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The Maltese National Vocational Education and Training policy assumes that post-compulsory VET should be geared towards skill acquisition, to build a country's human capital and to impart useful knowledge to students. The assumption is also that VET should target disadvantaged groups and students with different educational needs; those less academically inclined, and those at risk of dropping out of school. The constant reference to employer involvement, and of economic considerations mirror the goals set out in EU documents. Social inclusion is assumed to be achieved through investing in Human Capital. However, one aspect of the policy that could be construed as actively promoting social justice is the transformation of the main state post-compulsory vocational college, the Malta College of Arts, Science and Technology (MCAST), into a comprehensive institution, offering a seamless path from FE to HE. Hurdles to this vision are discussed, including the negative public perceptions of non-traditional paths to HE and the risk of MCAST focusing on higher-status courses, at the expense of supporting students from lower levels to 'make the crossing' to higher levels. The jury is also still out on whether the comprehensivisation of MCAST will spread equity and social cohesion, and strengthen society through cooperation, participation in the democratic life of a country and empower people to participate effectively in society, including, but not exclusively in the economy. ; peer-reviewed

This paper discusses rising enrolment rates, access, governance, underperformance in research and teaching, lack of internationalisation, private returns to education and the funding problems of European universities. Our proposals for reform are based on more autonomy for universities, higher tuition fees, more private funding, introduction of income-contingent loans, better governance, more competition and internationalisation. Apart from providing mutual policy learning opportunities, cross recognition of qualifications and furthering the goals of the Bologna reforms, the EU should promote mobility of students, researchers and teachers and open up national funding schemes. The EU should take more initiatives to fund research through the Structural Funds and the funds for Competitiveness for Growth and Development', invest in EU flagships and facilitate global cooperation. The EIB can be a crucial driver for Higher Education in Europe by making income-contingent loans available.

For many decades, states and the federal government have used both qualitative and quantitative studies to inform policy decisions, yet there have been longstanding concerns among qualitative researchers that their work is treated as second class. This paper examines an alternative construction of the problem. Policymakers in states and federal agencies treat policy research as tools of state—instruments to be used by policy makers—a practice in conflict with the moral stance of many qualitative researchers. Recognizing this problem, I provide guidance for constructing quantitative and qualitative research to inform decisions on policies on equity in preparation for, access to, and academic success in higher education without undermining the researchers' quest for truth.

Shorobura Inna. State-public administration of education as the main direction of democratization. Journal of Education, Health and Sport. 2020;10(3):230-237. eISSN 2391-8306. DOI http://dx.doi.org/10.12775/JEHS.2020.10.03.025 https://apcz.umk.pl/czasopisma/index.php/JEHS/article/view/JEHS.2020.10.03.025 https://zenodo.org/record/3822648 The journal has had 5 points in Ministry of Science and Higher Education parametric evaluation. § 8. 2) and § 12. 1. 2) 22.02.2019. © The Authors 2020; This article is published with open access at Licensee Open Journal Systems of Nicolaus Copernicus University in Torun, Poland Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author (s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non commercial license Share alike. (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. The authors declare that there is no conflict of interests regarding the publication of this paper. Received: 09.03.2020. Revised: 18.03.2020. Accepted: 31.03.2020. STATE-PUBLIC ADMINISTRATION OF EDUCATION AS THE MAIN DIRECTION OF DEMOCRATIZATION Inna Shorobura Khmelnytskyi Humanitarian-Pedagogical Academy doctor of pedagogical sciences, professor, rector Abstract 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; ...

The study was carried out to determine Web-based tools for instructional delivery in selected secondary schools in Owerri education zone 1 of Imo State. Three research questions were posed that guided the study. The study adopted expost facto design. The study comprised of 250 teachers selected from 65 secondary schools in Owerri education zone I, of Imo state. The researchers developed instrument named "Web-Based Tools for Instructional Delivery Questionnaire (WDTIDQ)" to gather information for the study. The result revealed that teacher's awareness on facebook and e-mail is high; also teacher's usage of facebook and e-mail in teaching and learning in the selected secondary school is high. Furthermore, there exist challenges to the use of web-based tools for instructional delivery in the selected secondary schools in Owerri educational zone 1 of Imo State, such as, lack of power supply, lack of awareness, lack of basic computing skills on the part of the teachers, lack of Internet connectivity in most of the secondary schools investigated and high cost of information and communication technology (ICT) facilities in these selected schools etc. Following from the findings of the study, it was recommended among others that Web-based tools should be provided for teachers use in teaching and learning process. Also, effective and accessible electricity services should be in place in schools for ICT to thrive. It is believed that if these measures are put in place teaching and learning in the secondary schools will be at a par with the developed countries of the world.

1. Introduction / W.S.F. Pickering and Geoffrey Walford -- 2. Emile Durkheim and moral education in a pluralistic society / Mark S. Cladis -- 3. Emile Durkheim, citizenship and modern education / Anton A. Wesselingh -- 4. Kohlberg's critique of Durkheim's Moral education / Stephen P. Turner -- 5. The administration of punishment in schools / W.S.F. Pickering -- 6. Teaching autonomy / Willie Watts Miller -- 7. Japanese education : a Durkheimian ideal type? / Roger Goodman -- 8. Educating for social cohesion in a pluralistic society / Mart-jan de Jong and Jacques F.A. Braster -- 9. Durkheim, democracy and diversity : some thoughts on recent changes in England and Wales / Geoffrey Walford -- 10. Durkheim, Dewey and progressive education : the tensions between individualism and community / Alan R. Sadovnik and Susan F. Semel -- 11. Emile Durkheim in the context of the American moral education paradigm / Arthur K. Elliss -- 12. Classroom management as moral education : a Durkheimian perspective / David Rigoni -- 13. Durkheim, social revitalization, education and religion / Philip Wexler and Paul Stein.

ASEAN Education is confronted with the emerging paradigms of twenty-first century education brought about by the rapid globalization process and the dawning of the new industrial revolution popularly dubbed as "IR 4.0" (Industrial Revolution 4.0). IR 4.0 demands a new framework of education – one that readies individuals with appropriate, competent, and highly innovative skills as man-machine collaboration intensifies. Hence, there is now a shift of focus from improving industrial machines to investing more in human capital. This is the pathway ASEAN education is traversing right now. ASEAN Education aims primarily at producing highly skilled service providers who are twenty-first century ready and who will work effectively and efficiently for industries in the IR 4.0. Nevertheless, education is more than being able to stabilize and improve one's economic standing in life. There is a more noble purpose towards which one undertakes the tedious process of learning. That is: to be fully human and transform the world. Using Paolo Freire's Critical Pedagogy, the modalities and paradigms of twenty-first century education were critiqued in order to align with this vision. Thus, with the ongoing innovative progress in ASEAN Education, serious considerations arise: "Will the alignment of man and machine to enable new possibilities cause further alienation for humanity?"; "When real classrooms are substituted by virtual classrooms, will healthy social interaction be maintained?"; "Are the trends of the twenty-first century education truly set towards the furtherance of human depth and breadth? Keywords: criticality, education, fourth industrial revolution, globalization