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1. The Global Development, Diffusion, and Transformation of Education Systems: Transnational Isomorphism and 'Cultural Spheres', Michael Windzio and Kerstin Martens, 2. The Introduction of Compulsory Schooling Around the World: Global Diffusion between Ismorphism and 'Cultural Spheres', Helen Seitzer, Fabian Besche-Truthe and Michael Windzio -- 3. The Global Trajectories of Compulsory Education: Clustering Sequences of Policy Development, Fabian Besche-Truthe -- 4. Does Globalization Affect the Performance of Secondary Education Systems? A Co-evolution Model of Multiplex Transnational Networks and Educational Performance, Helen Seitzer and Michael Windzio -- 5. International Organisations in Education: New Takes on Old Paradigms, Dennis Niemann -- 6. Finding the Poster Child: Reference Patterns in OECD Country Reports, Helen Seitzer -- 7. International Organizations and Education in the Islamic World, David Krogmann -- 8. Regional Ideas in International Education Organizations: The Case of SEAMO, David Krogmann -- 9. Talking About Education: How Topics Vary Between International Organizations, Michael Windzio and Raphael Heiberger -- 10. Education as Cultural Frame, John W. Meyer -- 11. Isomorphism, 'Cultural Spheres' and Education Systems: A Brief Summary and Concluding Remarks, Michael Windzio and Kerstin Martens.

no. 1. The Department of agriculture / prepared by members of the staff -- no. 2. The Department of Motor Vehicles / prepared by members of the staff -- no. 3. The Department of Public Health / prepared by members of the staff. ; Mode of access: Internet.

AbstractWe analyse data from the Programme for the International Assessment of Adult Competencies to reveal that immigrants in Canada and the United States make over $200 less per month than native‐born workers. In the United States, immigrants disproportionately work in low‐wage occupations, leading to large mean national differences between immigrants and native workers. The wage differential disappears after accounting for education and cognitive skills, indicating policies must focus on reducing education and skill gaps in the United States. In Canada, an immigrant wage gap persists in nearly all occupational fields, suggesting that the better skilled and educated immigrants in Canada are not receiving the same wage premium as native workers. We close with implications for policy and future research.

HISTORICALLY, LOCAL CONTROL OF EDUCATION HAS BEEN A SACRED PART OF THE AMERICAN POLITICAL CULTURE. SINCE THE EARLY 1960S, HOWEVER, THERE HAS BEEN AN UNPRECEDENTED GROWTH OF STATE INFLUENCE OVER LOCAL EDUCATION. STATES REQUIRE MINIMUM DAYS OF SCHOOL ATTENDANCE, COURSES OF STUDY, AND STANDARDS FOR TEACHER LICENSING, AS WELL AS MINIMUM TAX LEVIES AND EXPENDITURES.

Employing a Weberian understanding of the centrality of a strong bureaucracy in the modern nation-state, this article examines the relationship between the state and elite education in France. Through a historical analysis and an examination of two current issues facing education – widening participation and pressures to internationalise – we illustrate how the legitimacy of the administrative and political establishments, as well as the status granted to elite education tracks, has been largely preserved. Furthermore, dominant social classes have actively played a role in this alliance, thereby limiting the circle of eligible individuals who can aspire to future elite positions.

Employing a Weberian understanding of the centrality of a strong bureaucracy in the modern nation-state, this article examines the relationship between the state and elite education in France. Through a historical analysis and an examination of two current issues facing education – widening participation and pressures to internationalise – we illustrate how the legitimacy of the administrative and political establishments, as well as the status granted to elite education tracks, has been largely preserved. Furthermore, dominant social classes have actively played a role in this alliance, thereby limiting the circle of eligible individuals who can aspire to future elite positions.

This article examines the relationship between social justice, education and inequality through an intersectional lens. Emphasising the role of the state, and 'state-thought', in perpetuating inequalities through education, the reflective essay argues that it is not possible to view education only in its role as an agent of social and cultural reproduction. It is equally important to focus on the lived experience of subjects who are either excluded, or go through the educational process, through varied experience based on religion, caste and gender. The role of teachers in this process cannot be underestimated and is at the heart of how children and young adults learn and understand themselves as citizens. Based on secondary material, the article concludes with a plea for recognising the significance of voice and agency for a robust and functioning democracy. It is the task of education to enable the articulation and expression of such agency by building a culture of openness and questioning and empowering teachers and students to have this voice by allowing it to thrive in the prevailing culture of institutions.

This study examines the relationship between taxpayer education and tax compliance in Lagos State, Nigeria. A cross sectional survey was conducted on a sample of individual taxpayers in Lagos State. Primary data was collected using a questionnaire with a five - point Likert scale. The sample was 400 individual taxpayers that were purposively selected. The data collected was presented with the use of descrip tive statistics, while both simple linear regression and multiple regression were used in the estimation of the regression models developed for the study. The results from the analyses revealed that taxpayer education has a significant, positive effect on tax compliance. The study, therefore, recommends that the Lagos State government should improve on its taxpayer education programme, by putting in place adequate policies and machinery to promote taxpayer education in order to better enlighten taxpayers an d ultimately improve tax compliance and hence its internally generated revenue.

Cover -- Series -- Understanding Neoliberal Rule in Higher Education -- Library of Congress Cataloging-in-Publication Data -- Contents -- Introduction -- SECTION I: DEMYSTIFYING NEOLIBERALISMS'S EFFECTS ON HIGHER EDUCATION -- CHAPTER 1: The Consumed University -- CHAPTER 2: A Culture of Cheating at the University? -- CHAPTER 3: In the Shadow of the Neoliberal University -- SECTION II: GENERAL EDUCATION ISSUES IN NEOLIBERAL TIMES -- CHAPTER 4: The Politics of Access in the Neo-Liberal Age -- CHAPTER 5: Visible Scars, Hidden Costs -- CHAPTER 6: Money, Markets, and Capitalism -- SECTION III: TEACHER EDUCATION IN NEOLIBERAL TIMES -- CHAPTER 7: Teacher Preparation for Public Education -- CHAPTER 8: Neoliberal Assessments and the Educator Preparation Program Enterprise -- CHAPTER 9: Education Against the Neoliberal Social Imaginary -- CHAPTER 10: Deterritorializing Neoliberal Thought and Practice in the Classroom -- CHAPTER 11: Academic Disobedience -- SECTION IV: HIGHER EDUCATION IN HIGHER RESISTANCE -- CHAPTER 12: The Pervasive Influence of Neoliberal Ideology on U.S. Community Colleges and a Freirean View on "Reclaiming the American Dream" -- CHAPTER 13: Feral Literature -- CHAPTER 14: Neoliberalism, Immiseration Capitalism, and the Historical Urgency of a Socialist Education -- CHAPTER 15: Recognize, Resist, and Reconstitute -- CHAPTER 16: Education for Democracy and the Specter of Neoliberalism Jamming the Classroom -- About the Editors -- About the Contributors

This book provides a comparative history of Islamic education in the Soviet Union and the post-Soviet countries. Case studies on Ukraine, Azerbaijan, Kazakhstan, Uzbekistan, and Tajikistan and on two regions of the Russian Federation, Tatarstan and Daghestan, highlight the importance which Muslim communities in all parts of the Soviet Union attached to their formal and informal institutions of Islamic instruction.

1. Subjektive und soziale Freiheit. 2. Unterricht und Schule, Erziehung und Bildung. 3. Elternrecht, Religionsfreiheit und Schulwahl. 4. Die verfassungsrechtliche Situation des elterlichen Erziehungsrechtes in der Bundesrepublik Deutschland. 5. Zur inneren pädagogischen Situation der Schulen in Deutschland.