The Education System in Mexico

Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world

Final report: Nevada System of Higher Education Quality Assurance Program

The principal purpose of the cooperative agreement was to develop and continue providing the public and the Office of Repository Development (ORD) of the U.S. Department of Energy’s (DOE) Office of Civilian Radioactive Waste Management (OCRWM) with an independently derived, unbiased body of scientific and engineering data concerning the study of Yucca Mountain as a potential high-level radioactive waste repository. Under this agreement, the Nevada System of Higher Education (NSHE), formerly the University and Community CollegeSystem of Nevada (UCCSN), performed scientific and engineering research, and maintained and fostered collaborative working relationships between government and academic researchers. In performing these activities, the NSHE developed and implemented a quality assurance (QA) program, which was accepted by the DOE Office of Quality Assurance, under the previous Cooperative Agreement Number DE-FC28-98NV12081. The following describes the objectives of Project Activity Task ORD-FY04-002 “Quality Assurance Program” under Cooperative Agreement DE-FC29-04RW12232. The objective of this QA program was to assure that data produced under the cooperative agreement met the OCRWM QA Requirements and Description (QARD) requirements for quality-affecting (Q) data. The QA Program was written to address specific QARD requirements historically identified and incorporated in Q activities to the degree appropriate for the nature, scope, and complexity of the activity. Additional QARD requirements were integrated into the program when required to complete a specific activity. NSHE QA staff developed a detailed matrix to address each QARD element, identifying the applicable requirements and specifying where each requirement is addressed in the QA program procedures, or identify requirements as “not applicable” to the QA program. Controlled documents were prepared in the form of QA procedures (QAPs) and implementing procedures (IPs). NSHE identified new QAPs and IPs when needed. NSHE PIs implemented the QA program and completed individual research project activities. PIs were also responsible for developing implementing procedures, conducting technical training, assuring that the QA program training was acquired by all task personnel, and participating in monitoring the QA program control for each individual research project activity. This project activity, which was an essential part of the program to enhance the collaborative ongoing research between the NSHE and ORD, was intended to support all quality-affecting activities funded during the five-year period of the cooperative agreement. However, the cooperative agreement was down-graded to non quality-affecting after 4 year

Madrasah Education System and Terrorism: Reality and Misconception

Since the terrorist attacks on September 11, 2001, the Islamic schools known as madrasah havebeen of increasing interest to analysts and to officials involved in formulating U.S. foreign policytoward the Middle East, Central, and Southeast Asia. Madrasah drew added attention when itbecame known that several Taliban leaders and Al-Qaeda members had developed radicalpolitical views at madrasah in Pakistan, some of which allegedly were built and partially financedthrough Saudi Arabian sources. These revelations have led to accusations that madrasah promoteIslamic extremism and militancy, and are a recruiting ground for terrorism. Others maintain thatmost of these religious schools have been blamed unfairly for fostering anti-U.S. sentiments andargue that madrasah play an important role in countries where millions of Muslims live in povertyand the educational infrastructure is in decay. This paper aims to study a misconception of therole and functions of Islamic traditional religious schools which have been linked with theactivities of terrorism. The study will be specifically focus on practice of the traditional Islamicschool, which is locally called as ‘madrasah system\u27

An education support system

I think the conversation about system change rather than simply school change is beginning to increase in volume despite our culture's resistance to thinking about education in this way. I urge each of you to join this conversation about how we build a local infrastructure, not a school district necessarily, but a local infrastructure with the capacity to make our national education goals a reality rather than a hollow promise.Education

Expert system application education project

Artificial intelligence (AI) technology, and in particular expert systems, has shown potential applicability in many areas of operation at the Kennedy Space Center (KSC). In an era of limited resources, the early identification of good expert system applications, and their segregation from inappropriate ones can result in a more efficient use of available NASA resources. On the other hand, the education of students in a highly technical area such as AI requires an extensive hands-on effort. The nature of expert systems is such that proper sample applications for the educational process are difficult to find. A pilot project between NASA-KSC and the University of Central Florida which was designed to simultaneously address the needs of both institutions at a minimum cost. This project, referred to as Expert Systems Prototype Training Project (ESPTP), provided NASA with relatively inexpensive development of initial prototype versions of certain applications. University students likewise benefit by having expertise on a non-trivial problem accessible to them at no cost. Such expertise is indispensible in a hands-on training approach to developing expert systems

Flanders

The higher education system in Flanders comprises 8 universities and 29 nonuniversity higher education institutions (colleges of higher education: hogescholen). Furthermore, there is a Royal Military Academy and a Protestant Theological Faculty in Brussels. Although higher education in Flanders is divided into university education and non-university education, it is questionable whether the Flemish system is a genuine example of the binary model

Accounting information system: Education and research agenda

Revolution of information technology has changed many aspects of accounting practices, which resulted in greater demand for accountants with sufficient information technology (IT) knowledge and skills. Importantly, these changes have provided new and exciting research opportunities for accounting information system (AIS) researchers. This paper aims to address issues relating to both AIS education and research. It also attempts to provide guidance to AIS curriculum design and direction for AIS research. In terms of AIS education, this paper reveal that accounting programmes worldwide have not sufficiently integrated IT knowledge and skills into the curriculum, thus resulting in the inability to produce graduates that meet the current needs of businesses. In terms of research, the paper starts with a discussion on issues relating to definition, scope and category of AIS research. In general, while IT revolution has offered various research opportunities, AIS research has provided very limited contribution to accounting or information system research and practice. Towards this purpose, this paper provides several suggestions to researchers. First, AIS researchers need to view AIS in a broader perspective where the impact of technology on all areas of accounting, auditing, and taxation should be considered within the realm of AIS interest. Second, AIS researchers have to specialise in at least one other accounting area such as financial reporting, managerial accounting, audit or taxation, in addition to AIS domain, to produce high-quality research results. Finally, it is hoped that discussions brought forward by this paper would initiate and encourage debate among accounting professionals and academics and, in particular AIS lecturers, in order to strengthen current AIS curriculum to produce high-quality AIS research that can have a notable impact on the accounting profession and business practice

Albania, financial management in the education system: Higher education

Recently, in Albania, the debate on the autonomy of higher education is growing. The debate is twofold; one is related with the problems of financing the higher education and the other in the choice of financial management system. The main resource of financing education and also higher education in Albania is the government, which means taxpayers, and a small part of the financing is coming by the tuition fees. In the case of Albania, when the GDP per capita is still low, the level of poverty is reasonable high; it is difficult for the students to afford the cost of higher education service. In the mean time the pressure from universities to increase the share of expenditures in higher education is pushing policymakers to think about the philosophy of the management of higher education in Albania. This paper is a thought-provoking paper that will try to help the stakeholders to find the best philosophy of financing and management of higher education. We agree that financial autonomy of universities is a superior system of the management of higher education but jumping to this system with the existing infrastructure, it is likely to fail. --Albania,Higher Education Management

Food System Education Among High School Students

As the American public school system is currently designed, the average student is likely to graduate high school without ever having received any formal instruction regarding the food system in which he or she takes part as a consumer. Such instruction was not necessary up until the current era of separation between consumers and food production. Through this research project, I sought to demonstrate the effectiveness of a single introductory lesson on the issues confronting the modern American food system, which I taught to two high school biology classrooms. A pre-survey was taken by the high school biology students online prior to the day of the food system lesson, which was followed by the in-class administration of a post-survey consisting of the same questions. The results of the two surveys, which generated both quantitative and qualitative data, were compared to determine high school students’ background in food system education. The data indicated that students did not know much about food systems, but also that they wanted to learn. In this thesis, I argue for the consideration of the subject of food systems as part of the realm of crucial general knowledge, a form of knowledge that should at the very least be offered as an elective option in high schools across the country for the purpose of yielding future generations of informed and engaged consumers