Academic literature on the topic 'Educational law and legislation Education and state'
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Journal articles on the topic "Educational law and legislation Education and state"
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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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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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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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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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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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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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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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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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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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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.
Dissertations / Theses on the topic "Educational law and legislation Education and state"
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Johnson, Taylon M. "Autism Policy: State and National Legislation Analysis." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/278.
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This research thesis is a policy assessment of the factors that contribute to the current status in treating autism. The policy assessment begins with a description of the key components that that influence policy outcomes in regard to autism.
After developing a policy model that outlines various components of issues and approaches to the policy has on Autism, the paper examines several issues with regard to Autism policy, including the lack of insurance coverage, state legislation, waiting lists, evidence vs. non evidence treatments, and the high price for treatments. The paper also examines current approaches to Autism, and potential solutions. Solution analysis on current policy alternatives is provided and, this suggests that increasing knowledge and awareness of the affects of autism on society needs further attention along with proper funding for early treatment.
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Deng, Huiwen, and 邓汇文. "Understanding new governance in China: a casestudy of the 2006 revision of the compulsory education law of thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899739.
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This thesis examines the ways in which the role of the National People’s Congress (NPC) has evolved within the political system of the People’s Republic of China (PRC), as well as the implications for the formulation and deliberation of educational policy. This research reported herein compared the revision of the PRC’s Compulsory Education Law, which the National People’s Congress’ Standing Committee (NPCSC) adopted in 2006, with the Compulsory Education Law adopted in 1986, with special reference to the education finance issues underlying the country’s compulsory education provisions. Underlying this research is an attempt to identify and understand new governance emerging in China.
The findings of a careful study of documents and data obtained from in-depth interviews suggest that the NPC played a qualitatively different role in the 2006 revision of the Compulsory Education Law than in the original. First, in this revision, where necessary, the NPCSC and its working committees provided a legal platform that was used for negotiation, bargaining, and compromise among ministries of the Central People’s Government and local people’s governments. Second, the NPC was used as a way to hold the latter accountable to the former on this particular issue. Third, through the platform provided by the NPCSC and its working committees, the NPC became a key actor in deliberating on, formulating, and monitoring the finance-related policies in the 2006 revision. In the aggregate, as this thesis argues, this constitutes a fundamentally different legal approach to formulating these policies. The emphasis is now placed on legally and mutually binding agreements between the Central and local people’s governments, and hence on the implementability (可操作性) of finance-related policies based on a clear division of responsibility among the parties concerned. This change in legal approach would render a different model of policy implementation and monitoring, with a relative tightening of control by both the State Council (SC) and the NPC over local administrations’ power to organize and administer China’s educational system.
Based on the findings presented in Chapters five and six, this research refined a new institutional approach to depicting policy-making in contemporary China. As the Chinese polity becomes more complex, the dynamic relationship between the NPC and the SC must be redefined in light of changes in the distribution of decision-making power between the two. It is argued in this thesis that the NPC’s substantial involvement in the relationship between the Central and local people’s governments not only indicates changes in the dynamics of the institutional relationship among the central legislature and the Central and local people’s governments, but also reflects changes in the modality of governance adopted by the Chinese Communist Party. Finally, this thesis argues that regulation-oriented concept of governance, rather than a general concept of governance initially developed in the West, may offer a better understanding of new governance emerging in China.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Silverman, Elizabeth A. "Sex Education in California: The Disconnect between Legislation and Implementation." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/384.
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This thesis explores the fundamental disconnect between California’s image as a national champion of progressive youth sex education and the failure to implement and monitor the instruction of comprehensive sex education as outlined by sections 51930-51939 of the California Education Code.
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Resmann, Brittany L. "No child left behind? the relationship between education policy and student success /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002607.
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Robinett, Melinda Kathleen. "Special education due process hearings : state differences /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.
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DeSander, Marguerita Kalekas. "Tenured teacher dismissal for incompetence and the law: A study of state legislation and judicial decisions, 1983--2003." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154049.
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Sakati, Zukiswa. "Teachers' views regarding the influence of quintile-based school categorisation on the culture of teaching and learning in no fee schools." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4981.
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The main aim of the study is to determine the views of teachers in the East London district on the influence of quintile-based school categorization on the culture of teaching and learning in No Fee Schools (NFS). The study is motivated by the high rate of underperformance registered by the NFS despite the huge amount of support and intervention directed to them. The study is located in the interpretive paradigm and hence used, was a qualitative approach and case study design. Purposive sampling technique was followed to identify participants. Twelve (12) teachers from three research sites, which are NFS, participated in the study. Data was gathered through observations, document analysis and one-on-one semi-structured interviews, respectively. In each school, a principal, a School Management Team (SMT) member and two Grade 12 teachers were interviewed as participants in order to enrich the study. The study is underpinned by the Social Identity Theory (SIT) which is guided by the pursuit of evaluative positive social identity through positive intergroup distinctiveness, which is, in turn, motivated by the need for positive self-esteem (Tafjel & Tunner in 1979). Thus, according to Hogg (2006), social identity is motivated by self-enhancement and uncertainty reduction, which causes groups to strive to be both better than and distinct from other groups. This theory afforded the researcher the opportunity to understand how teachers’ personal identity and professional identities are influenced by the categorisation status of their schools as well as by their associates. This study revealed that the no fee categorisation status seems to affect the teacher identity and their professional identities which in turn appears to affect the culture of teaching and learning in NFS. This is indicated by data that some of the teachers in NFS seem to be in denial or feel rejected whilst some are proud and embracing teaching in these disadvantaged schools. The study further reveals inadequacy of the funding systems to address lack of resources in NFS means teaches have to provide for these in one way or another. One of the main findings of this study is that various strategies used by the NFS in trying to enhance the culture of teaching and learning in their schools produces differentiated results depending on teacher’s attitudes, commitment, determination and hard work. The study also reveals that teachers from the same communities as the schools in which they work are more dedicated and willing to go an extra mile to plough back. In addition to this, teachers from similar environments seem to be driven by their backgrounds to help and support destitute learners. Amongst the strategies used in schools, matric revision camp, cell phone policy and parenting of learners by teachers are the most effective in terms of enhancing culture of teaching and learning thereby improving matric results. Moreover, the study further divulges that some of the teachers in NFS are committed, motivated and hardworking despite the contextual factors found in these schools. Furthermore, learners in these schools tend to mirror their teacher’s positive attitudes, hard work and determination towards their work which in turn they apply in their own studies. The study concludes with the findings that the teachers in underperforming NFS have to prove their worth to their associates in affluent schools or high performing NFS. Structural committees used at school levels have a positive contribution in the effective implementation of the intervention and support programs directed at NFS.
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Heath, John Lionel Potgieter. "An investigation into the present system of orientation for pupils entering high school under the jurisdiction of the Cape Education Department, leading to an orientation programme." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004769.
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SCHONEMAN, TRUDY ANNE. "RELATED SERVICE PROVISIONS OF PUBLIC LAW 94-142: ISSUES AND RULINGS (PL94-142)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188098.
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The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.
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Smith, William J. 1947. "The education of exceptional children in Québec : a study of government policy goals and legislative action." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61245.
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Policy research in education is a relatively new discipline which deals with the analysis of public policies governing education. The professional literature provides both a conceptual and methodological basis for defining what constitutes a public policy and the means to carry out different types of analysis. Using such a framework, this study analyzes the policy of the Government of Quebec with respect to the education of exceptional children. More specifically, the study focuses on the policy goals and legislative action of the Government.Three separate research questions are each addressed by a systematic analytical framework using a form of qualitative content analysis. The methodology consists first of summarizing all policy data in a computerized database and then scrutinizing these summary statements to search for and analyze emergent themes and the content of policy objectives and standing decisions. The relation between these elements is then determined on the basis of specified decision rules. This analysis has also been subjected to an inquiry audit to test for the dependability and trustworthiness of the results.
The analysis reveals three emergent policy themes, over eighty specific objectives and almost 100 standing decisions, which are found in statutes, regulations, ententes and administrative documents. Various incongruencies between the goals and the legislative action are identified and discussed; implications for further research are presented, with reference to the literature.
Books on the topic "Educational law and legislation Education and state"
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Montana. Office of Public Instruction, Montana Association of Business Officials, Montana Rural Education Association, Montana School Boards Association, School Administrators of Montana, and MEA-MFT, eds. K-12 education: 2003 legislative session summary of legislation related to K-12 education. [Helena, Mont]: [Montana Office of Public Instruction], 2003.
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Legislature, Montana. K-12 education: 2005 legislative session summary of legislation related to K-12 education. Helena, MT: The Office, 2005.
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Walton, Christine. State legislation and high school reform. [Denver, Colo.]: National Conference of State Legislatures, 2005.
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Manitoba. Panel on Education Legislation Reform. Report of the Panel on Education Legislation Reform. [Winnipeg, Man.]: Manitoba Education and Training, 1993.
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Imber, Michael. Education law. 2nd ed. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.
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J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. 2nd ed. Boston: Allyn and Bacon, 1991.
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J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. Englewood Cliffs, N.J: Prentice-Hall, 1986.
Find full textBook chapters on the topic "Educational law and legislation Education and state"
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Novak, Judit. "On Realizing the World-Class University: Litigation and the State." In Evaluating Education: Normative Systems and Institutional Practices, 93–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_7.
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AbstractThis chapter examines Dickinson v. Mälardalen University as an empirical manifestation of state action for creating and maintaining world-class universities (WCUs). It advances the argument that while litigation has long been assumed to play a far more limited role in higher education (HE) than it does in other areas of public policy, this element of governing fuels a different form of state building, in which courts and judges—sometimes from even the mere existence or threat of their intervention—can play a crucial role in WCU development. At the same time, we need to ask a variety of questions about the outcomes of lawsuits and their effects on HE. Does litigation have the effect of realizing the WCU, or does it not matter at all whether policy goals are pressed in courts or through legislation and professional choices? If it does matter, how and why? This chapter argues that a turn to the courts and a reliance on more formal, less malleable rules is not merely an alternative route to the same goal; litigation matters because law is different, because judicial decision-making shapes and constrains HE politics and policy in important ways.
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Shadymanova, Jarkyn, and Sarah Amsler. "Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market." In Palgrave Studies in Global Higher Education, 229–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_9.
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AbstractBetween 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized higher education landscape. Drawing on national and international indicators of higher education in Kyrgyzstan and data about the history and substance of these changes in policy and legislation, this chapter examines key factors which have shaped patterns of institutional differentiation and diversification during this period. These include the historical legacies of Soviet educational infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities’ strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.
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Simaika, Samir, and Nevine Henein. "Education and Legislation." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0006.
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This chapter discusses Marcus Simaika's career in the fields of education and legislation. Simaika was appointed to the Legislative Council in 1906—the year of his retirement from the Egyptian State Railways—to fill the vacancy for a Coptic member created by the death of Basili Pasha Tadrus, a former judge of the High Court of Appeal. He was chosen by the British Agency in preference to Scandar Fahmi. As a member of the Superior Council of Education, Simaika played a leading role in the promulgation of the law regarding government grants to private schools, subject to the supervision of the Ministry of Education. He also proposed the founding of a large Coptic college for girls, resulting in the establishment of the Coptic Girls College in Abbasiya in 1910. The chapter also considers Simaika's work in the Egyptian legislature, first at the Legislative Council and then at the Legislative Assembly.
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Shchankina, Liubov Nikolaevna, and Svetlana Viktorovna Izutina. "Problems and Stages of Legal Science and Education Development in Russia." In Law and Economics, 22–34. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75426.
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In the article attention is focused on the study of the problem of the formation of legal science and education in various chronological periods of the existence of the Russian state. State figures, Russian and foreign thinkers, and legal scholars whose contribution to Russian jurisprudence is the most significant are highlighted. It is revealed that the formation and development of theoretical jurisprudence was caused by the needs of society and the state in fair law, as well as the need to systematize the current legislation. The conclusion of the authors is that the formation of legal education in Russia was actively promoted by the state authorities, which contributed to the publication of the first textbooks and manuals on civil and criminal laws; the opening of schools, gymnasiums, and universities. The authors of the article outline that activities of these special educational institutions were of great importance for the formation of the system of legal science and education, on the basis of which there were scientific schools and directions that were developed in the Soviet period and at the present stage. It is mentioned that gradually, the methodological tools were updated and legal education was reformed. After the collapse of the USSR, there were serious changes in it and a kind of Renaissance came. The authors come to the conclusion that currently legal education is designed as an open system that is ready to accept the positive experience of foreign countries and is capable of self-improvement.
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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Educational Programs and Philosophies." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0012.
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In this chapter we explore the continuum of educational alternatives available for deaf children and emphasize the need to consider a variety of factors in determining the best placement for a particular child. Although we focus on schooling, it is important to keep in mind that learning has strong social roots in interactions with adults and peers. The ability to profit from both formal and informal instruction at school requires that children have skills in areas such as attention, problem solving, turn taking, and memorizing and have a positive attitude toward learning. Children must also have a firm foundation in language to access information in the classroom and learn from it. Although a variety of nonverbal, social interaction strategies are available and useful for young deaf (and hearing) children when they enter school, it is through language that the give and take of education really occurs. Parents often find the information available to them in making the school decision both confusing and contradictory. As we described in chapter 2, federal legislation has sought to make access to education easier for deaf children and their families, but the laws often are misinterpreted or overinterpreted by state, regional, and local authorities, making the results less than helpful for parents. Further, there is much disagreement about whether there is one educational setting or format that is best for deaf children, with the issue of residential (i.e., separate) schools versus mainstreaming being the most heated. The school debate is now decades old, and yet the matter is not yet resolved; there is no evidence to indicate that one educational setting is uniformly better than another. Meanwhile, on one issue there appears to be almost unanimous agreement: the importance of early intervention programs for deaf children. Such programs provide communication instruction, parental counseling, and enriching social and cognitive experiences for deaf children. Yet, even with regard to preschool programs, there are some complex decisions to be made because different programs may influence language, cognitive, and social growth in a variety of ways.
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Pfau-Effinger, Birgit, and Thordis Reimer. "The interplay of welfare state policies with supply- and demand-side factors in the production of marginalised part-time employment among women in Germany." In Dualisation of Part-Time Work, 245–64. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348603.003.0010.
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In the early 2000s, Germany's Red-Green government introduced a new type of marginal employment in the form of 'Minijob' legislation. In the context of the dualisation strategy of the German welfare state, Minijob legislation has supported firms in extending the secondary segment of marginal jobs. However, Minijobs are associated with particularly low social security and high poverty risks, and these positions are primarily staffed by women. Therefore, the extension of the Minijob system has contributed to the persistence of traditional structures of gender inequality. This empirical study examines how demand and supply side factors interact with welfare state institutions and politics in the production of marginal employment of women in part-time jobs. Using data from the German Socio-Economic Panel, we used logistic regression to analyse women's risk of working in Minijobs based on family, educational, biographical and workplace characteristics. The research results identify both supply side and demand side factors as being significant in shaping a situation whereby married women with small children and lower levels of education who work in small, non-public firms are particularly exposed to the risks of marginal employment in Minijobs.
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Mehta, Jal. "A “Semiprofession” in an Era of Accountability." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0008.
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While changes in the way that education was defined were key to subsequent policy debate, the movement toward educator accountability also drew its impetus from a broader movement toward the rationalization and lay control of professionals that has affected medicine, law, higher education, and many other fields. Viewing educational politics through this broader lens of the sociology of the professions explains why similar movements toward accountability arose simultaneously across fields, as well as why the teaching profession was particularly vulnerable to these external demands. Previous scholarship on the educational accountability movement has largely ignored the perspective offered by the sociology of the professions on the dynamics of reform. Political scientists who seek to explain the movement toward educational standards and accountability have focused on state and particularly federal legislative history, seeking to understand the key decisions that have propelled education reform. They have paid little attention to similar movements toward accountability in other fields or to how the “semi-professional” status of education may have affected the dynamics of reform. Sociologists who study schooling have noted what they perceive as a trend towards the deprofessionalization of teaching, but their interest is less in the causes of deprofessionalization and more in its consequences for teachers’ work. They also have shown little concern with the question of how professionalization affects the politics of reform or, more sociologically, of what explains the success or failure of teachers’ attempts to increase the professionalization of their practice. This chapter seeks to fill this void and address a series of questions about the movement toward educational accountability from the perspective of the sociology of the professions. This perspective brings several key questions to the fore: Why has there been an increasing demand for accountability across the professions? How does the low status of K–12 education in comparison with other professions affect the demands made by external reformers? How have teachers sought to increase their professional status and power in light of these external demands? And finally, how successful have teachers been in their efforts to professionalize their practice, and what explains their success or lack thereof?
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Inozemtsev, Artem, and Larisa Semenovska. "PECULIARITIES OF FORMS AND METHODS JF EDUCATIONAL WORK OF THE PETROVSK POLTAVA CADET CORPS (1840–1919)." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-4.
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The article is devoted to one of the areas of military pedagogy – cadet education. It describes the features of forms and methods of educational work in the Petrovsky Poltava Cadet Corps (1840-1919) – the first military educational institution in the Ukrainian provinces of the Russian Empire. The main activities of the Petrovsky Poltava Cadet Corps were: general and special military. General education provided the study of a wide range of subjects (the law of God, Russian language and literature, foreign languages, mathematical sciences, natural history, physics, chemistry, cosmography, geography, history, legislation, drawing, calligraphy), as well as religious, moral, aesthetic, physical, labor education, contributed to the intellectual development of cadets, the formation of honor and dignity, agility and endurance, instilled noble behavior. Pupils were also taught music (music theory, playing musical instruments, choral singing, secular work and spiritual music). Special military (military sciences, military-physical, military-training) was aimed at mastering the basics of military affairs, practical skills and the formation of the strength of spirit necessary for the military to perform its duties to protect the state. In the first twenty years of the institution's activity, the military element was the main one in the training of cadets, and its basis was considered to be military training. It practiced at least 6 hours a week and spent the same amount of time on fencing and gymnastics. The foundations of military affairs were laid during the mastering of courses artillery, fortification, tactics and military topography. The factual material presented in the article proves that the forms (lessons, additional classes, subject groups, independent work, control test, exams, excursions, stay in the summer camp) and methods of educational work in the Petrovsky Poltava Cadet Corps contributed to the formation of a comprehensively developed personality of the cadet, devoted to military affairs and the state. One of the methods of education in the Petrovsky Poltava Cadet Corps was the method of training. The implementation of this method primarily contributed to the formation and rooting in the cadets of one of the most important in their future work traits such as discipline. Cadets were also taught to read (independent and group). It included: conversations, reading of works of classics, pedagogical situations, educational reading of periodicals with the subsequent discussion. The functioning of cadet corps and lyceums with enhanced physical training in modern Ukraine, based on the principles of cadet education, is the basic basis for the formation of highly qualified officers of the Armed Forces of Ukraine. Thus, recourse to the experience of military pedagogy is relevant.
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"Church and State in Contemporary Nigerian Educational Legislation." In Church and State in Education, edited by George Z. F. Bereday and Joseph A. Lauwerys, 378–80. Routledge, 2018. http://dx.doi.org/10.4324/9780203080634-36.
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Mehta, Jal. "E Pluribus Unum: How Standards and Accountability Became King." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0009.
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In the years following A Nation at Risk, a storm of educational reform activities swept across the states, as governors and state legislatures tried everything they could think of to improve their schools. But beginning in the late 1980s and continuing through the 1990s, one idea became more popular than the rest. Standards-based reform—setting standards, creating assessments, and imposing accountability—became the most widely preferred school reform strategy; it was enacted in 42 states before federal legislation began to encourage it in 1994 and in 49 states before it became required under No Child Left Behind in 2001. Furthermore, since norms against federal involvement in education made it difficult for Congress to act in the absence of a state-level consensus, understanding how this consensus came to be formed is critical to understanding how standards-based reform became federal law as well. When a policy spreads across the majority of states in the absence of strong federal requirements, it is reasonable to hypothesize that diffusion processes are at work. Some states develop models, and their success begets adoption in other states. There is some evidence of such a process at work here, particularly in the case of later-adopting states copying some of the leaders. But the possibility of adopting a diffusing policy template still begs the question of state politics—why, exactly, did so many different states choose to put their eggs in the standards-based-reform basket? In this chapter I argue that the key to the widespread success of standards and accountability is the way that the policy crossed ideological divides. Democrats and Republicans, who had long been divided over issues such as vouchers and increased aid to schools, found themselves on the same side of the fence when it came to standards-based reform, if not always for the same reasons. The pages that follow trace the trajectory of three very different states in moving toward standards-based reform—blue Maryland, where a coalition of Democratic reformers championed standards as a way to gain leverage on failing schools in high-poverty districts; purple Michigan, where a mixed coalition of left and right came to support the same policy for different reasons; and red Utah, where an angry Republican legislature saw in standards-based reform a way to hold a recalcitrant educational establishment to account.
Conference papers on the topic "Educational law and legislation Education and state"
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Liu, Mei. "Legislation on Educational Punishment." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.83.
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Battalova, Sania. "The right to reading: The principles of the Marrakesh Treaty in Russia." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-38-43.
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The Marrakesh Treaty on facilitating access for blind and visually impaired people and people with print disabilities to published works is one of the first international treaties in copyright aimed at widening the access to printed works under the copyright for up to 300 million people with print disabilities. The member states are to amend their national laws correspondingly. Russia ratified the Treaty in November, 2017 2 [4] and on May 8, 2018, the Treaty will come into effect in this country. By doing this, Russia accepts responsibility to eliminate legislative barriers preventing inequality of blind, visually impaired people and persons with print disabilities in the access to books and other materials and widening this access. The key Treaty provisions are analyzed; amendments to and provisions of the RF copyright law are discussed as they are to enable the libraries and other organizations to provide the rights to equal access to the information and knowledge for the target groups of population.
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Ioana, Adrian, Daniela Tufeanu, Dragos Florin Marcu, Bogdan Florea, and Daniela Luta. "ELEMENTS OF THE EDUCATIONAL SYSTEM IN THE ECOLOGICAL FIELD PRINCIPLES OF ENVIRONMENTAL LEGISLATION." In GEOLINKS Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/geolinks2021/b2/v3/09.
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This article has as a starting point the definition of the concept of ecological principles. Then, after classification of the principles of ecology (domestic principles and international principles), we present and critically analyze and compare the main principles in the field of ecology. Among the ecological principles on the domestic chain, we present and analyze 11 principles, namely: pollution must be combated at the source; the interests of environmental protection must be taken into account in all design or execution decisions; any exploitation or use of natural resources must be avoided if it is accompanied by damage; it is necessary to raise the level of scientific and technological knowledge, inter alia by supporting scientific research; the costs of preventing and combating pollution to be borne by the polluter; the activity of one state not to harm the environment of another state; during the elaboration of the community policy in the field of environmental protection to take into account the interests of the developing states; community environmental protection policy must be developed in the long term and protection must be comprehensive and international, which is achieved, inter alia, through cooperation within international bodies; the cause of environmental protection is everyone's responsibility and for this reason education is irreplaceable; depending on the source of pollution, the most appropriate level of action must be established taking into account the nature of the pollution, the necessary measures, the characteristics of the protected territory. This principle is defined as a "subsidiary principle"; it is necessary to harmonize and coordinate national policy in the field of environmental protection in accordance with the long-term commonly accepted directives. We also present and analyze the principle according to which environmental protection must be an essential element of the economic and social policy of the state. Finally, another ecological principle, the principle of prevention of ecological risks and damage
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Lasaosa, Virginia Espa, María José Gutiérrez Lera, María Cañas Aparicio, and María Adelaida Gutiérrez Martín. "Veinte años de docencia de la fotografía. Estudio de caso: Escuela de Arte de Huesca (España), Twenty years teaching photography. Case study: The Art School of Huesca (Spain)." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6741.
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ResumenEl Ciclo Formativo de Grado Superior en Fotografía pertenece a la familia profesional artística de Comunicación Gráfica y Audiovisual y forma parte del sistema educativo español público.Esta comunicación presenta un panorama de la evolución de los estudios sobre fotografía en las Escuelas de Artes Plásticas y Diseño, exponiendo, a través del ejemplo de la Escuela de Arte de Huesca, el caso de la Comunidad Autónoma de Aragón.La implantación del grado superior de fotografía en Huesca se incardinó en la estructura propicia que aportaba una ciudad acostumbrada a valorar este modo de expresión icónica: el Festival Huesca Imagen en su día, una Fototeca pionera en medios y procedimientos, o actualmente el programa Visiona demuestran un interés particular por la imagen fotográfica.Nuestra sólida trayectoria ha pasado necesariamente por cambios tecnológicos y legislativos que han marcado la adaptación de la docencia a continuos retos. Aspectos como la aplicación de metodologías activas; el aprendizaje basado en proyectos; las constantes referencias a cuestiones teóricas e históricas, así como a los debates contemporáneos en torno a la fotografía; la innovación en los procesos de evaluación y el seguimiento individualizado basado en tutorías se incorporan a nuestra didáctica cotidiana y facilitan la adquisición de competencias de acuerdo a las nuevas exigencias curriculares, profesionales y artísticas.La formación que impartimos insiste en la reflexión sobre el proceso fotográfico como un hecho consustancial a la sociedad actual. A través de la acreditación en el Programa Erasmus+, nuestros estudiantes tienen además la posibilidad de relacionarse con el espacio formativo europeo y ven favorecida su futura inserción en el mercado laboral.A lo largo de estos años hemos logrado contar con la presencia de figuras de reconocido prestigio en diversos campos de la fotografía, personalidades que han aportado su visión y su saber a la Escuela. Desde nuestra perspectiva, la fotografía no sólo es una disciplina artística o una ocupación profesional, sino que constituye globalmente un modo de vida. Eso es lo que intentamos transmitir año tras año en nuestras aulas.AbstractThe Professional studies of Higher Degree in Photography belongs to the artistic professional family of Graphic and Audiovisual Communication and it is part of the Spanish state educational system. This paper presents an overview of the evolution of these studies on photography in the Arts and Design Schools and explains the example of Aragón, through the case of the School of Art of Huesca.The implementation of the higher degree in Photography in Huesca took place in a suitable background provided by a city used to value this iconic mode of expression: The former Festival “Huesca Imagen”, an innovative Fototeca in procedures and resources; or nowadays, the program “Visiona”, all of them show a particular interest on the photographic image.Our well stablished professional career has necessarily come across technological and legislative changes that have marked the adaptation of teaching to continuous challenges. Aspects such as the application of active methodologies; Project-based learning; Constant references to theoretical and historical issues as well as to contemporary debates on photography; Innovation in evaluation processes and individualized monitoring based on personal tutoring are incorporated into our everyday teaching and facilitate the acquisition of competences according to upcoming curricular, professional and artistic requirements.The training we provide stresses thinking about photography as a process consubstantial to our current society. Through the accreditation in the Erasmus + Program, our students have also the possibility to take part of the European training space and facilitate their future insertion in the labor market.Throughout these years we have had the opportunity to count on the presence of personalities of recognized prestige in various fields of photography, who have cast their vision and their knowledge to the School. From our own perspective, photography is not only an artistic discipline or a professional occupation, but conforms a whole way of life. That is what we try pass on in our classrooms year after year. Palabras clave: metodologías, evaluación, evolución, proyectos, experiencia docente, competencias, pública, Erasmus+, arte, tecnología.Keywords: methodology, assessment, progress, projects, teaching experience, skills, state school, Erasmus+, arts, technology.
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.
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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.
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More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities.
To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.
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Иванников, Иван, and Ivan Ivannikov. "Legal Education in Russia: Past, Present, Future." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa74f44b2.93145717.
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The article actualizes the question of the quality of legal education in modern Russia, its relationship with the security of society and the state. Unlike the Russian Empire and the USSR, the quality of legal education in the Russian Federation is low. Three main problems of poor quality of education were noted: 1) to obtain a unified master's legal education without a basic bachelor's legal education, that is, people who do not have a first level are admitted to the second level of education; 2) a large number of non-core universities and non-state educational institutions that train lawyers in the absence of the required number of qualified teaching staff: 3) paid education in the specialties on which the life and destiny of a person depends, first of all, medicine and jurisprudence. The author also opposes the practice of providing certificates of non-conviction from the bodies of the Ministry of Internal Affairs. The prohibition to engage in any activity can be fixed only in the law and only by a court decision.