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Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism.Approach: Though a discussion of country contexts, citizenship education policies and curriculum, 'Character and Citizenship Education' in Singapore and 'Civics and Citizenship education' in Australia are examined to explore the meanings of 'Character education' and 'Civics education' and their connections with 'Citizenship education'.Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy.

This study was funded by the Gillings Fellowship in Global Public Health and Autism Research (Grant Award YOG054) and the Innovative Medicines Initiative 2 Joint Undertaking (grant agreement No. 777394). ; The Soviet occupation of the Baltic States followed by joining the United Nations (UN) and European Union make these countries an interesting point of comparison in the development of autism and education policy. This study investigates how policies changed following the transition and how the right and access to education are facilitated for autistic children by performing a path dependence analysis. All Baltic States created new education policies following the transition out of the Soviet era, with their accession to the UN and their appetite to follow internationally available guidance. The right to education for all children in was adopted in all education systems. Education facilities for children with disabilities were implemented in all countries. Afterward, all countries started toward the development of more inclusive systems. Nevertheless, the majority of policies did not specify for autism, yet covered special education needs in general. A development in Latvia should be noted, where various special education needs are outlined in national policy, along with provisions and professional assistance required to address them in mainstream or special classrooms. Ultimately, education policy flourished after the transition. Their development caught up to other European Union countries and they are currently working on implementing inclusive education.

Historically, Higher Education (HE) as a sector has often found itself in tension between supporting academic freedom, freedom of expression and speech, and fulfilling officially (state) mandated political or social aims. In this paper I explore the 'Prevent' strand of the British government's counter-terrorism strategy, 'CONTEST', and the implications for Higher Education Institutions (HEIs) in England, arguing perhaps controversially, that is illustrative of a gradual shift towards sovereignty via the introduction of a permanent and all-pervading State of Exception in western democracies in response to the increased terror threat these nations are (perceived to be) experiencing. The aim of 'Prevent' is to identify individuals who might be becoming radicalised, and prevent them from going on to become terrorists. Drawing on the work of Judith Butler I argue that the so-called 'war on terror' is being used to justify new regimes of control and that the education system plays a central role in the creation of the State of Exception. Employing 'Prevent' in HE as an example, I investigate sovereignty as a banal, anonymous and bureaucratic norm, practice and discourse, and the State of Exception as constituted via the performativity (repetition of spoken and unspoken citations) of this norm in education. I also argue that educational policies and practices such as 'Prevent' are central to the creation of Muslims as non-human subject as under the State of Exception their rights are being potentially – and in some cases, actually - suspended under the pretext of public security which places them (potentially) beyond the law. The ongoing use of extreme measures are 'the means by which the exceptional becomes established as a naturalised norm' (Butler 2004,67).

Since the 1960s, U.S. presidents have used their executive, administrative, and political power to pursue policy goals in elementary and secondary education. This article analyzes the K-12 education policy strategies pursued during the first three years of the Donald Trump presidency, focusing on two main aspects of Trump's approach to education policy. First, I analyze Trump's heavy reliance on executive and administrative tools and his use of these tools to promote state flexibility, diminish federal direction on civil rights issues, and expand private and public school choice. Second, I examine the Trump administration's approach to implementing the Every Student Succeeds Act of 2015 (ESSA), especially in reviewing state plans pursuant to the ESSA. The administration took a highly deferential approach as states sought approval for their ESSA plans and in a way that suggests the Trump presidency is shifting federal involvement in K-12 education policy away from prioritizing equity and oversight.

A healthy workforce is vital for the sustainable social and economic development of any country. Assuring occupational health and safety (OHS) depends not only on the passing of quality working legislation and inspection of workplaces, but also on preparation of qualified specialists on OHS. Aimed at assessing of relevance of the content of training at Central Asian universities to the needs in prevention of risks of accidents and injuries and promotion of a preventive culture in the workplace, and finding out how they are compliant with the recommendations of the Mainstreaming occupational safety and health into the education (2010), we examined curricula of 20 medical and non-medical universities across Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan.The analysis of training programs showed that education in OHS and preparation of qualified specialists in Central Asiana countries is up-to-date and tailored to local needs for prevention of risks of accidents and injuries and promotes the notion of a preventive culture in the workplace.

The study examined management tasks and challenges of entrepreneurship education for sustainability of universities in Imo State, Nigeria. The study adopted descriptive survey research design. The population and sample of the study was made up of 90 directors, non-teaching staff and lecturers of entrepreneurship education in universities in Imo State. A researcher-made rating scale titled "Management Tasks and Challenges of Entrepreneurship Education for Sustainability of Universities Scale" (MTCEESUS) with 20 items was used for data collection. The instrument was validated by specialists in Educational Management and Educational Measurement and Evaluation. Cronbach alpha statistics was used for the reliability of the instrument which obtained an index of 0.85. Mean and standard deviation were used to answer the research questions and hypotheses were tested using one sample t-test at 0.05 level of significance. Findings showed that entrepreneurship education directors are doing their tasks in the management of entrepreneurship education for sustainability of universities in Imo State, Nigeria. However, some challenges are facing the management of entrepreneurship education for sustainability of universities in the state. The study further recommended that: the state and federal government should endeavour to provide adequate fund for the administration of entrepreneurship education in universities in Imo State. Article visualizations:

Front Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Timeline -- 1 A (Very) Brief History of Scottish Schools -- 2 A Curriculum for Excellence? -- 3 Closing the Attainment Gap -- 4 Making Sense of the Statistics -- 5 A Crisis in our Classrooms? -- 6 Coping with Covid -- 7 Finding Out What Works -- 8 Building Back Better -- 9 Conclusions -- More Ideas for Improving Scottish Education -- Selected Data Sources -- Acknowledgements -- Back Cover.

Abstract
Big data is an essential aspect of innovation which has recently gained major attention from both academics and practitioners. Considering the importance of the education sector, the current tendency is moving towards examining the role of big data in this sector. So far, many studies have been conducted to comprehend the application of big data in different fields for various purposes. However, a comprehensive review is still lacking in big data in education. Thus, this study aims to conduct a systematic review on big data in education in order to explore the trends, classify the research themes, and highlight the limitations and provide possible future directions in the domain. Following a systematic review procedure, 40 primary studies published from 2014 to 2019 were utilized and related information extracted. The findings showed that there is an increase in the number of studies that address big data in education during the last 2 years. It has been found that the current studies covered four main research themes under big data in education, mainly, learner's behavior and performance, modelling and educational data warehouse, improvement in the educational system, and integration of big data into the curriculum. Most of the big data educational researches have focused on learner's behavior and performances. Moreover, this study highlights research limitations and portrays the future directions. This study provides a guideline for future studies and highlights new insights and directions for the successful utilization of big data in education.

AbstractIn Japan, the Juris Doctor (JD)-style law-school system was introduced in 2004 as part of a judicial system reform. As of late, this system seems to have become dysfunctional. The pass rate of the national bar exam (NBE) is around 20% every year, and the NBE puts students are under considerable pressure. "Re"-renovation of legal education is, thereby, a huge and pressing issue. Reducing the number of JD students could be a quick solution to the current problems. However, this is not enough, nor is it good for fostering legal professionals "rich both in quality and quantity" (the second aim of the judicial reform). Legal education should go beyond the NBE. The Japanese government and law schools have just begun to re-renovate legal education, giving priority to three challenges: (1) offering continuous legal-education programmes for practitioners; (2) enhancing community service and supporting career development of graduates in the new legal service area; and (3) internationalization. How can the Japanese legal-education system go beyond the NBE? Re-renovation deserves continued attention.

This book is open access under a CC BY 4.0 license. This book provides an original and challenging analysis of one of the most pressing social issues of our times: intergenerational inequality. Based on recent mixed-method research, it explores the extent and scope of generational divides through an up-to-date analysis of the changing opportunities for young people in Britain across different life domains. A central question addressed is whether current changes are best understood as growing inequalities within and across age groups, or whether we face a genuine intergenerational decline over the life course of this and future generations of youth. Andy Green's controversial manifesto for intergenerational equity includes replacing higher education fees with a tax on graduates of all ages; the introduction of capital gains tax on sales of first homes; voting at 16, and a new charter of rights for private tenants

Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states Georgia, Illinois, Maryland, Texas, and Washingtonthat have similar challenges as other states, such as the need to increase educational attainment and close persistent gaps in opportunity by race, ethnicity, income, and geography. The study reviewed state higher education performance and policies from the early 1990s through approximately 2010, including policies and statutes related to higher education finance, accountability, structure, and governance. We augmented our review of state policies and data by interviewing political, business, and higher education leaders in each state. ; University of Pennsylvania Institute for Research on Higher Education