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There exists a range of situations where non-state actors and states can possibly share responsibility for their contribution to harmful outcomes, thereby raising a multitude of questions on the determination, content and implementation of responsibility in such a scenario. It may be tempting to adopt an approach whereby a shared responsibility regime involving non-state actors and states draws ex post on the regime put in place by the ILC Articles on Responsibility of States for Internationally Wrongful Acts, especially in connection to the rules of attribution of conduct and attribution of responsibility. Such a model of international responsibility, however, would only work to the extent that addressees are bound by primary norms of international law in the first place. This is certainly not a given in respect of non-state actors. Moreover, non-state actors may differ fundamentally from states, thereby making the transposition of traditional rules of state responsibility artificial and inadequate: their loosely organised, temporary, diverse, illegitimate, or even outright criminal character may militate against applying the classic responsibility paradigm to non-state-state interactions. In view of these limitations, a turn to an ex ante approach to questions of shared responsibility, through standard-setting, has been suggested, and may be cautiously supported in respect of the activities of a number of non-state actors. This, however, is not exclusive to the simultaneous application of ex post and ex ante approaches to shared responsibility.

"This edited volume examines the thrust towards equity in education for marginalized and out-of-school youth, as well as youth with disabilities, in countries located in the Global South. Using a critical cross-cultural lens to interrogate the historical, empirical, and theoretical discourses associated with achieving UNESCO's equity in education agenda, the book showcases the work of scholars from developed and developing nations in examining inclusive education. Drawing attention to the nature, impact, and effects of marginalization, the book ultimately demonstrates the ability of education systems in the Global South to be innovative and agile despite current resource challenges. This text will benefit scholars, academics, and students in the fields of international and comparative education, education policy, and inclusion and special educational needs education more broadly. Those involved with Caribbean and Latin American studies, the sociology of education, and diaspora studies in general will also benefit from this volume. Stacey N. J. Blackman is Lecturer in Special Education at the University of the West Indies at Cave Hill, Barbados"--

For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called 'developed' societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism. The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today's dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism

ABSTRACTThis paper presents a new dataset of enrolment rates and grade distribution ratios (GDR) in Brazil between 1933 and 2010, in addition to enrolment rates and GDR of Brazilian states from 1955 to 2010. To our knowledge, there are no previous estimates of enrolment rates by states for such a long period in Brazil. Enrolment rates and GDR in northern and north-eastern states were meagre and comparable to the lowest Latin American performers, and even the most advanced Brazilian states lagged behind the early leaders of the region, such as Argentina and Uruguay, until the turn of the century. Given a certain enrolment rate, Brazilian states were expected to present lower GDR compared to Latin American countries on average.

This book contains papers, some of which more accessible than others, in terms of conceptual clarity, that shed light on the development of the concept of Lifelong learning from its initial UNESCO formulation and elaboration as Lifelong Education, more expansive in scope than that at present, to the more OECD and EU driven economistic discourse on lifelong learning, focusing on "employability" which does not necessaily mean "employment" and which places the onus on individuals, rather than the provision of structures, for one"s ongoing learning. This was cynically regarded as a means of "responsibilisation" to adopt the sociological term critiquing this focus on individual as opposed to social responsibility. In this regard, Rasmussen"s reference to Jürgen Habermas" "diagnosis that the EU needs to change its decision-making processes into the "cizenship mode""(p. 28) is very apt.The genealogy of the concept is explained in a few chapters, a case of tilling familiar ground, as many other writers had done this earlier (Murphy, 2007; Field, 2001, 2010; Tuijnman, A and Boström, 2002; Wain, 2004; Borg and Mayo, 2005). ; N/A

A stylized finding on returns to vocational education is that vocational compared to general education generates a differential life course pattern of employability: while vocational education guarantees smooth transitions into the labour market and thus generates initial advantages, these erode with increasing age, leading to late-life reversals in employment chances. We contribute to this research by assessing cohort variations in life-cycle patterns and distinguishing two explanations for late-life reversals in employment chances. The adaptability argument states that this phenomenon is due to the lower adaptability and occupational flexibility of those with vocational education. In contrast, the health argument states that vocational education leads to physically more demanding occupations, faster health deterioration, and, thus, lower employability in later life. Using data from the German Socio-Economic Panel, we employ non-parametric state probability analysis to assess cohort variations in employment patterns, and mediation analysis to assess how much of the late-life reversal of employment patterns is due to a faster health deterioration among the vocationally educated. Results show that the early life advantage of vocational education increases across cohorts. Furthermore, those with vocational education exhibit faster health deterioration, and a small part of the late-life employment disadvantage of this group works through lower levels of health after midlife.

Internet-based educational resources are proliferating rapidly. One concern associated with these (potentially transformative) technological changes is that they will be disequalizing—as many technologies of the last several decades have been—creating superstar teachers and a winner-take-all education system. These important concerns notwithstanding, we contend that a major impact of web-based educational technologies will be the democratization of education: educational resources will be more equally distributed, and lower-skilled teachers will benefit. At the root of our results is the observation that skilled lecturers can only exploit their comparative advantage if other teachers complement those lectures with face-to-face instruction. This complementarity will increase the quantity and quality of face-to-face teaching services, potentially increasing the marginal product and wages of lower-skill teachers.

Originally published in 1934, Trade Unions and the State is a study of political institutions. This is a lucid account of the diverse views that have been held about the nature, attributes, functions and prerogatives of the State. The book analyses the changing status and treatment of Trade Unions under the law of the UK during the early part of the 20th century.

The public vocational education and training (VET) system is one of the few areas in Australia's tertiary education system where students are required to pay upfront fees without access to loan assistance. These arrangements may lead to sub-optimal educational outcomes to the extent that prospective students reject a VET education on the basis of short-term financial constraints. In this paper we analyse some of the important issues related to the adoption of FEE-HELP (a 2005 federal government financial instrument based on the Higher Education Contribution Scheme (HECS)). It is argued that income contingent loans of this kind are associated with the advantages of both default-protection and consumption smoothing. Using data from the first three waves of the Household Income and Labour Dynamics in Australia (HILDA) survey, we examine various empirical issues associated with the adoption of FEE-HELP in VET, including the extent of private salary returns to VET qualifications. As well, we explore issues related to the public subsidies inherent in the adoption of FEE-HELP in VET, and illustrate the time periods involved in loan repayments for various assumptions concerning the size of the charge and the future income of VET graduates. Administrative issues are considered, as are the implications for the Commonwealth government with respect to potential subsidies associated with the design parameters. In the 2007-08 Federal Budget, the former government announced a small extension of the FEE-HELP system into Australian VET, a reform consistent with improved tertiary funding arrangements.

The public vocational education and training (VET) system is one of the few areas in Australia's tertiary education system where students are required to pay upfront fees without access to loan assistance. These arrangements may lead to sub-optimal educational outcomes to the extent that prospective students reject a VET education on the basis of short-term financial constraints. In this paper we analyse some of the important issues related to the adoption of FEE-HELP (a 2005 federal government financial instrument based on the Higher Education Contribution Scheme (HECS)). It is argued that income contingent loans of this kind are associated with the advantages of both default-protection and consumption smoothing. Using data from the first three waves of the Household Income and Labour Dynamics in Australia (HILDA) survey, we examine various empirical issues associated with the adoption of FEE-HELP in VET, including the extent of private salary returns to VET qualifications. As well, we explore issues related to the public subsidies inherent in the adoption of FEE-HELP in VET, and illustrate the time periods involved in loan repayments for various assumptions concerning the size of the charge and the future income of VET graduates. Administrative issues are considered, as are the implications for the Commonwealth government with respect to potential subsidies associated with the design parameters. In the 2007-08 Federal Budget, the former government announced a small extension of the FEE-HELP system into Australian VET, a reform consistent with improved tertiary funding arrangements.

According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity between denominational schools as well as to the diversity within these schools, with a particular focus on their school identity and their policy concerning Religious Education (RE). In addition, attention will be given to the organisation of RE classes in governmental schools, which is also considered a means to guarantee the passive freedom of education. Our analysis brings us to the conclusion that, in spite of a similar legal and financial framework, the Dutch constellation is currently best able to guarantee passive freedom of education for all in today's secularised, pluralistic context.

This article revisits the Hobbesian account of the state of nature and the formation of states, attending to Hobbes's account of the family. Drawing on feminist readings, we find in the Leviathan an account of the family as a natural political community. We contend specifically that a focus on conceptions of family life in the Leviathan, and in works by Hobbes's early modern peers, points to the role of the family as a site of socialisation in the prelude to early state formation and in the formation of political hierarchies more generally – including, we suggest, the formation of international hierarchies. These accounts have thus far been missing from International Relations theory. Contra conventional IR theoretic readings of the Leviathan, the Hobbesian state of nature contains the seeds of both anarchy and hierarchy, as overlapping social configurations. While anarchy emerges clearly in the famous condition of 'war of all against all', hierarchy also exists in Hobbes's depiction of family life as a naturally occurring proto-state setting. On the basis of this contemporary feminist analysis of a classic text, we consider implications for the emerging 'new hierarchy studies' in IR.