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The Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals' prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA's International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students' critical thinking, while items concerning democratic participation are the lowest priority.While these results are similar to the international sample, the Nordic principals' support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education. ; publishedVersion

The COVID-19 pandemic, which struck the world in 2020, has hit education systems around the world. The world community has begun searching for and testing models for organising the educational process in a new reality. The purpose of this study was to analyse how the education system in Ukraine is functioning under the COVID-19 pandemic. The theoretical framework for considering the research problem is based on the theory of synergetics. Such synergetic postulates as openness, evolution, dynamics, bifurcation point, interaction, self-organisation, irreversibility and new state are key guidelines for understanding the processes taking place in Ukrainian education. A qualitative research approach was used to guide the study. The research methods included the review of the governmental documents, review of the surveys and interviews. The major finding is that the COVID-19 pandemic is transforming the education system in Ukraine and many changes are positive. This includes the long-awaited autonomy of educational institutions, the opportunity to acquire digital skills by educators, strengthening cooperation with regional and local authorities and updates to the overloaded curriculum. The Ukrainian authorities, the pedagogical community and society are working together to organise education under new conditions. However, Ukrainian education faces serious challenges (partly inadequate Internet access in homes, especially in rural areas; lack of educators' online instruction skills; few official methodological guidelines and online textbooks and low levels of motivation of students to participate in online sessions). The findings thus revealed the importance of a national strategy for the development of education, considering the recommendations of the international organisations and the experience of foreign countries.

Se hace un balance de las políticas públicas educativas implementadas en Venezuela por la revolución bolivariana. El resultado demuestra que el interés ha sido utilizar la educación como mecanismo de cohesión ideológica en torno al proyecto político que orienta a la nación hacia el modelo del socialismo del siglo XXI. El control político de docentes, la ideologización de estudiantes, el intento de implementar diseños curriculares sesgados, el cerco presupuestario para doblegar a la universidad autónoma, así como la creación de misiones educativas que han servido demagógicamente para captar adeptos a favor del gobierno revolucionario, son algunas de las políticas que han llevado a la educación pública venezolana, cuyos usuarios son los sectores más pobres de la sociedad, a niveles cada vez más altos de precariedad académica, lo que permite concluir que la revolución ha terminado construyendo una pobre educación para los pobres. ; A balance is made of the public educational policies implemented in Venezuela by the Bolivarian revolution. The result shows that the interest has been to use education as a mechanism of ideological cohesion around the political project that guides the nation towards the model of 21st century socialism. The political control of teachers, the ideologizing of students, the attempt to implement biased curricular designs, the budgetary fence to bend the autonomous university, as well as the creation of educational missions that have demagogically served to attract supporters in favor of the revolutionary government, are just some of the policies that have led Venezuelan public education, whose users are the poorest sectors of society, to constantly increasing levels of academic precariousness, which leads to the conclusion that the revolution has ended up developing a poor education for the poor.

The League of Women Voters of Texas is a non-partisan organization that works to promote political responsibility through active informed participation of all citizens in their government. In 1919, the Texas Equal Suffrage Association evolved into the Texas League of Women Voters, and today is recognized as the League of Women Voters of Texas. Their hallmark activity is the circulation of Voters' Guides through newspapers prior to elections; locally, regionally, statewide, and nationally. The League's intent is dissemination of information on political candidates, and the objective promotion of "political responsibility through informed and active participation of citizens in government." The organization's efforts, however, are by no means limited to politics, but also address issues on water, health care, hazardous wastes, education, energy, and such international concerns as the United Nations. ; The records of the League of Women Voters of Texas also reflect socio-economic changes in the United States with the active organizational membership drives of the mid to late 1970s in response to American society's evolution into a two income family. Collectively, the materials provide researchers with invaluable insight into politics and political concerns on an international, national, statewide, and local basis. ; The collection consists of materials from national, state, and local files, financial materials, photographs, and publications of the National, Texas, and local leagues, as well as other state leagues. Also included are a study of the national league, scrapbooks, memorabilia, vice-presidential program files, and printed materials. The focus of the collection is on state committees and local units. ; Highlights from the donation include the original 1919 minutes from the Texas Equal Suffrage Association authorizing the organizational conversion to the Texas League of Women Voters, films produced by the group on legislative processes, the 104th Congressional recognition given and signed by Texas Senator ...

The League of Women Voters of Texas is a non-partisan organization that works to promote political responsibility through active informed participation of all citizens in their government. In 1919, the Texas Equal Suffrage Association evolved into the Texas League of Women Voters, and today is recognized as the League of Women Voters of Texas. Their hallmark activity is the circulation of Voters' Guides through newspapers prior to elections; locally, regionally, statewide, and nationally. The League's intent is dissemination of information on political candidates, and the objective promotion of "political responsibility through informed and active participation of citizens in government." The organization's efforts, however, are by no means limited to politics, but also address issues on water, health care, hazardous wastes, education, energy, and such international concerns as the United Nations. ; The records of the League of Women Voters of Texas also reflect socio-economic changes in the United States with the active organizational membership drives of the mid to late 1970s in response to American society's evolution into a two income family. Collectively, the materials provide researchers with invaluable insight into politics and political concerns on an international, national, statewide, and local basis. ; The collection consists of materials from national, state, and local files, financial materials, photographs, and publications of the National, Texas, and local leagues, as well as other state leagues. Also included are a study of the national league, scrapbooks, memorabilia, vice-presidential program files, and printed materials. The focus of the collection is on state committees and local units. ; Highlights from the donation include the original 1919 minutes from the Texas Equal Suffrage Association authorizing the organizational conversion to the Texas League of Women Voters, films produced by the group on legislative processes, the 104th Congressional recognition given and signed by Texas Senator ...

This policy note is a diagnostic of the state of Nigerian skills and human capital. It seeks to understand the kinds and levels of human capital that Nigeria possesses to support its efforts toward economic competitiveness over the next two decades. It also looks at inefficiencies of the Nigerian skills-building system, including the barriers to growth, barriers to sharing prosperity, and presents policy recommendations and actions to overcome these constraints. The policy note offers key insights into the drivers of the labor market, the underlying analysis of why Nigeria has been unable to reduce its poverty rate over time, the jobs landscape, and the drivers, dimensions, and directions for skills development to transform the Nigerian economy. The emphasis is on directions for public sector responsibility and public-private partnerships. The study reinforces the nexus between the jobs and the employability. Finally, it provides the analytical bases and policy and programmatic directions for the government of Nigeria in keeping with the World Bank country partnership strategy (FY2014-17)

Dominion Order-in-Council 1003 passed in February of this year promises to be epoch-making in labour relations in Canada. It commands the parties to bargain collectively, assists them to reach agreement, names and enjoins against both employer and workers certain practices opposed to wholesome bargaining relations, and sets up a special Board judicial in character to administer and enforce the Order. Following as it does in the wake of a half-dozen provincial statutes reaching toward the same general purpose, its appearance calls for a review of state policy with respect to collective bargaining in modern industrial society. What are the trends? And with what particular phases of the movement has the State concerned itself across a century and a half? What is to be the future status of collective agreements at law?The attitude and behaviour of the State may conveniently be considered in three phases which are only roughly separable in time. In some countries all three have been experienced while in others progress has been made only to the second. There is considerable difference in opinion in fact whether the change from the second to the third represents the true path of social advance. The first phase is found in the earlier nineteenth-century outlook and practice of State opposition to collective bargaining (a condition which in some countries continued well into the twentieth). The second involves the withdrawal of opposition but where collective bargaining is regarded as outside the State's responsibility. Trade unions and employers' associations are treated as voluntary autonomous associations having important dealings with one another, but collective agreements have no status as contracts; neither in negotiating or enforcing, in assisting or in interpreting does the State lend its authoritative hand. The two collective parties are left to work it out for themselves without benefit of sovereign authority. Third we find the phase of positive State participation, operating as the case may be (1) through compulsion in labour disputes seen in its fullest in Australia; (2) through making collective agreements enforceable at law and thus making the parties responsible for performance, practised for many years in Sweden; (3) through compelling the parties (and particularly the employer) to negotiate with a view to forming agreements, the classic example being the United States since the middle 1930's; and finally (4), in addition to this last, through assuming a responsibility for assisting them to reach agreement and provide adequate machinery for interpretation and enforcement, these being the heavy tasks of government under the Canadian Order.

The aim of this research is to find out the extent of implementation process about Educational Operating Cost (EOC) at Public Vocational High School in North Jakarta consists of; (1)rationality which underlying Public Vocational High School in North Jakarta (2) stages (3)the main contents implementation of budget policy of Educational Operating Cost. (4) budget policy and (5) the impact of the implementation of Educational Operating Cost policy.This research uses qualitative methods with observation, interview and documentation. In this case the right approach and considered applicable is to use Countenance of Robert E. Stake because this model is considered to provide an overview in the beginning of evaluation results to the evaluation criteria of policy implementation. Stake stressed that there is two basic activities in the evaluation of Description and Judgement which emphasizes three stages such as; Antecedents (Context), Transaction (Process), Outcomes (Output), as this model has more advantages than the other methods.The research carried out at Public Vocational High School in North Jakarta consisting of 8 (eight) schools. The impact of expected implementation policy evaluation is : School can implement message contents of Government Rule Number. 34/2015 which generally aims to fund education operational activity in order to implement compulsory education 12 years. to complement the needs of teaching and learning activities, to maintain educational facilities, and to improve the management of the school administration.

In the light of neoliberalism & severe economic problems during the early 1990s many observers have feared that the Swedish welfare state would lose its universal & gender-equal profile. In this article we argue that changes of the Swedish welfare state during the 1990s were incremental, rather than fundamental. Cuts & changes have indeed been made, but they do not sum up to a radical restructuring of the welfare state. The core social insurance programs have become more universal, not least thanks to the growing number of women's labor market participation. Also public child care services have expanded rather than decreased. This shows that there is still room for public policy divergence. Even for a small open economy with the highest budget deficit in the OECD in the early 1990s it has been possible to regain control over the national budget without dismantling the welfare state. 2 Tables, 2 Figures, 26 References. Adapted from the source document.

In the light of neoliberalism & severe economic problems during the early 1990s many observers have feared that the Swedish welfare state would lose its universal & gender-equal profile. In this article we argue that changes of the Swedish welfare state during the 1990s were incremental, rather than fundamental. Cuts & changes have indeed been made, but they do not sum up to a radical restructuring of the welfare state. The core social insurance programs have become more universal, not least thanks to the growing number of women's labor market participation. Also public child care services have expanded rather than decreased. This shows that there is still room for public policy divergence. Even for a small open economy with the highest budget deficit in the OECD in the early 1990s it has been possible to regain control over the national budget without dismantling the welfare state. 2 Tables, 2 Figures, 26 References. Adapted from the source document.

In the context of building a knowledge society, along with globalization and the internationalization of education, non-academic education has an important role, which solves the problem of access to education for social groups of the population. Considering the European integration course of Ukraine, it is extremely important to study the existing experience of developed countries in ensuring equality of educational opportunities. A specialist can meet the fast-moving demands of the labor-market only when he is able to continuously study and optimally use the accumulated educational capital. In the education system, there should be opportunities for unforeseen education, which must meet the newest needs of the economy. Life-long learning becomes a necessary and increasingly important element of contemporary educational systems, where non-academic education is increasingly playing a role, in most cases, through self-education of citizens. Non-academic education is determined by the organization of systematic studies of the nature of modern knowledge as a specific type of philosophical reflection, which can be defined by the categories of activities in education. It implies improving the quality of the professional training of those who are studying on the basis of the widespread use of information and communication technologies, the formation of their skills and skills in electronic simulation. Formed effective stereotypes of thinking and behaviour require an understanding of the essence of education and bringing it to an appropriate effective template that is adapted to the educational field. The development of non-academic knowledge, unlike academic, takes place at the personal level and forms the need for the personality to be realized in public life, raising the level of mass consciousness, transforming abstract knowledge into practical. Non-academic education has signs of relevance, systematic, complementation of the knowledge gained in relation to the already existing education of a person, satisfies his subjective needs. In the future, we should expect even closer interaction of various types and forms of education.