Book Review: Education, Education, Education
In: Adoption & fostering: quarterly journal, Band 25, Heft 3, S. 84-85
ISSN: 1740-469X
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In: Adoption & fostering: quarterly journal, Band 25, Heft 3, S. 84-85
ISSN: 1740-469X
In: Economic affairs: journal of the Institute of Economic Affairs, Band 18, Heft 2, S. 52-52
ISSN: 1468-0270
In: India quarterly: a journal of international affairs, Band 42, Heft 4, S. 478-481
ISSN: 0975-2684
Der Autor stellt ein Modell Globalen Lernens vor, das von vier Säulen getragen wird. Globale Erziehung im Sinne des Autors vollzieht sich nicht allein durch die Beschäftigung mit globalen ökologischen oder ökonomischen Problemen, sondern muss von einer grundlegenden Veränderung unseres (industriellen) reduktionistischen Blickwinkels und Bewusstseins - hin zu einem holistischen Selbstverständnis begleitet werden. (DIPF/Orig.)
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In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 28, Heft 3, S. 283-309
ISSN: 1467-873X
Publicly funded institutions, such as NIH, NLM, and state-supported universities, have explicit public service missions that extend beyond the walls of a single institution. During the past few years, national organizations, such as NLM and AAMC, have funded studies and projects to measure how well universities are adapting to technological change and educational reform. The IAIMS models are evidence of universities fostering cooperative rather than duplicative effort. Opportunities and problems facing universities extending systems and services to the private practice setting, to community-based health care HMO's, and to state and local health care agencies are discussed in terms of political, economic, and geographic realities. Instilling lifelong learning concepts begins before the health professional enters practice and is dependent on the emphasis universities place on "excellence in teaching." Without cooperation among core facilities, such as libraries, computer centers, and excellent instructors, continuing education will remain a parochial issue instead of a national thrust toward the continuum of the learning process. If continuing education is to become a high priority for universities and take its place on the education spectrum, flexible policies must be established to accommodate individual practitioners' expectations and interests.
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In: National civic review: promoting civic engagement and effective local governance for more than 100 years, Band 93, Heft 1, S. 68-72
ISSN: 1542-7811
In: Economic affairs: journal of the Institute of Economic Affairs, Band 18, Heft 4, S. 50-50
ISSN: 1468-0270
In: Social studies: a periodical for teachers and administrators, Band 84, Heft 4, S. 149-152
ISSN: 2152-405X
In: Oxford review of economic policy, Band 20, Heft 2, S. 157-333
ISSN: 0266-903X
Testimony issued by the General Accounting Office with an abstract that begins "Increasingly, the issues of distance education and federal student aid intersect. About one in every 13 postsecondary students enrolls in at least one distance education course, and the Department of Education estimates that the number of students involved in distance education has tripled in just 4 years. As the largest provider of financial aid to postsecondary students, the federal government has a considerable interest in distance education. Overall, 1.5 million out of 19 million postsecondary students took at least one distance education course in the 1999-2000 school year. The distance education students differ from other postsecondary students in a number of respects. Compared to other students, they tend to be older and are more likely to be employed full-time while attending school part-time. They also have higher incomes and are more likely to be married. Many students enrolled in distance education courses participate in federal student aid programs. As distance education continues to grow, several major aspects of federal laws, rules, and regulations may need to be reexamined. Certain rules may need to be modified if a small, but growing, number of schools are to remain eligible for student aid. Students attending these schools may become ineligible for student aid because their distance education programs are growing and may exceed statutory and regulatory limits on the amount of distance education an institution can offer. In general, students at minority serving institutions use distance education less extensively than students at other schools. Accrediting agencies play an important role in reviewing distance education programs. They, and Education, are "gatekeepers" with respect to ensuring quality at postsecondary institutions--including those that offer distance education programs."
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In: Economic affairs: journal of the Institute of Economic Affairs, Band 24, Heft 4, S. 4-7
ISSN: 1468-0270
Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large‐scale government education leads to failure on a large scale that can cause serious harm to the poor.
In: Journal of visual impairment & blindness: JVIB, Band 97, Heft 10, S. 668-670
ISSN: 1559-1476
In: Journal of visual impairment & blindness: JVIB, Band 86, Heft 10, S. 448-448
ISSN: 1559-1476
In: Journal of visual impairment & blindness: JVIB, Band 86, Heft 8, S. 378-379
ISSN: 1559-1476