During a period of unprecedented rapid urbanisation and social transformation in China, this thesis considers the children of internal rural migrants and their access to compulsory education in the regions where they settle. There are currently 38 million such children. Institutional and systemic challenges often bar them from receiving an education of adequate quality, equal to that of their peers. The thesis reviews the legal and regulatory framework covering childrens’ right to education at both international and national domestic levels. It then describes the actual experience of internal migrant children attempting to access schools, and analyses the main factors barring them from the education they are entitled to. These barriers are categorised in a ‘4-A’ conceptual framework – Availability, Accessibility, Acceptability, Adaptability. The research draws on a range of secondary data, supplemented by interviews conducted with personnel engaged in education in Beijing. The main findings are that, though the legal framework of rights is generally sufficient, inadequate institutional and normative arrangements and lack of government accountability (at all levels) work together to hinder proper implementation of relevant laws and regulations. The problem is exacerbated by the institutional barrier of hukou-based enrolment and registration, and deepened even further by the current cadre and local governance arrangements, with the information asymmetry they engender. The thesis concludes that, at central, provincial and municipal levels, adequate funding for the education of migrant children must be assured, especially in the dense receiving regions. A new enrolment system is required based on a child’s current place of residence. Finally, a reform of the current civil service and cadre management systems is needed, with a move away from current growth-oriented development strategies that impose policy burdens and subordinate the children’s good to the pursuit of economic targets.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3251781."

<p> The field of student conduct administration (SCA) in higher education has grown more complex. Researchers and practitioners have noted the tension for conduct officers between managing legal and policy compliance focused on the adjudication of cases and serving as restorative justice minded educators oriented towards student growth and learning. As a result, the knowledge required and the skills practiced by conduct officers are broad and varied. An overlooked dimension of SCA is how conduct officer development, especially as it relates to meaning-making, influences their experiences, knowledge, and skills. This study, utilizing a developmental theory known as &ldquo;action logics,&rdquo; explores how conduct officer meaning-making informs their thoughts, actions, and ultimately, how they take on their responsibilities for their institutions and for their students. </p><p> A three-stage analysis of data from two qualitative interviews and a photography exercise was designed to explore the relationship between meaning-making and action logic expression for nine SCAs. In stage one, an analysis of narrative was constructed, coded for meaning-making characteristics, and an action logic hypothesis was formed. In stage two, three methods of triangulation generated additional insights. These included member checking, participant results from the Global Leadership Profile instrument, and an external audit. Finally, a cross-case analysis explored how the action logic expressed was related to meaning-making and specific themes identified from the interviews and literature. </p><p> The findings from these participants suggest the presence of a developmental range rather than a fixed action logic expression influencing the exercise of their responsibilities. Additionally, data analysis suggests that the developmental range is partly a function of organizational role. This first finding is inconsistent with previous research, providing a direction for future research. The study proposes a developmental leadership taxonomy that may be present and accounts for the range of actions logics available that could potentially be integrated into their conduct officer roles. This study has implications for training and practice of conduct officers and other student affairs professionals. The study also offers methodological considerations for research at the intersection of leadership, action logics, meaning-making, and human development.</p>

This thesis examines the social mediation of a transnational educational programme, namely the University of London’s International (External) Undergraduate Laws Programme. The thesis explores the lived experiences of a variety of stakeholders – university academics, frontline teaching staff and students - in the context of historical legacy and current development. The University of London’s International (External) programmes is one of the oldest forms of distance education, and the Undergraduate Laws Programme is the second largest subscribed programme and represent the fundamental academic legal education for the legal profession in numerous countries. With the separation of teaching, assessment and award as the distinguishing feature consequential to the origins of the University of London its legacy results in multitude stakeholders with vested interests in each aspect. The thesis seeks to understand the motivations behind and implications resulting from the various stakeholders’ experiences through an analysis of their narratives gleaned from interviews and data recorded from observations. Is there a distinct identity and culture within each group of stakeholders which has developed through the evolution of the programme? Can a pattern or theory of teaching and learning unique to the programme be identified and if so, what kind of impact has that had on legal education? The possibility of identifying existing and/or emerging communities of practice within and across each group of stakeholders is a recurring theme discussed on the basis that the theory of situated learning within a community of practice is a form of active learning; an objective which the University of London has sought to actively achieve since 2005. By building an ethnography of the various stakeholders, the thesis explores a formerly under researched aspect of undergraduate legal education and acts as a prompt for future areas of research in the areas of legal and distance education.

<p><i>Legum Magister</i>, or LL.M., degrees have come under increasing criticism in recent years in the United States. Observers have accused law schools of offering these and other graduate law degrees simply to increase revenue, and argue that they provide no value to graduates as they are not respected in the traditional legal services market. Despite these negative appraisals, the number, size, and types of these programs have continued to grow rapidly. While much has been written criticizing this growth, almost nothing has been written on how and why these programs came into existence, even though a number of law schools claim that their programs were founded over a century ago. As graduate law programs continue to blossom and law schools attempt to address the rising tide of criticism aimed at them, law school leaders would be well advised to examine the origin and history of these degrees. Is it possible that law schools have been hoodwinking innocent lawyers into getting a useless degree for decades? Who were these degrees originally intended for and who ultimately chose to matriculate into these programs? What were the curricula for these programs like? </p><p> Through historical analysis and archival research, this case study of the development of graduate law programs at the University of Pennsylvania reveals that they were founded in response to a perceived need to make the study of law more scholarly, and to ensure that law school training was not wholly confined to the necessities of legal practice. These programs arose amidst a drive toward professionalization and standardization at the turn of the twentieth century that was visible across a wide sector of American society, and reflected one aspect of the long simmering tension between those who viewed law as a scholarly enterprise much like philosophy or political science, and those who viewed it as a trade, to be mastered like medicine or engineering. This disagreement persists to the present day and an examination of the origins of graduate programs vividly illustrates that the study of law has meant different things to different people from the earliest days of legal education. </p>

<p> The purpose of this study was to examine ways in which the 2007 New Jersey transfer law mandating &ldquo;seamless transfer&rdquo; between public two- and four-year colleges has been implemented at three community colleges and the state&rsquo;s flagship research university and the forces that have contributed to and limited the extent to which the law has achieved its expected goals. This single case study with three embedded units involved the analysis of interview data and public documents to address the research questions. The implementation of the law was examined through a combination of Sabatier&rsquo;s Advocacy Coalition Framework and Matland&rsquo;s Ambiguity-Conflict model. </p><p> This research revealed two themes associated with the implementation of the law: (1) areas of cooperation between community colleges and public senior institutions; and (2) areas of conflict between the two sectors. Findings of the research are as follows: (a) failure of Rutgers University New Brunswick to abide fully by the provisions of the law; (b) unwillingness on the part of senior institutions to accept in transfer courses with a technical focus included in A.A. or A.S. degrees awarded by the community colleges; and (c) lack of advisement for some students at community colleges.</p><p>

Strict enforcement of copyright in least developed countries like Uganda would negatively affect realisation of the right to education which is both intrinsic and instrumental to realisation of economic development goals including the Millennium Development Goals. The right to education is recognised internationally, regionally and by the Constitution of the Republic of Uganda 1995. Universal access to copyrighted educational materials is needed if education in less developed countries is to serve its purposes. However, to stimulate creation of materials for the future, copyright restricts both access and use of copyrighted materials which negatively affects realisation of the right to education in less developed countries. Unfortunately, exceptions as copyright’s tool for enabling access and use are unclear and narrowly construed. For TRIPS compliance, Uganda enacted the Copyright and Neighbouring Rights Act, 2006 without optimally transposing exceptions. Moreover, under the current international framework, even the most maximalist approach to exceptions would not serve less developed country needs. Accordingly, the Berne Appendix for developing countries, though procedurally complex, should be used. This thesis undertakes a critical comparative analysis of relevant international and national copyright provisions. While referencing legislation from selected countries, Uganda’s commendable fair use provisions are nevertheless not optimal for supporting education for economic development. Various doctrinal issues arise from the exceptions and Uganda’s Berne Union ‘absentee’ status. Pending international reforms, maximally transposing and utilising available exceptions is imperative. Key recommendations include: incorporating the human right to education among fair use factors and joining the Berne Union. Classical utilitarianism is used to justify maximising exceptions within the current international copyright framework to promote quality education. Arguably, maximally transposing and using exceptions to support education is the way to facilitate economic development as the ‘greatest good’ for the world’s greatest number living in poverty in less developed countries in an era of globalisation.

Abstract This report describes an action research project that was designed to determine the effect of using the moot court of class and relative teaching activities in the elementary school, especially on students¡¦ law-related knowledge and other relevant influences. By founding the moot court of class, the purpose of the research was to give students law-related knowledge and establish classroom rules through the arbitration and public justice of the third-party advisor. In the process of participating public affairs, students learned to know the difference between right and wrong, developed the moral qualities full of respect and forgiveness, and then promoted students¡¦ ability on critical thinking and self-reflection at the same time. The model increased the function of self-governing activities in the class, reduced the amount of time and frequencies for the teacher to deal with students¡¦ arguments, and finally achieved the aim to help students follow rules, promote students¡¦ learning results and the teacher¡¦s teaching effect. Through the strategies used to help students correct their own interpersonal interaction styles, students could be accepted by the whole group and became one important group member. The model fulfilled the three education goals¡Xteaching, integrating into lives, advising and correction. According to data analysis and observation, the major findings of this research were as follows. 1. The events and causes of students¡¦ arguments did not change a lot with time and places. 2. Students liked to participate activities in the moot court of class. The atmosphere was serious but warm. 3. Procrastination changed the way how students faced conflicts and reduced the interruption on the teacher¡¦s teaching process. 4. The function of the moot court of class was to solve conflicts, and then counseling strategies were use to lead the thought and improve behavior. 5. The model had positive effect on students¡¦ self-reflection and critical thinking. 6. Under the suitable model, classroom rules didn¡¦t have to be made right after the school year began. 7. The third-party advisor was helpful to complete communication, and made the arbitration to good effect. 8. The arbitration in a group had positive influence on students¡¦ self- discipline. According to the research results, the suggestions for educators were as follows. 1. Give students opportunities of expressing themselves in writings to balance the function of oral communication. 2. Use Homeroom Teacher¡¦s Time well to put law education into practice in daily life. 3. Make the disciplinary policy in cooperation between the teacher and students. Notice the power of the teacher to avoid indulgence. 4. Keep teaching records, and adjust according to students¡¦ needs. 5. Make reference to law-related websites to combine life with learning. 6. Use counseling strategies properly to help students perceive knowledge and carry it out in daily life. 7. Communicate the ideas of class management with students¡¦ parents to avoid any misunderstandings.

Thesis (M.S.)--University of Montana, 2008. / Title from title screen. Description based on contents viewed Aug. 7, 2008. Includes bibliographical references (p. 80-83).

Abstract It carries an important educational mission to set up the Open University of Kaohsiung. Such an epochal establishment also marks the advent of adult education in Taiwan. There have been many kinds of universities developed in the recent 10 years. Higher education in Taiwan, thus, becomes much more generalized and marketable. More and more public or private institutions have implemented programs for adult education. However, the development and the market of institutionalized adult education, such as National Open University and the extension education of accredited colleges and universities, plus non-accredited community universities are becoming more and more competitive. Besides, the Kaohsiung City Government has encountered financial problems and subsidiaries from the Central Government are less and less as well. All of these changes have caused that the rate of student recruitment of the Open University of Kaohsiung doesn¡¦t grow up as expected. Therefore, the development and management of the Open University of Kaohsiung needs to reasonably consider an alternative method to work with ¡§authorized management.¡¨ The purpose of the present study is to make up a practical pattern on authorized managements of the Open University of Kaohsiung. The financial support from the government is less and less, and it is becoming much difficult for many universities to develop and manage. In addition to strategic alliances and university merges, there are other practical ways for local governments and related institutions to develop and manage adult education program. This research finds that certain improvements must be done to develop and manage well for the Open University of Kaohsiung. Authorized management is feasible. First, the Open University of Kaohsiung itself should make sure that adult education and extension education are its management focuses. Secondly, at the same time, it should locate its target market and create its core competition capability. Specifically, there are some students who need academic credits and degrees to get professional licenses for their jobs. Other students expect to gain more professional knowledge on marketing, management, and Internet commerce. Furthermore, more and more students are eager to acquire more practical training on foreign languages. Currently, the original regulations of authorized management have been based on the Fundamental Education Law, and Law for Promotion of Civil Participation in Infrastructure Projects. However, there have been no exact and clear regulations or models for public universities¡¦ authorized managements, at present. Thus, this study refers to the existing law and related regulations of authorized management above mentioned. Then, the researcher proposes a draft covenant of authorized management, tender instructions, and other related regulations for the Open University of Kaohsiung and expects to make them as references for other public universities.