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Attempts to discern where Russia fits in the categories cast by Monsma and Soper to describe the relationship between the state and religious education with such questions as those concerning religious classes in public schools and funding and regulation of religious schools. Finds that Russia transcends the three categories, which are "partial establishments," "strict separation," and "pluralist or structural pluralist" models. In the case of Russia, only religions established there prior to the 1917 revolution have any legal standing towards recognition. Diagrams the history of the state and its considerations of religious training beginning at the Bolshevik rise to power after the revolution, right up to today. One problem seen today goes beyond mere polemic as bureaucratic entanglements strangle the process of regulation and licensing of schools, accreditation of classes between private and public, secular and religious schools, and issues of discrimination against religion in general. Additionally, the curriculums of many schools are simply too loaded to find room for other religious classes that many pedagogues would like to see implemented. On the whole, finds a great, possibly the greatest problem, to be inconsistency throughout the system and hopes for standardization, towards whatever perspective that may be in the end. References. S. Fullmer

Intro -- DEMOCRATIC DILEMMAS -- Contents -- Figures and Tables -- Acknowledgments -- Introduction -- OVERVIEW OF TWO DISTRICT CASES:UNLOCKING A PUZZLE -- HISTORICAL CONTEXT OFSCHOOL-COMMUNITY CONNECTIONS -- GROUNDING THE STUDY:A LENS FOR UNDERSTANDING THE TWO CASES -- STUDY BACKGROUND AND METHODS -- REFLECTIONS ON AND IMPLICATIONS OF THE RESEARCH -- CHAPTER OUTLINE -- 1. Setting the Stage -- STATE, REGIONAL, AND LOCAL CONTEXT FOR JOINT WORK -- KEY FACETS AND ACTIVITIES OF JOINT WORK -- WHO WAS AT THE TABLE -- WHAT WAS ON THE TABLE: VISION AND PURPOSE -- HOW PARTICIPANTS INTERACTED AND MADE DECISIONS -- WHAT WAS ACHIEVED -- SUMMING UP THE CASES AND LOOKING AHEAD -- 2. Participation and Power -- POWER AND ITS MANY FACES -- PARTICIPATION PATTERNS AND BIASES -- EXPLANATIONS AND IMPLICATIONS FOR DEMOCRATIC PRACTICE -- SUMMING UP AND LOOKING AHEAD -- 3. Institutional Discord and Harmony -- DEMOCRATIC INCLUSION AND PROFESSIONAL AUTONOMY -- MARKET PERSPECTIVES AND DEMOCRATIC INCLUSION -- CONDITIONS AFFECTING INSTITUTIONAL RELATIONSHIPS -- SUMMING UP AND LOOKING AHEAD -- 4. The Democracy-Bureaucracy Face-off -- ORGANIZATIONAL FORMS AND DEMOCRACY -- ORGANIZATIONAL STRUCTURE:RIGID VERSUS FLEXIBLE -- ORGANIZATIONAL CULTURE:CONTROLLING VERSUS LEARNING -- LEADERSHIP: TOP-DOWN VERSUS DISTRIBUTED -- HOW RESOURCES AFFECTED ORGANIZATIONAL CLIMATE -- SUMMING UP AND LOOKING AHEAD -- 5. Climates of Trust and Mistrust -- WHAT IS TRUST? -- INSTITUTIONAL TRUST -- INTERPERSONAL TRUST -- FOUNDATIONS OF TRUST AND ISSUES OF REPRESENTATION -- SUMMING UP AND LOOKING AHEAD -- 6. Implications for Policy and Practice in an Era of Accountability -- KEY TENSIONS AND DILEMMAS REVISITED -- POLICY IMPLICATIONS: ACCOUNTABILITY AS COMMUNITY RESPONSIBILITY -- DEMOCRATIC AND EDUCATIONAL OUTCOMES -- PRACTICAL LESSONS -- UNRESOLVED DILEMMAS AND UNANSWERED QUESTIONS.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

In ancient Greece and ancient China, small states engaged in intense military competition and incessant warfare. In such contexts, there was naturally much emphasis on the training of soldiers. One might have expected state-sponsored physical education to develop as a by-product of the need to train soldiers, but the historical record shows that ancient Greek states placed far more emphasis on physical education compared to their counterparts in ancient China. This essay attempts to (partly) explain the divergent outcomes with reference to the idea of citizenship. The first part outlines the practice and philosophy of state-sponsored physical education in ancient Greece and ancient China and addresses the question of why the two ancient civilizations should be compared in this respect. The main body of the article discusses the political differences between ancient Greece and ancient China that help to explain the different outcomes regarding state-sponsored physical education. The last part ends with some normative reflections that may be relevant for present-day societies.

Chapter 1. Introduction -- Chapter 2. Primary curriculum policy development in Ireland 1922-1999: From partisanship to partnership -- Chapter 3. Curriculum in context: evolution of Irish curriculum policy and practice -- Chapter 4. Denominationalism, secularism, and multiculturalism in Irish policy and media discourse on public school education -- Chapter 5. Two roads diverged: Policy shifts in second-level Religious Education 1998-2020 -- Chapter 6. Post-Primary In-career Teacher Professional Development in Ireland -- Chapter 7. Old ribbons, new bows: the historical development of internal improvement processes in Irish schools -- Chapter 8. Vocational education, rural Ireland and the nation state 1930-1960 -- Chapter 9. Key Milestones in the Evolution of Skills Policy in Ireland -- Chapter 10. Whose right(s) is it anyway? A review of Policy and Practice(s) in Inclusive Education in Ireland -- Chapter 11. "A normal and useful method of class control?" Policy on corporal punishment in Irish schools: c1974-1985 -- Chapter 12. The Evolution of Academic Selection in Northern Ireland -- Chapter 13. Irish school science curricula 1831-2020 -- Chapter 14. DR. T.J. O'Connell's contribution to Irish Education Policy 1922-1957 -- Chapter 15. 'Universities and Colleges': higher education and the Independent Irish State, 1922–1945 -- Chapter 16. Aspects of education policy and the work of secondary teachers in Ireland 1965-2010.

Die Autoren zeigen, dass grenzüberschreitende Tendenzen in der Hochschulbildung nicht nur von verschiedenen politischen Systemen geformt werden, sondern auch von der Beschaffenheit der politischen Netzwerke innerhalb einzelner Länder abhängen. Da sich diese Netzwerke in Bezug auf das jeweilige Politikfeld unterscheiden, müssen bei der Erfassung der Veränderungen in der Hochschulbildung beide Ebenen gleichermaßen in Betracht gezogen werden. Die Autoren verdeutlichen dies exemplarisch für die Länder Großbritannien und die Niederlande und beschreiben die Veränderungen bei der Finanzpolitik, der Entwicklung von Qualitätssystemen, der Regelung neuer Studienprogramme und des Ausbaus der Beziehungen zwischen den Hochschulen und der Industrie. Obwohl es eine übergreifende Richtung der Veränderungen in diesen Bereichen gibt, die seit Anfang der 1980er Jahre zu verzeichnen sind, unterscheiden sich die eingeschlagenen Wege und ihr Einfluss auf das nationale politische System in deutlichem Maße. In einem politischen Mehrheitssystem, wie in Großbritannien, sind rasche Veränderungen bei den politischen Strategien zu erkennen, während für Länder, deren politisches System auf einer Konsensfindung beruht, wie die Niederlande, langsame, aber stetige Veränderungen typisch sind. (ICI).