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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.

What is wrong with education? Why do educational reforms always miss their target? How can we create a better education system? And what can we learn from other countries? Reclaiming Education tackles the challenges facing education that really matter - hte ones that academics often ignore, parents demand solution to and politicians need to confront. Drawing on his global research, James Tooley shows that there is an alternative to poor quality and wasteful inefficiency in education, and that education can be radically transformed to guarantee freedom and higher standards. ""Tooley radically

The condition of multicultural society in Indonesia can be said as two blades that can make positive value and negative value. In this era, there are more cases that can be seen about the heteroginity in the realistic of Indonesian society itself. Coming from those cases shows that there is a moral degradation in the middle of society especially youths. This thing exactly needs one real action that able become bridge for minimalizing bad probability that will happen next. Education gives contribution as pioneer that is counted by government through mental revolution movement in the form of moral education or character education. So, in this context the strengthnesss of moral value in multicultural social condition needs to be reformed through social changes that integrate two of moral problems and the multicultural in education institution. University holds the important role for bringing the social engineering; remember that the heap of youth majority can be met from university student that became the center of changing in social environment. Through this research, the researcher wants to examine between moral education and multicultural education that is intergrated in one of social engineering form in university. The purpose of this article research in the future can be looked forward as one solution for minimalizing the moral and multicultural problems as the form of nation unity defense that has " Bhinneka Tunggal Ika " Keywords: Social Engineering, Education, Moral Education, Multicultural Education, University

There has been much criticism of academic leadership programs for not adequately preparing leaders. This is the case for all of the major programs: business administration, educational leadership, military science, and public administration. However, these evaluations themselves are limited inasmuch as they are typically concerned with such dimension as students' satisfaction and faculty credentials and performance while organizational outcomes attributable to leadership are ignored. The present research investigates the relationship of institutional outcomes for colleges and universities and the presence or absences of presidents with formal leadership training. The outcomes indicators are those contained in the Integrated Postsecondary Educational Data Systems (IPEDS), and include variables such as tuition affordability, graduation rates, availability of student leans, and faculty salaries and benefits. A mixed methodology is used: A quantitative analysis of important IPEDS indicators and a content analysis of interviews with selected presidents. The quantitative analysis employed inferential statistics using a random sample groups of 100 presidents--one with formal leadership education, and a second group of 100 without such education--to determine the relationship- between success and the presidents' credentials. Using IPEDS data, it was found overall that presidents with formal leadership education are no more and no less likely to run successful colleges than their counterparts without such training. When comparing colleges of similar student body size and setting, four-or-more year colleges that employ presidents with no formal leadership education where three times more likely to be successful as compared to colleges that employ presidents with formal leadership education. This trend is reversed among two-to-four year schools. Those schools that employ presidents with formal leadership education were two times more likely to be successful as compared to those without formal leadership education. These data suggest a niche in which presidents with formal leadership education are most successful. The content analysis used interviews of the presidents. Those with formal leadership training, all referred to their education as being important to their responsibilities and all presidents interviewed felt that using IPEDS data in making institutional decisions was important. Implications of the finding form training programs and for future are offered.

This report offers a cumulative review of Grantmakers for Education programming and research in the learning action series from the past two years and underscores the urgency of tackling the issue of equity in communities, schools, and within the U.S. social and democratic systems. It also provides an opportunity to reflect on this moment in history. ; Grantmakers For Education

Education is a spoken word poem that explores many aspects of the African American struggle within (self-knowledge). It starts with an African American college student who is disappointed with the lack of courses about her culture. Most curricula in the United States tend to be from a Eurocentric perspective, leaving out a multitude of information about people of color. All groups of people of color have unique experiences, however, African Americans have the most known (or perhaps I should say, unknown) history. The standard explanation of their existence is often limited to the start of the Trans-Atlantic Slave Trade, when African were captured and taken to the Americas. History books from kindergarten to twelfth grade do not seem to go any further than that – slavery. In fact, with the lack of studies on African history prior to the Trans-Atlantic Slave Trade and the systematic methods to conceal the truth, there are not many college-level books that cover African history either. Education aims to uplift and educate the African American community. Throughout the poem, the student makes connections from information she learned from Anatomy and from outside readings. There are also spiritual connections from African culture that has been reflected upon. It also speaks on the struggles from the past and present of being put down because of one's race. It calls upon reflections of Trayvon Martin, Eric Gardner, and ancestors that were enslaved, freed, and living prior to the Trans-Atlantic Slave Trade. Overall, self-knowledge is one of the most important things to have. African Americans have been hurt spiritually, emotionally, psychologically, and often times, physically. Not knowing one's own culture immediately gravitates one to admire others and could potentially perpetuate self-hate. The information on one's culture should be readily available throughout the education system and commonly known.

Chile's education system can foster stronger economic, democratic and social development in the country. There are significant macroeconomic benefits to education, such as increased productivity. That said, individuals tend to benefit the most from high-quality, equitable education systems. In 2004, the OECD performed a review of national education policies and an analysis of the Chilean education system. This review aims to identify key changes in the Chilean education system mainly from 2004-16, in order to analyse where education in Chile stands today and offer recommendations to help provide better education opportunities for all Chileans in the coming years. The review therefore examines different areas of education policy in Chile, from early childhood education and care (ECEC) to higher education.

This book explores Singapore's language education system. Unlike previous volumes, which discuss the bilingual requirement for learning, it focuses on Singapore's quadrilingual system, bringing together articles on each of the four languages - English, Mandarin, Malay and Tamil - as well as articles that examine more than one language. It highlights past successes, current concerns, and future directions for language education. The book focuses on classroom pedagogy in all four official languages, showcasing how languages are taught and learned in Singapore as a basis for better understanding the system "from the inside out." The authors present empirical, classroom-based studies on language pedagogy in all four languages, as well as updated information on the current socio-political context and how it has influenced attempts at pedagogical innovation. Consideration is given to the dialectical relationship between policy and practice. The chapters also include discussions of pre-school-age learning, influences of language policy, home literacy practices, and commentaries by international language-in-education scholars. This approach also provides a basis for international comparison - especially for those who are interested in fostering English proficiency while maintaining one or more national languages. The volume is particularly important in light of the continuing international efforts to integrate English into national educational systems where it is not the dominant language

Safety and the protection of freedoms constitute key challenges the education system is currently facing in the context of digitalization, challenges that require the promotion of a more elaborate definition of digital democracy correlated with concerns related to human rights, development inequality depending on access to education, responsibility and, last but not least, building consensus in highly diverse environments. Therefore, security as a fundamental value of democratic societies requires a reassessment in relation to the principles promoted by political institutions – inclusion, responsibility and transparency –, debatable against the background of political polarization and the emergence of new digital technologies. The present article is not intended to formulate a general theory on how the digitalization of education and democracy relate or are mutually exclusive. It deals with more or less contingent situations and raises additional – including empirical – questions about the role that digitalization in the education system can have for the state of democracy, regardless of the level of understanding. The intent is directed to the concrete mode in which digitalization can be beneficial or inadequate for democracy, contributing to a better understanding of the challenges. The reader can translate it into own environment, linking personal reading to specific democratic processes, including the level and type of digital activity.

Intro -- Contents -- Preface -- Chapter 1 -- Indian Higher Education System: A Study from Ancient to Modern Age -- Abstract -- Introduction -- Education in Ancient India -- Educational System in Gurukul -- Relation between Teacher and Students -- Size of the Class in Ancient India -- Taxila -- Specialized Subjects of Higher Education -- Nalanda -- Education in the Epics -- Education in the Later Ancient Period -- Development of Social Work -- Development of Personality -- Making Formal and Informal Education Responsible -- Providing Free Education -- Societal Needs -- Higher Education in Medieval India -- The Madrasah as a System of Education -- Education in the Colonial Period -- Colonial Education -- Women's Education in India -- Present Indian Education System -- Central Government and Higher Education -- Where India Stand Globally -- Conclusion -- References -- Chapter 2 -- Human Rights Education in India: Needs And Future Actions -- Abstract -- Introduction -- Goals of Human Rights Education -- Human Right Education in India -- The Impartation of Human Right Education -- Future Aspect of HRE -- Conclusion -- References -- Chapter 3 -- Blended Course Design and Delivery in the Present Scenario -- Abstract -- Introduction -- Faculty and Student Perceptions of E-Learning -- Theoretical Support for Blended Course Design and Delivery -- Blended Delivery -- Discussion -- Flexibility -- Blended Design and Instruction Considerations -- Adjust the Course Design -- Activities -- Conclusion -- References -- Chapter 4 -- Open and Distance Education Evolution in Contemporary Situations -- Abstract -- Introduction -- Characteristics of Distance Education -- Features of Open and Distance Education -- Scope of Open and Distance Learning -- The Paradigm Shift in Distance Education -- Nomenclatures Used for Open and Distance Education.

Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania's education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system. This report assesses Lithuania's policies and practices against best practice in education from across the OECD and other countries in the region. It analyses its education system's major strengths and the challenges it faces, from early childhood education and care to tertiary education. It offers recommendations on how Lithuania can improve quality and equity to support strong, sustainable and inclusive growth. This report will be of interest in Lithuania and other countries looking to raise the quality, equity and efficiency of their education systems.

How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia's policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia's education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education systems.