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Abstract
International education is crucial in Europe; almost all higher educational institutions (HEIs) have international students studying part or full time in English. However, students are often not prepared for the academic process and are not always interculturally competent to study in the international environment. Authors of the present research suppose that apart from communicative language competence, that is vital for the success of studies, learners are expected to possess knowledge and skills on how to study and how to cooperate with students with other cultural backgrounds. The study aims at investigating what academic requirements students as HEI applicants should be prepared for before entrance to the university and what competences, as a result, are required of them for a successful process of studies. Theoretical findings on academic and intercultural competences are presented and the framework of these competences describing skills, abilities and knowledge is compiled. The empirical research includes a case study in Latvia and examples of intercultural competence in the academic environment in Moldova. Insights from theory and the framework may lay background for future research and may benefit different stakeholders of the HEI − international department, students and the academic personnel.

This article looks at policy failure in systems that rely on highly autonomous organizations to deliver the services promised in the policy programs. We argue that in order to better understand success and failure in such systems, the existing categories of policy failure and organizational failure do not suffice. Therefore, we look at the ability of agents assigned to that task to effectively act in the relation in-between the system level and the level of individual organizations. This brings to the fore another type of failure – governance failure – the inability of a policy system to timely detect and asses looming failure in individual parts. It is helpful to apply a lens of interactive complexity to these systems and to look at causal loops rather than causal lines. We apply this perspective to a case of the Inspectorate of Education, to study how it dealt with three cases of looming failure in schools. The perspective of causal loops helped the Inspectorate to understand in hindsight how two schools collapsed, and it was then used proactively to intervene in a third school. The paper helps practitioners to better deal with failure in layered policy and sets an agenda for further research into the use of circular dynamics for policy analysis and intervention.

A common problem in contemporary western societies is segregation,which is also reflected in schools. The point of departure for this study is apolitical initiative in Sweden, where pupils are being transported by busfrom a suburb to different schools in the city with the aim of promotingintegration and improved performance results. The study focuses on theteaching practice of Physical Education (PE) at one of the schools where'the bus for inclusion' stops every morning. The research questionconcerns how 'the political action' of the bussing project is 'acted upon'in the subject of PE. The purpose is to explore what becomes of thisparticular PE practice, in terms of rationalities encompassing a PEteacher's pedagogical actions and the pupils' ways of acting on them. Thedata, gathered through extensive fieldwork, including lesson observationsand interviews, is analysed from a governmentality perspective [Foucault,1978/1994. Governmentality. In Power (pp. 201–222). New York: The NewPress]. The findings highlight three underlying rationalities in regards tointegration, aiming at promoting intercultural encounters, collaborationand mutual respect. These rationalities, manifested through the PEteacher's pedagogical actions, offer guidance for the pupil seen as 'asubject seeking to construct himself or herself' [Wieviorka 2014. A critiqueof integration. Identities, 21(6), 633–641, 636–637]. In case of compliance,the notion of 'us and them' is countered and a shared experience ofbelonging is achieved through teamwork and self-regulation. In case ofresistance, segregation is maintained in the school community as well asin society as a whole. This study does not contribute any incontestableevidence of social inclusion through PE [cf. Bailey, 2005. Evaluating therelationship between physical education, sport and social inclusion.Educational Review, 57(1), 71–90; Dagkas, 2018. Is social inclusion throughPE, sport and PA still a rhetoric? Evaluating the relationship betweenphysical education, sport and social inclusion. Educational Review, 70(1),67–74]. However, the findings indicate that 'action upon action' in aculturally heterogeneous PE practice makes a difference insofar asintegration is understood as a process of subjectivation [Wieviorka 2014.A critique of integration. Identities, 21(6), 633–641]. Depending on thedirection of the PE teacher's guidance, the process might tend towardseither cultural assimilation or pluralistic integration [Grimminger, 2008.Promoting intercultural competence in the continuing education ofphysical education teachers. Sport-Integration-Europe, 310–320]. ; Funding Agency: Örebro Universitet

With the term human capital different economists determine "stock of knowledge, which can be economically evaluated and has been captured by individuals." In the first place, these are qualifications, gained either in the system of qualification or either through professional experience. In the wider meaning this conception grasps numerous trumps, which can be carried into effect by individual in the marketplace and can be shown by employee as a potential sources of advantage: for example physical appearance, good manners, way of life and state of mind or even good medical condition. In such manner by the opinion of OECD human capital would unite "knowledge, qualifications, competence and individual characteristics, which relieve creation of personal, social and economic welfare." Conception of human capital is not entirely original, but it has achieved enormous success among international institutions and western governments, not only because it propose a strategy of permanent development as its advocates suggests, but because economical justifies education; what is in the eyes of decision makers only valid justification. Prevailing doctrine in pedagogy and education today has a focus in the theories of human capital. These theories, although full of ideological prejudices, reflect very real tendency of modern capitalism to mobilizing a far greater number of values to their double aspects of factors of production and merchandise. Because of the pressures of global competition, in which knowledge be-comes deciding element of competition, the cycle of knowledge rotate faster. More important becomes development of new products and services, their fast transfer to production or wider usage and simultaneous education and training of individuals in the way that they are able to include in the new product environment and use new products. Lisbon? If educational and research organizations, especially uni¬versities will try to stay important factor in the cycle of knowledge they will have to improve and innovate their educational technology and become more dynamic. In this moment they lose monopoly over creation and transfer of knowledge in the society of knowledge. Lisbon´ s goals and strategy (2000) gives us the answers to the question how EU can be competitive in long term and at the same time preserve European model of life. That means a balance between economical, social and environmental goals. ; Razvoj človeških virov je zadnja desetletja prevladujoča pedagoška doktrina. Slovenija je bila v mednarodnih raziskavah (Human Resources Report od 1998 do 2001) vključena v proučevanje človeških virov. S tako imenovanim indeksom HDI (poprečno število let šolanja, zdravje in bruto družbeni proizvod na glavo prebivalca). Te mednarodne primerjave za Slovenijo niso bile laskave. Drucker P. (1993) je v devetdesetih letih 20. stoletja je trdil, da vstopamo v družbo znanja, kjer osnovni ekonomski vir ne bodo le ekonomski kapital, naravni viri in delovna sila, temveč znanje in da bodo nosilci znanja odigrali ključno vlogo. Uspešnejša bodo tista podjetja, ki bodo bolje upravljala z znanjem in znanje znala poiskati, zavarovati, porazdeliti po podjetju, izkoristiti, itd. Odločilno vlogo pri razvoju Slovenije ima razvoj človeških virov (Černetič 2002, 478).V današnjem času se poudarjajo lastnosti, ki niso neposredno povezane s kapitalom kot materialno dobrino, ki je, mimogrede, vladal predolgo. Še vedno igra denar vodilno vlogo, vendar se vse bolj uveljavlja tudi znanje in z njim povezane izkušnje, talent in ustvarjalnost, ki veljajo za vrlino oz. bogastvo, ki bo zaznamovalo prihodnost. Pomen človeškega razvojnega dejavnika narašča skladno z vlogo, ki jo imajo pri globalni konkurenčnosti znanje, inovativnost, ustvarjalno izkoriščanje in obvladovanje informacij, organizacija in vodenje ter drugi kakovostni dejavniki. Narašča pomen infrastrukture in institucij, ki omogočajo mobilnost in prilagodljivost delovne sile ter njeno vseživljenjsko učenje. Spreminja se tudi vsebina človeškega razvojnega dejavnika. Poleg individualnih lastnosti, kot sta izobraženost in zdravje posameznika (človeški kapital), narašča tudi pomen socialnih odnosov, ki se oblikujejo v interakcijah med ljudmi (socialni kapital). Na vprašanja v članku je EU poskušala na institucionalni ravni odgovoriti z t.i. Bolonjsko reformo visoko šolskega in univerzitetnega izobraževanja. Ta reforma je trenutno v t.i. postsocialističnih novih članicah EU praviloma neuspešna. EU ne zagotavlja dosega t.i. Lizbonskih ciljev. Krog znanja - cycle of knowledge- ni zaokrožen.

"Extremism does not happen in a vacuum. Rather, extremism is a relative concept that often emerges in crisis situations, taking shape within the tense and contradictory relations that tie marginal spaces, state orders, and mainstream culture. This collected volume brings together leading anthropologists and cultural analysts to offer a concise look at the narratives, symbolic, and metaphoric fields related to extremism, systematizing an approach to extremism, and placing these ideologies into historical, political, and geo-systemic contexts"--

Botswana has been portrayed as a major case of exception in Africa--as an oasis of peace and harmony with an enduring parliamentary democracy, blessed with remarkable diamond-driven economic growth. Whereas the "failure" of other states on the continent is often attributed to the prevalence of Indigenous political ideas and structures, the author argues that Botswana's apparent success is not the result of Western ideas and practices of government having replaced Indigenous ideas and structures. Rather, the postcolonial state of Botswana is best understood as a unique, complex formation, one th

This article emerges from a broader ethnographic study exploring how young children aged five and six years, and their educators, construct 'race' identities in a culturally diverse early childhood education setting in post-apartheid South Africa. Historically, systems of educational inequality and injustice have had a profound impact on how subjects have come to be 'raced' in the South African context. Drawing on a poststructural framework that problematizes the notion of identity, 'race', and young children's discursive understandings of 'race', this article traces the complex ways in which young children and educators (re)construct, negotiate, resist and subvert subject formation processes in the school environment. Notions of performativity and embodiment provide important analytical tools through which ethnographic data is analysed. Such a framework moves discussion regarding young children and identity beyond more conventional psychological theories that postulate that the self emerges from intrapsychic processes or, at best, is shaped within very limited caregiver and familial contexts, thus avoiding the 'complexity of human subjectivity' (O'Loughlin 2001, 57). Dominant narratives about diversity and difference circulating in a formerly 'white' primary school with a commitment to transformation and diversity are interrogated. The frequent struggles with discourses of 'race', power and privilege that emerge in the lived experiences of both young children and educators points to the ways in which discursive positioning frame subject formation processes. It is argues that educators need to closely interrogate their own 'race' positioning(s) and simultaneously make visible the notion that children, like adults, are social agents who are as affected by political, economic, social and cultural forces.

In this essay, we critically reflect on digital disruption in journalism and journalism education with specific focus on the South African context. After contextualising the problematics in terms of what Castells terms the "information technology revolution", we define data visualisation and survey the existing literature on the subject. The history of journalism education in South Africa is briefly revisited before assessing the current state of the profession in the country. The dangers posed by digital visualisation to the core ethos and function of journalism as a vehicle in the service of contributing to a resilient democracy is thrown into relief by utilising critical concepts from the work of Foucault, Habermas and Fuchs. We subsequently cite a few examples of the undisclosed bias inherent in data visualisation. In conclusion, we consider the feasibility and potential effects of the necessity to adopt data visualisation techniques on journalism in South Africa. ; https://journals.ufs.ac.za/index.php/aa ; pm2021 ; Philosophy

This is an Open Access Conference Paper. It is published by Design History Society under the Creative Commons Attribution 3.0 Attribution-NonCommercial-NoDerivs (CC BY-NC-ND). Full details of this licence are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/ ; The subject matter of design is the one that concerns itself with change and alternative resolutions (Buchanan, 1995). Increasingly design problems are issue-led with an emerging metaissue of sustainable development (SD) (Fuad-Luke, 2009). This paper discusses the issue of SD in the context of public services in the UK as an opportunity for design. As there is a great diversity in the context, organizational complexity, design and delivery of public services, the focus is on the UK primary education. UNESCO (2009) identified education to be critical in promoting SD and for schools to become 'centres of expertise and innovation' in the area. A non mandatory goal from the government and the lack of clarity in definition of SD (Bourn, 2005) leaves schools without strategic incentive for change. The preliminary findings from the interviews of six case studies presented in this paper will seek to explore and identify characteristics and current approaches to SD in the UK schools. The findings will become a foundation for discussion of the role of design within this new context.

Contrasted are the social & political structures of India & Pakistan. While these countries share a heritage of subjugation to the British & to previous Mughal rulers, their present forms are very different: Pakistan since 1947 has been controlled by the military, whereas India has developed a stable government of participatory democracy. This difference is attributed to the lack of an independent industrial capitalist class & the presence of a strong landed class in the northwestern region of "British India." The military bureaucracy that has shaped modern Pakistan is examined in its historical formation, & the historic weakness of the commercial structure is analyzed. D. Dunseath.