Suchergebnisse

Визначено зміст освітнього права як об'єкта економічного аналізу. Надано характеристику освітнього права як комплексної галузі права. Проаналізовано особливості тлумачення змісту і структури освітнього законодавства. ; In the article, the content of education law as an object of economic analysis is defined. The characteristics of education law as a complex body of law are identified. The specificity of the interpretation of the content and structure of the education-related legislation is analyzed.

Higher education and research in Albania during these 24 years of democracy seems to be not in the international standards, progress seems to have been somewhat disappointing in the last 14 years of reforms in higher education. Although the number of universities and students enrolled in higher education has grown rapidly, the quality assurance remains an issue. For this reason the government is undertaking a reform that involves higher education which is expected to bring a dramatic change in the structure of the higher education and soon in the outputs. This new approach to higher education brought many debates among the stakeholders of higher education and especially among student's organizations. In this context this paper focus the analysis in particular of 1. 1) How the social dimension of higher education is perceived in the higher education reform and the new higher education law 2. What are the specific actions undertaken by the government to improve the participation of under-represented groups in higher education. This paper and the study of the higher education reform and law is part of my PhD thesis (which is in progress) which tends to open a discussion on the role that universities , as one of the main stakeholders of higher education, has in the Albanian society. DOI:10.5901/ajis.2015.v4n2s2p284

Thro (2005:1) points out that the Supreme Court of the United States has recognised that "education is perhaps the most important function of state and local governments" because "it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education". He adds that the Court has stressed "the importance of education in maintaining our basic institutions …" Thro's summary of the American perspective on the importance of education to a person and a country is echoed in numerous national Constitutions and international treaties in which education (and access to education) is treated as a non-negotiable right of all the inhabitants of a country. Section 29(1)(a) of South Africa's Constitution of 1996 provides that everyone (including children living with severe disabilities) has a right to a basic education, including adult basic education, Section 9(3 and 4) provide that neither the state nor any person may discriminate unfairly against anyone on the grounds of disability while Section 28(2) states unequivocally that a "child's best interests are of paramount importance in every matter concerning the child". People in South Africa had every right to expect that the new political dispensation beginning in 1994 would bring with it the fulfilment of all learners' guaranteed educational rights. However, a review of the literature reveals that South Africa has left children living with severe disabilities in the lurch and that as many as 600 000 disabled learners may never have been to school (Nappy Run, 2019). According to Yates (2020), South Africa has 1179 public and independent special needs schools but not all South African children, including those living with severe mental disabilities, have access to their fundamental human right to education (Yates, 2020). This article has its origin into reports that came to the authors' attention of problems involving learners with severe disabilities following the return of such children to special needs education schools[1] after the relaxation of the COVID-19 lockdown measures. Even when following the Draft (COVID-19) Guidelines for Schools for the Learners with Intellectual Disabilities (DBE, 2020) meticulously, schools were confronted by new challenges for principals, teachers and parents to safeguard these and other learners' right to education and to prevent large-scale disruptions of school activities. As is the case with all actions and decisions taken regarding all learners, the relevant legal rules must be obeyed. Educators and other stakeholders involved need to know these rules. In this article, we will therefore view the problem from an education law perspective and attempt to provide all stakeholders with knowledge of the pertinent legal rules to enable them to address challenges that might arise in a legally acceptable manner. We will conclude with a brief reference to possible education management responses to the challenge. Such management initiatives also need to comply with legal prescripts that are still to be investigated before one can propose these responses confidently in that they comply with legal requirements. [1] Although the schools are known, we cannot reveal their identities.

The federal governments role in supporting higher education touches nearly every aspect of the work performed by American colleges and universities. Federal authorities control an immense amount of public resources that are used to strategically exert influence across a complex and differentiated postsecondary system.This report is intended to introduce faculty and administrators within that system to key domains of federal higher education law. The aim is to raise awareness about issues that are likely to receive attention under the current presidential administration and the 114th Congress, especially in light of the HEAs impending reauthorization. In the report, the authors explain key provisions of the Higher Education Act (HEA) and Title IX and make selected policy recommendations. ; Pullias Center for Higher Education University of Southern California

Children as the next generation of national and state struggles will determine the success and progress of the nation in the future. The rise of internet development and promiscuity through face books, wa, instructors raises the concern that children will be involved in the crime of sexual abuse. Protection and attention of parents, family and government for the development and future of children. Protection and legal policies as well as supervision and the social system of the community are very helpful in efforts to prevent the crime of sexual abuse and the effects of molestation on children. In partner villages, there are many parents, community leaders, traditional leaders and village officials who do not know the limits of criminal acts of sexual abuse and the effects of molestation on children's development in the future. In addition, the natural conditions of the partner villages are abundant with forests and hamlets as well as residents' houses within distance and level low education and income of citizens causes a lack of attention to the growth and development of children. The team considers it important to do legal education in partner villages. The method is with lectures, tutorials and distributing guidebooks to the community related to the theme of devotion. The results of the dedication show that there are 148 community cadres in partner villages who already have legal understanding and legal awareness about the factors that cause the crime of sexual abuse, the legal provisions for criminal acts of crime, criminological theories that cause delinquency and the impact on children and the collaboration of all components of society, parents, government villages and sub-districts in prevention efforts.

The law aims to enhance patriotism for all Chinese people both within the country and overseas, particularly citizens from Hong Kong, Macau, and Taiwan.