Higher education is considered an important tool for the overall development of any country, and it holds true in the context of Afghanistan as well. At the same time, a good eco-environment in terms of political will, leaders' farsighted vision, a fair budget, good infrastructure, and a good teaching community are some of the basic requirements for higher education to move in the direction of new and higher horizons. However, due to the ongoing war during the last couple of decades, the country's education system has become out of reach for a substantial part of the population due to poverty, lack of infrastructure, refugees and internally displaced, digital division, etc., critically affecting the education equity. This systematic review examines India's education diplomacy in addressing the inequities in Afghanistan's education system and making them more equitable. Education was further dilapidated with the outbreak of the COVID-19 pandemic. Afghanistan is caught between a war and a pandemic and suffers from a double whammy in losses. Subsequently, given their chilling effects, higher education becomes devoid of multiples equities, including education. However, because of their historical and geo-civilizational ties, India has focused on development diplomacy in general and education diplomacy (E.D) in particular to improve educational infrastructures.
The United States spearheaded the creation of many international organizations and treaties after World War II and maintains a strong record of compliance across several issue areas, yet it also refuses to ratify major international conventions like the UN Convention on the Law of the Sea and the Convention on the Elimination of All Forms of Discrimination Against Women. Why does the United States often seem to support international law in one way while neglecting or even violating it in another? The United States and International Law: Paradoxes of Support across Contemporary Issues analyzes the seemingly inconsistent U.S. relationship with international law by identifying five types of state support for international law: leadership, consent, internalization, compliance, and enforcement. Each follows different logics and entails unique costs and incentives. Accordingly, the fact that a state engages in one form of support does not presuppose that it will do so across the board. The contributors to this volume examine how and why the United States has engaged in each form of support across twelve issue areas that are central to twentieth- and twenty-first-century U.S. foreign policy: conquest, world courts, war, nuclear proliferation, trade, human rights, war crimes, torture, targeted killing, maritime law, the environment, and cybersecurity. In addition to offering rich substantive discussions of U.S. foreign policy in each of these areas, their findings reveal patterns across the U.S. relationship with international law that shed light on behavior that often seems paradoxical at best, hypocritical at worst. The results help us understand why the United States engages with international law as it does, the legacies of the Trump administration, and what we should expect from the United States under the Biden administration and beyond.
We're still looking for that political new world order. "Post-modern" Europe and the modern US and their allies must intensify efforts to resolve conflicts in the "pre-modern" world of failed and hijacked states. Strong states based on sound economies would be building blocks for a stable international order. (DGAP-IP)
This book provides a critical analysis of the neoliberal reform agenda of the economic governance of schools. Focusing on the role of the United States in this process, it explores the transformation of schools in this agenda from educational establishments to enterprises in a competitive education market. The study uses Bourdieu to apply a field-theoretical framework to a detailed empirical analysis of the current changes of school government. Chapters explore education bureaucracy, reform and the effect of outside organizations on pedagogy and testing. The book reveals how far the promises of corporate education reform are from reality and concludes with a plea for a realistic view of school's capabilities. It goes beyond the state of the art with its focus on how the governance of education, school and instruction is changing with the replacement of educracy by an education-industrial complex. The book will be of great interest for academics, postgraduate students, administrators and politicians in the field of education policy, the governance of school systems and schools. The book also has an international appeal as it studies a global transformation of the field of education.
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Intro -- Map of South Sudan -- Acknowledgements -- Contributors -- List of Abbreviations -- Foreword -- Introduction -- Chapter 1 Learning from Customary Law -- Chapter 2 Governing Unclear Lines -- Chapter 3 Constructive Management of Diversity -- Chapter 4 How Electoral Systems and Systems of Government Can Contribute to Peace and Managing Diversity -- Chapter 5 The Federalism-Decentralisation-Peace Nexus in South Sudan -- Chapter 6 Federalism in the History of South Sudanese Political Thought -- Chapter 7 Ethiopian Ethnic Federalism -- Chapter 8 Assessing the Merits of Decentralisation as a Conflict Mitigation Strategy -- Chapter 9 Decentralisation and the Logic of the Political Marketplace in South Sudan -- Chapter 10 African Decentralisation as a Power Calculation, and Its Relevance for South Sudan -- Chapter 11 The Challenges of Macroeconomic Stabilisation and Poverty Alleviation in South Sudan -- Chapter 12 South Sudan's Civil Service Challenges -- Chapter 13 South Sudan's Renewable Energy Potential -- Conclusion.
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Introduction. The article considers the theoretical and practical aspects of the formation of the sectoral qualifications framework in the field of knowledge "Military Sciences, National Security, State Border Security", analyzes the main aspects of building the European Qualifications Framework and provides proposals for unification of military education.Purpose. Requirements for the quality of training of future officers are changing rapidly, however, the qualifications and level of competencies of graduates of higher military educational institutions must meet modern approaches to building and equipping the Armed Forces and other military formations formed in accordance with Ukrainian legislation. Therefore, the problem of quality training of future officers is an urgent task for all stakeholders (applicants for higher education, research and teaching staff, management of law enforcement agencies).Methods. System analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization.Results. In the process of developing the sectoral qualifications framework, Ukrainian specialists have accumulated significant experience and experience in substantiating the conceptual basis for the creation of this normative document and comparing Ukrainian qualifications with the European Qualifications Framework.At the same time, when developing the sectoral qualifications framework in the military field, it is necessary to take into account the peculiarities of the Ukrainian educational, social, economic and military spheres, as well as the basic principles of the Bologna Process, an important tool of which is the European Qualifications Framework.Originality. Analysis of the main problems in the development of the sectoral qualifications framework in the field of knowledge "Military Sciences, National Security, State Border Security" and its compliance with the requirements and educational standards of the European and Euro-Atlantic alliances, as well as highlighting the role and place of the sectoral qualifications framework. other military formations of Ukraine.Conclusion. The introduction of a sectoral qualifications framework in the training of security and defense personnel at the national level provides not only a clear structure, the ability to apply highly effective practices of the European and Euro-Atlantic alliances, but also significantly strengthens national security standards, enhances national defense and coherence security and defense. ; В статье рассмотрено теоретические и практические аспекты формирования отраслевой рамки квалификаций в отрасли знаний «Военные науки, национальная безопасность, безопасность государственной границы», проанализировано основные аспекты построения Европейских рамок квалификаций и представлены предложения по унификации военной науки. ; У статті розглянуто теоретичні та практичні аспекти формування галузевої рамки кваліфікацій у галузі знань «Воєнні науки, національна безпека, безпека державного кордону», проаналізовано основні аспекти побудови Європейських рамок кваліфікацій та надано пропозиції щодо уніфікації військової освіти.
Introduction. The article considers the theoretical and practical aspects of the formation of the sectoral qualifications framework in the field of knowledge "Military Sciences, National Security, State Border Security", analyzes the main aspects of building the European Qualifications Framework and provides proposals for unification of military education.Purpose. Requirements for the quality of training of future officers are changing rapidly, however, the qualifications and level of competencies of graduates of higher military educational institutions must meet modern approaches to building and equipping the Armed Forces and other military formations formed in accordance with Ukrainian legislation. Therefore, the problem of quality training of future officers is an urgent task for all stakeholders (applicants for higher education, research and teaching staff, management of law enforcement agencies).Methods. System analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization.Results. In the process of developing the sectoral qualifications framework, Ukrainian specialists have accumulated significant experience and experience in substantiating the conceptual basis for the creation of this normative document and comparing Ukrainian qualifications with the European Qualifications Framework.At the same time, when developing the sectoral qualifications framework in the military field, it is necessary to take into account the peculiarities of the Ukrainian educational, social, economic and military spheres, as well as the basic principles of the Bologna Process, an important tool of which is the European Qualifications Framework.Originality. Analysis of the main problems in the development of the sectoral qualifications framework in the field of knowledge "Military Sciences, National Security, State Border Security" and its compliance with the requirements and educational standards of the European and Euro-Atlantic alliances, as well as highlighting the role and place of the sectoral qualifications framework. other military formations of Ukraine.Conclusion. The introduction of a sectoral qualifications framework in the training of security and defense personnel at the national level provides not only a clear structure, the ability to apply highly effective practices of the European and Euro-Atlantic alliances, but also significantly strengthens national security standards, enhances national defense and coherence security and defense. ; В статье рассмотрено теоретические и практические аспекты формирования отраслевой рамки квалификаций в отрасли знаний «Военные науки, национальная безопасность, безопасность государственной границы», проанализировано основные аспекты построения Европейских рамок квалификаций и представлены предложения по унификации военной науки. ; У статті розглянуто теоретичні та практичні аспекти формування галузевої рамки кваліфікацій у галузі знань «Воєнні науки, національна безпека, безпека державного кордону», проаналізовано основні аспекти побудови Європейських рамок кваліфікацій та надано пропозиції щодо уніфікації військової освіти.
In the ideological legacy of Friedrich Engels, the critique of "state socialism" has a prominent, if overlooked place. According to this conception, the essence of socialism is that the existing state intervenes in the capitalist economy and society with reforms to benefit the working class. The first section of this article outlines Engels' critique of state socialism. It mentions how left geographers have approached his remarks on the trend, specifically in regard to the housing question, nationalisation, and liberal democracy. The second part highlights the contemporary significance of Engels' conception of proletarian emancipation-as contained in his critique of state socialism. Engels' remarks can help clarify the objective conditions for socialism, conditions that some left geographers continue to ignore.
After the most serious economic crash since the 1930s and the slowest recovery on record, austerity rules. Spending on the welfare state did not cause the crisis, but deep cuts in welfare budgets has become the default policy response. The welfare state is seen as a burden on wealth creation which can no longer be afforded in an ever more competitive global economy. There are calls for it to be dismantled altogether.In this incisive book, leading political economist Andrew Gamble explains why western societies still need generous inclusive welfare states for all their citizens, and are rich enough to provide them. Welfare states can survive, he argues, but only if there is the political will to reform them and to fund them. Andrew Gambleis Emeritus Professor of Politics at Queens? College, Cambridge
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"Achieving a representative sample is an important goal for every survey. High response rates are often referred to as an indicator of representativeness in survey methodology research. However, a low response rate does not necessarily imply low representativeness, so that alternative ways of assessing representativeness are needed in times where low response rates are almost ubiquitous. This study asks whether education, a socio-demographic variable covered by virtually every survey of individuals, is a good variable for assessing the representativeness of a realised survey sample. We examine this issue in two steps: Firstly, the distributions of the harmonised education variable in six official and academic cross-national surveys by country-year combination are compared with the respective education distributions in a high-quality reference dataset. Doing so, we identify many substantial inconsistencies. Secondly, we try to identify the sources of these inconsistencies, looking at both measurement errors in the education variables and errors of representation. Since in most instances, inconsistent measurement procedures can probably explain the observed inconsistencies, we conclude that the education variable as currently measured in cross-national surveys is, without further processing, unsuitable for assessing sample representativeness, and constructing nonresponse weights. The paper closes with recommendations for achieving a more comparable measurement of the education variable." (author's abstract)
The paper deals with the scale and depth of a state capitalism expansion around the world, explores its economic implications. The author focuses on governmental participation in a capital of corporations – either equity or debt – as a defining feature of a state capitalism. The modern state capitalism represents a significant advance in several respects, compared to its previous forms. First, it is developing on a much wider scale. Second, its development rates accelerate. And third, it has far more sophisticated growth tools at its disposal.
"An analysis of State legislation, Federal legislation and judicial decisions." ; Mode of access: Internet. ; Issues for 1973- prepared by the Division for the Office of Federal Elections, 1973-May 1975; for the Federal Election Commission, June 1975-.
