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"This book presents current trends in education, psychology, and sociology that address the dramatic changes, especially after COVID, that have forced social scientists to look for new perspectives to understand the social phenomenon of society and the relationships between individuals"--

The management of commitments by higher education institutions to equality, diversity and inclusion both for employees and students presents significant challenges. The implementation of measures to comply with legislative equality requirements, the indicators of commitment to formal equality, do not deliver anything like equality of outcome. This creates the challenge as to how universities may articulate and act on commitments which go beyond formal equality and which may be expected to build a culture of equality, diversity and inclusion. This article addresses the incorporation of equality values and objectives in institutional strategy and the governance arrangements to define, develop and implement measures to address the objectives. Analysing contrasting and coordinated modes of governing I note that a reflexive approach tends to shift regulatory emphasis from control to learning as the basis for effective action. I conclude that it is appropriate and possible that higher education institutions should, to a significant extent, be able to think of themselves as governing EDI matters as much through reflexive learning as through the aspiration to control.

Higher education is the cornerstone of building societies and creating generations capable of communicating with the world and dealing with its developments effectively. In light of the huge developments in the world and the globalization of higher education, there are many challenges and difficulties that need to be reformed in response to these changes.Algeria is not isolated from these developments. The alarm has been ringing for years, so it is necessary to develop this sensitive sector and to revive it by adopting policies and modern methods. The management of total quality and quality assurance may be the most important and the most effective tool as it works on improving performance of higher education institutions and the university products.The present paper aims to identify the principles and standards of quality management and the extent to which they are implemented in the Algerian universities through exposure to reforms initiated by the Algerian government in order to guarantee the quality of higher education and highlight the challenges that a major stumbling block to the application of this philosophy, and so through the question: how to contribute to How does total quality management contribute to the quality of higher education? Have their standards been adopted in Algeria's higher education sector or are they still facing challenges in their implementation.This study has concluded that despite the government efforts to implement quality management and ensure the quality of higher education, but that the practice reflects the existence of substantial differences between the legal status and the reality of higher education, which is still engulfed in many challenges to overcome and work hard to implement the strategy for the advancement of the higher education sector.

The statistics given in the pamphlet are those existing at the end of May, 1918. ; At head of title: The government general of Chosen, Bureau of education. ; Mode of access: Internet.

According to the special ideological characteristics of the special group of college students, guided by Maslowfs hierarchy of needs theory, this paper expounds the contents and methods of IPE for college students, and strives to provide scientific and powerful value reference for the efficient and high-quality completion of IPE for college students.

This paper uses a critical framework integrating Capability, Feminist and Critical Pedagogic theories to challenge the reductive focus within sustainability discourses on the physical environment, and education's typical 'development' focus on economic growth. The paper presents three main arguments. First, it argues for holistic or ecological concepts of both 'development' and ESD, focusing on enlightened political participation, emancipation and social transformation as the basis of ecological sustainability. Second, it challenges the limitation of such agendas to wealthy countries while 'development education' thinking applied to poorer countries is almost entirely economic. Third, it explores the political educational mandate that flows from this position. The three arguments are developed by examining successes and shortcomings in emancipatory educational projects in South Africa, Latin America and the Arab world. These projects, previously documented, are analysed using comparative 'glocalization' tools to reveal context-specific ways that innovative vertical and horizontal collaboration has created responsive new forms of educationally-mediated politically sustainable 'development' - focusing on equality, particularly gender. The analysis shows that educating for ecologically sustainable development based on enlightened and equal political participation has no less a place in 'developing' countries than it does in richer ones although constraints, and therefore means, may be situationally distinctive.

"This book sheds light on the important and mostly neglected role that gender plays in achieving the UN Sustainable Development Goals, doing so by investigating three key problem areas: empowerment, education and infrastructure. Starting with a theoretical and methodological framework, this edited collection contains twelve chapters from scholars and researchers from around the world. The book includes numerous case studies discussing the current status of gender equality relating to the SDGs. It reinforces the significance of gender for sustainable and just development, highlighting how women play a major role in work organisation, disaster management, income, household maintenance and mediation of knowledge. ''Women' as a classification encompasses much diversity with many intersecting axes of difference; this book focuses on the excluded and disadvantaged majority social group, without imposing homogeneity on that categorisation. Many chapters focus on critical situations occurring in the Global South, where these issues are highly prominent, and importantly these contributions are written by local scholars. Finally, the volume provides pathways for basic and professional gender responsive education and innovation in the field. The book will generate important discussions in interdisciplinary research and higher education settings focusing on sustainable development, gender, equality, human rights and education"--

This paper aims to contribute to the valuable conversation about the role of deliberative democracy in teacher education. I consider both using pedagogy that engages deliberative democracy in process, thereby enhancing teaching, and advancing deliberative democracy as a worthy goal in teacher education. I begin by looking at recent changes in society that have reshaped student goals, educational accountability, and the priority of democracy within higher education. I highlight these changes to issue a call for a thoroughgoing commitment to deliberative democracy both in theory and in practice, as a means and an end. I expand on the definition of deliberative democracy and the skills necessary to fulfilling it as they relate to the goals of teacher education. I close by turning to exemplary programs in teacher education and showcasing some smaller steps toward incorporating democratic practices and assignments.

When media use scores are adjusted to remove the effects of role involvement, the correlation between education and media use is positive, even for radio and television. This finding alters some earlier concepts about differences in use of print and broadcast media.

Exploring how global changes affect education today, in the classroom and in local, national, and international contexts, this book explores the future of education's capacity for effectiveness in multicultural and multilingual contexts. The chapters deal with lifelong learning (a critique), immigration, antiracist education, parental involvement in schools, national curricula, Paulo Freire's legacy, insights from the work of Lorenzo Milani and the School of Barbiana, and Gramsci's writings on the school. There are both theoretical and empirically grounded chapters in this volume.

: This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of opportunities, and in doing so, enriches the culture of our societies. By highlighting the challenges to language learning faced by refugees on the Syrian Vulnerable Persons&rsquo ; Resettlement Scheme (VPRS), this article draws attention to the fact that government directives for language provision commissioned under VPRS often do not sufficiently meet the needs of teachers and learners at grassroots level. Recommendations for greater flexibility in the organisation of ESOL provision for those resettled under VPRS are put forward. While this paper focuses on the specific case study of VPRS participants in Wales, it is hoped that recommendations around changes to policy and practice in language learning may be applicable to teachers, policy-makers, and community organisers working at the nexus of language and migration.

The main aim of our research is to provide an overview of what role language education plays in how Hungarians living in diaspora communities preserve their cultural identity. To this end we compared three Hungarian schools from three continents (North America, South America and Australia), selected by a sampling based on geographical location. We compared the similarities and differences between their educational methods according to factors predetermined by the research group. By reviewing the extant, but limited literature on this topic, the authors studied the present situation of Hungarians living abroad and the actual questions of identity preservation with special regard to language learning and preservation. These results present a detailed image of language education within the Hungarian diaspora. We also compared the educational methodology employed by the three schools based on different statistical data, such as the number of students, their cohort, student motivation as well as the role of partner institutions in the preservation of Hungarian identity. This study introduces the similarities and differences among institutions located far from one another.