Academic literature on the topic 'Central Education Authority'
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Journal articles on the topic "Central Education Authority"
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Walzer, Michael. "Moral Education, Democratic Citizenship, and Religious Authority." Journal of Law, Religion and State 1, no. 1 (2012): 5–15. http://dx.doi.org/10.1163/221248112x638172.
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I have two purposes in this essay: first, to argue that morality forms a central part of a liberal education and to say something about how it is properly taught; second, to argue more specifically that the moral virtues required by democratic citizenship, and the rights and obligations that citizenship entails, should figure in school curricula, and then to consider the conflicts with religious authority that this is sure to produce.
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Widyastuti, Ary, Kismartini Kismartini, and Retno Sunu Astuti. "Tinjauan Pengalihan Kewenangan Guru Tidak Tetap/ Pegawai Tidak Tetap (GTT/PTT) Pendidikan Menengah dari Pemerintah Kabupaten/Kota Ke Pemerintah Provinsi Jawa Tengah." NeoRespublica : Jurnal Ilmu Pemerintahan 2, no. 1 (October 27, 2020): 23. http://dx.doi.org/10.52423/neores.v2i1.14510.
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The transfer of authority for the management of secondary education from Regency/Municipal Governments to the Central Java Provincial Government has had a huge impact on Temporary Teachers (GTT), and Temporary Employees (PTT), including employment status and welfare, which were previously the responsibility of the Regency/Municipal Government to Provincial Government’s purpose of this study is to describe and analyze the transfer of authority to manage secondary education GTT and PTT from the Regency/Municipal Government to Provincial Government and the factors that influence this transfer of authority. This research method is a qualitative descriptive study with data collection techniques through interviews, observation, and documentation. The results showed that the transfer of authority for the management of secondary education Regency/Municipal Government to the Central Jawa Government was implemented properly. The factors that influence include an adequate number of implementers and appropriate competence, availability of budget, availability of supporting equipment and technology but due to the large range of control of the Central Java Province Education and Culture Office in administrative service, the management of GTT and PTT is not optimal. Keywords: Decentralization of education, Transfer authority, GTT, PTT
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Andrea, Danetta Leoni. "Hubungan Kewenangan Pusat dan Daerah dalam Penyelenggaraan Otonomi Daerah Di Bidang Pendidikan Berdasarkan Undang-Undang Nomor 23 Tahun 2014 Tentang Pemerintahan Daerah." Kosmik Hukum 20, no. 2 (August 22, 2020): 73. http://dx.doi.org/10.30595/kosmikhukum.v20i2.7156.
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The existence of the autonomous region gave birth to the relationship of authority between the Central Government with the regions. In this case, the relationship between the central authorities and the region will be discussed by the author is more specialize into the relationship of the authority in the field of education. Given that national education systems have an important role in feeding the nation of Indonesia considering also that at this time has entered the era of globalization, then the necessary higher education human resources capable of generating Indonesia quality in order to compete internationally. The existence of a connection between the central area can be seen from the governmental Affairs Division in the field of education which includes the management of education, curriculum, accreditation, educators and educational personnel, licensing education, as well as in terms of discussion and literature. As for the research methods used by the author is the juridical normative research, where the source of the data used is to use instrument-legal instruments related to local governance and National education systems as well as by using the results of the study of librarianship.Keywords: Education, The Relationship Of Authority, Regional Autonomy, Central Government, Regional Government.
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Langer-Osuna, Jennifer M. "Exploring the central role of student authority relations in collaborative mathematics." ZDM 50, no. 6 (July 19, 2018): 1077–87. http://dx.doi.org/10.1007/s11858-018-0965-x.
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Nunik, Retno H., and Yuwanto. "Regional Autonomy Dynamics in The Reformation Era: Transitioning the Authority of Environment Policies in Central Java Province." E3S Web of Conferences 73 (2018): 09001. http://dx.doi.org/10.1051/e3sconf/20187309001.
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Based on Law 23 of 2014 on Regional Government, there is a change in the distribution of affairs in the management of education. Secondary education (SMA / SMK) previously administered by regency / municipality government based on the law is the authority of its management to switch to provincial government. This article will discuss how the process of execution of transfer of authority of secondary education from regency / municipality government to Central Java Provincial Government. Using qualitative research, this article will provide a critical analytical understanding of the transition process or the delegation of secondary education authorities in the areas of Asset, Human Resources (HR) and Finance from the Regency / City government to the Provincial Government in Central Java. The research findings show that the delegation of authority at the level of the Provincial Government actually makes the model of government farther away from idealism to provide services closer to the community. Because the implementation of this policy impact on local government policy, which has been eliminating education for 12 years, ie from elementary school to high school. As a result of the transfer of management function to the province, now the free education policy for SMA and SMK had to stop as well as happened in Kudus, Sukoharjo, Karanganyar. The community hopes the Central Java Provincial Government still holds a commitment to free education, both for public and private schools for high school / vocational high school level. In addition, there is hope from the community for the Provincial Government to implement a commitment not to withdraw fees, levies or donations after the transfer of education authority to the Central Java provincial government.
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Tetreault, Mary Kay Thompson. "“It'S So Opinioney”." Journal of Education 168, no. 2 (April 1986): 78–95. http://dx.doi.org/10.1177/002205748616800207.
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Drawing upon classroom discussions in high school women's history courses and follow-up interviews six years later, this article addresses three central questions: “What impression does viewing our history from primarily a male perspective, with the authority of the school behind it, make on students?” “What impression does viewing our history from a female perspective, with the authority of the school behind it, make on students?” “How can a gender-balanced history help female and male students to think about the concerns they have in shaping their own lives and in judging their society?”
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Jozauska, Kristine. "TEACHER AUTHORITY IN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 171. http://dx.doi.org/10.17770/sie2019vol2.3876.
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The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.
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Ruderman, Richard S., and R. Kenneth Godwin. "Liberalism and Parental Control of Education." Review of Politics 62, no. 3 (2000): 503–30. http://dx.doi.org/10.1017/s003467050004167x.
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Liberalism has always had a powerful concern with the education of its citizens. But who should exercise final authority over the education—parents or the state? The answer rests, in large part, on our understanding of the character of the self-rule or autonomy to be taught. For as “autonomy” comes to mean unpredetermined “choice,” it becomes ever more difficult to justify parental control of education. In fact, parental control, supported by the earliest liberals, is now thought to produce “ethical servility.” Liberal theorists—such as John Dewey, Amy Gutmann, and Eamonn Callan—break with thinkers like Locke and Mill in allowing the state to override parental preferences in the name of greater equality, preparation for autonomy, and democratic deliberation. We argue that taking educational authority away from parents and giving it to the state is anilliberalpolicy, meaning one that fails to abide by Locke's central distinction of political and parental power. This failure will lead both to greater ethical servility and to fewer reasonable alternatives from which autonomous individuals can choose.
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Riddle, Phyllis. "Political Authority and University Formation in Europe, 1200–1800." Sociological Perspectives 36, no. 1 (March 1993): 45–62. http://dx.doi.org/10.2307/1389441.
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Both historical analysis and data on university formation in Europe for the period 1200–1800 are used to introduce a perspective which links the organizational pattern of university foundings with the structure of political authority. Most theories of higher education cannot account for the pattern of university foundings. My political-institutional perspective interprets this pattern in the context of the relationship between knowledge and authority in Western history and connects the founding and control of a university to claims to political authority. Quantitative data suggest that universities are founded least where there is a central authority with relatively low levels of competing authority claims (e.g., England). They are founded most in highly decentralized regions characterized by many claims to sovereignty (e.g., Germany, Italy). Intermediate to high rates of foundings occur where a multiplicity of local and provincial claims to authority exist within a bureaucratic state (e.g., France, Spain).
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Massie, William. "Contemporary Catholic History." Recusant History 23, no. 2 (October 1996): 277–80. http://dx.doi.org/10.1017/s0034193200002314.
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In his new book James Arthur has chosen a title that is controversial but befits his central thesis*: Catholic schools are in crisis, under pressure from the unsympathetic secular State (to include both the Local Education Authority and central government’s Department for Education) and lacking coherent support and direction from the Catholic community (to include bishops, school trustees and governors and teachers). The author traces how this has come about but stops short of offering a detailed manifesto for how the decline might be arrested.
Dissertations / Theses on the topic "Central Education Authority"
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Aland, Jenny, and n/a. "Art and design education in South Australian Schools, from the early 1880s to the 1920s: the influence of South Kensington and Harry Pelling Gill." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050601.145749.
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This thesis focuses specifically on what was taught in schools in South
Australia in the context of art and design education. The period covered by the
study extends from the 1880s, when a Central Educational Authority was
established in South Australia, to the late 1920s, when significant changes to art
and design philosophies and course designs became identifiable.
The nature and content of the art and design courses designed and used in
South Australia is examined against an historical background of influences such as
the South Kensington System of drawing and that devised by Walter Smith for the
Massachusetts educational system in the United States of America.
The significant contribution of Harry Pelling Gill to the teaching of art and
design in schools is closely examined. It is posited that his single influence affected
the teaching of art and design in South Australian schools until well into the
twentieth century.
The process of the study looks in detail at the overall philosophies behind the
teaching of art and design, the methodologies employed and the classroom practice
which pupils and teachers undertook in the pursuit of courses outlined. Issues
such as methods of teacher training, correspondence courses, examinations and
exhibitions are considered as these relate to the central theme of the study.
The study concludes in the late 1920s, with the advent of a revised course of
instruction for public elementary schools, which heralded significant changes in
both the content and methodology of art and design teaching in South Australian
schools.
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Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
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Emanuel, Emma. "Exploring the perceptions of educational psychologists, additional learning needs co-ordinators and pupils involved in person centred reviews in one Welsh local authority." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/78385/.
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The aim of the research was to explore the perceptions of educational psychologists (EPs), additional needs learning co-ordinators (ALNCo’s) and pupils of their involvement in person centred reviews (PCRs). The aim was to explore their role and preparation for the PCRs, advantages and disadvantages of the PCRs and the extent to which the PCRs were person-centred. Semi-structured interviews, a group interview and focus group were used to gather the perceptions of five EPs, eight ALNCo’s and four pupils in Authority A. Findings highlight that EPs and ALNCo’s both undertake co-ordinator and contributor roles within the PCRs, occasionally undertaking dual roles within the same review. ALNCo’s predominately undertake the preparation for PCRs with the majority of the EPs’ preparation falling within their regular practice. Advantages of PCRs included their equal, transparent and co-operative nature, their productivity and positivity. Disadvantages included logistical factors, e.g. length of reviews, difficulties bringing professionals together, and parental negativity. The PCRs were predominantly person-centred, with pupils enjoying making a contribution. However, the EPs, ALNCo’s and pupils highlighted that pupil participation could be further increased. Overall findings are potentially informative for fellow EPs and ALNCo’s and indicate the potential impact of engaging in PCRs on professionals’ workloads. The extent to which the PCRs were person-centred is encouraging. Despite the informative findings, they are not generalizable due to the constructivist nature. Previous research has not explicitly explored EPs perceptions of PCRs. Therefore the research addresses this gap in the literature.
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Carvalho, Maria Isabel Gomes de. "A (des)centralização e a intervenção dos municípios na educação : a percepção dos diversos actores educativos." Master's thesis, 2012. http://hdl.handle.net/10400.14/12517.
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A partir dos anos 80, no quadro de uma política que se reivindica de descentralização e de modernização da administração, particularmente com a Lei de Bases do Sistema Educativo, são transferidas competências educativas para os municípios, o que lhes confere um papel cada vez mais relevante no campo da educação. O crescente envolvimento dos municípios neste domínio tem gerado alguma controvérsia.
Este estudo tem como objectivo conhecer a percepção dos diversos actores educativos sobre a intervenção dos municípios na educação. A sua realização teve por base uma abordagem qualitativa – estudo de caso. Para a recolha de dados entrevistámos sete docentes e dois responsáveis municipais e recorremos ainda à análise documental para a caracterização do contexto.
Os resultados do estudo evidenciam que os docentes não concordam com a transferência de competências para as autarquias por recearem que a gestão do pessoal docente passe para as câmaras, provoque a perda de autonomia da escola e da dimensão nacional do ensino, possa gerar conflitos entre escola e autarquia, ao que acresce o risco de politização da acção educativa. Entendem que a participação dos municípios deve ser apenas como parceiros. Contudo, reconhecem como vantagem o facto de permitir um melhor apoio social aos alunos, a resolução de problemas logísticos e do parque escolar.
Os responsáveis municipais entendem que as políticas educativas devem ser definidas localmente e que aos municípios cabe um papel na educação local. A transferência de competências para as autarquias permite uma resposta mais adequada e célere dos problemas pela proximidade do poder de decisão.
Por parte dos docentes ainda existe o receio da dominância da educação pelos municípios, que poderiam pautar a sua actuação por critérios essencialmente políticos, ainda que postergando os interesses educativos. Os responsáveis municipais não colocam reservas quanto à transferência de mais competências educativas para as autarquias.From the 1980’s onwards, under a policy designed for the decentralization and modernization of the administration of education within the Law of the Educational System Grounds, educational competences were transferred to municipalities attributing them an increasingly important role in the field of education. This increasing involvement of municipalities in this area, whether by legal determination or by its own initiative, has caused some controversy. This study aims to understand the perception of different educational groups involved on the intervention of municipalities in what concerns education. It is based on a qualitative approach - a case study. For data collection we conducted interviews with seven teachers and two municipal officials and also resorted to document analysis for the characterization of context. The results of the study show that teachers disagree with the transfer of powers to local authorities for fear that the management of staff will also pass on to the local councils, resulting in a loss of autonomy within the school and within the national dimension of teaching, thus generating conflicts between school and municipality, in addition to the likely risk of politicization of the educational program. They understand that the participation of municipalities should be just as partners. However, they recognise the advantage of a better social support for students deriving from such link, solving logistical problems and developing the scholar park. The municipal officials understand that education policies should be set locally and that it is up to the municipalities to form decisions in regards to local education. Transferring powers to local authorities allows a more responsive and faster decision making process to problems due to the proximity of the decision makers. On the teachers part there is still a fear of the dominance in education by municipalities, which could bias their actions essentially through political criteria, although delaying the educational interests. The municipal officials pose no reservations about the transfer of more educational authorities to municipalities.
Books on the topic "Central Education Authority"
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Davies, Christopher. A study into the effectiveness of senior supervisors in three primary schools within a local authority: Whose posts have been funded by Education Support Grant money from central government. London: PEL, 1990.
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Department of Education & Science. Report by HM Inspectors on the Montefiore Community Education Centre, Inner London Education Authority. Stanmore: Department of Education and Science, 1989.
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Karr, Susan Longfield. ‘The Law of Nations Is Common to All Mankind’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199670055.003.0003.
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For humanist sixteenth-century jurists such as Guillaume Budé, Ulrich Zasius, Andrea Alciati the ‘rule of law’ was central. In response to the use of law and legal theory to legitimize arbitrary forms of authority, they called for substantive reforms in legal education and practice, which could alleviate the dangers of masking the arbitrary will of rulers with the language of security, utility, and the common good. By focusing on fundamental categories such as ius, natural law, and ius gentium they effectively argued for a universal ‘rule of law’ that could hold political and legal authorities to a higher criterion of justice. In so doing, they redefined fundamental legal categories, ideas, and terms that continue to underpin and structure modern understandings of universal jurisprudence and international law to this day.
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Lombardi, Elena. Imagining the Woman Reader in the Age of Dante. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818960.001.0001.
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The literature of the Italian Due- and Trecento frequently calls into play the figure of a woman reader. From Guittone d’Arezzo’s piercing critic, the ‘villainous woman’, to the mysterious Lady who bids Guido Cavalcanti to write his grand philosophical song, to Dante’s female co-editors in the Vita Nova and his great characters of female readers, such as Francesca and Beatrice in the Comedy, all the way to Boccaccio’s overtly female audience, this particular sort of interlocutor appears to be central to the construct of textuality and the construction of literary authority in these times. The aim of this book is to shed light on this figure by contextualizing her within the history of female literacy, the material culture of the book, and the ways in which writers and poets of earlier traditions (in particular Occitan and French) imagined her. Its argument is that these figures of women readers are not mere veneers between a male author and a ‘real’ male readership, but that, although fictional, they bring several advantages to their vernacular authors, such as orality, the mother tongue, the recollection of the delights of early education, literality, freedom in interpretation, absence of teleology, the beauties of ornamentation and amplification, a reduced preoccupation with the fixity of the text, the pleasure of making mistakes, dialogue with the other, the extension of desire, original simplicity, and new and more flexible forms of authority.
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Ricketts, Monica. Who Should Rule? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190494889.001.0001.
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This book examines the rise of men of letters and military officers as new and competing political actors in two central areas of the Spanish world: the viceroyalty of Peru and Spain. This was a disruptive, dynamic, and long process of common imperial origins. In 1700, two dynastic lines, the Spanish Habsburgs and the French Bourbons, disputed the succession to the Spanish throne. After more than a decade of war, the latter prevailed. Suspicious of the old Spanish court circles, the new Bourbon Crown sought meritorious subjects for its ministries: men of letters and well-trained military officers among the provincial elites. Writers and lawyers were to produce new legislation to radically transform the Spanish world. They would reform the educational system and propagate useful knowledge. Military officers would defend the monarchy in this new era of imperial competition. Additionally, they would govern. From the start, the rise of these political actors in the Spanish world was an uneven process. Military officers came to being as a new and somewhat solid corps. In contrast, the rise of men of letters confronted constant opposition. Rooted elites in both Spain and Peru resisted any attempts at curtailing their power and prerogatives and undermined the reform of education and traditions. As a consequence, men of letters found limited spaces in which to exercise their new authority, but they aimed for more. A succession of wars and insurgencies in America fueled the struggles for power between these two groups, thus paving the way for decades of unrest.
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Frank, David John, and John W. Meyer. The University and the Global Knowledge Society. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202051.001.0001.
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The university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor. The book describes how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem. But, as the book also shows, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.
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Cordelli, Chiara. The Privatized State. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691205755.001.0001.
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Many governmental functions today — from the management of prisons and welfare offices to warfare and financial regulation — are outsourced to private entities. Education and health care are funded in part through private philanthropy rather than taxation. Can a privatized government rule legitimately? This book argues that it cannot. It argues that privatization constitutes a regression to a precivil condition — what philosophers centuries ago called “a state of nature.” Developing a compelling case for the democratic state and its administrative apparatus, the book shows how privatization reproduces the very same defects that Enlightenment thinkers attributed to the precivil condition, and which only properly constituted political institutions can overcome — defects such as provisional justice, undue dependence, and unfreedom. The book advocates for constitutional limits on privatization and a more democratic system of public administration, and lays out the central responsibilities of private actors in contexts where governance is already extensively privatized. Charting a way forward, it presents a new conceptual account of political representation and novel philosophical theories of democratic authority and legitimate lawmaking. The book shows how privatization undermines the very reason political institutions exist in the first place, and advocates for a new way of administering public affairs that is more democratic and just.
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Robinson, Chase F. Islamic Historical Writing, Eighth through the Tenth Centuries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199236428.003.0013.
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This chapter discusses how the remarkable achievement of Al Tabari — a young Arab scholar — says something about both his exceptional abilities and energies and the context in which he wrote. His primary education took place against the backdrop of the so-called mihna, a period of over twenty years when a succession of caliphs attempted to impose a measure of theological uniformity through persuasion and coercion. Meanwhile, political and social turbulence at the centre of the polity resulted in the splintering off of provinces that had earlier paid regular tribute to the capitals in Syria and Iraq. What this means is that when Al Tabari was completing a draft of his history, he was surveying two interrelated processes. The first was the emergence of a Sunni scholarly elite that anchored its religious authority in its command of Prophetic Traditions, and second was the dissolution of an imperial order.
Book chapters on the topic "Central Education Authority"
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"The Central Authority in Education: Political Leaders." In Dictionary of British Education, 280–82. Routledge, 2004. http://dx.doi.org/10.4324/9780203485453-37.
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Boonshoft, Mark. "Introduction." In Aristocratic Education and the Making of the American Republic, 1–10. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469661360.003.0001.
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The introduction sets out the central question of the book. Why did academies—privately run schools that primarily served elite children, and which critics dismissed as “aristocratic”—receive the majority of state support for education in early America, a period when the need for universal public education seemed obvious. The introduction contextualizes the rise of academies within the political transformations of the American Revolution and the Federalists’ movement to create the U.S. Constitution. Some Americans saw aristocratic education as a way to reassert elite power in the face of the revolutionary challenge to authority.
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Jones, Glen A. "Decentralization, Provincial Systems, and the Challenge of Equity: High Participation Higher Education in Canada." In High Participation Systems of Higher Education, 203–26. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828877.003.0008.
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This chapter provides a detailed and extensive assessment of the Canadian high participation system (HPS) of higher education. It considers the history of Canadian higher education, system development, and the present condition of higher education in the country. System de-centralization is especially remarkable when comparing Canadian higher education to other HPS. Each Canadian province has substantial authority over higher education within its borders, and while the federal-central government plays a role, it is less involved in provision than in most other HPS. The chapter examines Canadian higher education in light of the seventeen HPS propositions. The Canadian case supports most propositions. However, the system is less stratified and produces more equitable outcomes than are suggested by the propositions.
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Abuhmaid, Atef. "ICT for Educational Excellence in Jordan." In Information Systems Applications in the Arab Education Sector, 119–35. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch009.
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This chapter discusses the Jordanian Ministry of Education’s reliance on both the local private sector (public-private partnership) and foreign aids in order to accelerate its integration of ICT to meet the needs and demands of the knowledge-based economy. The discussion sheds light on strings attached to the role played by the Ministry of Education, as the central educational authority, in the diffusion of ICT across the education system. Understandably, in the Jordanian context, likewise other countries in the Middle East and North Africa region, the education system has to deal with a great deal of complexities in which, internal and external issues can impede reform efforts. Partnership with local and international partners might be needed in the Jordanian context in order to initiate reform especially the large-scale and costly ones. ICT-related reform initiatives are expensive and require expertise in various areas which might justify seeking external assistance by the educational system. However, external involvement can impact the integrity of the educational reform when it is left with inadequate coordination and efforts in order to keep them in line with national interests and agendas. Furthermore, the impact of these issues can be severer when they are not taken into account during the planning stage of the reform. Thus, this chapter discusses major issues arose when international partners and the local private sector were involved in ICT-based education initiatives in Jordan.
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Lee, Adam. "The Revelation of Plato and Platonism and the Authority of Affinity." In The Platonism of Walter Pater, 195–241. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198848530.003.0007.
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This chapter traces the momentum of Platonic themes in essays leading up to Plato and Platonism (1893) and explores the book as a revelation of Pater’s lifelong philosophy informing his work. The structure of the book is explained as representative of Oxonian Platonism without losing sight of what makes it so characteristic of Pater. The central themes of Pater’s writing are elucidated through his understanding of Platonism, particularly through The Republic. Concerned with Plato as an author, Pater explains how he seeks organization in things, States as well as persons as well as artwork, for the sake of sanity, a conservative commitment that fights against decadence. The maintenance of sanity, the reason in beauty, is sought for the sake of one’s soul in Platonic education. It is Platonic love, explained as the affinity for persons like-to-like, that enables one to attain knowledge and express oneself with authority.
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Koganzon, Rita. "Conclusion." In Liberal States, Authoritarian Families, 191–202. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568804.003.0008.
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The conclusion summarizes the reasons for Locke’s and Rousseau’s turn against absolutist congruence theory and toward a defense of authoritarian families in liberal states. They saw that the absolutists had failed to adequately grapple with the power of public opinion to undermine the sovereign authority that was supposed to control it, and they understood the enormous influence of opinion over our ideas and its potential to foreclose intellectual freedom. To defend that freedom for adults, they leaned on the family and its domestic education of children as a buttress and counterinfluence against the power of fashion and opinion. Recognizing this pedagogical role of personal authority in the foundations of liberalism may help us to resolve our own inability to find a place for the basic but private experience of personal authority, which, however much we wish it away, remains central to forming liberal public life
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Koganzon, Rita. "Introduction." In Liberal States, Authoritarian Families, 1–16. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568804.003.0001.
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The introduction sets out the central concern of this book: in a liberal regime, what is required to bring children from dependence to freedom? Children are not immediately capable of freedom or even of consent to government, so liberalism must always find some way to account for the authority that must be exercised over them until they are. The dominant contemporary approach has been one of “congruence”: modeling the family and school on the authority structure of the liberal state to allow children to practice liberty and equality in these protected settings to prepare them for their civic roles as adults. However, congruence was originally the aim of absolutists like Bodin, Hobbes, and Filmer, while early liberals like Locke and Rousseau rejected it as tyrannical. What was the reason for their rejection? Understanding where contemporary liberalism falls short requires returning to this early modern debate over education and authority.
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Krishnamurthi, Rajalakshmi, and Tuhina Shree. "A Brief Analysis of Blockchain Algorithms and Its Challenges." In Research Anthology on Blockchain Technology in Business, Healthcare, Education, and Government, 23–39. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5351-0.ch002.
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Blockchain is the world's most trusted service. It serves as a ledger that allows transaction to take place in a decentralized manner. There are so many applications based on blockchain technology, including those covering numerous fields like financial services, non-financial services, internet of things (IoT), and so on. Blockchain combines a distributed database and decentralized ledger without the need of verification by central authority. This chapter surveys the different consensus algorithms, blockchain challenges, and their scope. There are still many challenges of this technology, such as scalability and security problems, waiting to be overcome. The consensus algorithms of blockchain are proof of work (POW), proof of stake (POS), ripple protocol consensus algorithm (RPCA), delegated proof of stake (dPOS), stellar consensus protocol (SCP), and proof of importance (POI). This chapter discusses the core concept of blockchain and some mining techniques, consensus problems, and consensus algorithms and comparison algorithms on the basis of performance.
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Zuba, Jesse. "“Poets of the First Book, Writers of Promise”." In The First Book. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691164472.003.0003.
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This chapter examines the professionalization of the poetic vocation in the wake of the expansion of the American system of higher education during the post-1945 era. The teaching of poetry writing in colleges and universities redefined poetry as something that could, at least in some sense, be taught, and it rendered the traditional image of the poet as an “untutored genius” highly problematic. First-book prizes for poetry proliferated in this new literary environment largely because they served to reinforce its central values. For the institutions to which they were in many cases linked, such prizes functioned as an assertion of cultural authority. They strengthened poetry's status as a profession by presenting its hierarchy as a meritocracy, open, like other professions, to anyone with talent and drive, and also affirmed the authority of contest judges.
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"Authority, power and learner-centred education." In Learner-centered Science Education, 101–7. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087906634_025.
Full textConference papers on the topic "Central Education Authority"
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Catlow, F., and G. M. Reeves. "Education in Nuclear Decommissioning in the North of Scotland." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7209.
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This paper describes the work covered and experience gained in the first two years of operation of DERC, a Centre for Decommissioning and Environmental Remediation in the Highlands of Scotland. The Centre is a unique development which was set up to teach nuclear decommissioning as a separate discipline, address the problem of a declining skills base in the field of nuclear technologies and to take advantage of the unique and exceptional innovative, technical and research opportunities offered through the decommissioning of Britain’s fast reactor site at Dounreay. The Centre is an offshoot from North Highland College which is a member of UHI, the University in embryo of the Highlands and Islands. The Centre currently supports ten PhD students completing various diverse projects mainly in the field of nuclear environmental remediation. In addition there are a number of full and part time MSc students who participate in NTEC (Nuclear Technology Education Consortium) a consortium of British Universities set up specifically to engender interest and skills in nuclear technology at postgraduate level. At undergraduate level, courses are offered in Nuclear Decommissioning and related subjects as part of Electrical and Mechanical degree courses. In addition to our relationship with the United Kingdom Atomic Energy Authority (UKAEA) the Dounreay site licensee, we have links with Rolls-Royce and the Ministry of Defence who also share the Dounreay site and with other stakeholders such as, the UK regulator (HSE/NII), the Scottish Environmental Protection Agency (SEPA), local and international contractors and we liaise with the newly formed Nuclear Decommissioning Authority (NDA), who provide some sponsorship and support. We possess our own equipment and laboratories for taking and analysing soil samples and for conducting environmental surveys. Recently we commissioned an aerial survey of contamination in the locality from natural sources, other background levels such as Chernobyl fall out and any local activity from Dounreay.
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Bakki, Aïcha, and Lahcen Oubahssi. "A Moodle-centric Model and Authoring Tool for cMOOC-Type Courses." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010439105450556.
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Estrina, Tatiana, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina, and Gloria Zhou. "ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end091.
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While the Truth and Reconciliation Commission of Canada fosters agency for Indigenous Canadians, this mandate like others, attempts to Indigenize an existing colonial system. The acknowledgement of the Indigenous experience within academic institutions must begin with a deconstruction of educational frameworks that are enforced by pre-existing neo-colonial policies and agendas. The colonial worldview on institutional frameworks is rooted in systemic understandings of property, ownership and hierarchy that are supported by patriarchal policies. These pedagogies do not reflect Indigenous beliefs or teachings, resulting in an assimilation or dissociation of Indigenous members into Western-centric educational systems. Addressing this disconnect through Indigenizing existing institutional frameworks within state control favours a system that re-affirms settler-societies. The tokenization and lack of Indigenous participation in the decision-making process reinforces misinformed action towards reconciliation. decentralized. The case studies explored emphasize the rediscovery of an authentic culture-specific vernacular, facilitation of customs through programme, and the fundamental differences between Indigenous and colonial worldviews. The critical analysis of these emerging academic typologies may continue to inform future architectural projects while fostering greater responsibility for architects and positions of authority to return sovereignty to Indigenous communities and incorporate design approaches that embody Indigenous values. This paper will propose the decolonization of academic frameworks to reconstruct postcolonial methodologies of educational architecture that serve Indigenous knowledge and agency.