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This book brings together new thinking on education's complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on 'contested'—it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally—Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants.Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility

"Autonomy and Accountability" -- "S. Noorda: Academic Autonomy as a Lifelong Learning Process for Universities" -- "1. Introduction" -- "2. Academic Autonomy" -- "2.1 Academic Self-Government: An Institution-Specific, Dynamic, Evolutionary Process" -- "2.2 The Meaning of Academic Autonomy" -- "2.3 Autonomy: A Privilege and a Responsibility" -- "2.4 Autonomy: Highly Contextual, Never Absolute and Complete" -- "2.5 Modern Universities Need Partnering Rather Than Top-Down Instructing" -- "2.6 The Role of the Government in Promoting Diversity – or the Limits of Autonomy" -- "2.7 Positive Interaction and Healthy Division of Tasks Between Academia and Public Authorities" -- "3. Autonomy as a Quality and Duty of Individual Institutions" -- "3.1 Complexity and the Need for Autonomy" -- "3.2 Human Capital Development and Autonomy" -- "3.3 Autonomy Is a lot More Than Freedom: The Dutch Case" -- "4. Conclusion" -- "[1] Michael Barber -- Katelyn Donnelly -- Saad Rizvi (2013) An Avalanche is Coming. IPPR London." -- "[2] Alan Bryman (2007) Effective Leadership in Higher Education. Leadership Foundation for Higher Education London" -- "[3] Thomas Estermann -- Terhi Nokkala -- Monika Steinel (2011) University Autonomy in Europe European University Association, Brussels" -- "[4] Mona Mourshed -- Chinezi Chijioke -- Michael Barber (2010) How the world's most improved school systems keep getting better. McKinsey & Company (www.mckinsey.com)" -- "[5] Guy Neave and Frans Van Vught, eds. (1991) Prometheus Bound: The Changing Relationship Between Government and Higher Education in Western Europe, Oxford: Pergammon Press" -- "[6] Guy Neave (1994) The Politics of Quality: developments in higher education in Western" -- "[7] Europe 1992-1994, European Journal of Education, vol. 29, no.2, 1994, pp. 115-134

This work examines the current state of Russian education on the basis of data of the researches which were carried out in recent years in our educational institutions. The main attention is focused on an explanation of existing distinctions and identification of the factors influencing the training results rather than on ranging educational institutions by level of pupil preparation. Similar researches make it possible to reveal strong sides and weaknesses of Russian education and to trace a course of actions for more effective achievement of the scheduled purposes.

Report of 1910/12 has supplement "Record of secondary schools. Manual for 1911-12. Concord, N.H., 1912" ; Mode of access: Internet. ; Title varies: 1846/47-1847/48, Report of the Commissioner of common schools to the legislature of New Hampshire; 1848/49-1849/50, Third[-Fourth] annual report [etc.]; 1850/51-1866/67, Fifth[-Twenty-first] annual report upon the common schools of New Hampshire; the same being the First[-Seventeenth] annual report of the board of education; 1867/68-1874/75, Annual reports of the Board of education and superintendent of public instruction, being the Twenty-second[-Twenty-eighth] annual report upon the common schools of New Hampshire; 1875/76-1916/18, Annual report of the superintendent of public instruction; being the Twenty-ninth [-Sixtieth] annual report upon the public schools of New Hampshire; 1918/20-Report of the State board of education; being the Sixty-first[- ] report upon the public schools of New Hampshire. ; Issued by the commissioner of common schools, 1846/47-1850/51; by the Board of education, 1851/52-1866/67; by the Board of education and superintendent of public instruction, 1867/68-1873/74; by the superintendent of public instruction, 1874/75-1916/18; by the State board of education, 1918/20-

Intro -- Series Editors Introduction -- Foreword -- Preface and Acknowledgments -- Contents -- Contributors -- Abbreviations -- Chapter 1: Japan´s International Cooperation in Education: An Overview -- 1.1 Purpose and Scope of the Book -- 1.2 International Education Cooperation in Japan´s ODA -- 1.2.1 Features of Japan´s Educational Cooperation in Comparison to Overall ODA -- 1.2.2 Previous Literature on Japan´s International Cooperation in Education -- 1.3 Chronological Overview of Japan´s International Cooperation in Education: A 65-Year History of Cooperation -- 1.3.1 The Emergence of Educational Cooperation in Japan: Early Focus on TVET and Higher Education (1950s-1970s) -- 1.3.2 Period of Hitozukuri Cooperation Under the Rapid Expansion of ODA (1980s) -- 1.3.3 Shift to Basic Education (1990s) -- 1.3.4 Period of Global Governance of Educational Cooperation (2000s and Thereafter) -- 1.4 The Development of Japan´s International Education Cooperation Through Basic Education, TVET, and Higher Education -- 1.4.1 Basic Education Cooperation -- 1.4.2 Technical and Vocational Education and Training (TVET) Cooperation -- 1.4.3 Higher Education Cooperation -- 1.5 Analytical Perspectives on Japan´s Educational Cooperation -- References -- Part I: International Education Cooperation Policy -- Chapter 2: Japan´s International Education Cooperation Policy Before 1990: Controversy and Hesitancy Toward Interventions for ... -- 2.1 Postwar Reconstruction and the Beginnings of International Cooperation in Education -- 2.1.1 The Beginnings of International Cooperation in Education -- 2.1.2 Starting of the Karachi Plan and Japan´s Involvement -- 2.2 Activities of the Ministry of Education and Review of ODA Policy -- 2.2.1 Efforts of the Ministry of Education on Educational Cooperation Projects.

The essays in this collection address the relation between education and politics in new ways. Rather than understanding education simply as the object of political decision-making, or as preparation for politics, the authors of this volume see education as implicated in social conflicts and in the political processes that produce and change social structures. Education, then, is a practice that reconfigures the relations between subjectivities and the political. The collection focuses on several critical cases and theoretical debates where the relation between education and politics demands new articulations. It explores the potential of theoretical languages proposed by Rancière, Laclau, Derrida, Mouffe, Bakhtin, and other thinkers whose work has not yet been fully recognized in its pedagogical meaning

Foreword -- Acknowledgments -- Contents -- Introduction -- The Current State of Education in Latin America -- The Contents of Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America -- Part 1: Policy Changes and Education Quality -- Part 2: Intercultural Education in Practice -- Part 3: Intercultural Dialogue Beyond the Classroom -- Conclusions and Recommendations -- An Agenda for Future Research -- Contributors -- Part I: Policy Changes and Education Quality -- How to Improve Quality Education for Indigenous Children in Latin America -- Sources of Information about Intercultural Bilingual Education -- The Right to Intercultural Bilingual Education -- Intercultural Bilingual Education and Education Policy -- EIB in Numbers: Teachers and Students -- Pre-service Teacher Education for EIB -- In-Service Professional Development for EIB -- Developments in the Teaching and Learning of Indigenous Languages -- Intercultural Bilingual Education Achievements and Unmet Expectations -- Interculturalidad and the Learning of Indigenous Languages -- References -- Indigenous Student Learning Outcomes and Education Policies in Peru and Ecuador -- Education Outcomes for Indigenous and Non-Indigenous Students -- The Education Gap -- Trends in Student Outcomes: 2006 and 2013 -- School and Teacher Characteristics in Peru and Ecuador -- Comparative School Resources for Indigenous and Non-Indigenous Students -- Differences in Teacher Characteristics -- Education Policy Background 1990-2015 -- Education Policy for Indigenous-Language Students in Peru -- Education Policy for Indigenous-Language Students in Ecuador -- Conclusion -- References -- Part II: Intercultural Education in Practice -- Role-Play as a Pedagogical Tool for Intercultural Education -- The Indigenous Peoples in Latin America, Their Urban Migration, and the Triqui in Mexico