Suchergebnisse

The article focuses on the realisation of the right to education in South Africa. The State has an obligation in terms of section 29 of the Constitution of the Republic of South Africa of 1996 to ensure the progressive realisation of the right to basic education. The State is also obliged to take reasonable measures, to ensure that the right to education is progressively available and accessible at tertiary level. A historical approach is adopted in the discussion; the great disparities within the South African education system created by the apartheid regime are highlighted as basis for the discussion. The article also examines the States' international obligations and commitments under international in the realisation of the right to education. Finally, the article examines the measures that the South African government has taken to comply with its constitutional obligations to create an equal education system for all. In order to examine the measures taken by the State to realise the right to education, the article analyses existing legislation, policies, and judicial decisions. DOI:10.5901/mjss.2014.v5n8p302

Introduces a special issue on globalization and the welfare state. Asserts that economic globalization constrains national economic and social policy far more now than ever before, although the level of international trade has not increased that much compared to levels at the beginning of this century. Talks about the political consequences of economic globalization, particularly welfare state retrenchment in the advanced capitalist world. Outlines the papers included in this issue – comparing welfare system changes in Sweden, the UK and the USA; urban bias in state policy‐making in Mexico; and the developing of the Israeli welfare state. Concludes that economic globalization has a limited effect in shaping social welfare policy in advanced capitalist countries; nevertheless, recommends further research into which aspects of economic globalization shape social welfare policy.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acronyms Used in References -- 1 Introduction: Comparing Modes of State Incorporation -- Historical Links Between Sending and Host Societies -- The Welfare State and Social Citizenship -- The Nation-State and Ethnicity -- State Intervention and Migrants' Social Networks -- Research Design, Methodology, and Data -- PART ONE INDOCHINESE REFUGEES IN THE UNITED STATES -- 2 International Migration and Historical Context -- The Lost War with Communism -- America's First Allied Aliens -- Absence of Indochinese Communities -- Nativism and Historical Amnesia -- Conclusion -- 3 From Political Migrants to Clients of the Welfare State -- Managing Migration with the Welfare State -- The Benefit of Social Citizenship: Lenient Criteria for Public Assistance -- Federalism Constrains Social Citizenship -- Welfare and the Work Ethic -- Conclusion -- 4 Managing Ethnic Communities in the Nation-State -- A Polarized Nation-State -- Immigrant Legacy and Indochinese Communities -- Dispersing Refugees to Reduce Costs -- State Creation of Ethnic Institutions -- Conclusion -- PART TWO INDOCHINESE REFUGEES IN FRANCE -- 5 Constants and Variables in the Indochinese Migration -- Political, Temporal, and Demographic Constants -- Historical Variation from French Immigration History -- Political Variation from the French Welfare State -- Cultural Variation from the French Nation-State -- Conclusion -- 6 The French Mode of State Incorporation -- Providing Social Citizenship -- Preventing Ethnic Communities -- Conclusion -- PART THREE STATES AND MIGRANTS' SOCIAL NETWORKS -- 7 Confronting a Social Conflict in the United States -- Local Refugee Managers and Access to Welfare -- Family and Kin Ties -- Ethnic Community and Survival Strategies -- Conclusion -- 8 Evaluating a Social Contract in France.

AbstractPrecise international metrics and assessments may induce governments to alter policies in pursuit of more favorable assessments according to these metrics. In this paper, we explore a secondary effect of global performance indicators (GPIs). Insofar as governments have finite resources and make trade-offs in public goods investments, a GPI that precisely targets the provision of a particular public good may cause governments to substitute away from the provision of other, related, public goods. We argue that both the main effect of the GPI (on the measured public good) and this substitution effect vary systematically based on the domestic political institutions and informational environments of targeted states. Specifically, we contend that both the main and substitution effects of GPIs should be largest for governments that are least accountable (opaque and nondemocratic) and should be smallest for those that are most accountable. We illustrate the logic of these arguments using a formal model and test these claims using data on primary and secondary enrollment rates across 114 countries. We find that countries substitute toward primary education enrollment rates (which is targeted by the Millennium Development Goals) and away from secondary (which is not), and that these effects are mitigated as accountability rises.

Laquian reviews STATE AND SOCIETY IN THE PHILIPPINES by Patricio N. Abinales and Donna J. Amoroso.

Over the past decades, 'governing by numbers' has taken a flight in the higher education sector. Performance-based budgeting and quality assurance schemes orient universities to new objectives, while rankings have globalised the metrified observation of higher education at large. Where previously no indicators existed, they are being introduced; where indicators already existed, they are being standardised for purposes of comparison. This thematic issue aims to work towards a more comprehensive understanding of the growing diversity of quantification-based instruments in higher education sectors in three European countries. The effects of quantification are noticed at all levels of the higher education system, from policy makers at the top of the regulatory pyramid down to students and academic staff. Yet even quantifiers outside of the regulatory system, such as ranking and metrics organisations, may have an important bearing on the operation of the university organisation and the sector at large. Thus, an entire governance landscape emerges in which actors at various levels turn to numbers for guidance. The articles in this thematic issue analyse the life cycle of such numbers, from their origins, through to their production and finally, their consequences. This editorial outlines the central questions and overarching issues addressed by the thematic issue and introduces its various contributions.

We report evidence that trust is the missing root relating education, institutions, and economic development. We observe that more trust both increases education and improves legal and bureaucratic institutions, which in turn spurs economic development. We substantiate this intuition with a series of regressions that provide evidence that trust determines both education and the quality of institutions, and that education and institutions in turn affect GDP per capita. © 2013 Springer Science+Business Media New York. ; SCOPUS: ar.j ; info:eu-repo/semantics/published

AbstractThis article begins by exploring how current educational research describes the role of improvisation in education. Drawing on Biesta's (2017) discussion of the purpose of the educational task, it then argues for a broader consideration of the role of improvisation in education and its potential to positively disrupt traditional linear timescapes. While discussions of improvisation in education often reference jazz music, this study explores a broader range of indeterminate musical forms to gain different insights. Specifically, it translates Stern's (1988) Table of Transformational and Musical Hierarchies into a framework for education to support educators in considering the role of improvisation in their design and teaching practice. The adapted conceptual model incorporates the dimensions of complex learning environments described by the Activity-Centred Analysis and Design (ACAD) framework as discussed by Goodyear and Carvalho (2014), and in the process, surfaces the temporal aspects of the ACAD framework for closer examination. The model highlights several factors that take on a more significant role in highly indeterminate educational forms such as silence, absence, openings, and rupture. It also provides an opportunity to reflect on ways in which technology contributes to enabling or constraining improvisational processes in postdigital education. The study contributes to research on the intersection between sound and education, and to making the sonic dimension of education one of more 'intentional concern' as described by Ford and Sasaki (2021).