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Since the creation of the first European universities in the Middle Ages, the instrumentation of access to Higher Education has been associated with civil, political and social citizenship differentiation. Still, research on Higher Education has largely let aside this dimension to mainly investigate the effect of cultural, social and economic resources. Sketching this articulation over the centuries this programmatic paper documents the reciprocal relation between access to Higher Education and citizenship, reflecting both its empirical and theoretical added value as it allows to connect different scales of analysis and offers insights on the role of Higher Education in the world historical development.

Technical education and vocational training (TEVT) have been given a special place in the national development plan as well as in the educational policies of Nepal. The recent allocation of Rs. 1.38 billion by the government for the fiscal year 2019/20 for providing employment-related trainings and establishing technical schools in the country supports this claim. The government has recognized its potential in being able to alleviate poverty, improve livelihood strategies and provide employment opportunities. Adopting a narrative inquiry method, I interviewed three participants to explore the perception of youths towards this sector. The study revealed that one of the main barriers in choosing technical education and vocational training is the high value the society places upon general education in comparison to vocational education. It also revealed how we have been hegemonised by the ideologies flouted by the dominant class in society and readily give consent to these ideas. I argue that though the government has placed due emphasis on TEVT, its successful implementation can only be possible when the social perception on the divide between general education and technical and vocational education is brought to an end.

RESEARCH OBJECTIVE: This paper raises the question of how religious education may address the variety of worldviews.
THE RESEARCH PROBLEM AND METHODS: The concept of worldview seems to be able to reconcile religious education with a society that is both secular and religiously plural. Such education, however, is defined by its focus on religion. Even when religion is seen as sub-category of worldview, religious education still does not include secular worldviews.
THE PROCESS OF ARGUMENTATION: It therefore first clarifies the concept of worldview by relating it to the German term of "Weltanschauung". Worldviews represent a comprehensive perspective on the world that originates from an individual's aesthetic and intuitive understanding of daily life and gives meaning to this life. Then, it delineates the basic didactic characteristics of three models of religious education, namely the denominational, the pluralist-informative, and the interpretative-dialogical models. Based on these models, the paper finally discusses the challenges and obstacles of religious education which attempts to address the plurality of worldviews.
RESEARCH RESULTS: The analysis shows that none of the models is able to comprehensively grasp this plurality. The advantages and disadvantages of each of the three models, however, indicate that the main tasks of worldview-conscious religious education are to clarify the constitutive rationality of worldviews and to find a balanced representation of both organized and personal worldviews via classroom interaction.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The realization of these tasks is basically the job of the teacher and does not at all depend on the model of religious education itself.

ABSTRACT: According to the relevant norms of national and international law, the right to education is consecrated as a fundamental human right. The 17 Sustainable Development Goals, as prescribed by the UN 2030 agenda for Sustainable Development, included as Goal no. 4 the "quality education." Multilingualism in international relations and organizations and within the national education systems represents important pillars from this perspective. The Francophone identity and its cultural, educational, and political dimensions are essential parts of this topic. The COVID-19 pandemic's dramatic impact on human development and education increased their relevance and necessity nevertheless. Romania is an important actor of the organization called "Organisation Internationale de la Francophonie" (OIF), including at the level of national school and university educational systems in French language and promotes through political European, and international mechanisms and policies the principle of multilingualism. KEYWORDS: education, sustainable development, pandemic, multilingualism, Francophone, Romania

This article aims to discuss and reflect on the formation proposals through Vocational and Technological Education in Brazil. Considering that this type of education has historically been directed towards the training of workers, we ask: Has professional training formed people considering the human development of critical awareness of reality or just labour for the capitalist production system? What formative bases are sufficient to train people in an emancipatory perspective? To answer these questions, we use mainly the ideas of Marx and Engels (1847); Marx (1985); Manacorda (2010); Gramsci (1968); Luckaks (1976); Frigotto (2006, 2018), Saviani (1991), as well as legislations and other authors who discuss the subject. This text is the result of a literature review and demonstrates the need for emancipatory formation proposals that interest the working class.

We analyze whether globalization affects the composition of public expenditures for education by integrating arguments from the Heckscher-Ohlin and the tax competition literature into a common theoretical framework. The model suggests that with increasing global integration, developing countries have strong incentives to shift public education expenditures towards lower education. In industrialized countries, on the other hand, globalization has an ambiguous effect on the composition of public education expenditures. We test and confirm these hypotheses with data on 86 countries over the 1999-2006 period.

Abstract
The introduction of climate change studies in universities has a fundamental role in helping the general public, especially the next generations, to recognize the global challenges of climate change and to find ways of adapting to the changing climate. This study examined the level of climate change education and perception of Nigerian university graduates. A mixed method approach was used to obtain data relating to perceptions, understanding, and level at which climate change has been taught in Nigerian universities. The results from this study revealed that about 70.7% of university graduates received brief lectures in some special elective courses during their university education, while only 4.1% were taught more than three semesters/terms in some special elective courses. It was also revealed that graduates from departments of environmental sciences have more class experience on climate change than students in the humanities and other faculties. The major finding of this study is that students appear far more informed about climate change, usually from the Internet and international media, than the level of climate change education they were taught in university. These results show the need for the introduction of climate change studies in Nigerian universities, with over 71% of participants believing that climate change studies should be included as a required course in both undergraduate and postgraduate studies.

The American states provide, arguably, the world's most advantageous venue in which to test general propositions about political behavior and policymaking (Jewell 1982; Brace and Jewett 1995). One would be hardpressed to design a better system of polities for conducting political research. The states represent fifty units of analysis with broadly similar political structures, cultures, and populations, but with significant variation across a range of social, policy, and institutional characteristics important to many political theories. Unlike the examination of single units of government, such as the U.S. federal government, the variation in these characteristics allows scholars to test hypotheses of cause-and-effect relationships of political behavior and policymaking in a valid way. But unlike the comparison of different countries, the comparison of states does not produce so much variation that it overwhelms scholars' ability to identify relationships that might exist. Just as the states are a natural laboratory for public policy (New State Ice Co. v. Liebmann 1932), they are also a natural laboratory for testing hypotheses derived from political theory. Furthermore, the accessibility of state government officials makes quite feasible many research strategies that would be unthinkable in the study of federal officials and institutions.

Education and society are interconnected and interdependent. Through the educational system and education as a pedagogical process, social needs are satisfied, the social order for reproduction and development of society is realized. The components of this dyad are interconnected and interdependent. However, the processes of realization of education and the functioning of the educational system and society are heterogeneous, multifactorial and complex, accompanied by dynamic problems and contradictions. The report attempts to analyse the causes of contemporary educational problems sought in the characteristics of current social circumstances. The purpose of the analysis is to outline scientific and professional pedagogical options for solutions to current problems in the education system.