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The landscape of international higher education has been changing since the turn of the 21st century. The globalisation of our societies and economies implies a changing role of the higher education institutions. Accompanying the challenges associated with development, especially in developing countries, are initiatives championing regionalisation as a locus of development. This article positions the debate on the relationships among globalisation, regionalisation, and internationalisation in the context of Africa and its sub-continent, showing that, although these concepts have emerged at different times and contexts, they are still related. Using case studies of two regional political and economic organisations and their higher education counterparts, this article shows that regionalisation is not a new phenomenon but has been part of and has been used in the post-colonial era to serve new social, economic, political, and development purposes in the current period. Le monde de l'enseignement supérieur n'a cessé de changer depuis le début du XXIème siècle. La mondialisation de nos sociétés et de nos économies a pour conséquence une modification du rôle joué par les établissements d'enseignement supérieur. Les défis posés par cette évolution sont, en particulier dans les pays en voie de développement, associés à des initiatives soutenant la régionalisation comme locus de développement. Cet article centre le débat sur la relation entre la mondialisation, la régionalisation et l'internationalisation dans le contexte de l'Afrique et de son sous-continent, et démontre que, bien que ces concepts soient apparus à différentes époques et dans des contextes variés, ils sont encore liés. Cet article s'appuie sur une étude de cas de deux organisations régionales politiques et économiques et de leurs équivalents dans le domaine de l'enseignement supérieur pour montrer que le concept de régionalisation n'est pas un phénomène nouveau, mais qu'il a fait partie de et a été utilisé pendant l'époque postcoloniale pour satisfaire ...

The World Bank and its critics are approaching consensus on central issues in the African development debate. That Africa must become more integrated into the globalising world economy, and that to do so effectively it will need more capable and socially responsive states is now broadly accepted. However, the manner in which African states are already embedded in their societies and in the global political economy has not been integrated into the analysis. The nature of these linkages tells us much about how African states engage the forces of globalisation, and the effect that engagement is likely to have on economic development and on these states themselves.

THIS ARTICLE EXAMINES HOW UKRAINE'S RUSSIANS RESPOND LINGUISTICALLY IN THE DIFFERENT REGIONS OF UKRAINE IN VIEW OF THE CONSTRAINTS OF UKRAINIZATION POLICIES IN EDUCATION AND THE LOCAL LANGUAGE SETTING. THE ARTICLE IDENTIFIES POSSIBLE RESPONSES TO THE NEW SITUATION, AND SHOWS THAT RUSSIANS OPT FOR LANGUAGE RETENTION IN CERTAIN REGIONS, AND FOR LANGUAGE INTEGRATION IN OTHERS. THIS VARIATION IN RESPONSE CAN BE EXPLAINED BY THE RELATIVE NUMBER OF RUSSIANS AND MIXED MARRIAGES VARIABLES. THE ARTICLE ALSO SUGGESTS THAT A FEAR OF CULTURAL LOSS MAY HAVE PROMPTED SOME RESPONSES.

Frontmatter -- Contents -- Acknowledgments -- Foreword -- one. in search of light in democracy and education -- two. dewey between hegel and darwin -- three. emerson's voice -- five. dewey's emersonian view of ends -- six. growth and the social reconstruction of criteria -- seven. the gleam of light -- eight. the gleam of light lost -- nine. the rekindling of the gleam of light -- Notes -- Bibliography -- Index

Frontmatter -- Contents -- Preface -- Chapter 1: The Improbable Package -- Chapter 2: The Client State -- Chapter 3: The Client State's Client State -- Chapter 4: Okinawa - State Violence and Civic Resistance -- Table: Japan vs Okinawa, 1995-2018 -- Chapter 5: Around the East [China] Sea -- Chapter 6: The Construction State -- Chapter 7: The Constitutional State -- Chapter 8: The Rampant State -- Chapter 9: Conclusion -- Afterword -- Index

War in late modern politics is a technology of control. While its violent manifestations – for example, the invasion and occupation of Iraq – are directly felt by the population targeted, the practices associated with that war and the wider so-called war against terrorism have a far wider span of operations that encompasses spaces across the globe. This article provides an understanding of global war as a distinctly late modern form of control. It shows that the practices constitutive of global war are best understood in terms of a matrix, incorporating states and their bureaucracies, as well as non-state agents, and targeting at once states, particular communities and individuals. The matrix of war operates in the name of humanity; however, it is ultimately this humanity as a whole that comes to be the subject of its operations of global control. The implications, as the article argues, are monumental for democratic government and the spaces available for scrutiny and dissent.

Adolescence is a time of rapid growth and development physically, emotionally, and cognitively. For girls it is a stage of life during which education, when effectively provided, can be transformative. One of the most significant problems in most developing countries is the failure of education systems to realize their potential for empowering adolescent girls by providing economically productive skills. Education during adolescence can protect girls from the risks of premature sexual initiation and allow them to postpone marriage and childbearing and experience a childhood without the burden of excessive domestic work. Schools have the potential to fully empower girls to translate learning and skill acquisition into remunerative employment, better health, effective citizenship, and gender equity in society later in life. This guide is one of a set of five GIRLS FIRST! Perspectives on Girl-Centered Programming thematic reviews addressing the five strategic priorities defined in the UN Joint Statement, "Accelerating Efforts to Advance the Rights of Adolescent Girls," which supports governments and partners in advancing key policies and programs for the hardest-to-reach adolescent girls.

By their very nature, attempts by civil society organizations to promote democracy abroad involve cooperation and contact across the borders of nation states. The dissemination of the ideas and practices of the promoters is often essential; in the case of Swedish democracy promotion, popular education or folkbildning has been important. This thesis investigates the dissemination of ideas and practices by civil society organizations in Sweden and Estonia in the field of popular education. More specifically, a number of projects run by member organizations of the Swedish study association ABF (Workers' Educational Association) and member organizations of the Estonian AHL (Open Education Association) are studied. These projects are also part of democracy-promoting activities whose funding comes mainly from Swedish donor agencies. The thesis aims to understand not only what has been spread but also how ideas and practices have been translated to fit the Estonian context. The primary theoretical concept used is therefore translation, even though one aim of the thesis is to systematize the field of study concerning processes of dissemination and to enrich the concept of translation with the aid of previous work on diffusion and socialization. The main contribution of the thesis consists of the in-depth study of cooperation between Swedish and Estonian popular education organizations. It also contributes to the theoretical development of the concept of translation by identifying different phases in this kind of process and important elements of these phases. Popular education is an important part of Swedish democracy promotion and this study also contributes to this rather undertheorized subject, and also to the discussions of transnational civil society cooperation, by demonstrating an analytical framework that can be of use in future research into these issues.

This report summarizes the research work implemented during the second activity "Cultural and historical research of character and virtue education in Latvia in an international perspective" of the project "Modernization of school education in Latvia through an innovative research-based programme on 21st century competences and virtue ethics development supported by a virtual campus (ARETE-school)" - 1.1.1.2/VIAA/1/16/071. The research questions that guided the research process during this activity were: What are the theories and practices of character and virtue education in the international arena? How are teachers trained for teaching character and virtue education? How can the past and present of character and virtue upbringing in Latvia be described? What are the institutional and methodological needs for raising the quality of character and virtue education in the Latvian education system? In order to answer these questions, several studies were carried out and they are summarized in this report in a popular science style. At the beginning of each section, the publications on which the main conclusions are based are indicated. Each of these studies has its own specific methodology and perspective, which can be explored further in these publications. Some of them are already published, others are in the reviewing process, while others are in the preparatory stage. The report is structured in 3 parts: the first part deals with the international perspectives about character and virtue education in terms of school practice and teacher training. The second part discusses the historical aspect of moral education in Latvia, from the independence of Latvia to the present day. It also outlines the mainstream approaches in this area in the context of the new education reform. The third part presents a gap analysis and offers recommendations for the implementation of character and virtue education in Latvian schools. The virtues and values included in Latvian legislation are thoughtfully integrated in the school reform project Skola2030. However, whereas the importance of creating and reinforcing students' habits at school is acknowledged, the possibility of teaching virtues (moral habits) and values at school is not clearly nor stated nor planned. International experience proves that character can be taught and caught at school. This research revealed that in Latvia there is a an almost unanimous support for implementing purposeful character and virtue education at school. It revealed also teachers' needs of institutional and methodological support ; Summarizing the Work package 2 of the postdoctoral research "Modernization of school education in Latvia through an innovative research-based program on 21st century competences and virtue ethics development supported by a virtual campus (ARETE-school)" ; European regional development fund

Displaced Iraqi children - both those inside Iraq & in neighbouring states - are being denied their right to education. It is vital to gather accurate data on displaced children & to engage children & adults in displaced communities in pragmatic ways to provide education despite the current circumstances. Adapted from the source document.