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Current international trends in education provision are tilted towards inclusive practices that place learners at the center of education by valuing their diverse needs, creating a sense of belonging and learning conditions that fosters the success of all. In Cameroon like other SSA countries, a large number of adolescents of secondary school age continue to remain unaccounted for by the educational system due to multifaceted reasons, but largely as a result of systems barriers related to the cost of education and the failure to address the inherent or innate disadvantages and disparities amongst individuals. Very often, policies on compulsory financing are based on grounds that it will augment the stock of educational financing and help close funding gaps. This paper places four key questions at the center of its discussion questions which require consideration by the government and policy makers Does the current obligatory financing policies and practices truly constitute an effective means to close the resource gaps that characterizes educational systems Are there potentials, including under effective governance and management of resources for developing countries secondary education systems to effectively accommodate the educational needs of all without relying on second stream funding to achieve this end Should the perpetual exclusion resulting from the inability of some individuals to meet the full cost of schooling be overlooked by the state although having a moral duty to fairly distribute existing opportunities or give a chance to all Does the socioeconomic context of household obligatory financing and the greater need for secondary education to equip large numbers of youths with the skills required to accelerate economic growth towards emergence, in congruence with many developing countries goals, not necessitate an urgent need to revisit and review the current policies Whatever the case may be, it is imperative that no one is excluded from benefiting from educational services of quality. The paper ...

On the basis of documentary sources and specialized literature, a historical and comparative study of the transformation of education in the transition from antiquity to the Middle Ages in Europe was carried out. The essential content of the term "education" is analyzed as a kind of "picture of the world" of a certain person with his own understanding and perception of the environment.The political, ideological and cultural conditions that determined the specifics of the educational process, which influenced the nature of the education of the population, are traced. The destruction of the ancient Roman state and the achievement by Christianity of the status of the main religious ideology in Europe are named as the main (defining) prerequisites. It is shown that during the existence of the Roman Empire, an educated person was considered to have special knowledge, skills and abilities to replace (if necessary) one of the positions in the governing apparatus of the slave state. And in the education of a medieval person (especially at the initial stage), scientific and rational components were completely absent. Its level was directly connected with the religious and ideological worldview of the individual. The inviolability of faith in Christ (as the Son of God and the Savior of mankind) and knowledge of the essence of the most important Christian worldview values. As a result of the study, the author came to the conclusion that the most important indicators of influence that determined the specifics of a person's education in the period of antiquity and the Middle Ages were the "content richness" of upbringing and education, the "form of organization" of the educational process, and, of course, the direction ("purpose") social training of the younger generation during the transition to adulthood.

Rosamund Sutherland argues against a skills-based curriculum suggesting that, from a social justice perspective, the priority of schools should be to teach traditional subjects, such as mathematics and history, giving young people the formal knowledge they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amaryta Sen and David Olson in order to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people

Purpose: We intent to provide a comprehensive picture of Hungarian social science education, to review the constituents of social science literacy, a systematic analysis of the curriculum and its changes since 1989 and of the available research in this field. Design/methodology/approach: The findings are based on the analysis of educational documents (e. g. curricula) and the review of the research publications in the field. Findings: Social science education is cross-curricular in Hungary. Among the different knowledge fields history has a decisive and dominant role. Other social science topics are mostly abandoned in everyday teaching practice. There is a growing centralization of the educational arena (e.g. government approved limited number of textbooks) and a growing emphasis on national identity and patriotism and a decreasing emphasis on Europe. The cross-curricular nature of social science education would require well trained teachers who are able to think critically and in a complex way themselves, however teacher training and classroom practice also support the hegemony of history teaching.

An examination of the contrast between citizenship & "customership" in the context of community focuses on education policy in the UK during the 1979-1997 Conservative government period to show the damage done by the marketization of citizenship. The three key problems stemming from marketization processes -- distortion, degradation, & residualization -- are related to the introduction of market criteria into UK education policy. While residualization has not occurred in the British education system, examples of distortion include grant-maintained schools, local management of schools, parental school choice, the use of test scores to measure achievement, & the maintenance of selection. Nursery & training vouchers are detailed as evidence of degradation. A discussion of the dual individual & collective nature of education notes the immediate benefits of education to the individual, & the long-term state advantages of an educated citizenry, contending that education policy can never be totally statist or individualist. It is maintained that the dialectic of education policy conflict generates new attempted syntheses, as well as interesting compromises between citizens, markets, & communities. 15 References. J. Lindroth

Both the US & the Federal Republic of Germany have mechanisms by which their component jurisdictions -- states or Lander -- can either implement federal law or resist such implementation. The authors describe the different constitutional mechanisms by which the two federal regimes induce state cooperation & protect state autonomy. They then offer some speculations as to how such constitutional rules might effect cooperative federalism in the two nations, arguing that the German system provides more categorical & therefore more secure protection of the Lander, whereas the US system provides for a more flexible system of cooperative federalism. This flexibility of the US system, the authors suggest, allows for vertical competition between the federal government & the states, which may provide a valuable tool to combat inefficiency in policy implementation. 26 References. Adapted from the source document.

The right to education has become an increasingly visible feature of international educational policy debates and a foundation for state education policy itself over the last three decades. The emergence of Human Rights Education (HRE) as both a concept and an educational programme in its own right has been seen as a central condition for the realisation of the right to education. Successive Scottish Governments have expressed a commitment to the promotion of a society that is inclusive and respects, and realises, the rights of all people. The publication in December 2018 of the recommendations of the First Minister's Advisory Group on Human Rights Leadership outlines an ambitious programme for the further incorporation and realisation of human rights in Scotland including economic, social, and cultural rights such as the right to education. One feature of such a commitment, we might reasonably posit, ought to be the realisation and implementation of HRE within Scottish educational policy. However, serious questions have been raised in the literature about how successful current attempts to incorporate HRE within the Scottish education system have been. The paper analyses the current status of HRE in Scotland in order to highlight a number of concerns with how well HRE is realised is within Scottish education policy and practice before identifying potential ways forward. In doing so, it will highlight three areas of deficiency in the current strategy for implementing Human Rights Education in Scotland. These are: the incorporation of HRE within the Scottish curriculum; levels of confidence and preparedness of teachers in implementing HRE; a lack of clarity surrounding HRE both as a concept and programme of education. Further, it argues that the current political climate in Scotland offer significant opportunities for addressing these issues relating to the political ambition for Scotland to show leadership in the realisation of human rights. Finally, a number of steps that can be taken in order to improve the realisation of HRE within Scottish education and the necessity of doing so if the Scottish government is serious about both strengthening the realisation of human rights in Scotland as well as being a human rights leader are presented.

In the United States today, there are some 3,400 separately governed colleges and universities, amounting to a higher education industry with expenditures that constitute 2.8% of the gross national product. Yet, the economic issues affecting this industry have been paid relatively little attention. In this collection of eight essays, experts in economics and education bring economic analysis to bear on such underexamined topics as the nature of competition in higher education, higher education's use of resources, and who chooses to purchase what kind of education and why.In higher education, s