Suchergebnisse

The Coalition of National Health Education Organizations (CNHEO), established in 1972, currently has a membership of ten professional health education organizations. It exists to advance the profession of health education and to foster communication, collaboration and action on issues important to health and health education. Recent accomplishments include two invitational conferences to assess the status of health education and set goals and recommendations for the 21st century, Health Education Advocacy Summit, Health Education Advocate web site, Code of Ethics for the Health Education Profession, Standard Occupational Classification of "health educator" by the federal government, and collaboration to promote National Health Education Week. Information can be found at the CNHEO website, http://www.hsc.usf.edu/CFH/cnheo/.

Online education has flexibility and cost advantages over in-class teaching and these advantages will grow with improvements in information technology. We consider likely market structures given that the quality aspects of online education exhibit endogenous fixed costs. Concentration in the market for courses could be high, as it is currently in the market for textbooks. The not-for-profit sector will exhibit lower costs, lower concentration, and possibly zero price.

The article seeks to analyze the regulation of the organization of education systems in the Mercosur countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela) and their relationship with the right to education. Based on the methodology of the comparative study, a bibliographic and documentary research with a qualitative approach was carried out. The documentary source was constituted in the current Constitutions of the countries that make up the mentioned block and the educational Legislation (Law of Guidelines and Bases and / or equivalent legislation). The results indicate that Brazil has a broader constitutional framework regarding the educational organization. Argentina, Paraguay, Uruguay and Venezuela demand infra-constitutional legislation to regulate the structuring of education. However, even with the strongest legal protection in its Magna Carta, Brazil lacks a legal framework that regulates its National Education System, unlike the other Mercosur countries, which instituted this structuring in their respective educational legislations. ; El artículo busca analizar la normatización de la organización de los sistemas de enseñanza en los países del Mercosur (Argentina, Brasil, Paraguay, Uruguay y Venezuela) y su relación con el derecho a la educación. A partir de la metodología del estudio comparado se realizó una investigación bibliográfica y documental con enfoque cualitativo. La fuente documental se constituyó en las Constituciones vigentes de los países que componen el referido bloque y la Legislación educativa (Ley de Directrices y Bases y / o legislación equivalente). Los resultados mensurados apuntan que Brasil dispone de un marco constitucional más amplio sobre la organización educativa. Argentina, Paraguay, Uruguay y Venezuela demandan de la legislación infraconstitucional para reglamentar la estructuración de la educación. Sin embargo, incluso con la protección jurídica más sólida en su Carta Magna, Brasil carece de un marco legal que normatice su Sistema Nacional de Educación, a diferencia de los demás países del Mercosur, que instituyeron esa estructuración en sus respectivas legislaciones educativas. ; O artigo busca analisar a normatização da organização dos sistemas de ensino nos países do Mercosul (Argentina, Brasil, Paraguai, Uruguai e Venezuela) e sua relação com o direito à educação. A partir da metodologia do estudo comparado foi realizada uma pesquisa bibliográfica e documental com enfoque qualitativo. A fonte documental se constituiu nas Constituições vigentes dos países que compõem o referido bloco e a Legislação educacional (Lei de Diretrizes e Bases e/ou legislação equivalente). Os resultados mensurados apontam que o Brasil dispõe de um arcabouço constitucional mais amplo sobre a organização educacional. Argentina, Paraguai, Uruguai e Venezuela demandam a legislação infraconstitucional para regulamentar a estruturação da Educação. Porém, mesmo com a proteção jurídica mais sólida na sua Carta Magna, o Brasil carece de um marco legal que normatize seu Sistema Nacional de Educação, diferentemente dos demais países do Mercosul, que instituíram essa estruturação em suas respectivas legislações educacionais.

Soon after 9/11, the advent of Civil Society Organizations (CSOs) in FATA remained focus of discussion among different scholars and stakeholders at different forums. CSOs are considered the messengers of peace and education. These organizations are getting funds from various sources, UN at their top, and invest in the targeted area(s) for the purpose of enhancing the education of a locality. The debate bifurcates CSOs between real objectives persuading and fabricated objectives persuading. Not only those CSOs who are purely working for education but all CSOs are part of this struggle directly or indirectly. This research is focusing on the programs of the CSOs running in FATA and their direct or indirect impact on the education system of the region. The Methodology used for this research is qualitative, comprising direct in-depth interviews and FGDs with students, local population and other stakeholders.

Soon after 9/11, the advent of Civil Society Organizations (CSOs) in FATA remained focus of discussion among different scholars and stakeholders at different forums. CSOs are considered the messengers of peace and education. These organizations are getting funds from various sources, UN at their top, and invest in the targeted area(s) for the purpose of enhancing the education of a locality. The debate bifurcates CSOs between real objectives persuading and fabricated objectives persuading. Not only those CSOs who are purely working for education but all CSOs are part of this struggle directly or indirectly. This research is focusing on the programs of the CSOs running in FATA and their direct or indirect impact on the education system of the region. The Methodology used for this research is qualitative, comprising direct in-depth interviews and FGDs with students, local population and other stakeholders.

The article considers the development dynamics of the assessment system in Kazakhstan's educational institutions. The analysis of educational results in school-university system is presented: Aktobe Regional State University named after K. Zhubanov and specialized Aktobe secondary school No 25. The most acceptable assessment form in higher education system is credit one, interpreted by Kazakhstan scientists taking into account the national education policy based on the scientific principles of synergy. The score-rating assessment technology was designed for the secondary school within the framework of the regional pilot study. The experiment results show the changes in the field of cognitive student's personality and his personal transformation.