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Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; Nationally, the term 'responsible citizenship' is understood as a 'status' and a 'role'. As a social status, citizenship implies being a member of Maltese society, in which citizens are entitled to share equal rights and responsibilities. Entitlement brings with it a sense of loyalty to one's country. Citizenship as a status is guaranteed by the constitution of the Republic of Malta Article 23(1) and (2). Understood as a role, citizenship involves social identity as an expression of social life in the political community which endows individual citizens with the practice of fundamental (civil) rights and functional (political and social) rights. Articles 33 to 48 in the Maltese constitution provide the safeguarding framework for these rights. The relevant term for citizenship in Maltese language is cittadinanza inasmuch as it refers to citizenship as a status, and hajja civika or tkun cittadin responsabbli in terms of citizenship roles and functions. Change and development in contemporary society, marked particularly by the process of cultural interdependence and globalisation, are extending the notion of citizenship. Citizenship is no longer defined in its former national or territorial sense. Contemporary Maltese society is grappling with such a complex notion. Following developments in Europe, the teaching and learning process in the Maltese educational system is adopting a European and global identity of citizenship in view of an expanding multicultural context in Europe and the world. While acknowledging the importance of political citizenship based on knowledge of rights and political institutions, the position in Malta is to promote active and participatory citizenship among Maltese students ; N/A

AbstractStudent success plays a vital role in educational institutions, as it is often used as a metric for the institution's performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to "computer science", or more precisely, "artificial intelligence" literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging fromhow to define student's success, throughwhich student attributes to focus on, up towhich machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.

To what extent should social workers advocate the educational needs of children and young people in foster care? Jane Aldgate, Anthony Heath, Matthew Colton and Michael Simm present the findings of a recent study.

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children's rights among professionals at all levels. This article explores the presence and status of children's rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children's rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

"State Leaders and Foreign Policy" published on by Oxford University Press.

This work is intended for scholars and students interested in issues of peace education, reconciliation, and coexistence from several disciplines including social and political psychology, communication, education, political science, sociology, and philosophy

This article presents a research agenda for studying social enterprise (SE) initiatives in education reform. Whilst based on research experiences gained in Nepal, the discussion here is relevant for similar SE efforts in other 'developing' countries as well as high-income contexts that are increasing adopting SE strategies that have been tested elsewhere. The paper outlines how changing processes of governance position SE initiatives as potential solutions to a range of problems that have structural roots in conflicts related to ethnicity, gender and class. However, whilst SE is a new mode of organizing our understanding of such issues, it also has the potential to re-inscribe historic marginalities in new ways. A research agenda focused on exploring the lived experience of SE aims to expose such possibilities and dangers.

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.