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Labour and New Labour alike have been the enemies of education. Consider the brutalism of Charles Clarke—'history for display purposes only'; statistics of achievement based on the soft marking of soft subjects to achieve soviet pig‐iron statistics; fat inspection and thin curriculum; compulsory lesson plans and paper plagues; foreign languages as too difficult. Before all that, remember Anthony Crosland 'destroying their schools if it's the last fucking thing I do' and the consequent rise of the public schools as bought excellence.What to do : Follow Housman's dictum, 'Knowledge is happiness'; rescue good minds in bad places with state places in boarding schools; utilise the quiz nationally the as a pop method to stimulate the study habit; get back to French and German; take the educationalism out of education especially in training colleges; thin inspection down from terror to weather‐eye mentoring.

Knowledge is globally institutionalized as three differentiated and interpenetrating social institutions: education as a social institution for transmitting humankind's existing knowledge, science as a social institution for creating new knowledge that becomes a global public good, and technology as a social institution for creating new knowledge that becomes privately appropriated. These three social institutions are governed by a global regime that is anchored in a web of organizations that through an epistemic community of analysts of knowledge, formulates and promulgates policies for knowledge. In education, the regime promotes transmission of existing knowledge to youth through schooling and also through the movement of students around the world. In science, the regime supports creation and diffusion of new knowledge around the world through open publication. In technology, the regime promotes private appropriation of new knowledge through property rights in the form of patenting, which is increasingly global.

Preliminary Material /Klas Roth and Nicholas C. Burbules -- Introduction: Understanding the Meaning of Citizenship Education /Klas Roth and Nicholas C. Burbules -- Cosmopolitan Learning /Klas Roth -- Deliberating Publics of Citizens /Stacy Smith -- Veteran's Day in a U.S. Public High School: Lessons for Nationalistic Loyalty /Kathleen Knight Abowitz and Joseph Wegwert -- Securing Equality and Citizenship under European Integration /Andreas Follesdal -- Cultural Diversity and Alterity: Central Prerequisites and Issues of European Citizenship Education /Christoph Wulf -- Creating the Rainbow Nation? Citizenship and Education in South Africa /Rashid Ahmed , Yusuf Sayed and Crain Soudien -- Globalisation, Rescaling and Citizenship Regimes /Susan L. Robertson.

In terms of the number of students served and the overall quality of special education services provided, it is clear that special education has, from its early beginnings in the late seventeenth century, advanced at various rates in the different countries of the world. Data from the United States Department of Education (2007) indicates that 12 of the school age population (6-17 year olds) in the nation are children with disabilities in special education. Kenyas population of students with disabilities in the schools now stands a little over 221,995 (Ministry of Education, 2008) in a country where 25 of the estimated 3.2 million people with disabilities are school age children. This paper provides a comparative overview of the role of government policy in the progress of special education in both the United States of America and in Kenya with the aim of emphasizing the role of comprehensive policy, follow-through, oversight, and accountability to achieve targeted results in the field of special education in Kenya.

A study has been made for the European Parliament on the understanding of internationalization of higher education (IoHE) in the European context, based on two surveys, an analysis of the role of digital learning, ten national reports from Europe and seven from outside Europe. The study results in conclusions and recommendations on the future of internationalization of higher education in Europe, based on the national reports and a Delphi process among experts in international higher education. This is a summary of the key findings of the study, including a redefinition of the meaning of internationalization.

AbstractA multiyear evaluation of the long‐range benefits of bilingual education illustrates the utility of a time series design for programs involving minority populations.

Armed conflict is a significant global issue that has far-reaching effects on various sectors, including the economy, education and healthcare. In Nigeria, two of the most severe conflicts are the Boko Haram insurgency in the northeast and the surge in armed banditry in the northwest and north-central which have detrimental effects on the healthcare and education systems in the region. Here, we examine the impact of the conflicts on healthcare services and access to education. Recent attacks suggest an increase in terrorism, banditry, arms trafficking, and drug-related threats. Evidence suggests secret cooperation between terrorist groups and bandits in northern Nigeria, resulting in well-organized gangs establishing underground fiefdoms, and launching attacks on education and health facilities. The attacks have led to the interruption of essential services, which has increased the rates of maternal and newborn mortality, malnutrition, and the occurrence of infectious diseases. Similarly, the two groups have killed kidnapped, raped and displaced thousands of school children and teachers. In 2021 alone over 1000 schoolchildren were kidnapped with dozens of school facilities destroyed or abandoned. The number of children who are not enrolled in school has climbed from 10.5 million prior to the conflict to almost 20 million in 2022, underscoring the effect of the crisis on school enrollments. No doubt, these kinds of conflicts have generational consequences. Therefore, a comprehensive approach that addresses the root causes of the conflicts, fosters peace and stability, and provides humanitarian help to achieve sustainable development to address these concerns, is necessary.

With the continuous development of economy and society, science and education have gradually become the key elements of global development and national strength improvement. Based on historical research and literature analysis, this article sorted out the evolution process of the revitalizing China strategy through science and education since the founding of the People's Republic of China, and summarized the main measures to implement the strategy in different stages of development.

The article defines that the education system depends on a balanced educational policy, competence of state decisions and correctly placed accents in determining strategic priorities. Achieving a new quality and development of the domestic educational system is impossible without significant changes in the system, processes, mechanisms of public education management. It is established that the quality of higher education is perceived differently by different subjects of the educational process. For students, it is, above all, the knowledge, skills and practical skills necessary for successful employment and career growth. When it comes to the employer, they associate quality education with the training of professionals who have the necessary competencies and are able to adapt to dynamically changing production conditions. It is emphasized that quality assurance should provide an educational environment in which the content of programs, educational opportunities and tools meet the goal. However, there are a number of problems in ensuring the quality of higher education in Ukraine. The main problems in ensuring the quality of higher education, as well as the quality of training in the Free Economic Zone of Ukraine are revealed. Among them are: systematic underfunding of the higher education system; inconsistency of the level of preparation of entrants to the requirements of higher education institutions; lag of Ukrainian higher education from a number of world and European trends in the development of higher education and improving its quality; the problem of employment of graduates, etc. It is proved that despite a number of regulatory regulations, specially created bodies, there are still problems that somewhat reduce the quality of higher education. The expected quality of education is formed under the influence of a set of conditions and factors that cover the methodological, theoretical and practical aspects of education management. The review of the problems shows that the way to quality higher education lies through its definition of the right standards, sufficient resource base, highly qualified staff, proper structural organization and effective management. One of the conditions for improving the quality of higher education is to strengthen the responsibility of universities for the results of their activities by expanding the democratic principle of their functioning and deepening autonomy.

Myanmar's military coup has interrupted a decade of reforms, including important changes to higher education. Students and staff are at the forefront of anti-coup protests, bearing the brunt of the violence. This article gives a brief overview on how the higher education sector has been affected, arguing that theTatmadaw(the Myanmar military) has no qualms about damaging higher education, seeing the revolt of students and staff as treason to the country.

Abstract This article argues that the production of monographs can produce new discourses in the curricula of science and environmental education for pre-service teacher education based on emancipatory approaches. We rely on critical discourse studies to understand the relationship between hegemony and emancipation in pre-service teacher education. Twelve monographs of environmental education published between 2015 and 2018 were analyzed. We found some monographs under hegemonic visions of environmental issues such as management, procedural time, mitigation of responsibility, and the search for efficiency. On the other hand, we found other monographs that referred to the struggle, resistance, denunciation, community, and inclusion of popular masses instigating insurgent practices. Likewise, hybrid discourses have constituted discourses in the monographs, which is typical of late modernity. Finally, we propose non-hegemonic ways to include environmental issues in pre-service teacher science education.

We evaluate, using a randomized trial, two school-based financial literacy education programs in government-run primary and junior high schools in Ghana. One program integrated financial and social education, whereas the second program only offered financial education. Both programs included a voluntary after-school savings club that provided students with a locked money box. After nine months, both programs had significant impacts on savings behavior relative to the control group, mostly because children moved savings from home to school. We observed few other impacts. We do find that financial education, when not accompanied by social education, led children to work more compared to the control group, whereas no such effect is found for the integrated curriculum; however, the difference between the two treatment effects on child labor is not statistically significant.

We evaluate, using a randomized trial, two school-based financial literacy education programs in government-run primary and junior high schools in Ghana. One program integrated financial and social education, whereas the second program only offered financial education. Both programs included a voluntary after-school savings club that provided students with a locked money box. After nine months, both programs had significant impacts on savings behavior relative to the control group, mostly because children moved savings from home to school. We observed few other impacts. We do find that financial education, when not accompanied by social education, led children to work more compared to the control group, whereas no such effect is found for the integrated curriculum; however, the difference between the two treatment effects on child labor is not statistically significant.