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1
Mokromenko, O. "Analyzing standards base of elementary education and defining the correlation between private initiative and state assistance in the formation process of elementary schools net in Great Britain (the two third of the 19th century)." New Collegium 3, no. 111 (June 15, 2023): 124–28. http://dx.doi.org/10.30837/nc.2023.3.124.
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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Formation changes of the elementary education in Great Britain in the two third of the 19th century has been investigated in this article. Special attention is given to denoting and analyzing standards base of elementary education in Great Britain in the two third of the 19th century. Correlation between private initiative and State assistance in the formation process of elementary schools net of the two third of the 19 th century has been defined.
The group of documents of standards base of elementary education in Great Britain in the two third of the 19th century has been defined and characterized .Their role in the formation process of standards base has been denoted. Progressive tendencies in the issue of the development of elementary education in Great Britain in the two third of the 19th century have been pointed out. Teaching methods and ways of elementary education in Great Britain in the two third of the 19th century have been considered in the article. The administrative changes of elementary education in Great Britain in the two third of the 19th century have been analyzed in the article.
The article studies the elementary schools net in Great Britain in the two third of the 19th century. Elementary education curriculum, tasks, goals at the elementary schools in Great Britain in the two third of the 19th century have been propounded in the article. The article expands the elementary education in Great Britain of the 19th century and specifies the degree of investigating the issue.
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Mokromenko, O. "Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)." New Collegium 1, no. 103 (March 30, 2021): 119–22. http://dx.doi.org/10.30837/nc.2021.1.119.
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The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.
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Perlman Lorch, Marjorie. "A Late 19th-Century British Perspective on Modern Foreign Language Learning, Teaching, and Reform." Historiographia Linguistica 43, no. 1-2 (June 24, 2016): 175–208. http://dx.doi.org/10.1075/hl.43.1-2.06per.
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Summary The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain.
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Volodymyr Fedorovych, CHERKASOV. "CONTENT OF EDUCATIONAL WORK IN INSTITUTIONS OF SECONDARY EDUCATION OF GREAT BRITAIN." Academis notes. Series: Pedagogical sciences 7 (April 26, 2024): 68–72. http://dx.doi.org/10.59694/ped_sciences.2024.07.068.
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The article substantiates the content of the organization of educational work in secondary education institutions of Great Britain based on the analysis of research by domestic and foreign scientists, the generalization of the work experience of state and private schools, the introduction of music classes, which positively affects the formation of the personality of the future citizen and defender of general cultural and national values. On the basis of a comparative analysis of the reform of secondary education institutions in Great Britain, we tried to identify psychological-pedagogical and moral-ethical problems of humanizing the educational process, the results of which were aimed at the formation of universal and national values in students. Based on the analysis of the scientific intelligence of British researchers, we were convinced that the reform of the content of educational work in Great Britain led to a shift in emphasis to internal centralization processes, which included the introduction of educational standards and programs of autonomous school management in Great Britain. At the same time, it should be recognized that educators and teachers also provide schoolchildren with leisure time and ensure that students lead a healthy lifestyle. In their free time from classes, school teachers organize excursions for children, organize various sports competitions and involve them in interest clubs. In most boarding houses, music programs have been developed, where children participate in vocal ensembles and learn to play musical instruments. Jazz ensembles, playing electronic musical instruments, and participation in solo singing groups are popular. Keywords: educational work, secondary education institutions, Great Britain.
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Korzh-Usenko, Larysa, Olena Sydorenko, and Marina Chykalova. "PECULIARITIES OF NON-STATE HIGHER SCHOOL DEVELOPMENT IN THE USA AND GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 42–49. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247519.
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In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented.
Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.
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Nebřenská, Adéla. "Příběh Josefa Flekala." Acta Musei Nationalis Pragae – Historia 73, no. 3-4 (2022): 14–22. http://dx.doi.org/10.37520/amnph.2019.012.
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This article is centred on the life’s story of the Czechoslovak instructor and aerobatics pilot, Josef Flekal. It emerges particularly from documents from the private family archive, specialist publications and from interviews with J. Flekal himself (conducted by Jiří Říha). The article describes Flekal’s studies at flight schools, his successes in aerial acrobatics, his activities as a flight instructor in Czechoslovakia, his departure to Poland prior to the beginning of World War II, and his subsequent service as a flight instructor in Great Britain and in Canada. It also recalls his time spent in prison after World War II. It thus describes the story of a notable figure in Czechoslovak aviation, primarily in the 1930s and in the course of World War II.
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Day, Dave. "‘For Those Who Like the Life Nothing Could Be Better’: The Games Mistress in 1920s Britain." Social Sciences 13, no. 4 (April 15, 2024): 212. http://dx.doi.org/10.3390/socsci13040212.
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During the Edwardian period, women’s physical education colleges were graduating significant numbers of gymnastics and games teachers, the demand for whom had increased rapidly following an expansion in the playing of team sports in girls’ schools. Much of the subsequent development of women’s physical activity in the 1920s can be credited to the passion and commitment of these women, who were not only key role models within the school setting but who also coached and organised women’s sport at club, regional, and national level. Given that the education sector operated a ‘marriage bar’ until 1944, the critical juncture in their careers was the decision to marry or not, and several of these women decided to remain single. This, and the strong bonds they often formed with other practitioners, has resulted in a great deal of unsubstantiated speculation about their private lives. Combining evidence from a variety of primary sources, including newspapers, census returns, college records, literature, girls’ annuals, specialist periodicals, photographs, and local and family histories, this paper illuminates some of the biographies and experiences of these women and questions the stereotypical image of the games mistress as an unfulfilled spinster.
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Puhovska, Liudmyla, and Snizhana Leu-Severynenko. "EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE." Education: Modern Discourses, no. 3 (December 25, 2020): 42–49. http://dx.doi.org/10.37472/2617-3107-2020-3-04.
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The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.
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Evans, Raymond. "The lowest common denominator: loyalism and school children in war-torn Australia 1914 – 1918." Queensland Review 3, no. 2 (July 1996): 100–115. http://dx.doi.org/10.1017/s1321816600006474.
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It is the march of the troops through the children's playground which makes the recruits of ten years afterwards.R.E.N.Twopeny (1883)I made up my mind I was going to the war … I had no idea whatever what war implied, but I did know what it was to march to military music …– ex-AIF member (World War I)Most Australian school children, whether public or private, primary or secondary, had been finely tuned for warfare long before the Great War of 1914–18 had actually begun. School papers and reading books, history, geography and civics lessons, the personal persuasiveness of teachers trained to accept unequivocally “the power for good in teaching patriotism” to captive and captivated young audiences, the “rhythmic harmony” of loyalist singing, marching and versifying, the Imperial pageantry of Empire Day and the militaristic inculcations of highly disciplinary cadet training schemes all combined, in the closed educational environment of the schools, to produce young Australians well primed for unquestioning obedience to the State and martial sacrifice to the Empire. Children at a Sydney primary school were ordered to chant, in 1907, “I give my mind to my country to think for it; I give my heart because I love it; I give my hands to my country to work for it”; — “[and] to fight for it”, all the boy pupils were then expected to intone. Such orchestrated love of country was subordinated, in tum, to love of Britain's Empire — “our peace-bearing, peerless, guardian Empire” as one educator described it - which was presented as not only the largest but the worthiest empire in world history. The “cement of Empire”, it was said, contained such essential ingredients as social conformity, duty and sacrifice, which non-Catholic private schools and state schools applied with a heavily-laden trowel to impressionable young minds both preceding and during World War One.
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Gerasev, I. A. "Topicality of K. Marx Economic Doctrine in Today’s Conditions Illustrated by Collective Management Functioning." Vestnik of the Plekhanov Russian University of Economics 20, no. 5 (September 29, 2023): 5–13. http://dx.doi.org/10.21686/2413-2829-2023-5-13.
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The article analyzes the role of collective management enterprises as an example of practical application of Marxist economic theory in today’s market economy. The goal of the research is to search for suggestions appropriate for solving the problem of fair distribution of labour product illustrated by functioning of enterprises with collective forms of property in present day economy. This problem was elaborated in works by theoreticians of Marxist and neo-Marxist economic schools and in current conditions of private market economy. A positive aspect of the Marxist theory was identified in the sphere of fair distribution of labour product and aspiration for production democracy. Topicality of these problems in current social and economic conditions was demonstrated. Arising of the concept of public enterprises and its realization within the frames of different economic models was analyzed illustrated by such countries as the US, Great Britain, Italy and some others. Economic results of such enterprises were studied and their higher economic efficiency in comparison with enterprises of other forms of property was shown. The demand for justice in social and economic sphere of production in market economy was highlighted. Special attention was paid to the role of enterprises with collective forms of management in economic systems of Russia and China, the efficiency of collective enterprises was analyzed and legal aspects of their functioning were studied. As a result of the research certain drawbacks in collective enterprise work were revealed, for instance, undeveloped interaction with the banking environment, insufficient legal base of their functioning and poor information of the population. The article proved the importance of enterprises with collective form of management as a factor of labour productivity rising and underlined significance of the social aspect of their work. Topicality of the issue of social justice in labour product distribution was shown in the context of positive heritage of the Marxist theory. On the basis of the research key practical suggestions aimed at developing the system of enterprises with collective form of property were formulated.
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Sorokina, V. "Great Britain: Private Financial Initiative." World Economy and International Relations, no. 1 (1999): 90–95. http://dx.doi.org/10.20542/0131-2227-1999-1-90-95.
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Bryson, Alex, and Francis Green. "Do Private Schools Manage Better?" National Institute Economic Review 243 (February 2018): R17—R26. http://dx.doi.org/10.1177/002795011824300111.
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There is a perception among some commentators and policy analysts that leadership and managerial practices in private schools are superior to those in state schools. Analysing a survey of workplaces in Britain, we find little evidence to support this contention when examining the prevalence of modern human resource management (HRM) practices in schools. Rather, the evidence points to greater use of such practices in state schools. Those practices are correlated with improved school performance in the state sector, but not in the private sector. We discuss the implications of these findings for the policy of encouraging managers of private schools to sponsor state schools.
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GREEN, FRANCIS, JAKE ANDERS, MORAG HENDERSON, and GOLO HENSEKE. "Private Benefits? External Benefits? Outcomes of Private Schooling in 21st Century Britain." Journal of Social Policy 49, no. 4 (October 30, 2019): 724–43. http://dx.doi.org/10.1017/s0047279419000710.
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AbstractPolicy discourse surrounding Britain’s unusually well-resourced private schools surrounds their charitable status and their relationship with low social mobility, but informative evidence is scarce. We present estimates of the extent to which private and external benefits at age 25 are associated with attendance at private school in England in the 21st century. We find a weekly wage premium of 17 percent, and a 12 percentage point lower chance of downward social mobility. By contrast, private schooling is not significantly associated with participation in local voluntary groups, unpaid voluntary work, or charitable giving and fundraising; this finding casts doubt on claims that private schools deliver ‘public benefit’ in this way.
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Varnavskii, V. "New Approaches to Financing Infrastructure in Great Britain." World Economy and International Relations, no. 9 (2012): 67–74. http://dx.doi.org/10.20542/0131-2227-2012-9-67-74.
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The author analyzes the current management and financing system reforming of the state-owned infrastructure or infrastructure under the state control in Great Britain. The article gives an assessment of current state of infrastructure in the country. The reasons for termination of Private Finance Initiative (PFI) are also revealed. The author is trying to prove that Public Private Partnership remains a predominant form of drawing private investments into infrastructure development.
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Maynard, Trisha. "Forest Schools in Great Britain: An Initial Exploration." Contemporary Issues in Early Childhood 8, no. 4 (December 2007): 320–31. http://dx.doi.org/10.2304/ciec.2007.8.4.320.
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Green, Francis. "Private schools and inequality." Oxford Open Economics 3, Supplement_1 (2024): i842—i849. http://dx.doi.org/10.1093/ooec/odad036.
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Abstract Among the significant inequalities within Britain’s school system, the greatest lies in the resources gap and the social segmentation between fee-paying and state schools. Published estimated average effects of attending private schools in Britain on academic performance are modest, but nevertheless significant at each stage of education. Cumulatively, by the end of a school career the private school pupil has gained notably higher qualifications compared with a state school pupil with an observably similar background—enough to ensure a distinct advantage in access to a high-status university, a good job and high pay. These gains add to the educational advantages of growing up with an affluent family background. An unusually high proportion of private school alumni occupy highly influential positions in business, in the judicial system, in the press and in politics. A further financial advantage from private school stems from an increased probability of partnering with a richer spouse. The hallmark of a good school policy for reducing inequality would be one that opens up access to private schools, so that participation is no longer constrained as much by financial background, and diminishes substantially the inequalities between schools’ resources. Feasible reforms are of two kinds: those that would lower parental demand for private schooling, inducing enlargement of the state sector, and those that would directly integrate pupils from the state sector into currently private schools. Currently, bursaries are far too small to make a substantial difference.
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Sonntag, B. "“The Street of Shame” - Private Medicine in Great Britain." ZFA - Zeitschrift für Allgemeinmedizin 81, no. 4 (2005): 160–62. http://dx.doi.org/10.1055/s-2005-836470.
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Slootweg, Sef. "Private sheltered housing in the Netherlands and Great Britain." Netherlands Journal of Housing and the Built Environment 6, no. 1 (March 1991): 5–20. http://dx.doi.org/10.1007/bf02496517.
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Draper, Chris, Chris Lewis, Stephanie Jayson, and Frankie Osuch. "Private Keeping of Dangerous Wild Animals in Great Britain." Animals 14, no. 10 (May 7, 2024): 1393. http://dx.doi.org/10.3390/ani14101393.
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We analysed the licences issued by British local government authorities under the Dangerous Wild Animals Act 1976, which regulates the private keeping of wild animals categorised as “dangerous”, to assess the scope and scale of private keeping of dangerous wild animals in Great Britain. Results are compared with historical data from England and Wales, showing that there has been an overall decrease both in the total population of dangerous wild animals privately kept under licence and the number of licences, resulting primarily from a decrease in the farming of wild boar and ostrich, and from certain other species no longer requiring a licence to be kept. Nonetheless, the private keeping of dangerous wild animals remains prevalent, with a total population of 3950 animals kept under licence, and at least one-third of local authorities in Britain licensing keepers of one or more such animals. The population of non-farmed dangerous taxa has increased by 59% in 20 years, with notable increases in crocodilians (198%), venomous snakes (94%), and wild cats (57%). We present evidence that the average cost of a licence to keep dangerous wild animals has fallen over time, and that there is a negative association between cost and licensing. The current schedule of species categorised as dangerous is compared to a formally recognised list of species kept in zoos assessed by risk to the public. Problems with the legislation, enforcement of the licensing system, and animal welfare for privately kept dangerous wild animals are identified and discussed.
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Miziniak, Helena. "Polish Community in Great Britain." Studia Polonijne 43, Specjalny (December 20, 2022): 49–61. http://dx.doi.org/10.18290/sp2243.5s.
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The article presents the activity of Poles in Great Britain in the 20th century, beginning with the end of World War II, when a large group of Polish refugees and veterans settled in the UK. In 1947, the Federation of Poles was established to represent Polish community in Great Britain. The Association of Polish Women (1946) and the Relief Society for Poles (1946) were also formed at the same time.
The article shows the involvement of the Polish community in Great Britain in the context of Polish history. This involvement included the organisation of anti-communist protests, carrying out various actions to inform people about the situation in Poland, organising material aid, supporting Poland at the time of the system transformation, and supporting Poland’s accession to the European Union. Over the decades, the Polish community in Great Britain has managed to set up numerous veterans’ and social organisations, Polish schools, it also built churches in order to preserve Polish culture abroad.
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Zorochkina, Tetiana. "Legal Enforcement of Teacher Education in Great Britain." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 67–75. http://dx.doi.org/10.1515/rpp-2017-0052.
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Abstract The article deals with legal enforcement of teacher education in Great Britain. It has been found out that in Great Britain, the sources of education legislation are statutes and acts adopted by British government. All current statutes relating to education are classified either as public or private. Public laws contain general rules, that is, designed for all individuals and for repeated application. They operate throughout the country, addressed to all subjects of educational relations. Private statutes accumulate private norms, which refer to specific legal entities or individuals and contain strictly defined directives for them. They are addressed to a particular country or specific organization or group of individuals. It has been indicated that the system of education legislation in Great Britain in the context of teacher education is provided by a range of legal acts, such as the Education Reform Act of 1988, the Further and Higher Education Act of 1992, by the Teaching and Higher Education Act of 1998, The Education Act 2002, The Education Act of 2005, The Education and Inspections Act of 2006, The Education and Skills Act of 2008, The Education Act of 2011, The Education and Adoption Act 2016, The Higher Education and Research Act 2017 as well as legal acts of European authorities. It has been concluded that the orientation of the content of British legal acts toward quality teacher training should be successfully implemented into Ukrainian education legislation so that the national system of teacher training may be improved. It has been suggested that the prospects for further researchers are seen in studying the legal enforcement of teacher education in leading European countries (Sweden, the Netherlands, Germany, France, Switzerland etc.).
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Cossar, Anne. "The Growth of Private Practice in Occupational Therapy in Great Britain." British Journal of Occupational Therapy 55, no. 4 (April 1992): 157–61. http://dx.doi.org/10.1177/030802269205500412.
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By means of a questionnaire issued to the 65 therapists registered on the COT Private Practice Directory 1989, a study gathered demographic details and information regarding the growth of private practice, diversity of practice and referral sources. It appeared that trends emerging amongst occupational therapists in the private sector might be pre-empting trends in the occupational therapy profession in general. With decreasing resources and the introduction of competitive tendering in the public sector, more therapists might have to re-examine their services in terms of cost-effectiveness. It seemed that colleagues in the private sector had already rationalised their services in order to compete in the marketplace. Those skills that were highly visible, in the physical, domiciliary and litigation areas of work, predominated. The findings have implications for those occupational therapy services presently without proven effectiveness which require urgent research to prevent their further decline.
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Clair, Amy, Jasmine Fledderjohann, Doireann Lalor, and Rachel Loopstra. "The Housing Situations of Food Bank Users in Great Britain." Social Policy and Society 19, no. 1 (May 27, 2019): 55–73. http://dx.doi.org/10.1017/s1474746419000150.
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Food bank use in Great Britain has risen substantially over the last decade. The considerable socioeconomic disadvantage of the food bank user population has been documented, but little research has examined whether housing problems intersect with insecure food access. Using data from 598 households accessing assistance from twenty-four food banks operating in Great Britain in 2016–2017, we found that nearly 18 per cent of households were homeless, with more having experienced homelessness in the past twelve months. Renters from both the private and social rented sectors were also overrepresented in the sample. Households in both private and social rented housing reported high rates of rent arrears and poor conditions; those in private housing were also more likely to live in homes with damp, to have moved in past year, and to be worried about a forced move in future. Overall, housing problems are widespread among food bank users; policy interventions are needed.
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Blanchflower, David G., and Simon M. Burgess. "Job Creation and Job Destruction in Great Britain in the 1980s." ILR Review 50, no. 1 (October 1996): 17–38. http://dx.doi.org/10.1177/001979399605000102.
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Using data from the Workplace Industrial Relations Surveys of 1980, 1984, and 1990, the authors investigate processes of job creation and job destruction in Britain. They find that rates of employment growth, job creation, and job destruction were higher at the end of the 1980s than at the beginning. Both job creation and job destruction were extremely concentrated: about 50% of each was accounted for by just 4% of continuing establishments. Employment growth was apparently more variable in manufacturing plants than in private service sector workplaces. Some variables negatively related to employment growth were unionization, establishment size, establishment age, and location in the private manufacturing sector (versus private service sector).
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Feidel-Mertz, Hildegard, and Andrea Hammel. "Integration and Formation of Identity: Exile Schools in Great Britain." Shofar: An Interdisciplinary Journal of Jewish Studies 23, no. 1 (2004): 71–84. http://dx.doi.org/10.1353/sho.2005.0010.
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Androshchuk, Iryna, and Ihor Androshchuk. "Specificity of Students’ Technological Training in Finland and Great Britain." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 20–25. http://dx.doi.org/10.2478/rpp-2018-0036.
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Abstract The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.
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O'Dowd, J. K., and J. D. Spencer. "An Audit of University Education in Trauma and Orthopaedic Surgery in Great Britain." Journal of the Royal Society of Medicine 85, no. 4 (April 1992): 211–13. http://dx.doi.org/10.1177/014107689208500411.
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An audit of undergraduate trauma and orthopaedic surgery teaching was carried out in 24 of the 27 medical schools in Great Britain and major differences were found between the medical schools. The range of time spent in teaching trauma and orthopaedic surgery for undergraduates varied from 3 weeks to 12 weeks and in five out of 27 medical schools trauma and orthopaedic surgery tuition was split between various years of the clinical curriculum. In some schools there were 30 students on a firm and in others only one. The opportunity for undergraduates to give feedback to their teachers, the use of objective assessment at the end of such an appointment by the teachers, varied between medical schools. To avoid some of these very basic differences between our medical schools, the teaching of clinical subjects to undergraduates in medicine should be reviewed nationally and minimum standards set.
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NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (December 29, 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.
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The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.
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Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.
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The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county.
Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.
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Boyer, George R. "The Evolution of Unemployment Relief in Great Britain." Journal of Interdisciplinary History 34, no. 3 (January 2004): 393–433. http://dx.doi.org/10.1162/002219504771997908.
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The history of unemployment relief in Britain from 1834 to 1911 was not a “unilinear progression in collective benevolence,” culminating in unemployment insurance. The combination of poor relief and private charity to assist cyclically unemployed workers from 1834 to 1870 was more generous, and more certain, than the relief provided for the unemployed under the various policies adopted from 1870 to 1911. A major shift in policy occurred in the 1870s, largely in response to the crisis of the Poor Law in the 1860s. Because the new policy—a combination of self-help and charity—proved unable to cope with the high unemployment of cyclical downturns, Parliament in 1911 bowed to political pressure for a national system of relief by adopting the world's first compulsory system of unemployment insurance.
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Hamida. "Factors Motivating Parents Toward Private School for Their Children Admission at Secondary School Level in Swabi." Qlantic Journal of Social Sciences 3, no. 2 (December 30, 2022): 12–23. http://dx.doi.org/10.55737/qjss.539645320.
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The study sought to explore the factors motivating parents toward private schools for their children's admission. The objectives of the study were to identify the factors associated with physical facilities motivating parents toward private schools and to find out the factors associated with instructional practices motivating parents toward private schools. All the parents of class 9th students studying in 239 private schools at Swabi comprise the population of the study. Out of the total population, 100 educated parents were purposively selected from 10 private schools. 10 parents from each school were selected through a purposive sampling technique. A close-ended questionnaire containing 12 items on the Likert scale was used as a tool for gathering information. The collected data was analyzed by using the percentage as a statistical tool. The findings of the study concluded that the majority of the participants agreed that the availability of required physical facilities motivates us toward private schools for our children's admission. Most of the subjects agreed that the availability of updated Laboratories motivates us toward private schools for our children's admission. A great number of parents agreed that functional Libraries motivate us toward private schools for our children's admission.
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Nos, Liubov, and Yuliana Tkachuk. "Professional teachers training in Great Britain." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.
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The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.
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Batool, Sumaira, Fatima Farooq, Imran Abbas, and Muhammad Abbas. "Efficiency Analysis of Public and Private Sector Schools of Multan District: A Non-Parametric Approach." Review of Economics and Development Studies 1, no. 1 (June 30, 2015): 45–56. http://dx.doi.org/10.26710/reads.v1i1.115.
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The purpose of this paper is to evaluate the efficiency of public and private sector secondary and higher secondary schools in Multan district. We use output oriented data envelopment analysis to measure technical and scale efficiency of a sample of 100 public and private sector schools, using data for the year 2014. DEA is employed to compare efficiency of both types of schools because it is the most popular technique used to measure the relative efficiency of non-profit organizations due to the absence of prices or relative values of educational outputs. Moreover, it can handle multiple inputs and outputs with great ease. As public and private schools are working under similar environmental conditions, we have used a single frontier, incorporating four educational inputs and four outputs. The results of the data demonstrate that public schools lag behind private schools in terms of CRS and VRS technical efficiency scores and scale efficiency scores. Our study of schools validates the dominant paradigm that private schools outperform the state-run institutes.
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Karpov, Grigory A. "«Other Africans»: Kenyan diaspora in Great Britain." Asia and Africa Today, no. 7 (2021): 47. http://dx.doi.org/10.31857/s032150750014440-6.
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The article is devoted to the study of the Kenyan diaspora of modern Great Britain. The study provides details on the background, main reasons and channels of migration of Kenyans to the UK. The main emphasis is placed on the study of the specifics of immigrants from Kenya, their ethnic composition, gender and age structure, socio-economic indicators. By the end of the colonial era, a de facto regime of racial segregation had been established in Kenya. The main ethnic groups - Europeans, Indians and Africans - actually lived in closed enclaves. It was Europeans and South Asians who made up the backbone of postcolonial migration from this African country. The process of Africanization in the young Kenyan state provoked the massive migration of Indian Kenyans to Great Britain in the 1960-1970s. Particular attention is paid to the analysis of the practice of material assistance of British Kenyans to their relatives in Kenya. They are in regular contact with each other, maintaining strong bonds. Private remittances from abroad are one of the main sources of investment in the Kenyan economy in the 2000s and 2010s. Migration to the UK is seen by many Kenyans as a temporary and forced measure, which does not exclude the possibility of returning to their historical homeland. By the nature of settlement, birth rate, material well-being and the degree of success, immigrants from Kenya are close to the South Asian diasporas in the United Kingdom. An education, proficiency in English, together with a general loyalty to British culture, contributes to the rapid and painless integration of Kenyans into the host society.
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Podolsky, Vadim. "History of the social policy in the United Kingdom." Obshchestvennye nauki i sovremennost, no. 5 (2021): 103. http://dx.doi.org/10.31857/s086904990016102-4.
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In the XVII century Great Britain became the first country in the world with a full-scale system of social support, which was regulated at the state level. The “Old Poor Law” of 1601 and the “New Poor Law” of 1834 are well-studied in both foreign and Russian science, but the solutions that preceded them are less known. The aim of this study is to describe the development of social policy in Great Britain up to 1834, when the system of assistance to people in need was redesigned according to the liberal logic of minimal interference of the state. The article is based on comparative and historic approach and analysis of legal documents. It demonstrates the evolution of institutions and practices of social support in Great Britain. In this country social policy grew from church and private charity and developed at local level under centrally defined rules. Consistent presentation of social policy history in Great Britain is valuable for studies of charity, local self-government and social policy.
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Romualdo, Alvin, Jinnifer Arroyo, and Cheryl Marie Cristobal-Cipriano. "Analysis on policy implementation and institutional integration of RA 9003 SWM indicators in educational institutions." Journal of Social Sciences and Management Studies 1, no. 3 (August 19, 2022): 91–97. http://dx.doi.org/10.56556/jssms.v1i3.210.
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This study attempts to assess the extent of implementation and integration of solid waste management indicators in public and private schools in General Santos in terms of waste reuse, waste reduction, waste collection, waste recycling, waste treatment, final waste disposal, and IEC advocacy/campaign. A modified questionnaire was given to the respondents which were composed of Senior High School students, Science teachers, and school administrators of one (1) private and public school. The comparative result of implementation and integration between the public and private schools revealed that both schools implement and integrate the policy on solid waste management to a great extent with a composite mean of 3.55 and 3.42 respectively. T-test result on the extent of the implementation and integration of Solid Waste Management between the two selected big schools in General Santos City showed no significant difference with a t-value of 1.03941and the p-value of 0.319106 which is less than 0.05 (p<.05). This justifies that the two public and private schools in General Santos City implements and integrates Solid Waste Management to a great extent. It is imperative, therefore, for the schools to continue prioritizing the programs and advocacies on solid waste management. The school administrators must also maintain high standards of integrating SWM in the learning process through campaigns, incentives, partnerships, organizational resources, and equity.
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Devereux, David R. "State Versus Private Ownership: The Conservative Governments and British Civil Aviation 1951–62." Albion 27, no. 1 (1995): 65–85. http://dx.doi.org/10.1017/s0095139000018536.
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Studies of post-1945 Britain have often concentrated upon political and foreign policy history and are only just now beginning to address the question of the restructuring of the British economy and domestic policy. Civil aviation, a subject of considerable interest to historians of interwar Britain, has not been given a similar degree of attention in the post-1945 era. Civil aviation policy was, however, given a very high priority by both the 1945-51 Labour government and its Conservative successors. Civil aviation represented part of the effort to return Britain to a peacetime economy by transferring resources from the military into the civil aircraft industry, while at the same time holding for Britain a position of pre-eminence in the postwar expansion of civil flying. As such, aviation was a matter of great interest to reconstruction planners during World War Two, and was an important part of the Attlee government's plans for nationalization.Civil aviation was expected to grow rapidly into a major global economic force, which accounted for the great attention paid it in the 1940s and 1950s. Its importance to Britain in the postwar era lay in the value of air connections to North America, Europe, and the Empire and Commonwealth, and also in the economic importance of Britain's aircraft industry. In a period when the United States was by far the largest producer of commercial aircraft, the task of Labour and Conservative governments was to maintain a viable British position against strong American competition. What is particularly interesting is the wide degree of consensus that existed in both parties on the role the state should play in the maintenance and enhancement of this position.
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Mokromenko, O. "The components of content of elementary education at three stages of elementary education development in Great Britain in the 19 th century." New Collegium 3, no. 105 (November 22, 2021): 59–64. http://dx.doi.org/10.30837/nc.2021.3.59.
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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Special attention is given to elementary education content. The role of changing content at three stages of elementary education development has been defined according to social and political, cultural and pedagogical prerequisites. The content components of elementary education at three stages of elementary education development in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first two stages has been proved. Dependence of elementary education content on the types of elementary education schools and pupils social classes of Great Britain of the 19 th century has been determined. General orientation of elementary education content at three stages of elementary education development has been identified. It is concluded that content of elementary education at three stages has its own characteristics. The main disciplines are Writing, Arithmetic, Reading Catechism and Craft. Secondary disciplines are the Sciences. Condensed character of elementary education at the first two stages has been denoted. Elementary education content was characterized by case studies on English, it was based on work education and teaching of writing, reading and arithmetic at the third stage. It was a lack of common curriculum in the elementary education schools at first two stages. One of the significant disadvantages of elementary education content at the first two stages is the prohibition of learning national languages at schools of Scotland and Wales. Elementary education content at the third stage has been expanded by compulsory curriculum in English writing, reading and arithmetic for all elementary education schools throughout the country. Sciences and Art disciplines have been introduced at the third stage. Compulsory religious education at the third stage has been prohibited for all elementary education schools. Content of elementary education at the third stage has been concretized by elementary education schools committees, Ministry of People Education and its commissions.
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Altaf, Faiza, Somiya Sabeeh Awan, Uzma Naaz, Saba Riaz, Rahat Ayub, and Tamkana Ilyas. "Childhood Obesity in Public and Private Middle School Students." Pakistan Journal of Medical and Health Sciences 15, no. 11 (November 30, 2021): 3392–94. http://dx.doi.org/10.53350/pjmhs2115113392.
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Background: Obesity is defined as the syndrome in which excessive fat deposits in the adipose tissues, which affects the normal functioning of the body. Childhood obesity is the great challenge these days. In Pakistan recent study on children 10-15 years of age shows high prevalence of childhood obesity. The present study will help to inform the community regarding the frequency and percentage of overweight and obese children in middle standard schools. Objective: Objective so this study were to identify the recent estimate of frequency of obesity in middle school students in year 2017 and then to compare the frequency of obesity in public and private sector schools. Material and methods: This Descriptive cross sectional study was conducted in 2 private schools of Sahiwal and 2 government schools of Lahore, Punjab, Pakistan. About 324 children (81 from each school) were recruited randomly and interviewed about their physical activities. Height and weight were measured and BMI was calculated. Children were distributed in different BMI group and obesity as assessed. Results: The mean age of children in government school was 13.01 ± 1.09 years while in private school was 12.75 ± 1.08. 50% were females from government school and 50% from private school. 50% were male students from government school and 50% from private schools. The mean BMI of participants was 18.48 ± 3.36 kg/m2 in government school while 20.14 ± 3.66 kg/m2 in private school. When frequency of government and private school was compared results shows that out of 162 students from each school, 13 (8%) in government schools and 24 (14.8%) in private schools are overweight, while 8 (4.9%) in government schools and 17 (10.5%) in private schools are obese. Conclusion: High frequency of obesity and over weight in children of middle schools was noted. This frequency is greater in students of private schools both males and females as compared to students of government schools both males and females. Keywords: Obesity, school going Children, private school, government school, body mass index, height, weight
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Bodbaeva, Cholpon, and Akmaral Akylbekova. "ONLINE EDUCATION IN PRIVATE AND PUBLIC SCHOOLS DURING THE PANDEMIC: EXAMPLES OF BRITAIN AND KYRGYZSTAN." Alatoo Academic Studies 23, no. 2 (June 30, 2023): 168–80. http://dx.doi.org/10.17015/aas.2023.232.16.
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The article deals with acute and topical issues of modern education. About how the COVID-19 pandemic affected education. We are investigating the sudden transition from traditional education to online (distance) education, which occurred due to the closure of schools and educational institutions. The article also examines the problems that have arisen during online education, such as the lack of access to technology and the difficulties of teaching and learning in a virtual environment, not only for students, but also for teachers of private and public schools in Kyrgyzstan and Britain. However, the article highlights the advantages of this kind of education as increased flexibility, accessibility, time management, and the ability to reach students who may not have had access to traditional educational institutions. In general, the article provides an overview of the impact of the pandemic on education, problems and their solutions.
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PETROVAN (MARANDA), Cristina –. Iuliana. "PUBLIC-PRIVATE PARTNERSHIP’S ASCENT AND FALL IN EUROPE." ANNALS OF THE UNIVERSITY OF ORADEA. ECONOMIC SCIENCES 32, no. 2 (December 2023): 48–58. http://dx.doi.org/10.47535/1991auoes32(2)004.
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Collaborations between public and private have appeared in Europe since ancient times, presenting in different ways from one nation to another, and being the source of the current “public-private partnership” arrangement. This study aims to emphasize the significance of “public-private partnership” for a certain area. In this research, I used the qualitative technique to examine and understand the global experience in developing public-private partnerships. The method was effective in showing how “public-private partnerships” have changed throughout Europe. There is no standard definition of “public-private partnership” that can be found in all studies because there isn’t one that everybody in Europe acknowledges. Presenting the development of “public-private partnerships” throughout Europe and emphasizing their ascent and fall, is the primary output of this study. Additionally, this study aimed to demonstrate the current status of this kind of cooperation throughout Europe and the interest that European nations have shown in “public-private partnerships”. The market for “public-private partnerships” in Europe has been expanding gradually since 1990. Since then, Great Britain has dominated the market for public-private partnerships for a considerable amount of time. This is a country where interest in this kind of cooperation has grown. In this study, we attempted to draw interest in the time when Great Britain was the front-runner and the point at which other states overtook it. The recent development of public-private partnerships in Europe was given also special attention by presenting the states who are paving the way in implementing PPP projects together with the governments that have only recently concentrated on doing so.
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Burchardt, Tania, and John Hills. "From Public to Private: The Case of Mortgage Payment Insurance in Great Britain." Housing Studies 13, no. 3 (May 1998): 311–23. http://dx.doi.org/10.1080/02673039883308.
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Gibbs, Ian, and Jonathan Bradshaw. "Quality of life and charges in private old people's homes in Great Britain." Social Indicators Research 23, no. 3 (November 1990): 269–82. http://dx.doi.org/10.1007/bf00293646.
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Henrich, Eureka. "Ragged Schools in Sydney." Sydney Journal 4, no. 1 (October 21, 2013): 49–65. http://dx.doi.org/10.5130/sj.v4i1.2803.
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During the late nineteenth and early twentieth centuries Ragged Schools were a feature of many of Sydney’s overcrowded inner city suburbs. At their height over 500 children were taught across five Schools each day. This article charts the formation of the Ragged Schools in 1860, preceded by an overview of their precursors in Great Britain and a survey of the social and demographic changes in Sydney in the 1850s. It explores the relationships between teachers, scholars and their parents and probes at the slum stereotypes that affected the way the Ragged Schools were written about by middle-class philanthropists. Finally, the reasons for the disintegration of Sydney’s Ragged Schools in the 1920s are surmised and the article concludes with a reflection on how this part of Sydney’s history has been both remembered and forgotten.
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Katkova, S. "THE INSTITUTIONALIZATION OF THE NATIONAL PUBLIC RELATIONS INDUSTRY IN ITALY." East European Scientific Journal 5, no. 4(68) (May 14, 2021): 27–32. http://dx.doi.org/10.31618/essa.2782-1994.2021.5.68.32.
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The article notes the main characteristics for different schools of PR (such as schools of the USA, Great Britain, France and Germany), but it is devoted to a retrospective analysis of the institutionalization of the professional public relations industry in Italy in the 1950s-1980s. The formation and development of the professional PR-community is considered through the prism of socio-economic and political conditions in the country.
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Kakizawa, Toshibumi, Graeme Douglas, Kunio Kagawa, and Heather Mason. "Students with Visual Impairments in Special and Mainstream Schools in Japan: A Survey." Journal of Visual Impairment & Blindness 94, no. 4 (April 2000): 218–28. http://dx.doi.org/10.1177/0145482x0009400404.
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This article reports on a 1995 survey of visually impaired students in Japan: 4,537 in special schools for visually impaired students and 233 in visual impairment units in mainstream schools. Although there appears to be a general decrease in the number of students with visual impairments in Japan, the proportion with additional disabilities is increasing. The findings for Japan are contrasted with those of similar studies in Great Britain.
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Sharp, Heather. "Representing Australia's Involvement in the First World War." Journal of Educational Media, Memory, and Society 6, no. 1 (March 1, 2014): 1–23. http://dx.doi.org/10.3167/jemms.2014.060101.
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This article investigates discrepancies between narratives of national independence in public discourses surrounding the First World War and narratives of loyalty in school textbooks in Queensland, Australia. Five textbooks commonly used in schools from 1916 to 1936 are analyzed in order to ascertain how the First World War was represented to pupils via the history curriculum. This article argues that, although public discourses were in a state of flux, and often viewed Australia as a country that was becoming increasingly independent of its colonial ruler Great Britain, textbooks that maintained a static view continued to look to Great Britain as a context in which to teach national history to school pupils.
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Jawoniyi, Oduntan. "Fulfilling Article 29:1 of the United Nations Convention on the Rights of the Child—the Aims of Education—through Religious Education." Religion and Human Rights 9, no. 1 (March 14, 2014): 31–59. http://dx.doi.org/10.1163/18710328-12341263.
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Abstract This article examines whether or not the ubiquitous model of religious education (i.e., non-confessional multifaith religious education (re)) in state schools in Great Britain is capable of fulfilling the aims of education articulated in the United Nations Convention on the Rights of the Child (uncrc). It maintains that to the degree that this re model aims to promote critical, rational, and cognitive understanding of religion, it seeks to facilitate the development of children’s mental abilities. It also contends that to the extent that re curriculum contents mirror the theistic worldviews and non-theistic ideologies identified within its pluralistic social order, this curriculum subject aims to foster children’s development of respect for: human rights and fundamental freedoms; individual identity, affiliation, cultural diversity and pluralism; mutual understanding and peaceful coexistence; and, the natural environment. In these respects, re in state schools in Great Britain aspires to fulfil the educational aims enunciated in the uncrc.
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Zavarukhin, V. P., N. D. Frolova, and D. V. Baibulatova. "Public-Private Partnership for the Development of Space Sector in the United States and Great Britain." Russian competition law and economy, no. 4 (January 13, 2022): 76–87. http://dx.doi.org/10.47361/2542-0259-2021-4-28-76-87.
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The article provides an analysis of modern trends in building public-private partnership (PPP), gives an overview of key studies devoted to this subject in general and PPPs in the field of space activities in particular. The authors analyze the practice of public-private partnerships in the U. S. and Great Britain on the examples of specific mechanisms, their key features, advantages and disadvantages that determine the possibility of their application in different areas of government-business cooperation in the field of space exploration. In order to find possible ways for direct application or adaptation of this experience in Russia for organizing space exploration PPPs the researchers concluded that the level of high-tech production in this country is insufficient and significant administrative barriers for attracting private sector into the space industry are still present.
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Morris, Stephen, and Alistair McGuire. "The private net present value and private internal rate of return to becoming a nurse in Great Britain." Applied Economics 34, no. 17 (November 2002): 2189–200. http://dx.doi.org/10.1080/00036840210139328.
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