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Journal articles on the topic 'Education Educational law and legislation'
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1
Sáenz López, Pedro, and Agustín Medina Medel. "La educación emocional en la legislación educativa en España y Andalucía." Revista Investigación en la Escuela, no. 104 (2021): 28–39. http://dx.doi.org/10.12795/ie.2021.i104.03.
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. Las emociones son inherentes al ser humano y están presentes en todas sus acciones incluyendo el ámbito educativo. Su relación con el aprendizaje ha sido demostrada desde diferentes campos científicos. Sin embargo, numerosos autores reclaman su presencia en la educación formal. Ante este hecho, el objetivo del estudio fue conocer la presencia de las emociones y la educación emocional en la legislación educativa de las últimas décadas. Para ello, se seleccionaron 103 palabras basadas en el modelo de Bisquerra y se buscaron en 5 textos educativos: LOGSE, LOE, LOMCE, Ley Orgánica 3/2020, de 29 de diciembre, que modifica la LOE y el Decreto de educación Primaria de Andalucía. Se analizó el número de palabras que aparecían en el texto, la frecuencia y el contexto para interpretar su significado. El número de palabras encontradas ha sido inferior a 13 y, en muchos casos, sin relación con la educación emocional. Responsabilidad o autoestima son dos ejemplos de palabras que se repiten aunque no siempre en contextos relacionados con la educación emocional. En el decreto de Andalucía se hizo la búsqueda por asignaturas mostrando diferencias en la cantidad y frecuencia de palabras. En conclusión, la presencia de este tópico en la legislación educativa de las últimas décadas es muy escaso por lo que se plantea la necesidad de incorporar esta temática a la educación formal y a la formación del profesorado.
2
Hubanova, T. O. "INFORMAL EDUCATION AS A VARIETY OF EDUCATION UNDER THE LEGISLATION OF UKRAINE." Actual problems of native jurisprudence, no. 05 (December 5, 2019): 56–59. http://dx.doi.org/10.15421/391957.
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The article analyzes the varieties of national education on the basis of the provisions of the legislation of Ukraine, taking into account the characteristics of the modern educational system of Ukraine. Attention is drawn to the fact that the establishment of the rule of law, implementation of international standards have led to the emergence of new educational institutions and innovativetrends in the education system, which requires appropriate theoretical substantiation and scientific research. The legislation of Ukraine establishes relatively new types of education that are subject to compulsory scientific characterization in order to understand their nature and content. It is noted that the legal and legal consolidation of three types of education at the legislative level: formal, nonformal, informal. The state recognizes these types of education, creates conditions for the development of educational entities that provide relevant educational services, and encourages the acquisition of education of all types. That is, it can be argued that the legislation establishes three independent, independent and distinctive types of education, which are equal but different in nature. It is proved that the isolation of these species, as well as their substantive content, is unconventional for the national legislation. Scientific positions concerning the concept, meaning, essence of information education are analyzed. It is noted that international and European regulations, as part of national legislation, have a significant influence on shaping the content of education in European countries. Within them, methodological guidelines for the formation of basic types of education are defined, the legal bases for providing such types of education are taken into account, taking into account socio-economic, political, technological changes for the spiritual and cultural development of society. The author’s definition of informal education is offered and a list of characteristic features is formulated.
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Medina Fernández, Óscar. "La Educación de Personas Adultas a los Cincuenta Años de la Ley General de Educación." Cuestiones Pedagógicas 2, no. 29 (2020): 12–25. http://dx.doi.org/10.12795/cp.2020.i29.v2.01.
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Using as a reference the 1970 General Education Act, as well as other earlier and later education laws, I address the evolution of adult education from the 19th century to the present day, exploring three great challenges essential for the implementation of a credible and viable educational policy: a) Specific educational offer versus compensatory and substitute character; b) Differentiated pedagogy versus school model; and c) Legislation on the educational universe versus formal and official educational system. This analysis, in which legislation is contrasted with educational achievements and with the theories of authors, leads us to conclude that, throughout more than two centuries of existence, in Spain there has been no educational policy whatsoever in the area of adult education. There are several reasons for this fact: because the growth that this educational sector has experienced is unknown, and the personal, cultural, economic, social, and political benefits of this reality are not known; because the laws have been limited to the regulation of the formal and official educational system, leaving out a good part of the education that adults have and carry out; and because the pedagogical concept that justifies it has not transcended society or the competent institutions in the field
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Rosado-Castellano, Fátima, and Nieves Martín-Bermúdez. "Relación familia-escuela como impulsora de la Educación para la Salud. Análisis de la legislación educativa." Educational journal ESAMEC, no. 1 (2020): 56–65. http://dx.doi.org/10.12795/esamec.2020.i01.07.
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El presente trabajo se muestra como un estudio teórico nacido de la necesidad de estudiar la relación existente entre dos ámbitos importantes para la vida de la persona, escuela y familia, y estos como impulsores de la Educación para la Salud. Para conocer las posibilidades participativas de la familia en la escuela y la inclusión de la Educación para la Salud se aborda un análisis de contenido legislativo en materia educativa que se encuentra vigente en la actualidad tanto a nivel nacional como autonómico, en su caso en Extremadura. Los resultados arrojan que la relación familia-escuela se configura como un entramado favorecedor para la obtención de logros educativos tanto en la infancia como en la adolescencia considerándose la Educación para la Salud una disciplina trasversal que abordar curricularmente, contando con la participación de todos los agentes implicados. Como conclusión se destaca que el binomio familia-escuela es un pilar básico para la educación integral
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Parfоnova, Olena. "SCHOOL ADMINISTRATION AND MANAGEMENT:APPOINTMENT OF THE EDUCATION MANAGER (CHANGES IN THE LEGISLATION OF UKRAINE)." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 79–89. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-8.
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The head of the educational institution, in particular the school, is the education manager, who is guided by numerous regulations in his day-to-day activities. However, changes in legislation, transitional provisions of the Law of Ukraine "On Education", almost weekly clarifications of the profile ministry, public activity actually removed from the comfort zone of modern school leaders. On the one hand, heads of educational institutions are forced to constantly monitor legislative changes, on the other hand - to work and act in a bureaucratic process of governance.
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Vok, Milena. "Foreign Practices of Licensing and Authorisation in the Field of Education." Science Governance and Scientometrics 15, no. 3 (September 1, 2020): 307–30. http://dx.doi.org/10.33873/2686-6706.2020.15-3.307-330.
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Introduction. This article examines the legislative provisions of several countries regulating the right of organisations to carry out educational activities. This study aims to examine the international practices of licensing and authorisation in the field of education. Methods. The research involved uses the formal law method, systemic structural method, comparative law method, sociological/specific sociological method, and the law interpretation method. Results and Discussion. The materials collected during the study offer insights into the models of educational management used worldwide at the stage of establishing educational institutions. Licencing mechanisms in the field of education can be centralised or decentralised and can vary across the levels of education. The requirements established in a number of countries have much in common and generally apply to the staff of the educational institution, the premises, curricula, equipment, and financing. Conclusion. The findings of this study can be used by lawyers and researchers in their respective professional and research activities in the area of legislation regulating the education system.
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Pastushenko, Elena Nikolaevna, Natalia Vladimirovna Neverova, Elena Vladimirovna Kornukova, and Larisa Nikolaevna Zemtsova. "Banking law as the complex branch of legislation." SHS Web of Conferences 118 (2021): 04003. http://dx.doi.org/10.1051/shsconf/202111804003.
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The objective of the present research is the formation of the concept of teaching banking law as the interdisciplinary subject of the Master’s degree in Economics and Law in higher educational institutions. The work used the dialectic and technical methods that allowed showing the interrelation and mutual influence of the various aspects of the banking law as the interdisciplinary subject in the higher educational institutions. The comparative and legal method was used for revealing the stages of the legal regulation of the banking system of the Russian Federation and the formation of the banking law as the complex branch of legislation. The inductive method was applied when analyzing the Russian legislation with regard to the status of the Central Bank of the Russian Federation, lending institutions, bank operations and transactions and deals from the point of view of client-oriented approach and protection of consumers’ rights when obtaining financial services. The most important result of the present research is the grounding of advisability to teach the banking law in the higher educational institutions as the interdisciplinary subject of the Master’s degree in Economics and Law. This offer was introduced basing upon the position of the Theory of the state and law and the sectoral science of Financial Law to consider the banking law as the complex branch of legislation that allows characterizing the offer made as a result characterized by the scientific novelty having the scientific and theoretical significance for the further scientific discussions regarding the role of the complex educations in law, improvement of the law-making, law-enforcement and law-interpretive activity of the Central Bank of the Russian Federation and also the day-to-day update of the legislation due to the changing realias, performing works on education in the law and financial literacy, improvement of client-oriented approach when providing banking services and protection of rights and legal interests of the consumers of financial services.
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Chernadchuk, Viktor, and Olha Shvaher. "Scientific component of the legal education in Ukraine." Knowledge and Performance Management 2, no. 1 (February 13, 2018): 13–23. http://dx.doi.org/10.21511/kpm.02(1).2018.02.
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The training of law specialists in the context of the European integration processes should be based on educational standards and requirements both of the national legislation and international acts. In present conditions of dynamic development of social relations and, accordingly, the development and improvement of legislation, the scientific knowledge of legal phenomena becomes increasingly important both in practical activities (law-making and law enforcement) and in the process of training of specialists in the field of law. The knowledge of legal phenomena, categories, concepts and terms is a complex process of understanding the essence, content and structure of these phenomena in the process of scientific activity aimed at identifying the true characteristics of the surrounding social and legal environment in order to obtain the knowledge about these phenomena, their objective relationships and principles for their further use in practical legal activity (law-making and law enforcement).The application of scientific principles in legal education does not cause any doubt, however methodological approaches and the issues of employment of certain methodological techniques to ensure the unity of science and practice remain controversial. The article presents the author’s vision of solving complex issues relating to the understanding of the essence of legal phenomena by unifying the terminology, improving the conceptual apparatus and applying the relevant classification, etc. The presented authors’ reflections will help find the optimal model for developing a training process for specialists in the field of law. Such a model should take into account not only the labor market demand but also the practical skills and knowledge of law and legal practice. Therefore it is extremely important to use scientific principles in the educational process, the formation of scientific thinking of students and acquisition by them of scientific approaches and the methodology of scientific research.
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Tearle, Barbara. "Law libraries and the Special Educational Needs and Disability Act 2001." Legal Information Management 4, no. 1 (March 2004): 51–53. http://dx.doi.org/10.1017/s1472669603001233.
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The Disability Discrimination Act 1995 (DDA) was extended to higher education institutions by the Special Educational Needs and Disability Act 2001 (SENDA). The legislation applies to libraries, although other teaching and educational activities receive more coverage in the Act and in the explanatory literature that has developed to assist implementation.
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N.V., Nykonenko. "INFLUENCE OF US SPECIAL EDUCATION LEGISLATION IN 1975–1989 ON SPECIAL EDUCATION DEVELOPMENT." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 7–14. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-1.
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The article deals with studying of social transformations in 1975-1989 and new democratic traditions caused with the US legislation on education of individuals with disabilities.The role of the period for the current special education system creation in the United States is highlighted. US federal legislation in 1975–1989 introduced the legal basis of the special education system, which finally determined the vector of its development and caused a revolution in the whole education system. Active civil movement for equal rights enabled the adoption of The Education for All Handicapped Children Act of 1975, known after the renewal as The Individuals with Disabilities Education Act of 1990. The main innovations of the adopted law in the field of US special education were ensuring free access to appropriate public education for American children with disabilities aged 3 to 21, a right to be served in the least restrictive environment, at public expense, and under public supervision; introduction of individualized educational programs, launching early intervention programs for children at risk, funding of additional educational services for students with special educational needs, etc. The law adoption guaranteed millions of students who were raised in residential institutions or did not receive appropriate educational services in regular schools a possibility to study for free in accordance with state standards with their peers.According to the amendments to this law in 1983 and 1986, the leading principle of special education has been the partnership of parents or caregivers and professionals. To intensify active parental interaction, the law provided their mandatory participation in each stage of individualized educational programs for their children, the opportunity to discuss the conditions of the child’s education and the right to sue the school in case of a controversial educational decision.Key words: history of US special education, legal regulation of US special education, periods of US special education legislation, special education in the USA, periods of special education legislation. Ухвалені Конгресом США у 1975–1989 рр. законодавчі акти запровадили правові основи системи спеціальної освіти, які остаточно визначили вектор її розвитку та спричинили революцію в системі освіти країни загалом. Зауважено роль активного руху за рівні права для всіх громадян країни в ухваленні Закону «Про освіту для всіх дітей з інвалідністю» після оновлення у 1990 р. відомого під назвою «Освіта осіб з особливими освітніми потребами». Досліджено, що головними нововведеннями галузі спеціальної освіти у США після ухвалення зазначеного закону стали забезпечення доступу американський дітей з обмеженнями життєдіяльності віком від 3 до 21 року до безкоштовної освіти належної якості у державних закладах освіти і під контролем громадськості, запровадження індивідуальних навчальних планів, програм раннього втручання для дітей групи ризику, фінансування додаткових освітніх послуг для учнів з особливими освітніми потребами тощо. Підкреслено, що після ухвалення зазначеного закону мільйони учнів, які раніше зростали в закритих спеціалізованих установах або не отримували належних освітніх послуг у загальних школах, отримали можливість безкоштовно навчатися відповідно державних стандартів разом зі своїми однолітками.Указано, що відповідно до поправок до вказаного закону 1983 та 1986 рр. провідним принципом спеціальної освіти стала партнерська взаємодія батьків або опікунів та фахівців. Наголошено, що для активізації цієї взаємодії законом передбачено обов’язкову участь членів сім’ї на кожному етапі укладання індивідуальних навчальних програм для своїх дітей, можливість обговорювати умови навчання дитини та право подавати позов на школу в разі ухвалення суперечливого рішення.Ключові слова: спеціальна освіта у США, правове врегулювання спеціальної освіти, періодизація розвитку правового забезпечення спеціальної освіти, періодизація становлення правового забезпечення спеціальної освіти США.
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Simakova, N. "PROSPECTIVE DIRECTIONS OF LAW-MAKING FOR MODERNIZATION OF EDUCATIONAL AND SCIENTIFIC SYSTEMS OF HIGHER EDUCATION INSTITUTIONS." Innovative Solution in Modern Science 1, no. 45 (June 7, 2021): 216. http://dx.doi.org/10.26886/2414-634x.1(45)2021.15.
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The article reveals prospects for legislative implementation of educational and scientific systems of higher education institutions in the circumstances of European integration of educational space as envisaged by constitutional provisions of Ukrainian education. It highlights stages in evolution of ideological basis for development of the legislative process in the field of education. It has been found that the first stage established the ideology for development of a national education system; the second stage launched modernization of the national education in accordance with the European standards and principles; the third stage activated the potential for modernization of Ukrainian school on the basis of social equality and cohesion, economic development and competitiveness of Ukraine. The article exposes directions in development of legislation in the field of education which are determined by structural components. It has been established that development of each of the listed areas is covered in provisions of two framework laws on education, state programs and branch-specific laws that have been approved since Ukraine has proclaimed its independence. Analysis of the abovementioned sources facilitated exposure of certain advantages and contradictions, the consideration of which is an important precondition in forming a new regulatory environment for education. Key words: law of Ukraine, higher education, stages and prospects of law-making.
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Ilchenko, Оlena, and Alla Kobobel. "Educational and legal aspects of activities of out-of-school educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 139–51. http://dx.doi.org/10.24195/2617-6688-2020-2-18.
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The article deals with the historical process of formation of educational and legal support for the activities of out-of-school educational institutions during the independence of Ukraine. Based on the formulated socio-cultural, cognitive, educational and legal criteria of the intensity of qualitative changes in the legislative and legal support of educational activities of out-of-school educational institutions, 3 main stages of this period were identified. The first stage (1991-1999) was characterised as a transition from the old Soviet to the new Ukrainian system of out-of-school educational institutions. It was noted that during this period, the foundations of the legislation were formed, the international experience of providing the development of extracurricular education was attracted, the results of foreign scholars’ scientific researches were processed, scientific researches were conducted by domestic scientists. Instead, the second stage (2000-2009) was marked by the active development of the regulatory and legal support of the out-of-school education system. It was emphasised that the adoption of the Law on Extracurricular Education, which regulates state policy in the field of extracurricular education, was of great importance. The dynamics of quantitative indicators and tendencies of development of out-of-school educational institutions, directions of Ukrainian scientists’ scientific researches on the problems related to out-of-school education are characterised. The beginning of the process of forming legislation on the issues regarding children with special needs is highlighted. It is emphasised that at the third stage (2010-2019), the principles of inclusive education were adopted, legal support was provided for the quality education of all children without exception. It is emphasised that for the period of 1991-2019, there was intensive development and modernisation of the legal support of the out-of-school education system, and the model of inclusive education of children with special educational needs in out-of-school educational institutions was involved.
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Ладнушкина, N. Ladnushkina, Фёклин, and Sergey Feklin. "Risk-Oriented Approach to the Realization of Monitoring and Supervising Activity in the Educational Sector." Profession-Oriented School 4, no. 5 (October 17, 2016): 43–47. http://dx.doi.org/10.12737/22484.
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In accordance with the Federal Law of 13.07.2015 N 246-FZ “On Amendments to the Federal Law “On protection of rights of legal entities and individual
entrepreneurs in monitoring of state control (supervision) and municipal control “occurred amendments in the organization of checks, including
education.
Director of the school, who observes the legislation and (or) does not allow violations may learn that his institution is not included in the planned
inspection in the coming year and (or) subsequent years.
The article describes and comments the changes in the legislation concerning the most important aspects of the planned inspections of educational
institutions and organizations engaged in training.
The authors describe an approach to the implementation of control and supervisory activities in the fi eld of education in terms of the current legislation
and draft law on the control of the Russian Federation.
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BARABAȘ, Cristina-Mirela. "THE FIRST EDUCATION LAW IN ROMANIA AND THE EFFECTS OF ITS IMPLEMENTATION." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 4, no. 1 (December 7, 2020): 153–57. http://dx.doi.org/10.26520/mcdsare.2020.4.153-157.
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In modern Romania, the legal protection of the right to education has played an important role in the activity of government, parliament and political parties in general. A turning point in defining the national educational policy was the elaboration of the Public Education Law in 1864. By expressing the ideal of the revolutionary generations of 1848, this law addressed the principle of free and compulsory primary education. The progress of the Romanian society depended on applying this principle. On November 25, 1864, Al. I. Cuza enacted the Public Education Law, the first law to provide a unitary learning system for both principalities. The provisions of this law extended to both public and private educational institutions and regulated education at all levels (Bârsănescu and Bârsănescu, 1978). The fundamental principles of this law are: unitary and mandatory character, gratuity, and as a premiere in our legislation, equal access to education regardless of gender (Legea instrucţiunii publice, 1864, Art. 31).
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Manning, Dwight, and Marilia Kamil. "New legislation in Brazilian music education: Studying the law and its implementation." International Journal of Music Education 35, no. 1 (July 8, 2016): 79–92. http://dx.doi.org/10.1177/0255761415619422.
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In 2008, Brazilian legislators approved a law that added music on a mandatory basis to the basic national school curriculum. Despite the possibilities afforded by this legislation, music educators affirm that many questions remain due to its ambiguity. Given the 2012 deadline for the implementation of this law, there is a need to understand how it was enacted across diverse settings. This study considers the implementation from the perspective of music teachers. Thus, in this interview study, we seek to understand the status of music education throughout the country according to the perspectives of music educators from private and public schools. Such perspectives are situated within reviews of educational history, legislation, policy, and research. Findings point toward the need to (a) address a shortage of music teachers; (b) better define the preparation of professional music educators; and (c) identify pedagogies which are likely to have the greatest impact in implementing this new law.
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Budryte, Paulina, Yuliya Vashchenko, Olesia Otradnova, and Vadym V. Tsiura. "Joint Study Programmes in the Educational Policy and Law of Eastern Partnership Countries." Public Policy And Administration 19, no. 1 (May 6, 2020): 64–77. http://dx.doi.org/10.5755/j01.ppaa.19.1.25185.
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This paper aims at analysing the policy and legal framework of joint study programmes in Eastern Partnership countries (EaP countries) in frames of the standards of the European Higher Education Area and providing the recommendations on its enhancement. It is concluded that the internationalization of higher education has been considered as one of the key priorities of the educational policy in EaP countries, however, more emphasis on the role of the joint study programmes is needed. The level of specification of legislative requirements on joint study programmes in EaP countries differs. The educational laws in Georgia, Moldova include special provisions devoted to joint study programmes, in Ukraine – basic framework, including the possibility to establish joint study programmes and awarding the joint degrees, while respective legislation in Armenia, Azerbaijan, and Belarus – just general provisions regarding the international cooperation of higher educational institutions. It is suggested to implement the European Approach for Quality Assurance of Joint Programmes in national laws and regulations in EaP countries, first of all, in part of the definition of joint study programmes and the recognition of the accreditation decisions of foreign quality assurance agencies.
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Pavliuchenko, Y. M., and Y. Y. Savchuk. "THE GENESIS OF EDUCATIONAL SERVICES DEFINITION AS A LEGAL CATEGORY." Legal horizons 33, no. 20 (2020): 7–14. http://dx.doi.org/10.21272/legalhorizons.2020.i20.p7.
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By the authors of this scientific article was revealed the evolution of educational services as a legal category since the times when writing have been invented and till the European integration processes in modern Ukraine. In the article was emphasized that the process of providing educational services is now mostly perceived as studying, which is a consequence of the long term use of the irrelevant terminology in the legislation of Ukraine and the lack of a legally defined definition of educational services until the adoption of the Law on Education in 2017. By the authors were determined that the expectations of providers and consumers of educational services can differ significantly in content, completeness, quality, applied efficiency of these services, forms of their provision, etc. The genesis of understanding educational services definition was described and its characteristics due to the historical and legal stages of receiving the status of educational institutions. The ways of providing educational services in terms of their economic and legal nature have been determined. The features inherent in educational services, acquired as a result of long-term development of social relations, are distinguished. The modern Ukrainian educational legislation base and providing the educational services were analyzed. It is determined that most of the legislation governing the process of providing educational services can be characterized by the general declarative norms. The authors suggested improving the conceptual and categorical apparatus and some norms of the national legislation on the providing of educational services in accordance with their current development and emphasize their economic character as a result of economic activity. Also, the article deals with that the legislative definition of the educational services definition and it was noted by the authors the only focus of the educational services on achieving the expected results of studying without the formalization of them, which can make the role of consumers of these services into a passive participant in educational relations. Keywords: education, studying, educational services, entities providing educational services, economic activity, consumer of educational services.
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Egalite, Anna J., Lance D. Fusarelli, and Bonnie C. Fusarelli. "Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act." Educational Administration Quarterly 53, no. 5 (October 12, 2017): 757–81. http://dx.doi.org/10.1177/0013161x17735869.
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Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not removing testing requirements, the legislation dramatically reduces the federal role in shaping education policy, returning significant power to the states to design educational systems as they best see fit. The law places sharp limits on the use of federal executive power over education and has the potential to remove the federal government from oversight and accountability over schools, raising questions about the equity implications of this policy change. Research Method: Utilizing public documents, including legislation, speeches by federal officials, analyses by policy organizations, and news accounts, the authors trace the evolution of federal efforts from a more tightly coupled educational system to one with greater state and local flexibility in order to estimate the equity impact of efforts to decentralize governance. Findings: While certain provisions of the Every Student Succeeds Act may reduce inequity and improve educational outcomes for all students, rigorous enforcement of the law’s protections will be necessary in order to ensure existing inequities are not exacerbated.
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Фёклин and Sergey Feklin. "Control and Supervision in Education: FAQ on Recent Update." Profession-Oriented School 3, no. 3 (June 17, 2015): 17–23. http://dx.doi.org/10.12737/11746.
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Federal law of 31.12.2014 № 500-FZ “On Amending Parts of Certain Legislative Acts of the Russian Federation» has significantly changed State regulation
of education in the frame of Federal law of 29.12.2012 № 273-FZ “On Education in the Russian Federation”.
Federal law of 29.12.2012 № 273-FZ “On Education in the Russian Federation” has been amended to optimize the following procedures:
– State accreditation of educational activity;
– System of actions taken by education control and supervision organs towards educational institutions, bodies of state power of the subjects of the
Russian Federation conducting governmental management of education, bodies of local self-government conductingmanagement of educationbased
on the results of inspection of federal government oversight of education and federal government control of education quality;
– Distribution and control figures of admission for professions, programs, majors and (or) groups of professions, programs, majors.
The article explicitly generalizes, explains and comments on questions coming from the bodies of state power of the subjects of the Russian Federation
exercising the authority of state control (supervision) of education.
The author covers procedural issues of control and supervision as a matter of education legislation effective since 11.12.2015.
Article consists of detailed answers to questions.
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Gibton, Dan. "Post-2000 Law-based Educational Governance in Israel: From Equality to Diversity?" Educational Management Administration & Leadership 39, no. 4 (May 31, 2011): 434–54. http://dx.doi.org/10.1177/1741143211406559.
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This article analyses patterns of post 2000 governance in Israel’s education system. Drawing upon literature on educational regimes, governance in neo-liberal societies (for example, the UK and the USA), law-based educational reform and policy analysis, this study sets out to inquire how Israel’s system was governed with minimal legislation for 60 years. The main theme that emerges is that, although the forces that govern Israel’s landscape are similar to those in many post-industrialist western countries, the processes are quite different due to lack of decisive school reform, thus offering potential for a diverse setting, but with increasing distance from former equalizing and de-segregative vigour that portrayed the system in the past.
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Sitsinska, Maya, Anatoliy Sitsinskiy, Vladislav Nikolaiev, Svitlana Khadzhyradieva, and Igor Hasiuk. "Legal and socio-economic aspects of reforming Ukraine's higher education system." Journal of the National Academy of Legal Sciences of Ukraine 28, no. 1 (March 24, 2021): 88–98. http://dx.doi.org/10.37635/jnalsu.28(1).2021.88-98.
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The aim of the article is to critically review the effectiveness of the processes of reforming Ukraine’s higher education system in the light of integration into the European educational space. Also, the goal is to define the boundaries of the legislative control of the education system at the state level. The defining theoretical concept for the development of higher education in Ukraine is its leading role in ensuring the sustainable socio-economic development of the country through the implementation and legal protection of the inalienable right of citizens to education, obtaining quality educational services, comprehensive intellectual and spiritual development. The main research methods are the frequency analysis method and the mathematical statistics methods, which were used to process the data of the questionnaire of public officials. It has been determined that in the conditions of socio-economic, socio-political, legislative, administrative and managerial crisis, increasing competitive requirements for the higher education system of Ukraine, the leading purpose of its modernisation is the formation of new content and quality standards of educational services, which will ensure the maximum integration of Ukraine in the world and European educational space. In the context of a sociological survey of civil servants, the circle of threats, the structure of their relationships and sources of origin are outlined, which are the first priorities of the state administration, aimed at ensuring the sustainable development of the higher education system of Ukraine. The novelty of the study is due to a sociological survey of public officials in order to determine the expert opinion on key issues. It is important to find out what legal responsibility people will bear for opposing the laws of Ukraine on education. The authors also collected an expert opinion on key issues that will improve Ukrainian legislation in the field of higher education. The practical importance is determined by the necessity to outline priority areas to counter the existing and more potentially dangerous threats to the sustainable development of higher education in Ukraine
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Serebrennikova, A. V. "CRIMINAL LAW: MODERN CHALLENGES." EurasianUnionScientists 2, no. 5(74) (June 14, 2020): 48–50. http://dx.doi.org/10.31618/esu.2413-9335.2020.2.74.741.
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Mission: To analyze the main trends related to the digitalization of criminal law in the most discussed areas, to analyze and summarize the positions of researchers regarding the construction of norms on responsibility for computer crimes in the domestic criminal legislation. Reflect the main areas of use of artificial intelligence in the process of qualification of crimes and law enforcement. Consider the use of information technologies in the educational process when training specialists for law enforcement agencies. As a result of the research, the authors conclude that the achievements of recent years in the field of digital technologies have created not only a number of new problems with crime, but also contributed to the prevention, detection, investigation, prosecution and punishment of crime. However, many issues related to their use in criminal law have remained unresolved. Today, the science of criminal law is faced with the task of developing a model of systemic updating of domestic criminal legislation, the effectiveness of which directly depends on the ability of the legislator to perceive trends in the field of information technology and crime challenges. The author's view on the actual problem in criminal law science is presented. The results of the study and the conclusions formulated in this article can be used in the educational process when studying the Sciences of the criminal law cycle in higher education institutions
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Shamsiddinov, Zayniddin Ziyoviddinovich. "Sourses of Criminal Law of some European Countries and Rules for the Application of Criminal Law in Time." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1133–37. http://dx.doi.org/10.17762/pae.v58i1.863.
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This article discusses the sources of criminal law in some European countries and the rules of timely application of criminal law. Study of different areas of law, legal institutions and legal norms in a legal system will help to find a solution to such issues that legal science and the legislature had to decide in particular issues related to the temporal application of criminal law.
According to the Article 1 of the Criminal Code of the Republic of Uzbekistan the criminal legislation of the Republic of Uzbekistan is based on the Constitution and generally recognized norms of international law and consists of this Code[1]. From this it is clear that the only source of criminal law is the criminal code.
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Cron, Alan H. "From legislation to implementation." Journal of Educational Administration 54, no. 1 (February 1, 2016): 75–91. http://dx.doi.org/10.1108/jea-06-2014-0065.
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Purpose – The purpose of this paper is to examine the leadership practice of an 11-member district team of educators assembled to respond to one of the most comprehensive bullying laws in the nation – the Massachusetts Anti-Bullying Law of 2010. This three-year case study provides school leaders and legislators with an in-depth, fine-grained analysis of how leadership was practiced by a district team of de facto leaders charged with implementing mandatory legislative policy throughout a six-school, 5,000-student, K-12 public school district. Design/methodology/approach – This three-year case study employed an analytical, distributed leadership framework to identify, categorize, and analyze key artifacts used by a team to design and implement system-wide the comprehensive requirements of legislation. Using Weft qualitative data analysis software and the open, axial, and selective coding guidelines of Strauss and Corbin, data from semi-structured interviews and document analysis revealed a number of hidden structural considerations exerting significant influence on the leadership practice of the team. Findings – Findings from this study suggest that leadership is perhaps more fluid than previously theorized. Defining leadership as a force that moves between and among organizational stakeholders (as opposed to a person or position), this study identified a number of structural considerations exerting influence on the leadership practice of a team. Furthermore, this study suggests that foreknowledge of these structural considerations may help to foster organizational learning, to leverage preexisting social and intellectual capital, and to more successfully navigate the requirements of complex organizational change such as legislative mandates and standards-based reform. Research limitations/implications – Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to replicate this study in other school districts or large organizations who are responding to state or federal legislation. Practical implications – The paper includes implications for state and local educational leaders as they struggle with the increased demands of standards-based educational reform. Social implications – This study has implications for those seeking to understand how legislation is received and assimilated by schools as well as those seeking a greater understanding of formal and informal leadership. Originality/value – This paper fulfills an identified need to study how leadership is practiced in response to standards-based state and federal legislation.
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Memorandum by the Commonwealth Secr. "STATUS REPORT ON HUMAN TRAFFICKING LEGISLATION AND PROCEEDS OF CRIME RECOVERY LEGISLATION FOR COMMONWEALTH MEMBER STATES." Journal of Commonwealth Law and Legal Education 6, no. 2 (October 2008): 239–49. http://dx.doi.org/10.1080/14760400902969875.
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Foreman, Phil, and Michael Arthur‐Kelly. "Social Justice Principles, the Law and Research, as Bases for Inclusion." Australasian Journal of Special Education 32, no. 1 (April 2008): 109–24. http://dx.doi.org/10.1017/s1030011200025793.
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Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence‐based practices.
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Vladeva, Rositsa. "Expectations of the Educational Reform of High School Geography." Acta Scientifica Naturalis 4, no. 1 (March 1, 2017): 124–32. http://dx.doi.org/10.1515/asn-2017-0019.
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Abstract The study is an attempt to present the latest developments in legislation for implementation of the reform in geographic education in secondary school. Through conducted survey has been taken into account the views and expectations of teachers of Geography and Economics in terms of the new law, a framework curriculum, State educational standards and curricula. Expectations of educational reform are formulated as positive and negative sides. Referred to a recommendation for overcoming some of the problems were identified.
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Ruzmetov, Botirjon Khayitbayevich. "Protection of Human Rights in the Criminal Procedure Legislation of the Republic Of Uzbekistan and Improved Reforms Taking Into Account Foreign Experience." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1102–15. http://dx.doi.org/10.17762/pae.v58i1.860.
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In this article author had searched the questions devoted the protection of human rights in the criminal procedure legislation of the Republic of Uzbekistan and comparing with the legislation and worldwide experience of the foreign states.The article reveals the ongoing liberalization of the criminal law policy in the Republic of Uzbekistan, which is aimed at expanding human and fair norms, strengthening the protection of the rights, legitimate interests of a person andsociety. Against this background, the significance of investigative actions and the theory of evidence in the country's criminal procedural legislation is being revised.
The development of science and technology leads to the improvement of methods of committing crimes using computer technology, taking into account which the timely disclosure and effective investigation of socially dangerous acts requires extensive use of mathematical tools and computer technologies.In this regard, changes are taking place in the investigative practice aimed at increasing knowledge in the field of computer technologies among law enforcement officials and increasing the responsibility of the personal of the investigative and judicial authorities in the implementation of their activities.The author emphasizes that despite significant restrictions on the rights and legitimate interests of a person in the conduct of investigative actions, all of them are necessary for obtaining sufficient evidence to expose the guilt of the offender, in the manner prescribed by law.Compliance by investigators, prosecutors and judges of all criminal procedural requirements established by the legislation of the country is a key requirement for the recognition of evidence as lawful and sufficient for a fair sentence.It should be noted that the article highlights that, since 1994, the Criminal Procedure Code of Uzbekistan enshrines the right to defense by involving a lawyer in the case from the moment a person is detained on suspicion of committing a crime, as well as the principle of equality of arms in criminal proceedings. An addition to the liberalization of legislation is the fact that now the courts are freed from such unusual functions as the execution of court decisions.In addition, the article expands on the author's proposals for improving the legislation of Uzbekistan, as well as expanding the power of lawyers, especially in the conduct of investigative actions, aimed at expanding the process of liberalization of criminal law in the country and improving the situation with the protection of human rights in the investigation of criminal cases.
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Stromquist, Nelly P. "Education policies for gender equity: Probing into state responses." education policy analysis archives 21 (August 26, 2013): 65. http://dx.doi.org/10.14507/epaa.v21n65.2013.
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The implementation of non-discriminatory sex legislation provides theoretical and empirical grounds to examine responses by the state to gender equality. Tracing the trajectory of one such law in the U.S.—Title IX—over a period of 40 years, this study analyzes the extent to which the state: (1) acted as a unitary body, and (2) functioned to dismantle its own oppressive gender features. By examining the federal government’s three core branches (executive, legislative, and judicial), the study finds differential responses by branch, with the greatest variability expressed by the executive branch, revealing the state to be less than a coherent institution. The study also shows only modest efforts to enforce the law, raising doubts about the commitment of the state to transform the social relations of gender. The state’s framing of gender equality exclusively in terms of non-discriminatory practices falls short of fostering changes in gender mentalities and identities in U.S. educational institutions—an outcome reflected in the persistent gender clustering of fields of study at the university level.
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Duncan, Jill, Renée Punch, Mark Gauntlett, and Ruth Talbot-Stokes. "Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review." Australian Journal of Education 64, no. 1 (February 19, 2020): 54–72. http://dx.doi.org/10.1177/0004944119896816.
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Australia has legislation in the form of the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 (Cth) that has the objective of eliminating disability discrimination. The purpose of this scoping review was to determine the extent to which this legislation is achieving the elimination of discrimination against students with disability in primary and secondary schooling. The review reports on the findings of a systematic search of law and education databases that identified 18 peer-reviewed articles discussing the legislation, relevant literature and related case law in the context of the education of students with disability in Australia. Content analysis of the articles indicated the existence of problems in several areas of the intersection between the law, policy and practice. These are outlined under five key themes: inclusion/exclusion, jurisdictions and definitions, the complaints-driven system, legislation clarity and reasonable adjustments. The review concludes with recommendations and suggestions for action.
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Uziely, Eran. "Professionals’ attitudes toward children’s participation: implementing educational reforms." Quality Assurance in Education 26, no. 4 (October 8, 2018): 502–10. http://dx.doi.org/10.1108/qae-04-2018-0049.
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Purpose In Israel, the decision which educational framework is most suitable for pupils with special needs is made by a placement committee. In January 2005, the eighth amendment of the Israeli Special Education Law determined that all pupils have the legal right to participate in their placement committee’s deliberations. This paper aims to examine the implementation of this liberal reform that let young people’s voices be heard. Specifically, the focus is on the attitudes of involved professionals (committee chairs, educational supervisors, teachers, etc.) regarding the law, and whether and in what ways their views influence the extent to which this law is implemented. Design/methodology/approach The research used an eight-step linear scale to investigate both the desired and actual levels of children’s participation in the committee’s discussions, as evaluated by professionals. In addition, the pupils’ satisfaction with the discussion process was evaluated, based on the professionals’ perceptions. Furthermore, the research analyzed which socioeconomic, cultural and occupational variables correlated with the degree of students’ participation in and satisfaction with the process. Findings The major finding was that many of the adults responsible for the implementation of the reform do not believe in its principles and are even opposed to child participation. In their discussions, child participation was poor. Originality/value The conclusion drawn from the study is that legislation alone is not enough when implementing a controversial reform. Spreading of this new social norm must be accompanied by efforts to promote the concept of child participation among the professionals who implement it.
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Abzalova, Khurshida Mirziyatovna. "Criminal Law Protection of Human Life and Prevention of Murder in Uzbekistan (On the Example of Women)." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1085–93. http://dx.doi.org/10.17762/pae.v58i1.858.
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In the world, protection of the rights and interests of the individual is one of the priority areas for improving legislation. In this process, a special role is played by criminal legislation, which is designed to ensure the protection of human life as the most valuable object of criminal law protection. The fight against crimes against life, in particular murder, is the highest priority for judicial and law enforcement agencies. In this regard, the adoption of effective measures to counter deliberate killings, the study of the causes and conditions that contribute to their Commission, as well as the identity of the killer are of great scientific and practical importance. According to statistics provided in the UN Global Study on Homicide report for 2019, the number of murders per 100,000 people in El Salvador is 61.8, in Brazil-30.5, in Russia-10.82, in Switzerland-5.35, in Uzbekistan-3, Finland-1.42, in the UK-1.2[1]. All this indicates the need to pay special attention to effective criminal law protection of human life.
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Calvo González, Soraya. "Educación sexual con enfoque de género en el currículo de la educación obligatoria en España: avances y situación actual." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 281–304. http://dx.doi.org/10.6018/educatio.469281.
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El recorrido seguido a partir de las transformaciones del currículum y los cambios legislativos sucedidos en el contexto español no parecen haber dado respuesta a las demandas que organizaciones clave como la OMS o la UNESCO han pronunciado en torno al concepto de educación sexual. Este artículo busca adentrarse en la realidad pasada y presente del tratamiento de aspectos como el cuerpo, las emociones, las relaciones interpersonales y las cuestiones ligadas a la igualdad entre sexos y al género en educación obligatoria de nuestro país. Para ello se lleva a cabo un procedimiento de revisión de la legislación educativa que parte de la LGE de 1970 y llega hasta la actual LOMCE y en el que se desgranan las aportaciones y evidencias detectadas en torno a este tema. Así mismo, el artículo pretende dibujar el recorrido del marco académico de la sexología y la educación sexual como ámbitos del conocimiento, resaltando las tendencias más significativas. Finalmente, las conclusiones pretenden dibujar la situación actual de la educación sexual como cuerpo teórico en la etapa secundaria y señalar claves necesarias para que tales contenidos sean incorporados en el currículo educativo y en la formación continua e inicial de profesionales de la educación. The curricular transformations and the legislative changes occurred in the Spanish context do not seem to have addressed the demands that key organizations such as OMS or UNESCO have made about sex education. In the specific context of Spanish Secondary Compulsory Education, the present article taps into the past and present of concepts such as the body, emotions, interpersonal relationships and issues linked to equality and gender. To this end, we conducted a review of the educational legislation from the LGE of 1970 to the current LOMCE with a view to tapping into the most important implications of these legislative frameworks. This article also aims to picture the reality of the academic framework of sexology and sex education looked at as areas of knowledge, highlighting the most significant trends. Finally, we map out the current situation of sexual education as a theoretical body in secondary education. We also highlight the keys which might encourage the incorporation of sex education in the educational curriculum and in the initial and continuous training programs for education professionals.
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Hareket, Erdem. "Disciplinary Offenses and Punishments Related to Higher Education Students in Educational Law: On Some Problematics with Legal Principles." Yuksekogretim Dergisi 11, no. 2Pt1 (August 1, 2021): 191–214. http://dx.doi.org/10.2399/yod.20.691437.
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For all public officials serving within the public sphere and university students studying in higher education institutions with public legal personality, compliance with the law as regards their rights, responsibilities, duties or statuses is an indispensable requirement of public life. This requirement is framed by positive norms provisions. Actions and penalties for disciplinary offenses against higher education students fall within the subject boundaries of various law fields such as administrative, criminal, disciplinary and educational law. Therefore, the provisions of the legislation on higher education students' disciplinary offenses and penalties must be clearly stated on the basis of legal principles. Based on this necessity, this study attempts to shed light on the investigation and punishment processes executed as per the Higher Education Institutions Student Disciplinary Regulations, from the perspective of the legal provisions and principles involved.
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Kosiorek, Małgorzata. "The local educational councils in the process of socializing school educatio." Yearbook of Pedagogy 41, no. 1 (December 1, 2018): 81–91. http://dx.doi.org/10.2478/rp-2018-0006.
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SummaryIn Poland, since 1989 thanks to the processes of decentralization and socialization, educational policy is associated with activities carried out at the local level. This is the result of legislation and regulations defining the competences of central and local educational authorities. An example of socialization of education is the formation of educational councils, which are advisory and consultative organ. In the article, the author presents the essence and tasks of educational councils, as well as the activity of exemplary councils functioning at the level of a voivodship, county and commune. The analysis indicates that the process of socialization of Polish education, despite the possibilities guaranteed by law, in practice is rare.
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SAVYTSKYI, M. V., and H. P. YEVSIEIEVA. "IMPLEMENTATION OF REGULATORY AND LEGAL PRINCIPLES OF ACADEMIC INTEGRITY IN PSACEA: ACHIEVEMENTS AND PROSPECTS." Ukrainian Journal of Civil Engineering and Architecture, no. 1 (June 24, 2021): 133–46. http://dx.doi.org/10.30838/j.bpsacea.2312.230221.132.728.
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In the modern development of society the need to improve the quality of training of highly qualified and competitive personnel with not only broad fundamental knowledge, but also able to independently and creatively solve professional problems, realize the personal and social significance of professional activity, can be responsible for its results. and be honest in their actions becomes more urgent. The demand of the Ukrainian society for a responsible and virtuous specialist, who is trained (educated) in educational institutions of Ukraine, has led to changes in Ukrainian educational legislation. In accordance with Article 42 of the Law of Ukraine ”On Education”, adopted in 2017, for the first time in the legal circulation of the state introduced the concept of “academic integrity”. The relevance of the research topic is that the integration changes in the public life of Ukraine, which are caused by the signing of the Agreement with the EU, have led to significant changes in Ukrainian legislation relating to education. The new Law of Ukraine “On Education”, which contains new requirements for educational standards, in particular, within the framework of Article 42 of this Law. In our opinion, the analysis of the concept of “academic integrity” and regulatory documents on the implementation of this article in the Free Economic Zone seem interesting. The purpose of the article. Analyze the legal documents for the implementation of issues of academic integrity in higher education institutions, in particular in the Dnieper Academy of Civil Engineering and Architecture. Conclusions. The Free Economic Zone, in particular the Dnieper State Academy of Civil Engineering and Architecture, has successfully adopted legal documents on academic integrity in accordance with Ukrainian legislation and is moving forward to implement the basic principles of academic integrity by developing implementation mechanisms.
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Sacken, Donal M., and Marcello Medina. "Investigating the Context of State-Level Policy Formation: A Case Study of Arizona’s Bilingual Education Legislation." Educational Evaluation and Policy Analysis 12, no. 4 (December 1990): 389–402. http://dx.doi.org/10.3102/01623737012004389.
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This study presents the application of a set of concepts devised by Mitchell, Marshall, and Wirt (1985) for investigating the distinctive cultures of state educational policy-making. In this study, an interpretation of the events leading to the passage in 1984 of Arizona’s new bilingual education legislation is developed, primarily from interviews with key actors. The central question addressed is whether a more comprehensive or mandatory law could have been achieved in Arizona.
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Hull, John M. "Religious Education and Christian Values in the 1988 Education Reform Act." Ecclesiastical Law Journal 2, no. 7 (July 1990): 69–81. http://dx.doi.org/10.1017/s0956618x00000934.
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In his article ‘The Religious Dimension of the Education Reform Act 1988’ (Ecclesiastical Law Journal No. 5, July 1989, pp 32–52), J. D. C. Harte has provided a helpful summary of the new legal framework in the context of the legal history. His interpretation of the implications of the legislation for the theory and practice of religious education in the schools is less satisfactory, and the theological assumptions of his article are at least questionable. It is thus as a religious educator and (if you like) a theologian specialising in educational problems that I would like to respond. In order to appreciate the exposition of Mr Harte, it will be necessary first to have some insight into the history and recent developments of religious education.
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Katsiyannis, Antonis, and John W. Maag. "Manifestation Determination as a Golden Fleece." Exceptional Children 68, no. 1 (October 2001): 85–96. http://dx.doi.org/10.1177/001440290106800105.
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Manifestation determination is a mandated provision for deciding whether a student's misbehavior is related to his disability and, consequently, whether cessation of services will be allowed. However, it is conceptually and methodologically flawed and appears to serve more of a political than educational purpose. In this article, we critique the manifestation determination provision by reviewing relevant case law and legislation, examining the social context surrounding this mandate, and questioning the validity of current approaches for making a manifestation determination. We believe this analysis will corroborate our thesis. Therefore, we conclude this article by proposing an alternative approach for conceptualizing and conducting a manifestation determination that has more functional implications than those currently in use and still addresses the spirit and letter of the law.
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Grynova, Maryna, and Iryna Kalinichenko. "Trends in Inclusive Education in the USA and Canada." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 28–34. http://dx.doi.org/10.2478/rpp-2018-0016.
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Abstract This paper deals with foreign experience of implementing inclusive education for children with special educational needs in the United States and Canada. Legal documents on inclusive education in foreign countries have been analyzed. The most relevant topic of American and Canadian scholars’ researches on reforming special education is related to integration, that is gradual transition from exclusion of children with special educational needs to inclusion in comprehensive schools. Based on the analysis of American and Canadian researches on inclusive education it has been concluded that the changes in legislation and education policies of North American countries aim to achieve the highest level of progress in regular education and special education. It has been found that the development of inclusive education in Canada has undergone and is significantly influenced by the American education system. However, unlike the United States, Canada does not have a single legislative act that would standardize the introduction of inclusive education in the country. Each province has autonomous educational documents that specify the requirements for the inclusive education organization. It has been specified that in American schools, effective educational technology in inclusive education is a team approach when effective partner relationships are formed. A key to the successful integration of a child with special educational needs is the development of an individual curriculum. The Canadian education system, having its own national peculiarities that predetermine the differences in the course of education reforms, has always supported the democratic movement for civil rights and anti-discriminatory attitudes in US education. Foreign law and inclusive practice are an important source of ideas about possible ways to solve the problems of implementing inclusive education in Ukraine.
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Khujanazarov Azizjon Anvarovich, Kudryavtsev Igor Vladimirovich,. "Experience Of The Justice Bodies In Foreign Countries In The Field Of Law-Making: A Comparative Legal Analysis." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2743–48. http://dx.doi.org/10.17762/pae.v58i1.1158.
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Objective: To analyze the experience of the justice bodies in foreign countries in the field of law-making. Methods: A comparative legal analysis study was conducted. It involved 10 justice bodies in foreign countries between Asia and other foreign countries in the field of law-making. Results: The results report the significant effectiveness of the law-making activities of the justice bodies in foreign countries and implementation of the experience about law-making in the activities of the justice bodies of the Republic of Uzbekistan. Conclusions: The study and comparison of the experience of the justice bodies of foreign countries in the field of law-making give suggestions for improving national legislation.
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Vasilyeva, K. V. "On the issue of legal regulation of the qualifications of a teacher of legal disciplines at a university." Voprosy trudovogo prava (Labor law issues), no. 3 (March 23, 2021): 200–207. http://dx.doi.org/10.33920/pol-2-2103-05.
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In modern Russian universities, there are frequent complaints from law students that a teacher who reads a particular discipline is not a specialist in the field of this discipline. The article analyzes the norms of modern legislation on higher education, as well as federal state educational standards of higher education in the direction of training “Jurisprudence” for clear requirements for narrow scientific and (or) practical specialization of teachers of legal disciplines.
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Arredondo González, Emanuel, Matías Ugarte Figueroa, and Matías Muñoz Montané. "Tensiones y debates para desmercantilizar la educación en Chile." Praxis Educativa 16 (2021): 1–18. http://dx.doi.org/10.5212/praxeduc.v.16.117368.034.
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The United States, England and Chile are considered the first countries to apply neoliberal policies during the 1970s. Education, in the case of Chile, is currently considered a paradigm of commodification and privatization. In this context, as a result of the pressure of social movements led by students since 2009, reforms for its decommodification have begun to be developed. This article addresses in analysis the legal bodies that have been incorporated as a way to regulate the processes of neoliberalization of the education system in Chile: General Education Law (2009), Quality Assurance Law (2011), Inclusion Law (2015) and Public Education Law (2017). From the analysis of documentary primary sources, laws, decrees and others, tensions and resistances are analyzed. It is evidenced that, along with the measures taken to give a new orientation to the educational system, market regulation has been incorporated and maintained. This situation demonstrates the current tensions in the legislation, in spite of proposing reforms to decommodify education, the educational market is persistent in the Chilean case.
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Bolborici, Ana-Maria, and Diana-Cristina Bódi. "Issues of Special Education in Romanian Schools." European Journal of Education 1, no. 3 (November 29, 2018): 135. http://dx.doi.org/10.26417/ejed.v1i3.p135-141.
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School managers, teachers, students, as well as their parents are faced with increasingly frequent attempts to integrate the diversity of pupils as a result of integration policies at national and European level. Educational needs of impaired persons require special attention. Is necessary to make steps should be taken to ensure access to education for each category of disabled person as part of the education system. Legislative framework in the field of special education Romania takes into account the legislation created by the international bodies on the education of persons with special educational needs, to which Romania has adhered. This paper presents aspects regarding the organization of educational support services dedicated to children, students and young people with special educational needs in mainstream schools in accordance with Romanian law; it also underlines the international legal framework of reference.This paper is part of a wider project that focuses on teacher training to optimize the integration of SEN pupils into the mainstream school; we used data collection methods, such as social document study and focus-group. An integrated and tailored approach is needed for children with SEN (special educational needs); focus-groups organized with primary school and gymnasium children, as well as with support teachers, revealed a number of adaptation issues from both sides (pupils with SEN and students with no problems). On the other hand, the itinerant teachers are assaulted by a series organization problems and it becomes impossible to provide support and assistance to children with special needs who are growing in numbers.Training of teachers is one of the most important pillars in the integration of all those involved in education, it is the way to optimize service organizations. Teacher training must respond to the real and complex needs of the beneficiaries, based on exploratory learning.In the final, will be presented and analyzed the main important problems faced by both teachers and pupils in the current educational context. Keywords: special education, educational needs, integration policies, children, teachers
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Zirkel, Perry A. "Response to Intervention and Child Find: A Legally Problematic Intersection?" Exceptional Children 84, no. 4 (May 31, 2018): 368–83. http://dx.doi.org/10.1177/0014402918776620.
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This article provides a systematic and impartial analysis of the law, including hearing and review officer as well as judicial decisions, specific to the intersection of response to intervention (RTI) and school districts’ ongoing affirmative obligation of child find. The results reveal that this intersection has not been the subject of particularly frequent adjudication and that the majority of the rulings have been in favor of school districts. At a more nuanced level, however, the analysis suggests that the outcomes of such litigation depend on various factors, including the effective implementation of RTI with overriding attention to the two defining dimensions of child find—reasonable suspicion of eligibility and reasonable period for evaluation. Finally, the applicable legislation, regulations, and case law thus far is relatively limited in the scope and specificity of its prescriptive requirements, leaving ample latitude for prudent professional discretion.
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Zirkel, Perry A. "Legal Update of Gifted Education." Journal for the Education of the Gifted 39, no. 4 (November 1, 2016): 315–37. http://dx.doi.org/10.1177/0162353216671836.
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This update of the legislation/regulations and case law specific to pre-K–12 gifted students since a cluster of publications in 2004–2005 primarily focuses on the “gifted alone” category, with only secondary attention to twice-exceptional and other students in the “gifted plus” category. For the gifted-alone category, the legislation and regulations during the most recent 11 years continue to be at the state level, rather than federal level, with a net change amounting to moderate strengthening, primarily in terms of the group, rather than Individuals With Disabilities Education Act (IDEA)–type, model. The corresponding case law remains very limited in both frequency and pro-plaintiff outcomes, with most of the cases arising in Pennsylvania. The gifted-plus category accounts for far more litigation, fueled by the intersecting federal civil rights laws that are pivotal in these cases. Yet, their outcomes, for a variety of issues that extend well beyond eligibility and free appropriate public education, have also reflected a pro-district skew.
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Jurabek Rasulov, Odiljon Sulaymanov,. "ABOLITION OF FORCED LABOUR: CASE OF UZBEKISTAN." Psychology and Education Journal 58, no. 1 (February 1, 2021): 4564–80. http://dx.doi.org/10.17762/pae.v58i1.1563.
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The article analyzes the legal problems in the implementation of international labour standards on the abolition of forced labour in the national legislation of the Republic of Uzbekistan. Fundamental documents of the International Labour Organization on the abolition of forced labour – the legal nature of the Forced Labour Convention No.29, 1930 and the the Abolition of Forced Labour Convention No.105, 1957, the content of national legislation on this issue. The practice of assimilation of the provisions of international agreements on labor issues, which are legally binding for Uzbekistan, into national legislation, the compliance of some issues regulated by the legislation of the Republic of Uzbekistan on labor relations with the norms of international documents has been studied. As a result of the study, conclusions were made on improving the legislation on labor, criminal and administrative liability, as well as amendments to Article 7 of the Labor Code, Article 1482 of the Criminal Code and Article 51 of the Code of Administrative Liability, the Law of the Republic of Uzbekistan "On Employment" and were some suggestions on the appropriateness of making additions. Recommendations were made to amend the national legislation to abolition of forced and compulsory labour in order to bring it in line with international standards. The formation of institutional mechanisms for countering forced labour in Uzbekistan was studied in three periods, the specifics of each period, the functions of the established mechanisms, and the effectiveness of their activities were analyzed. In particular, the tasks of the National Commission for combating human trafficking and forced labour, created by the Decree of the President of the Republic of Uzbekistan No. PD-5775 dated July 30, 2019, and the Institute of the National Rapporteur are set out.
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Mayordomo Pérez, Alejandro. "La Ley General de Educación y la Pedagogía. Reencuentro y señal." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 69. http://dx.doi.org/10.5944/hme.14.2021.28782.
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This paper undertakes a historical overview of the pedagogical considerations and references that characterize the basic educational reform in Spain in 1970. To do so, the text offers a description and interpretation of technical, political and legal documentation. Additionally, it clarifies the contexts, orientations, innovations and shortcomings of the legislation, known as the Villar Palasi law. Basically, the author attempts to demonstrate the characteristics of the scientific rationality or technical model of the law and its reform. The article also addresses the lack of agreement between the pedagogy being defended, the social and cultural context, and the specific policies that needed to be introduced in order for the reform to achieve its objectives. And finally, this work tries to clarify the significance of this General Education Act in the educational history of Spain.
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Raptis, Helen. "Actors, Ideas, and Institutions: The Forces Driving Integrated Education Policy in British Columbia, 1947–1951." History of Education Quarterly 58, no. 4 (October 12, 2018): 537–66. http://dx.doi.org/10.1017/heq.2018.30.
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British Columbia (BC) charted its own course in 1949 when it passed legislation permitting Indigenous children to be schooled in provincial public schools. That is, BC's law predated federal legislation allowing integrated schooling by two years. This paper examines how and why BC followed its own policy path with respect to the schooling of Indian children in the years immediately following World War II. It illustrates three key forces propelling BC's integration agenda: policy actors, ideas, and institutional structures. Indigenous and non-Indigenous policy actors were shaped by the discourse of ethical liberalism, an ideology that dominated BC's educational landscape during the first half of the twentieth century. Key policy actors succeeded in implementing integrated schooling in advance of federal legislation due, in part, to Canada's political institutions, which have facilitated regional autonomy in matters such as education. This study highlights the importance of telling regional histories in addition to those of the nation-state.
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Docush, Vitaliy I., and Ya Poznyak. "Secular and Theological Education: Interaction or Confrontation?" Ukrainian Religious Studies, no. 36 (October 25, 2005): 220–24. http://dx.doi.org/10.32420/2005.36.1678.
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If we analyze our legislation in detail, we can see that there are so-called “legal scissors”. On the one hand, the law guarantees freedom by equalizing the rights of all citizens of the state (Article 24 of the Constitution), and on the other - leaves believers outside the legal field (Article 35 of the Constitution and Article 6 of the Law of Ukraine "On Freedom of Conscience and Religious organizations ") declaring separation from the church. It should be noted that even the Law on Education does not guarantee the right to receive alternative (not secular) education for children of believers, regardless of their affiliation with a religious organization, in educational institutions. It should also be noted that even in the years of Ukraine's independence, the issue of granting theological education a proper status that would equate it to secular rights has not yet been resolved. Again, the principle is the separation of the school and the church. Here are some questions.