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The article presents the results of modern model comparative legal analysis concerning state and legal regulation of the religious component in education within the context of state and municipal educational organization profile activity. The conceptual features of such regulation optimal model are determined, claiming the status of universal ones; their uniform consolidation in the special educational legislation of modern secular states is justified.

The United States leads the world in public higher education, with a substantial amount of funding coming from state, rather than federal, government sources. Perhaps not surprisingly, the amount states contribute varies widely, leading researchers to explore the sources of such variation. While numerous factors have been shown to matter, the potential relevance of political representation remains unclear. To address this gap, the relationship between state legislators own educational backgrounds and state spending on higher education is tested. Utilizing a database of publicly available information on the educational backgrounds of 6,517 state senators and representatives, we find that states with a higher percentage of legislators who attended state colleges and/or universities invest more generously in public higher education than other state legislatures. Results support theories of representation, suggesting that legislators may be directly advocating for spending given their own educational profiles.

The importance of education in the process of economic, political and social change has been widely recognised and well documented all over the world. The changes in the educational system should also reduce the social gaps by enabling proper recognition to whatever extent one is able to pursue or acquire a skill. The tribal community all over India have been subjected to various forms of deprivation such as alienation from land and other resources. Although certain constitutional safeguards are provided, there has been no economic, social and political mobility across this community. The Scheduled Tribes remain abysmally backward and socially excluded, still living in harsh environs. Education is one of the most important means to improve tribal personal endowments, build capabilities, overcome constraints and in the process, enlarge available set of opportunities and choices for a sustained improvement in well-being. As per Article 45 of the Constitution of India, Universalisation of Elementary Education is a Directive Principle of State Policy that underlines the need to provide free and compulsory education for all children up to the age of 14 years. In this paper an attempt is made to examine government policies for tribal education, tribal population and literacy rate and issues and challenges of tribal education.

"Studies for the Midwestern Conference of the Council of State Governments by the Midwestern Advisory Committee on Higher Education." ; First published in 1967 under title: Legal bases of coordinating boards of higher education in thirty-nine states. ; Bibliography: p. 180-185. ; Mode of access: Internet.

Projet n°0288848-2 ; This report concludes the first stage of the integrated project KNOWandPOL ("The role of knowledge in the construction and regulation of health and education policy in Europe: convergences and specificities among nations and sectors"). This project is organized around three complementary orientations. This report deals with Orientation 1, which seeks to give a first and general analysis of the social and cognitive mapping of the sectors under study. Orientation 2 analyses decision-making processes as such, paying special attention to the way information and understanding are deployed and learning takes place at different stages. Orientation 3 is focused on the growing use of regulatory instruments that entail the production and dissemination of information, studying their fabrication and their use by the decision-makers for whom they are intended. This report draws on the research data and analysis presented in 12 country reports. This report attempts to move beyond summary and into an integrative synthesis of the main ideas that have emerged from reading across these reports, in such a way as to provide a forward movement or 'orientation' towards the remaining work of the project. The analytical synthesis is offered through the organization of text using the key elements or features of the knowledge and policy landscape that were developed in the process of working on Orientation 1. Thus the transversal analysis of the reports is grouped under the following main headings: Context, Structure, Actors, Knowledge, and in relation to an emergent and tentative hypothesis, about which we say more below.

Projet n°0288848-2 ; This report concludes the first stage of the integrated project KNOWandPOL ("The role of knowledge in the construction and regulation of health and education policy in Europe: convergences and specificities among nations and sectors"). This project is organized around three complementary orientations. This report deals with Orientation 1, which seeks to give a first and general analysis of the social and cognitive mapping of the sectors under study. Orientation 2 analyses decision-making processes as such, paying special attention to the way information and understanding are deployed and learning takes place at different stages. Orientation 3 is focused on the growing use of regulatory instruments that entail the production and dissemination of information, studying their fabrication and their use by the decision-makers for whom they are intended. This report draws on the research data and analysis presented in 12 country reports. This report attempts to move beyond summary and into an integrative synthesis of the main ideas that have emerged from reading across these reports, in such a way as to provide a forward movement or 'orientation' towards the remaining work of the project. The analytical synthesis is offered through the organization of text using the key elements or features of the knowledge and policy landscape that were developed in the process of working on Orientation 1. Thus the transversal analysis of the reports is grouped under the following main headings: Context, Structure, Actors, Knowledge, and in relation to an emergent and tentative hypothesis, about which we say more below.

Catholic educators in recent years have worked to increase their schools' capacity to provide special education services to more students. The expansion of federal programs to support students with special needs has aided in dealing with this issue, but it has also exacerbated problems. The exacerbation comes from the increased focus on both the needs of children and the inability of the schools to respond positively as often as they would like. The aid comes in the form of some governmental assistance as well as increased financial support from local sources. However, the demand for services continues to exceed the resources available to respond. This paper explores the current dimensions of this situation.

Chapter 1. Pre-service teacher education policy development in the United States -- Chapter 2. Pre-service teacher education policy development in the UK -- Chapter 3. Pre-service teacher education development in Japan -- Chapter 4. Pre-service teacher education development in Canada -- Chapter 5. Pre-service teacher education policy development in Singapore -- Chapter 6. Pre-service teacher education policy development in Australia -- Chapter 7. Pre-service teacher education policy development in Russia.

Chapter 1: Introduction: The Puzzle of the Transformations of European Education Policy -- Chapter 2: Theoretical Framework: A Three-Stage Model to Trace the Role of Ideas -- Chapter 3: The Emergence of the Problem Definition (1973–1985) -- Chapter 4: The Development of the Problem Definition (I): Discourse of Crisis and the Construction of the 'Europe of Knowledge' (1985–1997) -- Chapter 5: The Development of the Problem Definition (II): Working Plans, Institutional Innovations and Policy Initiatives (1985–1997) -- Chapter 6: The Institutionalisation of the Problem Definition as Policy Solution: The 'Europe of Knowledge' (1997–2010) -- Chapter 7: The Resilience of the Problem Definition Between Continuity and Change (2010–2020) -- Chapter 8: Conclusion.