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In Russia, despite the efforts made and significant progress in medicine, the number of people with special needs is growing slowly but steadily. In our country, the number of children in need of special education increases by 3–5 % every year. Technologies for social rehabilitation of these children require the mandatory inclusion of parents in rehabilitation activities, mothers and fathers' attendance of classes to teach the basics of social and medical rehabilitation, and meetings of parents to specify further work with the child at home. Thus, children and parents are jointly trained in independent living skills.

Botswana has been portrayed as a major case of exception in Africa—as an oasis of peace and harmony with an enduring parliamentary democracy, blessed with remarkable diamond-driven economic growth. Whereas the "failure" of other states on the continent is often attributed to the prevalence of indigenous political ideas and structures, the author argues that Botswana's apparent success is not the result of Western ideas and practices of government having replaced indigenous ideas and structures. Rather, the postcolonial state of Botswana is best understood as a unique, complex formation, one that arose dialectically through the meeting of European ideas and practices with the symbolism and hierarchies of authority, rooted in the cosmologies of indigenous polities, and both have become integral to the formation of a strong state with a stable government. Yet there are destabilizing potentialities in progress due to emerging class conflict between all the poor sections of the population and the privileged modern elites born of the expansion of a beef and diamond-driven political economy, in addition to conflicts between dominant Tswana and vast other ethnic groups. These transformations of the modern state are viewed from the long-term perspectives of precolonial and colonial genealogies and the rise of structures of domination, propelled by changing global forces

This manuscript contributes to a growing body of scholarship aimed at understanding the intentions of Xenophon in portraying the founder of the Persian Empire, Cyrus the Great. While Xenophon initially suggests that Cyrus is wise, a close reading of the work as a whole reveals defects in Cyrus' moral understanding. Xenophon's Cyrus largely misses the Persian education in justice. This shapes his development by strengthening his initial instinct to equate justice with the beneficial, rather than with the legal. As he rises to power, he continually insists that justice is good, and he uses his power to try to ensure its goodness. But he never seriously considers the idea that justice might demand a sacrifice of one's own good, and thus, he never full embraces the beauty of noble self-sacrifice, something that the work as a whole suggests Xenophon saw as an essential element in education.

http://www.leeds.ac.uk/educol/documents/143161.htm ; Democratisation of Education is currently presented as an obvious way to reduce social inequalities of opportunities in life. But this consensual view is seldom assessed precisely. In this communication, we intend to put in perspective what we know concerning the evolution of both the inequalities towards education and the inequalities in life chances, in France, since the 50's. Has the society become less unequal at the same time education was expanding ? First, we shall present a synthesis of the controversial topic of democratisation in France : if some levels of education are now achieved by everybody (and so "democratized"), inequalities have shifted further on and/or take a more qualitative form (not so much access to the "baccalaureat" level, for instance, but which "baccalaureat" you get, not so much access to a tertiary degree but which one.). Then we shall show that in the meantime the evolution of social mobility has been less important, due to a process of devaluation of diploma, parallel with their expansion. If this devaluation does not affect elite schools'students (who are as socially selected as before, even slightly more), it fosters harsh resentment among pupils from low social-economic background when they discover that with the new "baccalauréats professionnels" implemented in the 90's, they are bound to become manual workers. Access to job and qualification remain as unequal as before, and expanding education is precisely what allow social inequalities to be maintained. Moreover, one can be at least skeptical concerning the joined expected effects of the expansion of education; actually, nobody would say that the more educated youngsters are more public- spirited, manifest more cultural curiosity, seem more socially integrated and so on. And the fact that education is considered more and more as a mere positional good may be considered as a perversion. While the French government goes on with the consensual political aim of expanding ...

http://www.leeds.ac.uk/educol/documents/143161.htm ; Democratisation of Education is currently presented as an obvious way to reduce social inequalities of opportunities in life. But this consensual view is seldom assessed precisely. In this communication, we intend to put in perspective what we know concerning the evolution of both the inequalities towards education and the inequalities in life chances, in France, since the 50's. Has the society become less unequal at the same time education was expanding ? First, we shall present a synthesis of the controversial topic of democratisation in France : if some levels of education are now achieved by everybody (and so "democratized"), inequalities have shifted further on and/or take a more qualitative form (not so much access to the "baccalaureat" level, for instance, but which "baccalaureat" you get, not so much access to a tertiary degree but which one.). Then we shall show that in the meantime the evolution of social mobility has been less important, due to a process of devaluation of diploma, parallel with their expansion. If this devaluation does not affect elite schools'students (who are as socially selected as before, even slightly more), it fosters harsh resentment among pupils from low social-economic background when they discover that with the new "baccalauréats professionnels" implemented in the 90's, they are bound to become manual workers. Access to job and qualification remain as unequal as before, and expanding education is precisely what allow social inequalities to be maintained. Moreover, one can be at least skeptical concerning the joined expected effects of the expansion of education; actually, nobody would say that the more educated youngsters are more public- spirited, manifest more cultural curiosity, seem more socially integrated and so on. And the fact that education is considered more and more as a mere positional good may be considered as a perversion. While the French government goes on with the consensual political aim of expanding ...

Nasimi's works were promoted and taught by scholars, masters and especially his disciples. This process lasted until the early twentieth century. After the establishment of the Soviet government in Azerbaijan, a school education system was established and in 1940 Nasimi's art was taught. Since independence, the poet's life and work have been widely taught in grades 7-9.

IN 2008, AUSTRALIAN COMMONWEALTH and state and territory governments signed a National Partnership Agreement on Early Childhood Education, committing to provide universal access to quality early childhood education in the year before full-time schooling. The agreement noted that early childhood is a critical development period and quality early childhood education programs particularly benefit children at risk of poorer outcomes. Using the Longitudinal Study of Australian Children, we show that for children aged four to five years in 2008, baseline risk factors were significantly associated with a range of poorer outcomes in the early school years and these associations were not offset by participation in a preschool program or attendance at day care without a preschool program. These results serve as a benchmark for the success of subsequent initiatives to provide children with universal access to quality preschool programs.