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| 1 |
ID:
122070
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| Publication |
2013.
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| Summary/Abstract |
The article deals with the dream and the reality during the development of vocational education in Israel from 1948 to the end of the twentieth century and refers both to education for manual labour as a value and to the attempt at practical guidance of students towards productivity and vocational education. It describes the gap between leaders' statements - declaring their commitment to educate the younger generation to be productive and work oriented - and the actual focus on policies of expanding academic high schools while marginalizing vocational schools time and time again.
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| 2 |
ID:
107469
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| Publication |
2011.
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| Summary/Abstract |
This essay discusses the various dimensions of diversity at Alborz, both when it was run by the American missionaries and when it was under Iranian management. In the first part, the ascriptive traits of human beings are the object of the analysis: gender, race, language, religion and class. In both periods Alborz was characterized by its openness to Iranians of different religious backgrounds, both teachers and students. The second part of the essay discusses the variety of the educational experience enjoyed by students, and concludes that it gradually diminished, as education came increasingly to be defined as instruction and extracurricular activities were reduced after the mid-1960s.
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| 3 |
ID:
116152
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| 4 |
ID:
162419
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| Summary/Abstract |
In 1976, the educational system serving Druze villages in Israel was separated from the overall Arab school system and a distinct educational system was set up for the Druze. This was done because the Druze serve in the army. The State believed it was necessary to prepare them for service and reduce inevitable dilemmas concerning their identification with the State, in general, and dilemmas concerning the service, in particular. This educational system was staffed mainly by Druze and featured an intensive, purposeful effort, both in terms of the formal curriculum and informal education, to create an Israeli-Druze consciousness among the students. This consciousness was meant to cause Druze youth to identify with the State and its symbols, and involved an emphasis on what the Druze and the Jews have in common along with what separates the Druze and other Arabs.
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| 5 |
ID:
127028
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| Publication |
2013.
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| Summary/Abstract |
This article focuses on the educational system in South Tyrol as one of the pillars of language and identity politics used for minority protection and elaborates on possible future developments triggered by immigration. After a historical overview of the coexistence of the three linguistic groups in South Tyrol, the article will explore, from the perspective of the educational system, the institutional framework guaranteeing the protection of the German-speaking and Ladin minority and in particular their languages as the most important markers of the particular local identities. The article then examines how the educational system in South Tyrol deals with increasing immigration, assessing the strengths and weaknesses in relation to whether the educational system facilitates, on the one hand, the development of a multilingual society and, on the other, individual language competences and thus individual multilingualism.
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| 6 |
ID:
044160
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| Edition |
Rev ed.
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| Publication |
London, George Allen & Unwin, 1967.
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| Description |
310p.
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| Standard Number |
0043000384
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 011060 | 301/COT 011060 | Main | On Shelf | General | |
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| 7 |
ID:
130828
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