Along with the nations created by states, there are "internal nations" within states. Several such nations exist within the Canadian state, representing close to one quarter of the population. In recent years, Canadian political scientists have been actively theorizing this multinationalism & showing how it might be accommodated. Yet, the political realm has become highly resistant to such notions. Dualism, the primary historical accommodation of the francophone "internal nation," has been displaced by a state nationalism which, in turn, has entrenched a purely territorial rationale for federalism & has made multiculturalism the only legitimate basis for accommodating cultural diversity. Moreover, the nationalisms of the two predominant "internal nations," Quebec & "First Nations," have been mobilized in direct opposition to each other. In the end, rather than constituting a new form of 'post-modern state" which transcends nationalism, Canada is in fact caught in the contradiction between the nationalism of the Canadian state & the nationalisms of its "internal nations.". Adapted from the source document.
The fourth industrial revolution, Industry 4.0, is changing the world around us. Education is not immune to these changes. This contributed book presents advanced technologies and applications for Education 4.0.
В статье представлены результаты изучения проблемы культурно-исторических предпосылок становления и развития дошкольного образования в России. Проанализировав имеющиеся историко-педагогические исследования в области дошкольного образования и установив их разнообразный и глубокий характер, автор доказал важность и актуальность выявления специфических предпосылок развития системы дошкольного образования. На основе анализа и систематизации данных историко-педагогических исследований, материалов архивов и периодической печати выявлена определенная связь между культурно-историческими предпосылками и этапами становления и развития дошкольного образования. С учетом культурно-исторических предпосылок в развитии дошкольного образования в России автором выделены два периода и этапы, отражающие специфику дошкольного образования в определенный исторический отрезок. Возникновение каждого этапа становления дошкольного образования в дореволюционный период (до 1917 года) обусловлено определенными предпосылками: патриархальным укладом жизни, общинным землепользованием, экономическими и социальными реформами Петра I и Екатерины II, обнищанием крестьян в период земельной реформы XIX века и их миграция в город, развитие производства, включение в производственный процесс женщин. Выделение этапов в развитии дошкольного образования в ХХ веке напрямую зависит от экономического развития. Изменения содержания дошкольного образования происходили под влиянием социокультурных факторов. Таким образом, культурно-исторические предпосылки определяют особенности дошкольного образования на разных этапах его развития. The article presents the results of studying the problem of cultural and historical prerequisites for the formation and development of preschool education in Russia. Analyzing the existing historical and pedagogical research works in the field of preschool education and revealing their diverse and deep nature, the author proved the importance and relevance of identification of specific prerequisites for the development of the preschool education system. Based on the analysis and systematization of historical and pedagogical research data, materials from archives and periodicals, the author revealed a certain relation between cultural and historical prerequisites and stages of formation and development of preschool education. Taking into account the cultural and historical background in the development of preschool education in Russia, the author identified two periods and the stages that reflect the specifics of preschool education in a certain historical period. The emergence of each stage of preschool education in the prerevolutionary period (before 1917) is due to certain prerequisites: Patriarchal lifestyle, communal land use, economic and social reforms of Peter I and Catherine II, the impoverishment of peasants during the land reform of the 19th century and their migration to the city, the development of production, the inclusion of women in the production process. The selection of stages in the evelopment of preschool education in the 20th century directly depends on economic development, changes in the content of preschool education occurred under the influence of socio-cultural factors. Thus, cultural and historical prerequisites determine the features of preschool education at different stages of its development.
AbstractUnified growth theory advances that the transition from a Malthusian regime to sustained economic growth is characterized by technological progress and, amongst other things, by an increase in demand for human capital which in turn creates incentives for lower fertility rates. Bearing that in mind, I ask the question: has southern Africa escaped the Malthusian stagnation? Specifically, I study whether primary school completion rates have played any role in total fertility rates in all countries of the Southern African Development Community (SADC) during the 1980–2009 period. Contrary to conventional wisdom, the results, based on dynamic panel time‐series methods, suggest that primary education is associated with lower fertility in the SADC, or that the community is already trading‐off quantity for quality of children. Although I do not claim causality, overall the results are significant because, in accordance with unified growth theory, they suggest that the SADC is experiencing its own transition from the Malthusian stagnation epoch into sustained growth, or that the SADC is going through its own post‐Malthusian regime.
This article revises Norwegian higher education debate from the publication of a radical reform proposal made by a government committee in May 2000 until the closure of the reform process in the parliament in May 2001. It is argued that a great rhetorical divide between neo-liberal and Humboldtian concepts of higher education characterized the debate, and that this to some extent distorted the coherence of the final solutions. Nevertheless, it is maintained that the reform is quite likely to instigate a period of profound changes in the national higher education system.
When comparing states in the United States, one finds little correlation between state opinion and party control of the state legislature or between party control and state policy. Although these low correlations seeming to indicate that partisan politics is irrelevant to the representation process, the opposite is true. State opinion influences the ideological positions of state parties, and parties' responsiveness to state opinion helps to determine their electoral success. Moreover, parties move toward the center once in office. For these reasons, state electoral politics is largely responsible for the correlation between state opinion and state policy.
"The Routledge Companion to Professional Awareness and Diversity in Planning Education engenders a discourse on how urban planning as a discipline is being made attractive to children and youth as they consider their career preferences. It also provides a discourse around the diversity challenges facing the institutions for training urban planning professionals. This Companion is an impressive collection of initiatives, experiences, and lessons in helping children, youth and the general public appreciate the importance of and the diversity challenge that confronts urban planning profession and education. It comprises empirical, experimental, and case study research on initiatives to address the professional awareness and diversity challenges in urban planning. It has uniquely assembled voices and experiences from countries in Africa, Asia, Europe, and North America. Contributors are educators, practitioners, and activists of urban planning as well as policymakers in their respective countries. This Companion is intended as a resource for urban planning schools and departments, foundations, non-profit organizations, private sector organizations, public institutions, teachers, and alumni, among others to learn and consciously drive efforts to increase planning education awareness among children, youth, and the general public"--
The handling by the International Law Commission (ILC) of state responsibility, hazardous activities, and strict liability reveals in many ways the Commission's strengths and limitations. This work also tells much about the development of international law and the extent to which there is—or is not—an international community. The Commission's work on state responsibility in particular also illustrates the validity of Holmes's immortal statement about logic and the life of the law, the utility of Occam's razor, and the value of William James's pragmatism. Even if Philip Allott were close to the mark—as he often is—in calling the draft articles, as they then were, "bland gruel," it is hard to ignore the need for the articles or their contribution to the unification of international law. Both are witnessed by tribunals' eagerness to cite the Commission's texts even before their formal adoption. While this practice has upset some as premature, it reflects the symbiotic process that has evolved over time as both the Commission and courts and tribunals labor to clarify existing law. Codification of lex lata may be no less effective if contained in a paragraph of a report rather than in an article of a multilateral treaty.
The article, consisting of three thematic blocks, presents an interpretation of the main trends in the evolution of modern scientific and philosophical discussions on general problems of education and educational policy that continue with unabated intensity for the past two decades in Western analytical literature. The priority is given to the analysis of modern theories of education and their interrelations with the ancient tradition, which still affects the modern concepts of democracy and citizenship. The author also explores the various, sometimes diametrically opposed approaches of scientists to the analysis of the phenomenon of globalization and the causes of the crisis of traditional democratic institutions and educational systems. The review also presents critical assessments of the value of diverse studies, in which scholars clearly strive to revive and reinterpret both the classical philosophy of education of the XVIII-XIX centuries and the heritage of the greatest education theorists of the twentieth century.
"This edited volume examines the thrust towards equity in education for marginalized and out-of-school youth, as well as youth with disabilities, in countries located in the Global South. Using a critical cross-cultural lens to interrogate the historical, empirical, and theoretical discourses associated with achieving UNESCO's equity in education agenda, the book showcases the work of scholars from developed and developing nations in examining inclusive education. Drawing attention to the nature, impact, and effects of marginalization, the book ultimately demonstrates the ability of education systems in the Global South to be innovative and agile despite current resource challenges. This text will benefit scholars, academics, and students in the fields of international and comparative education, education policy, and inclusion and special educational needs education more broadly. Those involved with Caribbean and Latin American studies, the sociology of education, and diaspora studies in general will also benefit from this volume. Stacey N. J. Blackman is Lecturer in Special Education at the University of the West Indies at Cave Hill, Barbados"--
