Ministerial Education Councils’ Capacity for Policy Decision-Making in Canada, Germany, and Switzerland: Finding a Balanced Perspective

Scholars have become increasingly vigilant about leaders, the role of government and wider governance bodies, and their influence on education policy. Councils in Europe and North America, generally, and education councils, specifically, are good examples of influential bodies whose decision-making processes have rightfully come under scrutiny; however, many scholarly assessments have been characterized by rhetorical claims that focus on these bodies’ limited ability to make decisions and address social challenges. This article details a qualitative, comparative case study conducted in 2018 that investigated how Councils of Ministers of Education in Canada, Germany, and Switzerland address national educational issues of collective interest. The resulting dataset is comprehensive, and this research invites colleagues to refine or rethink some of their limiting rhetorical tools and underlying assumptions.

Globalization and the Impact of Social Change and Economic Transformation in Lifelong Learning in Russia

The chapter examines globalization, transformational social and economic changes in Russia, and their implications for lifelong learning and skills training. Some segments of the Russian economy have recognized how knowledge innovation creates wealth. The chapter demonstrates that learning and development are influenced by past and current conditions, as well as the potential for future economic development. The chapter shows the extent to which continuous learning is encouraged and supported in the Russian economy. It begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of ministerial education policy and curriculum changes reveals that these policies reflect neoliberal and neoconservative paradigms in the Russian economy and education between 1992 and 2018.

Education through Health Work: the knowledge and practice of health professionals in Brazil

Background The Study discusses education through health work in Brazil through socio-historical and political-economic analysis to face the movement for reorienting professional training in health. Workforce planning, successful experiences and alternatives in inter-ministerial programs show a policy of professional training in health with an international influence on the health paradigm for tackling social inequalities (WHO, 2006). Importance of the research lies in the analysis of the health needs of the population with no answers. Guiding question inserts the dissociated character between the professional training model of higher education schools in health and the work redefined by the Unified Health System (SUS). Methods Integrative Bibliographic Review of documents related to the model of training through health work in the database of the Virtual Health Library (VHL), Mapping of Interministerial Programs to design the model for reorienting the National Policy for Permanent Education in Health (PNEPS) and National Curricular Guidelines (DCN's). The selected information sources with inclusion criteria used studies in the form of articles, ministerial documents and professional training. Results Brazil portrays the replacement of the health care model by SUS and by the political ordering of professional health education curricula, however, higher education institutions, still remain resistant. Conclusions The curricular reorientation is identified in successful experiences of higher education courses and practices, creation of the Secretariat for Management through Health Work (SGTES), insertion of inter-ministerial education programs through health work that promote change through alternative curricula within health schools. Key messages Education through health work. Professional training in health. Interministerial education / health programs.

Conclusion

A distinctive Irish experience of ministerial education and the commitment of Presbyterians in Ireland to the Union with Great Britain shaped a conservative response to modern criticism. There were a small number of ‘believing critics’ who sought accommodation with aspects of modern criticism, though they maintained their evangelical identity and there was no sustained opposition to them before 1914. Conservatism was also a product of transatlantic evangelicalism, and the significance of this tradition contributed to the exoneration of the ‘modernist’ Davey in 1927. All involved in the trial placed great emphasis on personal religious experience, though they understood experience in different ways. It is suggested that by the end of the century the confessional element in Irish Presbyterianism had been subsumed by non-denominational evangelical religion, the religious equivalent of the submergence of a distinctive Presbyterian politics into a general unionism.

A word from Pamela R. Durso: Baptists and clergy sexual misconduct

The prevalence of clergy sexual misconduct and the damage it causes to individuals, congregations, and communities makes congregational and ministerial education on the subject critical. Education is especially needed by Baptists, who have no official code of conduct or mandated policies for clergy members and who have no hierarchical structures or systems that provide education for clergy members or churches. Baptists also lack a denomination-wide way of investigating violations or monitoring violators. Included in this article is a select list of helpful resources that address clergy sexual misconduct.

Perception of EFL Teachers’ Satisfaction on Pedagogical Process

<p>This study examines teaching performance satisfaction among three English teachers in Makassar. These three teachers are students at a postgraduate program in English Education (Ph.D Program) at the State University of Makassar. All of them have more than seven years experience, two teaching at Secondary High School and one of at Senior High School. Two of them are males and one is female. Interviews were carried out with these Intensive EFL program teachers. Interviews were transcribed and analyzed according to the grounded theory method. The research focused on teacher’s satisfaction with their pedagogical competence. Findings reveal whether all the EFL teachers felt satisfied with their pedagogic competence across all seven indicators, as follows: (a) understanding learners’ characteristics, (b) mastering teaching-learning theory (approach, method strategy of teaching), (c) developing curriculum, (d) presenting instructional process, (e) understanding and developing learners’ potency, (f) communication, and (g) evaluation (Ministerial Education, 2010).</p>

Public Employment and Management as per Ministerial Education, Economy and Natural Protection according to Armenian Composite Supportive Progress (ACASP)

<p class="1">Sustainable Development is a new concept represented as Composite Appraising Supportive Progress of Armenia (ACASP). Biodiversity concept is another main issue having huge influence on public management with employment emphasis. Procedures designing composite progressive indicators organize steps with defined methodology where decision making of utility function is implemented. The priorities of each categories are followed. The resulting sequence of the most important chosen category is represented as:</p><p>Genes: Society (S): Education (S3): Legislations - International Cooperation</p><p>Species: Economy (E): Economy (E5): Policy - Vacancies</p><p>Ecosystems: Nature (N) Air (N3) &amp; Land (N1): Publications - Informative</p><p class="1">Functions: ACASP Employment (F): Announcements-Analyses &amp; Researches</p>