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This paper analyses teachers' attitudes, socio-educational values and educational legislation in Greece, using as starting-point the notion of equality. It seeks to investigate how teachers' attitudes toward equality relate to the Greek educational legislation and to socio-educational values. The basic hypothesis to be tested is that there are various conflicts between teachers' attitudes, socio-educational values and educational legislation regarding equality. Teachers try to resolve tensions created within the educational legislation when meeting different pupils' needs in class. This affects in turn the accommodation of socio-educational values into school practice. It is argued that investigating teachers' attitudes within the context of socio-educational values and educational policy can: (i) help the state clarify the aims of education in its legislation; and (ii) help teachers in applying a critical-reflective approach on their work. ; peer-reviewed

Studies on religious education teacher's competences in Aceh could not be separated from studies on state's intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers' qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers' competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers' qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

Efforts to develop a comprehensive aid program that would be both equitable and constitutional; self-evaluation and institutional changes at various church-affiliated colleges and universities.

1. Introduction. - 2. Historical Background (The last years of colonialism - a university for colonialists & assimilados. - Independence & socialism - central planning requires a utilitarian university. - Peace, democracy, a market economy and the emergence of non-governmental institutions of higher education). - 3. Students: Access & Equity (Supply & demand. - Distribution of the sexes. - Geography. - Policies for improving access & equity. - Distance learning). - 4. Teaching staff (Prior to the advent of non-governemental HEIs. - After the introduction of non-governmental HEIs). - 5. Relevance, Quality, Quantity (What is taught, where & how. - Strategic planning. - Efficiency. - Relevance. - Efforts to improve efficiency & relevance). - 6. Information & Communication Technologies: Policies & Use (ICT at Eduardo Mondlane University. - Other governmental universities. - Non-governmental universities. - What do students say? - Questions & recommendations). - 7. Finance & Governance (Financing the governmental institutions. - Financing the non-governmental HEIs. - Unit costs. - Governance & management). - 8. Conclusions & Recommendations (A dynamic field. - A final word: energies). - Appendices. - References (HoF/text adopted)

As a result of the 1996 welfare reform—Temporary Aid to Needy Families (TANF)—the number of welfare recipients enrolled in postsecondary education has decreased dramatically. The new welfare law also gives states significant discretion to support and even promote postsecondary education for low-income adults; consequently, state policies regarding access vary widely. This study uses qualitative data from three states to examine the sources and consequences of state variation in access to postsecondary education for disadvantaged individuals. Our cross-state comparison shows that competing ideas about welfare, work and the role of education in the lives of welfare recipients help structure and shape political debates, and policy outcomes, in the each of the states. Ideas influenced policies via four key channels: the state human service agency; advocacy organizations; the persistence of the "work-first" idea within implementation processes; and the power of policy "signals" to drive state welfare reform.

This is the first book to critically analyze the future of higher education systems in the four BRIC countries - Brazil, Russia, India and China - and the USA, analyzing academic salaries, contracts and working conditions and how national policy will affect the academic profession in each context