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This article highlights the innovators and early adopters of distance education in social work. The past, present and future is discussed as it relates to the evolution of technology innovation in social work education.

In this article, we intend to reflect on community education in Portugal. We analyse the background of the emergence of community education in the aftermath of the revolution of 1974, examine the main reasons that contributed to its dissemination, and identify its characteristics. We present a case study that illustrates both the rise and the fall of community education. The original investigation was a multiple case study. To gather information, we used non-structured interviews, informal conversations, observation, and document analysis. To continue the original investigation, we used biographical research, which allowed us to obtain more data on some of the key individuals and, at the same time, to improve our knowledge of the communities. Our results show that the period between 1985 and 2005 (roughly) constituted a very important period for community education. National phenomena, European funding programmes, and a notion of adult education that was very close to popular education aided civil society organisations to work with communities with interesting results in terms of social change. After 2005, changes in European social policy, neoliberalism affecting the power of civil society, and a new version of adult education (influenced by lifelong learning) partially caused the fall of community education.

Taiwan's deregulation reform of university governance is relatively successful through legislation and effective implementation. In contrast, higher education expansion has been achieved quickly but with many unexpected negative consequences. Marketisation of universities has made revenue generation the most important priority for most universities. (East Asian Pol/GIGA)

(...) This paper addresses the legacy of colonialism as manifested in the educational system of Kenya in the post-colonial era. The author argues that although Kenya is an independent country, it is overly dependent on the West for its cultural and intellectual nourishment. (...) He also argues that even after three decades of political independence, Kenya's education system has not been able to tailor its content and pedagogy to the socioeconomic and cultural realities of its people. Instead it continues to uphold an education system that is centered around schooling rather than learning and which consequently produces a people who are incapable of fitting into their own social environments. (...) (Afr Dev/DÜI)

This paper focuses on the EU discourse on Higher Education and analyses thisdiscourse within the context of globalisation. Importance is attached to the issuesof lifelong learning, competitiveness, diversification, entrepreneurship, access,knowledge society, modernisation, quality assurance, innovation and creativity,governance and business–HE partnerships. The paper also provides a criticalanalysis of this discourse focusing on certain issues involved in policy borrowingand transfer, the corporatisation of HE, international competition with the USAand Asia and the implications of all these aspects of the dominant EU HE policydiscourse for HE and the public sphere. The paper seeks to tease out the tensionthat exists in the discourse between neo-liberal tenets and the idea of a SocialEurope. References throughout the paper will be made to the situation concerningHE in a variety of contexts in Europe. ; peer-reviewed

The author examines Tan Cheng Lock's involvement in the Chinese education issue between November 1952 and March 1958. As president of the Malayan Chinese Association, Tan was a central figure in arranging a historical meeting between Chinese educationists and UMNO (United Malays National Organization) leaders. The compromise arrived at during this meeting had far-reaching consequences for the future of Chinese education in Malaya. (DÜI-Sen)

AbstractIn this paper we explore changes over time in higher education (HE) participation and attainment between people from richer and poorer family backgrounds during a time period when the UK higher education system expanded at a rapid rate. We use longitudinal data from three time periods to study temporal shifts in HE participation and attainment across parental income groups for children going to university in the 1970s, 1980s and 1990s. The key finding is a highly policy relevant one, namely that HE expansion has not been equally distributed across people from richer and poorer backgrounds. Rather, it has disproportionately benefited children from relatively rich families. Despite the fact that many more children from higher income backgrounds participated in HE before the recent expansion of the system, the expansion acted to widen participation gaps between rich and poor children. This finding is robust to different measures of education participation and inequality. It also emerges from non‐parametric estimations and from a more detailed econometric model allowing for the sequential nature of education choices with potentially different income associations at different stages of the education sequence.

"Serial no. 99-55." ; Bibliography: p. 39-40. ; Mode of access: Internet.

"Serial no. 108-30." ; Shipping list no.: 2004-0121-P. ; Distributed to some depository libraries in microfiche. ; Mode of access: Internet.

1. Chapter 1 Historical and Cultural Influences on Education Policy and Disability Services -- 2. Chapter 2 The Immortelle: Planting, Nurturing, and Growing -- 3. Chapter 3 Original Parents' Stories: From "Something not right here" to "She's wonderful!" -- 4. Chapter 4 Forty Years Later: Current Parents – From "Something not Right Here to "We Need Systems!" -- 5. Chapter 5 "Trinidad is Nice, Trinidad is a Paradise": Navigating negativity and creating love -- 6. Chapter 6 Sustaining the Immortelle: "You Have to Love What You Do" -- 7. Chapter 7 Building a Community of Advocates: Seeking Unity in Diversity -- 8. Chapter 8 Health and Education: Seeking an Explicit Place on the Agenda -- 9. Chapter 9 Trinidad and Tobago in a Liminal Space

Review of Mekim Nius: South Pacific media, politics and education, by David RobieAt its core,Mekim Niusargues a clear position university level education is central to the health of South Pacific journalism and its democracies. To do this Robie is ambitious with the book's scope, declaring three broad aims: a study of the critical influence of teritary education on Pacific journalists and their profession; an analysis of the political, economic and legal frameworks in which Fiji and PNG journalists have operated since; and outline of the development of journalism education in the South Pacific.