scholarly journals Adult education and school programs: The two co-funded ABC Educational TV Services

1992 ◽  
Vol 8 (1) ◽  
Author(s):  
Grahame Ramsay
Keyword(s):  
Adult Education ◽  
Federal Government ◽  
Government Funding ◽  
Traditional Role ◽  
Education Services ◽  
Educational Broadcasting ◽  
Present Solution ◽  
School Programs ◽  
The Future

<span>The traditional role of the ABC in supporting education has become more complicated under new funding arrangements to support programs for schools and to introduce adult education. Various options and directions for childrens' and adult education have been debated for some time in the ABC but the present solution incorporates some fascinating elements that had not been foreseen. It has been clear, since 1990, that there was a funding short-fall that would place the future of ABC school broadcasts at risk but the solution adopted is both novel and effective. This article considers how the two education services have come about in the ABC. It ponders how they have gained support in a period of reduced Federal government funding for the ABC when the future of educational broadcasting looked bleak. It also examines how some of the long debated issues, of the role of the ABC as a provider of national educational resources, have been resolved.</span>

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2017 ◽  
Vol 8 (4) ◽  
pp. 38-51
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Lessons Learned ◽  
Practical Application ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

Stimulating Special Education through Federal Legislation

1964 ◽  
Vol 31 (1) ◽  
pp. 1-4
Author(s):  
John E. Fogarty
Keyword(s):  
United States ◽  
Special Education ◽  
Federal Government ◽  
The United States ◽  
Educational Needs ◽  
Education For All ◽  
Federal Legislation ◽  
Handicapped Children ◽  
The Future

The future strength of the United States rests on the best possible education for all children. In 1963, Congress responded to the educational needs of handicapped children with the passage of significant legislation. As yet, Congress has not determined the role of the federal government in the education of the gifted. The author would welcome proposals for such participation from the profession.

scholarly journals Dispute settlement under the United Nations Convention On the Law of the Sea and Its Role in Oceans Governance

2021 ◽  
Author(s):  
◽  
Anshuman Chakraborty
Keyword(s):  
United Nations ◽  
Dispute Settlement ◽  
Law Of The Sea ◽  
Traditional Role ◽  
Actual Role ◽  
The Future ◽  
United Nations Convention ◽  
The Law ◽  
Dispute Settlement Mechanisms

<p>This thesis is about the dispute settlement provisions of the 1982 United Nations Convention on the Law of the Sea (LOSC or Convention), and the potential and actual role that they play in oceans governance. The study focuses not only on the traditional role of dispute settlement mechanisms in peacefully settling disputes, but also on their potential for contribution to good oceans governance in many ways. The jurisprudence generated so far under the dispute settlement provisions of the LOSC can be called neither a complete success nor a total failure. Part XV of the Convention, dealing with dispute settlement procedures, has made a promising start with the inaugural jurisprudence under the prompt release and provisional measures proceedings. However, besides the general beneficial influence of the jurisprudence on oceans governance, a few detrimental developments have also been identified from the perspective of oceans governance. The present thesis demonstrates that a lot of hope had been pinned on the dispute settlement provisions at the time when the LOSC was drafted. However, most of these hopes have not yet found expression, and if the limited use of dispute settlement procedures continues, it is unlikely that Part XV will fulfil those hopes in the future. Nevertheless, this thesis argues along more optimistic lines, and expresses a realistic hope that the actual role of dispute settlement in oceans governance will improve in the future. The thesis concludes that the success or failure of the dispute settlement mechanisms mostly depends upon their actual use made by states. Further, the dispute settlement mechanisms once invoked must be able to settle disputes objectively on the basis of law, equity and justice and uphold the principles and provisions of the LOSC. It is hoped that states will have recourse to Part XV more often for the purpose of settling their disputes peacefully, and that the dispute settlement provisions will in turn fulfil their mandate. Only then will the world witness the dispute settlement mechanisms playing a real and beneficial role in oceans governance, concurrently with other oceans governance institutions and arrangements.</p>

The Future of Feminism by ISIS is in the Lap of Women

2018 ◽  
Vol 56 (1-2) ◽  
pp. 23-31
Author(s):  
Hind Fraihi
Keyword(s):  
Muslim Women ◽  
The Internet ◽  
Islamic State ◽  
Traditional Role ◽  
Girl Power ◽  
Female Migration ◽  
The Future ◽  
Women's Emancipation

AbstractThe phenomenon of female migration to ISIS (Islamic State in Iraq and Syria) is in fact an undervalued form of revolution for Muslim women. It is, however, a bitter form of striving for women’s emancipation. By transmitting extremist thoughts in the education of children and on the Internet, women empower their position in a patriarchal environment. The women of ISIS use their traditional role of motherhood to participate in the global jihad. By staying in her own tradition, the mother is the first one to create would-be fighters. Hence, the martyr becomes the mother’s creation. They use the mass weapon of education in a reactionary way to demand their place between the men. The process of jihadism amongst women is multidimensional. Herein lies the girl power that can be considered as a manifest aspect. Women recruit potential supporters of ISIS, translate documents, write poems and give Islamic lectures on the Internet. The phenomenon of female migration to IS can also be seen as a romantic urge to return to the golden era of the Moorish caliphate and even to the beginning of Islam in the 7th century. The women of ISIS make efforts to emancipate, however, by making a U-turn.

Expanding the traditional role of the adult education teacher – The development of relational competences and actions

2016 ◽  
Vol 60 ◽  
pp. 303-311 ◽  
Author(s):  
Bjarne Wahlgren ◽  
Kristina Mariager-Anderson ◽  
Sia Hovmand Sørensen
Keyword(s):  
Adult Education ◽  
Traditional Role ◽  
Education Teacher

scholarly journals Dispute settlement under the United Nations Convention On the Law of the Sea and Its Role in Oceans Governance

2021 ◽  
Author(s):  
◽  
Anshuman Chakraborty
Keyword(s):  
United Nations ◽  
Dispute Settlement ◽  
Law Of The Sea ◽  
Traditional Role ◽  
Actual Role ◽  
The Future ◽  
United Nations Convention ◽  
The Law ◽  
Dispute Settlement Mechanisms

<p>This thesis is about the dispute settlement provisions of the 1982 United Nations Convention on the Law of the Sea (LOSC or Convention), and the potential and actual role that they play in oceans governance. The study focuses not only on the traditional role of dispute settlement mechanisms in peacefully settling disputes, but also on their potential for contribution to good oceans governance in many ways. The jurisprudence generated so far under the dispute settlement provisions of the LOSC can be called neither a complete success nor a total failure. Part XV of the Convention, dealing with dispute settlement procedures, has made a promising start with the inaugural jurisprudence under the prompt release and provisional measures proceedings. However, besides the general beneficial influence of the jurisprudence on oceans governance, a few detrimental developments have also been identified from the perspective of oceans governance. The present thesis demonstrates that a lot of hope had been pinned on the dispute settlement provisions at the time when the LOSC was drafted. However, most of these hopes have not yet found expression, and if the limited use of dispute settlement procedures continues, it is unlikely that Part XV will fulfil those hopes in the future. Nevertheless, this thesis argues along more optimistic lines, and expresses a realistic hope that the actual role of dispute settlement in oceans governance will improve in the future. The thesis concludes that the success or failure of the dispute settlement mechanisms mostly depends upon their actual use made by states. Further, the dispute settlement mechanisms once invoked must be able to settle disputes objectively on the basis of law, equity and justice and uphold the principles and provisions of the LOSC. It is hoped that states will have recourse to Part XV more often for the purpose of settling their disputes peacefully, and that the dispute settlement provisions will in turn fulfil their mandate. Only then will the world witness the dispute settlement mechanisms playing a real and beneficial role in oceans governance, concurrently with other oceans governance institutions and arrangements.</p>

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2021 ◽  
pp. 576-590
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Development Strategies ◽  
Lessons Learned ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

scholarly journals Liberalisation of trade in education services : the implications of GATS for education in New Zealand, especially pertaining to primary and early childhood education

2021 ◽  
Author(s):  
◽  
Karen Jane Jones
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Identity Formation ◽  
Education System ◽  
Public Provision ◽  
Traditional Role ◽  
Education Services ◽  
Childhood Education

<p>This paper situates trade in education services in the broader debates regarding the marketisation of education in New Zealand. It conducts a critical appraisal of the ideological influences on policy decisions to explore potential implications of GATS for the New Zealand education system. This discussion considers GATS in terms of the particular ideological and political project that underpins it. Market principles were introduced into New Zealand education fifteen years ago with the policies that rapidly and radically transformed the administration of the education system. These reforms, derived from neo-liberal economic discourse and New Right ideology, directly challenged the fundamental principles of equity, access and free public provision - ideals that had embedded education in its social context and relations, and structured education policy in New Zealand for the previous 50 years. Redefining education as a detached commodity traded in an education marketplace, and driven by imperatives of efficiency, profitability and "consumer choice", created the environment necessary for expanding international education markets. Trade in education services is New Zealand's fourth largest export earner. This research involves a review and analysis of literature to explore possible influences and implications of market and trade imperatives on the provision of primary and early childhood education services. In particular it discusses issues of equity, access, and the influences which shape the values and culture of education. It argues that prioritising commercial over social principles distorts the (traditional) role of education in terms of nation-building, identity formation, and the promotion of democratic values and citizenship. This is an exploratory and even speculative paper, raising issues and questions that can only be answered by full and open discussion involving all stakeholders and informed by comparative research. Acknowledging the tensions between the proponents of different perspectives and views it urges more open debate about where are we going with the ongoing and future role of education in New Zealand society.</p>

scholarly journals Liberalisation of trade in education services : the implications of GATS for education in New Zealand, especially pertaining to primary and early childhood education

2021 ◽  
Author(s):  
◽  
Karen Jane Jones
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Identity Formation ◽  
Education System ◽  
Public Provision ◽  
Traditional Role ◽  
Education Services ◽  
Childhood Education

<p>This paper situates trade in education services in the broader debates regarding the marketisation of education in New Zealand. It conducts a critical appraisal of the ideological influences on policy decisions to explore potential implications of GATS for the New Zealand education system. This discussion considers GATS in terms of the particular ideological and political project that underpins it. Market principles were introduced into New Zealand education fifteen years ago with the policies that rapidly and radically transformed the administration of the education system. These reforms, derived from neo-liberal economic discourse and New Right ideology, directly challenged the fundamental principles of equity, access and free public provision - ideals that had embedded education in its social context and relations, and structured education policy in New Zealand for the previous 50 years. Redefining education as a detached commodity traded in an education marketplace, and driven by imperatives of efficiency, profitability and "consumer choice", created the environment necessary for expanding international education markets. Trade in education services is New Zealand's fourth largest export earner. This research involves a review and analysis of literature to explore possible influences and implications of market and trade imperatives on the provision of primary and early childhood education services. In particular it discusses issues of equity, access, and the influences which shape the values and culture of education. It argues that prioritising commercial over social principles distorts the (traditional) role of education in terms of nation-building, identity formation, and the promotion of democratic values and citizenship. This is an exploratory and even speculative paper, raising issues and questions that can only be answered by full and open discussion involving all stakeholders and informed by comparative research. Acknowledging the tensions between the proponents of different perspectives and views it urges more open debate about where are we going with the ongoing and future role of education in New Zealand society.</p>

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