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Informal education systems in the traditional African systems were aimed at, among other things, passing on cultural values, norms and knowledge skills from one generation to the next. In addition, the youth were taught to preserve their cultural identity. Owing to fundamental shifts in classical family systems and educational practices in Africa, countries such as Zimbabwe have come to recognise the need for including societal values and norms, ethics, morals and responsibilities in thewhole school curricula in order to inculcate value systems and maintain the national legacy and cultural heritage. One strategy for achieving the desired cultural ethos is implementing a deliberate Citizenship Education programme which should be incorporated into the formal education system. Citizenship Education could also be inculcated through extra curricula activities such as sport.Besides the transmission of the cultural norms and values, Citizenship Education should incorporate humanitarian issues such as inclusion of people with disabilities in social processes. In the same vein, the Citizenship Education programme should be flexible to cater for the needs of learners with special needs. This paper explores the relevance of Citizenship Education to the prevailing Zimbabwean situation. In the long term, Citizenship Education has the capacity to improve the socio-political and economic advancement of a country. The paper concludes that Citizenship Education is relevant to the Zimbabwean situation, despite that it has been heavily politicised and has, in some cases, lost its original intention. In the long term, the programme has a propensity to improve the socio-political and economic conditions of the country. De-politicisation of Citizenship Education could be the first step towards re-aligning it to the intended national ethos and ideals. This should be policy driven.The programme should endeavour to inculcate values and norms that facilitate nation building and should not be used for partisan political orientation.

The purpose of this article is to provide an analysis of the situation of education and self-education as part of informal learning up to the year 1904 among members of the Lithuanian diaspora in the United States, based on the Lithuanian periodicals published during the period in question, and to evaluate its significance on publishing. The objectives were to explore the efforts of the diaspora to establish their own institutions for the education of children and adults and to analyze the importance of press in promoting education and self-education as well as the significance of education and informal learning on the development of publishing. This is the first attempt to conduct relevant research on the basis of the material at our disposal, collected from the press of the Lithuanian diaspora of that period. Although the situation of education and reading was far from satisfying the needs of the then contemporaries, the literacy rate in the community of Lithuanian emigrants in the USA kept growing (of particular importance was the focus on women's education and reading). Such a situation was predetermined by the pursuit of economic prosperity (initial education and training and the knowledge of English contributed to getting a better job). An increasing concern over the children's welfare resulted in a growing number of schools. Ideological struggle within the diaspora community was also a significant factor. Furthermore, one should not forget curiosity and leisure (perhaps the best indicator is the growing number of emigrants who learned to read inspired by the poor quality of literature at hand).Even though a certain number of institutions for the education of children were established, they were restricted only to one type of schools, namely, parochial elementary schools, and their development was hindered by ideological quarrels, disagreements over the content of teaching and compliance with the requirements of the historic period in question. Due to this, and for other reasons, a large number of emigrants sent their children to American public schools or parish schools of other foreign nationals living in the United States, while the number of Lithuanian schools at that time exerted little influence on the development and output of book publishing. Likewise, it cannot be argued that publishing was directly influenced by the creation of evening schools, the more so that English textbooks were used in them. That being said, it has to be stated that the importance of a part of the publishing output was evaluated according to its appropriateness to reading by those attending the schools in question, initially for learning, and then for self-study purposes. The same applies to some of the books published in Eastern Prussia and imported to the United States.Self-education was of particular importance to publishing, as the press was considered its main source. In addition, expatriate societies, which identified the promotion of education and reading as one of their goals, were at times engaged in publishing activities on their own. However, it has to be said that the situation was significantly influenced by a deepening split within the Lithuanian diaspora from the ideological point of view. Representatives of different trends voiced their own views on self-education and reading (what should be read and what should be forbidden). At the same time, this division encouraged the publication of literature aimed at spreading their own ideas, while at the same time was suitable for self-education and reading. True, the repertoire of literature published and the influence of education and self-study needs on publishing both from the quantitative and qualitative point of view require a separate in-depth study.At the turn of the 20th century, the Lithuanian diaspora could boast quite a significant selection of literature at its disposal and a large number of members who had either basic education or were sufficiently educated. In addition, some embryonic roots in the structure of education and self-education could already be discerned, which grew over time and contributed to the development of publishing. ; Švietimas ir savišvieta yra vienos esminių knygų leidybos plėtros sąlygų. Švietimo, savišvietos, skaitymo temos buvo aktualios įvairiuose JAV lietuvių išeivijos laikraščiuose. Peržiūrėjus beveik 20 įvairios apimties išeivių periodikos leidinių komplektų, galima teigti, kad XIX a. pabaigoje JAV pradėjo formuotis vaikų ir suaugusiųjų švietimo struktūros, atsirado institucijos, rėmusios aukštojo išsilavinimo siekį. Visa tai tiesiogiai ar netiesiogiai siejosi su leidyba. Kartu pradėjo klostytis ir savišvietos tradicijos, nuolat augo spaudos, kaip pagrindinio jos šaltinio, reikšmė, didėjo skaityti išmokusių išeivių skaičius. Taip gausėjo spaudos skaitytojų bei pirkėjų, formavosi leidybos santykis su švietimo įstaigomis. Straipsnyje analizuojami šie ir kiti su tuo susiję klausimai (tuo metu besiformavusių išeivijos politinių dešiniosios ir kairiosios srovių požiūriai į švietimą ir savišvietą, ypač skaitymą). Nagrinėjama, kaip šios politinės srovės išnaudojo švietimą ir savišvietą savo ideologijos plėtrai pasitelkdamos leidybą ir taip plėsdamos jos repertuarą bei kiekybinius rodiklius.

Plusieurs études ont montré l'existence d'une relation positive entre le degré d'instruction et les attitudes intergroupes. Ces résultats suggèrent à certains chercheurs que l'éducation réduit les préjugés mais d'autres soutiennent que les gens les plus instruits ont simplement plus de facilités à cacher leurs préjugés. De façon similaire, si plusieurs considèrent que l'éducation rend les gens plus réceptifs à l'idéologie dominante, d'autres maintiennent l'inverse. La présente recherche évalue un modèle intégrant ces positions apparement contradictoires. Le modèle propose que les effets de l'instruction varient en fonction du domaine d'études. Alors que les étudiants/étudiantes d'un secteur d'études peuvent devenir plus favorables a l'égard d'un groupe social donné, ceux et celles d'un autre domaine peuvent maintenir leur attitude ou devenir plus negatifs à l'égard de ce même groupe. Le modèle présume que l'éducation constitue un processus de socialisation et que les domaines d'études professent des idéologies différentes. Une étude transversale menée auprès de 675 étudiants/étudiantes de trois niveaux scolaires et de trois domaines d'études a permis de recueillir des évaluations de sept groupes sociaux. II ressort que les étudiants/étudiantes en sciences sociales sont plus favorables à l'égard des 'socialistes'à mesure que leur niveau scolaire augmente alors que les étudiants/étudiantes en administration deviennent moins favorables. L'inverse se produit par rapport à l'évaluation des 'militaires' et des 'conservateurs'. Les résultats appuient le modèle qui propose un effet différentiel du domaine d'études sur les attitudes intergroupes. La discussion souligne les implications de ces résultats pour les recherches étudiant l'incidence de l'instruction sur les attitudes sociales et politiques et pour les théories sociologiques de l'éducation.Several studies have shown a positive relation between education and intergroup attitudes, with such results usually being taken as evidence that education reduces prejudice. Others have argued that the better‐educated simply have a greater ability to disguise their prejudice. Similarly, while many have argued that education increases support for the dominant ideology, others maintain the opposite. The present study tests a model that would permit reconciliation of these seemingly contradictory positions. The model proposes that effects of education on intergroup attitudes will vary as a function of academic discipline. While students in one area of study may become more positive toward a given social group, students in another area may not change or may become more negative toward that same group. The model assumes education is a socialization process and that academic areas differ in the ideology they promulgate. A cross‐sectional survey of 675 students at three levels of education, in three fields of study, collected ratings of seven groups. Social science students were found to give more positive ratings to 'socialist as their level of education increased while business students became more negative. The reverse pattern was observed on ratings of 'the military and 'conservatives. The results support the model of differential effects of field of study on intergroup attitudes. The implications for research on the effects of education and for theories regarding the nature of the educational process are discussed.

The contributions of the founder of journalism education at the University of Wisconsin are many, but none was more important than his advancement of the concept of integration of the social sciences with journalism instruction.

Several Charter cases have addressed the tension between the linguistic and religious privileges built into the Constitution Act, 1867 and the egalitarianism and multiculturalism contained in sections 15 and 27 of the Canadian Charter of Rights and Freedoms. Three of these cases, Zylberberg et al. v. Sudbury Board of Education, Canadian Civil Liberties Association v. Ontario (Minister of Education), and Adler v. Ontario, involve challenges to educational regulations or policies resting on traditional assumptions about the religious nature and purpose of schooling. We show how these cases, along with two more recent examples, help clarify the meaning of multiculturalism in the post-Charter context and in particular, whether a consistent, principled approach and a particular theory of ethnic relations are embraced by the courts in resolving such matters. Plusieurs cas se fondant sur la Charte canadienne des droits et libertés soulignent la tension entre les privilèges linguistiques et religieux enchâssés dans la Loi constitution- nelle de 1967 et l'égalitarisme et le multiculturalisme contenus dans les articles 15 et 27 de la Charte canadienne. Dans trois de ces cas, Zylberger et al. v. Sudbury Board of Education, Canadian Civil Liberties Association v. Ontario (Minister of Education) et Adler v. Ontario, les règlements ou politiques en matière d'éducation reposant sur des postulats traditionnels au sujet de la nature et du but religieux de l'enseignement sont contestés. Les auteurs démontrent comment ces trois cas, ainsi que deux exemples plus récents, aident à clarifier la signification du multiculturalisme après l'adoption de la Charte canadienne des droits et libertés; ils se demandent en outre si les tribunaux font appel à une approche cohérente, reposant sur des principes, et à une théorie particulière des relations ethniques pour régler ces cas.

AbstractThis paper argues that it suffices to assume distortionary wage taxation to prove the efficiency of effective subsidization of education. The paper does not rely on considerations of equity and market failure to justify subsidies. Instead, the optimal subsidy reduces the social cost of distortive wage taxation. The theoretical approach assumes a Mincer‐type earnings function, analyzes corner solutions of optimal schooling choice and derives the result of efficient subsidization in a Ramsey‐type framework. Second‐best policy is confronted with empirical evidence from OECD countries. The majority of countries are shown to subsidize tertiary education in effective terms.

It can be argued that higher education (HE) in Greece has always been problematic and dysfunctional in the post-dictatorship era (1974-2008). This is evident from the fact that Greek governments have failed to reform HE according to the EU standards despite the public demand and industry needs. Additionally the existence of a large number of state universities and technological institutes (TEIs) in combination with the phenomena of: nepotism, favouritism, trade unionism, political involvement, and the creation of unnecessary departments in rural areas in order to satisfy the local voters support this argument. This chapter describes the current situation of HE in Greece. It discusses the challenges that staff, students and the government face from the impact of the economic crisis. In addition, it provides an overview of the effects of the changes in HE on the society. Finally, it explores the prospects and opportunities that exist for HE policy makers, staff and students; especially in terms of their future employability.