Book Description
OECD's 2001 review of Latvia's education policies and programmes.
Author : OECD
Publisher : OECD Publishing
Page : 178 pages
File Size : 48,63 MB
Release : 2001-06-11
Category :
ISBN : 9264192476
OECD's 2001 review of Latvia's education policies and programmes.
Author : OECD
Publisher : OECD Publishing
Page : 292 pages
File Size : 35,76 MB
Release : 2016-05-19
Category :
ISBN : 926425062X
How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains?
Author : OECD
Publisher : OECD Publishing
Page : 206 pages
File Size : 39,34 MB
Release : 2001-06-11
Category :
ISBN : 9264189963
OECD's 2001 review of Estonia's education system.
Author : OECD
Publisher : OECD Publishing
Page : 181 pages
File Size : 29,3 MB
Release : 2004-01-30
Category :
ISBN : 9264105174
This book gives an overview of the Bulgarian education system and describes its development since its development over the past decade.
Author : OECD
Publisher : OECD Publishing
Page : 348 pages
File Size : 40,57 MB
Release : 2018-06-11
Category :
ISBN : 9264301526
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 ...
Author : OECD
Publisher : OECD Publishing
Page : 136 pages
File Size : 25,49 MB
Release : 2002-11-04
Category :
ISBN : 9264199314
Reviews the latest international experience on ways to improve access to quality early childhood education and care; achieve both high-level and equitable performance in reading literacy; ways to overcome teacher shortages; and redefining the concept of human capital.
Author : Arniika Kuusisto
Publisher : Routledge
Page : 565 pages
File Size : 10,99 MB
Release : 2022-05-29
Category : Education
ISBN : 1000575322
Understanding the place of religion in Early Childhood Education and Care is of critical importance for the development of cultural literacy and plays a key role in societal coherence and inclusion. This international handbook provides a comprehensive overview of the place of religion in the societal educational arenas of the very youngest children across the globe. Drawing together contributions from leading international experts across disciplinary backgrounds, it offers a critical view of how to approach the complexities around the place of religion in Early Childhood Education and Care. Through its four parts, the book examines the theoretical, methodological, policy and practice perspectives and explores the complex intersections of transmission of "cultural heritage" and "national values" with the diverse, changing societal contexts. Each chapter contributes to an increased understanding of how the place of religion in Early Childhood Education and Care can be understood across continents, countries and educational systems. The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care is an essential resource for academics, researchers, students and practitioners working in Early Childhood Education, Sociology of Childhood, Religious Education and other related fields
Author : Leoncio Vega
Publisher : Springer
Page : 280 pages
File Size : 29,34 MB
Release : 2014-09-24
Category : Education
ISBN : 9462097313
Empires, Post-Coloniality and Interculturality: The New Challenges for Comparative Education, presents some outcomes of the 25th Conference of the Comparative Education Society in Europe (CESE), held in Salamanca, in June 2012. The central aim proposed for the debates of the Conference revolves around an intellectual effort to re-think and re-direct the scientific discipline of Comparative Education based on the broad cultural trends that influence the internationalization and/or globalization of education. Reconsidering and/or re-thinking our discipline involves studying the influence exerted on it by three major international forces. First, empires, not so much in terms of discipline or governance but more related to cultural, technological and knowledge perspectives. This area addresses both historical process and contemporary circumstances and is expressed through networks, research programs, academic reform in universities supported by criteria of governance and efficiency, transnational mobility, and linguistic monopolies. Second, it is necessary to re-think the influence of post-colonialism in educational models and models of citizens’ education not only from the perspective of their impact on the curricular reorganization of education systems but also of their educational and sociocultural expression. Both forms were acclaimed both in the 19th century and the 20th century within different international geographic contexts. The third component of the discourse triangle is the reconsideration (not only historical) of the impact of migratory fluxes, or better said, of “cultural migrations”, and their relationship with the reordering of curricular and educational processes in both education systems and in the social framework. Education is now in a transition from “monoculture” to multiple cultures in the classroom. This publication is structured along four themes that illustrate the academic contributions to the Conference. The themes are as follows: I. From Empires, History and Memory: Comparative Studies of Education, II. Learning and Assessment Processes: an International Perspective, III. Transnational Education and Colonial Approach, IV. International Education: Comparative Dimensions.
Author :
Publisher :
Page : 748 pages
File Size : 38,36 MB
Release : 2001
Category : Education
ISBN :
Author : Iveta Silova
Publisher : IAP
Page : 256 pages
File Size : 26,55 MB
Release : 2006-03-01
Category : Education
ISBN : 1607527774
Rarely do we find books in educational research that are both thick in context and rich in theory. Usually books emphasize one over the other. Authors that engage in thick descriptions tend to fall short of explaining what larger theoretical issue their case stands for. Vice versa, authors who make a case for a particular theory do not always describe their case in sufficient detail. From Sites to Occupation to Symbols of Multiculturalism is a remarkable exception. The book is a major break-through in case study methodology, multiculturalism and policy borrowing/lending research. The book investigates a puzzle: how is it that one and the same system, the system of separate schooling for Latvian and Russian speakers, is seen as a site of occupation during one period (1987-1990) and as a symbol of multiculturalism in the next (1991-1999)? The system has stayed in place, but the meaning attached to it has been completely inverted. Is cultural change without structural change possible? Does it mean that the dual school system has become anachronistic, and will eventually disappear in light of the cultural changes of the past decade? The book is the story of a great metamorphosis of one and the same system of separate schooling that, at first unbelievable, gradually makes sense.