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

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

Wind in the sails or captain of the Va'a? : the influence of the global education agenda in the Samoan education system : a research project presented in partial fulfilment of the requirements for the degree of Master of International Development at Massey University, Palmerston North, New Zealand

The aim of this research was to explore the influence of an international education agenda, particularly through the Education for All goals and Millennium Development Goal (MDG) 2, on the education system of Samoa. The findings of the research indicate that the priorities of the Samoan education policy are closely related to this second Millennium Development Goal, in particular with regards to access to education. Samoan education policies also relate to the emerging Sustainable Development Goals (SDGs) when addressing educational quality. The emphasis on international goals is problematic as these goals do not take into consideration the context or culture-specific needs of the country, but rather reflect a combination of various underlying theories such as rights-based approaches and economic theories. The involvement of donors in the education system of Samoa was found to be strongly influenced by MDG 2. It also became evident that donors give priority to their own interests and their funding can easily change as priorities in development shift. This research has also found that there is an indigenous education agenda being constructed by rich academic discussions about the goals and purpose of education in the Pacific. These discussions are reinforced by selected regional initiatives, such as the Re-thinking Education Initiative and the Pacific Regional Initiative for the Delivery of basic Education (PRIDE). Pacific education experts point out the importance of education being culturally relevant, as the current system is perceived as an alien force, and describe how, by its nature, the education system imposes incompatible values on the children of the Pacific. The Samoan education system was found to set its own course, while also incorporating international goals, donor priorities, the national level priorities and ideas presented by Pacific authors on education

Implementation of Islamic Education Through Boarding School System

Penelitian ini bertujuan untuk mengetahui penyelenggaraan pendidikan Islam melalui sistem Boarding school. Lokasi di SMA Islam Nurul Fikir Lembang dengan metode kualitatif. Hasil penelitian menunjukkan: a) SMA Islam Nurul Fikri banyak diminati masyarakat karena adanya sistem boarding school dan kurikulum terpadu yang memadukan pendidikan umum dan pendidikan agama; b) input peserta didik berasal dari kalangan menengah atas dengan kecerdasan tinggi; c) proses pembelajaran melalui pengalaman (experiential learning) dan memadukan secara utuh ranah kognitif, afektif dan konatif; d) output peserta didik banyak yang masuk ke Perguruan Tinggi Negeri dan banyak meraih prestasi berbagai kejuaraan lomba baik tingkat provinsi maupun nasional; e) model yang diharapkan ke depan adalah mempertahankan model sekolah terpadu melalui sistem boarding school dengan menghasilkan peserta didik yang mahir di bidang umum dan agama serta memperluas akses bagi peserta didik menengah ke bawah

Harnessing technology review 2007. Progress and impact of technology in education. Full Report.

This is the first review of the use and impact of ICT in the education system following the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving the system outcomes of the policy

Harnessing technology review 2008. The role of technology and its impact on education. Full report.

This is the second review of the use and impact of ICT in the education system following the publication of the Government's e-Strategy for education, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving the system outcomes of the policy

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