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At head of title: The Carnegie foundation for the advancement of teaching. ; "Consolidated bibliography": p. [538]-544. ; Mode of access: Internet.

What lessons can we learn from the relationship between policy-makers and schools over the life of the 'New' Labour and its predecessor Conservative government? What happened to 'Education, Education, Education' as it travelled from political vision to classroom practice? What are the lasting legacies of 13 years of a reforming Labour government? And what are the key messages for an incoming government? These are the questions addressed to the architects of educational reform, their critics and the prophets of better things to come. The 37 interviewees include ministers past and present, journ

The reports presents a description of the Deferred Action for Childhood Arrivals (DACA) Federal Policy and examples of State Responses. ; National Conference for States Legislatures - NCSL

This volume examines the role of neoliberalism and its impact on education in South Asia. It contends that education is in a state of crisis across the world. This is reflected not only in the way the state has withdrawn to pave way for private capital but also in the manner in which knowledge and ways of understanding the world are being challenged by manipulation and adverse influences. A process of 'factoryisation' is underway as disciplining of human minds and redefinition of the purpose of human existence are being geared to fall in line with the needs of private capital. The book brings together incisive contributions from India, Sri Lanka, Pakistan and Nepal to explore newer possibilities to deal with the educational crisis, and looks at a range of critical themes in education: pedagogy, teacher-learner relationship, teacher education, the state of the university, and policy. Rich in content, critical and insightful, this book will be a valuable addition for scholars and researchers of education and education policy, sociology, public policy and South Asian Studies.

On the labour market, an important aspect is the resizing of jobs due to automation, respectively globalization. Technological changes have led to the need to acquire higher skills. The acquired knowledge and skills can lead to an increase in the ability of graduates to enter the labour market. Thus, for the member countries of the European Union, the article presents an analysis of the share of the population with age between 25 and 64 years, with a tertiary level of education. Likewise, the degree of insertion of graduates of tertiary education programs can be influenced by the economic activities carried out by economic agents. Analysis of employment rates for graduates of tertiary education programs is important. From this point of view, an analysis of the educational fields of the graduates is presented. The used comparative statistical analysis considered the study of the evolution of the number of tertiary level graduates, as well as of the educational fields, for the period 2013-2020, for the member countries of the European Union. Also, the 25-64 age group was selected, and for this the evolution of the share of people with tertiary education was studied. The importance of the degree to which graduates occupy a job after graduation, led to the selection of another indicator – the employment rate (for the period 2012-2021). The rate of participation in continuing professional education and training programs was another indicator for which a comparative statistical analysis was carried out. For all these analyses the existing database on the EUROSTAT website was used. The creation of new jobs involves, and also requires, new skills. For people in the field of work, the updating of skills, respectively their improvement, can be achieved by participating in education and professional training programs. At the same time, this subsequent participation in education and professional training programs is an indicator analysed in the article. The presented data show us that in 2021, approximately half of the population aged between 25 and 64, with tertiary education, was the majority in Ireland, Luxembourg, Cyprus, Sweden, Lithuania. The evolution of the number of graduates, at the level of the European Union, shows us that the number of graduates is increasing, so that in 2020 there were 4.24 million tertiary level graduates. It was found that in 2020 most graduates came from France, Germany, Spain, Italy, Poland. Also, in 2020, the most graduates were for the field of business, administration, and law, followed by: engineering, manufacturing and construction, health and welfare, and education. The lowest share of graduates was for the field of agriculture, forestry, fisheries, and veterinary. It was found that in 2021 the employment rate for people aged between 25 and 64, with a tertiary level of education, was high for: Malta, Poland, Hungary, Romania. The lowest values were registered in: Greece, Spain, Italy, Cyprus. At the same time, in the period 2013-2019, the values of the participation rate in education and professional training programs for people aged between 25 and 64, with a tertiary level of education, remained relatively constant, oscillating between 18.0% and 18.7%.

There are now many foreign citizens living in Japan who do not haveJapanese nationality. Moreover, according to the Ministry of Agriculture,Forestry and Fisheries, Japan's food self-sufficiency rate in 2006 was 39%based on calories, which means that Japan depends on other countries for theremaining 61% of its food. Thus, the Japanese economy is now supported byforeigners, and Japanese people are dependent on other countries for food.This dependence is not unique to Japan; most countries depend on others to agreater or lesser extent. In these global times, the education system should encourage people toshare their lives and local society in which they live with others. In historyeducation, children should not simply learn about their own country's culturebut also learn how to introduce it to other countries. Specifically, childrenshould be made aware of their identity and differences in societies and cultures 1through their own experience of life.

Prolegomena -- Preliminary note and introduction -- Main research question and methodological approach -- Literature review -- Overall orientation - fateful policy decisions or revisiting crucial junctures and bifurcations -- A history of Afghan education - reflections of continuing ideologies -- 1901-1978: The slow and difficult expansion -- 1978-1992: Failed universalization -- 1992-1995: Civil War - wasted years and opportunities -- 1995-2001: The Taliban years - clamp-down on female participation -- Under the new regime -- 2002-2004: Postemergency surge -- A. Findings based on the RALS data set -- B. NRVA/MICS (2003 data) -- 2005 and beyond: from an attempt to phase into quality as lead paradign to the reemerged emergency -- Contextual critique fo the official educational development strategy -- Afghan social tectonics -- Addressing the gender gap -- Building or reconstructing nation and state -- Dissecting the scourge of corruption - reflecting levels of (in-)capacity and manipulation

.there is a clear gap between the system of First Nation governance envisioned in the Final Land Claims and Self-Government Agreements and the system as it currently exists. The agreements have yet to be implemented fully, or even close to fully. This means that there are a variety of policy fields which First Nation governments have the power to control, but have not yet assumed this power. For some, this implementation gap is one that will eventually be overcome if the necessary resources are invested. Using education policy in Yukon as a case study, this paper suggests that there appears to be a different relationship emerging between the Yukon Government and First Nation governments. It argues that in the policy field of education the Yukon Government and First Nation governments are moving towards a system of co-management, based on increased partnership and collaboration. To make this assertion this paper will compare the current trajectory of the relationship between Yukon and First Nation governments through a co-management framework. This framework is based on the body of literature that discusses regimes of co-management by Aboriginal and non-Aboriginal governments over natural resources. It is comprised of four parts: the underlying rationale or origin for the regime the structure of the regimes various bodies how power and decision-making occurs and how Aboriginal voice, or traditional methods and practices are incorporated. --P. 2-3. ; The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b1754972

.there is a clear gap between the system of First Nation governance envisioned in the Final Land Claims and Self-Government Agreements and the system as it currently exists. The agreements have yet to be implemented fully, or even close to fully. This means that there are a variety of policy fields which First Nation governments have the power to control, but have not yet assumed this power. For some, this implementation gap is one that will eventually be overcome if the necessary resources are invested. Using education policy in Yukon as a case study, this paper suggests that there appears to be a different relationship emerging between the Yukon Government and First Nation governments. It argues that in the policy field of education the Yukon Government and First Nation governments are moving towards a system of co-management, based on increased partnership and collaboration. To make this assertion this paper will compare the current trajectory of the relationship between Yukon and First Nation governments through a co-management framework. This framework is based on the body of literature that discusses regimes of co-management by Aboriginal and non-Aboriginal governments over natural resources. It is comprised of four parts: the underlying rationale or origin for the regime the structure of the regimes various bodies how power and decision-making occurs and how Aboriginal voice, or traditional methods and practices are incorporated. --P. 2-3. ; The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b1754972

This study uses qualitative research methods to examine the privatization of support services in Florida's 10 public universities making up the State University System of Florida as of June 30, 2001. The study was limited to those non-academic functions provided by the administrative divisions of each university. The study investigated (a) the different kinds of support services that had been privatized, (b) the degree of privatization, (c) how managers dealt with the ambivalence question when it was cost effective to privatize a service yet politically difficult to do so, and (d) the lessons learned from privatization of services. Data were gathered from each institution using a common set of questions applied through a combination of personal interviews and surveys. The study allowed comparisons of the 10 universities. ; Ed.D. ; Division of Administrative Studies ; Doctorate