The Central Council for Education, Organized Business, and the Politics of Educational Policy-Making in JapanChūkyōshin to kyōiku kaikaku: zaikai no kyōiku yōkyū to chūkyōshin tōshin (Central Council for Education and the Reform of Education: Policy Demands of Organized Business and the Reports of the Central Council for Education). Yokohama kokuritsu daigaku gendai kyōiku kenkyūsho-hen (Yokohama National University Institute for Contemporary Education)

1975 ◽  
Vol 19 (2) ◽  
pp. 296-311
Author(s):  
Yung H. Park
2019 ◽  
Vol 10 (3) ◽  
pp. 83
Author(s):  
Khalaf Al Abri ◽  
Badriya Al-Haadi ◽  
Mohammed Lashin ◽  
Nisreen Salah El-Din

This study aimed to identify the reality of the practices of the Parliamentary Councils in making educational policy in the Sultanate of Oman from the point of view of the members of the Council of State and the Shura Council. It also focused on the mechanisms of parliamentary participation in educational policymaking, ending up with suggesting a number of proposals for the development of such practices. The sample of the study consisted of 42 members of the Oman Council. The descriptive approach was used as it suits the objectives and the nature of the study. To achieve the objectives of the study, a questionnaire was used, consisting of 68 items divided into three focuses of the study (practice, practice mechanisms and developmental proposals). The study found that there is a need for importance developing the practices of the Parliamentary Councils in making education policy in the Sultanate of Oman. It also reached to the conclusion that the members of the two Councils should be granted more powers to increase their contributions to education policy-making. The study recommended involving other society groups in making educational policy side by side with the role played by the Oman Council.


Author(s):  
Hugh Lauder

1991 was not an auspicious year for the development and implementation of education policy. The assumptions that have guided educational policy making in Aotearoa/New Zealand since 1988 remained. Namely, that education has performed badly, so badly it is in need of radical overhaul and that the risks associated with such a revolutionary strategy are worth it, even at the expense of alienating parents and educationists. Such radical surgery is intended, among other things, to address the urgent issues of reducing the fiscal debt and of setting in place a system of education which will provide for the future economic needs of Aotearoa/New Zealand. Precisely what the future needs of the economy will be with respect to educated labour is a matter of debate...


Author(s):  
Yuriy Makar

On December 22, 2017 the Ukrainian Diplomatic Service marked the 100thanniversary of its establishment and development. In dedication to such a momentous event, the Department of International Relations of Yuriy Fedkovych Chernivtsi National University has published a book of IR Dept’s ardent activity since its establishment. It includes information both in Ukrainian and English on the backbone of the collective and their versatile activities, achievements and prospects for the future. The author delves into retracing the course of the history of Ukrainian Diplomacy formation and development. The author highlights the roots of its formation, reconsidering a long way of its development that coincided with the formation of basic elements of Ukrainian statehood that came into existence as a result of the war of national liberation – the Ukrainian Central Rada (the Central Council of Ukraine). Later, the Ukrainian or so-called State the Hetmanate was under study. The Directorat (Directory) of Ukraine, being a provisional collegiate revolutionary state committee of the Ukrainian People’s Republic, was given a thorough study. Of particular interest for the research are diplomatic activities of the West Ukrainian People`s Republic. Noteworthy, the author emphasizes on the Ukrainian Socialist Soviet Republic’s foreign policy, forced by the Bolshevist Russia. A further important implication is both the challenges of the Ukrainian statehood establishing and Ukraine’s functioning as a state, first and foremost, stemmed from the immaturity and conscience-unawareness of the Ukrainian society, that, ultimately, has led to the fact, that throughout the twentieth century Ukraine as a statehood, being incorporated into the Soviet Union, could hardly be recognized as a sovereign state. Our research suggests that since the beginning of the Ukrainian Diplomacy establishment and its further evolution, it used to be unprecedentedly fabricated and forged. On a wider level, the research is devoted to centennial fight of Ukraine against Russian violence and aggression since the WWI, when in 1917 the Russian Bolsheviks, headed by Lenin, started real Russian war against Ukraine. Apropos, in the about-a-year-negotiation run, Ukraine, eventually, failed to become sovereign. Remarkably, Ukraine finally gained its independence just in late twentieth century. Nowadays, Russia still regards Ukraine as a part of its own strategic orbit,waging out a carrot-and-stick battle. Keywords: The Ukrainian People’s Republic, the State of Ukraine, the Hetmanate, the Direcorat (Directory) of Ukraine, the West Ukrainian People`s Republic, the Ukrainian Socialist Soviet Republic, Ukraine, the Bolshevist Russia, the Russian Federation, Ukrainian diplomacy


2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1


1977 ◽  
Vol 9 (2) ◽  
pp. 167-196 ◽  
Author(s):  
Fred S. Coombs ◽  
Richard L. Merritt

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