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Curriculum reforms at the secondary-school level in Malaysia began in 1988 and was fully implemented in 1989. Heagly and Evans define curriculum as structured experience provided by the school for the student, so the student can meet all set learning outcomes to the best of their abilities. Prior to the introduction of the Secondary School Integrated Curriculum (KBSM), many issues were identified in the secondary school curriculum that served as the benchmark for curriculum reforms in Malaysia. Based on analysis, the introduction of KBSM was closely related to the turbulent historical issues during the first three decades after independence. These issues include problems with unity, inability to produce skilled labour, and the fragile and still negligible usage of the national language. Therefore, this article analyses the historical issues closely related to the introduction of KBSM, and the individuals responsible for ensuring KBSM comes into reality. The historical method is used as the thrust of this paper. Data collection-wise, this paper uses the qualitative analysis method of archival and library research. This approach aims to gather information and analysis a variety of primary and secondary sources such as the Report of the Education Committee 1956, Report of the Education Review Committee 1960, and the Cabinet Committee Report on Review of Implementation of Education Policies 1979, along with the Curriculum Committee Meeting Minutes in 1972, 1986 and 1987. The findings confirm the three historical issues strongly influenced the thought processes that went into planning and drafting KBSM. Implication-wise, the curriculum underwent reforms, towards a shift in the field of education following these historical issues. [ABSTRACT FROM AUTHOR]

The goal of this article is to recount the birth and development of midwifery and maternal care education in Bulgaria after the Bulgarian Liberation at the end of XIX and the beginning of the XX century. The researchers set the following tasks: 1) to present the main reasons for the emergence of professional midwifery education in post-Liberation Bulgaria; 2) to show the place and role of the first professionally trained midwives in Bulgaria; 3) to outline the seminal work of notable personalities for the development of professional midwifery care. Historical method was used, secondary historical sources, documents and scientific papers were reviewed. Conclusions: Professional midwifery education helped the introduction and spread of modern Obstetrics/Gynecology medicine, which lead to decrease in maternal and infant mortality and slowly improved quality of life for Bulgarian women and children. Bulgarian nationals educated abroad brought to the country the scientific foundation and best practices in maternal health care. [ABSTRACT FROM AUTHOR]

The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

In this paper, we describe the elements that characterize the teaching of Mathematics in the Ave María Schools, founded and run by Andrés Manjón in Granada between 1889 and 1923. He stood up for a peculiar model of integrated education, based on Christian values, and he also developed his own methodological principles, similar in many ways to those of the emerging École Nouvelle. The selection and analysis of several sources has allowed us to set his teaching of Mathematics within this pedagogical framework and has suggested us the idea that the strategies used by Manjón in order to teach Arithmetic and Geometry could be innovative at that time and, perhaps, valuable from the point of view of contemporary Didactics. [ABSTRACT FROM AUTHOR]

This article contributes to the debate on institutions and economic development by examining the historical link between land access inequality and education. Using information from the 464 districts existent in mid-19th century Spain, this paper confirms that there is a negative relationship between the fraction of farm labourers and male literacy rates. This result does not disappear when a large set of potential confounding factors are included in the analysis. The use of the Reconquest as a quasi-natural experiment allows us to rule out further concerns about potential endogeneity. In addition, controlling for different sources of spatial dependence does not explain away this result either. By analysing the rural–urban divide and the gender-specific information on the number of schools and teachers, as well as schooling enrolment rates, this paper also explores the mechanisms behind the observed relationship. As well as supply factors, our results show that demand effects also played a significant role in explaining the negative impact of inequality on education. [ABSTRACT FROM AUTHOR]

This paper outlines the results of a study aimed at charting the spread and development of the mathematical sciences in Sardinia over the period from 1720, the year in which the island was awarded to the Savoy dynasty following the Treaty of The Hague, to 1848, the year in which King Charles Albert of Sardinia placed Sardinia on a level political and administrative footing with the Kingdom's mainland territory. In particular, the paper analyses the role played in the transmission and spread of mathematics by the Savoy educational institutions. [ABSTRACT FROM AUTHOR]

Background and purpose: Studies of education and learning that were described as experiments have been carried out in the USA by educational psychologists since about 1900. In this paper, we discuss the history of randomised trials in education in the USA in terms of five historical periods. In each period, the use of randomised trials was motivated by the research interests and conditions of the era. We have characterised these periods in terms of decades with sharp boundaries as a convenience. Sources of evidence and main arguments: Although some of the early studies used random allocation (and even random allocation of clusters such as schools), early researchers did not clearly understand the role of randomisation or clearly distinguish it from methods such as alternation. In 1940, E. F. Lindquist published an important book whose goal was to translate R. A. Fisher’s ideas into language congenial to education researchers, but this had little impact on education research outside of psychology. There was a substantial increase in the number of randomised trials during the period from 1960 to 1980, as the US government enacted and evaluated a variety of social programmes. This was followed by a dramatic decrease during the period from 1980 to 2000, amid debates about the relevance of randomised trials in education research. The creation of the US Institute of Education Sciences in 2002 provided major financial and administrative support for randomised trials, which has led to a large number of trials being conducted since that time. Conclusions: These developments suggest that there is a promising future for randomised trials in the USA. American education scientists must remain committed to explaining why evidence from randomised field trials has an indispensable role to play in making wise decisions about education policy and advancing our capacity to improve education for a productive workforce and a successful society. [ABSTRACT FROM AUTHOR]

In Chiapas, a Mexican southern state, non-formal education spaces have increased rapidly after "Zapatista Movement" in 1994. Nevertheless, recently some scholars have questioned certain activities carried out in these spaces because they find contradictions in the struggle against social exclusion. In this research paper, we analyzed with a reflexive point of view and with a critical approach the results obtained in a study performed in one of these spaces of non-formal education in which social transformation is promoted as an answer for the social exclusion problem. Here, we pointed out the delicate line that exists between actions and discourses in these non-formal education spaces. To reach this goal, we worked with a critical intercultural perspective and thus, we carried out an exercise to re-thinking space, relationships and social-educative practices in Amalgama, A. C. (fictional name), a non-formal education space located in San Cristobal de las Casas, Chiapas. As a result, we found out, on one hand that in the space, in the relationships and in the social-educative practice of Amalgama, A.C. there are elements of the colonialcapitalist-patriarchal structure, and such elements are closer to the coloniality than we expected at the beginning. On the other hand, this exercise allowed us to recover the perceptions of the educators to re-signifying this space, relationships and social-educative practice to eventually make social transformations encouraged them since the decolonial pedagogical approach. [ABSTRACT FROM AUTHOR]

This paper aimed to investigate the role of parental education in child disability in China. We used nationally representative data from China’s National Sample Survey on Disability, iterated twice, in 1987 and 2006, with data of 764,718 children aged 0–14 years. Logit models were used for statistical analysis. Results showed that the prevalence of child disability was significantly associated with each parent’s education. Maternal education was more important than paternal education in child disability in both surveys. The analysis of marginal effect indicated a one-year increase in maternal and paternal schooling led to an average decrease of 0.121% and 0.091% in the probability of child disability in 1987, and 19 years later, these figures had dwindled to 0.091% and 0.072%, respectively. [ABSTRACT FROM AUTHOR]

Education in Pakistan in general and in the Khyber Pakhtunkhwa in particular is faced with multifarious problems. Apart from endeavors by the government, some individuals are also putting in their efforts for promotion of education. One such individual is a foreign luminary, Geoffrey Douglas Langland. This 95 years old English man is settled in Pakistan right from the inception of the country in 1947. Holding the rank of Major in British Army, he spent a couple of years during 1947-54 in Pakistan Army training section, and then switched over to education in 1954. He served at Aitcheson College Lahore, Cadet College Razmak and finally made Chitral as his abode. In Chitral he established Langlands School and College in 1989. He contributed a lot to education in Pakistan during the past 58 years. In this paper, an attempt has been made to introduce that legendry character and his meritorious services, to Pakistani people in particular and rest of the world in general. Most part of the paper pertains to oral history as a large amount of information has been gathered from interviews with Langlands and people associated with him one way or the other. Few secondary sources such as books, reports and websites have also been consulted. [ABSTRACT FROM AUTHOR]

Current paper investigates the narratives of second year History students at the Universidade Federal do Rio Grande, in 2013, with regard to the discipline Theory and Methodology of History II. The issue proposed to students was: How would you construct a research work from a theoretical Marxist point? Students produced narratives and constructed material analyzed in current paper. Foregrounded on the points proposed by Historical Education to systematize a reflection on the analysis of students´ tactic ideas on their appropriation processes of theoretical reflection, we would approach the research work that intend to explain “the construction of History´s disciplinary code” (SCHMIDT, 2010, p. 251). Although our focus is different, it is very close. We lack research on the ways one understands History in higher courses that form future historians. From the methodology of Elliot Eisner (1998), we will employ the “qualitative investigation” that understands what students do and how their groups work with things taught through observations in the classroom and the materials produced. [ABSTRACT FROM AUTHOR]

IN RESPONSE TO THE INCREASING NEED for research ethics expertise in low- and middle-income countries (LMICs), the NIH's Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection. [ABSTRACT FROM AUTHOR]

This paper was prepared to address the issue of whether current levels of public expenditures on education are cost-effective in countries with widely differing average levels of education. Purpose The paper examines the role of education in economic growth from a theoretical and historic perspective, addresses why education has been the limiting factor determining growth, discusses why certain countries have provided education to the masses and others have not, provides estimates of the quantitative importance of the direct and the indirect effects of education on the economy, calculates the marginal national return on investment for 60 countries, and examines the implications of these results for government policy. Methodology The paper presents the results from other studies and estimates the marginal product of human capital and of physical capital and the relative importance of post-secondary education in 2005 using cross-country estimates of national income and the stocks of human capital and physical capital. The estimates of the stocks of human capital were developed from historic rates of public and private investment in schooling, the cost of capital during schooling, and students’ foregone earnings. Results The paper presents evidence that education has direct and indirect effects on national output. Educated workers raise national income directly because schooling raises their marginal productivity. They raise national income indirectly by increasing the marginal productivity of physical capital and of other workers. In highly educated countries the spillover effect on other workers is minimal, but in less-educated countries the spillover effect appears to be much larger. In all countries, the positive effect of rising human capital on the productivity of physical capital is required to offset the diminishing returns to investment in physical capital and make rising investment in physical capital financially viable in the growth process. The empirical results indicate that investment in schooling is subject to diminishing returns but that the marginal return at the national level is still considerable in highly educated countries, over 10% in 2005. In the least educated countries, the marginal return is much larger, in excess of 50%, but since most of this effect is indirect, its magnitude is not generally appreciated. Achievement of these returns requires public investment in education because the direct return to the educated individual is insufficient to overcome the high cost of private financing. The results also indicate that investment in post-secondary education does not provide any additional effect on national income beyond the effect of investment in education generally. The implication is that governments may allocate their limited funds to primary and secondary schooling of the poor without suffering a loss in GDP growth. Conclusions These very high macro-marginal returns to education make it possible for poor countries to grow very rapidly if they make a major public commitment to raising the average level of schooling of the masses. [ABSTRACT FROM PUBLISHER]

This paper tests the hypothesis that the cultural distance between migrants and natives impedes the provision of public goods. The Taiping Rebellion was a shock that caused groups without a history of shared governance to be relocated to the same region. We use a unique historical dataset of surnames in the Lower Yangzi of China to construct a measure of the cultural distance between migrants and natives (MNCD). We find that a one-standard-deviation increase in the MNCD is associated with a decrease of over 0.19 public primary schools per 10,000 persons in the early twentieth century. The results survive various robustness checks and an instrumental variable analysis that exploits the pre-existing cultural distances between the native and the nearby population. Evidence from the timing of when the MNCD takes effect suggests that the primary mechanism runs from migrant-native cultural distance through quality of collective decision-making to modern primary education. [ABSTRACT FROM AUTHOR]

A traditional education system, based on the Confucian classics, was a pillar of imperial China's social structure for centuries, preparing elites for a series of highly competitive exams conferring gentry status and civil service positions. Reformers in late imperial China called for the modernization of educational institutions, seeing in Western education the skills necessary to develop China's economy. In the late 19th century, the traditional education system was joined by a “modern”, Western track, which offered teaching in science, math, social science, law, and engineering. In this paper, early 20th century employee records from the Tianjin-Pukou Railroad are analyzed to identify differences in labor market outcomes associated with study in the traditional and modern educational systems. The employee records reveal that modern and traditional education were both associated with wage premiums, but that these were significantly larger for individuals trained at high levels in the modern system, especially those trained in engineering. Individuals trained in the traditional system worked disproportionately in the clerical department of the railroad, while those with modern education were more often in managerial and technical roles. Qualitative and quantitative evidence suggests that these results are not driven by sorting into educational institutions according to ability. These findings indicate that beyond years of schooling, the content of schooling can play an important role in the process of economic development. [ABSTRACT FROM AUTHOR]

The following paper intends to discuss and present some image research techniques for historians and as well to present to history teachers some ways and mechanisms to handle images within classroom in order to motivate and improve students' learning. Thus, some History theories source analysis along with several examples are going to be displayed in order to help History researchers as well as teachers in their practice. [ABSTRACT FROM AUTHOR]

Innovation has become a very popular concept over the twentieth century. However, few have stopped to study the origins of the category and to critically examine the studies produced on innovation. This paper conducts such an analysis on one type of innovation, namely technological innovation. The study of technological innovation is over one hundred years old. From the early 1900s onward, anthropologists, sociologists, historians, and economists began theorizing about technological innovation, each from his own respective disciplinary framework. However, in the last forty years an economic and 'dominant' understanding of technological innovation has developed: technological innovation defined as commercialized invention. This paper documents the origins of this representation and the tradition of research to which it gave rise: 'innovation studies.' More specifically, it analyzes what distinguishes this tradition from that concerned with technological change as the use of inventions in industrial production, and looks at why such a tradition originated in Europe. [ABSTRACT FROM AUTHOR]

This study examines the long-run effect of the 1981–1993 Punjab insurgency on the educational attainment of adults who were ages 6–16 at the time, using the 2005 India Human Development Survey. We find a substantial and statistically significant negative effect of terrorism on female educational attainment through a triple differences specification. We find that our main effects are robust to two separate placebo tests, fertility checks, selection bias and migration checks, caste fixed effects and alternative ways of measuring conflict. Additionally, we carry out a unique parallel short-term analysis of the effect of conflict on education for boys and girls. This analysis makes use of micro-level expenditure data from a farmer-level data set and sheds light on household investments during the insurgency. Results from this analysis are consistent with the long-term effects found in the first part of the paper. [ABSTRACT FROM AUTHOR]

The phrase neisheng waiwang [...] (a sage in the inner sphere, a king in the outer sphere) appears in the pre-Qin Daoist classic Zhuangzi. The term emerged as a panegyric in the Northern Song Dynasty, beginning with the Confucian philosopher Cheng Hao [...], who used it to comment on the accomplishments of his fellow philosopher Shao Yong [...] during their first meeting. This anecdote captured the attention of the literati, and soon the phrase became an exaggerated form of flattery in their circles. With the help of Confucian scholar-officials in the early Qing Dynasty, it became a term used exclusively for the emperor, especially the Manchu rulers Kangxi [...] and Qianlong [...], who strove to live up to the image of the sage-king without losing their tyrannical grip on their governance. This moralization of absolute power was a great political triumph for Confucian philosophers; ironically, it was to their detriment, for why would a world with a sage ruler need moral idealists, whose traditional role in the political arena had always been to counteract power with morality? Consequently, philosophy in the mid-Qing period lost its vitality and yielded its place to such studies as evidential research. A revival of the dictum in Confucian philosophical discourse occurred with the rise of the New Confucian Movement in modern times. Xiong Shili [...], its most influential founder, proclaimed that the Way of Confucius was precisely neisheng waiwang, and based on this premise, presented a distorted interpretation of the Confucian classics and their exegetical tradition. Despite the fact that Xiong’s opinionated views were rejected by many, he is nevertheless revered as an original thinker among New Confucian scholars, and his assertion that neisheng waiwang is a Confucian dictum is widely shared and given various interpretative extensions. In this way, the introduction of this term into Confucian studies had deleterious results for our understanding of Confucianism. It is against this background that this paper offers an analysis of the thrust of the ideas in Yu Ying-shih 􂃔􅑬􃞽’s study of Song Neo- Confucianism. Like Xiong Shili, Yu is strategically-minded. He unquestioningly accepts Xiong’s disputable assertion that neisheng waiwang was a Confucian dictum. But instead of using this assertion, as Xiong did, to blame Neo-Confucian philosophers for what they did not accomplish, he turns on New Confucian scholars, accusing them of lopsided scholarship. In Yu’s view, these scholars are preoccupied with Neo- Confucian thought, which belongs to the inner sphere, and overlook the fact that Confucians in history were always concerned with politics. The assumption that neisheng waiwang is a Confucian dictum turns out to be unfounded. Taking this false assumption as a premise, logically speaking nothing follows. Yu has drawn a variety of conclusions from this premise, but they amount to simply another distortion of Neo-Confucianism. The discussion in this paper focuses on two issues: the supposedly different status of lixue [...] and ruxue [...], and Yu’s new interpretation of daotong [...] and daoxue [...]. These demonstrate the extent to which basic Confucian ideas and the meaning of passages from texts and commentaries can be twisted to fit a particular theory. [ABSTRACT FROM AUTHOR]

This paper discusses the issues and challenges involved in the teaching of religious knowledge in Singapore schools, where it is taught in a historical, descriptive and non-evaluative fashion, adopting the phenomenological approach. The government in Singapore hopes that the teaching of religious knowledge will help to inculcate moral values and promote religious harmony in the students. This paper points out the problems associated with the phenomenological approach to the teaching of religious knowledge in Singapore schools. It argues that such an approach may not be effective in helping the government achieve its educational objectives. The discussion adds to the existing literature on the concerns and problems faced by governments in plural societies in their attempts to teach religious knowledge in schools. [ABSTRACT FROM AUTHOR]

Entrepreneurship education is considered one of the key instruments that increases the entrepreneurial attitudes of potential entrepreneurs. The Malaysian government has made tremendous efforts in promoting entrepreneurship education by improving the current policy on entrepreneurship education, providing various entrepreneurship programs to increase the number of young entrepreneurs, and highlighting the need to empower entrepreneurship education among graduates of Higher Education Institutes (HEIs). However, despite the policies implemented by the Malaysian government, studies done on the effectiveness of policy implementation are still lacking. This paper therefore aims to examine the achievements of the Strategic Plan on Entrepreneurship Development in Higher Education (2013-2015) on promoting entrepreneurial education in Malaysian HEIs. The achievements were measured through Key Performance Indicators that were developed by the Ministry of Education. A set of questionnaires has been adapted and modified from the list of Key Performance Indicators. The questionnaire consists of 6 sections that represent the six thrusts in the Strategic Plan on Entrepreneurship Development in Higher Education (2013-2015). 20 set of questionnaires were distributed to the respondents from the Entrepreneurship Centers in 20 public Malaysian HEIs via emails. Completed data was collected from 10 respondents who represent 10 public HEIs in Malaysia. Some data was also retrieved from the Ministry of Education's database to provide a thorough analysis of the key performance indicators (KPIs). Findings of this study noted that four out of six thrusts, including the first thrust, which is to empower the Entrepreneurship Center in every HEI, the second thrust, which is to provide holistic and well-planned entrepreneurial education and programs, the fourth thrust, which is to enhance the competency of HEIs' entrepreneurship trainers and facilitators, and the sixth thrust, which is to increase the effect of the implementation of HEIs' entrepreneurial education and development, have been successfully achieved. Meanwhile, the other two thrusts that include the third thrust, which is to empower entrepreneurial development programs, and the fifth thrust, which is to provide a conducive environment and ecosystem for entrepreneurship development, have failed to be achieved. Overall, it has been shown that the efforts taken by the Malaysian government in promoting entrepreneurship education among HEI graduates still require some improvement. Therefore, it is important for the Ministry of Education and Higher Education Institutions (HEIs) to join hands in making sure that the current policies and programs as well as the curriculum and content on entrepreneurship are improved. [ABSTRACT FROM AUTHOR]

High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health and education policy contexts. There has been little analysis of the factors influencing the form and status of CM education in different regions. Such a task is important for understanding how CM is evolving internationally and predicting future workforce characteristics. This paper compares the status of CM education in Australia and Hong Kong across a range of dimensions: historical and current positions in the national higher education system, regulatory context and relationship to the health system, and public and professional legitimacy. The analysis highlights the different ways in which CM education is developing in these settings, with Hong Kong providing somewhat greater access to clinical training opportunities for CM students. However, common trends and challenges shape CM education in both regions, including marginalisation from mainstream health professions, a small but established presence in universities, and an emphasis on biomedical research. Three factors stand out as significant for the evolution of CM education in Australia and Hong Kong and may have international implications: continuing biomedical dominance, increased competition between universities, and strengthened links with mainland China. [ABSTRACT FROM AUTHOR]

Rightfully regarded as the father of German neurosurgery, Fedor Krause made a major contribution not only in world neurosurgery, but also in medicine. The aim of this paper is to highlight once more the significance and importance of Fedor Krause's work and exceptional human quality. [ABSTRACT FROM AUTHOR]

This paper seeks to place Henry E. Sigerist within a generation of American scientists who saw science as an intellectual bulwark against burgeoning fascism and nationalism. It responds to a recent critique of scientific positivism and the medical reform ethos of the 1930s and 1940s. Critics argue that faith in scientific medicine led health activists to choose medical care, guaranteed by insurance, rather than social reform. The paper focuses on the place Sigerist assigned to science in medicine and argues that his embrance of scientific medicine must be qualified by his historical perspective. Sigerist's singular contribution to the dialogue of medical reform came from his projection of an educational prototype that he believed might reconcile science with the imperatives of an industrial society. While embodying much of the spirit of reformers of the 1930s and 1940s, Sigerist also foreshadowed our own. [ABSTRACT FROM AUTHOR]

Current paper analyzes the textbook called Pequena História da Educação by Sisters Francisca Peeters and Augusta de Cooman (1936), which was widely used in Training Colleges in Brazil. The concept of History, Education and Childhood in the textbook are discussed. [ABSTRACT FROM AUTHOR]

The topic which deals with this paper is the construction of subjectivities through a dialogic reason in the elaboration of public policies by Chile, in the field of interculturality and the expression that it has in the teaching of history, specifically on basic education in the areas of high concentration of students from Aymará ethnic groups. Methodologically a structural analysis is applied in order to give an account of the perceptions of the main actors in a school, and thus investigate the inconsistency that can be generated with the International Labor Organization (ILO) Convention N°169. [ABSTRACT FROM AUTHOR]

This paper aims to identify the main factors hindering the achievement of universal primary education (Millennium Development Goal 2) for children in Rural Bangladesh using a large household survey data. It empirically examine factors affecting the grade-transition and the labor force participation of children aged 7-14 years in rural Bangladesh using the Multiple Indicator Cluster Survey (MICS) 3 2005-2006 data. It addresses following important questions: (i) effects of family background and resources and child-specific characteristics on the grade-transition and child labor and (ii) whether these effects vary across grade levels. It uses the bivariate probit model to jointly estimate the grade-transition and the labor force participation equations. Results show that parental education has a significant positive effect on the grade-transition and a significant negative effect on the labor force participation. Children of more educated parents are more likely to transit to the next grade and just study and are less likely to participate in the labor force, combine study and work, and just work. It also finds that the positive effect of mother's education on the probability of gradetransition and just study is larger on children in higher grades. On the other hand, it has a greater negative effect on the probability of just work on children in higher grades. Overall results show that father's education has greater effect on the grade-transition in lower grades, while mother's education has greater effect on the grade-transition in higher grades. Results suggest that birth-order has larger effect on the grade-transition and the labor force participation of children in lower grades. First-born children in lower grades are less likely to transit to the next grade and just study. On the other hand, they are more likely to participate in the labor force, combine study and work, and just work. Similarly, results show that children who experienced interruptions in schooling in lower grades are more likely to participate in the labor force and combine study and work, and are less likely to just study compared to children who experienced interruptions in schooling in higher grades. Results suggest that low parental education level and significant resource constraints both in terms of wealth and time are main obstacles in achieving the goal of universal primary education for children. Many children lack adequate learning environment at home, in part due to low parental educational attainment. There is an urgent need to focus on increasing the capacity, financial and non-financial, of rural households. Conditional cash transfers, micro-finance programs, interest-free educational loans, and scholarships, particularly targeted towards poorer households and female students, will enhance educational investments and reduce child labor. [ABSTRACT FROM AUTHOR]

Throughout the 19th century, in the context of setting up the new republican order, the humanization of physical punishments was promoted. As part of a cultural climate affected by the individualization of the body, modern educational trends questioned the excessive punishment of children. This paper discusses the reviews of such disciplinary practices in Buenos Aires elementary schools and its countryside, with the aim of reflecting on how this "civilized awareness" process struggled for a punishment economy to design--at the end of the century--a new ethical code of honor and virtue based on self-discipline as the kind of behavior that should be adopted by future citizens of the republic. [ABSTRACT FROM AUTHOR]

An analysis of Max Weber's The Protestant Ethic and the Spirit of Capitalism reveals that the word "culture" is explicitly mentioned at least 43 times depending on the edition and translation. Culture is relevant as the foundation of the argumentative structure since it allows for the differentiation of human groups and their peculiar characteristics. From a cosmopolitan point of view, Weber's question is still pertinent given the advances of global thinking, its recent dissemination, and its acceptance within academic circles. With cosmopolitanism as its main guide, this paper analyses the use of the word "culture: in the book in order to inspire a debate on how to define a cosmopolitan ethos. While there is a persistent inquiry onto the applicable ethical-political mechanisms, the cosmopolitan literature converges towards education as an answer to the problem of culture in a globalized world. [ABSTRACT FROM AUTHOR]

The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of 'history' and 'history education' vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the opposition between 'knowledge' and 'skill', an opposition that has had considerable currency in recent curriculum reform processes in England which have emphasised 'core knowledge' (DfE, 2013). Drawing on examples of classroom practice (Chapman, 2003; Woodcock, 2005; Buxton, 2003) and on systematic research and theorizing (Shemilt, 1983; Lee and Shemilt, 2009) this paper aims to destabilize such binary talk and to explore the ways in which 'first order' knowledge and understanding about the past and 'second order' or metahistorical knowledge and understanding of how the discipline of history works are both logically inter-related and inseparable in practical terms. The notion of historical 'enquiry' (Counsell, 2011) is explored as a pedagogic tool for the simultaneous development of these inter-related dimensions of historical thinking. [ABSTRACT FROM AUTHOR]

The aim of this paper is to disclose part of the results of History's Field Institutional Program of Scholarship in Teaching Initiation (PIBID). The Project is being developed in four public schools from Regional Education Nucleo of Ivaiporã/PR, a town that has an State University of Maringá (UEM) campus. The study is another effort to analyze Pibid's contribution in formation of History grade's undergraduates, also brings the possibility to comprehend theoretical, politics and ideological grounding that is underlying in the legislation and in programmatic subjects in schools curriculum. [ABSTRACT FROM AUTHOR]

On this work we will review some of the first revealed strategies by the Pewenche groups of Alto Bío Bío to adapt to the reductional situation, characterized for the asymmetric relation between this groups with the Chilean major society, becoming an ethnic group or native group (indigenous community). In this paper it will be characterized and exhibited both intragroup and extragroup interaction levels. [ABSTRACT FROM AUTHOR]

This paper investigates the Public Relations Institute of Australia's introduction in 1991 of a national accreditation programme for university courses. Drawing on an analysis of previously unstudied industry archives, it identifies four themes significant for industry perspectives of education: public relations knowledge; industry expectations and experience; public relations curricula; and academic legitimacy. While university education was perceived by institute members to demonstrate the professional standing of public relations, the findings reveal divergent understandings of its role and content and identify considerable resistance to the institutionalisation of public relations knowledge. At the same time, the expansion and marketisation of higher education led to the introduction of new, vocational courses such as public relations. The significance of this study is it offers new insights into the development of Australian public relations education and the role of the professional association. [ABSTRACT FROM AUTHOR]

The research context that this article seeks to show the different models of college, from the evolution and development of universities and their management in Latin America, particularly in Chile, and how they affect the development of societies, both past and contemporary, highlighting some similar and different characteristics that they have. It should be noted that the Chilean model of education has been considered to have a great impact on some countries in Latin America, especially in Colombia. Moreover, the general objective of this research was the reflection on the reforms of higher education in Latin America and the impact these reforms have had in recent years in Chile, which seem to have created a high dissatisfaction in the social context, due to the excessive commercialization of educational services. For the development of this paper an extensive review of the literature, which accounts for the phenomenon to be investigated is made and semi-structured interviews were carried out to experts in the field, which helped to understand what authors explain in the literature concerning models and educational reforms in Latin America and the current situation of education in Chile, thereby achieving a clear vision of the reality of the problem. [ABSTRACT FROM AUTHOR]

The Jinshi Academy 進士館 was founded specially to re-educate the emperor's elite students 天子門生—holders of the highest imperial degree granted through palace examination—in law and politics. Searching for a quick way to implement the New Reform, the late Qing government required the new jinshi to enroll in the Jinshi Academy. This paper reveals that the government had generously invested in the establishment of this academy; that the school had elaborately-formulated regulations; and that its teachers were well-qualified. Moreover, not only were the newly-admitted jinshi not required to pay any fees, they were also entitled to receive considerable stipends. The jinshi, however, were not willing to attend the academy. They were interested in their own political careers and not government efficiency or politics in general, while the Manchu rulers were concerned with political stability, the implementation of the New Reform, and the continuation of governance. This shows how divergent the jinshi idea of “developing the wisdom of government officials” 開官智 was from the late Qing government's. These differences between the government and its officials had an extraordinarily negative effect on the operation of the Jinshi Academy. The late Qing government spared no effort to set up the academy, yet the Manchus never obtained satisfactory results. It should be pointed out that the Jinshi Academy symbolizes an essential transformation of the education of the emperor's elite students, namely, from the Shuchang Academy 庶常館 system focusing on Confucian classics and historiography, to the Jinshi Academy system in which modern legal and political knowledge was highly emphasized. In addition, the Jinshi Academy initiated systematic legal education in modern China. The re-education experiences in the Jinshi Academy provided these traditional cultural elites with a rare opportunity during the social transformation to modern China. [ABSTRACT FROM AUTHOR]

In this paper, we will analyze the level of conflict of teachers in the eighties in Argentina. We will do so through the study of the teacher union of the province of Santa Fe and of the 1988 strike that had a major national impact. This protest took different names, such as "Maestrazo", "White Demonstration" or "White Strike", but they all referred to the same scenario: mass mobilization encouraged by teachers and their union representatives in a troubled political, economic and cultural context at national level. [ABSTRACT FROM AUTHOR]

This paper discusses a research on the incidence of forgetfulness of teachers in the subject image and the configuration of society. Oblivion is a constant in human societies and it appears to be stronger in societies, such as Colombia, that have failed to grow, to set the ground as a project due to the political haste, the weakness memory and the inordinate capacity to forget. Little by little, an essential question encircled the research horizon: if people forget, if teachers forget how to teach: what are these oversights, and what do they consist of? [ABSTRACT FROM AUTHOR]

Transportation networks often go through life cycles as they develop, become mature, and on occasion fade away and are supplanted by newer transportation modes. The state of Ohio's first transportation network was based on canals. The life cycle of the Ohio and Erie Canal and the early economic development of Ohio were closely linked. The rise and fall of Ohio's canal system offer valuable lessons about the political and economic difficulties of embarking on vast infrastructure projects, as well as the benefits of doing so. Considerable engineering challenges had to be overcome to build the canal system. The canal system also required considerable maintenance and upkeep, and those costs played a large part in the system's eventual demise. The growth of the state economy and the rise of some of the largest cities in Ohio were direct results of the canal system. Although the canals were superseded by the railroads, in a sense they made the railroads possible. This paper reviews the engineering, economic, and political considerations that influenced the development and the eventual abandonment of the canal system. [ABSTRACT FROM AUTHOR]

Females have become less of a rarity in civil engineering faculty over the past twenty years, but the numbers remain relatively low. This article presents a brief history of females in the profession and discusses some of the issues affecting them, particularly those in academia. The objective is to examine the state of gender distribution in civil engineering academia and perceptions of personal and professional issues. In order to accomplish this, a survey was composed and distributed to female faculty from universities listed by ASCE as having accredited civil engineering programs. These data include demographics, status of mentoring, views on job satisfaction, and feelings of inclusion in a male-dominated arena. As females advance in academia, it is theorized that the numbers of female students will also increase, thus strengthening the engineering profession. This paper is a summary of the first part of the survey. [ABSTRACT FROM AUTHOR]

This paper presents an interpretation of twentieth-century pedagogical thought in Spain attending vitalist and synthetic perspectives. We propose an explanation of the changes in the theoretical knowledge of education that have led to the current situation. The research was conducted by studying some of the greatest exponents of General Pedagogy in Spain: Ramon Ruiz Amado, Rufino Blanco, Juan Zaragüeta, Juan Roura-Parella, Víctor García Hoz, Juan Tusquets and Alejandro Sanvisens. We expose and discuss their ideas, suggestions and influences and their place in the history of Spanish pedagogy is presented outlining two major trends: vitalist and synthetic. Results exposed as a set of convergences between the two schools of thought that we have studied, constituting a line of historical continuity. At the same time, this study shows how the tradition in this disciplinary ambit has been interrupted, and identifies significant divergences between general Pedagogy and some postmodern drifts in Educational Theory. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between national identity and government higher education policy in South Africa from 1994 to 2012. The relationship between college enrollment in South Africa and race is discussed. An overview of the South African governing party the African National Congress' (ANC's) education policies, including the Reconstruction and Development Programme (RDP) White Paper (WP), is discussed. An overview of former South African Vice President Thabo Mbeki, including a 1996 speech delivered by him on the ethnic diversity that comprises South Africa's national characteristics, is also discussed.

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

Although much overlooked by both sociologists and educators, Emile Durkheim's The Evolution of Educational Thought ( EET; lectures from 1904-1905) not only provides extended insight into the developmental flows and disjunctures of Western education and scholarship from the classical Greek era to Durkheim's own time but also indicates the fundamentally sociological nature of these transformations. As well, and in contrast to the more heavily structuralist, Cartesian rationalist approach that Durkheim adopts in his earlier, better known works (especially The Division of Labor in Society, Rules of the Sociological Method, and Suicide), Durkheim's EET may be better characterized as a historically informed, sociological pragmatist approach to the study of education as a humanly engaged process. Given the extended amount of material covered in EET and the necessity of establishing in some detail Durkheim's position on the development of educational thought over the preceding 2000 years, it has been necessary to divide this material into smaller packages for the purpose of presentation. In the first six chapters of EET Durkheim addresses (a) the Greek and Latin foundations of educational thought in France, (b) the role that the early Christian church assumed in shaping and preserving education and scholarship, and (c) the nature and emphasis of the Carolingian Renaissance (8 and 9 centuries), along with its relevance for the development of universities in Europe. Following (1) an introduction to Durkheim's EET, (2) a synopsis of the first six chapters of EET, and (3) a highly compacted overview of the remaining 21 chapters of this volume, this paper concludes with (4) a commentary on the necessity of attending to the historical development of Western social thought for a sociological analysis of knowing and acting. An epilogue briefly considers (5) some ways that sociologists, classicists, and other students of the human condition may contribute to this exceptionally consequential venture [ABSTRACT FROM AUTHOR]

In the Modernity there was formed an idea of the body centred on the regulation of the life of the population (bios) and on the "disciplinamiento" of the body of the individuals (biopoder). In the beginning of the 20th century in Argentine, in the context of the "social question", one appealed to the representations concerning the idea of the social body and of the body of the individuals. To the body of the Nation he imagined it under the notions of disease and health, integration and exclusion. Since then, the metaphors of the social body have not stopped being present in the rhetoric of the national discourse in different contexts. This paper study the diffusion and intervention of the medical speech (hygienist and eugenista) in the school institution by the intention of acting on the body of the small students to the effects of moralizing his behaviors and of guaranteeing an integral formation that was preserving his physical and intellectual health while they were estimated as the civil futures of the republic. [ABSTRACT FROM AUTHOR]

The aim of my paper is to make a balance in the rural school historiography in Mexico, and through it, dialogue with those made in other Latin American countries. Instead of trying to have a joint vision of rural educational development in Latin America through a supposed progress, what really interests is to go beyond national barriers with the purpose of generating a debate about the heterogeneity of different local realities and theoretical-methodological perspectives. [ABSTRACT FROM AUTHOR]

This paper aims to put forward a historical approach to research on the history of teaching, theoretically concerning the two genetic aspects developed by Norbert Elias in his research about civilizing processes --sociogenesis and psychogenesis. The analysis proposed for the schooling process includes a study on long-term changes in individuals' behavior (psychogenesis) referred to students and teachers, and changes in social settings (sociogenesis), especially in the family and the school. This study makes part of a broader research on the schooling process in Minas Gerais (Brazil) in the 19th and 20th centuries focusing on elementary school teaching. [ABSTRACT FROM AUTHOR]

India fell further behind the UK in terms of GDP per capita and overall labour productivity between the 1870s and the 1970s, but has been catching-up since. This paper offers a sectoral analysis of these trends. Comparative India/UK labour productivity in agriculture has declined continuously, and agriculture still accounts for around two-thirds of employment in India. Agriculture thus played a key role in India's falling behind and has subsequently slowed down the process of catching up. Although there have been substantial fluctuations in comparative India/UK labour productivity in industry, this sector has exhibited no long run trend. The only sector to exhibit an upward trend in comparative India/UK labour productivity is services. India's recent emergence as a dynamic service-led economy thus appears to have long historical roots. Although India has been characterised by relatively low levels of physical and human capital formation overall, its education provision has historically been unusually skewed towards secondary and tertiary levels. This has provided a limited supply of high productivity workers who have been employed predominantly in services. [ABSTRACT FROM AUTHOR]

This paper provides a review of the history of operations research pedagogy and the progress the discipline has made in improving the quality of education it provides college students since its recognized inception during World War II. Recent and current trends are examined and ongoing activities and initiatives in operations research pedagogy are discussed. Finally, implications for the future of operations research are considered. [ABSTRACT FROM AUTHOR]

The notion of equivalence relation is arguably one of the most fundamental ideas of mathematics. Accordingly, it plays an important role in teaching mathematics at all levels, whether explicitly or implicitly. Our success in introducing this notion for its own sake or as a means to teach other mathematical concepts, however, depends largely on our own conceptions of it. This paper considers various conceptions of equivalence, in history, in mathematics today, and in mathematics education. It reveals critical differences in the notion of equivalence at different points in history and a meaning for equivalence proposed by mathematicians and mathematics educators that is at variance with the ways that learners may think. These differences call into question the most popular view of the subject: that the mathematical notion of equivalence relation is the result of spelling out our experience of equivalence. Moreover, the findings of this study suggest that the standard definition of an equivalence relation is ill-chosen from a pedagogical point of view but well-crafted from a mathematical point of view. [ABSTRACT FROM AUTHOR]

The historical study of the different procedural systems is a pending task in our legal field. Additionally, it is difficult to find academic texts that develop a global revision and a historical reconstruction of the essential characteristics of the main procedural criminal systems in our time, more precisely, of systems that would allow us to comprehend our existing system and its evolution. This paper's intention is to locate such characteristics and examine said evolution in the context of the new Accusatory System and its Criminal Procedure. In order to do so this study will verify which characteristics and institutions still remain, and which have been transformed or removed from the Colombian criminal procedural system. All this information has been compiled in order to undertake a historical evaluation of our systems of Criminal Procedure. [ABSTRACT FROM AUTHOR]