A Ghanaian Teacher Evaluates access and Equity to Education in Canada and Ghana – John Dewey’s Philosophy of Education and the Education for all Initiative

Previous articleNext article No AccessThe Convergence of Voting and Attitude Patterns at the United NationsJack E. VincentJack E. Vincent Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of Politics Volume 31, Number 4Nov., 1969 Sponsored by the Southern Political Science Association Article DOIhttps://doi.org/10.2307/2128354 Views: 9Total views on this site Citations: 7Citations are reported from Crossref Copyright 1969 Southern Political Science AssociationPDF download Crossref reports the following articles citing this article:Diana Panke, Stefan Lang, Anke Wiedemann Regional organisations in the UNGA: who is most active and why?, Journal of International Relations and Development 22, no.33 (Nov 2017): 744–785.https://doi.org/10.1057/s41268-017-0119-8Diana Panke Absenteeism in the General Assembly of the United Nations: Why some member states rarely vote, International Politics 51, no.66 (Dec 2014): 729–749.https://doi.org/10.1057/ip.2014.34Robert E. Riggs Civil servant attitudes toward the U.N. in Guatemala, Norway, and the United States, International Organization 35, no.22 (May 2009): 395–405.https://doi.org/10.1017/S0020818300032495Daniel Druckman, Robert Mahoney Processes and Consequences of International Negotiations, Journal of Social Issues 33, no.11 (Jan 1977): 60–87.https://doi.org/10.1111/j.1540-4560.1977.tb01869.xPeter Wolf International Organization and Attitude Change: A Re–examination of the Functionalist Approach, International Organization 27, no.33 (May 2009): 347–371.https://doi.org/10.1017/S0020818300003544Jack E. Vincent An Application of Attribute Theory to General Assembly Voting Patterns, and Some Implications, International Organization 26, no.33 (May 2009): 551–582.https://doi.org/10.1017/S0020818300003003Jack E. Vincent Predicting Voting Patterns in the General Assembly, American Political Science Review 65, no.22 (Aug 2014): 471–498.https://doi.org/10.2307/1954462

Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who brace up their societies for changes in the 21st century. However, the Ghanaian education system continues to relegate its rich Indigenous philosophies to the back burner, favouring Western educational philosophies to drive its educational policies and practices. Ghana cannot continue to pursue a lifelong education agenda by relying on education that is entirely centred on foreign cultural values. The author of this article argues that lifelong education in Ghana needs to incorporate more elements of an authentic Ghanaian framework. Based on the view that a connection between education, culture and development in Ghana is imperative, he thus analyses the educational strengths of African folklore from the Akan ethnic group of Ghana. His conclusion is that aspects of Akan folklore, including its stories and proverbs, its kinship rights and rules, its moral codes, its corporate and humanistic perspective, present a viable alternative and complement to the country’s current westernised education. The author therefore proposes an enhanced Ghanaian framework for education which takes on board Akan philosophy and pedagogy. This will be beneficial for promoting quality and lifelong education in the country and serve the common good of Ghanaians.

Purpose. The basis of the presented study is a methodological and human-centred analysis of the philosophy of education of the outstanding Ukrainian educator Vasyl Sukhomlynskyi as a relevant anthropological-intellectual strategy for understanding and comprehending the educational process in the context of civilisation challenges. This implies a sequential solution to the following tasks: 1) to review the conceptual content and human-centred load of Vasyl Sukhomlynskyi’s pedagogical position in the discourses of philosophical anthropology and social philosophy; 2) to analyse the theoretical knowledge of the anthropo-existential concept of the outstanding teacher in the context of the transformation of Ukrainian education; 3) to determine the main parameters of the cognitive field of Sukhomlynskyi’s philosophy of education in the development of values of patriotic education of young people. Theoretical basis. The dynamic process of Ukraine’s unfolding struggle for the preservation of its nation and territorial integrity brings Sukhomlynskyi’s philosophy of education to a new level of understanding of human life and society. The human-centred dimension in interaction with the philosophy of education allows us to define Sukhomlynskyi’s pedagogical concept in the fullness of its metaphilosophical, existential and axiological content. The relevance of the problem under study is due to the crisis of values in the situation of civilizational transformations, which, as a result of information and digital technologies, have a cumulative impact on all spheres of people’s life and their attitude to the world. In the process of implementing the educational ideas of the Ukrainian teacher, the development and transformation of the individual’s self-awareness takes place in accordance with the intellectual challenges of the modern socio-cultural environment. Originality. It is substantiated that the philosophy of education of Vasyl Sukhomlynskyi largely determines the strategy for the transformation of Ukrainian education both in the context of digitalisation of the educational space and in the situation of a full-scale war against Russian aggression, which opens up new prospects for the implementation of identity dimensions in interaction with a qualitatively different level of national subjectivity. Conclusions. The approval of the conceptual provisions of Sukhomlynskyi’s philosophy of education gives rise to a new type and method of paradigm of thinking and cognition in the implementation of strategies for the transformation of modern education, which determine the qualitative theory of the educational process in the context of human-centrism. It is characterized by the level of modern philosophical reflections, which allows preserving and at the same time changing the system of education and upbringing of the young generation in the context of universal values. On this basis, the philosophy of education of the prominent Ukrainian educator appears as a way of renewing all aspects of human life, which deconstructs itself in the situation of a human-centric dimension.

Problem and purpose. This paper makes a focus on main tasks of implementation of Sustainable Development Goals in modern education system. Philosophy of education has a special mission in creating of methodology of this activity. Equal access to all levels of education for all is already mostly achieved due to the possibilities of international access of open educational programs provided by internet. Another big problem is a big gap between educational demands and motivation people to learn. The purpose is to find out the methodological mission of philosophy of education in global cooperation strategy in the field of education and science according to implementation of Sustainable development goals. Methods. The interdisciplinary approach with elements of analysis of documents, functional analysis, neo-institutionalism and value education method were applied. Philosophy of education provides research of education in terms of significant changes in functioning of the main educational institutions in their interrelations with educational net structures. Values of sustainable development give the obligation to create new regulatory framework for legitimating of new educational policy. Results and discussion. UN, UNESCO, EU and other international organizations consider education to be an integral and important condition for the promotion of democracy and human rights, the strengthening of global citizenship and sustainable development and create new normativity. All students acquire the knowledge and skills necessary for sustainable development, including through education for sustainable development, sustainable lifestyles, human rights defense, gender equality, promoting a culture of peace and non-violence, through global civic education and recognition of cultural diversity and the contribution of culture to sustainable development. Philosophers-anthropologists set an important task for any society – the instilling of virtues as a necessary element of the moral structure of the individual. Conclusion. Philosophical evaluation of the sustainable development goals should be the first task for the philosophy of education. It should be analyzed the correlation between basic values of the sustainable development and academic institutions, interrelation between state and private means of implementation of educational policy, based on sustainable development goals performance.

With an extensive history of influences by international organizations, including financial lending packages.technical advice and services.and policy recommendations and obligations.Ghana's

The inclusion of learners with special educational needs into regular schools is a significant pillar in the New B. Ed Basic Education Curriculum for teacher education in Ghana. Based on this, the study aimed at finding the attitude of pre-service parent teachers and their perceived challenges about inclusive education in Ghana. The study employed a convergent mixed method with a sample of 112 sandwich pre-service parent teachers at the Gambaga College of Education. The quantitative research approach consisted 10-item questionnaire scale adapted from the works of Paseka and Schwab (2020) on ‘Parents’ Attitude towards Inclusive Education’ (PAIE) scale. Data was collected using both the questionnaire and focus group discussion. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the inductive thematic analysis (ITA) was used to analyse the qualitative data. The findings revealed that the pre-service parent teachers have positive attitude towards inclusive education. They believed that Ghanaian teachers will be able to recognize their children’s strengths and support them with the appropriate contents in inclusive classroom and they can also work well in a good relationship with learners with special educational needs. However, they stressed on some few challenges that may hinder the effective implementation of inclusive education in Ghana. Among the challenges included inadequate resources and the lack of peaceful cooperation among learners in inclusive environment (such as stigmatization). It is therefore recommended that the government and other significant stakeholders ensure that these challenges are remedied for effective implementation of inclusive education in Ghana.

In the past dozen years, the Internet has become a major source of information for modern social and economic history. Given the overwhelming abundance of these sources, it is useful for researchers who want to take advantage of these data to have finding guides, in the style of the older guides prepared for individual archives. It is our aim in this first essay to provide such a guide for Internet sources on Brazilian history.The primary material now available on the Web tends to be of the highest quality. Although much qualitative material produced directly for the Web is of dubious reliability, most of the statistical and graphic materials available were generated by the agencies that gather and produce this material for Brazil and are the same as those available in print. Often, the data provided are more complete than can be obtained in any print-based archive. One potential problem with using Web materials is determining the source of data, in order to judge its quality. International agencies, foreign governments, and NGOs are involved in producing social and economic data on Brazil. Much of this information is usually of the same high quality as that generated by Brazilian government agencies; the data is either generated by these non-Brazilian government agencies or taken directly from the primary Brazilian producing institutions. In some cases, secondary agencies such as the UN’s FAO (Food and Agricultural Organization) provide more detailed information than Brazilian governmental sources. But in some cases, as with the World Bank and some other UN agencies, these data may conflict with information produced in Brazil, either because they have used Brazilian data that is out-of-date or rely on their own estimates, which may not be as accurate as the most current governmental statistics. In these cases, we recommend relying on the original Brazilian materials.It should be stressed that the Brazilian government, at all levels and across its various agencies, maintains these Web sites free or charge to all users, with no need to register, obtain a subscription, or pay a fee. The only exception is the subscriptions gateway maintained by CAPES, intended for Brazilian scholars who need access to subscription pay sites outside Brazil (http://www.periodicos.capes.gov.br). This open access is not the norm for many European and UN Web sites, which often require formal registration and sometimes charge usage fees. I have included this in my descriptions and suggest access through your local university.In comparison with most other countries, Brazil’s research institutes and government agencies both produce excellent quantitative materials and make them available on the Web. Most Brazilian Web sites offer good search functions, a crucial component of any site, and usually make it easy to download materials in either text, PDF, HTML, or spreadsheet formats (from generic CSV to Excel and Lotus). Maps and other graphic materials are becoming ever more abundant, usually provided in standard graphic compression formats (most often as JPEG or GIF files) or imbedded in PDF files. Almost all governmental Web sites also provide excellent links that can be used to expand the search for materials in other national and international agencies and organizations. Some sites offer a complete gateway (“portal” in Portuguese) that leads in a coherent way to subagencies or institutions within a given area.In providing this guide, we have grouped Web sites into sources that produce the original data and then grouped these and other institutions into broad social and economic categories. In each case we provide the Web site for the institution producing the data. But as anyone who has done Web searches knows, URLs often change or disappear. In these cases we recommend using a search engine such as Google to find the new addresses. Finally, for grammatical reasons, some of the URLs listed below end in a period in this document. But for searching purposes this period should be removed as they are not part of the Internet address.1. Instituto Brasileiro de Geografia e Estatística (IBGE), http://www.ibge.gov.br, the federal government’s national statistical bureau and clearly the single-most important Brazilian institution producing social, economic, and geographical data. IBGE’s site has a very useful links section, with lists of federal, state, and municipal government home pages, as well as federal, state, and municipal university sites. It also contains sources for geographic information and gives URLs for international organizations that provide information relevant to Brazil. Researchers can either download summary tables from the site or, through their special service SIDRA (see below), create their own tables of economic and social information taken from IBGE’s various censuses and surveys of population, the economy, and even of households (the famous PNAD surveys). The ability to generate personalized datasets is a very useful and unusual feature of this site.2. Ministério da Educação, http://www.mec.gov.br, offers general information on education, as well as access to several other important federal government agencies that work in this area, such as Fundo Nacional de Desenvolvimento da Educação (FNDE), the Conselho Nacional de Educação (CFE), the Fundo do Ensino Fundamental (FUNDEF), the Coordenação e Aperfeiçoamento de Pessoal do Ensino Superior (CAPES), the Fundescola, and the Instituto Nacional de Estudos e Pesquisas Educacionais (INEP).The INEP is the research branch of the ministry, and their site (http://www.inep.gov.br/default.asp) offers a great variety of information, including formal educational censuses.3. Ministério da Previdência e Assistência Social (Social Services and Welfare), http://www.mpas.gov.br/#, provides information concerning welfare, work accidents, and even annual census materials related to these themes, especially under the section “Estatísticas.”4. Ministério da Saúde (Health), http://www.datasus.gov.br/, offers data related to public health and other social concerns. The ministry also administers an excellent gateway to all other agencies in Brazil dealing with health: http://portal.saude.gov.br/saude/.5. Banco Central do Brasil, http://www.bacen.gov.br, is a valuable source of primary information on the Brazilian economy that can be accessed through “Sistema Financeiro Nacional” and “Informações Econômicas e Financeiras” and offers general statistics on the economy and financial systems, with dozens of statistical series, short-term economic indicators, and macroeconomic information. The institution also generates numerous publications, including periodicals, special studies, and technical notes. The Central Bank’s data is notable for its quality and frequency. The Central Bank also provides information on the expanding agricultural sector, with statistics relative to various agricultural markets and public and private financing. Finally, it offers a gateway in both English and Portuguese, at http://www.bb.com.br/appbb/portal/index.jsp.6. Ministério da Fazenda (Treasury), http://www.fazenda.gov.br, contains much economic information, including data on the public debt and fiscal information, and an excellent set of links. The ministry also has legislative information, including acts related to the Treasury. Here one can also find copies of all the agreements signed between Brazil and the IMF.7. Caixa Econômica Federal (Federal Savings Bank), http://www.caixa.gov.br; through its “Fundo de Garantia por Tempo de Serviço,” the Caixa is the principal source of funding in the areas of Housing and Sanitation. Its site provides qualitative information on its programs, as well as relevant legislation. Unfortunately, the site offers no statistical information.8. Ministério do Planejamento, Controle e Gestão (Planning), http://www.planejamento.gov.br, presents general information concerning long-term federal investments, budget outlays, and principal programs. It also offers information on the relation of the federal government to international agencies and the administration of federal state enterprises. It offers links to a large number of national and international public agencies. The best social and economic research center in Brazil—IPEA—is located within this ministry but is discussed separately below (see section 4.2).9. Ministério da Agricultura, http://www.agricultura.gov.br/, is a very useful site with information on the production and commercialization of agricultural products. It also gives access to dozens of federal and state agencies on agriculture and food supply. A subsection of the ministry is the Empresa Brasileira de Pesquisa Agropecuária (EMBRAPA), one of the principal research centers in the country, http://www.embrapa.br. The site offers access to the fundamental “Base de Dados da Pesquisa Agropecuária de 2002,” which gives the latest statistical information (http://bdpa.cnptia.embrapa.br). Information on family agriculture can be found at http://gipaf.cnptia.embrapa.br. A virtual library with emphasis on agriculture can be accessed at http://www.sct.embrapa.br/liv/. Here one also finds the “Rede Nacional de Meteorologia,” offering information on climate and agricultural regions: http://masrv54.agricultura.gov.br/rna.10. Ministério do Trabalho e Emprego (Labor and Employment), http://www.mte.gov.br, contains information on unemployment insurance, annual employment figures in the private sector, and retirement plans from the Fundo de Garantia por Tempo de Serviço (FGTS). The “Estatísticas” section offers statistical materials on themes such as the “Relação Anual de Informações Sociais,” which gives annual data sent by private companies that contract workers. The site also presents employment and unemployment data from the “Salário Desemprego” and the “Sistema Nacional de Emprego (SINE),” data on work-related accidents, and other information related to workers.11. Ministério do Desenvolvimento Indústria e Comércio Exterior (Indus trial Development and Foreign Commerce), http://www.mdic.gov.br/default.asp, provides information on foreign trade, costs of production in various economic sectors, and research on productivity in general. It reproduces material from its Anuário Estatístico da Secretaria de Desenvolvimento da Produção on the Gross Domestic Product (PIB), as well as employment data for the industrial sector. This site also has a gateway to agencies that with deal with inter-industrial productive relations.A subsection of this ministry is the National Economic and Social Development Bank (Banco Nacional de Desenvolvimento Econômico e Social, BNDES, which has an excellent site at http://www.bndes.gov.br. “Estudos e Publicações” presents statistical studies concerning the principal economic sectors, especially related to basic inputs and infrastructure, as well as material on social and urban development. The BNDES, as the administrator of the national program of privatization, also furnishes important information on this theme.The IBGE offers a very detailed listing of summary statistics and maps for every municipality in the country, showing the latest population, economic, and social data, at http://www.ibge.gov.br/cidadesat/default.php.Many of the states’ own statistical agencies maintain excellent Internet sites. São Paulo’s Fundação Sistema Estadual de Análise de Dados (SEADE), http://www.seade.gov.br, provides basic statistics on the state’s population and economy and direct access to the “Memória das Estatísticas Demográficas,” http://www.seade.gov.br/500anos, which presents, among other types of information, demographic statistics on the state’s municípios over the past one hundred years, along with useful historical maps. The SEADE site also offers links to all of Brazil’s state statistical agencies—for example, the Centro de Informações e Dados do Rio de Janeiro (Fundação CIDE), http://www.cide.rj.gov.br, and the Fundação João Pinheiro do Governo de Minas Gerais, http://www.fjp.gov.br.The IBGE site also offers links to many municipal governments, but there is also a special gateway to all municípios, Municípionline, at http://www.municipionline.com.br. http://brasilchannel.com.br/municipios serves a similar purpose. Finally “Rede Governo,” http://www.redegoverno.gov.br, functions as a gateway to numerous government agencies and services at all levels, including to Brazilian legislation.1. Under the section “População,” the IBGE site presents a series of statistical information, primarily demographic in nature. The two most important are the results from the last two national censuses, 1991 and 2000. This sectional also offers much information on health, education, labor force activity, and even sanitation, disaggregated at the national, state, and municipal levels. Another important subsection contains information from the famous household surveys—the Pesquisa Nacional por Amostra de Domicílios, or PNAD, which has been systematically gathered from a very large national sample since the 1960s and is one of the most important periodical surveys carried out in Brazil. These surveys collect detailed information on income, employment, and housing, as well as educational and demographic data. Many of the earlier surveys are now available on CD, and data from the 2001 PNAD are already available on the Web. Vital statistics are found in the subsection “Estatisticas de Registro Civil,” which contains data on births, deaths, marriages, and divorce/separation for 1997–98 and 1999–2000. Life tables (“tabua de vida”) are available for 2000 and 2001. Finally, the latest population estimates and projections, made in 2000 and projecting basic demographic indices through 2050, can be obtained through FTP.One can link from the main IBGE site to their special Web program, SIDRA (“Sistema IBGE de Recuperação Automática”), at http://www.sidra.ibge.gov.br/bda. As mentioned earlier, this system allows users to create their own tables of selected data, controlling its tabular presentation, level of desegregation, and geographic scope. The tables created can either be viewed as HTML to cut- and-paste, or saved as a file in various formats.1 SIDRA contains both demographic and economic and social data2. Núcleo de Estudos em Demografia Histórica (NEDH), http://members.tripod.com/~Historia_Demografica/INDEX.HTM, publishes an online journal, as well as important bibliographic information and working papers. “Rol On-Line: Relação de Trabalhos Publicados na Área de História Demográfica” contains bibliographic citations and hundreds of summaries of articles.3. Associação Brasileira de Estudos Populacionais (ABEP), http://www.abep.org.br, offers access to numerous demographic studies, as well as links to other national and international institutions that have an interest in Brazilian demographic conditions.4. Centro de Documentação (CENDOC) do Núcleo de Estudos da Popu-lação (NEPO), http://www.unicamp.br/nepo, provides qualitative information and access to bibliographic data and studies produced by the researchers of the center. It also possesses a link to listings of similar institutions.5. Comisión Económica para América Latina y el Caribe, Santiago de Chile, (ECLAC/CEPAL), http://www.eclac.cl, is an important UN regional agency providing fundamental comparative economic and social information. Access to its more-detailed statistical information (as with most UN agencies) may require a university subscription. However, their important studies, many of which have very detailed statistical information, are available in PDF format. Their most important publication is the Statistical Yearbook for Latin America and the Caribbean, a fundamental source of excellent materials. They also publish special reports, such as Foreign Investment in Latin America and the Caribbean—2002 Report, and Social Panorama of Latin America 2001–2002. CEPAL is also the parent for the Centro Latinamericano y Caribeño de Demografía (CELADE), http://www.eclac.cl/celade/. CELADE works closely with all the Latin American government statistical agencies, including IBGE. Its site contains excellent demographic information, and the agency publishes the Boletín Demográfico, which can be accessed online and which normally concentrates on a different theme each issue (urbanization, for example). An examination of the CELADE publications list shows around 2,500 documents, reports, and publications related to Brazil.6. The United Nations Population Division, http://www.un.org/popin, is the best source for international demographic materials, some of which go back to the mid–twentieth century, but requires a university subscription for access. The Population Division also produced An Historical Supplement covering world and country data from 1948–97, available on CD-ROM. The organization collects data on housing, vital statistics, and social indicators, along with information about migration, urbanization, refugees, and so on.7. The World Health Organization of the United Nations can best be used through its WHOSIS search engine (WHO Statistical Information System), http://www3.who.int/whosis/menu.cfm. The WHO also can lead one to the regional health organization PAHO (Pan American Health Organization), http://www.paho.org/default.htm. Data can be found at the section called “Health Data.”8. U.S. Census Bureau, International Program Center, http://www.census.gov/ipc/www/index.html, contains information on Brazil and the other countries of Latin America. A list of publications is available at http://www.census.gov/ipc/www/idbnew.html.9. IPUMS International, http://www.ipums.umn.edu/international/index.shtml, at the University of Minnesota, is currently generating public-use samples (of individuals) from Latin American censuses in the twentieth century, available in either SAS or SPSS format.10. Institut National d’Études Démographique (INED), http://www.ined.fr/population-en-chiffres/indexF.html, maintains a great quantity of demographic information from all the countries of the world.11. Max Plank Institute, http://www.demogr.mpg.de, and the University of California at Berkeley, Department of Demography, maintain an online historical mortality database. This excellent source for nineteenth- and twentieth-century age, sex, birth, death, and life-expectancy tables for many European and American countries is available at http://www.mortality.org. Along with INED, these two institutions also maintain a life table for world populations at The World Bank offers statistics on Brazil and other Latin American at under and and some dealing with Brazil. This section can only be used through a university subscription. is also an that presents statistical series on economic as well as research The an important online guide for and demographic research on Brazil. This listing is complete and contains a large number of important The of Population of University presents an on demographic themes under its The University of Population Center, maintains a very listing of working papers. It also has a useful links The Development has a list of studies available on Brazil, related to Latin American social produced by the Development of the can be found at the IBGE home the section on presents numerous economic census materials, such as the national for as well as regional the agricultural and general information about the principal economic for example, contains data on agricultural national by industrial and general of along with information on employment and Another important is the Pesquisa de a household with detailed information on and very detailed family budget The Instituto de Pesquisa Econômica an research center within the of is one of the most important research centers dealing with the economy and of Brazil. It also contains some excellent historical data. researchers often generate their own data series, or the institution has direct access to agencies which Its Web site is well and a very large number of studies in and English as under para as well as its de under The working from The also maintains its primary data materials in a site called This important contains some series, of which 2,500 are available free for public the Internet and series on themes such as of and foreign and national employment, public social indicators, interest and population, and these series, are annual and some in the are and are many of which in the The various series are easy to and are the most complete available from any In the section be found information on the international economy, population, and social The Sociais,” usually by are of great research This is the for of its de da de e de as well as its with series back to In many of the working of deal with the issue of and in Brazilian are also and private research centers which provide important information. Many of these in produce their own surveys and research materials which they make de Estatísticas e Estudos is an especially important organization maintained by the and which for has produced important related to employment and to and labor markets in general. Statistical information is available at The (Fundação provides access to working and statistical series of various economic indicators, including the de The of the University of São the Fundação Instituto de Pesquisas Econômicas also research studies and has an de for the of São Instituto de Pesquisas do Rio de Janeiro is a research and center in the social through its de it access to various especially of a and social nature. Here also be found a on urban in Brazil, as well as which contains summaries of in the social The Instituto de da Federal do Rio de out important research on the Brazilian economy, and its Web site contains a great number of publications, such as para and de Brazil there are various national maintained for economic These a Web site maintained by and which and working papers. The de Econômica is also maintained by This site also lists produced in the Brazilian as well as a of working in by of in is the most complete international for anyone the Brazilian economy or any of economic contains some working by is maintained by the government and presents detailed descriptions of various in The site contains on international and so The World is a world by and in comparative long-term macroeconomic It the of information by country and Latin American Historical is a of very important data on and from the to the century, by It some Brazilian for American Brazilian the for several major have been into and made available as The to the site is found at The annual from the Brazilian in the century, which major of statistics dealing with all types of economic and social These have been and are online the original Portuguese) at The to their important statistical tables done by can be found at Federal for the of Fazenda e e e e and Educação e National from to e do Rio de Janeiro Historical of the This past the of the IBGE prepared this of all the available statistics from the federal government for the twentieth It is available the Web or for on This of some historical series from all the for the federal government is for The tables are grouped into Educação, e Previdência Social, and e is in They have also and made available the Anuário Estatístico do the do e do de and the do as the create for each of these areas and HTML that all the available tables by and which in into your It is a source and one that be of to all This data can be accessed at the home of the IBGE under the section The have created the and which contains a major of sites on economic, and labor and is by the International of Social and The Economic both of The of the United maintains which provides information on data and working The Associação de São has links to the most important national and international on Brazilian demographic and economic and of individual researchers are available at http://members.tripod.com/~Historia_Demografica/INDEX.HTM, maintained by the Núcleo de Estudos em Demografia Histórica Some of the can be from the Web The same site access to “Rol On-Line: Relação de Trabalhos Publicados na Área de História which contains and of hundreds of on this The Associação Brasileira de Estudos Populacionais (ABEP), http://www.abep.org.br, access to numerous studies on the Brazilian population and links to other national and international institutions which deal with this The Centro de Documentação (CENDOC) do Núcleo de Estudos da (NEPO), http://www.unicamp.br/nepo, provides qualitative information, access to bibliographic periodical and studies produced by the and has links to other centers which this The most useful section is at The Centro de Pesquisa e Documentação de História do under the of the research center at the Fundação possesses the most important of of major Brazilian public of Brazil’s major now have Web sites, but they offer material But several have online and The most most important which research in Brazil also provide useful Web sites with links and access to publications, and Centro Nacional de Desenvolvimento e is the most important of these The also maintains an gateway called which foreign scholars to access online Brazilian and dozens of research centers in all areas of This site also provides access to and CAPES, Coordenação de Aperfeiçoamento de Pessoal de which is the government’s also has a de with summaries of and produced between and 2001. can be accessed is data The Fundação de Pesquisa do de São provides links to other organizations and information about its own research The with the of the also maintains the very important on at which provides access to Brazilian online This site allows free of in PDF format. it has a good search The University of São library presents two very useful and which access to a new of and in only a are currently the de Dados da and the do which is a between the world and the world of work by the of of Finally, it contains a do which at materials available online for primary and secondary can be from this there are numerous on the Internet for Brazilian and economy in the modern Given the number of Web sites, we this essay as a first for a listing of such sources. Internet sources are it is that this first have to be either by or any other who to this can be sent to the at either or

DOI: 10.7176/JEP/11-9-21 Publication date: March 31 st 2020 One of the critical issues in the philosophy of music involves a study of basic questions regarding understanding music or musical meaning; what music is, how people perceive music in the context of their culture, how cultural perceptions influence music and what is the relationship between music and emotions. One discipline that is so complex to define is music. Many philosophers and ethnomusicologists did a lot of works in defining music yet the fact still remains that none of these giants was able to holistically define what music really is. Many people have different views and definitions about music. These differences emanate from diverse ethnic and cultural backgrounds. No person defines music better than the one from that particular cultural setting. “Music is an immersive sonic and social phenomenon that is at once both physical and emotional. Communication takes place through the processes of musical creation, performance and response (processes which are by no means discrete from each other), and music carries multiple meanings, communal and individual, intentional and unpredictable. People turn to music every day throughout their lives to create a sense of identity, to connect with others and to express, reflect and change their emotions. Music is a pervasive feature of life. Music engagement both underpins and accompanies many of our day-to-day activities from our earliest years as well as marking the significant moments of individual and collective life.” ( https://elissamilne.wordpress.com/2010/12/15/defining-music-in-the-national-arts-curriculum-to-conclude/ ). This paper focuses on the Philosophy of Music Education like any other discipline and I tried to express my opinion from the Ghanaian cultural perspective. There are people who define music as pleasant sound that appeals to the ear. However, what sounds pleasant in one cultural setting will possibly be a noise in other setting. Others define music as singing and dancing neglecting very vital constituents of the discipline. In this paper, the definition of music is based on the cultural perception of what music really is to the performers. The definition embedded how the focused setting value music and how their perception influences music.

Current academic landscape is predominantly shaped by Western educational theories, often overshadowing our own rich historical and cultural perspectives on education. The Bhagavad Gita, an ancient scripture, offers profound insights into educational philosophy that merit exploration. This paper focuses on interpreting education as articulated in the Bhagavad Gita, revealing its potential to inspire scholars to delve into our own educational heritage as now day’s students are not able to grasp the core values. Shrimad Bhagavad Gita referred to the "Lord's Song," is a significant gift from India that illustrates how Sri Krishna awakens Arjuna to follow the righteous path. Its teachings inspire individuals to improve various aspects of life which emphasizes on various essential components of education, such as self-realization, character formation, intrinsic motivation, discipline and decision making. These concepts not only guide individual development but also foster a sense of responsibility towards society, cultivating better global citizens. The Gita outlines pathways to knowledge through self-awareness, devotion, action, and meditation. Its educational philosophy advocates for holistic development and moral values, promoting the integration of knowledge and action. By examining the educational implications embedded in various verses (slokhas) of the Gita, this particular study aims to connect the gap between Eastern and Western educational philosophies that employs an hermeneutical approach, establishing connections between cultural practices and the personal experiences. The insights derived from Bhagavad Gita can provide a foundation for comparative studies in educational philosophy, prompting educators and students alike to reflect on their roles and responsibilities. By instilling Gita's values in students, education can help shape better decision-making in all areas of life. Ultimately, understanding the principles outlined in the Bhagavad Gita that can enhance educational practices, enabling both teachers and students to fulfil their duties effectively. Keywords: Bhagavad Gita, Education, Philosophy, Society, Practice

Education has long been characterized as a central requirement for national economic development and political democratization in the contemporary world. Moreover, international benchmarking has been identified as the “basis for improvement. . . . It is only through such benchmarking that countries can understand relative strengths and weaknesses of their education systems and identify best practices and ways forward” (OECD 2006, 18). Statements such as this example signal an international consensus that has emerged— at least among “developed” countries—about the legitimacy and, even more so, the necessity of international testing and national assessment. As David P. Baker and Gerald K. LeTendre (2005) observe, both international testing and national assessment are linked to efforts to reform educational systems and are often themselves stimuli for further cycles of reform. The results of international testing, they note, will fuel further interest in national assessment. Here we develop an argument about the global forces that have led to the explosive growth of national educational assessment and international testing. In particular, we argue that the international acceptance of testing comes from key ideological forces in the world polity that are associated with the accelerating globalization of national and international cultural, economic, and political structures. As we develop and warrant this argument, we also qualify it by pointing out that national adaptations to this larger world culture may vary depending on the presence and capacities of international organizations and regional associations that act to mediate and adapt these changes to conditions in individual countries. In addition, we consider the effects of subnational movements in introducing pressures for change that may favor more national assessment.

The United Nations remains the principal international governmental organisation for promoting human rights. However, serious concerns focus on persistent compliance gaps between human rights standards and domestic practice. In response and against a backdrop of growing regime complexity, United Nations human rights agencies have increasingly sought to bypass states by coordinating new forms of non-state and private authority. International Relations scholarship has captured this governance arrangement using the concept of orchestration, defined as when an international organisation enlists and supports intermediary actors to address target actors in pursuit of international governmental organisation governance goals. This article explores the implications of an orchestration topology for human rights governance by analysing national human rights institutions in the context of an established global human rights regime and its dedicated orchestrator: the Office of the High Commissioner for Human Rights. I use the experience of national human rights institutions to further refine the concepts of managing versus bypassing states to capture how networked intermediaries are affected by, and respond to, new opportunities within international governmental organisation structures. The article identifies the conditions under which orchestration may be particularly well-suited to a human rights governance function. It further examines the analytical limitations of this mode of influence for addressing a multi-level compliance gap, as well as what the analysis means for international organisations and understanding orchestration more generally.

رای دستیابی به هدف پژوهش از روش پژوهش اسنادی بهره گرفته شد؛ بنابراین فلسفه تربیت در جمهوری اسلامی ایران، فلسفه تربیت رسمی و عمومی در جمهوری اسلامی ایران، رهنامه نظام تربیت رسمی و عمومی در جمهوری اسلامی ایران، سند تحول راهبردی نظام تعلیم و تربیت رسمی، سند تحول بنیادین آموزش‌وپرورش جمهوری اسلامی ایران و برنامه اجرایی سند تحول بنیادین آموزش‌وپرورش جمهوری اسلامی ایران با بهره‌گیری از روش پژوهش اسنادی موردبررسی و تحلیل قرار گرفت. بر اساس نتایج به‌دست‌آمده، مهم‌ترین ویژگی‌های ساختار سازمانی مدرسه با اتکا به مقوله‌های به‌دست‌آمده در سه مضمون اصلی از سند عبارت‌اند از: پیشایندها (نظام ارزشی دینی، عوامل اجتماعی)، مؤلفه‌های محوری (سلسله‌مراتب، تمرکززدایی، شبکه‌سازی، قانون مداری، مسئولیت و اختیار، کار گروهی، تکوین فرایندهای تربیت) و پسایندها (حرفه‌ای گرایی، عدالت سازمانی و مدرسه محوری).

The development of formal nursing education in Ghana has been influenced by international organizations since its beginning in the mid-1940s. Some of the 218 accredited nursing institutions in Ghana engage in academic internationalization through several international activities. Today, the focus of nursing education and healthcare delivery worldwide appears to be shifting towards globalization owing to the emerging market economies and political alliances that lean towards neo-liberal perspectives. In this paper, the aspects of internationalization and globalization of Ghanaian nursing education that need to be retained and those aspects that require transformation are discussed. International student exchange programs with a western Canadian university and the introduction of French and Sign Languages into nursing programs were identified as internationalization efforts in Ghanaian nursing education that should be promoted. The need for a policy review regarding a Ghanaian university's international activities with the Canadian university is proposed to ensure equal benefits for students from the collaborating schools. This paper calls for a revision in the Ghanaian university nursing curriculum to integrate courses on global and immigrant health, interdisciplinary education, and team-centric leadership preparation to enhance undergraduate nurses with global working skills.

This chapter engages with Yusef Waghid’s philosophical ideas on African philosophy of higher education. It is argued that his seminal works open spaces to advance an African philosophy of higher education that challenges neoliberalism and advances education for human formation and the development of civil society. Waghid’s understanding of humanity as relational has guided his seminal writings with themes of deliberation, transformation, ubuntu, respect and becoming, among others, underpins human formation and the development of civil society. The dominant interpretation internationally, which underpins its [civil society] usage by most international agencies, derives from the work of nineteenth-century French theorist De Tocqueville. For him, civil society was characterised by voluntary, non-political social associations that strengthened democracy. According to this liberal political philosophy, civil society fosters the social norms and trust necessary for individuals to work together in democracies. In this chapter, it is stressed that the notion democratic action is not a matter of just belonging to a particular grouping in society but one that requires the capacity to engage in rational discussion about matters affecting the society. Waghid’s seminal works in the philosophy of higher education help understand human formation and civil society as embodying deliberation, transformation, ubuntu, respect and becoming, among other virtues. The virtues advanced by Waghid’s philosophical positions help conceive an African higher education that requires forming human beings that are not only knowledgeable (the epistemological dimension) but also responsible in their communities (the ontological dimension).

The apparently simple question, ‘Does philosophy of education have a future?’, is without a simple answer. Like so many other questions, it all depends on what we mean, and in this case, what we mean by the expression ‘philosophy of education’. I shall look at it in all of three ways: as a social institution, as an academic activity and as an intellectual pursuit. By doing so, it will become evident that consideration of each of them in turn will give somewhat different answers, which not only adds to the complexity of the question, but also adds to the richness of the answer. From this we, as individuals and as members of a particular community, can begin to reflect on the sort of future philosophy of education might have and what, if anything, we ought to do about it.