Integrating Power and Gradual Institutional Change in Public Relations History: The Case of the People’s University in North Carolina After the Civil War

Drawing on the theory of gradual institutional change, this study analyzed the post-Civil War college reform efforts in North Carolina, integrating power with public relations history. Reformers worked under harsh institutional circumstances where resident elites held high veto power, while reformers had a low level of discretion for interpreting college education. Notwithstanding, reformers adopted layering tactics, introducing new rules of education for all alongside existing ones of education as legacy, for gradual institutional change. Specifically, reformers maintained a calm and objective tone, focusing on the universal value of education, both publicly and through anonymous publications in hostile press venues.

The Bright Future of Democracy is in Education

Does democracy have a bright future? This brief paper addresses this question and argues, that, thanks to Prometheus, political “animals” can build a better-managed corral for their common living which includes a better provision of education for all “animals.” A historical analysis of the long past may be used to discern what lies ahead. Democracy requires education and virtue, or to put it in one word, it requires pedagogy. The higher the level of pedagogy, the closer a politeia would come to an ideal democracy. Sometimes democracy is confused with equality in everything. Political “animals” are not equal, and political systems which treat people with different abilities equally have no future. An ideal society should discriminate according to levels of education obtained and the acquisition of material wealth. If the politeia is ideal, then each citizen has the same opportunity to become more educated and wealthier. In this free competition of being educated and the acquisition of individually made material wealth, ideal societies can flourish as Hesiod postulated in the 8th Century BCE and become stable despite Polybius’ predictions in the 2nd-1st Century BCE of the inevitable historical cyclicality of political systems. Keywords: education, pedagogy, democracy, oligarchy, monarchy, ochlocracy, tyranny, ideal politeia, Polybius

The Student Loan Fund and the Education for All in Thailand

“Reaching the marginalized” was the goal of “Education for All” to meet equality in education. The Sustainable Development Goals (SDGs) also investigate the relationship between SDG 1 (No Poverty) and SDG 4 (Quality Education). It was stated that one year of education can contribute 10% of the rise in income. Emphasizing the inclusiveness to reach SDG 1 and SDG 4, SDG 10 (Reduced Inequality) needs to be achieved. Therefore, many countries attempt to promote access to education. In Thailand, the Student Loan Fund was established in 1996. There are currently over 5.3 million students who received funds during the period between 1996 and 2020. It is argued that this policy can serve as a mechanism to achieve greater access to education, leading to a better quality of life and more equity in society. However, issues need to be considered since the policy should address, more specifically, the needs of the marginalized.

Konsep Pendidikan Bagi Anak Dengan Problematika Belajar

Pendidikan adalah hak asasi manusia, oleh sebab itu pendidikan harus dapat di nikmati oleh semua waga Negara Indonesia. Anak dengan problema belajar juga memiliki hak yang sama dalam memperoleh pendidikan yang layak. Anak dengan problema belajar mencakuo anak dengan keubutuhan khusus, hal ini berarti bentuk pelayanan pendidikan yang di berikan juga khusus. System pendidikan bagi anak kebutuhan khusus saat ini lebih di wujudkan dlaam bentuk atuan pendidikan luar biasa. Namun terdapat kecenderungan system pendidikan yang mengarah pada konsep mainstreaming yang sangat fleksibel. Sejalan dengan konsep ini, muncul model pelayanan pendidikan luar biasa yang di sebut model inklusi, yang menekankan keterpaduan penuh, menghilangkan label anak (normal atau tidak norma) dengan prinsip education for all.

Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity between denominational schools as well as to the diversity within these schools, with a particular focus on their school identity and their policy concerning Religious Education (RE). In addition, attention will be given to the organisation of RE classes in governmental schools, which is also considered a means to guarantee the passive freedom of education. Our analysis brings us to the conclusion that, in spite of a similar legal and financial framework, the Dutch constellation is currently best able to guarantee passive freedom of education for all in today’s secularised, pluralistic context.

The post-primary education of non-academic boys

This thesis is an attempt to examine what is probably the greatest single problem in New Zealand education; the problem of the non-academic child in the New Zealand post-primary school. It is an urgent problem, on the solution of which depends the welfare of a large section of our post-primary population. Our post-primary schools have gradually ceased to be selective and must now cater for an adolescent age group which omits only the most mentally defective and the most physically handicapped. This movement towards "secondary education for all" received fresh impetus in 1944 when the minimum school leaving age was raised to fifteen years. During the last eight years, post-primary schools have been faced with an increasing number of new entrants of a wide range of intelligence and .ability. Among these are found pupils who, under an earlier education system, would never have entered the door of a secondary school. The requirements of the Proficiency examination would have eliminated some, economic factors would have debarred others. Many would have found in a job the success and satisfaction which they had never achieved in a school. Now, as a result of educational and economic changes, these pupils are legally compelled to remain at school until they reach the age of fifteen years. The practice of social promotion in the primary school has resulted in most of these adolescents entering a post-primary school at thirteen, fourteen or fifteen years of age. These are the pupils wbo have been commonly labelled "non-academic".

The post-primary education of non-academic boys

This thesis is an attempt to examine what is probably the greatest single problem in New Zealand education; the problem of the non-academic child in the New Zealand post-primary school. It is an urgent problem, on the solution of which depends the welfare of a large section of our post-primary population. Our post-primary schools have gradually ceased to be selective and must now cater for an adolescent age group which omits only the most mentally defective and the most physically handicapped. This movement towards "secondary education for all" received fresh impetus in 1944 when the minimum school leaving age was raised to fifteen years. During the last eight years, post-primary schools have been faced with an increasing number of new entrants of a wide range of intelligence and .ability. Among these are found pupils who, under an earlier education system, would never have entered the door of a secondary school. The requirements of the Proficiency examination would have eliminated some, economic factors would have debarred others. Many would have found in a job the success and satisfaction which they had never achieved in a school. Now, as a result of educational and economic changes, these pupils are legally compelled to remain at school until they reach the age of fifteen years. The practice of social promotion in the primary school has resulted in most of these adolescents entering a post-primary school at thirteen, fourteen or fifteen years of age. These are the pupils wbo have been commonly labelled "non-academic".