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Marketised and privatised early childhood education and care systems are associated with increasing social stratification and elite formation affecting provision. Evidence from several EU and OECD member states illustrates public policies and strategies aimed at mitigating these dynamics. Practical solutions to such risks appear founded in transparent values and principles, agreed in national debates involving a wide range of stakeholders. Such a foundation can be found in alternative conceptual frameworks developed by Moss (2014) and Tronto (2013) which reimagine more equitable early childhood systems. Emerging evidence suggests that certain childcare business governance structures reflecting clearly articulated values and principles may also mitigate childcare market risks. Achieving transformative system change nevertheless remains challenging within rapidly changing policy environments. (DIPF/Orig.) ; Die Vermarktlichung und Privatisierung der Frühpädagogik und frühkindlicher Betreuungssysteme stehen in Verbindung mit einer steigenden sozialen Stratifizierung und Elitebildung, welche die Bereitstellung und Versorgung beeinträchtigt. Belege aus verschiedenen EU- und OECD-Mitgliedsstaaten (Lloyd & Penn, 2014; Penn & Lloyd, 2014) zeigen Politiken und Strategien auf, welche solchen Dynamiken entgegenwirken sollen. Praktische Lösungen solcher Risiken scheinen in transparenten Werten und Prinzipien gegründet, welche in nationalen Debatten von einem breiten Spektrum an Interessenvertretern abgestimmt werden. Solch eine Grundlage lässt sich beispielsweise in den von Moss (2014) und Tronto (2013) entwickelten alternativen Rahmenkonzepten zur Neukonzipierung gerechterer frühkindlicher Systeme finden. Sich abzeichnende Belege deuten darauf hin, dass bestimmte geschäftliche Leitungsstrukturen der Kinderbetreuung, welche klar formulierte Werte und Prinzipien aufnehmen, gleichzeitig Marktrisiken im Sektor Kinderbetreuung minimieren können. Die Etablierung einer substantiellen Systemumgestaltung bleibt dennoch eine Herausforderung innerhalb sich rasch verändernder politischer Umgebungen. (DIPF/Orig.)

THIS ARTICLE EXAMINES HOW UKRAINE'S RUSSIANS RESPOND LINGUISTICALLY IN THE DIFFERENT REGIONS OF UKRAINE IN VIEW OF THE CONSTRAINTS OF UKRAINIZATION POLICIES IN EDUCATION AND THE LOCAL LANGUAGE SETTING. THE ARTICLE IDENTIFIES POSSIBLE RESPONSES TO THE NEW SITUATION, AND SHOWS THAT RUSSIANS OPT FOR LANGUAGE RETENTION IN CERTAIN REGIONS, AND FOR LANGUAGE INTEGRATION IN OTHERS. THIS VARIATION IN RESPONSE CAN BE EXPLAINED BY THE RELATIVE NUMBER OF RUSSIANS AND MIXED MARRIAGES VARIABLES. THE ARTICLE ALSO SUGGESTS THAT A FEAR OF CULTURAL LOSS MAY HAVE PROMPTED SOME RESPONSES.

This chapter examines the passage and content of the Investigatory Powers Act 2016 (IPA) to argue that social democrats are failing to address threats to civil liberties – to their detriment. For Ewing, in a social democratic state, constitutional authority derives from the sovereignty of the people and vests in elected representatives. Its goals are 'the promotion of the social, economic and cultural well-being of citizens' and those socialist reforms are to be done consistently with civil and political rights.1 Thus, social democracy entails 'the extension of liberal principles to different sites of struggle'.2 As a result there is a strong socio-economic focus and it is therefore unsurprising that many of the chapters in this book focus, for example, on labour law. However, to borrow a phrase from Ewing and Gearty 'the struggle for civil liberties'3 remains vital. This chapter argues that the failure by the Labour Party (and other social democrats) to get to grips with the IPA illustrates an ambivalence towards civil liberties. This ambivalence persists despite a history of state misuse of powers against social democrats, and despite (earlier) vocal opposition to the legislation by those who were party leaders while the Bill became law. This chapter proceeds with the following parts. Part II presents a historical analysis as the foundation for the study. It intertwines two histories: the rise of state surveillance capacity, in particular surveillance of telecommunications, in the UK; and the legal protection of civil liberties and its relationship with surveillance law. Part III examines the origins and adoption of the IPA. It demonstrates how, despite significant political review, and civil society engagement, there was little prospect of significant changes in Parliament because of the acquiescence of the Labour Party with the government's Bill. Part IV considers the fruit of this failure: weak protections for lawyers, journalists, and trade unionists. The final part highlights ongoing litigation and the potential future evolution of surveillance. The IPA demonstrates 'the re-assertion of the surveillance realist insistence that there is no alternative'.4 This perception helps to perpetuate profound legal powers of surveillance. All of this is made possible, in part, by a failure to protect the civil liberties which underpin all progressive struggles

"The events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context? Contributors are: Mario Alarcón, Bruno Broucker, James Calleja, Ida Iselin Eriksson, Magdalena Fellner, Hugo A. García, Corinna Geppert, Carmen Heidenwolf, Andrew S. Herridge, Torstein Nielsen Hole, Pablo Hormazábal Saavedra, Lisa J. James, Kerstin Janson, Cindy Konen, Gergely Kováts, René Krempkow, Alice Laufer, Clare Milsom, Darlington Mutakwa, Mark O'Hara, Attila Pausits, Pascale Stephanie Petri, Julia Rathke, Florian Reisky, Katharina Riesinger, Christian Schemer, Marit Ubbe and Denyse Webbstock"--

Open and distance learning provides a means to accessing the skills needed for development. The demands for training from the labour market are very large and ongoing; the demands from young people seeking employment or wanting to become self-employed are critical. This book examines the various aspects of delivering skills training by open and distance learning: the stakeholders; the learners; the curriculum; designing, developing and delivering the courses; supporting the students; training the staff; accrediting the results and assuring the quality of training. It also looks at ways of teaching practical skills. The final chapter brings everything together by showing how all of these various processes can be managed from an institutional context. The writers and case studies are drawn from Africa, Australia, Canada, the Caribbean, India and the United Kingdom. They offer information and advice on increasing access to technical and vocational education using open and distance learning. They suggest how a single-mode institution using traditional delivery methodology might become a dual-mode institution incorporating open and distance learning. The book is designed for managers, policy-makers and government officials. It applies to any organisation that needs to deliver training to its staff in any sector of employment. // Series formerly called "Perspectives on Teacher Education." Renamed to "Perspectives on Open and Distance Learning."

A four-wave panel study of West Allis, Wisconsin, homeowners, conducted from 1981 to 1986, found some evidence of a relationship between education and knowledge of energy issues, especially among the more educated readers of newspaper energy stories. There was some tendency—although not strong—for an intitial knowledge gap: the more educated seemed to learn more than did the less educated at first. This difference diminished over the period of the study, a pattern that appears consistent with decreasing media attention to the energy issue during that time. Some other results of this study suggest that further research is warranted into the effects of audience information processing capabilities and techniques on memory for mass mediated information.

This paper considers intra‐family financing of human capital under the assumptions that individuals are selfish and binding contracts are not feasible. Cooperation among family members is possible through a family norm (a family 'social capital') which prescribes the obligations to be met at each stage in life and sanctions for those who deviate. We characterize the set of self‐enforcing transfers and show that there is a downward bias in the family provision of education. This gives a rationale for public action as a remedy to the lack of commitment between selfish family members.

The following paper is dedicated to theories connecting children, their upbringing and their education with living and working praxis based on love and understanding of children. This is just the first of a series of updates about educational activities of Donya Children Research Institute, based in Tehran (Iran), that will occur as an ongoing feature in Society Register creating a window of communication between 'distant' lands, connected through common interest in children's wellbeing.