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Explorations of socio-cultural realities of many African countries in the post colonial era reveal a very complex yet saddening reality. Poor infrastructure, large numbers of the local populations living below poverty lines, and contin ued civil and ethnic strife are some of the most prevalent identifiable markers of post-colonial Africa. This paper addresses the legacy of colonialism as mani fested in the educational system of Kenya in the post-colonial era. 1 argue that although Kenya is an independent country, it is overly dependent on the West for its cultural and intellectual nourishment. I critically analyse the role of edu cation in shaping a national sense of identity and as an agent for development. I show that the education system offered in Kenya needs a total overhaul in order to tap the best of its brains by recreating a new cultural orientation. Therefore, this paper examines, with examples from Kenya, the condition of post-coloniality as it relates to education and development, two concepts that are closely related in both national and individual discourses. I argue that through colonialism and post-colonialism, Kenyans have absorbed imperialist values that consequently condition them to think of'development' as the process of shedding any traces of their unique traditions and cultural practices. This has led to a situation where majority of Kenyans have become schizophrenic members of a nation-state that tries to nurture citizens who strive to be Western and yet remain Kenyan. I also argue that even after three decades of political independence, Kenya's educa tion system has not been able to tailor its content and pedagogy to the socio economic and cultural realities of its people. Instead it continues to uphold an education system that is centered around schooling rather than learning and which consequently produces a people who are incapable of fitting into their own social environments. 1 often revert to the first person to articulate my own embeddedness in that which I am critiquing.

The study examined the education decentralization in public elementary schools Los Baños, Laguna. The study used data from the Los Baños School District and from Municipal Planning and Development Office (MPDO) to analyze the structure and relationship between the public elementary schools and the local government of Los Baños. Trends in school inputs and output were also analyzed by the study. A discussion of school-based management as a form of education decentralization was also presented. Even if the overall availability of textbooks increased from school year 2004-2009, the results showed that the number of textbooks provided by the national government to schools in the District was insufficient to attain the ideal textbook- pupil ratio of 1:1. Also, education decentralization in public elementary school of Los Baños is still not extensive and broad. It failed to cover every transferred responsibilities stipulated by LGC of 1991. Towards this end, an initial step done by the municipality of Los Baños is the partnership between local government and school officials through the Local School Board.

This volume consists of articles prepared after two conferences organized by the European Humanities University in Vilnius, Lithuania in 2011 and in 2012. The focus of both conferences was concentrated on the development of reforms and changes in higher education in the social sciences and humanities in Eastern Europe during the last two decades. The collapse of the communist system in Eastern Europe was followed by the enormous expansion of institutions of higher learning, especially in the

The higher education has explosively expanded since 1945; however its quality has not caught up with its quantitative growth. This article deals with the 'accreditation system in higher education' as an institutional device that may solve that kind of quality problems. The accreditation of higher education in Korea so far has developed along three different stages. First, from 1945 to 1971, the officer-monopolizing accreditation was carried out by the Ministry of Education. Second, from 1972 to 1981, a group of expert officers and scholars did the accreditation job as higher-education reform program. And third, from 1982 up to now the self-evaluation has been carried out by an autonomous body composed of universities and colleges. In order to make it possible for the accreditation system in higher education to successfully do its own function and to be institutionalized this article proposes prescriptive models-namely accreditation-institutes model and process model-which can improve and/or supplement the existing accreditation system.

Field: The research was funded by the ARC Linkage program (LP150100142) explored through life stories the resourcing of young people with complex needs. FoR codes for this project was 160512, 160809, 160702. Context: Despite recent investments in youth services, many young people with complex needs still struggle to secure resources. Understanding how to better resource these young people is essential if we are to improve their wellbeing and outcomes. Aims: Drawing on the life stories of disadvantaged young people, the project aims to provide new evidence on the way they understand, approach, and use formal and informal resources in the context of changing circumstances. This evidence is designed to drive the development of services that are responsive to young people's needs, cultivate their capacities for resourcefulness, and complement the other resources they have available.Contributions: The research generated rich data and new knowledge about how young people cobble together research packages from formal and informal networks and how this interacts with their engagement in schooling and school structures. This innovative report has been written by a young person – for young people based on feedback from the research participants on the findings. The project supported policy change in one of Australia's largest NGO providers and has been utilised by NSW DJC – a partner organisation and the government department responsible for these young people.

As media education concepts and practices have been disseminated and strengthened in European countries and Americas, the policies responsible for that expansion remain little known, particularly in countries where the achievements have been recently noted. That is the case for Brazil, where there have been new opportunities for media education, considered as a valuable resource to help accomplish goals of the educational system. This paper looks into the contribution of media education to the enhancement of teaching and learning in the context of innovations brought by recent policies of the Brazilian Ministry of Education. After educational reform programmes which brought the opportunity for emerging fields such as media education, we produced teaching material and conducted a series of workshops with students and teachers from state secondary schools. By reading and producing multimedia information about local public services available to young people, pupils learned about democracy, citizenship, civic engagement, media language, and identity. Lessons from our experiment are discussed against the backdrop of education policies being implemented to ameliorate harsh conditions resulting from the recent economic crisis. We suggest that media education can help by creating a learning environment in which the students become aware of the value of educational attainments.

Sociological foundations of education in Africa: Perspectives, contexts and contemporary issues is a comprehensive and relevant text that looks at the sociology of education from a local South African and a regional African perspective.|bSociological foundations of education in Africa: Perspectives, contexts and contemporary issues is a comprehensive and relevant text that looks at the sociology of education from a local South African and a regional African perspective. It is appropriate for undergraduate modules in sociology of education in the Bachelor of Education, and for PGCE and B. Ed (Honours) courses. The book contributes to the Africanisation of the education curriculum by contextualising international theorists such as Durkheim, Weber, Marx, Mills, and Comte while infusing Afrocentric scholars such as Asante, Rodney, Chukwuokolo, Nyerere, Carnoy, Ngugi wa Thiong'o, and Chiwane, throughout the text. As such, Eurocentric and Afrocentric sociological perspectives are placed in dialogue, complementing and contesting each other in the study of education in Africa

Africa is experiencing an educational crisis of unprecedented proportions in higher education. Having been hailed in the 1960s as agent of modernization, social mobilization, and economic growth, most African universities are now tumbling down under the pressures of diminishing financial resources. From all indications, Africa is lagging behind other developing regions in terms of public expenditures particularly on education, availability of educational facilities, equal access to education, adequate pools of qualified teachers, and sufficient numbers of professionals and skilled workers. Pertinent data show that most African governments in the 1960s and 1970s made comparable progressive accomplishments in higher education. However, these accomplishments steadily disappeared in the 1980s. What went wrong in the 1980s? Why is higher education now such a convenient target for African leaders/governments, when pressured to trim their overextended public sector? To what extent is the lack of multiparty democracies affecting the deteriorating state of higher education in Africa? Is the declining importance attached to education in sub-Saharan Africa a reflection of the lack of education among Africa's tyrannical rulers, hence the low appreciation of education? What role did the foreign financial institutions play in the African educational system? How can we turn the educational crisis around? These questions not only address African educational issues but also help us to explain the scope of this crisis. In a comparative analysis, this study describes the main African higher educational problems, identifies the root causes of the problems, and finally examines the implications for the twenty-first century.