There were shortages of staff, equipment and building..." (Eckstein, 1960) Eckstein additionally states: "Post-war legislation has generally been characterized by radical thinking and optimism. However, the euphoria brought by the end of a war is so often soon dissipated in the exhausting battle of the peace. At such a time, the ambitiously optimistic spirit of reconstruction may also be lessened. A more cautious planned expansion replaces the scheme for extensive reconstruction, ideas of reform have once again to vie with practices which are entrenched in the typical ways of thinking of a people. The educational legislation of the last five years or so has been characterized by such an approach, by plans for reform and expansion which reflect the changes in the spirit of nations since 1945." (1960) in 1948 England and Wales had 1,875,997 children enrolled in secondary education of all kinds while in France the number in 1950 was only 794,070 with only slightly more in Germany in 1950 at 828,631 and in Italy the same year children enrolled in secondary education of all kinds is stated to have been 503,943. This work states that: "Much of the effort in education in Europe is still directed toward making good deficiencies for which World War II was responsible." (Eckstein, 1960)
IV. CONCEPTS of EDUCATION EQUALITY and ACHIEVEMENT LINKED
The work of Riddell and Salisbury (2000) relates: "...concepts of educational equity and inclusion have come to mean different things in different parts of the UK in the post World War II period depending on which aspects of social identity are seen as having greater salience. (p.8) for example it is related that in Wales, the Welsh culture and identity 'has been reflect in concerns to promote schools with Welsh as the first language of instruction." (Riddell and Salisbury, 2000) it is additionally stated that in the United Kingdom between 1945 and 1970 that predominant political and ideological trends have shaped the educational system according to "conventional gender stereotypes and narrowly-held conceptions of nation and identity."...
It is important to recognize the many different areas within adult education, and what type of students these areas attract. Ultimately, for the adult education department to be successful, it must attract a wide variety of students, and keep at least some of those students coming back to continue their education in order to be successful. Adult education serves a vital role in the upper education system, and it
" (Stevens, 2006) While the pay of education staff has been lowered, tuition fees have been raised and yet public spending."..on higher education in the UK is one of the lowest in the industrialized world." (Stevens, 2006) Currently Britain is stated to spend only 1.1% of its national income on higher education, compared with the EU average of 1.2%." (Stevens, 2006; paraphrased) the U.S. spends 2.6% of its national income
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Education K-12 and the Shortage of Teachers 1. Introduction: Policy Problem In South Carolina State, the share of educators quitting their posts per annum (6,500 in number, in the year 2016) is much higher as compared to that of teacher-program graduates available to occupy those vacant posts (1,700, for the year 2016). The state’s teacher-training enrollment has been dwindling at four percent, averagely, a year. From 2009 to 2014, a thirty-five percent
Education in America The seventeenth century has been called, as an age of faith, and for the colonists a preoccupation with religion, as probably right. The religious rebel of the sixteenth century was severe and shaking as its impact was felt both on the continent as well as in America. However, intelligent Americans of the seventeenth century thought and realized that education could, and may be should, be a handmaiden
Adult Education: Further education, which is commonly abbreviated as FE, is a term that is used to refer to adult education or post-compulsory education that is different from the education provided in higher education institutions like colleges and universities. Further education or adult education may be provided at any level beyond compulsory education such as basic training, Higher National Diploma, and Foundation Degree. Further education or adult education is provided
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