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Argues that there has been a structural continuity in the organization of the political economy of Malawi in the three phases of the country's evolution: colonial rule, the one-party era, & the current multiparty system. Emphasis is on the political centralization of the one-party era, its promotion of economic concentration, & how that benefited a minority, principally, the national political leadership. It is argued that the reintroduction of political pluralism has not been accompanied by a rearrangement of the economic forces. Further, the lack of a vision for future national development, combined with economic mismanagement & corruption, do not promise to bring about widespread national development. Indeed, the maintenance of democracy is not guaranteed in the face of growing social & economic inequalities. Adapted from the source document.

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.

This lecture, presented by Friedrich Kittler in 2002 as part of the Mosse Lecture Series at Humboldt University (Berlin), explores in a sequence of short historical vignettes the thesis that power systems such as the old British and the new American empires produce their own, system-specific enemies. In each case the technological environment provides the basis for the struggle between "states" and their "terrorists," and the success of either party will depend on the degree to which they are able to adapt to and/or mobilize that environment. In addition, Kittler offers a philosophically informed genealogy of the "nomadic" state enemy, arguing that a basic dynamic of the escalating showdown is the increasingly invasive securing of natural resources.

Trends and origins -- Inside the market -- Privatization and its intermediaries -- Shadow privatization : local experiences with supplemental education services -- Invisible influences : for-profit firms and virtual charter schools -- In the interstices : benchmark assessments, district contracts, and NCLB -- Out from the shadows : contracts for remote digital instruction -- Working for transparency.

Contents: The practice of partnership, by Dean Acheson; Strains on the alliance, by Henry A. Kissinger; Nuclear policy and French intransigence, by Malcolm W. Hoag; Atlantica, by Christian A. Herter; A marriage of inconvenience, by Lionel Gelber.

The Free Quality School Education (FQSE) is a critical priority policy of the Government of Sierra Leone for national transformation through education. The Government of Sierra Leone is aware of the influence and power of education in national development and, therefore, has prioritized education as its flagship program. This paper is to establish a positive effort made by the Government of Sierra Leone in its commitment to implement and bring to reality the Free Quality School Education countrywide. The paper introduced in brief the historical flashback of education in Sierra Leone, followed by the changes in the education system. The researcher viewed some problems of education in Sierra Leone over the years. In an overview, the paper went on to demonstrate the Government's effort in promoting education since independence in 1961. As a point of clarification, the paper reviewed the knowledge of Quality Education. In a clearer picture, the paper views the result and analysis of Government commitment in the Free Quality School Education. The methods used for the research were interviews, observation, discussion, and information from the internet and books (secondary data). The paper highlighted the conclusion with recommendations. Article visualizations:

The popular discourse of democratic education is home to numerous myths surrounding our conceptions of what inclusion means in today's schools. Certain beliefs like the idea that offering equal opportunities for participation to all students regardless of individual need, which conflates equality and equity, or that democracy in classrooms involves nothing more than limitless inclusion are upheld as go-to solutions for the inevitable dilemmas for educators committed to inclusion. This paper argues that philosophical clarification of the concept of inclusion is urgently required by teachers, policy makers, and theorists of education committed to both democracy in education and democratic education. Our most urgent concern is related to the inherent attitude toward deficit implied by different understandings of inclusion. This is not necessarily due to the unclarities and ambiguities associated with the concept itself, but rather reflect the calculated and anticipatory way educators tend to approach classroom practice. We argue that with careful philosophical clarification, along with an entirely new stance on the part of teachers regarding their pedagogical practice and a reconceptualized notion of student 'needs', the concept of inclusion can continue to remain not only useful but essential to creating a robust democratic community in the classroom. ; peer-reviewed

Despite improved access to all educational levels, many countries around the world struggle with integrating young people into the labor market. The 2007 economic crisis exacerbated the problem, but not all countries were affected in the same way. This led to a vivid debate about how education and employment systems can and should be linked. Countries with well-developed vocational education and training (VET) systems seem to be better off in terms of their youth labor market situations. This raises the question of how countries should organize and design their VET curricula so that their youth make a smooth transition from education to employment. The Center on International Education Benchmarking (CIEB) has set the goal to analyze the world?s most successful education systems. The objective is to compare the top-performing countries? instructional systems and identify their different approaches to education. Against this backdrop, the CIEB is supporting a comparative study of VET curricula, which are one fundamental component of any education system. However, such an international comparison of VET curricula faces many challenges, resulting mainly from the large variation in how national education systems train vocational and technical qualifications. In addition, VET curricula are not fully comparable due to different national political, economic, cultural, and institutional frameworks. Consequently, the CIEB mandated the KOF Swiss Economic Institute at the ETH Zurich to conduct a Feasibility Study that first defines a common strategy for tack-ling these challenges. Hence, this Feasibility Study aims to reduce the comparability problem to the furthest possible extent. The feasibility study consists of three phases, of which this intermediary report is the product of the first. This first phase addresses the following question: ?Which countries can be identified as top-performing countries that should be included in the VET curricula comparison?? This report presents our findings on four main topics essential for achieving the goal of a feasibility study for the comparison of VET curricula. The first section explains our theoretical and conceptual approaches to the problem. These form the foundation of our strategy for identifying 20 top-performing countries with regard to VET, which is addressed in the second section. The third section presents the selected top-performing countries in brief portraits, which highlight not only their performance but also provide background information on VET governance. Finally, we compare and discuss these top-performing countries with regard to our performance criteria. Finally, this intermediary report concludes with the important findings for the second phase of the project.

This paper examines the higher education system in India together with its status regarding internationalisation, and presents the case for the higher education sector in India to embrace internationalisation.Starting with an overview of the academic literature around the concepts of globalisation and internationalisation, and their interrelationship particularly in the context of higher education, the paper focuses on the specific issues of Indian higher education especially within the context of internationalisation. Reviewing the current landscape of the Indian higher education sector, the paper concludes that, in the context of a globally connected world, higher education in India is characterised by asymmetry in flows and unclear policies. Recommending that the internationalisation strategy focuses on the four strands of student and programme mobility; infrastructure and policy support; development of research capability; and the employment of technology as an enabler, the paper concludes that a clear approach to internationalisation would offer the potential to secure India a formidable global standing in higher education.

Based on the results of a theoretical review, the article identifies conditions that hinder the success of the integration of disabled children into society and significantly complicate adaptation to the implementation of inclusive education, in which Russian researchers include: lack of pedagogic knowledge and skills in parents whose children are disabled, accentuated personality traits of modern pedagogue (including pessimism, social introversion, tendency to reject innovation, rigidity). Based on the results of the all-Russia study in 2017, the results obtained regarding the conditions for obtaining a quality education by modern children with disabilities were analysed. These include the lack of available correctional institutions, special nutrition, the lack of appropriate specialists, and the lack of adapted educational programmes. Among the most in-demand opportunities in the education system, respondents named permanent tutors and children's inclusive camps.