The Struggling State : Nationalism, Militarism, and the Education of Eritrea /

The Struggling State explores Eritreans’ disillusion with a government that permanently conscripts the vast majority of its citizens into the military, and examines teachers’ paradoxical roles as educators who are trying to create a bright and peaceful future for the nation while situated to shuttle their students into the military. This title was made Open Access by libraries from around the world through Knowledge Unlatched.

Annual report of the State Board of Education and of the Commissioner of Education of Delaware.

Report year ends June 30.

Hearings on the structure and governance of higher education in Illinois before the House Select Committee on State Government Organization.

Cover title.

Management audit, Illinois State Board of Education and other state agencies providing funding to Illinois Regional Offices of Education.

"LPU Order 31353"--Colophon.

Phase I mandates studies and definition of schooling : final staff recommendations presented to the Illinois State Board of Education, Planning and Policy Committee.

Final recommendations for analysis of the mandates in special education, bilingual education, driver education, physical education, and the instructional program in elementary and secondary schools.

Survey of Illinois school districts on the service quality provided by the Illinois State Board of Education and the Regional Offices of Education annual report.

"Pursuant to Public Act 89-212, enacted in 1995. The Act specifies that the survey should annually evaluate the nature and quality ..."

A socio-psychological study of conforming and deviating behavior among adolescents; a final report of research under contract project 507 (8133) a cooperative research project of the United States Office of Education and the State University of Iowa. Project staff: Albert J. Reiss, Jr., project director [and] Albert Lewis Rhodes, research associate.

"The first two years of this three year project were undertaken as Cooperative Research Project 6399, by Vanderbilt University and the U.S. Office of Education."

State education for the people in America, Europe, India and Australia : with papers on The education of women, Technical instruction and payment by results.

Mode of access: Internet.

Advanced education : the relations of the national and state governments to advanced education /

Bound in blue paper wrapper, printed in black.

Population crisis : hearings ... Eighty-ninth Congress, first session, on S. 1676, bill to reorganize the Department of State and the Department of Health, Education, and Welfare.

Pt. 4, Appendix; pt. 5, Index--1965.

Foreign curriculum consultant program for American schools, colleges, and state departments of education

Mode of access: Internet.

“PROSPERING BECAUSE THAT’S ITS HISTORY”: BLACK RESILIENCE AND HONORS DEVELOPMENT IN HIGHER EDUCATION: MORGAN STATE UNIVERSITY AND THE STATE OF MARYLAND, 1867-1988

This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speaks to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape.

The Impact of Education and Socioeconomic and Occupational Conditions on Self-Perceived and Mental Health Inequalities Among Immigrants and Native Workers in Spain

There is limited evidence on the influence of social determinants on the self-perceived and mental health of immigrants settled at least 8 years in Spain. The aim of this study was to examine differences between workers related to migrant-status, self-perceived and mental health, and to assess their relationship to occupational conditions, educational level and occupational social class, stratified by sex. Using data from the Spanish National Health Survey of 2011/12, we computed prevalence, odds ratios and explicative fractions. Mental (OR 2.02; CI 1.39–2.93) and self-perceived health (OR 2.64; CI 1.77–3.93) were poorer for immigrant women compared to natives. Occupational social class variable contributes 25 % to self-perceived health OR in immigrant women. Settled immigrant women workers are a vulnerable group in Spain.

Further Education and Training Strategy 2014-2019

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li