses on two programs developed by Cornell University's Institute for Women and Work, an arm of the New York State School of Industrial and Labor Relations. One route points to ways education can be a force for enabling women to increase their decision-making roles on a trade union level. The other demonstrates how education can strengthen women's ability to advance on the job and maximize affirmative action possibilities.

"Franziska Dunkel schließt in ihrem Aufsatz über die Musealisierung von Migrationsgeschichte an die weitreichenden Diskussionen um die Einrichtung eines deutschen Migrationsmuseums an, die vornehmlich in den ersten Jahren des 21. Jahrhunderts hohe publizistische Aufmerksamkeit erreichten. Franziska Dunkel verweist darauf, dass nicht nur politische und finanzielle Begründungen die Einrichtung eines solchen Museums verhinderten. Vielmehr gäbe es auch spezifische immanente Probleme im Bereich der Repräsentation, der Konstruktion von Identität und des Narrativs. An vier Beispielen - dem Deutschen Auswandererhaus in Bremerhaven, der Auswandererwelt BallinStadt in Hamburg, dem Museum of Scotland in Edinburgh und dem Haus der Geschichte Baden-Württemberg - analysiert die Autorin bestehende Dauerausstellungen zur Migrationsgeschichte und entwickelt auf dieser Grundlage Perspektiven für die museale Präsentation von Migration." (Textauszug)

Digital activism has long been a way of life in Egypt, reports Ashraf Khalil, from monitoring political corruption to protesting against police brutality