Creative tensions? Creativity and basic skills in recent educational policy.

Recently, in response to sustained criticism about the standards driven curriculum, UK government agencies have been promoting creativity in schools. In this article we explore how creativity is being defined in current national educational policy statements; how these definitions relate to other theoretical work on creativity, and the implications for the curriculum and pedagogies.

The sociology of Pierre Bourdieu and researching education policy

Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding educational policy in the context of globalisation and the economising of it. In applying Bourdieu's theory and methodology to research in education policy, we focus on developing his work to understand what we call 'cross-field effects' and for exploring the emergence of a 'global education policy field'. These concepts are derived from some of our recent research concerning globalisation and mediatisation of education policy. The paper considers three separate issues. The first deals with Bourdieu' s primary 'thinking tools', namely practice, habitus,capitals and fields and their application to policy studies. The second and third sections consider two additions to Bourdieu's thinking tools, as a way to reconceptualise the functioning of policy if considered as a social field. More specifically, the second section develops an argument around cross-field effects, as a way to group together, research and describe policy effects. The third section develops an argument about an emergent global education policy field, and considers ways that such a field affects national education policy fields.

New scalar politics : implications for education policy

This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with 'methodological nationalism'. The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the ‘knowledge economy’ proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD’s PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu’s ‘thinking tools’ to understand the emergent global education policy field and suggest these are very useful for doing comparative education policy analysis.

The lived experience of flexible education : theory, policy and practice

The range of rationales that underpin conceptions of flexible education, and the re-making over time of the official meaning of flexibility in national education policy, have led to the point where flexibility might be found, or be required, in nearly every aspect of Australian higher education. This paper seeks to identify those rationales and the development of public policy rhetoric that have framed the development of the meaning of flexible education over time in an Australian context. By considering the intersection of theoretical and policy perspectives on flexible education with the realities of teaching and learning practice in the discipline context of engineering, this paper proposes the essential importance of individual context and agency in the making of real meaning from, and creating practical boundaries around, the otherwise tenuous definitions of flexibility often offered by institutional policy.

Quem tem direito à moradia? :uma análise da política nacional de habitação e dos programas de habitação de interesse social (2003-2005)

This dissertation analyses the Brazilian housing policy of today s, focusing on the programmes in the socalled Social Interest Housing Subsystem in order to discuss to what extent the government has been able to grant housing constitutional rights in the country. The discussion is about housing policy and the principles in the country s Constitution regarding the role of housing as a social right, a right that must be granted by the state. This refers to land rent theory to understand the relationship between capital and property and the reasons why, under capitalism, housing becomes a commodity in the market. Then, it discusses the national housing policy, which emphasizes land ownership through financing, that is, via market, a process that excludes all low income population. In the conclusion, it is clear that, although government programmes cover extensively at least potentially the national territory as well as social group, subsidized housing programmes cannot be implemented in the city due to land prices because subsidy is too low. In this way, the law that grants housing rights to all Brazilian citizens is violated

Multilateral rules on competition policy: an overview of the debate

Includes bibliography

Establishing social statistical databases for evidenced-based social policy formulation in the Caribbean

Includes bibliography

Reforma agrária e estrutura fundiária no Brasil: uma análise a partir do I Plano Nacional de Reforma Agrária

Pós-graduação em Economia - FCLAR

Spatial assessment of carbon stocks of living vegetation at the national level in Lao PDR

The international mechanism for Reducing Greenhouse Gas Emissions from Deforestation and Forest Degradation (REDD) supposedly offers new opportunities for combining climate mitigation, conservation of the environment, and socio-economic development for development countries. In Laos REDD is abundantly promoted by the government and development agencies as a potential option for rural development. Yet, basic information for carbon management is missing: to date no knowledge is available at the national level on the quantities of carbon stored in the Lao landscapes. In this study we present an approach for spatial assessment of vegetation-based carbon stocks. We used Google Earth, Landsat and MODIS satellite imagery and refined the official national land cover data to assess carbon stocks. Our study showed that more than half (52%) of carbon stock of Laos is stored in natural forests, but that 70% of this stock is located outside of national protected areas. On the basis of two carbon-centered land use scenarios we calculated that between 30 and 40 million tons of carbon could be accumulated in shifting cultivation areas; this is less than 3% of the existing total stock. Our study suggests that the main focus of REDD in Laos should be on the conservation of existing carbon stocks, giving highest priority to the prevention of deforestation outside of national protected areas.

Baseline Survey Report: Case study of Uluguru and Usambara mountains (Bigwa, Tangeni, Peko Misegese, Mashewa and Misalai villages)

Agriculture is the back borne of the economy of Tanzania and its main objective is to ensure food security and eradication of rural poverty through the promotion of production systems, technologies and practices that are environmental sound (Tanzania National Environmental Policy, 1999). However, this has not been achieved due to rapid land degradation, which has consequently lead to massive soil loss, decline in crop yields, disruption of water resources and the destruction of the natural resources in general. This report highlights the extent to which agricultural related activities like agronomic and cultural practices such as use of fire for preparation of farms and cutting of trees to meet villagers’ needs have devastating effect on the quality of the environment. Besides these observed difficulties this paper argued that as the survival, well being and future of the Uluguru and Usambara people it is essential to provide continuous training to farmers, so that they know how best to continue farming and harvesting forest products on a sustainable basis without causing much harm to the environment. Most of all this paper recommends the introduction of Ngolo cultivation technology on steep slopes of Usambara and Uluguru mountains in order to enhance the conservation of the environment.

European Policy Uses of International Comparisons of Academic Achievement. ACES Working Papers, 2012

International large-scale assessments (ILSAs) and the resulting ranking of countries in key academic subjects have become increasingly significant in the development of global performance indicators and national level reforms in education. As one of the largest international surveys, the Programme for International Student Assessment (PISA) has had a considerable impact on the world of international comparisons of education. Based on the results of these assessments, claims are often made about the relative success or failure of education systems, and in some cases, such as Germany or Japan, ILSAs have sparked national level reforms (Ertl, 2006; Takayama, 2007, 2009). In this paper, I offer an analysis of how PISA is increasingly used as a key reference both for a regional2 entity like the European Union (EU) and for national level performance targets in the example of Spain (Breakspear, 2012). Specifically, the paper examines the growth of OECD and EU initiatives in defining quality education, and the use of both EU benchmarks and PISA in defining the education indicators used in Spain to measure and set goals for developing quality education. By doing so, this paper points to the role of the OECD and the EU in national education systems. It therefore adds to a body of literature pointing to the complex relationship between international, regional, and national education policy spaces (cf. Dale & Robertson, 2002; Lawn & Grek, 2012; Rizvi & Lingard, 2009).

Strengthening the Migration-Development Nexus through Improved Policy and Institutional Coherence

The complexity of migration issues is clearly reflected by states diverging national migration policy interests that exists within one state. In line with the Swiss Report on International Cooperation on Migration of the Swiss Federal Council , this complexity requires close coordination and cooperation between the governmental institutions and all offices. Only through a close and coherent cooperation between all governmental actors involved in migration issues the migration-development nexus can be strength. The present paper will suggest how intergovernmental cooperation can lead to better policy coherence in migration by interlinking all actors involved.

Metropolitan America in transition: implications for land use and transportation planning.

Mode of access: Internet.

DOD future energy resources : proceedings of workshops held at the National Defense University /

"The enclosed CD contains Adobe PDF files of this report and presentations delivered at two workshops on DOD future energy resources"--P. [2] of cover.

Rogue River National Forest, timber resource plan : final environmental statement.

"USDA - FS - R6 - FES (Adm) - 77 - 14."