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Today, freedom of religion is important for faith leaders in Australia and also in Europe, the United States and other parts of the world. My study aims to explore how the church and state relationship in contemporary Australia has been influenced by constitutional, legal and historical arrangements. My focus is on the spheres of education, the law and legal system as these are the most common areas of church-state contention. I argue that pragmatic changes to the church and state relationship are increasingly recognising the value of religious freedom but not always protecting it as an existing human right. My data comprise a sample of nineteenth and twentieth century newspaper articles, interviews with Australian faith leaders, public submissions received from two national consultations and six court cases, all from Australia. My study is a contribution to existing scholarship on the church and state relationship in contemporary Australia. My study found that from European settlement to the twenty-first century the church and state relationship has been characterised by four different arrangements: establishment, plural establishment, liberal separationism, and pragmatic pluralism. Australia has no overriding legal or policy principle to guide state limitations on freedom of religion. State neutrality as an aspirational goal is not fully realised in contemporary Australia, as state neutrality can be used as a vehicle to discriminate against some or all faith groups. Against a backdrop of increasing religious diversity, the aspirational goal towards state neutrality is not just an academic question but an every-day reality that has consequences for Australia and Australians. Two recommendations are made. First, that a range of stakeholders from faith leaders to policy makers and academics convene a national forum with a view to reaching agreement on an overarching church-state framework that can accommodate the growth of religious diversity in contemporary Australia. Second, that as part of these national discussions, the government considers the need to reconceptualise the principles and institutions of liberal democracy that are important for accommodating religious diversity.

Students should receive appropriate and comprehensive educational opportunities regardless of their ethnicity, gender, and even probable disabilities or exceptionalities. For this purpose, governments and educational boards have agreed to investigate the concept of inclusive education as a new paradigm where students can benefit from materials and classroom environment whether they are ordinary students or students with special needs. Chinese educational government has also adopted inclusive education within its pedagogic program since the middle of the 1990s. In this regard, some well-known researchers highlighted the impact of teachers' attitudes, sentiments, and concerns in inclusive education as a driving force toward student support and rapport. Moreover, the cultural background has also been emphasized in studies of inclusive education. Hence, it is necessary to employ the proposed and standardized attitude, sentiment, and concern scales, as well as the translated version to measure the factors affecting the proper implementation of inclusive pedagogy. The present study was an attempt to review related studies on teachers' attitudes and sentiments, particularly in China. Findings suggest that cultural differences might not necessarily contribute to the successful implementation of inclusive programs; however, pre-service or in-service teachers have demonstrated that higher levels of sentiment (efficacy), as well as positive attitude, can lead to the efficient provision of materials and building a supportive classroom environment for ordinary students and more importantly student with special needs.

In recent years we have observed significant growth in the private sector in many higher education systems around the globe. This growth of private higher education is associated with high political expectations, notably concerning greater choice of programs and greater responsiveness of institutions to students' and labor market's demands. Looking at the experience of several European and Latin American countries, this study analyzes the patterns of program diversification of public and private higher education and discusses the impact of the private sector for the diversification of higher education's supply. The results show a contrasting picture between political beliefs about privatization in higher education and its actual results, suggesting that private institutions tend to be far more specialized than their public counterparts.

This annotated bibliography presents 27 relevant publications, dating back to 1990, under the headings (1) Defining the Scholarship of Teaching & Learning & (2) Resources for Faculty Undertaking the Scholarship of Teaching & Learning.

"Serial no. 108-8." ; Shipping list no.: 2003-0181-P. ; Distributed to some depository libraries in microfiche. ; Includes bibliographical references and index. ; Mode of access: Internet.

Internationalisation of education without commercialisation, The Commonwealth of Learning's President describes how the organisation serves the developing nations of the Commonwealth by: Gajaraj Dhanarajan (Professor Emeritus), President and Chief Executive Officer, The Commonwealth of Learning, May 2001 // COL embraces the internationalisation of education but does not endorse the over-commercialisation of what is essentially a social good." // While the Education and Training For All challenge has remained largely the same since The Commonwealth of Learning (COL) was established 12 years ago, there have been dramatic changes in the delivery mechanisms available to address that challenge. // New technologies and pedagogies are offering solutions for closing the gap between the demand for, and supply of, this vital social service. Global discussions - the World Education Forum/Education for All (Dakar, 2000), the Global Knowledge II Forum (Kuala Lumpur, 2000), the Commonwealth Heads of Government Meeting (Durban, 1999), the International Congress on Technical and Vocational Education (Seoul, 1999), UNESCO's World Conference on Higher Education (Paris, 1998) and others - have all reaffirmed the promise afforded by learning technologies and distance and open learning strategies, including common-place small media such as radio.