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This special issue of FormAkademisk is a product of the lighthouse project Didaktikk for teknologi, design og innovasjon (2016–2020) (Education for technology, design and innovation), which is funded by the Faculty of Technology, Art and Design (TKD) at Oslo Metropolitan University (OsloMet) and lead by Liv Merete Nielsen. The project is a contribution to the realisation of the government's long-term (2019–2028) plan for research and higher education (Kunnskapsdepartementet, 2018). The government's plans include renewing, restructuring and boosting the technology of the business community and improving quality in higher education, and the lighthouse project helps to achieve these goals, because the key to new practice lies in education. ; Dette temanummeret av FormAkademisk er et resultat av fyrtårnsprosjektet Didaktikk for teknologi, design og innovasjon (2016-2020) som er finansiert av Fakultet for Teknologi, kunst og design (TKD) ved OsloMet–storbyuniversitetet og ledet av Liv Merete Nielsen. Prosjektet er et bidrag til realiseringen av regjeringens langtidsplan for forskning og høyere utdanning 2019–2028 (Kunnskapsdepartementet, 2018). Regjeringens opp­trappings­­planer inkluderer et teknologiløft, fornyelse og omstilling av nærings­livet og styrking av kvalitet i høyere utdanning. Fyrtårns­­prosjektet har som mål å bidra til å nå disse målene, fordi nøkkelen til ny praksis ligger i utdanning.

During the Cold War, the Norwegian Armed Forces were organized to fight an invasion against Norwegian territory. The end of this era should at least in principle imply changes not only in military practices on the ground but also in the training and education of officers. This article analyses the inertia in the internationalization of higher military education programs in Norway, where the strengthening of a subject like International Relations began only at the end of the 1990s. One explanation for the discrepancy between the military curriculum, on the one hand, and the new military environment facing the officers, on the other, is that existing practices were taken for granted and reproduced in social structures. The debate about military education also reflects a traditional conflict between those who have seen an academization of military education as an intervention into the monopoly of knowledge of the officer profession, and those who embraced such a development. Adapted from the source document.

Status of religious communities -- Relations between the state and Islam -- State support for Islamic religious communities -- Muslims in integration law -- Mosques and prayer houses -- Burials and cemeteries -- Education -- Further and higher (tertiary) education -- Islamic chaplaincy in public institutions -- Employment and social law -- Islamic slaughter and food regulation -- Islamic goods and services -- Islamic dress -- Criminal law -- Family law

Childhood development and education; Kurdish peoples

When this issue of International Politics published it gone for just a week ago the Nobel Peace Prize for 2014 was awarded to Oslo. This year parts Indian Kailash Satyarthi and Pakistani Malala Yousafzay price for its fight against the oppression of children and adolescents and for children's right to education. 'Children must go to school, not exploited for economic purposes,' writes Nobel Committee in its grounds, and continues: 'In the poor countries is 60 percent of the population currently under 25 years. It is a prerequisite for a peaceful development globally that children and young people's rights are respected. Especially in conflict areas helps child molestation that conflicts are passed on through generations. '. Adapted from the source document.

Introduces sports aid and sports organizations as a form of foreign policy that demands more attention from political scientists. In Norway, a redefinition (1972-1973) of culture provided sports a political arena for the first time, which eventually expanded into the foreign aid territory and thus became a part of overall foreign policy. A similar kind of shift has taken place internationally as the UN declared year 2005 as "The International Year of Sport and Physical Education". The main goal for Norwegian sports aid is to enhance peace and democracy by providing opportunities for the people to engage in sporting activities by mainly building sporting infrastructure. A case study of this policy in action is provided. L. Pitkaniemi

The rise and fall of French Empires throughout a period of 400 years are outlined. Two central and parallel concepts in French political discourse, "grandeur" and "decadence", are used to analyze the French Empire. The article starts by commenting on the rise of the empire, including its geographical reach and direct and indirect political structures and systems. The French imperial policy of assimilation of colonies is examined as a political function to legitimize imperialism as a "mission civilisatrice"; to bring French civilization and liberty to the colonies. The article argues that French imperial rhetoric and propaganda to colonial populations were influenced by social Darwinism, racism, and military interests to display superiority of the French Empire. The article comments on the use of instruction and education in colonial administration and colonial history to maintain and develop the Empire once established. The article discusses the fall and decolonization of the French Empire, and concludes with lessons learned from the empire that applies to modern day France, including French exceptionalism. This article is one in a series of articles on the topic of empires. References. E. Sundby