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This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways do individuals, organisations, political actors and education systems respond to these challenges? Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners' needs and situations at work and in school-work transitions. Part 2 addresses the meso level by discussing sector-specific and organisational approaches to working and learning in times of uncertainty. The chapters represent a broad range of branches including public services (police work), the automotive sector and the health sector (elderly care). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making.

Attended by around 50 people, a mixture of council Community Learning & Development workers, voluntary groups, students and academics, this event featured four main presentations about work in the field of political education for different age groups and communities. The referendum was considered from the point of view of "the problems it raises in terms of curriculum and teaching as well as some of the new and unique opportunities it opens up for political education".

Conference Theme: Exploring the value and values of comparative education ; Panel ; This panel critically examines major challenges when then agenda of internationalization of higher education is becoming more popular directing the strategic directions of higher education development. Particular reference will be given to examine what opportunities and policy implications confronting governments and universities in Greater China region in the context of growing pressure for becoming more internationalized and entrepreneurial. More specifically, this panel focuses on how and what major strategies that universities in Greater China region have adopted to make themselves more entrepreneurial and become more strategic in shaping the agenda and future directions of internationalization of higher education. ; postprint

This Indonesia Education Flagship Report examines ways to strengthen education reforms and boost the learning outcomes of all Indonesian students. It focuses on how the education system can deliver on the promise of human capital for Indonesia. The recommendations focus on protecting and building human capital by increasing the capacity, equity, and accountability for learning. The report also explores what the central government can do to make changes for the better in areas under its control and how to provide better guidance and support to provinces, districts, and schools.

Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- Acknowledgements -- Notes on contributors -- PART I Big picture considerations: decolonising media and communication studies education in sub-Saharan Africa -- 1 Connecting the dots: decolonising communication and media studies teaching and learning in sub-Saharan Africa -- 2 Towards centring African languages in media and communication courses in postsecondary institutions in Africa -- PART II Rethinking classrooms: implications for students, instructors, and instruction -- 3 Decolonising and reimagining instructor-student relationships in a communication and media studies fourth-level seminar -- 4 De-Westernisation and de-sacralisation as imperatives for the decolonisation of cinema teaching in sub-Saharan Africa -- 5 Decolonising from the margins to the centre: Ghanaian communication classrooms in perspective -- PART III Reflections on curricula and syllabi: possibilities and impossibilities -- 6 Reflections on a decolonised communication and media studies curriculum -- 7 Towards a decolonised human, university, and curriculum: some critical notes -- 8 'An-Other'-centred film curricula: decolonising film studies in Africa -- 9 Decolonising the curricula and the space in Africa: an interdisciplinary approach -- 10 Should curricula be the same? Towards media studies curriculum reforms in Kenya -- 11 Decolonisation deferred? An analysis of the Education 5.0 doctrine, the Zimbabwe Council for Higher Education-approved media and communication curriculum and selected writings by Zimbabwean media academics -- 12 Proposals for a decolonised course outline for a theories and methods course in communication and media studies -- 13 Reformatting and decolonising postsecondary educational priorities in South Africa in view of COVID-19 -- PART IV Beyond classrooms.

The importance of sexuality education for students with moderate and severe disabilities has received increasing attention as these people have moved into community settings and as the idea of their right to full, satisfying life circumstances has gained acceptance. Although more curricula are now available for students with special needs, educators and other service providers must select curricula that are comprehensive, credible, and appropriately match their students' learning characteristics and needs. The purpose of this review was to evaluate the 12 sexuality education curricula that were recommended by the Sexuality Information Education Center of the United States (SIECUS) as appropriate for students with special needs. Curricula were reviewed based on the presence and appropriateness of (a) goals/ objectives and scope/sequence, (b) curriculum concepts, (c) instructional methods, (d) curriculum development and evaluation techniques, and (e) suggested adaptations for diverse student learners.

This paper uses a model of governance in higher education, called the political model, that explains the role of universities as agencies of control and socialization, with a resulting repercussion on the quality of education. It compares this model with common models such as the academic, Napoleonic, market-oriented and managerial. It undertakes a review of ten published cases studies, each dealing with the oldest public universities in ten Arab countries, using a historical approach, from their inception until 2016. Among the ten public universities, nine fall into the category of the political model, while the tenth represents the Napoleonic model. The discussion opens the field for further research.

Einleitung.-Demokratie als Überzeugungsaufgabe -- Gesellschaft verstehen -- Politische Bildung im Zeichen von Anthropozän und Klimakrise -- Gesellschaft verstehen -- Schluss mit dem Reinigungsstress -- Bildungspotenziale politischer Bildung im Kontext gesellschaftlicher Erwartungen -- Kant, Adorno und Covid-19 -- Perspektivenvielfalt und Normativität als Antwortmöglichkeiten der politischen Bildung auf demokratische Herausforderungen? -- Aus der Krise lernen: Weiterentwicklung demokratischer Deutungsmuster.-Offen für Gründe -- Civic Statistical Literacy und politische Bildung im Informationszeitalter. Kooperative statistik- und politikdidaktische Erkundungen im Feld der Demokratiemessung -- Das Desinformationsdilemma -- fact or fake? -- Mundus vult decipi -- Unterrichtsqualität des Politikunterrichts in der gymnasialen Oberstufe -- Soziale Ungleichheit im deutschen Bildungssystem in Zeiten der Covid-19-Pandemie -- "Bewegt Euch!" -- Curriculare Demokratiebildung in Großbritannien. Historische Wurzeln und aktuelle Kontroversen entlang der "Prevent-Duty".