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An overview of the Chinese educational system since the late 1950s. Two irreconcilable ideals in Chinese educational policy: on one side have been those who think that the educational system must provide qualified personnel to fuel the country's rapid economic development, and on the other side have been those who expect the educational system to produce labourers with socialist consciousness. Developments in primary, secondary and tertiary education since the end of Cultural Revolution. Period covered: 1958-1983. (DÜI-Sen)

The Government's proposals for higher education run contrary to its emphasis on individual choice J R Shackleton (right), Lecturer in Economics at the Polytechnic of Central London, calls for privatisation to encourage innovation in provision extend individual choice, and remove a sizable burden from the taxpayer

AbstractUNESCO: United Nations Educational, Scientific and Cultural Organization's "global citizenship education" model provides the background for the Universidad de Monterrey intercultural competence initiative. Acting on Nelson Mandela's advice that "Education is the most powerful weapon which you can use to change the world," this cocurricular approach documented positive learning outcomes for UDEM's students.

The study was carried out to determine the attitude of teachers towards inclusive education and its implication to education for all. Descriptive survey design was adopted. The population of the study was 1,183 teachers while the sample was 472 respondents. Proportionate random sampling technique was used to select 94 respondents from 31 public junior secondary schools and 378 respondents' from124 public primary schools. In order to ensure fairness, 50% was further employed on proportionate basis to ensure equal gender representation. The questionnaire tagged 'Attitude of Teachers towards Inclusive Education Assessment Scale (TIEAS) was used for date collection. The instrument was validated by experts while the reliability was determined by the administration of the instrument to a smaller group of respondents numbering twenty (20) in a trial test conducted in Ikwo Local Government Area of Ebonyi State. The reliability index was computed using Cronbach Alpha approach which yielded a reliability coefficient of 0.76. The services of three (3) research assistants were employed for the administration and collection of the instruments, whereas, simple percentage counts were used to answer four (4) research questions that guided the study. Four (4) null hypotheses were formulated and analyzed with t-test at 0. 05 probability level. The result indicates that 74% of teachers are negatively disposed to inclusive education. Also, the result of null hypothesis 1 was rejected; indicating that the attitude of teachers towards special education need students is significant whereas, hypothesis 2 affirms that age and experience of teachers are of great factors. It further revealed that female teachers are more friendly and accommodating to disabled students more than their male counterparts. It is therefore recommended that teachers should be made to undergo specialized and professional training regularly to cope with inclusive education situations in integrated and mainstream school environment amongst other things.

"Many ADB developing member countries (DMCs) suffer from a shortage of qualified workers. Technical and vocational education and training (TVET) and skills development often provide a slow, inflexible, inadequate, and inefficient response to the needs of labor markets. This good practice guide supports ADB's education sector staff and other planners in their dialogue with governments and other stakeholders of education in the DMCs aimed at analyzing the TVET sector and its directions. The booklet highlights strategic questions and presents investment design issues, including the strengths and weaknesses of different forms of training and financing. It discusses the lessons learned from ADB's experiences in the sector and their implications for future TVET projects. Checklists provide a practical tool for evaluating proposed investments"

"Many ADB developing member countries (DMCs) suffer from a shortage of qualified workers. Technical and vocational education and training (TVET) and skills development often provide a slow, inflexible, inadequate, and inefficient response to the needs of labor markets. This good practice guide supports ADB's education sector staff and other planners in their dialogue with governments and other stakeholders of education in the DMCs aimed at analyzing the TVET sector and its directions. The booklet highlights strategic questions and presents investment design issues, including the strengths and weaknesses of different forms of training and financing. It discusses the lessons learned from ADB's experiences in the sector and their implications for future TVET projects. Checklists provide a practical tool for evaluating proposed investments"

Annual program plan for vocational education for the fiscal year 1985 and accountability report for the fiscal year 1983 published by the Texas Education Agency. Includes modifications to the five-year state plan for vocational education for fiscal years 1983-1987, assessment of job needs employment opportunities, annual planning and budgeting, and results and evaluations of research done into the effectiveness of outreach programs.

More than 47,000 kids spent time in one of California's seventy-six court schools in 2014. The vast majority came from low-income households and were Black or Latino. The schools offer an opportunity to change kids' lives while they're a captive audience. But in California, that opportunity is being wasted because the schools are failing. In a state preoccupied with reforming education and moving away from mass incarceration, the schools that exist at the intersection of these movements are habitually ignored, under-resourced, and not held accountable.

During March 1973, I was part of a study tour visiting, as is common with such groups, a variety of units in China. My own particular subject is education and I was therefore particularly interested in the various educational institutions we visited as a group: such as the Canton Medical College, Peking University, Nanking University, Futan University, Canton Province Teachers' Training College and middle and primary schools. At Nanking and Futan universities I was also able to have discussions, separately from the main group, on purely educational issues

This manuscript reviews Paul Peterson's new book, Saving Schools: From Horace Mann to Virtual Learning. It summarizes main points of the book and offers some thoughts on the validity of Peterson's argument, and concludes with potential questions that will inspire further researchers on education policy. Adapted from the source document.

Contemporary education systems are premised on the assumption that knowledge can be mapped as official curriculum and learning predetermined as outcomes that all students are expected to achieve; we take it for granted that learning can be measured and compared through standardised assessment; and we assume that teaching can be codified as "evidence based" "best practice" and that teachers' work can be delineated and prescribed in the form of teacher professional standards. In each case the "qualities" of education—knowledge, teaching and learning—are assumed to be knowable and amenable to modernist tropes of clear, certain, systematic and comprehensive articulation. As a way of opening up space for alternative ways of thinking about education, this paper explores the essayism of twentieth century Austrian writer, Robert Musil, author of The Man Without Qualities (1995 [1940]), in order to consider the idea of a "nonmodern" education without qualities—an education that would engage with ideas and experience without reinscribing them within modernity's characteristic clarity, certainty, systematicity and comprehensiveness. What would such an education entail for curriculum, pedagogy and assessment? What would it say about who we might be and what we aspire to become as individuals and as a society? This exploratory paper ends with some thoughts on the democratic implications of essayism as a mode of nonmodern education