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Despite a sometimes implied lead, in the social work literature, of social work training over health training in the area of values, since the decline of community social work in the 1980s health training has developed a focus upon the physical environment which seems set to leave social work education trailing behind in the area. This paper therefore explores inter - professional overlap in the area of human geography, and in particular its relation to professional identity and the core social work value of social responsibility. Finally, it outlines ways of raising awareness of the physical environment among social work students, and in doing so seeks to break free of the placement/learning environment dichotomy and link social responsibility to the campus experience itself.

As the global and regional thirst for higher education continues to surge, it is time to think how private higher education institutions (PHEIs) can be groomed to play their roles within an evolving higher education landscape. It is imperative to put in place appropriate policies and legislations, for these institutions to play a key role in socioeconomic development. This article outlines various progressive PHE policies andlegislations across Africa and examines their importance in enhancing the growth of the sector.

This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).

The connection between theory and the application of theoretical knowledge in the practice of military physical education, is realized in some situations with quite ambiguity and difficulty. The result of this syncope will be found immediately in the training level of the trained persons. A cause of this syncope can be represented by leaving aside certain fundamental theoretical specialized knowledge, absolutely necessary for the educational act. Therefore, in the first part of this material, I will approach the training principles specific to the sub-domain of military physical education, in order to achieve an interpretation, necessary both for their understanding and for their importance in the act of training in the specialized military system. The second part of this material is dedicated to the classical methods of training in physical education. This material aims at a reiteration of the two fundamentals of military physical education, providing a synthesis and, possibly, a supplement of the specialized military literature.

In this paper we chronicle the development of Human Rights Education (HRE) in South Africa within contemporary structures and processes of curricular reform in the country. We argue that human rights have been constituted as a discursive regime within education that traverses all education policy texts: laws, white papers, guidelines, recommendations and regulations. As such it has found a distinct expression in the new schools' curricula for General Education and Training (GET) and Further Education and Training (FET). We explore the history, processes and structures related to the infusion of human rights into the curriculum in two ways. First, the codification of HRE in the curricula is a product of a continuity and discontinuity with the anti-apartheid struggle for social justice and resistance to apartheid education. Second, the centrality of HRE in the curricula in South Africa is driven by a compliance-approach aimed at meeting an array of international obligations as far as HRE is concerned. In this compliance with global directives HRE in educational policy texts become political symbolic articulations that derive its 'logic' in large measure from the human rights language that is constructed within the systems of the United Nations.

In the conditions of modern globalization, education creates the strongest foundations for individual and national economic security, which becomes an important stable and sustainable political, economic, social and environment precondition. A market economy functions better if there is universal competition. In addition, attention should be paid to economic threats related to other security sectors. It is important that the education system sets out a strategy to prepare the generations with the knowledge and skills necessary for the effective realization of a country's competitive advantage in order to grow the national economy. On the one hand, a strong sense of personal security lays the foundation for the proper functioning of political and socioeconomic institutions and thus promotes sustainable economic development and national security; In turn, a high level of national security guarantees sustainable personal security. States and education agencies should have clear measurements of the plans and processes that ensure the successful implementation of relevant projects. Economic security can be considered as a key indicator for the general security of the state. Achieving economic security also makes other levels of security easier to achieve. Environmental security in the country largely depends on economic and political security. Security analysis in all sectors separately and their importance for the overall security of the country is crucial for regional and international security.

Specialized journals examine the teaching and learning of the social sciences in Higher Education . These include, for example, the highly regarded Teaching Sociology, or, more recently the Journal of Political Science Education, Journal of Legal Education and International Journal of Pluralism and Economics Education, to name but a few. These journals capture a significant amount of knowledge and experience. However, there is little coherence in terms of research and a lack of a well-developed academic sub-discipline around Higher Education in the social sciences. Furthermore, most of the discourses within the cited journals.

This article discusses how public education institutions such as boarding schools face the social changes brought about by modernity. The assumption is that as agents of change, of course pesantren must follow what and how modernity itself can only provide answers to society. What is mainly brought about by modernity itself is development. Therefore, social change that must be answered primarily by pesantren is a matter of development. This study found that operationally, the relationship between pesantren and rural community development, which aspires to improve the quality of human resources in the pesantren, has been carried out through the following activities: consolidation and cooperation, business links and education, and insights into the pesantren's struggle, community, and the government.