Related items
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Distance Education and Community Learning Networks linked by a Library of CultureHumans are relational beings with their modeled behavior as practical examples of cultural routines that they hear, see, read, and assemble on their own from communal pieces of information to answer the needs of their everyday lives (Bandura, & Jeffrey, 1973). Yet few researchers have looked at the differing synthesis of culture and generally assume that others share similar ideas/values that lead to particular events and worldviews (Lillard, p.5 1998). Informational and cultural contact zones can be created to support CLNs, universities, and individuals in a variety of roles to encourage their interactions so they might design, and challenge the fundamentals of these programs and seek to better cooperation amongst the public itself (Tremmel, 2000). By increasing communication and collaboration of educational systems throughout the community will begin to raise the standard of living for all people (Bohn, & Schmidt, 2008). This will begin to draw people out from the digital divide and increase the access of technology and information available to all people with the community. Utilizing CLNs to support and further education will allow an interconnected web of assessments, standards, and cooperative efforts that has the potential of increasing democracy by empowering people from their communities.
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Accounting and AuditingThis report provides an assessment of
 accounting, financial reporting and auditing requirements
 and practices within the enterprise and financial sectors in
 Armenia. The report uses International Financial Reporting
 Standards (IFRS) formerly International Accounting Standards
 (IAS) and International Standards on Auditing (ISA) as
 benchmarks and draws on international experience and good
 practices in the field of accounting and audit regulation,
 including in European Union (EU) member states, to assess
 the quality of financial information and make policy
 recommendations. This assessment of accounting and auditing
 practices in Armenia is part of a joint initiative of the
 World Bank and International Monetary Fund (IMF) to prepare
 Reports on the Observance of Standards and Codes (ROSC). The
 assessment focuses on the strengths and weaknesses of the
 accounting and auditing environment that influence the
 quality of corporate financial reporting and includes a
 review of both mandatory requirements and actual practice.
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Developing the Enabling Context for Student Assessment in RussiaIn the first decade of the twenty first
 century, Russia launched a comprehensive reform of its
 student assessment system. This task was part of a broader
 reform of the education system, which aimed to ensure that
 students developed the skills required for the
 country's social and economic development. This case
 study focuses on the main types of assessments used in
 education: large?scale assessments for monitoring
 educational quality (international, national, and regional);
 examinations for secondary school certification and tertiary
 education selection; and classroom assessments in support of
 teaching and learning. The paper also examines the enabling
 context for assessment activities in Russia, which
 encompasses the policy framework, institutional
 arrangements, and the human and fiscal resources needed to
 carry out assessment programs and activities. Russia has a
 strong education system, but there are concerns about its
 quality. The country inherited a strong tradition of
 universal high quality education from the Soviet era. Some
 13 million students presently attend 53,000 schools and are
 served by 1.3 million teachers. The education system is
 divided into preschool, primary (grades 1-4), basic (grades
 5-9), secondary (grades 10-11), and tertiary education.
 Important lessons can be drawn from this case study. The
 Russian experience clearly indicates that a national reform
 to the student assessment system has to be supported by a
 strong and stable political leadership. Focusing on one
 strategic reform (in the case of Russia, the Unified State
 Examination) can open the door to reforms in other areas.
 The case study is organized as follows. Following the
 introduction, the paper provides an overview of the enabling
 context for student assessment in Russia. It analyzes
 existing policies, institutions, human resources, and
 funding for assessment activities. The following section
 describes the different types of assessments that are
 conducted in Russia: international, national, and regional
 large scale assessments; examinations; and classroom
 assessments. The fourth section reviews the driving factors
 that enabled (or not) reforms in the assessment system. The
 final section distills the main lessons learned in the
 course of the reforms.