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Journal articles on the topic 'Schools Commission'
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Stanton, Kim. "Looking Forward, Looking Back: The Canadian Truth and Reconciliation Commission and the Mackenzie Valley Pipeline Inquiry." Canadian journal of law and society 27, no. 1 (April 2012): 81–99. http://dx.doi.org/10.3138/cjls.27.1.081.
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AbstractWhen we talk about truth and reconciliation commissions, we are accustomed to speaking of “transitional justice” mechanisms used in emerging democracies addressing histories of grave injustices. Public inquiries are usually the state response to past injustice in the Canadian context. The Canadian Truth and Reconciliation Commission (TRC) is the result of a legal settlement agreement involving the government, representatives of indigenous peoples who attended residential schools for a period lasting more than a century, and the churches that operated those schools. Residential schools have been addressed in a series of public inquiries in Canada, culminating in the TRC. I argue that some of Canada's previous public inquiries, particularly with respect to indigenous issues, have strongly resembled truth commissions, yet this is the first time that an established democracy has called a body investigating past human-rights violations a “truth commission.” This article considers some of the reasons for seeking a truth commission in an established democracy and looks to a previous public inquiry led by Thomas Berger, the Mackenzie Valley Pipeline Inquiry, for some useful strategies for the TRC as it pursues its mandate. In particular, I suggest that a commission can perform a social function by using its process to educate the broader public about the issue before it.
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Gow, Lyn, John Balla, Judy Hall, Deslea Konza, and Dianne Snow. "Towards Effective Integration in Australia." Australasian Journal of Special Education 10, no. 2 (November 1986): 14–20. http://dx.doi.org/10.1017/s1030011200021588.
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AbstractFor the past twenty years integration of students with special needs has been emerging as one of the most significant educational and social challenges facing the world’s communities. Since the early 1970’s, the Commonwealth Schools Commission has supported attempts throughout Australia to integrate students with special needs into ordinary school settings, rather than to expand provision of segregated schools and centres. The nature and funding level of the Commission’s integration element has been the subject of extensive discussion in recent years and these discussions have now extended to the regular school arena where increasing numbers of students with special needs are being integrated. There was, therefore, wide consenus throughout Australia that a review of integration was needed at this time. The national review reported in this paper was commissioned by the Commonwealth Schools Commission in response to a request from the OECD Centre for Educational Research and Innovation to participate in a three-country (Australia, Sweden and France) review of integration policies and practices. The purpose of this paper is to discuss some of the factors identified in this review as being vital to effective integration in Australia.
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Thornton, Richard. "The Electoral Commission and schools." set: Research Information for Teachers, no. 3 (December 1, 2016): 71–72. http://dx.doi.org/10.18296/set.0065.
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Šarić, Tatjana. "To be or not to be in culture." Review of Croatian history 15, no. 1 (December 20, 2019): 81–105. http://dx.doi.org/10.22586/review.v15i1.9742.
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The League of Communists of Croatia (LCC) Central Committee (CC) Ideological Commission as its task force, was one of the most important creators of cultural policy in the People's Republic of Croatia (PRC) / Socialist Republic of Croatia (SRC). Established in 1956 after 1952 dismantled Agitation and Propaganda Commissions, the Ideological Commission inherited part of the jurisdiction of former Agitprop, but it also took over those of the LCC CC Personnel Commissions, particularly with regard to political schools and membership education. The most important activity of this commission was to monitor and analyze the phenomenon of overall cultural, educational and scientific activity in Croatia, and suggesting to the LCC CC to take positions towards them, according to the given ideological current. This has become the decisive factor in cultural policy without whose approval or recommendation projects could not be realized. This paper will therefore concentrate precisely on this activity of the Ideological Commission and give a brief overview of its activity in the supervision of various forms of cultural activity - art, literature, film and media - press, radio and television, while its work in education and science, because of the broadness of the topic, in this case, will be left out. The Commission's activities surveyed in this paper are limited by the period between 1956 (its founding) and 1965 (the 5th LCC CC Congress) when the Commission was organizationally restructured and divided into several areas.
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L., J. F. "CLOSING OF MEDICAL SCHOOLS." Pediatrics 97, no. 1 (January 1, 1996): A28. http://dx.doi.org/10.1542/peds.97.1.a28.
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A private study commission is urging "the wholesale closing" of US medical schools during the next decade to avert a glut of doctors. The Pew Health Professions Commission on Thursday urged a similar retrenchment ent in pharmacy schools and elimination of at least 10% of nurse training programs. It called for constricting the pipeline of foreign doctors who come to this country to train and usually wind up practicing here. . . . The provocative study, funded by the Pew Charitable Trusts, a private philanthropy, did not sit well with leaders of academic medicine.
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Maes, Ivo. "Economic thought at the European Commission and the creation of EMU (1957-1991)." HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (March 2011): 63–80. http://dx.doi.org/10.3280/spe2010-002004.
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To understand macroeconomic and monetary thought at the European Commission, two elements are crucial: firstly, the Rome Treaty, as it determined the mandate of the Commission and, secondly, the economic ideas in the different countries of the European Community, as economic thought at the Commission was to a large extent a synthesis and compromise of the main schools of thought in the Community. Initially, economic thought at the Commission was mainly a fusion of French and German ideas, with a certain predominance of French ideas. Later, Anglo-Saxon ideas would gain ground. At the beginning of the 1980s, the Commission's analytical framework became basically medium-term oriented, with an important role for supply-side and structural elements and a more cautious approach towards discretionary stabilisation policies. This facilitated the process of European integration, in the monetary area too, as consensus on stabilityoriented policies was a crucial condition for EMU. Over the years, the Commission has taken its role as guardian of the Treaties and initiator of Community policies very seriously, not least in the monetary area. It has always advocated a strengthening of economic policy coordination and monetary cooperation. In this paper, we first focus on the different schools which have been shaping economic thought at the Commission. This is followed by an analysis of the Rome Treaty, especially the monetary dimension. Thereafter, we go into the EMU process and the initiatives of the Commission to further European monetary integration. We will consider three broad periods: the early decades, the 1970s, and the Maastricht process.
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Bartnicka, Kalina. "Oryginalność Komisji Edukacji Narodowej na tle europejskim." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 7–22. http://dx.doi.org/10.14746/bhw.2015.33.1.
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The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.
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DASHKOVSKIY, PETR K., and NATALIA S. GONCHAROVA. "ACTIVITIES OF THE ASSISTANCE COMMISSIONS FOR MONITORING COMPLIANCE WITH THE LEGISLATION ON RELIGIOUS CULTS IN THE MID-1970S AND EARLY 1980S IN KHAKASSIA (SOUTHERN SIBERIA)." Study of Religion, no. 1 (2021): 51–63. http://dx.doi.org/10.22250/2072-8662.2021.1.51-63.
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The article studies the activities of the commissions of assistance to executive committees for monitoring compliance with the legislation on religious cults in the mid-1970s - early 1980s in Khakassia. On the basis of archival data, the duties of commission members and their methods of working with believers are shown. The commissions studied the religious situation, monitored compliance with the legislation on cults, attended meetings of religious communities, places of work and residence of believers, conducted conversations and lectures with them. Special attention is paid to the work of the commissions with schools and enterprises. The effectiveness and results of the activities of the members of the commissions, their impact on the registration process of religious communities and their role in the implementation of state policy on the ground are considered. The paper describes the issue of interaction of the commissions with the regional executive committee and the commissioner of the Council for Religious Affairs under the Council of Ministers of the USSR in the Krasnoyarsk territory, which included the Khakass Autonomous Region...
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Chalmers, Jason. "Truth-Telling by Wrong-Doers? The Construction of Avowal in Canada’s Truth and Reconciliation Commission." Canadian Graduate Journal of Sociology and Criminology 4, no. 1 (June 17, 2015): 16–26. http://dx.doi.org/10.15353/cgjsc.v4i1.3745.
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The truth commission has emerged in the last thirty years as a distinct juridical form that views the production of truth as necessary, and in some cases sufficient, for achieving justice. In his history of truth-telling in juridical forms, Michel Foucault conducts a genealogy of avowal (or confession) in western judicial practice; critical to his definition of avowal is that the truth-teller and wrong-doer must be the same subject. In my analysis, I consider avowal in light of a relatively recent judicial innovation: the truth commission, with Canada’s Indian Residential Schools Truth and Reconciliation Commission (TRC) as a particular case. The TRC’s emphasis on the testimony of victims rather than perpetrators means that truth-telling and wrong-doing are decoupled in this juridical form, suggesting that avowal is not a function of truth commissions according to Foucault’s criteria. Does this mean that truth commissions are not involved in truth production, or perhaps that they are not a juridical form in the lineage of those examined by Foucault? The truth commission is a juridical form that Foucault was unable to address because it developed only after his death, and it is possible that it challenges his core understanding of avowal; however, the truth commission also appears to be consistent with trends that he predicted about the role of truth-telling in the modern judicial system.
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Janeczek, Stanisław. "DIDACTICS OF LOGIC IN KEN SCHOOLS AND THE CONCEPTION OF LOGICIN THE "ENCYCLOPÉDIE OU DICTIONNAIRE UNIVERSEL RAISONNÉ"." Studia Philosophiae Christianae 56, S1 (December 31, 2020): 41–62. http://dx.doi.org/10.21697/spch.2020.56.s1.03.
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The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following the Encyclopédie, not only recommended a list of textbooks of logic but also shared its eclectic vision of logic. Although it is characteristic of modernity to take a relative approach to the importance of traditional logic, transformed into science on method, or literally an outline of epistemology, understood according to É. Condillac as a specific form of metaphysics, nevertheless some elements of logic were eclectically made valid. This logic, from the times of I. Kant, has been defined as formal logic. Practical logical skills were preferred to the knowledge of logical theories. At the same time attention was paid to the meaning of natural logical skills, and drills in logical reasoningwhen studying languages and mathematics. Despite preferences for the analytical method they also noticed the importance of synthetic method. It seems also that although the documents of the Commission do not say anything about the teaching of syllogistic issues, in didactic practice inspired by the Encyclopédie in the schools controlled by the Commission, the room was made to teach these problems. Condillac’s book was preferred in the schools controlled by the Commission, nevertheless, it was not, as in the case of other textbooks, a must on the reading list, an obligatory reading matter, therefore it was not published in Poland. The conception of logic presented by the Commission as modelled on the Encyclopédie managed to avoid the one-sidedness of Condillac’s approach, the approach that in fact eliminated the teaching of logic.
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Prohaska, Thomas. "TSAW—a lifelong challenge or simply an unsolved mystery?" Chemistry International 44, no. 3 (July 1, 2022): 19–23. http://dx.doi.org/10.1515/ci-2022-0306.
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Abstract The table of standard atomic weights (TSAW) provides of the numbers included in all reprints of the periodic tables of the elements, in all textbooks in schools, high schools and universities, found on the internet, and numerous databases [1]. Whenever one needs to relate masses of an element to molar quantities, standard atomic weights come into the play. They are of fundamental importance in science, education, technology, industries, trade and commerce. It is therefore not surprising that the determination of atomic weights has a central role in chemistry. Also, it is not surprising that it needs a whole commission of experts to set-up such table with highest confidence even though at first sight it seems to be a simple compilation of numbers. That commission of experts is the Commission on Isotopic Abundances and Atomic Weights (referred to as the Commission in the text). (For more information about the Commission visit ciaaw.org).
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Dewi, Erni Rosita, Izhar Salim, and Imran Imran. "PENGENDALIAN PREVENTIF KOMISI PERLINDUNGAN DAN PENGAWASAN ANAK DAERAH DI PONTIANAK MENGATASI KEKERASAN SEKSUAL REMAJA." Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) 11, no. 7 (July 25, 2022): 687. http://dx.doi.org/10.26418/jppk.v11i7.56471.
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The purpose of this study was to determine preventive social control and the implementation of preventive social control by the Regional Commission for Child Protection and Protection of West Kalimantan Province in Pontianak in dealing with sexual violence against adolescents. This research uses descriptive method with qualitative research form. The data sources of this research are the Commissioner for the Supervision and Protection of Regional Children, youth victims of sexual violence and youth perpetrators of violence. Data collection tools in this study used observation guides, interview guides, and documentation studies. The results of this study are (1). Social control through preventive actions carried out by the Regional Child Protection and Supervision Commission of West Kalimantan Province in the form of advice, guidance, and socialization so that adolescents have good behavior and carry out good social life processes in accordance with the norms and rules prevailing in society. (2). The implementation of preventive social control from the Regional Child Protection and Supervision Commission of West Kalimantan Province in overcoming sexual violence against adolescents is carried out in collaboration with other parties such as schools, universities, Islamic boarding schools and the general public in order to gain insight into adolescents and the community about sexual violence and the steps that must be taken. taken if you become a victim or know when an act of sexual violence has occurred.
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Darling-Hammond, Linda. "Reforming Teacher Preparation and Licensing: Debating the Evidence." Teachers College Record: The Voice of Scholarship in Education 102, no. 1 (February 2000): 28–56. http://dx.doi.org/10.1177/016146810010200104.
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This article responds to Dale Ballou and Michael Podgursky's claims that the National) Commission on Teaching and America's Future has misrepresented research data and] findings. After reviewing and responding to each of their charges, the article indicates the ways in which their critique itself has misreported data and misrepresented) the Commission's statements and recommendations. Ballou and Podgursky ignore and misconstrue the research evidence presented by the Commission in support of its key conclusions. Following an analysis of the ways in which the critique misrepresents the findings from research on teacher education to bolster the argument that training for teaching is unnecessary, this reply offers an argument for professional teaching) standards as a key factor in achieving greater equity and excellence in American schools.
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Moklak, Jarosław. "Sejmowe projekty tworzenia szkół ludowych dla polskiej mniejszości narodowej w Galicji Wschodniej. Przyczynek do historii stosunków polsko-ukraińskich na początku XX wieku." Prace Historyczne 147, no. 3 (2020): 529–42. http://dx.doi.org/10.4467/20844069ph.20.029.12483.
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The Sejm projects for the creation of primary schools for the Polish national minority in Eastern Galicia. A contribution to the history of Polish-Ukrainian relations at the beginning of the 20th century This article presents the projects for the creation of primary schools for the Polish national minority in Eastern Galicia that were introduced in the Sejm by Polish deputies Franciszek Sobolewski and Tadeusz Rutowski. These schools were to be established in the Eastern Galicia province, in villages with a predominance of Ukrainian people. Ukrainian deputies accepted the idea of creating schools for national minorities, but they intended to use the notified projects to create a separate parliamentary commission and open a debate on all matters concerning Polish-Ukrainian relations. Ultimately, a separate commission was not established, and Polish-Ukrainian relations became inflamed.
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Haertel, Edward. "Reflections on the Gordon Commission." Teachers College Record: The Voice of Scholarship in Education 116, no. 11 (November 2014): 1–6. http://dx.doi.org/10.1177/016146811411601110.
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Background This brief reflection on the work of the Gordon Commission calls out significant themes and implications found in the various papers authored by the commissioners and other scholars, especially those included in this special issue of Teachers College Record. Purpose The forward-looking vision of the Gordon Commission is contrasted with contemporary teaching and testing practices to highlight implications for new assessment purposes and methods. It is argued that a new vision of assessment is inseparable from a new vision of teaching and learning. To realize this new vision, some current practices, especially uses of testing to sort and select students and to rank teachers and schools, will need to be greatly attenuated or even abandoned. Research Design This is a narrative review expressing the author's own point of view. No empirical findings are cited. Conclusions A conservative reading of the Gordon Commission's work might suggest that educational assessment tomorrow should function much as it does today, only better. A closer reading, however, suggests a more radical view. Assessment FOR education must break free from the constraints of standardization and consequential comparison.
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L., J. F. "REPORTS TELL PARENTS HOW SCHOOLS PERFORM." Pediatrics 95, no. 5 (May 1, 1995): 645. http://dx.doi.org/10.1542/peds.95.5.645.
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School children throughout New York City are taking home report cards this month—not their own, but those of their schools. The reports were ordered by Schools Chancellor Ramon C. Cortines, who has said that schools can be improved through more involvement by parents. The three-page annual reports, similar to those issued in New Jersey and other states, compare various aspects of a school's performance against the school system's. Report cards like these have been gaining in popularity throughout the country as a means of making schools more accountable to parents and other groups. "It's getting to be a pretty wide-spread practice," said Kathy Christy, a spokes-woman for the Education Commission of the States, a national clearinghouse for school statistics. "What parents want to know is, even though my child got straight As, how is my school or my district doing compared to other schools?" About forty-two states require that schools report to one central office about their performance or student achievement, she said, although not all require that they make such information available to parents.
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Hariyanti, Hariyanti, Hambali Hambali, Ahmad Eddison, and Jumili Ariyanto. "Pre-voters' Political Education Activities at the Election Smart House amidst the Covid-19 Pandemic." JED (Jurnal Etika Demokrasi) 7, no. 3 (July 31, 2022): 416–27. http://dx.doi.org/10.26618/jed.v7i3.7938.
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Pre-voters are a group that will prepare to become novice voters in the next few years; it is important to prepare them to become intelligent and rational voters, one of which is through the existence of the Election Smart House. The research design employed a qualitative descriptive method. The researcher describes in-depth and comprehensively the activities of pre-voter political education at the Election Smart House of the Pekanbaru City of General Elections Commission during the Covid-19 pandemic. Data collection was carried out through observation, interviews, and documentation. Research informants include the commissioner of the General Election Commission of Pekanbaru City, the Elecivicction Smart House of Pekanbaru City manager, and Pancasila and Civic Education teachers teaching at Senior High Schools in Pekanbaru City. The results showed that during the Covid-19 pandemic, from 2020 until now, the activities in the Election Smart House were not very active. It was noted that during the pandemic in the last two years, there were no visits from students to the Election Smart House of the Pekanbaru City owned by the General Elections Commission or visits from the City’s Election Smart House to high schools in Pekanbaru. Therefore, to overcome this situation, the Election Smart House manager initiated a creative idea by procuring Voter Education Podcasts in the Election Smart House by inviting resource persons and broadcasting them through the Pekanbaru City KPU (General Election Commission) YouTube channel. This activity is one way to educate the public without violating the health protocol and an effort to keep the Election Smart House as the center of community political education, especially students as pre-voters.
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Darvall, K. "An Outsider's View of Aboriginal Education in Arnhem Land." Aboriginal Child at School 15, no. 1 (March 1987): 43–47. http://dx.doi.org/10.1017/s0310582200014760.
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In 1986 I was successful in my application for an award under the Schools Exchange and Travel Scheme (a Commonwealth Schools Commission project). As I had expressed interest in visiting small schools with predominantly Aboriginal enrolments, arrangements were made to visit four schools in the East Arnhem Region. During the two weeks of my visit to Arnhem Land I was able to visit Numbulwar, Umbakumba, Yirrkala, Ramingining and Gapuwiyak schools, as well as two outstation schools, Raymangirr and Dhamiyaka.
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Dormus, Katarzyna. "Wątek kształcenia dziewcząt w reformach szkolnych od czasów Komisji Edukacji Narodowej do II wojny światowej." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 23–40. http://dx.doi.org/10.14746/bhw.2015.33.2.
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Girls’ education as an element of school reforms from the Commission of National Education up to WWIIAt the end of the 18th century and during the partitions, the education of young females constituted a separate educational track. At elementary level, young females had access to regular schools. At secondary level, private and monastic schools dominated. The government’s first interference with the education of young females was, perhaps, the attempt by the Commission of National Education to establish the permanent supervision of certain female schools (under legislation from 1775). The laws regarding education in each partition were not commensurate with the growing educational aspirations of women and the general socio-economic conditions. The Russian Partition was characterised by the dual existence of Polish private schools and governmental schools focused on the Russification of young Polish females. In Galicia, the most controversial issue was the creation of female secondary schools, the ompletion of which would enable a young woman to pursue university studies. Only during the Second Polish Republic did female education achieve equality before the law.
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Houziaux, L. N., M. Rigutti, C. Iwaniszewska, J. Kleczek, D. McNally, D. G. Wentzel, E. Kononovich, et al. "Commission 46: Teaching of Astronomy." Transactions of the International Astronomical Union 19, no. 1 (1985): 653–54. http://dx.doi.org/10.1017/s0251107x00006714.
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The program has been continued thanks to the financial help of IAU, Unesco, and of local authorities. A school has been held in Lembang, Indonesia from May 16 to June 2, 1983, with students from India, Indonesia, Malaysia, Philippines, and Thailand. The Local Organizing Committee, chaired by B. Hidayat was very efficient, and the school is considered to be one of the most successful held to date. Both teachers and students expressed their appreciation to the School Secretary, Dr J. Kleczek, and to the IAU Executive Committee. Another school, foreseen in Venezuela for September 1983, had to be cancelled due to the lack of support of the Venezuelan Research Council. There are plans to hold several schools during the 1985-1988 period.
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Dowler, Wayne. "Pedagogy and Politics: Origins of the Special Conference of 1905 on Primary Education for Non-Russians in the East." Nationalities Papers 26, no. 4 (December 1998): 761–75. http://dx.doi.org/10.1080/00905999808408598.
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In May-June 1905 a special conference on education for non-Russians (inorodtsy) of the eastern Empire met in St Petersburg. The conference was organized by the Ministry of National Enlightenment (i.e. Education) with the concurrence of the Holy Synod. It was chaired by A. S. Budilovich, a member of the Council of Ministers. The conference had been preceded by an investigatory commission, also headed by Budilovich, which visited non-Russian elementary schools in the eastern regions of Russia and interviewed education officials, teachers, and parents involved in the education of non-Russians in the area. The purpose of the commission and the subsequent conference was the “examination of the presently existing legislation concerning the non-Russian schools of eastern Russia and in particular that system among them which is linked to the name of N.I. Il'minskii, compared with the schools of the general type that exist in those regions, on the one hand, and with the confessional schools (especially Moslem and Buddhist), on the other.”
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Markland, Anah-Jayne. "The Triumph of Olemaun: Survivance, Empathic Unsettlement, and Restorying the History of Canadian Residential Schools." International Research in Children's Literature 11, no. 2 (December 2018): 132–46. http://dx.doi.org/10.3366/ircl.2018.0270.
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The ignorance of many Canadians regarding residential schools and their traumatic legacy is emphasised in the reports of the Truth and Reconciliation Commission (TRC) as a foundational obstacle to achieving reconciliation. Many of the TRC's calls to action involve education that dispels and corrects this ignorance, and the commission demands ‘age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada’ to be made ‘a mandatory education requirement for Kindergarten to Grade Twelve students’ (Calls to Action 62.i). How to incorporate the history of residential schools in kindergarten and early elementary curricula has been much discussed, and one tool gaining traction is Indigenous-authored picturebooks about Canadian residential schools. This article conducts a close reading of Margaret Pokiak-Fenton and Christy Jordan-Fenton's picturebook When I Was Eight (2013). The picturebook gathers Indigenous and settler children together to contest master settler narratives regarding the history of residential schools. Using Gerald Vizenor's concept of ‘survivance’ and Dominick LaCapra's notion of ‘empathic unsettlement’, the article argues that picturebooks work to unsettle young readers empathetically as part of restorying settler myths about residential schools and implicating young readers in the work of reconciliation.
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von Arx, Jeffrey. "Engaging the Liberal State II: Cardinal Manning and the Royal Commission of 1886." British Catholic History 35, no. 3 (May 2021): 294–315. http://dx.doi.org/10.1017/bch.2021.4.
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As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.
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Hogarth, Melitta Dorn. "Racism, Cultural Taxation and the Role of an Indigenous Teacher in Rural Schools." Australian and International Journal of Rural Education 29, no. 1 (February 22, 2019): 45–57. http://dx.doi.org/10.47381/aijre.v29i1.194.
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The underrepresentation of Indigenous teachers within Australian schools was made evident in the most recent More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) project (Johnson, Cherednichenko, & Rose, 2016). The shortfall of Aboriginal and Torres Strait Islander teachers had been initially identified back in 1975 with the Schools Commission Report (Schools Commission, 1975). The challenge was set by Hughes and Willmot in 1982 to have 1000 trained Indigenous teachers by 1990 within the schooling sector (Hughes & Willmot, 1982). The lack of representation of Indigenous teachers is just one part of the story. In this paper, I share my lived experiences as an Aboriginal classroom teacher in rural schools throughout Queensland. Using an ethnographic narrative approach, I give insight to the realities of the Indigenous classroom teacher in rural schools. In turn, I address some of the inherent institutionalised racism apparent, the assumptions held by others, and the consequential demands placed on the Indigenous teacher. The stories shared are my own and do not insinuate that all other Indigenous teachers have had the same experience. However, by sharing my story, the purpose of this paper is to open dialogue about the role of Indigenous teachers in rural schools and to make schools aware of how they position these rare commodities they have on staff.
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Stone, Mervyn. "Will the Audit Commission and the Commission for Racial Equality Achieve their Joint Objectives for Schools?" Public Money and Management 22, no. 4 (October 2002): 9–11. http://dx.doi.org/10.1111/1467-9302.00323.
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Adegboyega, Bada, Ibrahim. "Correlates of Supervisory Strategies and Quality Education in Secondary Schools in Oyo State, Nigeria." International Journal of Learning and Development 2, no. 3 (May 19, 2012): 164. http://dx.doi.org/10.5296/ijld.v2i3.1820.
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This study examined supervisory strategies as correlates of quality education among secondary schools in Ibadan southwest local government area of Oyo State. Simple random sampling technique was used to select thirty schools (public and private) and three hundred respondents consisting of 200 teachers from public schools, 80 teachers from private schools and 20 supervisors from Teaching Service Commission (TESCOM).Pearson Product Moment Correlation (PPMC) was used to test the four hypotheses(P < 0.05) Multiple Regression was used to determine the contribution of independent variables (Supervisory strategies) both jointly and individually to dependent variable (quality education).Results revealed that two of the supervisory strategies (companionable and synergistic) have positive and significant correlation on quality education (r =0.853) and (r = 0.783) while authoritarian strategy had negative correlation, laissez faire had no significant relationship on quality education (r = -0.522 and r = -0.200)respectively. The joint contribution of the four supervisory strategies to the prediction of quality education in secondary schools was also significant (F (4,295) = 261.225).The paper concludes with some recommendations to the Teaching Service Commission (TESCOM) and the Government. Key words and Phrase: Supervisory Roles, Quality Education, Supervisory Strategies.
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Nisa, Zaib. "Elementary Teachers’ Perceptions about Stakeholders’ Attitude towards Non-assessed Subjects by Punjab Examination Commission." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 95–105. http://dx.doi.org/10.35993/ijitl.v7i1.1214.
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This study investigates the elementary teachers’ perceptions about stakeholders’ (parents, heads, students) attitude towards subjects not assessed by Punjab Examination Commission (PEC) in public elementary schools. The study focuses on the quantitative research method and survey research design. The study includes population of 254 elementary public schools of Sialkot. However, the researchers have chosen only 95 public elementary schools of Tehsil Sialkot as the target population. Likewise, the study has focused only 48 public elementary schools of Tehsil Sialkot as sample for this research using simple random technique. Similarly, the study deploys Self-tailored questionnaires for data collection. The study has analyzed the collected data on the theoretical framework of the descriptive (Mean, Frequency), inferential (t test), and p value. The study concluded that the respondents’ attitude towards non-assessed subjects in public elementary schools Sialkot has been at a low level. The study recommends that government must revise teachers’ evaluation policy, which is only based on students’ scores. The study suggests that the teachers’ evaluation criteria must be broadened in order to and some other factors may also be considered while evaluating teachers.
Keywords: Stakeholders’ attitude, teachers’ perception, Punjab Examination Commission, non-assessed subjects
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Nagy, Rosemary. "The Truth and Reconciliation Commission of Canada: Genesis and Design1." Canadian Journal of Law and Society / Revue Canadienne Droit et Société 29, no. 02 (July 18, 2014): 199–217. http://dx.doi.org/10.1017/cls.2014.8.
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Abstract How and why did Canada end up with a Truth and Reconciliation Commission (TRC) rather than a judicially based public inquiry in response to Indian Residential Schools? Using a constructivist-interpretivist approach with interview research with twenty-three key actors, this article traces the path toward the Indian Residential Schools Settlement Agreement. It examines in particular the shift from calls for public inquiry to truth and reconciliation. In sourcing the idea of a TRC, it gauges the balance between transnational influences and home-grown elements and suggests that two different approaches to a truth commission were merged during the settlement negotiations. One approach, associated with the Assembly of First Nations, focuses on accountability and public record, and the other, associated with survivor and Protestant organizations, is more grassroots and community-focused. This article looks at hybridity and gaps in the TRC’s design, suggesting that the two visions of a truth commission continue to exist in tension.
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Watson, Louise. "Public Accountability or Fiscal Control? Benchmarks of Performance in Australian Schooling." Australian Journal of Education 40, no. 1 (April 1996): 104–23. http://dx.doi.org/10.1177/000494419604000107.
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The Industry Commission review of service provision in school education aims to define performance benchmarks for Australia's eight government education systems, by providing comparative measures of efficiency in education provision. Such benchmarks are likely to lead to a reduction in the level of public resources for government schools unless it is possible to demonstrate the link between expenditure on schooling and school effectiveness. If efficiency audits like the Industry Commission review are to deal with issues of school effectiveness adequately, they should avoid the tendency of previous public sector audits to focus on financial data on schools expenditure to the exclusion of data on student achievement. This paper suggests an approach to measuring system performance which would establish benchmarks that reflected both the efficiency and effectiveness of Australian school systems, and warns against the misuse of performance indicators as an instrument in the determination of funding levels for schools.
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James, Matt. "Uncomfortable Comparisons: The Canadian Truth and Reconciliation Commission in International Context." Les ateliers de l'éthique 5, no. 2 (April 5, 2018): 23–35. http://dx.doi.org/10.7202/1044312ar.
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The Canadian Truth and Reconciliation Commission on Indian Residential Schools is a novel foray into a genre previously associated with so-called “transitional” democracies from the post-Communist world and the global South. This basic fact notwithstanding, a systematic comparison with the broader universe of truth commission-hosting countries reveals that the circumstances surrounding the Canadian TRC are not entirely novel. This article develops this argument by distilling from the transitional justice literature several bases of comparison designed to explain how a truth commission’s capacity to promote new cultures of justice and accountability in the wake of massive violations of human rights is affected by the socio-political context in which the commission occurs; the injustices it is asked to investigate; and the nature of its mandate. It concludes that these factors, compounded by considerations unique to the Canadian context, all militate against success. If Canadian citizens and policymakers fail to meet this profound ethical challenge, they will find themselves occupying the transition-wrecking role played more familiarly by the recalcitrant and unreformed military and security forces in the world’s more evidently authoritarian states.
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Jackson, Kenneth T. "The Bradley Commission on History in Schools: A Retrospective View." History Teacher 23, no. 1 (November 1989): 73. http://dx.doi.org/10.2307/494603.
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Hillman, Nicholas. "The Public Schools Commission: ‘Impractical, Expensive and Harmful to Children’?" Contemporary British History 24, no. 4 (December 2010): 511–31. http://dx.doi.org/10.1080/13619462.2010.518413.
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Watson, R. "European Commission plans free fruit and vegetable scheme in schools." BMJ 337, jul15 1 (July 15, 2008): a829. http://dx.doi.org/10.1136/bmj.a829.
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Bryan, Timothy G., and Mark A. McKnight. "IMPLEMENTING THE PATHWAYS COMMISSION RECOMMENDED FIRST ACCOUNTING COURSE: A PROFILE OF EARLY ADOPTERS." International Journal of Accounting & Finance Review 6, no. 1 (February 24, 2021): 41–52. http://dx.doi.org/10.46281/ijafr.v6i1.998.
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The primary purpose of the current research is to explore the extent to which schools and colleges of business have adopted Pathways Commission recommendations for a new first accounting course. This paper explores the extent to which schools of business and accounting programs have implemented curriculum revisions made by the Pathways Commission, as well as provide a profile of the early adopters of one of these recommendations. This study investigated common traits and characteristics of colleges and schools that had adopted the curricular changes. Specifically, the research focuses on the fourth recommendation from this list, which calls for a new first accounting course to be integrated into business and accounting programs. For the study, 68 faculty members from a cross-section of universities and programs answered questions about their institutions and the Pathways Commission recommended a new first course in accounting. Results indicate some ambivalence toward the curricular changes but also allowed for a profile of the early adopters of this specific change. Thus, the secondary purpose of the research is to identify environments in which the changes have been implemented and to provide a foundation for further research into best practices for implementing these types of curricular revisions.
JEL Classification Codes: M40, M41, M49, I20.
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Rothblatt, Sheldon, and Colin Shrosbree. "Public Schools and Private Education: The Clarendon Commission, 1861-64, and the Public Schools Acts." American Historical Review 96, no. 1 (February 1991): 167. http://dx.doi.org/10.2307/2164081.
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Kerrigan, Kevin. "Miscarriages of Justice and University Law Schools." Journal of Criminal Law 66, no. 1 (February 2002): 1–3. http://dx.doi.org/10.1177/002201830206600101.
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This article reviews the case of Alex Allan whose successful appeal to the Court of Appeal against a conviction for robbery was eventually brought about by the combined efforts of the Criminal Cases Review Commission and the Student Law Office, Northumbria University School of Law. The students' contribution to the preparation of the case is described and assessed.
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Cummins, Jim. "Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed." Journal of Teaching and Learning 16, no. 1 (April 27, 2022): 85–92. http://dx.doi.org/10.22329/jtl.v16i1.7279.
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The Right to Read report highlights the fact that children who experience dyslexia are not being adequately supported in Ontario schools. The report’s call for the establishment of a more effective identification and intervention infrastructure within the school system is timely and persuasive. Unfortunately, the Right to Read report advances two unsubstantiated claims to explain the reading difficulties some children experience in the early grades. Specifically, it argues that Ontario schools are failing to teach reading skills effectively for all students, not just those with specific reading disabilities. Second, it attributes this general failure to the fact that most Ontario schools implement a balanced approach to reading instruction, which the report claims, pays insufficient attention to teaching sound/letter correspondences in a systematic, explicit, and intensive way. Neither of these claims is supported by the scientific data. Ontario students are consistently among the top performers in cross-Canada and international comparisons of reading performance. Furthermore, the empirical research is fully consistent with the implementation of a balanced or contextualized approach to literacy instruction that integrates the teaching of sound/symbol relationships with a more general commitment to immerse children into a literacy-rich instructional environment.
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Budby, J. "Aboriginal and Islander Views: Aboriginal Parental Involvement in Education." Aboriginal Child at School 22, no. 2 (August 1994): 123–28. http://dx.doi.org/10.1017/s0310582200006325.
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The Aboriginal consultative group to the Schools Commission in their report. Education for Aborigines, made the following statement about the involvement of parents in the education of their children.
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De Greve, Jean-Pierre, Kam-Ching Leung, and Michèle Gerbaldi. "DIVISION XII / COMMISSION 46 / PROGRAM GROUP INTERNATIONAL SCHOOLS FOR YOUNG ASTRONOMERS." Proceedings of the International Astronomical Union 4, T27A (December 2008): 445–49. http://dx.doi.org/10.1017/s1743921308026033.
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The IAU Commission 46 Program Group International Schools for Young Astronomers (ISYA) was created in 1967 (Gerbaldi 2008). During the period 2006 till August 2008 two ISYAs took place, one in Malaysia and a second one in Turkey.
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PIŁATOWICZ, Józef. "Zanim powstały politechniki. Nauczanie przedmiotów matematyczno-przyrodniczych i technicznych w dobie reform Komisji Edukacji Narodowej." Historia i Świat 2 (September 8, 2013): 77–113. http://dx.doi.org/10.34739/his.2013.02.04.
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The Commission of National Education (Komisja Edukacji Narodowej), which was established in 1773, introduced fundamental changes relating to organisation and the curriculum in the Polish education system. The Commission constituted a kind of Ministry of Education, which exercised supervision over all the schools in the Crown and the Grand Duchy of Lithuania. The hierarchy was as follows - the Main Crown Schools in Kraków and Grand Duchy of Lithuania in Vilnius, subordinate to the Commission, were in turn superior to divisional schools, including subdivisional schools, and these in turn were superior to parish schools. The changes in the curriculum in the Main Schools were focused predominantly on broadening knowledge in the field of mathematics, natural sciences, and technical skills, which was brought to life in the form of Collegium Physicum and its respective departments, e.g. the departments of architecture, mechanics, and hydraulics, and their respective offices, gathering tools, equipment, and models facilitating the sharing of knowledge through presentations. Similar curricular changes were implemented in secondary schools. It was the first time that natural sciences with technical elements had been introduced on such a wide scale to the curriculum. The official instructions enabled the standardisation of the curriculum in all schools. The characteristic feature of the curriculum was its utilitarianism, as, when teaching each subject, particular attention was paid to developing students' skills in using acquired theoretical knowledge in practice. The changes were introduced in a systematic manner. The first step covered the preparation of the curriculum and instructions concerning its implementation, which was followed by teacher training. This was of paramount significance to the teaching of mathematics, natural sciences, and technical subjects. The class books were arranged by putting them out to tender, and often the works by foreign authors were used. The new curriculum modernised education, broadening students' knowledge of mathematics, natural sciences, and technical subjects, and preparing them for the huge civilisational changes brought by the 19th century. It aroused interest in technology, which was entering nearly all spheres of socio-economic life on a bigger and bigger scale. It proved useful in the 19th century, when Polish students went to technical colleges abroad in great numbers due to the lack of technical universities in the Kingdom of Poland and the Prussian Partition.
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Heward, Christine, and Colin Shrosbree. "Public Schools and Private Education: The Clarendon Commission, 1861-64, and the Public School Acts." History of Education Quarterly 29, no. 4 (1989): 645. http://dx.doi.org/10.2307/369072.
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Ashqar, Rawia, and Loureen D. Haddad. "The Impact of Stakeholders on Schools for Improving Students’ Performance: The Case of Israeli Students Performance in the PISA Test." Journal of Education and Culture Studies 4, no. 4 (September 11, 2020): p1. http://dx.doi.org/10.22158/jecs.v4n4p1.
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This study examines the pressure employed by stakeholders on the management of schools and the insertion of reforms in the education system. The article analyzes the case-study of Israeli stakeholders’ reaction to the Israeli students’ performance in the PISA test. The argument of the article is that the media in Israel deals extensively with the performance of Israeli students in these tests, and the media turns into the main source that feeds Israeli parents knowledge of the test results. Consequently, pressure is employed by parents in particular on the government and schools to do all in their capacity to improve the results and to raise Israel’s ranking on these international tests. As a result, the government has created a commission to reform the education system. Following the implementation of the commission’s recommendations, Israel managed during the last two decades to improve the performance of Israeli students in the PISA test.
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Milloy, John. "Doing Public History in Canada’s Truth and Reconciliation Commission." Public Historian 35, no. 4 (November 1, 2013): 10–19. http://dx.doi.org/10.1525/tph.2013.35.4.10.
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The author discusses his experience with Canada’s Truth and Reconciliation Commission, charged with writing a history of the residential school system for First Nations students in Canada and with producing an archive accessible to both scholarly researchers and the public. Funding and limited governmental support for the project limited its scope and effectiveness, but the TRC has helped educate the Canadian public about residential schools, and has made progress towards reconciliation.
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Jiwaji, Noorali T. "Tanzanian experience of In-service Teacher Training in Astronomy through the NASE program." Proceedings of the International Astronomical Union 15, S367 (December 2019): 368–70. http://dx.doi.org/10.1017/s1743921321000880.
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AbstractWe provide our first experience of Astronomy training as an in-service training of teachers of Science in Primary schools, and teachers of Geography, Physics and Mathematics in Secondary Schools necessitated due to lack of Astronomy specific training in their teacher training programs. The hands-on training was conducted in collaboration with the IAU Commission 46 Working Group program of Network of Astronomy Schools Education (NASE). Experiences from both face to face and virtual sessions conducted during the Covid19 period and in preparation of a major African solar eclipse, are discussed.
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Gerbaldi, Michèle, and Edward F. Guinan. "DIVISION XII / COMMISSION 46 / PROGRAM GROUP INTERNATIONAL SCHOOLS FOR YOUNG ASTRONOMERS." Proceedings of the International Astronomical Union 3, T26B (December 2007): 238–41. http://dx.doi.org/10.1017/s1743921308024265.
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The programme International Schools for Young Astronomers, hereafter named ISYA, is organized by IAU COMMISSION 46 on Astronomy Education & Development since 1967. We present here a brief history of the development of this programme since its creation till 2006. Much more data can be found in the Transactions of the IAU, either Vol. A or B, as well as in two papers published in proceedings of meetings; the references of these publications are given at the end of this report.
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Guerrero, Verónica Guerra, and Olivia Sanhueza Alvarado. "Outcome analysis of accreditacion processes for chilean nursing programs." Revista Latino-Americana de Enfermagem 18, no. 1 (February 2010): 94–101. http://dx.doi.org/10.1590/s0104-11692010000100015.
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The National Undergraduate Accreditation Commission has been taking care of the accreditation process in several Nursing Schools, whose results are analyzed in this article, given the limited evidence of strengths and weaknesses. The objective is to analyze the first results obtained by that commission about the current development of Nursing in the country. The strengths obtained are: experience, qualification, commitment of teaching staff; well-defined study programs; adequate clinical training fields and infrastructure. Weaknesses are: reduced number of teachers; a curricular approach emphasizing biomedicine over nursing, low use of participative teaching methods; increasing difficulty to access exclusive clinical areas, and insufficient bibliographic resources. Conclusion: It is urgent that all Nursing Schools submit to universal criteria and standards, establishing minimum graduation levels for students, as well as the real state of the quality of nursing education in the country.
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Arshad, Muhammad, Muhammad Nisar ul Haq, and Mumtaz Gul Khan. "Status of Physical Facilities and Students Achievement at Public and PEF Partner Schools in Punjab, Pakistan." Global Political Review V, no. I (March 30, 2020): 163–71. http://dx.doi.org/10.31703/gpr.2020(v-i).19.
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The main aspiration of this study was to analyze the status of physical facilities and students achievement at Public and Punjab Education Foundation (PEF) partner schools in Punjab, Pakistan. The present study was quantitative in nature and survey approach was used. Multi-stage random sampling procedure was employed to pick out the sample from Sahiwal division. The sample of the study comprised of 506 public elementary schools Head Teachers and 146 PEF schools Principals. The researcher developed a checklist for physical facilities (CLPF), validated before data collection. The result of the study showed that Public schools had more physical facilities as compared to PEF partner schools. The annual result of Punjab Examination Commission (PEC) was taken as achievement of students. The performance of Public schools is better regarding students achievement as compared to PEF partner schools. It is highly recommended that PEF schools follow the physical infrastructure as present in public schools.
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Hymel, Shelley, Angela Low, Lindsay Starosta, Randip Gill, and Kimberly Schonert-Reichl. "Promoting Mental Well-Being Through Social-Emotional Learning in Schools: Examples from British Columbia." Canadian Journal of Community Mental Health 36, no. 4 (December 1, 2017): 97–107. http://dx.doi.org/10.7870/cjcmh-2017-029.
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Social and emotional learning is increasingly recognized as playing an important role in the promotion of positive mental health in schools. In 2012, the Mental Health Commission of Canada identified child and youth mental health as a priority for the transformation of mental health systems in Canada. To this end, comprehensive efforts to promote positive social and emotional development in schools and to foster safe and caring school environments are urgently needed. This paper highlights the multi-faceted approach undertaken in British Columbia over the past decade to promote positive mental health through social-emotional learning in schools.
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Sandler, Lou. "Autism Really a ‘Public Health Crisis?" Californian Journal of Health Promotion 7, no. 1 (September 1, 2009): 76–85. http://dx.doi.org/10.32398/cjhp.v7i1.1322.
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The California Blue Ribbon Commission on Autism’s September, 2007 report identified Autism Spectrum Disorder (ASD) as a ‘public health crisis’ and ‘epidemic’ recommending an “Office of ASD” under Public Health. The Commission also said that health plans should provide “full…” services for ASD. With this, the Commission set the groundwork for a potential misdirection of public health funding, increased litigation, and unnecessary competition between families and providers of children with special needs. Though the report acknowledges that honest differences exist, it then incorrectly asserts that each has equal relevance. Rather than a ‘public health crisis,’ autism should be viewed as a crisis of instruction requiring better coordination of available services and existing knowledge with targeted support for schools, families and community providers.
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Johnson, Art. "Now & Then: Community Planning through Data Analysis, John Graunt: The Founder of Statistics." Mathematics Teaching in the Middle School 5, no. 7 (March 2000): 458–64. http://dx.doi.org/10.5951/mtms.5.7.0458.
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Now… A NEW HOUSING DEVELOPMENT IS BEING BUILT ON THE outskirts of town. Is the closest elementary school large enough to accommodate the expected influx of new students? Members of local and regional planning commissions consider such questions and help communities adapt to growth and change. Andrew Singelakis is the head of the Regional Planning Commission in south-central New Hampshire. He uses mathematics to help towns and cities in his part of the state plan and evaluate community services, from bus routes and new schools to traffic lights and tollbooths. To help communities plan for the future, Andrew uses mathematics to analyze data from the past and present. He also relies on a reasonable sense of both current trends and human nature.