The public education program of the Canadian Patent Office (1971–1984)

1984 ◽  
Vol 6 (3) ◽  
pp. 119-125 ◽  
Author(s):  
P. Trépanier
Keyword(s):  
Public Education ◽  
Education Program ◽  
Patent Office ◽  
The Public

scholarly journals Philosophical Review on the Meaning of the Term “Four Pillars” of MPR RI

2019 ◽  
Vol 31 (1) ◽  
pp. 81
Author(s):  
Hastangka Hastangka ◽  
Armaidy Armawi ◽  
Kaelan Kaelan
Keyword(s):  
Public Education ◽  
Education Program ◽  
Philosophy Of Language ◽  
Public Discourse ◽  
Political Life ◽  
Political Elites ◽  
The Public ◽  
Unitary State ◽  
Unity In Diversity ◽  
The Republic

The use of the term “Four Pillars” by the People’s Consultative Assembly of the Republic of Indonesia (MPR RI) since the end of 2009 has generated numerous debates in Indonesian political life. The term of Four Pillars that consists of Pancasila, the 1945 Constitution, NKRI (Unitary State of the Republik of Indonesia), and Bhinneka Tunggal Ika (Unity in Diversity) is affected by the essence, meaning, and understanding of the four in their original meanings. This research aims to examine and analysis on the philosophical problem of Four Pillars terms in the context of philosophy of language especially in the context of contestation of meaning and the essence of Four Pillars term in public discourse and debate. The research was conducted in 2014 to 2018 through literature studies in Yogyakarta. The research fnds that the term of “four pillars” since it was produced by political elites through the public education program has degraded and legitimized the meaning of Pancasila, the 1945 Constitution, NKRI (Unitary State of the Republic of Indonesia), and Bhinneka Tunggal Ika (Unity in Diversity). Philosophically, the use of term of four pillars for public education to introduce national insight conducted by the People’s Consultative Assembly of the Republic of Indonesia has distorting of meaning and displacing of meaning of Pancasila, the 1945 Constitution, NKRI, and Bhinneka Tunggal Ika. The term of “four pillars” is also not yet known in this history or by the public.

Gaming and Simulation in Public Education

2021 ◽  
pp. 41-62
Author(s):  
Kevin Daniel Kupietz
Keyword(s):  
Public Education ◽  
Education Program ◽  
Training Programs ◽  
Not Given ◽  
Good Program ◽  
The Public ◽  
The Future

Public education is an important component of providing for the safety of individuals and communities. Although it is often not given the resources seen by response units, a good public education program can and does save lives. A good program empowers people to help themselves and their neighbors in times of need until help from professional responders can arrive. This chapter will examine the important role that gaming and simulation currently plays in teaching the public and will lay out ideas on how it can be used for better and more efficient training programs in the future.

scholarly journals Philosophical Review on the Meaning of the Term “Four Pillars” of MPR RI

2019 ◽  
Vol 31 (1) ◽  
pp. 81
Author(s):  
Hastangka Hastangka ◽  
Armaidy Armawi ◽  
Kaelan Kaelan
Keyword(s):  
Public Education ◽  
Education Program ◽  
Philosophy Of Language ◽  
Public Discourse ◽  
Political Life ◽  
Political Elites ◽  
The Public ◽  
Unitary State ◽  
Unity In Diversity ◽  
The Republic

The use of the term “Four Pillars” by the People’s Consultative Assembly of the Republic of Indonesia (MPR RI) since the end of 2009 has generated numerous debates in Indonesian political life. The term of Four Pillars that consists of Pancasila, the 1945 Constitution, NKRI (Unitary State of the Republik of Indonesia), and Bhinneka Tunggal Ika (Unity in Diversity) is affected by the essence, meaning, and understanding of the four in their original meanings. This research aims to examine and analysis on the philosophical problem of Four Pillars terms in the context of philosophy of language especially in the context of contestation of meaning and the essence of Four Pillars term in public discourse and debate. The research was conducted in 2014 to 2018 through literature studies in Yogyakarta. The research fnds that the term of “four pillars” since it was produced by political elites through the public education program has degraded and legitimized the meaning of Pancasila, the 1945 Constitution, NKRI (Unitary State of the Republic of Indonesia), and Bhinneka Tunggal Ika (Unity in Diversity). Philosophically, the use of term of four pillars for public education to introduce national insight conducted by the People’s Consultative Assembly of the Republic of Indonesia has distorting of meaning and displacing of meaning of Pancasila, the 1945 Constitution, NKRI, and Bhinneka Tunggal Ika. The term of “four pillars” is also not yet known in this history or by the public.

Provincial Governance of Education—The Western Cape Experience

2018 ◽  
Author(s):  
Cameron Robert ◽  
Brian Levy
Keyword(s):  
Public Education ◽  
Performance Management ◽  
Political Party ◽  
School Level ◽  
Western Cape ◽  
Education Department ◽  
Top Down ◽  
Public Education System ◽  
The Public ◽  
Public Bureaucracy

The focus of this chapter is the management and governance of education at provincial level—specifically on efforts to introduce performance management into education by the Western Cape Education Department (WCED), and their impact. Post-1994 the WCED inherited a bureaucracy that was well placed to manage the province’s large public education system. Subsequently, irrespective of which political party has been in power, the WCED consistently has sought to implement performance management. This chapter explores to what extent determined, top-down efforts, led by the public sector, can improve dismal educational performance. It concludes that the WCED is a relatively well-run public bureaucracy. However, efforts to strengthen the operation of the WCED’s bureaucracy have not translated into systematic improvements in schools in poorer areas. One possible implication is that efforts to strengthen hierarchy might usefully be complemented with additional effort to support more horizontal, peer-to-peer governance at the school level.

scholarly journals Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 38
Author(s):  
Michael Rozalski ◽  
Mitchell L. Yell ◽  
Jacob Warner
Keyword(s):  
Special Education ◽  
Public Education ◽  
Education Program ◽  
Individualized Education ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Substantive Content ◽  
State Education ◽  
Education Agency ◽  
Education Act

In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

scholarly journals Intergenerational Upward (Im)mobility and Political Support of Public Education Spending

2021 ◽  
Author(s):  
Debora Di Gioacchino ◽  
Laura Sabani ◽  
Stefano Usai
Keyword(s):  
Public Education ◽  
Political Support ◽  
Public Expenditures ◽  
Education Spending ◽  
The Public ◽  
Education Decisions ◽  
Low Education ◽  
Public Education Spending ◽  
Country Specific

AbstractThis paper provides a simple model of hierarchical education to study the political determination of public education spending and its allocation between different tiers of education. The model integrates private education decisions by allowing parents, who are differentiated according to income and human capital, to top up public expenditures with private transfers. We identify four groups of households with conflicting preferences over the the size of the public education budget and its allocation. In equilibrium, public education budget, private expenditures and expenditure allocation among different tiers of education, depend on which group of households is in power and on country-specific features such as income inequality and intergenerational persistence in education. By running a cluster analysis on 32 OECD countries, we seek to establish if distinctive ‘education regimes’, akin to those identified in the theoretical analysis, could be discerned. Our main finding is that a high intergenerational persistence in education might foster the establishment of education regimes in which the size and the allocation of the public budget among different tiers of education prevent a stable and significant increase of the population graduation rate, thus plunging the country in a ‘low education’ trap.

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