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Every college and university has built new capacity to deliver new experiences for students through study abroad, community service, career development, health and fitness, cultural understanding, or spiritual growth. They come to college to broaden their experience, and colleges and universities are the only places where people of all backgrounds, religions, ethnicities, classes, and politics come together to explore who they are and who they might become. Going to college is a defining time in their lives, and there is much more we can do to make it a liberating and transformative experience.

The social sciences have long been based upon contrasts drawn between the 'militaristic' societies of the past, and the 'capitalist' or 'industrial' societies of the present. But how valid are such contrasts, given that the current era is one stamped by the impact of war and by the intensive development of sophisticated weaponry? In setting out to address this and similar questions, this book investigates issues that have been substantially neglected by those working in sociology and social theory. Anthony Giddens offers a sociological analysis of the nature of the modern nation-state and its

"The partition of the Indian subcontinent, the collapse of the Soviet Union and erstwhile Yugoslavia, the reunification of Germany, the continuing feud between the two Koreas, the Irish peace process, the case of Israel/Palestine and the lingering division of Cyprus have together fuelled new thinking on the strategy and acts of partitioning countries, states, nations and continuities. They have also given rise to a huge body of literature. However, studies of partitions have usually focused on individual cases. This volume uses comparative analysis to fill the gap in partition studies and examines cross-cutting issues."

This book identifies key elements of an international framework to develop systems-level change to promote access to education, including higher education, for socio-economically marginalized groups. It is based on interviews with senior government officials and senior management in universities, non formal education and prisons across 12 countries in Europe. The book identifies systemic obstacles to and opportunities for promotion of access to education for socio-economically excluded groups that are issues transferable to other countries' contexts. It adopts a systemic focus on access across a range of domains of education, both formal higher education and non-formal education, as well as prison education. Through a focus on a more dynamic structuralist systems framework it develops an innovative post-Bronfenbrennerian view of system levels in lifespan developmental and educational psychology. It also develops an international agenda for reform in relation to these various system levels for access to education for socio-economically marginalized groups, through extraction of key structural indicators to evaluate reform progress in a transparent, culturally sensitive manner. The book identifies current gaps and strengths in policy, practice and structures that impact upon access to education, including higher education, across a range of countries. These gaps and strengths are illustrative and are to inform a strategic approach to system level change and development for the promotion of access to education for socio-economically marginalized groups in Europe and beyond. "Too many educational practices entrench social exclusion: it is an urgent priority across Europe that social justice policies are implemented for the inclusion of marginalised groups. Paul Downes' analysis of these issues is timely. His conclusions are considered and practical: this book is a valuable and constructive resource for practitioners, academics and the policy community." Professor Alistair Ross, Jean Monnet ad Personam Professor of Citizenship Education in Europe, Emeritus Professor of Education, Institute for Policy Studies in Education, London Metropolitan University

This analytical study within the field of education aims to explore the situation of migrants in the education system. Of importance in this context are the questions as to the educational involvement and achievements of migrants, on the one hand, and the extent to which young migrants have to fight against discrimination within the field of education on the other. In order to assess the situation of children and young people with a migrant background in the German education system, on the one hand, official education statistics were employed, in particular those of the Federal Statistical Office (Statistisches Bundesamt). On the other hand, recourse was made to various empirical studies. These studies, in which differentiation is not only made between nationality, but also, in part, the place of birth, with the consequence that ethnic German migrants (Aussiedler) or second-generation migrants, for example, could also be identified, provide results which supplement the analysis of the official statistics, but which also, in part, put them into perspective.

The notion of 'enterprise culture' emerged in the United Kingdom as a central motif in political thought under Margaret Thatcher's administration. The notion represented a profound shift away from the Keynesian welfare state to a deliberate attempt at cultural restructuring and engineering based upon the neo-liberal model of the entrepreneurial self - a shift characterised as a moving from a 'culture of dependency' to one of 'self-reliance'. In education this shift took the form of the 'enterprise education' and the 'enterprise curriculum'. This paper, utilising the perspective of Michel Foucault, analyses the 'generalization of an 'enterprise form' to all forms of conduct' (Burchell) and the way in which the promotion of an enterprise culture has become a style of government characteristic of both neoliberalism and Third Way politics.

In the prevailing worldwide situation, the virtual learning environment has grown to be inseparable part of life. Covid- 19 has taken a grip of the globe, affecting every sector of the economy drastically. Education has also suffered a setback in the manner that all schools, colleges and universities have shut down due to the complete lockdown. However, social distancing, which is the new motto to stop the spread of the deadly virus, has created opportunities for virtual world. In addition to education, all other sectors of nation's development have also utilized the avenues of 'digitalisation'. Learning systems pertaining to school education, university education, etc. have also grown technologically. Teachers and students have refined their skills of virtual/ online learning to meet the educational needs. Be it a MOODLE course, or a class group meeting on video conference calls, or submitting assignments on Google Classroom, or taking online tests, or registration through google forms, or other numerous web tools, learning and associated formalities have become accessible and easier for all. The present article explores the prevalence, utility and challenges faced in the tremendous growth of virtual learning environments. The author has reviewed the scope of virtual learning and discussed the various practical ways by which learning remains unaffected, even in the present crisis of COVID- 19

Report of the Texas State Auditor's Office related to determining whether existing construction oversight and controls for Texas State University System, Sam Houston State University, and Texas State University-San Marcos are sufficient to ensure that the institutions followed an appropriate planning process to identify and select construction activities, the institutions followed contracting laws and regulations during the request-for-proposal/planning phase, and that projects are completed on time and within budget and meet contract terms.

Early childhood education's role in increasing equality in society has been highlighted by international organizations. However, it is unclear what is meant by the concept of equality in different situations, as the meaning fluctuates and reflects the cultural political contexts in which it is embedded. In this paper, we analyse the equality discourses of local early childhood education and care (ECEC) policymakers in Finland, drawing on different conceptualizations of equality and social justice. In doing so, we show that the way in which equality is conceptualized differs – along with the suggested remedies – depending on whether the subjects of equality are adults, children at the border of an institutional setting, or children within the ECEC institution. ; peerReviewed

A great deal of comparative work on education reform is now being done, but this work often lacks a clearly articulated conceptual frame. This paper, based on a study of change in five jurisdictions in four countries, develops a model of reform based on four interactive elements - origins, adoption, implementation, and outcomes. Within each of these elements, questions and concepts from the relevant literature are developed with the intent of building a more comprehensive approach to the analysis of reform from political, organizational and educational perspectives.

Public expenditure provides resources for the universalisation of school education. The role of government is more important in developing and under developed countries; where the inequalities of income and other socio-economic problems persist. the paper highlights that the goal of free, compulsory, universal and quality based school education could become a reality only if there is a joint dedication between the central and state governments to investment in elementary education which contributes massive benefits to existing generation and upcoming generations. Many studies suggest that investing in education include the socio-economic returns, decline in acute poverty and exclusion of inequalities, fertility rates, demographic and health indicators; political and economic stability; dynamic positive externalities connected with public expenditure on education and better quality of life for everyone.