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On October 26−27, 2010, at the Faculty of Pedagogy, Psychology and Primary Education of the Pedagogical Institute of Saratov State University, on the initiative of the Department of Educational Psychology, the International Scientific Conference "Problems and Prospects of Social Psychology of Education" was held, dedicated to the 105th anniversary of the birth of Doctor of Psychology, Professor I.V. Strakhov.

Cuba's economic integration into European socialist countries, led by the Soviet Union, offered the possibility of Cubans studying in these countries. A large number of professionals were trained in different fields. This at the same time created better opportunities and higher quality for the national education system at all levels due to academic mobility at all levels. To think about the term 'revolution' in Cuba, one must believe in a movement of ideas that promote progress. However, most of us in the Western world come to believe that progress has an equivalency of economic gain.

Using higher education as a context, this article explores public policy and policy analysis in relation to language policy studies and argues for greater consideration of language issues in public policy and policy analysis. Conversely, language policy studies must also expand to integrate elements of public policy analysis in order to reveal the complexities of language practices and policies in societies where linguistic heterogeneity is the norm. This article is divided in two parts, with the first part drawing on a literature review to explore language issues in public policy for higher education. Using data from various studies on Francophone students' access to and postsecondary experiences in a minority context, the second part will examine higher education in Ontario, Canada, from a public policy and a language policy perspective.*The author wishes to thank the reviewers for their helpful comments, the participants of the 2010 Language Policy and Planning Invited Symposium for the dialogism of our first meeting, and Professor Emeritus Stacy Churchill for his mentorship, his stewardship to the field of LPP and his inspiring work. ; Cet article explore les liens entre les études en politique, gestion et aménagement linguistique et les études en politique publiques dans le context de l'enseignement postsecondaire. Il démontre la nécessité pour les politiques publiques et institutionnelles et pour la recherche en enseignement supéreur de tenir compte d'éléments linguistiques. L'inverse s'applique également : le domaine d'études en politique, gestion et aménagement linguistique doit s'informer de méthodes en sciences politiques et d'évaluations de politiques publiques pour faire ressortir adéquatement les complexités de réalités linguistiques hétérogènes, qui sont la norme non seulement au Canada mais à l'échelle mondiale. Une analyse de la présence d'éléments linguistiques dans deux domaines de politiques publiques mondiales en enseignement supérieur sera suivie d'une analyse des politiques d'accès et de l'expérience étudiante de jeunes Francophones qui fréquentent des établissements postsecondaires en Ontario.*The author wishes to thank the reviewers for their helpful comments, the participants of the 2010 Language Policy and Planning Invited Symposium for the dialogism of our first meeting, and Professor Emeritus Stacy Churchill for his mentorship, his stewardship to the field of LPP and his inspiring work.

This article concerns the rise of young entrepreneurship education programs in 1980s Sweden, which entered schools surprisingly early and quickly, backed by organized Swedish business. The increased popularity of entrepreneurship education toward the end of the twentieth century in many European welfare states is usually associated with a shift toward neoliberal, market-oriented, policies. It is argued here that an important reason for young entrepreneurship's success was its ability to connect with the Swedish tradition of cooperation and democratic decision making, in combination with values such as individualism and competition. A case in point is the surprising compatibility between progressive pedagogical ideas and "neoliberal" entrepreneurialism. The article is based on a study of Ung Företagsamhet (Young Entrepreneurship, henceforth UF), the Swedish version of the American organization Junior Achievement, and the ambition of the consumer cooperative movement's think tank, Koopi, to offer a different kind of entrepreneurship education. In the analysis, the concept of "the entrepreneurial self" is applied to these two different programs, and the results show how they clashed, but also overlapped, in ways that help explain the success of UF. The article is a contribution to our understanding of how entrepreneurship discourse emerged and manifested itself in everyday environments in the late twentieth century, and as such also contributes to the history of Nordic neoliberalism.

This paper examines the equilibrium effects of alternative financial aid policies intended to promote college participation. We build an overlapping generations life-cycle, heterogeneous-agent, incomplete-markets model with education, labor supply, and consumption/saving decisions. Driven by both altruism and paternalism, parents make inter vivos transfers to their children. Both cognitive and non-cognitive skills determine the non-pecuniary cost of schooling. Labor supply during college, government grants and loans, as well as private loans, complement parental resources as means of funding college education. We find that the current financial aid system in the U.S. improves welfare, and removing it would reduce GDP by 4-5 percentage points in the long-run. Further expansions of government-sponsored loan limits or grants would have no salient aggregate effects because of substantial crowding-out: every additional dollar of government grants crowds out 30 cents of parental transfers plus an equivalent amount through a reduction in student's labor supply. However, a small group of high-ability children from poor families, especially girls, would greatly benefit from more generous federal aid.

Abstract only ; Since the introduction of the 8-4-4 system of education in 1985, many Kenyans accepted the new system including religious institutions. However, the introduction of Social Education and Ethics in the curriculum was not supported by religious institutions. After five years, it was realised that SEE had content that was contrary to the tenets of major religions in Kenya. The SEE was substituted by CRE, IRE and Hindu religious education in 2005 bundled together as religious education upon agreement between religious institutions and the Kenyan Government. There has been concern that school going children are sexually active and as a result teenage pregnancies and sexually transmitted diseases are on the rise. Social Education and Ethics had not helped in imparting the required virtues of respect, honesty, obedience and morality among the youth as envisaged initially. One of the proposed means of curbing this menace is to introduce sex education and provide contraceptives to school going children so that can protect themselves. The reproductive health care bill 2014 proposes that children be taught sex education and how to have safe sex. Sex education has many challenges, where it has been introduced it has had no major impact; there are still high teenage pregnancies and STI among teenagers. The question is, why is sex education failing? These research paper explorers the fallacies associated with sex education as a means of reducing teenage pregnancies and SITs among school going children. ; Since the introduction of the 8-4-4 system of education in 1985, many Kenyans accepted the new system including religious institutions. However, the introduction of Social Education and Ethics in the curriculum was not supported by religious institutions. After five years, it was realised that SEE had content that was contrary to the tenets of major religions in Kenya. The SEE was substituted by CRE, IRE and Hindu religious education in 2005 bundled together as religious education upon agreement between religious institutions and the Kenyan Government. There has been concern that school going children are sexually active and as a result teenage pregnancies and sexually transmitted diseases are on the rise. Social Education and Ethics had not helped in imparting the required virtues of respect, honesty, obedience and morality among the youth as envisaged initially. One of the proposed means of curbing this menace is to introduce sex education and provide contraceptives to school going children so that can protect themselves. The reproductive health care bill 2014 proposes that children be taught sex education and how to have safe sex. Sex education has many challenges, where it has been introduced it has had no major impact; there are still high teenage pregnancies and STI among teenagers. The question is, why is sex education failing? These research paper explorers the fallacies associated with sex education as a means of reducing teenage pregnancies and SITs among school going children.