Encyclopaedia of Asian civilizations PDF Download
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Author: Louis Frédéric
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Louis Frédéric
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Hedley Beare
Publisher: Routledge
ISBN: 100053264X
Category : Education
Languages : en
Pages : 158
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Book Description
First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms advocated, often by people with scant comprehension of modern educational practices. Schools as institutions, schooling patterns, the curriculum and teachers themselves have come under heavy criticism, but it has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the framework which has determined their raison d’être for the past two hundred years. The authors argue that schools do not need fine tuning, or more of the same; rather some of the fundamental assumptions about schooling have to be revised. They argue that learning about the future must become very much a part of the present, and they set out in the book some of the thinking and several techniques which permit us to confront the future and make it a more friendly place. The book will be of interest to students, teachers and policymakers.
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ISBN: 9780646967776
Category :
Languages : en
Pages :
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Yindi Bahru is an old crocodile worried about losing his teeth. That is, until he and the plover birds discover the benefits of teamwork.
Author: Bruce Fuller
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 288
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Political actors within the modern state--in both the West and the Third World--argue that more schooling can provide remedies for a variety of economic and social ills. But what is the state's actual efficacy in sparking demands for, and constructing effective forms of, mass schooling? Is the state really an effective agent relative to educational demands originating from other institutions: competing economic interests, the family, and the school institution itself? Under what institutional conditions does school expansion spur economic growth and change? Since the 1960s, institutional and economic theorists have advanced responses to these important issues from three theoretical perspectives: functionalist human capital, class conflict, and world institution frameworks. This volume reviews historical work on these critical issues, conducted over the past two decades in the United States, Europe, and the Third World. Review chapters are complemented by reports of new findings--authored by a novel array of international economists, sociologists, and political analysts pulled together for this unusual initiative. Following a review chapter on the state's role in boosting mass schooling and economic change, Part 1 focuses on the historical origins of literacy and schooling. Part 2 reports original work on national economic effects of school expansion, drawing on experiences from both industrialized and developing economies. Part 3 turns to the issue of how central states attempt to craft the supply of, and manipulate popular demand for, schooling. Practical implications are discussed throughout. Top researchers have gathered an abundance of evidence, providing a rich reference volume for scholars and social policy makers alike.
Author: Robert Dreeben
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 258
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Author: Herbert H. Hyman
Publisher:
ISBN: 9780226365503
Category : Education
Languages : en
Pages : 314
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Author:
Publisher: OCDE
ISBN:
Category : Education
Languages : en
Pages : 626
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Author: Gilbert Fawcett Peaker
Publisher:
ISBN:
Category : Social Science
Languages : en
Pages : 72
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Author: United States
Publisher:
ISBN:
Category : Industrial priorities
Languages : en
Pages : 36
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Author: Ralph W. Harbison
Publisher: Oxford University Press, USA
ISBN:
Category : Education
Languages : en
Pages : 394
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Book Description
Education policy of developing nations is often viewed as a choice between equal access for all students and quality of schools. This work proposes that such a dichotomy may be artificial. The research shows that improving the quality of education could lead to efficiency gains, sometimes large enough to offset the costs of such innovations. Using data collected over seven years in rural northeast Brazil, this quantitative assessment of educational performance and school promotion in primary schools uniquely addresses important policy concerns facing developing countries.
