Trzy modele obywatelstwa a edukacja publiczna

This article attempts to investigate the three strands of citizenship, nationalism and education and their interconnectedness in India after independence. It seeks to address questions like how has the post-colonial state in India visualized its models of citizenship through its education policies and programmes and what has become of their fate? In what ways the changing nature of public versus private education has shaped contested models of citizenship? What challenges are thrown at the models of citizenship that the Indian state has tried to posit through education? It is argued that the journey of citizenship in post-independent India is that of contradictory pulls around key strands of ethno-cultural nationalism and civic nationalism and around an economically productive nation versus an economic consumer nation. The article will look at some of the key policy shifts and operational models and attempt to locate the dynamic behind those shifts.

College Board is thrilled to announce the launch of a pilot program, Advanced Placement® (AP) with We.org Service, in a partnership with international charity and educational partner, Free the Children. AP Computer Science is among six AP courses that will participate in this pilot program. The College Board and Free The Children share a passion for enriching students' learning experiences and developing well-rounded citizens. The program combines the academic challenge and rigor of AP Computer Science with Free The Children's WE.org education and citizenship model. AP Computer Science with WE.org Service creates an opportunity for students to consider their classroom work and how it applies to the real world, while working closely with peers to address social issues.

A model of education where the distribution of abilities is the source of heterogeneity is investigated. Ability is a key determinant of human capital accumulated when young, which in turn determines income and its distribution. The assumption of heterogeneous abilities leads to steady‐state income distributions that exhibit income inequality. Of particular interest is the result that symmetric distributions of ability generate positively skewed income distributions. Models of private and public education are analyzed and compared. It is found that private education results in higher incomes and less income inequality than observed in the public education model.

Open Government, Technological Innovation and the Politics of Democratic Disillusionment: (E-)Democracy from Socrates to Obama

This article attempts to present ways in which culture is experienced by young adults. Culture is understood here not as an external construct that defines humans, but as a result of human actions, both individual and communal. Assuming that participation in culture is not just an occasional act but rather, a continuous, and strictly relational process, the authors suggest that the meanings ascribed by the respondents to their participation in culture will provide an insight into the processes of assimilation of culture, in connection to the phenomenon of learning. The authors try to understand the currently prevalent rationality for participation in culture, in the form that emerges from negotiations between the learning subject and the external world. The study reveals that the said rationality has little to do with the models of cultural citizenship and cultural education that are oriented towards deconsumption, personalism and community, or with traditional moral philosophy.

Evidence shows that the increasing privatization of K–12 education siphons resources away from public schools, resulting in poorer learning conditions, underpaid teachers, and greater inequality. But, as Robert Asen reveals here, the damage that market-based education reform inflicts on society runs much deeper. At their core, these efforts are antidemocratic. Arguing that democratic communities and public education need one another, Asen examines the theory driving privatization, popularized in the neoliberalism of Milton and Rose Friedman, as well as the case for school choice promoted by former secretary of education Betsy DeVos and the controversial voucher program of former Wisconsin governor Scott Walker. What Asen finds is that a market-based approach holds not just a different view of distributing education but a different vision of society. When the values of the market—choice, competition, and self-interest—shape national education, that policy produces individuals, Asen contends, with no connections to community and no obligations to one another. The result is a society at odds with democracy. Probing and thought-provoking, School Choice and the Betrayal of Democracy features interviews with local, on-the-ground advocates for public education and offers a countering vision of democratic education—one oriented toward civic relationships, community, and equality. This book is essential reading for policymakers, advocates of public education, citizens, and researchers.

This article considers the spatial, cultural, and legal dimensions of the controversy surrounding the Surrey School Board's religiously motivated refusal to approve three books portraying families with same‐sex parents. It examines the issue in terms of debates over the public/private distinction, and the notion of a ‘culture war’ between progressive and orthodox stakeholders. The polarized opinions advanced in such debates not only invoke and rely upon particular understandings of space, they also have ramifications for the organization of the public sphere, and services such as public education in particular. This article focuses on the three decisions handed down in the Surrey case, culminating in the Supreme Court of Canada's ruling that religious concerns have a place in public decision making, but not to the exclusion of other considerations. This decision signals that the religious opinions of some parents may shape the public school curriculum, and thus the instruction of all pupils. In this respect, it poses a serious challenge to liberal visions of secular public education, and to a secular public sphere more generally.

The Brazilian Federal State is marked by economic and social inequalities between its regions, as well as by inequalities within the regions themselves. These inequalities are reflected in the education provided to its citizens in a relation of cause and effect. Among the fundamental goals of the Brazilian federal republic is the reduction of such geographic inequalities. In this scenario, it is fundamental to incorporate means, with both social and economic implications, that are directed towards guaranteeing equal access to and quality of public basic education, which in turn means to determine the roles of the various constitutive units of the federal state in achieving this goal. In this thesis, we analyze the specific normative features of the Brazilian Federal State in the area of public basic education. These features are examined with the view to identify the relative contributions of the federal constitutive units (federal union, member state, municipality) for the promotion of equality in education. On the national level, the norms for the cooperation between the federal units on matters concerning areas where they share executive responsibility have the expressed objective to promote a balance on the levels of development and well-fare among the country's regions. One of these areas of shared executive responsibility is education. However, the norms mentioned, which should have been fixed by a complementary law specific to the area of education, are still pending ordinance. Faced with this lack of definition, the increasing reference in the legislation to the concept regime of collaboration, i.e. the rules that are to guide the federal units (i.e. the member xv

The introduction of new management models in public education institutions is one of the primary and important factors that can be used to ensure the uninterrupted organization of the public education process and the quick and efficient solution of internal problems. In this article, we aim to highlight the need to use new educational models to solve the existing problems in RA public education institutions and the effectiveness of new management models in solving a number of management and educational problems in RA public education institutions. This article presents a fresh perspective on the current foundations supporting the implementation of new management models with in the public education sector of RA, along with an overview of the recent and past efforts undertaken by relevant authorities to address these issues. Based on our research conducted in accordance with the RA Law 'On Public Education' and relevant field studies, we can confidently assert that the implementation of new management models in the realm of public education will indeed prove to be effective.

This brief editorial introduces a set of articles dealing with territorial challenges in Europe. The EU and the member states have put attention to a silent, but growing issue of inequality: The spatial disparities are in several member states considered able to provide wider political tensions and challenges. Consequently, the EU has launched a research theme in its framework programme Horizon 2020 to cope with such matter. Most of the papers in this issue have their origin in the Horizon COHSMO project “Inequality, Urbanization and Territorial Cohesion. Developing the European Social Model of Economic Growth and Democratic Capacity.” While social or economic inequalities are recognized as a social problem, spatial disparities are forgotten or ignored. However, territorial inequalities do boost social and economic differences and add to growing tensions and contradictions in many cases. Coping with such challenges is a difficult matter; most European countries have had programmes aiming at rebalancing regional inequalities for many years. Despite major investments in public services, infrastructure, education and culture, as well as targeted support for private investors, businesses raising employment opportunities and so on. However, the success in terms of growing population and employment has been limited. Instead, endogenous structures and relations receive more attention; in particularly local capacity to generate solutions and means to promote economic and social development. This ability strongly links to the concept of collective efficacy, i.e., a joint understanding and capability to organize and execute actions of mutual benefit.

The existing structure of physician education has developed in siloed stages, with consecutive degrees and certifications and progressively longer training programs. As further fragmentation of health care and training systems will not improve the quality of care and education, the authors argue that a new vision of education, training, and practice as a continuum is needed.They advocate for a model of competency-based medical education that merges with competency-based medical practice. In this system, education and training will result in individual, dynamic portfolios of valid entrustable professional activities (EPAs) for which physicians are certified. Physicians can maintain and renew that entrustment as long as the EPAs remain within their scope of practice. Entrustment occurs initially during training but is then granted for new activities as physicians' careers evolve.This model accounts for the need to keep pace with changes in population health needs and expectations of competence over time. It de-emphasizes the divides between the stages of training and views the continuum from undergraduate medical education until retirement as a whole. Key obligations of self-regulating medical professionals include both the reception and the provision of supervision from and for others, respectively. Learning must be embedded in practice to address expectations regarding new knowledge and skills as they evolve with scientific and technological advances.Entrusting physicians to deliver effective and safe care, based on their performance of the requisite EPAs without supervision, should ensure that they provide high-value, quality care to patients.

The matter of religion and the schools has again surfaced in the public forum, both in Canada and the United States. Public officials, private groups, and individual parents have shown renewed interest in the place of reli? gion in education. The decline of established religion, the erosion of per? sonal religious involvement, and the increased ignorance of the historical role of religion have been linked to its absence in the public schools. Furthermore, some see the waning of public morality and Christian values as reciprocally related to the complete secularization of public education. All of this has sparked intense debate. Concern regarding a religiously hollow curriculum, an absence of moral guidance, and a lack of spiritual vision in public education is growing. Also on the rise is the number of parents choosing private schools, even home schooling, for their chil? dren.1

The article offers a view at relevant issues of contemporary trends in employing remote learning technologies in academic environment, and transformation of higher education based on the example of the North-Caucasus Federal University, including through the given epidemic situation due to COVID-19 in the Russian Federation. The aim of the study is to analyze the implementation of the educational content developed in 2018 at the North-Caucasus Federal University in order to teach Mathematics via distance learning technologies (DLT), as well as to evaluate the experience of using the said remote model within the new academic paradigm, which is due to the coronavirus pandemic. There is a view at a modified distance learning model involving mixed learning, which has been introduced into the educational process and tested. Its implementation has relied on LMS Moodle (LMS—Learning Management System; Moodle—Modular Object-Oriented Distance Learning Environment). There is also a review of the virtual academic environment, the model of structure, its major principles and specific of its functioning and management, as well as a statistical analysis of the outcomes obtained through introducing the model in education. The article focuses on the main differences between the concepts of “distance learning” and “modified distance learning model”, analyzes their strong and weak points, defines the major benefits of using the latter in the educational environment. The issue in question is view of from the stance of relevance and possible introduction of the said methodology for employing the potential contained in the distance learning technology. There is a special individual view offered at the issue mentioned above, as well as a possible way to resolve that.

This paper focuses on the Czech-born philosopher Vilém Flusser’s notion of telematic society, arguing that it implies a media-theoretical revision of Friedrich Schiller’s project for an aesthetic model of civic education, according to which aesthetic effectivity is reconsidered in light of a history of media based on a technological alternation of images and texts. After a brief overview of Schiller’s aesthetic letters, it examines the ways in which Flusser repositions and expands upon Schiller’s vision of an aesthetic education (most importantly, the aesthetic condition or middle disposition), highlighting the role that Flusser assigns to the evolution of codes inherent in the most important cultural and media techniques, namely, images, texts, and technical images. It then shows how this modification results in a forecasting of a telematic model of aesthetic education, before concluding by addressing the prospects of such a model in a post-digital world of automated media bias.

Editorial on the Research Topic Public health, public health education, and their future prospects Based on the need of healthcare worker with self-learning potential and public health skill, the medical education mode has been constantly explored and reformed. Novel teaching modes such as lecture-based learning (LBL), game-based learning (GBL), and team-based learning (TBL), empower students to learn and grow better compared with conventional instructor-led mode (1-3). Due to the rising awareness of public health, medical teaching mode has been momentous facilitated in the epidemic era. Therefore, this Research Topic recruited studies including multiple approaches for education, impact of COVID-19 epidemic on the public health, and researches on other diseases which serve as a public burden. In recent years, with the gradual enrichment of non-traditional education strategies, education models have been widely discussed and applied. In this Research Topic, some articles explored different novel education modes. For instance, Zhang et al. systematically reviewed randomized controlled trials about TBL and LBL in nursing education, and found that TBL was generally more effective than LBL in improving academic achievement and overall competence. Xu et al. reviewed recent researches on the GBL in medical education, and found that serious games and gamification could improve the participation of students in class, and stimulate the motivation to learn. In Saudi Arabian, Alrabiah et al. investigated pharmacy students' perceptions of arithmetic and their mathematical abilities, thus found that integrating mathematics focused instruction into pharmacy curricula could improve its applicability in healthcare. Moreover, blended learning which refers to the combination of face-to-face teaching and online learning, has become increasingly popular. Study of Wang C. et al. showed that the inclusion of online learning tools in physical education curricula had a significant benefit, whereas instructional design, technological literacy, and self-regulation strategies are needed. Owing to the COVID-19 epidemic, the application of online distance learning mode is widespread around the world. Qiu et al. studied the effect of online distance and on-site teaching modes. The general teaching effect was proven to be comparable, while domestic on-site teaching mode may provide better in-class teaching effects. With the modern technology rapid development and the educational mode iteration, Wang X. et al. explored the ability of artificial intelligence (AI) to process massive data,