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Source at https://doi.org/10.7577/fleks.2190. ; The purpose of this article is to discuss the concept of "indigenous education" in Norway and Aotearoa New Zealand. The point of departure is that both states face a common challenge with regard to indigenous education: Valuable resources are used on indigenous schools, but the majority of indigenous students attend mainstream schools. The article claims that the emphasis on indigenous schools has been necessary and important as part of the indigenous political movement. Nevertheless, in order to achieve culturally appropriate education for all indigenous pupils, this article argues that there is a need to indigenise mainstream education.

Educators in both the developed and develop ing countries have approached problems of educational de velopment in one of two frameworks. The traditional approach has put the stress on developing the necessary structures and personnel as part of an indigenous attack on institution- building. More recently the emphasis has shifted to the purposes of education, which in turn would determine the patterns of institutional development. Whatever the differ ences between these two approaches, the heart of the matter is the identification and preparation of qualified individ uals. Staff development remains central and certain lessons are at hand from 25 years of experience in international educational cooperation. A recent review of this experience supported by 12 large donor agencies helps to illuminate the problem. Various models have emerged in South America, East Africa, and in Asia. If there is a desire to learn from the past and not "become famous" in the present, there is a rich body of experience relatively untapped which serious and interested groups may explore.

Comunicação apresentada em Fostering Entrepreneurship: The Role of Higher Education,Trento, Italy ; The main purpose of the paper is to assess how entrepreneurship is developed in Higher Education in Portugal. To accomplish this, we did an analysis of courses related with entrepreneurship offered by Public Universities in Management Degrees. To assess every course, a search on websites of each institution and a content analysis of reports produced by External Committees of Higher Education Performance Assessment were used. Results indicate that entrepreneurship is not a key structuring objective in Higher Education. The governmental authorities overlook entrepreneurship as a goal to be pursuit by Universities.