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In 2006, barely 0.3% of young people aged 16 to 19 were able to go abroad with support from European programmes. Based on this finding and encouraged by theCouncil, the [...]

GOVERNMENT PLANS to introduce tuition fees for higher education courses must not be applied to nursing students, the RCN has said. In its response to the White Paper The Future [...]

One of the most interesting aspects of the reception of Higher Education: a Policy Discussion Paper circulated during December 1987 by the Hon. J. S. Dawkins, Minister for Employment, Education [...]

This paper responds to Muller's notions of 'knowing-that' and 'knowing how'. The paper addresses how educational interventions that are designed in line with targeted discipline-specific subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at universities of technology. The context is a Dental Technology programme at a University of Technology in South Africa. Teaching through discipline-specific games, conceptualised from a game literacies perspective, is proposed as an engaging, interactive pedagogy for learning disciplinary knowledge that potentially encourages access to a particular affinity group. The authors use concepts from Bernstein and Maton to investigate whether epistemic relations or social relations are emphasised through board and digital games designed for two Dental Technology subjects. This paper offers valuable insight into alternative pedagogies that can be adopted into science, technology, engineering, and mathematics education with the aim of paving a pathway towards Muller's Scenario 3., Author(s): A. Vahed[sup.1] , S. McKenna[sup.2] , S. Singh[sup.3] Author Affiliations: (1) Department of Dental Sciences, Dental Technology Programme, Durban University of Technology (DUT), P.O. Box 1334, Ritson Campus, 4001, [...]

A good part of the recent public debate in US educational policy circles has focused on the myriad challenges we face as a nation on literacy achievement particularly in urban communities and among African Americans. In this paper, we examine the problem of framing in literacy that confronts advocates and policy makers who seek to address this deeply entrenched social issue but are challenged by numerous structural constraints on the part of the government, the community and the individual. The paper presents arguments embedded in critical race theories that raise questions surrounding why and how long the illiteracy issue can be framed as an 'African American dilemma or problem' and whether Eurocentric approaches in the classroom should be replaced by Afrocentric ones to improve scholastic achievement among African Americans., Despite much political discourse around literacy issues, this rhetoric has yet to be transformed into concrete reforms that will address the plight of urban minority populations where illiteracy abounds. America [...]

The world today can be characterized by constant change. One such change is globalization: the integration of world economies into a single economy. Because of globalization, it is necessary for colleges and universities to respond with appropriate curriculum changes that addresses this new world phenomenon. Several institutions of higher education have developed a curriculum that has international business focus. Examples are Nanayoung University, University of Texas, Austin, Washington University, and more. Traditional international programs have received mixed reviews from the businesses community (Delaunay and Blodgett 2005). As a result Suffolk university has developed a Global MBA that is different and in line with the global environment in which business operates. However, the discussion about the internationalization of business education has thus far eluded the reality of curricular change (Ghemawat 2008). This paper addresses this through the design of a curriculum based on basic systems and ERP concepts. The paper develops a framework that suggests how the core MBA courses can be integrated with specific International factors to create an interactive MBA curriculum. To do this it is necessary to have a basic understanding of systems and ERP concepts and how system and ERP concepts are integrated. It is also necessary to understand how the integration of system and ERP concepts are applied to an MBA curriculum and the role of an integrated aspect of system and ERP concepts as a guiding framework and how it is applied. The framework does not propose or address any core contents typically covered by each course. As a result, it does not affect the 'independence' of the instructor developing the course. The framework developed suggests how each core course is integrated with each other and with the international factors., Systems Concept Systems concept is not new. A system has input, process, output and a feedback. Inputs are used by the process in generating a desired output or outputs. A [...]

THIS PAPER DESCRIBES THE FACILITATORS and barriers to implementing an attachment-based intervention in early education and care settings, the Partnerships in Early Childhood program (PIEC), based on findings from the process evaluation of its first year of implementation. The paper focuses on four areas: the nature of the partnership and program management; implementation; facilitators and barriers to change; and perceived changes and benefits of the program. PIEC uses existing services as the basis for providing enhanced care to disadvantaged children, and its challenges and successes suggest important lessons for the design and delivery of initiatives to improve the processual quality of care in formal settings., THE QUALITY OF EARLY education and care (EEC) available to Australian children is gaining public and policy attention. A Treasury document on EEC, released in early 2007, focused largely on [...]

The cost of a child education should not be a mystery to consumers, yet little has been published about the true costs, and it is no simple task for parents to calculate. This paper seeks to fill a gap in the research literature that exists in relation to informing parents and educationalists alike as to the true cost of private school education. The term cost is used in the economic sense as encompassing not only the price paid for the product (school fees) but also the opportunity cost to the family in terms of what they forego in order to finance private schooling. Identifying opportunity cost is a useful means of assessing the impact of factors, other than financial, that are influential in determining whether or not private education is purchased. From a survey of South Australian private schools, we have been able to provide a detailed account of the price variations between the fees charged, as well as identifying a variety of additional ancillary charges. Based on the survey figures, we have projected the amount of money that needs to be taken out of the family budget in order to pay for a child's private schooling. At the time the survey was conducted the cost of private school education across three strata, on average, ranged from $13,400 to $42,246. We calculated that incremental family pretax incomes of between $20,303 and $64,009 would be required to fund this education. The amounts represent an opportunity cost to a family whereby money could be put to alternative uses such as home renovation, an overseas holiday, or a buffer against unexpected life events. We conclude that the outlay is substantial for many families and that greater transparency of all costs is needed for families to make informed financial plans to accommodate the overall cost of education for their children. Key Words: Family issues; Private education; Family income; Family resources; Consumer choice; Cost estimates, Introduction This paper is based on a survey of fees charged by South Australian schools. It identifies and calculates the financial burden associated with funding a child's private school education. [...]

The last couple of years have witnessed a growing debate about online learning in higher education, notably in response to the global massive open online course (MOOC) phenomenon. This paper explores these developments from an institutional policy perspective, drawing on an analysis of the initial stages of different approaches to MOOCs and e-learning being taken up at three Australian universities. It points to four commonalities emerging from the institutional constructions of these initiatives including (1) the use of e-learning policy as a vehicle for curriculum redesign; (2) an emphasis on internal curriculum redesign as a core rationale for MOOCs; (3) a desire to capitalise on promotional opportunities but a reticence around wholly embracing the concept and structure of MOOCs and (4) the absence of access-driven concerns in university policy despite the prominence of such concerns in broader public debate. The approach is framed by a consideration of change dynamics in higher education and highlights the emphasis on internal university work within the policy narrative, suggesting this could represent an attempt to reframe the debate about MOOCs away from popular arguments about systemic disruption and instead use them to progress forms of change that align to broader strategic objectives. Keywords Massive open online courses (MOOCs) * Institutional policy * Higher education curriculum * Change dynamics, Introduction Over the last couple of years, debate about online learning in higher education has intensified, notably in response to the global massive open online course (MOOC) phenomenon. MOOCs, as [...]

Byline: BURTON BOLLAG Last March the Commission on the Future of Higher Education released a discussion paper that proposed dismantling the current accreditation system. The paper, which was vehemently attacked [...]

The Department of Out of School Education and Training, Ministry of Education and Skills Development, Republic of Botswana has been engaged in a rigorous exercise to reform the adult basic education program. In this paper, we discuss briefly how the issues of relevance, equivalence and progression have been applied to the planning process built into the adult basic education program. We argue that a suitable progression scheme is required to enable adult learners to move on to an adult relevant post-basic education program which would enable them to acquire a recognisable certificate that can help them fit into the learning society and knowledge economy being created in Botswana., Introduction In many nations, adult education is being urgently asked to specify ways and means by which it seeks to enhance directly the total living, productive and competitive capacities of [...]

This article is drawn from a study of curriculum policy thinking and agendas in Australia over the past four decades, and sets out to describe and discuss some particular emphases and agendas in South Australia at that overarching curriculum policy level. It argues that, although significant changes are apparent over that time, in South Australia there has been also an evident continuity of perspective that persists through a number of different iterations of policy and national agenda, and that also explains something of the path curriculum policy has taken. The paper identifies three ongoing concerns: a prioritising of social justice; a focus on the individual student and his or her development; and a quest for a commonality of curriculum provision with an alternative to academic subjects as its core foundation. Over the period studied, an important aspect of the quest for commonality is a move away from a conception of the secondary curriculum as primarily being about students acquiring content knowledge to one of students being able to manage procedural knowledge and act in particular ways. Keywords curriculum policy national curriculum social justice skill development state curriculum guides core curriculum, The establishment of a new National Curriculum Board in 2008 (National Curriculum Board, 2008a) raises some important questions about what approaches to curriculum and assessment, what concepts of knowledge, what [...]

This paper offers new evidence on how housing markets capitalize school quality information. We use school assessment measures and house transaction data from a single school district that is coterminous with a unified city-county local government to examine the effects of two school assignment policy changes. The unusual school district-city-county government structure minimizes property tax rate and public service variation across observations, reducing the source of one problem that plagues many capitalization studies. The school reassignment events reveal direct ties between school quality capitalization and households' expectations--the latter reflected in private school enrollment and tax referendum voting. Different school performance measures convey different information to home owners. In particular, student test scores do not affect house prices when broader school performance measures are published. Prices respond to measured school improvement, but improvements in a given school are more highly valued than being reassigned to a better school. JEL Classification: H4, 12, R21, R00, 1. Introduction Education is one of the most important services provided by local governments. Low test scores, high dropout rates, high teacher turnover rates, and other problems indicate that large [...]

Abstract Economic globalization has changed the volume and nature of the world migrant population. This paper explains how and why the pattern of immigration from China to Canada has changed [...]

The paper examined globalisation and Nigerian Educational Policies. Different Educational Policies that Nigerian Government had previously embarked upon were assessed. The failures of various policies were looked into based on who originated the policies; drew up the policies; the budgetary allocation to education; other sources of fund available for education; utilization of available resources in terms of accountability, and how Nigerian citizens view globalisation and their educational system. Nigerian Tertiary institutions formed the population of the study. A stratified random sampling procedure was used to select 10 universities that participated in the study. Four of these universities were Federal Government owned; three were State universities while three were private universities. An instrument, Globalisation and Educational Policy Inventory (GEPI) was developed and used for the collection of data. Experts in the area validated the questionnaire. The reliability was tested using Pearson Product Moment Correlation. The reliability coefficient of .69 was obtained. The Spearman Brown formula yielded .82, which showed that the instrument was reliable. A z-test was the statistic used. The major findings were that all major stakeholders in education were not involved in drawing up educational policies. There was a very low budgetary allocation to education. Many Nigerians although they enjoyed the information technology of globalisation, feared that their culture and values were loosing ground to foreign culture and values. Based on the above, it was recommended that all stakeholders in education should draw up educational policies, which should be backed up by minimum standard budget of 26% recommended by the UNESCO., Globalisation can be seen as advancing worldwide interdependence of people with the use of the technological discoveries. Oladipipo (2000) defined globalisation as the increasing linkages among countries or deeper integration [...]

The Universal Basic education (UBE) Programme could not have been introduced at a better time than now that the nation is in dire need of all round national Development. The major objective of the UBE programme is to provide free, universal and compulsory basic education for every Nigerian child aged 6-15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts must be made to check those factors that are known to have hindered the success of such programmes in the past. This paper specifically considered the implementation of Universal Basic Education (UBE) so far--its success and problems. Relevant recommendations are therefore proffered., Introduction Education is one of the vital instruments in development. According to the national Policy on education (1998) 'Education in Nigeria is an instrument 'per excellence' for effecting national development. [...]

This paper documents the findings of research into a rare example of successful school-based education reform. The reform commenced within the South Australian Department of Education and Children's Services in [...]

In this paper, the authors critically examined the problems of admission into Nigeria Universities; and expressed the view that about seventy percent of Nigerians are not aware of the essence [...]

This paper presents an overview of events in Aotearoa/New Zealand mathematics education over the past decade or so. We begin with the curriculum reforms of the 1990s that led to the development of the current mathematics curriculum (Ministry of Education, 1992), and document developments in policy, resources and approaches to teaching. There has been a strong emphasis on improving student achievement, and the overview illustrates how developments in the school sector have been accompanied by a focus on early childhood education, adult numeracy, and community involvement in children's learning. We conclude by reflecting on the current curriculum review, and what this might mean for practice., Introduction Summarising the developments that have taken place in education can assist in understanding the wider picture of mathematics education within Aotearoa/New Zealand and identify possible sites of tension as [...]

In this paper, we estimate the rate of return to first degrees, Masters degrees and PhDs in Britain using data from the Labour Force Survey. We estimate returns to broad [...]

This paper examined guidance and counselling profession in Nigeria, with a discussion on the history, the present status and the problems confronting the profession in Nigeria. Recommendations are made that the authors believe if implemented would bring the counselling profession in Nigeria into relevance., Although, Aluede, Egbule and Okorodudu (1988, as cited in Aluede, 2000) had observed that guidance and counselling service is a relatively new educational delivery service in Nigeria's educational system, one [...]

This paper explores the role teacher education can play in improving the education of Latino children and youth in the US. By first suggesting that preservice teachers cannot reasonably be [...]

In 1999, Florida instituted a performance-based school accountability program for K-12 public schools that tied state funds to a formula heavily weighted towards standardized test scores. This paper discusses the [...]

Diversity as a dominant characteristic of American culture distinguishes the U.S. from other nations and contributes, however, to inequity in schooling. Learning opportunities are a problem for many minority students. This paper examines three aspects: comparing the demographic and development aspect of the U.S. and China to appreciate diversity, reviewing inequality issues from an outsider's look, and proposing three instructional strategies toward educational equity within the context of schoolteachers' managing by comparing to Chinese classrooms., Diversity, as a dominant characteristic of American culture, on one hand distinguishes the U.S. from other nations and on the other hand contributes, however, to inequity in schooling. Learning opportunities [...]

The aim of this paper is to assess progress towards greater social equality in education in France. Micro-level studies indicate some improvements in school education, bur the macro-level picture is [...]

This is the second part of a two-part paper, based on some of my findings in the course of research undertaken in Iran over a period of twenty-four months (1993-1995). [...]

ACCREDITORS and some college groups are aghast at a proposal to eliminate regional accreditors and replace them with a national accreditation body. The proposal is contained in a discussion paper [...]

A paper from the American Library Association (ALA) summarizes the new standards and requirements of the Technology, Education and Copyright Harmonization Act. Known as the TEACH Act, the legislation was [...]

THE GOVERNMENT should consider banning parents from sending children to boarding schools, the RCN said last week. In its response to the government's Green Paper on the future of children's [...]

Students returning to Southern Connecticut State University to work at the school paper found a surprise this semester--one that most journalism professors at the school were not pleased with. School [...]

How does a military organization inspire learning? How does an Air Force build a professional educational system and generate intellectual capital? How does a military academy inculcate traditional virtues of [...]

The abstracts were edited by section leader, James D. Christian. Agent-Principle Relationships: Communication, Liability, and Fiduciary Duty in a Non-Profit Organization. James D. Christian, Department of Mass Communication, Francis Marion [...]

The uncultivated cannot be competent judges of cultivation. Those who most need to be made wiser and better, usually desire it the least, and if they desired it, would be [...]

Australian academics' response to the Changing Academic Profession (CAP) survey indicates that they are among the least satisfied academics in the world. This dissatisfaction has been expressed after two decades [...]

Introduction In the spring of 2006, the Quebec Ministry of Tourism launched a $5.3 million international advertising campaign (Varin). In most respects the campaign was unexceptional. In its various iterations, [...]

"Brain drain" or "Human capital flight" has immeasurable impact on the social, political, and economic progress of developing nations. Studies show that a large number of skilled professionals and scholars leave developing nations each year either to escape from political persecution at home or to seek higher salaries in wealthy nations. The purpose of this study was to identify factors influencing the successful retention of a skilled workforce in developing nations in general and that of Ethiopia in particular. Two groups of academic communities whose constituents possess at least a bachelor's degree in any field of study took part in this study. Group I participants were faculty and academic officials employed in two of the state universities in Ethiopia. Group II was comprised of persons of Ethiopian origin residing in the United States. A convenience sampling technique was adopted to select participants and Likert type survey forms were used to collect data for study. Findings of the study confirmed that social, political, and economic advancement of any nation can not be achieved without active participation of educated and skilled citizens in the nation-building. The study also highlighted a series of concerns that require immediate attention at the national level that would help Ethiopia retain its college-educated manpower as a developing nation., Background The term "Brain Drain", often known as "human capital flight", is a nearly half-century-old phenomenon by which highly skilled professionals and academics seek higher paying job opportunities in other [...]