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Mandatory education systems form a central pillar of modern social policy sectors. For two of the countries in North America, the expansion of mass public schooling followed similar trajectories. Despite surface-level similarities, there are important differences in the two countries that require explanation. Without national intervention, the Canadian provinces have instituted similar policies fashioning a de facto national education policy framework. State and local education policy, however, demonstrates major variations that Washington has been unable to smooth out. These outcomes confound conventional institutional or societal approaches. This article calls first for a synthesis of macro-level institutional and societal factors. To unravel the sector-specific attributes, the interactive effects of meso-level policy choices must be assessed. By dividing a sector into its individual dimensions, these effects can be appreciated and coupled with the institutional and societal forces outlined above to account for the distinctive features of Canadian and American mandatory education.

The study investigated globalization and its influence on mathematics education in secondary schools in Akwa Ibom State, Nigeria. The study determined how globalization influences mathematics contents, teaching methods and instructional resources. The research questions were to what extent does globalization influences mathematics contents, teaching methods and instructional resources. Descriptive survey design was employed in which five (5) secondary schools were choosen and ten SSII students were randomly selected from each of the schools making a total of fifty (50) students. A 22-item studied questionnaire comprising of the following sub-sections: mathematics contents, mathematics teaching methods and mathematics instructional resources were used to collect the needed data for the study. The collected data were analysed using chi-square analysis, and the hypotheses that there is no significance influence of globalization on mathematics contents, teaching methods and instructional resource were tested at 0.05 level of significance. The result shows that globalisation has not significantly influenced the three variables- mathematics contents, teaching methods and instructional resources. It was recommended among others, that technology based instruction should be adopted by mathematics teachers and government should build well-equipped e-library in all the States to improve online learning. DOI:10.5901/jesr.2013.v3n6p33

Chapter 1. Theoretical grounding of higher education leadership research (Michael Uljens) -- Chapter 2. Levels of pedagogical leadership in higher education: An overview (Janne Elo) -- Chapter 3. Higher education curriculum leadership in the Anthropocene (Lili-Ann Wolff) -- Chapter 4. National funding of higher education from a non-affirmative perspective (Jussi Kivistö) -- Chapter 5. Understanding Higher Education Decision-making and Educational Practice as Interrelated and Historically Framed Phenomena – A Non-affirmative Take (Jussi Välimaa) -- Chapter 6. Affirmative and non-affirmative dimensions in quality assurance: Balancing the accountability–improvement dilemma as a matter of trust and learning (Ingunn Dahler Hybertsen) -- Chapter 7. Rejuvenating 'on campus' education to reinforce the particular response-ability of the university (Jan Masschelein) -- Chapter 8. On maintaining social and moral agency beyond instrumental managerialism in a knowledge-based economy – a sociological and educational perspective (Romuald Normand) -- Chapter 9. Conclusions (Janne Elo).

The historical overview of the development of biological education and science at the Kiev National Taras Shevchenko University for the period 1944-1959 years was given.

Public administration of the education system is a productive activity of the society, which contains an active manifestation of civic position, social initiative and social responsibility in the management of the education system.The purpose of the article is to emphasize the issues of state-public administration of education as the main direction of democratization in the field of education. There are three levels of state administration in the educational sphere: the national level; regional level; district level.

Public administration of the education system is a productive activity of the society, which contains an active manifestation of civic position, social initiative and social responsibility in the management of the education system.The purpose of the article is to emphasize the issues of state-public administration of education as the main direction of democratization in the field of education. There are three levels of state administration in the educational sphere: the national level; regional level; district level.

Public administration of the education system is a productive activity of the society, which contains an active manifestation of civic position, social initiative and social responsibility in the management of the education system.The purpose of the article is to emphasize the issues of state-public administration of education as the main direction of democratization in the field of education. There are three levels of state administration in the educational sphere: the national level; regional level; district level.

Contributed articles against communalisation of education in India

Even after the conflicts of the early 1990s that brought them to their de facto independence, both Abkhazia and Transnistria remained strongly multi-ethnic. In both territories, no single ethnic group is an absolute majority and Russian is the language that is mostly spoken on the streets of Sukhumi and Tiraspol. Legislators of both entities felt the need to deal with multi-ethnicity and multilingualism, including in their constitutions, in laws related to education, or more directly with specific language laws (1992 law "On languages" in Transnistria; 2007 law "On the state language in Abkhazia"). The protection of linguistic rights that is formally part of the legislation of both territories finds limitations in practice. The language of education has proved to be particularly contentious, in particular for Moldovan/Romanian language schools in Transnistria and Georgian language schools in Abkhazia. Why are language laws in Abkhazia and Transnistria so different, in spite of the fact that they are both post-Soviet, multi-ethnic territories that became de facto independent in the early 1990s? The different approaches found in Abkhazia and Transnistria represent remarkable examples of language legislation as a tool for nation-building in ethnically heterogeneous territories.

AbstractWhile basic education is commonly seen as primarily a state responsibility, non‐state providers (NSPs) can play an important role in expanding access to children underserved by public provision. Experience from five countries indicates that collaboration between governments and NSPs is closest when different forms of engagement interact (for example, facilitation or contracting of education services necessitating regulation which can lead to greater involvement in policy dialogue). However, more intense forms of engagement can result in tension, mistrust and even antagonism, particularly where dominant but ineffective centralised ministries of education attempt to maintain control over the sector, even where they are unable to support their own provision effectively. In such contexts, collusion between NSPs through umbrella associations is apparent, often with the aim of challenging restrictive government practices. However, evidence suggests that these associations tend to favour more established NSPs serving élite populations. There is a need both to recognise the complexities of collaboration amongst a diverse group of NSPs, as well as between them and governments, to support the achievement of education for all. Copyright © 2006 John Wiley & Sons, Ltd.

AbstractWe use longitudinal panel data from the EU‐SILC for the period 2005–2011 to examine the micro and macro determinants, persistence and dynamics of over‐education. The key contribution in terms of the determinants of over‐education is the inclusion of macro‐level explanatory variables to control for both aggregate supply and aggregate demand labor market conditions. Their effects are found to be strongly significant and to have the expected sign. The article also disentangles the effect of past over‐education experience on the likelihood of current over‐education. Results demonstrate that over‐education is not only a long‐run phenomenon for many workers but also that current over‐education is largely due to past circumstances of the individual with this state dependence present at all career stages.