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Should a liberal democratic state permit religious schools? Should it fund them? What principles should govern these decisions in a society marked by religious and cultural pluralism? In Faith in Schools?, Ian MacMullen tackles these important questions through both political and educational theory, and he reaches some surprising and provocative conclusions. MacMullen argues that parents' desires to educate their children "in the faith" must not be allowed to deny children the opportunity for ongoing rational reflection about their values. Government should safeguard children's interests in de.

This article examines the connection between pro-Beijing schools and national education, focusing on the shaping of national education in the history of Hong Kong. The study also illuminates the similarities in national educational practices between the government-approved post-1997 model and the traditions of these pro-Beijing schools.

Foreword / Prof. Jamal S. Al-Suwaidi -- Introduction -- Keynote addresses / H. E. Eng. Hussain bin Ibrahim Al-Hammadi and Dr. Farouk El-Baz -- Vocational education and training in the UAE : global challenges and local solutions in the labor world / Essa Al-Mulla -- The role of the private sector in supporting research / Barbara Harold -- The role of vocational education in serving development : the UAE experience / Kenneth S. Volk.

"When credit markets to finance investment in human capital are missing, the competitive equilibrium allocation is inefficient. When generations overlap, this failure can be mitigated by properly designed social arrangements. We show that public financing of education and public pensions can be designed to implement an intergenerational transfer scheme supporting the complete market allocation. Neither the public financing of education nor the pension scheme we consider resemble standard ones. In our mechanism, via the public education system, the young borrow from the middle aged to invest in human capital. They pay back the debt via a social security tax, the proceedings of which finance pension payments. When the complete market allocation is achieved, the rate of return implicit in this borrowing-lending scheme should equal the market rate of return"--Federal Reserve Bank of Minneapolis web site

The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available

Worker control movements have shown considerable success in Europe and the United States, but these movements are generally restricted to the plant level, particularly in the US. This essay argues that the main variable for success in worker control is worker participation, and the possibility of participation in a worker control situation depends very much on the nature of the ideology which surrounds the movement itself. Thus, we argue that the context in which a worker control movement takes place may have a great deal to do not only with its success at the individual plant level but its possibilities for becoming more general than a single or several plant occurrence. We consider that the best ideologically cohesive force available for such a movement is a political party which serves as the ideological means through which the movement expresses itself, influences worker takeovers at the plant level, and the spread of such movements to other plants.

Introduction: Everyday authoritarianism, teachers and the tenuous hyphen in nation-state --Struggling for the nation: Contradictions of revolutionary nationalism --"It seemed like a punishment": Coercive state effects and the maddening state --Students or soldiers?: Troubled state technologies and the imagined future of educated Eritrea --Reeducating Eritrea: Disorder, disruption and remaking the nation --The teacher state: Morality and everyday sovereignty over schools --Conclusion: Escape, encampment and alchemical nationalism.

"Autonomy and Accountability" -- "S. Noorda: Academic Autonomy as a Lifelong Learning Process for Universities" -- "1. Introduction" -- "2. Academic Autonomy" -- "2.1 Academic Self-Government: An Institution-Specific, Dynamic, Evolutionary Process" -- "2.2 The Meaning of Academic Autonomy" -- "2.3 Autonomy: A Privilege and a Responsibility" -- "2.4 Autonomy: Highly Contextual, Never Absolute and Complete" -- "2.5 Modern Universities Need Partnering Rather Than Top-Down Instructing" -- "2.6 The Role of the Government in Promoting Diversity – or the Limits of Autonomy" -- "2.7 Positive Interaction and Healthy Division of Tasks Between Academia and Public Authorities" -- "3. Autonomy as a Quality and Duty of Individual Institutions" -- "3.1 Complexity and the Need for Autonomy" -- "3.2 Human Capital Development and Autonomy" -- "3.3 Autonomy Is a lot More Than Freedom: The Dutch Case" -- "4. Conclusion" -- "[1] Michael Barber -- Katelyn Donnelly -- Saad Rizvi (2013) An Avalanche is Coming. IPPR London." -- "[2] Alan Bryman (2007) Effective Leadership in Higher Education. Leadership Foundation for Higher Education London" -- "[3] Thomas Estermann -- Terhi Nokkala -- Monika Steinel (2011) University Autonomy in Europe European University Association, Brussels" -- "[4] Mona Mourshed -- Chinezi Chijioke -- Michael Barber (2010) How the world's most improved school systems keep getting better. McKinsey & Company (www.mckinsey.com)" -- "[5] Guy Neave and Frans Van Vught, eds. (1991) Prometheus Bound: The Changing Relationship Between Government and Higher Education in Western Europe, Oxford: Pergammon Press" -- "[6] Guy Neave (1994) The Politics of Quality: developments in higher education in Western" -- "[7] Europe 1992-1994, European Journal of Education, vol. 29, no.2, 1994, pp. 115-134

This work examines the current state of Russian education on the basis of data of the researches which were carried out in recent years in our educational institutions. The main attention is focused on an explanation of existing distinctions and identification of the factors influencing the training results rather than on ranging educational institutions by level of pupil preparation. Similar researches make it possible to reveal strong sides and weaknesses of Russian education and to trace a course of actions for more effective achievement of the scheduled purposes.

Intro -- Preface -- Contents -- About the Authors -- 1 Compulsory Education Policy in China: A Perspective of Legal Analysis -- 1.1 Legal Changes of the Compulsory Education Policy -- 1.1.1 Phase 1: Efficiency First and Equity Consideration (1978-2000) -- 1.1.2 Giving Consideration to Fairness: Narrow the Education Gap and Make Compulsory Education Universal -- 1.1.3 The Third Stage: Giving Consideration to Fairness and Efficiency and Moving Towards Balanced Development (After 2000) -- 1.2 The Value Choice of Compulsory Education Policy Development -- 1.2.1 The Problem of Economic Development Highlights the Urgent Need for Equity and Efficiency in Compulsory Education -- 1.2.2 Provisions of the Social and Political System on the Equity and Efficiency Orientation of Compulsory Education -- 1.2.3 The Challenge of Culture as a Kind of Capital to Educational Equity and Efficiency -- 1.3 Questions and Suggestions -- 1.3.1 Problems in the Harmonious Development of the Pursuit of Duty Equity and Efficiency -- 1.3.2 Further Promote the Realistic Pathway of Realizing the Harmony Between Fairness and Efficiency in China's Compulsory Education -- References -- 2 Compulsory Education Policy in China: A Perspective of Management System Analysis -- 2.1 The Explanation of the Core Concept -- 2.2 The Historical Context of China's Compulsory Education Management System Reform -- 2.2.1 The Reform of the Education System (1978-1991) -- 2.2.2 The Exploration of Educational System Reform (1992-2000) -- 2.2.3 Determination of Educational System (2001-Present) -- 2.3 The Necessity of the Current Compulsory Education Management System -- 2.3.1 Politics -- 2.3.2 Economy -- 2.3.3 Cultural Aspects -- 2.3.4 Social Aspects -- 2.3.5 Market Participation -- 2.4 Questions and Suggestions -- 2.4.1 Rights and Responsibilities of Compulsory Education Management.

Report of 1910/12 has supplement "Record of secondary schools. Manual for 1911-12. Concord, N.H., 1912" ; Mode of access: Internet. ; Title varies: 1846/47-1847/48, Report of the Commissioner of common schools to the legislature of New Hampshire; 1848/49-1849/50, Third[-Fourth] annual report [etc.]; 1850/51-1866/67, Fifth[-Twenty-first] annual report upon the common schools of New Hampshire; the same being the First[-Seventeenth] annual report of the board of education; 1867/68-1874/75, Annual reports of the Board of education and superintendent of public instruction, being the Twenty-second[-Twenty-eighth] annual report upon the common schools of New Hampshire; 1875/76-1916/18, Annual report of the superintendent of public instruction; being the Twenty-ninth [-Sixtieth] annual report upon the public schools of New Hampshire; 1918/20-Report of the State board of education; being the Sixty-first[- ] report upon the public schools of New Hampshire. ; Issued by the commissioner of common schools, 1846/47-1850/51; by the Board of education, 1851/52-1866/67; by the Board of education and superintendent of public instruction, 1867/68-1873/74; by the superintendent of public instruction, 1874/75-1916/18; by the State board of education, 1918/20-

EXAMINES STATE POLICY INNOVATION IN LOBBY REGULATION AND EDUCATIONAL ACCOUNTABILITY LEGISLATION. IDENTIFIES SOCIO-ECONOMIC AND POLITICAL SYSTEM CORRELATES OF PROGRAM ADOPTION, SCOPE, STRATEGY, STRINGENCY AND CENTRALISM.