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Most underdeveloped countries spend much more on tertiary education per student versus primary and secondary education per student, while in developed countries this ratio is much smaller. To examine this issue I present an overlapping generations model with heterogeneous agents. Heterogeneity arises from differential innate ability. Agents choose how many years of school to attend. The government also provides different amounts of funding for primary plus secondary schooling and tertiary schooling. The government allows only the top percentile of students graduating from secondary education to participate in tertiary education. I find that insufficient funding for primary and secondary school hurts every individual in the economy as well as decreasing output and increasing inequality, while excessive funding for primary plus secondary school per pupil leads to a huge tax burden, decreasing the welfare of all individuals.

Contents: PART I. POINTS OF DEPARTURE (Clark, Burton R.: Development of the Sociology of Higher Education. - Gumport, Patricia J.: Sociology of Higher Education - an Evolving Field). - PART II. FOUR DOMAINS (McDonough, Patricia M./Fann, Amy J.: The Study of Inequality. - Hurtado, Sylvia: The Study of College Impact. - Rhoades, Gary: The Study of the Academic Profession. - Peterson, Marvin W.: The Study of Colleges and Universities as Organizations). - PART III. EMERGING LINES OF INQUIRY (Meyer, John W./Ramirez, Francisco O./Frank, David John/Schofer, Evan: Higher Education as an Institution. - Hearn, James C.: Sociological Studies of Academic Departments. - Antonio, Anthony Lising/Muniz, Marcela M.: The Sociology of Diversity. - Bastedo, Michael N.: Sociological Frameworks for Higher Education Policy Research). - PART IV. LOOKING AHEAD (Clark, Burton R.: A Note on Pursuing Things That Work. - Gumport, Patricia J.: Reflections on a Hybrid Field. Growth and Prospects for the Sociology of Higher Education) (HoF/text adopted)

I will first look at the context of higher education and some of the initiatives that have been taken to democratise education. I will then bring you some examples of how OER are being harnessed to increase access, improve quality and cut the costs of education. I will then reflect on the recent phenomenon of Massive Open Online Courses or MOOCs and consider whether these might democratise higher education. I will finally look at some key commitments that have been made by the global community to the development and use of OER and will conclude with some initiatives that could help us address these challenges and advance us towards democratising education through the use of OER.

The article defined the essential and specific content of the phenomenon of eco-legal education. Also analyzes the characteristics of this area of legal education activities, that helps to formulate its definition.

The recent introduction of "basic education" and Education for All "is not entirely new in the history ofeducation in Nigeria. Several attempts at providing basic education for Nigerians have been made inthe past. These attempts can be summarized as follows:The defunct Western Region free primary education programme of 1955.The defunct Eastern Region Education of 1957.The federal Government National Universal Primary Education of 1976.Over the years, universal access to education has been the prime target for Nigeria, since the middleof the 1970s when the universal primary Education (UPE) scheme took off. Predictably, pupils'enrolment rapidly increased from 6.2 million in the 1975 1976 session to 14.8 million in 1992. As usual,the burst of educational activities brought in its wake a plethora of changes, some positive, somenegative. The overwhelming unanticipated results of this sudden educational expansion brought abouta profound shortage of learning facilities including space, a severe dearth of teachers and funds toimplement the scheme. These problems still persist in our schools today, especially at the primaryschool level (FGN, 1993, NPEC/ World Bank 1997 & Adeyemi 2007).