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The Bologna Declaration started the development of the European Higher Education Area. The ensuing Bologna Process has run for already 20 years now. In the meantime many higher education systems in Europe have been reformed – some more drastically than others; some quicker than others; some with more resistance than others. In the process of reform the initial (six) goals have sometimes been forgotten or sometimes been taken a step further. The context too has shifted: while the European Union in itself has expanded, the voice for exit has also been heard more frequently. Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform? The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda. Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.
An impressive collection of writings on women's issues in Indian history
Author note: Ronald C. White, Jr. is Chaplain and Assistant Professor of Religion at Whitworth College in Spokane, Washington. >P>C. Howard Hopkins is Professor of History Emeritus at Rider College and Director of the John R. Mott Biography Project. He is the author of The Rise of the Social Gospel in American Protestantism.
A refutation of revisionist interpretations of Marxist doctrine, the title essay (1899) explains why capitalism can never overcome its internal contradictions and defines the character of the proletarian revolution. 3 other essays.
Founded in 1919 under the Treaty of Versailles as part of the League of Nations’ system, the ILO is still today the main organization responsible for the international organization of work and the improvement of working conditions in the world. Widely recognized for its efforts in building international labour standards, the ILO remains little studied by development specialists and historians. This book intends to fill this gap and traces the history of international development and its early pioneers, through an analysis of the activities of the International Labour Office, the Secretariat of the International Labour Organization, between 1930 and 1946. In this book, development is used as a key to questioning the ILO's place and function in the expanding inter-war world. The development practices and discourses that emerged in the 1930s were mainly intended to support the ILO's universalization strategy, which was made necessary by the events that shook Europe at the time. Development discourses and practices were also part of the "esprit du temps", as they were closely linked to the affirmation of the planist and rationalist ideas of the 1930s. However, development for the ILO was not reduced to a project of economic modernization, but was seen as a tool for social engineering, as evidenced by the ILO's missions of technical assistance, organized since 1930. The analysis of the expertise work makes it possible to highlight the logics that prevailed in technical assistance, which was more in line with institutional objectives, than with the dissemination of a genuine expertise. This book therefore hopes to bring new insight on the history of internationalism, and international organizations during the inter-war period and the Second World War, as well as on the role of the ILO in the history of international development thinking and practices.
In recognition of its 20th anniversary, The IBM Center for the Business of Government offers a retrospective of the most significant changes in government management during that period and looks forward over the next 20 years to offer alternative scenarios as to what government management might look like by the year 2040. Part I will discuss significant management improvements in the federal government over the past 20 years, based in part on a crowdsourced survey of knowledgeable government officials and public administration experts in the field. It will draw on themes and topics examined in the 350 IBM Center reports published over the past two decades. Part II will outline alternative scenarios of how government might change over the coming 20 years. The scenarios will be developed based on a series of envisioning sessions which are bringing together practitioners and academics to examine the future. The scenarios will be supplemented with short essays on various topics. Part II will also include essays by winners of the Center’s Challenge Grant competition. Challenge Grant winners will be awarded grants to identify futuristic visions of government in 2040. Contributions by Mark A. Abramson, David A. Bray, Daniel J. Chenok, Lee Feldman, Lora Frecks, Hollie Russon Gilman, Lori Gordon, John M. Kamensky, Michael J. Keegan, W. Henry Lambright, Tad McGalliard, Shelley H. Metzenbaum, Marc Ott, Sukumar Rao, and Darrell M. West.
This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar’s peace process and the wider reforms since 2012, Marie Lall’s analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar’s education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard.
In the past decade, China was able to carry out economic reform without political reform, while the Soviet Union attempted the opposite strategy. How did China succeed at economic market reform without changing communist rule? Susan Shirk shows that Chinese communist political institutions are more flexible and less centralized than their Soviet counterparts were. Shirk pioneers a rational choice institutional approach to analyze policy-making in a non-democratic authoritarian country and to explain the history of Chinese market reforms from 1979 to the present. Drawing on extensive interviews with high-level Chinese officials, she pieces together detailed histories of economic reform policy decisions and shows how the political logic of Chinese communist institutions shaped those decisions. Combining theoretical ambition with the flavor of on-the-ground policy-making in Beijing, this book is a major contribution to the study of reform in China and other communist countries. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1994. In the past decade, China was able to carry out economic reform without political reform, while the Soviet Union attempted the opposite strategy. How did China succeed at economic market reform without changing communist rule? Susan Shirk shows that Chine
In Welfare Reform, Jeffrey Grogger and Lynn Karoly assemble evidence from numerous studies to assess how welfare reform has affected behavior. To broaden our understanding of this wide-ranging policy reform, the authors evaluate the evidence in relation to an economic model of behavior.