Governance Reform at China's "985 Project" Universities
Qingnian, Xiong; Duanhong, Zhang; Hong, Liu
Chinese Education and Society, v44 n5 p31-40 Sep-Oct 2011
Higher education reform in China is deepening, and the governance reform taking place at the 985 Project universities over the past decade has displayed a shift from government driven to internally driven, from adaptive to proactive, and from localized to systemic. This reflects the overall status of governance reform in China's higher education. In the midst of China's social transformation process, the reality of contradictions in higher education and the arduous work of governance reform demonstrate that Chinese universities are trending toward good governance.
Unemployment and Underemployment as Indices of Nigerian Youths' Mental Health and the Place of Agricultural Revolution as a Panacea: Implications for Counselling
Omoniyi, Mary Banke Iyabo
Journal of Education and Practice, v7 n10 p80-88 2016
Nigeria has a population of about 166.2 million as recorded in 2012 and 113 recognized universities apart from poly-techniques and colleges of education. These higher institutions of learning are churning out graduates in their thousands who have nothing to engage them from year to year in their thousands. The focus of this is to examine the psychological impacts of unemployment and underemployment on the mental health of Nigeria youths and the place of good governance and agricultural revolution as panacea. Research hypotheses were raised to guide the study. A self-constructed 25 item questionnaire was used to elicit information from the 167 subjects for the study. The content validity was determined while its reliability was as carried out through a test-retest method with a coefficient of 0.75. The data collected were subjected to appropriate descriptive and inferential statistics. The results revealed that the perceived level of stress due to unemployment among both male female were not significantly different. The results further indicate that irrespective of how long youths have remained unemployed and their level of education, the preserved level of stress are not significantly different. Recommendations were made on designing initiatives to improve the citizen's well-being through good governance and intensive development and revolutionisation of the agricultural sectors.
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Civic Education for Sustainable Development
Ohlmeier, Bernhard
Discourse and Communication for Sustainable Education, v4 n1 p5-22 Feb 2015
Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.
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