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The article analyzes the prospects and risks of introducing gamification in modern education. The interdisciplinary nature of gamification is emphasized, which makes it possible to consider it as a business technology, a management tool, and a pedagogical technology. The relevance of the introduction of gamification in the educational process of organizations of various types is substantiated. The authors consider gamification as a technology of using game techniques in non-game situations in the educational process. The possibilities of gamification as an innovative pedagogical technology in the digital educational environment are analyzed. Digital services, educational platforms and software tools based on the use of gamification technology are described. Gamification in the digital educational environment is considered as a tool to increase educational motivation and the quality of education. The psychological and pedagogical aspects of the use of gamification in the educational process, its difficulties and risks are analyzed. The necessity of taking into account the psychological and pedagogical laws of this process is emphasized. Among the possible reasons for failures in the implementation of gamification, the authors name: the lack of a systematic approach to the introduction of gamification, ignoring the characteristics of the team and players, the unprofessionalism of the teacher or the pedagogical community. Taking into account the results of the analysis of possible risk factors, ways to overcome difficulties in introducing gamification into the educational process are proposed.

"Ninety Three Sixth Form College Corporations, created from 1 April 2010 following the passage of the Apprentice, Skills Children and Learning Act 2009, have been classified as Local Government entities for the purposes of the National Accounts. In the course of the reaching this decision, ONS reviewed the existing classification of other further education institutions in England and Wales using Eurostat's Manual on Government Deficit and Debt, which has been published since the original classification decision was taken in the late 1990s. ONS has decided that Further Education (FE) Corporations in England and Wales should be reclassified, from Non-Profit Institutions Serving Households (NPISH) to Central Government, from their inception in April 1993. NPISH is often known as the 'third sector'; in National Accounts, NPISH is part of the private sector." - Page 3.

This review discusses initial and continuing teacher education from Wales's perspective. It explores initial teacher education (ITE), student teacher assessment and subject knowledge. In 1997, educational matters were devolved from Westminster to the Welsh Government. Since then the curriculum has diverged from that of England (Jones & Lewis, 2016), making Wales an interesting context in which to review science teacher education. Moreover, such a review is timely as Wales moves forward with far-reaching reform of the curriculum, ITE and teacher practice (Furlong, 2015; Donaldson, 2015).

Together with the collapse of the communist regime in Poland, the question about a new way of organizing social life arose. Almost the entire political class has opted for a return to the pattern of a liberal democracy. Under the new system, a number of important issues had to be tackled, including the question of the supreme values or ideals presented to students by state schools, including those of higher education. The author notes that putting forward these ideals results from the fact of handing down to the younger generation what in the development of society so far has proved to be most valuable. A model of such education was proposed in the 1960s by the British philosopher of education Richard S. Peters. Since societies develop, their ideals change as well. On the basis of the example of the last hundred and fifty years of development of the Anglo-Saxon culture, the author shows the tension between the two ideals of civil society organization, the first coming from John Stewart Mill and other from John Rawls. Understanding what is most valuable in social life must be reflected in the content and forms used by public education. This is what seems to be the key justification of the need to communicate values and ideals to pupils and students by schools and universities. Concluding, the author poses a number of important questions regarding the specific understanding of a liberal democracy by states such as Poland, which are returning to this economic and political system after decades of enslavement. ; Projekt Operacyjny Polska Cyfrowa POPC.02.03.01-00-0039/18

Current policies are developed through complex and dynamic historical processes and conflicts originating in these processes. In 2002 a new Act on Transparency and Openness in education was put into effect in Denmark. The Act is a formalised system of performance measurement, and introduced a new feature to the governing of the Danish education system. All educational institutions are obliged to publish on the Internet average grades of final examinations. The historical institutional concept of path dependency shows how the outline of the Act is made at an earlier stage. The Act is layered as a new institutional arrangement on top of pre‐existing institutions. By focusing on how institutional and political processes interact and are combined, new contributions to historical institutionalism are further developed without considering institutional reproduction and innovation as opposites. It is elaborated how the Act, with respect to certain dimensions, respectively reproduces, breaks with and combines two formerly outlaid paths of education policy and reform policy.

A substantial and growing share of the population, immigrant children are more likely than children with native-born parents to face a variety of circumstances, such as low family income, low parental education, and language barriers that place them at risk of developmental delay and poor academic performance once they enter school. Lynn Karoly and Gabriella Gonzalez examine the current role of and future potential for early care and education (ECE) programs in promoting healthy development for immigrant children. Participation in center-based care and preschool programs has been shown to have substantial short-term benefits and may also lead to long-term gains as children go through school and enter adulthood. Yet, overall, immigrant children have lower rates of participation in nonparental care of any type, including center-based ECE programs, than their native counterparts. Much of the participation gap can be explained by just a few economic and sociodemographic factors, the authors find. To some extent, the factors that affect disadvantaged immigrant children resemble those of their similarly disadvantaged native counterparts. Affordability, availability, and access to ECE programs are structural barriers for many immigrant families, as they are for disadvantaged families more generally. Language barriers, bureaucratic complexity, and distrust of government programs, especially among undocumented immigrants, are unique challenges that may prevent some immigrant families from taking advantage of ECE programs, even when their children might qualify for subsidies. Cultural preferences for parental care at home can also be a barrier.
Thus the authors suggest that policy makers follow a two-pronged approach for improving ECE participation rates among immigrant children. First, they note, federal and state ECE programs that target disadvantaged children in general are likely to benefit disadvantaged immigrant children as well. Making preschool attendance universal is one way to benefit all immigrant children. Second, participation gaps that stem from the unique obstacles facing immigrants, such as language barriers and informational gaps, can be addressed through the way publicly subsidized and private or nonprofit programs are structured.

- Need to assess equity and efficiency of investment of time, effort, and money into Koreans' development of English ability from standpoint of economic resource allocation - One-third of all primary and secondary school students' private tutoring expenditures go toward English study; college students and adults also invest substantial time and effort in English learning - Equity Issue: So-called "English gap" between income classes and across regions - There exist large disparities in private education investment between income groups and differing degrees of English exposure across regions despite similar income levels - Large class- and region-based differences in English scores on National Assessment of Educational Achievement (NAEA), College Scholastic Ability Test (CSAT), and Test of English for International Communication (TOEIC) - English ability more strongly influenced by environment than other subjects and used as screening device for entrance to colleges and companies, indicating significance in terms of equality of opportunity - Three questions associated with efficiency of resource allocation for English education: (1)To what extent are people rewarded in the labor market for their English education investments? (2)Is it desirable to have English-related experience used as a device for screening and signaling? (3)Are employees' English abilities matched with the needs of their position? - English experience beneficial in job applicant screening and interviews, but TOEIC score found to be more important in determining full-time employment status, workplace scale, and salary - Wage premium for English proficiency may be associated more with worker's other capabilities than English-related productivity improvements ·No connection observed between premium and job demands for English proficiency ·College students found to sacrifice studies and activities in other areas due to their perception that companies value English-related experience - Mismatch between workplace English demands and employee proficiency by job type ·Lower frequency of use in business/clerical positions relative to high levels of investment and proficiency owing to demands for related experience in application process ·Far lower investment and proficiency than needed for positions in sciences and medicine/pharmaceuticals ·Need for rethink practice of using English as a screening device for gauging the abilities of liberal arts (as opposed to science) students - Rational, ongoing efforts required from primary/secondary schools, universities, companies, and government to enhance equity and efficiency of investments in English education - Schools: Promote practicality of English teaching and prevent English gap from growing - Universities: Prevent English study from interfering with development of other student capabilities - Companies: Demand appropriate level of English proficiency for position - Government: Promote equity and efficiency of investment through improvements to public education and hiring practices