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Civil Society, Social Change and a New Popular Education in Russia is a detailed account of contemporary issues that draws upon recent survey research conducted by the Institute of Sociology, Russian Academy of Sciences, as well as from secondary published work in both Russian and English. The book explores how social change and developments in civil society are occurring in Russia and the role played by a new popular education. The right to lifelong learning is guaranteed by the Russian state, as it was by the Soviet Union, where formal education, based on communist ideology, emphasised the needs of the state over those of individuals. In practice a wide range of educational needs, many of which relate to coping with changing economic, social and technological circumstances, are being met by non-governmental providers, including commercial companies, self-help groups, and community and neighbourhood clubs. This book discusses how this new popular education is both an example of developing civil society and stimulates its further development. However, as the book points out, it is also part of a growing educational divide, where motivated, articulate people take advantage of new opportunities, while disadvantaged groups such as the unemployed and the rural poor continue to be excluded.

The history of people with disabilities has been dominated by their isolation and exclusion. The long fight towards inclusion - and inclusive education in particular - started not many years ago. Most were powerless to control their own destiny. Their participation in society has been the object of others actions. In many countries their disability policies have a substantial element of protection and charity but not the right to equalisation of opportunities. This book highlights the process of change that is underway internationally. The equalisation of opportunities requires new processes t

SUMMARY This article discusses the various factors which account for the importance of women in the urban informal sector in Ghana Women find urban trading the most suitable occupation because the traditional division of labour between the sexes means that women have a dual responsibility; for home and outside employment. The formal schooling of females has lagged behind that of males, and many illiterate women have found trading advantageous. Moreover, even educated women occupy lower status jobs in the formal sector.RESUME L'inégalité en matière d'éducationCet article étudie les divers facteurs qui expliquent l'importance des femmes dans le secteur informel urbain du Ghana. Les femmes estiment que le commerce urbain est le métier le mieux indiqué. En effet la division traditionnelle du travail entre les sexes débouche pour elles sur une double responsabilité: le travail de maison et l'emploi au dehors. Du point de vue de la scolarisation elles sont en retard sur les hommes. Beaucoup d'illettrées ont ainsi opté pour le commerce. D'autre part, même les femmes instruites occupent des emplois moins qualités dans le secteur formel.RESUMEN Cuando la educación es desigualEn este artículo se analizan los diversos factores responsables de la importancia de la mujer en el sector no oficial urbano de Ghana. Las mujeres comprueban que el comercio urbano es el empleo más apropiado debido a que la distribución tradicional del trabajo entre los sexos significa que las mujeres asumen doble responsabilidad: por el hogar y por su empleo fuera de casa. La enseñanza oficial femenina está retrasada en relación con la masculina y numerosas mujeres analfabetas han encontrado ventajoso el comercio. Además, incluso las mujeres educadas ocupan empleos de posición más baja en el sector oficial.

UID/HIS/04209/2013 ; The National Education Board (JEN – Junta de Educação Nacional) was created in 1929 during the Military Dictatorship. The purpose of this organization, much favoured by some sectors of Portuguese academiaf and intellectual elite, was the renewal of scientific, pedagogical and national economic policies. Following the example of similar international institutions, such as the Junta para Ampliación de Estudios e Investigaciones Científicas (JAE) of Spain, JEN put in place a set of articulated practices – scholarships at home and abroad, the funding of research centres and the organization of cultural expansion services – targeting the scientific updating and a greater dissemination of Portuguese culture internationally. ; authorsversion ; published

Foreword -- Preface -- Acknowledgment -- Introduction -- Encountering global crises -- Approach and structure of the book -- Positioning ourselves -- Part one -- Today's universities: content and challenges -The colonial roots and neoliberal takeover of higher education -- Heading upstream -- Neoliberal enclosure and its origins -- The neoliberal agenda -- Australia's tertiary enclosure -- Hospicing higher education -- The case for transgressive alternatives -- Universities and narratives of crisis -- The climate crisis -- Covid-19, social injustice and universities -- Universities at the crossroads -- The case for change -- Reimagining the university -- The 'glitch' -- Diverse spaces for reimagining the university -- Minor reforms: a life support for modernity -- Major reforms: new possibilities for thinking -and doing -differently -- Beyond reform: hopiscing a system in decline -- Conclusions -- Part two -- values and practices -- Decolonising higher education -- Neoliberalism as colonialism continued -- The ongoing coloniality of universities today -- Toward a decolonial university -- Decolonising pedagogies -- Taking aim at the property paradigm -- Indigenous study on its own terms: the Dechinta Bush University -- Can we decolonise a university of the common good? -- De-centralisation, equity and democratisation -- Introduction -- Bullshit governance: the stifling effects of managerialism -- Colonial shadows: homogeneity and governance -- Cooperative governance: benefits and new ecologies -- Alternative governance regimes -- 'Co-governance' : looking to Latin America -- The social science centre, Lincoln, England -- Towards democratic governance? -- Free universities: free learning, slow learning and decolonial learning on the university's threshold -- Reimagining universities from the outside in -- A brief history of free universities -- Free universities today' -- Class consciousness': revolutionising class content and pedagogies -- Reimagining time -- The decolonial potentials of free universities -- Beyond inside/outside thinking -- New horizons: regenerative and relational universities -- Introduction: beyond sustainability -- Cultures of regeneration and relationality -- Principles of regenerative/relational learning and unlearning -- Regenerative/relational learning within and beyond the academy -- Global movements toward regenerative/relational education -- Head, hand, heart: the Earth University and other regenerative/relational learning projects -- Translating regenerative/relational learning into universities -- Advocating for change -- Transformational change and its obstacles -- Conclusion -- Introduction -- What might we do -collectively -with this moment of possibility? -- Main arguments of this book -- Concluding with key claims.

This paper focuses on digital education in European primary schools, examining trends, challenges, and financing strategies. The study uses a combination of research methods, including the comparative method, analysis, synthesis, induction and deduction, statistical data collection, and the monographic method. The paper identifies the current state of digital education in primary schools across Europe and highlights the challenges faced by educators and policymakers in implementing digital education initiatives. It analyzes the different financing strategies adopted by European countries and their effectiveness in promoting digital education in primary schools. The study finds that while many European countries have made significant progress in digital education, there are still challenges to be addressed, including infrastructure and connectivity issues, digital skills gaps, and funding constraints. The paper concludes with recommendations for policymakers and educators to promote digital education in primary schools and ensure that all students have access to quality digital learning opportunities.