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Examines the decision by the State School Board for Kansas to delete the topic of Darwinian evolution from the required curriculum for high school biology, and the topic of big-bang cosmology from the required curriculum for high school physics.

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE ; WOS: 000383740200122 ; Since its foundation EU aims to increase the number of members, to make the collaboration among its members. EU having the economic characteristics at this point has focuses its politic in some areas such as agriculture, social politics and economics. In order to arrive to its economical targets the education has been considered as instrument.In the field of education EU education cooperation initiatives carried out in accordance with economic objectives of the community. After the Second War, the knowledge, the developments in the communication technologies and the globalisation fact have played great role in the education approach of EU. According to respond the growing expectation of indviduals, EU has been forced to develop education policy with quality and efficient. Education is one of the fundamental rights of individuals. Therefore All member states perceive a need to increase the quality of their education, develop accessed to learning at all stages of life. Its clear that Life-long learning has become the basic point in EU's educational strategy. This concept includes in itself all the stages and forms of education and besides combines them. The aim of this study was to focus on the educational policy of European Union which has the goal of maintaining collaboration and integration among the members of the union within the framework of common cultural values. And also with this study was stressed historical perspective of EU education programmes. (C) 2015 The Authors. Published by Elsevier Ltd.

ABSTRACT. This paper draws on postmodern feminism to create a conceptual framework for equitable policy development within educational institutions. It first outlines major concepts of postmodern feminism as distinguished by Luke and Gore (1992), after which it focuses specifically on postmodern feminism and education. Finally, the paper details educational policy development utilizing Tong's (1986) work on the role of epistemology and expertise in policy making. RÉSUMÉ. Cet article s'inspire du féminisme post-moderniste pour créer un cadre conceptuel en vue de l'élaboration des politiques équitables dans les établissements d'enseignement. L'auteur commence par exposer les principaux concepts du féminisme post-moderniste selon Luke et Gore (1992), avant de se concentrer en particulier sur le féminisme post-moderniste et l'éducation. Enfin, elle décrit l'élaboration des politiques éducatives en précisant le rôle de l'épistémologie et du savoir-faire à partir des travaux de Tong (1986).

Original issued in series: [Pamphlets on education : speeches . 1871-1913] ; In double columns. ; Cover title. ; Caption title: A reciew of the Whitney government's educational policy. ; "Speech of Valentin Stock, M.P.P. for South Perth, delivered March 10th, 1909, in the Ontario Legislature." ; Electronic reproduction. ; Mode of access: Internet. ; 44

Though education was not one of the policy areas underlying the formation of the European Union, today it is an established aspect of Europeanized policy making. This chapter summarizes educational policy in the EU, pointing out the characteristics that have distinguished the process of educational institutionalization during the last 30 years. It then discusses the educational programs & initiatives that were introduced in the mid-1980s & 1990s. Finally, the institutionalization process itself is examined, & trends & new policy directions are explored. In particular, it is noted that the question of national identity must be considered, as EU involvement in educational policy has caused & will continue to cause conflict among member countries & transnational political groups. K. A. Larsen

Discourse on a knowledge based society and its connection with the concept of lifelong learning is among the dominant debates within European education circles today. The term knowledge society can be explained as a policy construction which seeks to present things as they are, as they were, and as they should be. This paper deals with the various discourses on lifelong learning, especially where they present difficulties for educational policy transfers in the European Union. In the EU, lifelong learning connects educational and social policies, which today are mostly defined by member states. The European Union has complementary and supporting competences in education and shared competences for social policy (defined in the yet-to-be ratified Lisbon Treaty). But is there one policy that can connect the ideas of 27 different member states? The author argues that the idea of lifelong learning has until now only occurred within a specific epistemic community of international experts and leading persons of international organizations. Changes in Croatia's educational policy, however, have occurred as a continuation of transition, under the influence of global changes, and as a part of the accession process to the European Union. The changes in definition of European educational initiatives can be attributed to the implementation processes, where a community in practice tends to adapt European meanings to the national environment, specifically the position of its own organization and abilities. It is argued that the difference between national and European discourse is not necessarily an obstacle to the development of national educational policies. Adapted from the source document.

Building on an increasingly sophisticated body of research on policy 'borrowing' in education, this collection explores ways in which the foreign example in education has been and is being used by policy makers in a variety of settings, its principal aim being to assess the usefulness of 'foreign' experience in 'home' contexts

Education and health policy are two of the public policies, which in Spain have been assigned to the Autonomous Communities (AC). This transfer of powers could be considered a proof for the strong "self-rule" of the AC, which in turn shows that Spain could be classified as a federal state. In the following analysis the authors in some parts disagree with that conclusion, showing that considering the education area Spain is "heavy at the top". Due to the state's exclusive power to regulate the basic conditions guaranteeing the equality of all Spanish citizens, the important and final decisions are taken at the center through the framework legislation. The AC play a minor role in the legislation process, they have to adopt the center decisions. De-centralization and extension of the framework legislation are highly connected: The central state reacted with strong framework legislation to the stages of the educational decentralization process. In addition, the concentration of important framing powers within the central state does not make educational reforms more infrequent. However, such reforms are the results of a competition between the parties, and not between the AC or between the AC and the central state

Moral panic theory and school education -- Alcohol and illicit drug education -- Physical fitness and obesity -- Sexuality education -- Racism and islamophobia -- Pedagogy and curriculum -- Media and youth -- Teaching standards, assessment and testing regimes -- Buildings and school facilities -- Bringing it all together.

The two papers that follow both deal with prospects for achieving efficiency in education. Psacharopoulos identifies the extent of government‐induced distortions directly or indirectly related to education, and assesses the likely effects of such distortions on social welfare. He concludes that, among other things, governments should not attempt directly to provide or manage schooling services. Levin's article focuses upon one particular management decision…namely, extending the length of the school day and increasing the number of school days per year. He argues that mechanically increasing school sessions through legislative acts or through administrative mandates does not appear, in itself, to be a promising use of scarce resources.