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ABSTRACTAn important component of corporate training is executive education. A sample of 90 open enrollment executive education programs in the areas of management development and leadership was reviewed to better understand the structure of the offerings. In today's marketplace, the majority of executive education offerings are of the traditional face‐to‐face classroom‐style format. More recently, the impact of rapid technological advancements is becoming more apparent in the executive education market as online learning becomes more prevalent. There is no lack of participants for either traditional or online executive education programs, which has expanded the market. While both types of program offerings are viable, the future of executive education may be a merger of the two whereby traditional programs incorporate online components to reduce students' time away from the job and capitalize on technology to enhance their interpersonal interactions. There is no doubt that executive education will survive and thrive as its future will be the nexus of traditional and online delivery that combines the key advantages of both approaches using a hybrid model that is beginning to be more widely deployed.

Today there are different understandings of what is considered part of a digital platform, what is on it and what is available through it. A digital integrated implementation of the following functions is required, regardless of how we define their relationship with the platform: support for group communication with the ability to record the process; accounting for the roles of the student, teacher, administrator, parent; automatic generation of digital journals and report cards; formation of the history of individual work and recording of educational events of the student, teacher, class; including it in the big data of education; designing an individual path for students to achieve educational goals with a choice of those posted on the platform; selection and implementation of tasks offered by the teacher; placement the goals, assignments, feedback and assessment tools, other learning materials; accommodating student learning requests and suggestions from teachers, organizations, and educational programs that go beyond the boundaries of one school; recording learning outcomes; displaying and forecasting on the basis of big data of the educational process with varying level of detail.

At most times, Kurdish society has existed at the periphery of, and functioned as a buffer between, two or more neighbouring states. From c. 1500 until the First World War, the relevant states were the Ottoman Empire in the west and Safavid, later Qajar Iran in the east (with Russia and the British Empire gradually encroaching upon the region from the north and south, respectively). In the aftermath of the World War, Kurdistan was divided among four of the modern would-be nation states succeeding these empires, becoming a peripheral and often mistrusted region in each of them. All these states, whether empire or nation state, have exercised various forms of indirect rule over Kurdistan, which have had a profound impact on the social and political organisation of Kurdish society. The specific tribal formations that existed in Kurdish society in various historical periods were in important respects the products of the interaction of these states with Kurdish society.

It is increasingly popular to ask educational institutions to do something about values. It is also becoming possible to take substantive moral positions in schools. We have become increasingly concerned about the morals of our children. Much of the discussion of values is incoherent. Many educators contribute to the public babble about ethics because of how they talk about moral questions; they have acquired a dysfunctional and obfuscating vocabulary ("values speak") for describing ethical phenomena and ethical issues. Assertions about values are distinct from assertions about character. The question of how to form democratic character is a crucial question that society has almost stopped asking. We do occasionally put the question as one about democratic values. While "values speak" seems initially liberating, nevertheless, it easily contributes to an authoritarian outlook. Four pieces of advice to educators are offered: 1) do not let "values speak" make you deaf to the nuances of the complex moral vocabularies; 2) learn to think of a liberal arts education as part of professional training; 3) an essential moral practice is dialogue; 4) support those trends in educational reform that increase opportunities for conscientious moral dialogue among members of school communities.

This paper evaluates the efficiency of education and human capital investment practices in the Republic of Macedonia, as a key stimulant in providing the necessary equilibrium between the structures of the labor market, the quality of education and economic growth. The development of higher education is seen as a key stimulator of the vital policy-making strategies which aim to affect a growth in employment. Moreover from the perspective of knowledge accumulation, the internationalization of higher education is seen as both an educational and an economic tool which can be used for increasing the functionality of the Macedonian market economy. Comparisons with Croatia and Germany, aim to address the 'knowledge based' economic outcomes of the contemporary management approach towards investment in knowledge and education. In conclusion, bridging the gaps between the government, the universities and the business sector as well as the students is seen as a key stimulator of the rationale behind investments in education and human capital. Hence, the suggested shift in management practices focuses on the 'bottom-up' management approach, in interaction with 'top-down' management, as a recommended tool for reaching better 'knowledge economy' outcomes.

Decision making in special education: how are decisions made? -- Finding children with special needs: eligibility -- Differentiated programs for children with disabilities -- Personnel preparation and technical assistance -- Research and evaluation -- Finance and data systems -- Educational planning for children with special needs -- Technology and children with disabilities -- The education of gifted students -- Outside forces that affect decisions in special education -- Some alternative futures of special education

This book offers an international account of the use of linguistic landscapes to promote multilingual education, from primary school to the university, and in teacher education programs. It brings linguistic landscapes to the forefront of multilingual education in school settings and teacher education, expanding the disciplinary domains through which they have been studied. Drawing on multidisciplinarity and placing linguistic landscapes in the field of language (teacher) education, this book presents empirical studies developed in eleven countries: Australia, France, Germany, Israel, Japan, Mozambique, The Netherlands, Portugal, Russia, Spain, and The United States. The chapters illustrate how multilingual pedagogies can be enhanced using linguistic landscapes in mainstream education and are written by partners of the Erasmus Plus project LoCALL "LOcal Linguistic Landscapes for global language education in the school context".