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Education is an important instrument of change; though the process is usually very slow - very different from revolution - and its broad impact cannot easily and clearly observed. Good and balanced education will expectedly have a good impact on society, economy and politics; while, bad policy and culture of education will accordingly have the opposite effect. This article analyses the change in religious education in the Abbasid realm in the 11th and 12th centuries and its relation with the socio-political change in the region. This study finds that those changes were approximately concurrent and suggests mutual influence between them. For deeper analysis, this study uses the concept of education proposed by Syed Muhammad Naquib (SMN) al-Attas. Keywords: Education, Madrasa, Abbasid, SMN al-Attas, Socio-political change

Purpose – This work aims to report the experience of implementing a university digital library by introducing all the technical/administrative and scientific production in the education field. Design/methodology/approach – The paper describes the process of conception, information architecture, the steps and methodology for structuring and establishing of the Digital Library of the Faculty of Education of the State University of Campinas (BDE – FE/UNICAMP), with the partnership of the UNICAMP Libraries System (SBU/UNICAMP), which manages the Nou-Rau software and stores the Digital Library of UNICAMP (BDU). It also identifies the skills and abilities the information professional must have, concerning the definition of criteria for the evaluation and selection of documents to be scanned, and establishes management procedures for the implementation of services derived from this new tool for retrieving information in the educational area. Findings – The paper finds that the constitution of a multidisciplinary staff and the skills and abilities required of an information professional involved in designing digital libraries is the object of discussion in several forums. The technical-scientific skills are the most important ones, since this professional must be able to act in a changing environment, from an analogical to a digital culture. The attitude of the information professional, always related to a strictly technical situation, observed along this career's development, also goes through changes, and demands a professional who is a manager, a leader, visionary and strategist or, in other words, a real agent of changes. Originality/ value – The purpose of the BDE – FE/UNICAMP is to store and make electronically available to users the production of professors, students, employees (technicians) and the administration staff, generated within the Faculty. The implementation of this source of research, therefore, meets the expectation of the users and helps to spread the information.

This study examines the evolution of the concept of citizenship under the United States Constitution. It traces how a concept of citizenship that was once centered on individual states (state citizenship) developed into a concept centered on a single, overarching status that is meaningful across the United States (federal citizenship). The author defines citizenship as a constitutional status, which is accompanied by certain rights that are unique to the status, and backed up by the power of the government to protect those rights on behalf of people who possess the status. For citizenship to be meaningful, the government needs to possess authority over all three aspects of citizenship. The study focuses on a series of interstate conflicts from the mid-nineteenth to mid-twentieth century over the status of persons, especially blacks, immigrants, and paupers. This resulted in a progressive expansion of the scope of federal citizenship at the expense of state citizenship. The Fourteenth Amendment was a turning point in the relationship between state citizenship and federal citizenship. It was meant to extend the scope of all aspects of federal citizenship, so that the status of federal citizenship was to be granted to a broader population, that important rights were to be attached to federal citizenship, and that the federal government was to have a broad power to protect the rights of federal citizens. In practice, however, this change was not immediate and clear-cut. Diverse groups (blacks, immigrants, and paupers) that had been excluded from state citizenship only gradually came to be included and protected under the umbrella of federal citizenship. This study shows the struggles over this transfer of authority from the state governments to the federal government. The study utilizes primary sources from all three branches of the government, both at the federal and state level (especially states that were involved in interstate controversies) as well as secondary sources to examine the conflicts over citizenship that led to changes in their scope and the location of authority. The author concludes that contemporary conflicts involving state discrimination against nonresidents should be assessed in light of the broader historical trend towards a more inclusive, nationalized notion of citizenship instead of an exclusionary, localized citizenship based in the states.

The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). The discussion argues these outcomes can be associated with cases of policy inertia, avoidance, and refraction.

Austria, Germany, and Switzerland are increasingly relying on hybridization at the nexus of vocational training and higher education to increase permeability and reform their highly praised systems of collective skill formation. This historical and organizational institutionalist study compares these countries to trace the evolution of their skill regimes from the 1960s to today's era of Europeanization, focusing especially on the impact of the Bologna and Copenhagen processes.

With formal ethics education programmes being a rarity in most countries' armed forces, there is a growing importance for servicemen to undergo additional military ethics training. This book advances knowledge and understanding of the issues associated with this subject by bringing together experts from around the world to analyze the content, mode of instruction, theoretical underpinnings, and the effect of cultural and national differences within current ethics programmes.

Background: South Africa's Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

This dissertation offers a normative account of how we should conceive of reconciliation between Indigenous people(s), states qua states, and their non-Indigenous citizens. It mines pre-theoretic understandings of reconciliation to determine appropriate governing norms for reconciled relationships, the normative expectations that attend these, and what processes or initiatives might be necessary to achieve them. In liberal democratic settler states like Canada, Australia, the United States and New Zealand the desirability of reconciliation is acknowledged by all parties. However, considerable ambiguity surrounds the concept 'reconciliation.' This is problematic because concepts influence social discourse, and the rhetoric of reconciliation not only guides public policy by prioritizing some goals over others, it also influences the process of building healthy relationships by demarcating the contours of this discourse. This makes the need for clarity with respect to the concept acute. Yet a priori judgements about the content of reconciliation are unwarranted in intercultural political contexts. Accordingly, this work takes as its first point of reference an intriguing instrument of reconciliation almost universally thought to be involved in the process: official apology for historical and enduring injustices perpetrated by settler states against Indigenous people(s). In the broadest terms, the project offers something akin to a transcendental argument: if apology of this kind is involved in reconciliatory projects, what does its use say about the process and aims of reconciliation? Chapter 1 explores how to make sense of official apology for historical and enduring injustice by grounding contemporary non-Indigenous citizens' reparative responsibilities in the context of reconciliation. Chapter 2 delves into official apology, asking what it should look like, from whom it should come, and what it should aim to do. Chapter 3 sheds light on the process of reconciliation by examining the means by which the goals of apology can be promoted through substantive initiatives that simultaneously demonstrate apologetic sincerity. Finally, chapter 4 offers necessary conditions for reconciliation as an outcome. It argues that since apology seeks both to circumscribe the range of reasonable interpretation of history and to enact or engender reciprocal attitudes or respect and trust, so too should these elements feature in any defensible conception of reconciled relationships in the settler state context.