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In this paper, an overview of the history of education in railway and metro engineering in Brazil is presented, including its beginnings, its apogee, its near extinction, and its return at the beginning of the 21st century. The trajectory of the Brazilian professional education began with the implementation of small railway workshops located along the railway which were outside of the regular education system. At the end of the 20th century, the economic crisis, privatization, and drastic reduction of investment led to the scrapping and almost eradicating of the Brazilian rail network, followed by the death of railway education in Brazil. In recent years, the railway industry was stimulated, giving way to large investments, impacting and creating new opportunities for development in Brazil. This was one of the fundamental aspects for the development of new professional higher education programs in the railway and metro sector in Brazil. The first project to be implemented in Brazil was the course on railway and metro engineering of the Federal University of Santa Catarina. This course aims to provide structured training in four main areas: vehicle design, operation, maintenance, and train and metro management.

The centennial anniversary of John Dewey's Democracy and Education has been celebrated this year in a reconstructive and utility-based spirit. The article considers this spirit and the need to complement it with a critical-deconstructive and 'use-less' prism that will reveal shortcomings in Dewey's and our own political pedagogies. Gleanings from Dewey's book allow us to begin with what most educational theorists today treat as strong points of Dewey's politics and then to explore how such points appear or disappear when Dewey's ideas travel and how they relate to colonial and developmentalist elements in Dewey's pragmatism. The article reveals how such elements operate in one of Dewey's educational policy writings and in his related travel narratives. The main aim of the article is to indicate that we often require a 'learning by undoing' to obtain a heightened view on the stakes and challenges of old and current progressive pedagogies.

Year by year it's more clearly to see the trend of increasing demands for the education and teachers. Skills, competencies of teaching staff are something that can be a guarantee of the level of education in our universities. The appearance of Professional teacher standard facilitated the process of conformity or non–conformity teacher's identification to certain requirements. Now it's seen a clash between criteria to teaching staff and real life in the field of education. The undoubted teacher must comply with the new requirements, standards, be modern, know all new trends, monitor world's changes and change himself, improve his skills both personal and professional. This article provides an overview of the main trends of higher education development which can help with increasing of education level, quality of young specialist's knowledge. And all of this influence on the development of national industry and the whole country. Continuity of education is very important because it helps with using theoretical knowledge in practice and with an accumulation of knowledge skills during world's progress. Besides, it must be said about the humanization of education. Personal qualities are always very important along with the desire of the individual to self–improvement. So the teacher, who is ready for the self–studying, is the integrated personality desiring to reach heights in the profession. The importance of democratization of education as a relationship–building tool between students and teachers is humanity and possibility in student interest to get necessary knowledge. Also, it should be noticed about necessity in education competitiveness. And the way to get is using of integration and intensification of education. Demands on employees are growing from year to year, it's important for employers the young specialists have versatile skills. So integration and intensification of education can contribute the establishment of comprehensive development of graduates.

This document forms part of the research materials collected in the 'School knowledge, working knowledge and the knowing subject: a review of state curriculum policies 1975-2005' project. The research was led by Professor Lyn Yates and was funded as a Discovery Project by the Australian Research Council (2007-2008), supplemented by further funding from the University of Melbourne through 2009. Curriculum policies and major education reports collected as part of this project were digitised to preserve as a resource for future researchers and policy makers with the support of the University Library and the Social and Cultural Informatics Platform.

The envisaged study aimed to investigate the perception of students towards Student Representative
Councils (SRCs) at Tshwane North Technical and Vocational Education and Training (TVET) College. The
study employed a qualitative approach and data was gathered through semi-structured interviews with thirty
students from six different campuses. A thematic analysis was employed to analyse the collected data. The
findings of the study revealed that the SRC's obscurity, insufficient communication, lack of impartiality, and
ineptitude impede students' day-to-day cooperation with the SRC. To address student issues effectively, the
study suggests that the SRC improve its communication, competence, synergy with class representatives, and
visibility. The study identified various communication-related, service delivery-related, collaborationrelated, and competency-related initiatives that could be implemented by the SRC. The study recommends
that students should elect their SRC representatives carefully and that college administration should create
a conducive environment for SRCs to engage with students. Finally, the study suggests that future research
should focus on the obstacles faced by SRCs in the performance of their tasks.

This article evaluates an EU-funded research project called Visual art education in new times: Connecting Art with REal life issues (CARE), which studies the infusion of principles of Education for Sustainable Development in art education. It describes the central goals of this project and presents some findings related to a group of teachers' participation in an online course related to the project and lessons they implemented subsequently. Informed by a relational framework that revolves around theories of care and responsibility, the article argues that art education can promote a commitment to action on issues of sustainability, extending our sense of care towards the broader environment, other species and ecosystems, and future generations. By developing lessons based on 'big ideas' like diversity, the public and conservation and change, teachers participating in CARE helped students understand connections between things, the importance of interpersonal relations and the value of collaborative learning for sustainability. Finally, CARE also embraced and promoted the idea that tertiary institutions can play a significant role in addressing real-life sustainability problems through teacher training. ; peer-reviewed

The social functions of tertiary education have gone through considerable changes with the transformation of economic environment in the more than two past decades. In the decade after the political transformation the number of students in the tertiary education increased more than threefold. Personal interests, social needs and the demands of the society lay different claims to the performance of this sector. The needs for structural transformation of the tertiary education system are connected with the development of social and economic processes. The changes of legal regulations determining the operation of the sector are induced by these factors, which refer to the autonomic characters of the public participants. Tertiary education possesses a specific market environment each of whose characters – both the supply and demand sides – strive for the enforcement of self-regulatory mechanisms.

Preface -- Theoretical Framework -- Weberian Methodology -- Aristotelian Theory -- Evolutionary Anthropology -- Feminist Theory -- The Comparative-Historical Framework -- Conclusion -- Acknowledgments -- Contents of Volume I -- Contents of Volume II -- Introduction -- States of Nature: Philosophical -- Homo Politicus: Humans as Group Animals -- The Roman and Chinese Empires -- Europe After the Decline of the Roman Empire and the Invasion of the Norse Tribes -- The State of Nature -- States of Nature: Scientific -- Scientific States of Nature: Homo sapiens as Animal and Human Being -- What We Can Learn from the Study of Animals -- The Politics of Group Animals: Domination, the Pecking Order, Territoriality, and Male-Female Differentiation -- Homo sapiens: The Species that Knows -- The Special Characteristics of Human Beings -- Consciousness and the Human Political Process -- The Discussion Group: Democracy Emerges as a Purely Human Process of Politics -- The Origins of Democracy -- The Discussion Council in Human Bands: Campfire Democracy -- The Divergence of Human Politics from Animal Politics -- Biological Evolution vs. Human History -- History vs. Socio-history -- Human Biological Evolution -- Human Socio-history Begins -- The End of the Ice Age and Its Ramifications -- Contemporary Hunter-Gatherers -- Tribes, City-States, and Kingly-Bureaucratic Empires -- Notes -- Part I: The Emergence of Democracy in Bands and Tribes -- Section 1: Band Society: Campfire Democracy with Informal Leadership Roles -- 1: Civilizational Peculiarities Versus Ideal Typicalities -- 2: Social Structure and Conflict Groups -- The Band -- Territory -- Fusion and Fission -- Alliances: Reciprocal Exogamous Marriage -- Band Versus Family -- The Pairing Family and Private Property -- Hunting and The Rise of the All-­Male Discussion Council -- Primitive Democracy

The study of the relationship between the museum and the school. State of the art -- An investigation for the diagnostic evaluation of the relationship between the school and the archaeological museum -- Main results of the relationship between the schools and the archaeological museums of the Spanish Levante -- Reflections on the main conclusions and limitations of the study of the museum-school relationship -- Museums and schools, partners in history learning -- Museum-school collaboration : aspects for joint work -- Lines of work and innovation to achieve an optimal museum-school relationship -- The community of practice : a methodological laboratory for the teaching and learning of the social sciences -- The design of collaborative museum-school educational projects.