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The right to education constitutes the principle axis in the struggle for a better future. Its relationship to social change and contribution for the mitigation of vulnerabilities places it on a relevant plain for transformation and development. It is necessary to deepen understanding of the right to education and its challenges, and situate the central aspects of right to education from the sociological perspective that focuses the relationship between education and society. The analyses of the context surrounding the right to education in Cuba, in Latin America, reveals the challenges and Cuban experiences, from which it is possible to interpret results from the case studies in other nations. This has contributed to approaching the African context, particularly Angola. The data analysis about education in both countries which expresses the levels of human development, offers a relationship between social policy and the realities that are expressed starting with the analyses of the socio-historical context. The scenario of the southern part of the globe shows a reality that demands more attention and invites society's researchers to focus their aim, detached from a Eurocentric focus, where adequate studies about the social context and its relation to the educational, cultural, political and economic reality in which it resides prevail. The analysis if the challenges for the right to education based on the Cuban experience make it possible to read the case of Sumbe, Angola. Understanding the socio-historical context and observing the development of social policies in Cuba and Angola make it possible to examine and analyze the situation closely. Responding to the following questions was central to the investigation: How has the international debate about the right to education and its relationship to the dimensions of gender and territory evolved? How have social policies and the socio-historical context determined educational policies and, at the same time, explained the conditions of inequality and development that nations demonstrate? The political volition of governments, education and its protagonists, associated with an analysis of the context and the social policies for understanding the right to education are essential elements in our view. ; Theoretical focus and elements for the debate on the right to education: a sociological analysis / Features, realities and challenges of Education in Cuba in the context of the right to education in Latin America. / The Educational case of Sumbe, Kwanza Sul, in the African-Angolan context for the right to education. / A view towards education and human development indicators: the relationship with gender equality and territory. / Education in the context of development. Data from Cuba and Angola. Reflections and contributions. /

The right to education constitutes the principle axis in the struggle for a better future. Its relationship to social change and contribution for the mitigation of vulnerabilities places it on a relevant plain for transformation and development. It is necessary to deepen understanding of the right to education and its challenges, and situate the central aspects of right to education from the sociological perspective that focuses the relationship between education and society. The analyses of the context surrounding the right to education in Cuba, in Latin America, reveals the challenges and Cuban experiences, from which it is possible to interpret results from the case studies in other nations. This has contributed to approaching the African context, particularly Angola. The data analysis about education in both countries which expresses the levels of human development, offers a relationship between social policy and the realities that are expressed starting with the analyses of the socio-historical context. The scenario of the southern part of the globe shows a reality that demands more attention and invites society's researchers to focus their aim, detached from a Eurocentric focus, where adequate studies about the social context and its relation to the educational, cultural, political and economic reality in which it resides prevail. The analysis if the challenges for the right to education based on the Cuban experience make it possible to read the case of Sumbe, Angola. Understanding the socio-historical context and observing the development of social policies in Cuba and Angola make it possible to examine and analyze the situation closely. Responding to the following questions was central to the investigation: How has the international debate about the right to education and its relationship to the dimensions of gender and territory evolved? How have social policies and the socio-historical context determined educational policies and, at the same time, explained the conditions of inequality and development that nations demonstrate? The political volition of governments, education and its protagonists, associated with an analysis of the context and the social policies for understanding the right to education are essential elements in our view. ; Theoretical focus and elements for the debate on the right to education: a sociological analysis / Features, realities and challenges of Education in Cuba in the context of the right to education in Latin America. / The Educational case of Sumbe, Kwanza Sul, in the African-Angolan context for the right to education. / A view towards education and human development indicators: the relationship with gender equality and territory. / Education in the context of development. Data from Cuba and Angola. Reflections and contributions. /

Comparing the asylum policies of three Western states, this article argues against two claims raised in recent writings on international migration: that states' capacity of controlling unwanted migration is declining; and that such diminished control capacity is due to an international human rights regime restricting states' discretion over the admission and expulsion of aliens. This comparison suggests that there is an increasing willingness and capacity of states to control mass asylum seeking. State constraints in asylum policy arise more from domestic than from international legal norms. Asylum policies are everywhere shaped by the two increasingly conflicting principles of liberal nation-states: popular sovereignty and the protection of human rights.

To spread education in case of highly marginalized section of our society has been a colossal task to any Govt. particularly to the tribal people. The strong point of a society lies in the task of education training, development and allocation of its man power resources. It can be said that education plays an imperative complete development of individuality so that one can make an original contribution to human life according to one's best competence. Making primary or elementary education available for all rural Indian children has been one of the major challenges for the all the Government. Furthermore, the quality of elementary education in rural India has also been a major cause of concern for the any Government. This paper draws attention of the readers about the conditions and settings of the rural schools in Karnataka State, South India.

The purpose of the paper is twofold. Firstly, to formulate a definition of University social responsibility (which takes into account social expectations towards this institution and its internal determinants as well). The final result of this research is the definition built on two concepts. On one hand, it is a stakeholder policy, on the other hand, a whistleblower policy. These are the criteria of responsibility, that is to say, rules which make the institution transparent and open to social criticism. Secondly, the article tends to establish whether a university in Poland (treated as a dominant institution of knowledge) is rightly seen as an irresponsible partner of civil society. Form the business ethics perspective the university is the more responsible, the more intensive are its relations with the social environment represented by stakeholders and whistleblowers. When they do not play their parts properly, the relations must be considered dysfunctional. Additional explanation of this problem is provided by the theory of management. In a use of the concept of the final customer, public opinion can find out if it—really—is the main interlocutor of the university. Social partners of this institution focus their attention on politicians and public administration taken as the alternative final customer of the academic product. ; Publication of English-language versions of the volumes of the "Annales. Ethics in Economic Life" financed through contract no. 501/1/P-DUN/2017 from the funds of the Ministry of Science and Higher Education devoted to the promotion of scholarship.

Washington has had an inheritance or estate tax since 1901. The United States has had an estate tax in place since 1916. Initiative 920, which would have repealed Washington's estate tax in November 2006, was resoundingly defeated by the people, 62% to 38%. Our estate tax raises over $100 million annually, on average.

Finland educational system is among the top systems in the world and Finnish students have proven themselves as intellects and responsible citizens in the past. In contrast, Pakistan is facing substantial education challenges and despite efforts been made, providing quality education to all children is still a dream. More than half of the adult population is not able to read and write, and there is huge inadequacy of skilled human resource that can impact the economy of the country. Malaysia, like other developed countries, has recognized importance of lifelong learning and is advancing it as a major source for economic growth. Competence, skills needed to ensure holistic growth of students is mentioned explicitly. Besides comprehensive curriculum development, Malaysia introduces such programs as to generate human capital by means of education and training. The creative learning environment and constant encouragement to students is provided to focus on latest skills that are need of the labour market. In Pakistan, it seems curriculum is properly documented with clear aims of what excellences to be fostered in individual but how to foster such excellence is missing.

This presentation provides an overview of how veteran entrepreneurship can be bolstered by education.

APPIAH UPHOLDS THE IDEAL OF AUTONOMY, GROUNDING IT IN ON THE PRECIOUS NOTION OF CHOICE. THE CLAIM OF AUTONOMY CANNOT FLOUISH WITHOUT FULFILLING THE POSSIBILITY OF CHOICES MADE BY INDIVIDUAL PERSONS. IT IS THE DUTY OF THE LIBERAL STATE TO PROCURE GOOD EDUCATION FOR ITS CITIZENS, SIMILAR TO THE PROPONENTS OF THE NEW DEAL, WHO SECURED ECONOMIC HELP FOR THE WELFARE OF THE GENUINELY NEEDY.

Chapter 1: Introduction and Overview / Arun R. Joshi and Isis Gaddis 1. - Chapter 2: Primary Education in Mainland Tanzania: What Do the Data Tell Us? / Isis Gaddis and Johannes Hoogeveen 7. - Chapter 3: Addressing Tanzania's Gender Inequality Challenge in Secondary Schools / Oyin Shyllon 27. - Chapter 4: Assessing Literacy and Numeracy in Tanzania's Primary Schools: The Uwezo Approach / Suleman Sumra, Sara Ruto, and Rakesh Rajani 47. - Chapter 5: An Educational Service Delivery Scorecard for Tanzania / Waly Wane and Isis Gaddis 65. - Chapter 6: Education Finance and Spending in Tanzania: Challenges and Opportunities / Oyin Shyllon and Arun R. Joshi 87. - Chapter 7: Value for Money in Education / Stevan Lee 113

This article compares the higher education systems between China and Ukraine, discusses some important peculiarities of the two, and points out the differences between the two. The purpose is to help us get a better understanding of the two countries' higher education systems and to improve the educational exchange and collaboration of the two countries. Special attention is paid to structures of two universities, their facilities, rules of admission, the organization of studying process and some approaches, and levels of acknowledgements by governments which show us the differences and similarities between the two.

Knowledge transfer between universities and society, as well as the social commitment of universities ('third mission'), are coming increasingly into the focus of public attention and of science policy (section 2). The central role of universities in supporting search and learning processes in society, as well as the need for a change in mindset towards (more) sustainable development, are also emphasised in the context of the Great Transformation towards greater sustainability (section 3). At present, the two strands of discussion are largely unconnected. This article outlines the basic aspects of both fields of knowledge. This demonstrates that the basic understanding is the same in both areas: they share an understanding of knowledge transfer based on recursive exchange processes between science and society, which ideally entail the joint generation (co-production) of knowledge which can be linked both to science and to practice. However, there are 'blind spots' which will be illuminated by focusing on transformative education, an area still marginalised in the debate about transformation. Philosophical and educational reflections (section 4) demonstrate that deeper cultural and individual values, as well as holistic worldviews - i.e. based on the unity of humans, nature and culture - appear to be suitable key orientations for radical transformations towards sustainability. From the authors' perspective, the communication of normative target/orientation knowledge and its scrutiny in scientificallygrounded debates in line with a transdisciplinary understanding of science - in combination with a reflection on the values and mindsets embedded in a holistic education in relation to the environment or values - represents a central 'hinge' for knowledge transfer and for the path from knowledge to action. These aspects are currently underrepresented and deserve more attention in research and development.

This volume disseminates academically informed knowledge about deaf education constructed by scholars and practitioners in countries in Central and Eastern Europe, Africa, Asia, and Latin America in order to identify the strengths and needs of deaf learners and deaf educators in those countries and to help move deaf education forward. It includes chapters about best practices and challenges from nineteen countries across the world, countries in Africa, Asia, Latin America, and Central and Eastern Europe.