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Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large‐scale government education leads to failure on a large scale that can cause serious harm to the poor.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Contributors -- Foreword -- 1 Development, Issues and Challenges: Public Administration Education and Training in China -- 2 The Different and the Similar: Public Administration Education and Training in Finland -- 3 The Revered Tradition: Public Administration Education and Training in France -- 4 The Market for Civil Servants: Public Administration Education and Training in The Netherlands -- 5 The Unfinished Revolution: Public Administration Education and Training in Poland -- 6 Dealing with Rapid Development: Public Administration Education and Training in the Kingdom of Saudi Arabia -- 7 The Case of Malta: Public Administration Education and Training in Small Island States -- 8 Combining Democracy, Rule of Law and Efficiency: Public Administration Education and Training in Sweden -- 9 Starting from Nothing: Public Administration Education and Training in Ukraine -- 10 A Societal and Political Problem? Public Administration Education and Training in Venezuela -- 11 Concluding Thoughts: Perspectives on Training and Education for the Public Service.

The article examines the modern requirements for military personnel in our country, the features of the military education system, the organization of military vocational education based on the competence-based approach and its application in improving the quality of training of future officers. The current state of graphic education in higher military educational institutions of the Republic of Uzbekistan and its problems are revealed. It also describes the importance of graphic training in the performance of officers and how to overcome existing training problems.

1. Schooling and inequality in China -- 2. Challenging the gendered dimensions of schooling : the state, NGOs, and transnational alliances -- 3. Poverty, health, and schooling in rural China -- 4. Tibetan girls' education : challenging prevailing theory -- 5. Rural classroom teaching and nonfarm jobs in Yunnan -- 6. Education in rural Tibet : development, problems, and adaptations -- 7. The integration of migrant children in Beijing schools -- 8. Educational stratification and the new middle class.

This chapter investigates the relationship between the official aims and intentions of Religious Education (RE) in Sweden and the pupils' attitudes. In Sweden, as in several Western countries, there is a growing recognition that teaching RE may contribute to social cohesion in an increasingly diverse society. This chapter argues that it is also necessary to take into account the cultural context in which the education takes place, for instance that Sweden has developed over a short period from a fairly monocultural society with a Lutheran state church to a religiously and culturally more diverse society, and that the country can be seen as highly secularised on an individual level. The aims of RE are investigated through analysis of official documents and the pupils' attitudes are investigated by means of survey data from a nationally representative classroom questionnaire along with observations from focus group interviews with pupils in upper secondary school, aged 18–19 regarding attitudes towards RE and religious and cultural diversity. The chapter concludes that it is difficult to attain the lofty aims of intercultural understanding through RE teaching, especially among pupils who see themselves as nonreligious. It suggests utilizing the said gap between religious and nonreligious pupils. ; Silence, conflict or exoticism? Views of religion and Religious Education among senior high school students and teachers in multicultural Sweden ; Impact of Religion

The author analyses the scope and limits of the policy autonomy devolved to the Welsh Assembly Government (WAG). He engages with James Mitchell's application of Ted Lowi's seminal analysis of 'policy types' to Scottish devolution. These concepts are used to frame a case study of Welsh early childhood education and care (ECEC), demonstrating extensive innovation in Wales concerning the form of ECEC and its impact on compulsory schooling. However, there is some evidence that innovation in the form of ECEC has not been matched by sufficient increases in spending. Although echoing Mitchell's account of the fiscal limits to devolution, the author suggests a greater scope for policy innovation than Mitchell detects. The discrepancy suggests that there is room for refinement of the 'policy-types' framework, to draw attention to 'regulatory' aspects of public service provision; it may also hint that, although formally weaker, the WAG has more potential for policy innovation than the Scottish Executive.

AbstractThis systematic review provides unique findings with an up-to-date examination of artificial intelligence (AI) in higher education (HE) from 2016 to 2022. Using PRISMA principles and protocol, 138 articles were identified for a full examination. Using a priori, and grounded coding, the data from the 138 articles were extracted, analyzed, and coded. The findings of this study show that in 2021 and 2022, publications rose nearly two to three times the number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have emerged. The findings show that research was conducted in six of the seven continents of the world. The trend has shifted from the US to China leading in the number of publications. Another new trend is in the researcher affiliation as prior studies showed a lack of researchers from departments of education. This has now changed to be the most dominant department. Undergraduate students were the most studied students at 72%. Similar to the findings of other studies, language learning was the most common subject domain. This included writing, reading, and vocabulary acquisition. In examination of who the AIEd was intended for 72% of the studies focused on students, 17% instructors, and 11% managers. In answering the overarching question of how AIEd was used in HE, grounded coding was used. Five usage codes emerged from the data: (1) Assessment/Evaluation, (2) Predicting, (3) AI Assistant, (4) Intelligent Tutoring System (ITS), and (5) Managing Student Learning. This systematic review revealed gaps in the literature to be used as a springboard for future researchers, including new tools, such as Chat GPT.