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In the context of building a knowledge society, along with globalization and the internationalization of education, non-academic education has an important role, which solves the problem of access to education for social groups of the population. Considering the European integration course of Ukraine, it is extremely important to study the existing experience of developed countries in ensuring equality of educational opportunities. A specialist can meet the fast-moving demands of the labor-market only when he is able to continuously study and optimally use the accumulated educational capital. In the education system, there should be opportunities for unforeseen education, which must meet the newest needs of the economy. Life-long learning becomes a necessary and increasingly important element of contemporary educational systems, where non-academic education is increasingly playing a role, in most cases, through self-education of citizens. Non-academic education is determined by the organization of systematic studies of the nature of modern knowledge as a specific type of philosophical reflection, which can be defined by the categories of activities in education. It implies improving the quality of the professional training of those who are studying on the basis of the widespread use of information and communication technologies, the formation of their skills and skills in electronic simulation. Formed effective stereotypes of thinking and behaviour require an understanding of the essence of education and bringing it to an appropriate effective template that is adapted to the educational field. The development of non-academic knowledge, unlike academic, takes place at the personal level and forms the need for the personality to be realized in public life, raising the level of mass consciousness, transforming abstract knowledge into practical. Non-academic education has signs of relevance, systematic, complementation of the knowledge gained in relation to the already existing education of a person, satisfies his subjective needs. In the future, we should expect even closer interaction of various types and forms of education.

To achieve sustainable development in any society the educational system must beresponsive to the dynamics of that society. This article discusses issues on the level oftraining on informality in African planning schools with emphasis on the Lagos, Nigeriasituation. The article reviews the concept of informality, the challenges, the quantum oftraining in planning schools curricula on issues relating to the informal sector, legislativetools available to tackle the phenomena, among others. The article concludes thatthere is currently inadequate training and paucity of legislation to guide the integrationof the informal sector into the urban system in the study area. In the light of these findings,the need for responsive planning education curriculum in Africa is imperative. There isthe need to teach on issues concerning the sporadic emergence of the informal sectorin the African urban landscape. This is one of the major consequences of 21st-centuryAfrican urban growth. Unfortunately, African planning schools curricula are based onstandards of developed countries; thus formal training on planning solutions for theinformal sector are not well entrenched, nor adequate planning regulations providedto integrate the informal sector into land use. To achieve a sustainable city landscapethis article recommends the need to introduce courses such as informality, communityengagement, social mobilisation, participatory planning, among others, in planningcurricular. This will go a long way in improving the skills of planners towards resolving thechallenges posed by the sporadic phenomena of the informal sector in Nigerian cities.

The Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals' prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA's International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students' critical thinking, while items concerning democratic participation are the lowest priority.While these results are similar to the international sample, the Nordic principals' support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education. ; publishedVersion

Angesichts der stark gestiegenen Zahl politischer Parteien in Kenia untersucht das Institute for Education in Democracy das Parteiensystem, die Entwicklung der Parteien, ihre Programmatik, ihre Ziele und ihre Organisations- und Führungsstrukturen. Der Fokus ist, ob und wie die Parteien Demokratie verwirklichen wollen und innerparteilich verwirklichen. Ein eigenes Kapitel behandelt die Partizipation von Frauen in den Parteien. (DÜI-Sbd)

Frontmatter -- Contents -- Figures -- Tables -- Appendix -- Acknowledgments -- Foreword -- Part I. The Doctrine of National Security and Development -- Part II. The First Stage of Institutionalization, 1964-1968 -- Part III. The Second Stage of Institutionalization, 1969-1974 -- Conclusion: The Opposition and the State in Perspective -- Appendix -- Abbreviations -- Notes -- Index

Examines a controversy over the control & content of sex education in South Australia in 1985 triggered by concerns about homosexuality, drawing on Michel Foucault's (1984) idea of the "deployment of sexuality." It is argued that the idea of homosexuality, or more accurately male homosexual sexuality, served as a boundary marker that both defined & revealed the content & scope of school-based sex education. It is shown that this controversy was an instance of the "deployment of sexuality" through which public opinion was concentrated & mobilized to ensure that prevailing heterosexual norms remained the defining parameters for sex education. Thus, it is also demonstrated that sex education is deeply implicated in both the construction & maintenance of prevailing (gendered) sexual norms. Adapted from the source document.

Governmentinstability(cabinet duration) is an important feature of parliamentary democracy. Over time, the research on cabinet duration has improved in technical and theoretical sophistication. However, we note that little attention has been paid to the relationship between governments and the state itself. Our main hypothesis is that state capacity, e.g., factors such as state bureaucratic effectiveness and law and order, shape how easy it is for governments to implement the new policy and thus how well they can achieve policy objectives. We also argue that when state capacity is low, the ability to adequately respond to external shocks goes down, and instability increases. When testing this empirically we find that low state capacity does indeed help us predict an increased risk for early termination—in particular, whether the government ends through a replacement (but not by an early election). Using interaction effects, we also demonstrate that the effect of external shocks, such as an increase in unemployment, is conditional on state capacity. An increase in unemployment only has a significant effect on cabinet stability when state capacity is low, suggesting that the cabinet's (in)ability to address the economic problems is an important factor for understating cabinet durability.

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.