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AbstractAn in‐depth comparison of Austria, Germany and Switzerland shows that the employers' constellation and the elites of the public education administration affect patterns of institutional change. If large firms are the dominant actors and collaborate with elites in the public education administration, institutional change follows a transformative pattern. If small and medium‐sized firms are in a strong position and have the power to influence public elites according to their interests, self‐preserving institutional change results. The article also shows that it is not so much trade unions as small and medium‐sized firms that act as a brake on transformative change. The article adds to the literature of institutional change by arguing that specifying and explaining patterns of institutional change requires that sufficient scope be allowed for actors' creative handling of institutions. It also suggests that in order to differentiate between self‐preserving and transformative change, one has to specify the important institutional dimensions that sustain an institution. The article combines Mill's method of agreement and difference.

Preface -- Chapter 1. The Setting-Religious Intolerance in Indonesia -- Chapter 2. Religious Tolerance, Intellectual Humility, and Democratic Education -- Chapter 3. Context of the Study -- Chapter 4. Religious Tolerance, Intellectual Humility, and Future Teaching Practice -- Chapter 5.Religious Tolerance at School and Democratic Education -- Chapter 6. Conclusions and Future Directions.

The aim of this paper is to provide a comprehensive overview of the state of provision for enterprise and entrepreneurship education within England's Higher Education Institutions (HEIs). The paper is based on the National Council for Graduate Entrepreneurship (NCGE) Mapping Study of enterprise education in England. Research commissioned by NCGE (ISBA 2004) has shown that there is a growing knowledge base about the nature of enterprise education but less so evidence concerning the provision for enhancing student enterprise and graduate entrepreneurship. Although studies have taken place in the US and Levie undertook a study of the UK published in 1999, there has been no recent study that has comprehensively mapped enterprise education activity in all higher education institutions across England. Institutional contacts in 94% of all the HEIs for this study entered data into an online institutional mapping template containing questions on modules/courses, non-accredited support and other institutional characteristics. The researchers maintained regular telephone contact and made personal visits to maximise data entry and to provide support where needed. This approach has led to the collection of a unique and robust data set that has been analysed using SPSS. The paper presents a national overview and highlights selected regional variations in enterprise education and non–accredited entrepreneurship support. This includes: current and planned course provision over time; student profiles and targets; primary learning outcomes; non accredited provision and student engagement; primary funding sources; and the development of a range of institutional characteristics conducive to supporting student enterprise and graduate entrepreneurship. The findings from the mapping study illuminate the current HE landscape of support for enterprise and entrepreneurship thereby providing HEIs and educators with a valuable national resource. Additionally, this informs other key stakeholders – RDAs and central government – of the scope and scale of the contribution that HEIs offer to regional economic and social agendas. From such a unique evidence base more informed decisions can be taken when considering effective mechanisms for the future growth and development of HEI contributions. This paper offers the findings from a unique and current comprehensive dataset on the HE provision of enterprise and entrepreneurship education in England. With 94% of the HEIs in the study providing data online the study has created a national database that can be a platform for sharing knowledge and experience across the community. Furthermore conducting a repeat online study on an annual basis will provide valuable time series data. The study findings will help shape the future environment for student enterprise and graduate entrepreneurship across England.

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)

INTRODUCTION: Academic Emergency Medicine (EM) departments are not immune to natural disasters, economic or political forces that disrupt a training program's operations and educational mission. Due process concerns are closely intertwined with the challenges that program disruption brings. Due process is a protection whereby an individual will not lose rights without access to a fair procedural process. Effects of natural disasters similarly create disruptions in the physical structure of training programs that at times have led to the displacement of faculty and trainees. Variation exists in the implementation of transitions amongst training sites across the country, and its impact on residency programs, faculty, residents and medical students. METHODS: We reviewed the available literature regarding due process in emergency medicine. We also reviewed recent examples of training programs that underwent disruptions. We used this data to create a set of best practices regarding the handling of disruptions and due process in academic EM. RESULTS: Despite recommendations from organized medicine, there is currently no standard to protect due process rights for faculty in emergency medicine training programs. Especially at times of disruption, the due process rights of the faculty become relevant, as the multiple parties involved in a transition work together to protect the best interests of the faculty, program, residents and students. Amongst training sites across the country, there exist variations in the scope and impact of due process on residency programs, faculty, residents and medical students. CONCLUSION: We report on the current climate of due process for training programs, individual faculty, residents and medical students that may be affected by disruptions in management. We outline recommendations that hospitals, training programs, institutions and academic societies can implement to enhance due process and ensure the educational mission of a residency program is given due consideration during times of ...

Die armenische Verfassung sieht eine Trennung der Armenischen Apostolischen Kirche vom Staat vor. Es gibt keine religiösen Schulen, die allgemeine Bildungsdienste anbieten oder Religionsunterricht im Curriculum vorsehen. Dennoch existiert im offiziellen Curriculum der Schulen ein Schulfach mit dem Titel "Geschichte der armenischen Kirche". Der Beitrag wirft einen genaueren Blick auf die Trennung von Staat und Kirche in Armenien. Der Fokus liegt dabei auf dem Bildungswesen als staatlicher Institution und der "Armenischen Apostolischen Kirche". Der Beitrag untersucht das Spezifische der Entwicklungen in Armenien, angefangen mit der Einführung von Religion in Schulen im postsowjetischen Armenien. Der Artikel basiert auf ethnographischen Feldstudien in Schulen sowie auf Analysen der Schulcurricula, Schulbücher, rechtlicher Grundlagen und öffentlicher Diskussionen. (ICA2).