Suchergebnisse

Chapter 1. Major Discourses of Cultural Identities (Joseph Zajda) -- Chapter 2. The Evolution of Canadian Identity as Reflected Through the Ontario Secondary School Curriculum (Suzanne Majhanovich) -- Chapter 3. The Globalization of Human Rights for a Global Citizenship: New Challenges (José Noronha Rodrigues) -- Chapter 4. Adult Studies as a Leisure Activity: From Exigency and Choice (Nitza Davidovitch et al.)- Chapter 5. The Discursive Construction of National Identity in Prescribed History Textbooks (Joseph Zajda) -- Chapter 6. Canada's Response to the Syrian Refugee Crisis. Easing the Transition to Integration (Suzanne Majhanovich) -- Chapter 7. The Impact of Social Networks on Student Motivation and Achievement (Sharon Tzur, et al.) -- Chapter 8. Contributing Factors to Refugee Children's Education and Academic Performance (Nina Maadad, et al.) -- Chapter 9.Global Dialogues on Inclusive Education: A Retrospective and Comparative Analysis of the Salamanca Statement, Article 24, and General Comment #4 (Margaret Winzer and Kas Mazurek) -- Chapter 10. Research Trends in Discourses of Globalisation and Cultural Identity (Joseph Zajda). .

In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.

In March 2010 the Congress of the German Educational Research Association (GERA/DGfE) was held in Mainz. This year's topic "Bildung in der Demokratie" (Education in a Democratic Society) touched upon the classic questions and concerns of processes of learning in the domain of the social sciences, i.e. social, economic or political subjects. Therefore, in these conference proceedings we intend to present the research-trends and theoretical profiles that should be of interest especially for teaching the social sciences. Three major trends in the discipline were represented at the conference with their rather different understandings of education in social sciences: knowledge-oriented subject matter didactics, socially-oriented "Demokratiedidaktik" (didactics of democracy), and a systemic and function-oriented sociology of education. Unfortunately, dialogue between these trends was rare at Mainz. The congress proceedings will thus try to show the different approaches they take and to reconstruct the communication that was needed, but often absent. A conceptual and empirical linkage between these positions seems necessary and reasonable. The following report presents a number of research-projects which attempt such linkages and thereby reconstruct and constructively orient the inner logic of pedagogical processes along the road to an empirically founded theory of education.

The requirements of econ development in Africa are an important, but not overriding, factor in the determination of the type & quality of educ deemed desirable. 2 types of educ are discernible: (1) `investment educ' which is used to increase productive capacity, & (2)'consumption educ' which does not increase productivity, at least in the short run. The nature & limits of investment educ are explored. In poor countries, an oversupply of educated persons & the wrong type of educ'al elite create problems; yet poor countries may need educated persons more than the rich. Where an oversupply occurs, the educated lower their sights, & employers raise their requirements. A formula is presented to calculate 'the % of the age cohort who should receive a secondary (or other level) educ.' This is helpful because when primary educ is rapidly expanding in a country, proper provision for secondary educ may not be made. The quickest way to increase the productivity of a country is to train & educate adults who are already on the job. The U, & the role of res, are also discussed. H. Barbolet.

Women access to education has not been an issue in Lebanon. Literature on the subject indicates that as far back as the end of the nineteenth century, girls have been given the same educational opportunities as boys. According to Toufic Touma, there were 142 schools in the Mutassaritya of Mount Lebanon and the coastal cities - run essentially by missionaries and Lebanese monks - half of which were girls' schools.

Corruption in the education sector is a big question considering enact-ing the education and anti-corruption laws. The substantial education fund in Indonesia is to increase human resources as the principal capi-tal in national development. It is necessary and urgent to answer why and how digitalization and Big Data can prevent corruption in the edu-cation sector from achieving inclusive and equitable quality education in Indonesia. This paper is a normative juridical study with an interdisciplinary approach. The ultimate goal is to apply digitalization and Big Data rules to narrow the space for corruption and predict and control social phenomena in the education sector. The existing regulations in the management of education funds are only repressive and not adequate in terms of prevention which will be effective and efficient when involving technology (especially digitalization and Big Data in the education sector). The burden of this paper lies in the study, which is still normative and qualitative. An empirical study with a quantitative approach is needed, but this study is sufficient to enrich the literature for future empirical studies. The existence of digitalization rules and Big Data in national education controlled by the Chief Digital Officer can prevent corruption in the education sector. It can be a means of checks and balances and succeed in the framework of every education policy carried out by the government, whose primary output and outcome is the use of funds targeted to education and the achievement of inclusive and equitable quality education in Indonesia by 2030.