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This paper attempts to document the challenges facing the Turkish higher education system. Our analysis suggests that the nature of these problems and issues resonate closely with those that have sparked major reform initiatives in other parts of the world. Among the most important of these are the demand for enrollment expansion in the face of declining public resources; inadequate levels of teaching staff of high quality; inefficiencies exacerbated by shrinking public funding; the need for alternative ways of diversifying revenue sources; the problem of extremely tight governmental regulations and bureaucracies in the organisation and administration of higher education; and the deterioration of quality in many areas. ; peer-reviewed

In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of 'knowledge for development' in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed's different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt

Júlia Mikolai was a PhD student at the Department of Social Statistics and Demography at the University of Southampton and was funded by a scholarship provided by the Economic and Social Research Council (ES/J500161/1) while completing most of this work. Ann Berrington was funded through the ESRC Centre for Population Change (ES/K007394/1). Brienna Perelli-Harris received funding from the European Research Council under the European Union's Seventh Framework Programme (FP7/2007-2013)/ERC grant agreement number 263794 CHILDCOHAB. ; BACKGROUND Previous research has shown that partnership status at first birth is associated with education across Europe and the United States. Most research has indicated that first births within cohabitation have a negative educational gradient. However, the pathway to a first birth in different partnership types can be complex and may vary across countries. OBJECTIVE We study whether any educational differences observed at the time of a first birth are produced upon entrance into cohabitation, during the transition from cohabitation to marriage, or during the transition to first birth. METHODS Using data from the Harmonized Histories we estimate multi-state event history models to examine how educational differences in patterns of early family formation emerge among women born between 1950 and 1969 in 16 European countries and the United States. RESULTS The results highlight three main findings. First, the educational gradient of entry into cohabitation is inconsistent across countries. Second, regardless of the educational gradient of entry into cohabitation, the transition to a first birth among cohabiting women has a consistent negative educational gradient across countries. Last, the transition from cohabitation to marriage has a consistent positive educational gradient across countries. CONTRIBUTION Across Europe and the United States, educational differences matter the most during the transition from cohabitation to marriage and the transition to first birth once women are in a cohabiting union. Entrance into cohabitation is common, but key educational distinctions emerge upon childbearing. Disadvantaged women are less likely to marry before having a baby, while highly educated women marry before childbearing. ; Publisher PDF ; Peer reviewed

The topic of education is inherently political because political views are always based on what is believed to be true. This is of particular importance in democracies because they place political responsibility on individual citizens. But, while democracies emphasize the individual freedom of their citizens, democratic structures also require democratic-minded citizens in order to continue existing, and purposefully indoctrinating citizens in democratic values necessarily limits individual freedom. This creates a tension between individual freedom and the survival of the democratic structures which promote individual freedom in the first place, and this tension is inherent in all discussions of democratic education. Discussion of this tension often comes into contact with the idea of "liberal education", education designed to promote individual freedom while maintaining democratic institutions. My paper examines scholarly discussion of liberal education and returns to Plato to examine this tension. Plato is of particular interest because his works express the same tension between liberal and illiberal ideas that we see in democracy, and because his works were addressed to a democracy that his works are often critical of. Ultimately, we can consider the works of Plato to be not only about liberal education; because they are addressed to a democratic audience his works are themselves examples of liberal education. Faculty Mentor: Gaelan Murphy Department: Political Science (Honours)

Die deutsche Bildungspolitik glänzt durch Kurzatmigkeit und Reformeifer. Kaum ein Jahr vergeht, ohne dass die Kultusministerien umfangreiche Richtlinien und Erlässe verabschieden und deren prompte Umsetzung einklagen. Gleichbehandlung ist das Zauberwort, die Folgen ihrer Verwirklichung bleiben unreflektiert. Mittlerweile wird das Abitur als Instrument der sozialen Chancenverteilung betrachtet. Damit gerät die Schule unter enormen Erwartungsdruck. Geistlose Interpretationen von Statistiken und internationalen Vergleichen sind ein Indiz für die Orientierungslosigkeit hiesiger Bildungspolitik