Examines the education Millennium Development Goals (MDGs) of the UN, asserting that their narrow focus on universal primary education reflects an incomplete & one-dimensional strategy. Policy implications are discussed, & a call is made for balanced educational development in line with national social & economic objectives involving public & private actors. Adapted from the source document.
PurposeTo present a national profile of developments in higher education for sustainable development in the Philippines and to analyse a new initiative to accelerate environmental education for sustainable development (EESD) within academic institutions.Design/methodology/approachThis is an evaluative review that examines the design and piloting of an innovative scheme within the Philippine education system. The analysis is situated in relation to the approaches taken by prior initiatives and framed in order to draw out significant challenges, developments, and prospects for EESD at the organizational level.FindingsThe paper finds that EESD in the Philippines has an official base in the National Environmental Education Action Plan, which provides a framework to guide higher education. Two national networks promote environmental education, while environmental training and curriculum projects have been supported by government agencies and academic institutions, but without explicit policy support for more widespread changes. In contrast, the Dark Green Schools (DGS) program offers a distinctive "whole institution" approach and accreditation system devised in line with the principles of EESD for coherent systemic change. The design and pilot year of the DGS program shows positive potential for "greening" academic institutions and the issues that arise in seeking curriculum change, future funding, and formal support at sector level.Originality/valueThe DGS is an innovative program to promote "whole institution" change for EESD in the Philippines. Whilst similar approaches have been developed in some countries at the level of school education, such initiatives are rare at the level of higher education. This paper therefore includes lessons and findings that help to inform global debate in this important area of EESD in higher education.
The article is a reaction to the article written by P.A. Orekhovsky and V.I. Razumov 'Carnival Time: Russian Higher School and Science in the Postmodern Era'. The author agrees with the analytical diagnosis of the state and situation in the Russian science and higher education, shares the concern expressed by colleagues about the fate of the most important social institutions for our civilization. The author proposes a number of considerations that develop the topics raised in the reference article. The author draws attention to the historical inversion of the positivist social project, which appears to be at the forefront of the emerging social architecture of a new scientific-technocratic elite; another thing is that its social configuration does not coincide with institutional boundaries of academic and University science. The author speculates upon the analogy of science with prostitution, which is currently undergoing a noticeable institutionalization. The author considers its phasing to be universal. It is suggested that prostitution can be extrapolated to other social institutions, including science and education. The potential of their resistance and survival is determined by how effectively passionarity accumulates in the structure of these social institutions. This indicator is directly proportional to the efficiency of the formation of human capital in the system. According to the author, problems, voiced by P.A. Orekhovsky and V.I. Razumov, are explained by the passion drift, the overcoming of which is not an automatic macro-social act, but the craft of each scientific and pedagogical worker.
Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education.
This dissertation explores the intersection of Augustine's philosophy of education and contemporary feminisms. While these two camps have traditionally been viewed as antagonistic to one another, I suggest that a fruitful exchange between them is possible. More specifically, I argue that Augustine's analyses of pedagogical desire, pleasure, and care draw upon the experiences of women in ways that do not necessarily reinforce the myth of their social/political subservience. I conclude by offering one account as to why feminists might `desire' to engage in the traditional canon today. Drawing upon the scholarly desires of the feminists who occupy my own classroom, I argue that the politics of feminist scholarship need not demand the eradication of feminist difference.
"In this paper we briefly report some key data on educational expenditure and output in OECD countries and then turn to the motivations for public education. Public education can be important for equal opportunities and has a number of redistributional aspects within and between generations. We further discuss possible externalities of education, the issue of intersectoral investment neutrality and a fundamental time consistency problem of optimal taxation that may make public expenditure on tertiary education desirable from an efficiency point of view. Further we discuss whether and how globalization changes the picture. Mobility changes the analysis of optimal taxation and may make public expenditure less important. We also emphasize insurance aspects and the role of mobility differences." (author's abstract)
Thesis (Dr. of Education in Social Foundations)--University of California, Berkeley, June 1972 ; Bibliography: leaves [239̈-261 ; Mode of access: Internet.
This research evaluates government education and health spending in China and explores the underlying determinants of its spatial pattern. A framework defining local needs at three levels is proposed to analyze whether the expenditure has been reasonably allocated. Results show that both government education and health spending closely respond to local needs at the general level. The illiteracy rate is positively correlated with government education spending while the life expectancy is negatively correlated with government health spending. On the demand and supply sides, while government education spending is more responsive to local demand measured by student number, the needs from the supply side represented by the number of medical personnel appear to be more relevant when governments distribute resources into the health sector. One particular area that needs more effort is the responsiveness to the needs arising from the lack of teaching staff. The student-teaching ratio is now largely ignored when governments make decisions of education outlays. Given that the adequacy of teaching staff is a must to ensure the quality of teaching, governments are thus suggested to put more weights to this aspect in its decision-making process. As for the determinants of government education and health spending, this study takes a close look at three groups of key potential explaining factors identified in the existing literature – economic development, openness and decentralization. The findings pose challenges to the existing mainstream theories developed in the western context. Only per capita gross regional product is found to have significant explanatory power for budgetary expenditure on education and a significant negative relationship is revealed. On the other hand, both economic development and the degree of fiscal dependency are significant in explaining the spatial pattern of government health spending; and their relationships are both non-linear. The fixed-effects panel data regression model predicts that, ceteris paribus, a province with a per capita gross regional product of 20,265 yuan would have the most government health outlays while a province with a fiscal dependency ratio of 63.6% would have the lowest public health expenditure. Provinces with either higher or lower per capita GRP (fiscal dependency ratio) than the threshold value allocate fewer (more) resources into government health outlays. The most important recommendation derived from the findings of this dissertation is that the central government should keep an eye on those provinces that are neither fully financially dependent nor fully financially independent, because their government health spending tends to be particularly inadequate. ; published_or_final_version ; China Development Studies ; Master ; Master of Arts in China Development Studies
Is disclosed the essence of education in ensuring social development of young people. The attention is focused on the need to review the content of the state youth policy as for youth education in order to promote its successful social integration and preparation for life in a democratic society . The paper attempts to identify the ideological content of the modern system of youth education in the context of state youth policy in Ukraine.Relevance of perspective is enhanced by dynamics of changes in the processes , the increasing role of software issues as well as social and human development , harmoniza-tion of public - public relations, forming a common responsibility of the state and societyfor further promotion of the state. The article emphasizes the multidimensionality of the education of youth , which covers issues of patriotic , intellectual, spiritual , moral, aes-thetic , civil law , environmental , labor, physical education , social activity and responsi-bility. It is noted on the importance of the role of the state in creating the best conditions for performing functions of opportunities of all stakeholders of education of youth ( fam-ily, educational – educational institutions, NGOs , the media, etc. ). Is focused on educa-tion as a key institution in ensuring social development of young people. It is concluded that the democratization of management in the field of education, in particular higher education, is a powerful factor in the development of modern educational potential of the education system. In addition to the priority areas of influence of the state is allocated more orientation on the inclusion of young people in all spheres of public life at the local level , which is one of directions for forming youth understanding of their role in society and opportunities for self-realization. ; Розкрито сутність виховання у забезпеченні соціального розвитку молоді. Акцен-товано увагу на потребі перегляду змісту державної молодіжної політики щодо ви-ховання молоді з метою сприяння її успішній ...
