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Based on empirical analysis using configuration theory and multi-dimensional scaling, this book provides insight into types of relationships that can be found between groups of countries with certain institutional context features, and into the quality and equity of their education system. In this volume, the authors take up the challenge of considering what a European 'settlement' might look like. In doing so, they take into account worldwide trends and the increasing evidence of convergence across educational systems. The outcomes of comparative analyses seem to suggest that strong education systems in terms of finance, governance and choice could be preferable. To a greater or lesser extent, therefore, all the systems of education currently in use in Europe face some common challenges. The way in which these challenges are addressed will determine the future of these systems. Key elements in the current debate that are considered in greater detail in this volume include changing views on (a) centre-local relations with signs of an increasing commitment to decentralisation as a guiding principle for developing school governance, (b) school autonomy which is now increasingly regarded as the engine-room for school improvement, especially in relation to sustaining it, and (c) the celebration of community and school choice as a means of securing higher levels of parental involvement. This volume will be of interest to researchers and practitioners working in education, educational research and sociology of education. It will also be of relevance to those interested in the comparison of various education systems and in governance, funding of education and school choice.

This report aims to point out the status of higher education equity in the United States and identify changes over time in measures of equity, identify policies and practices that promote and hinder progress, and illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. ; The Pell Institute for the Study of Opportunity in Higher Education, Council for Opportunity in Education (COE) ; Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD)

The article examines the state policy of Russia in the field of education during the late 18th - early 19th centuries. This period is characterized by a great democratization of education and the definition of new goals, objectives and content of education: the professional training of a young person becomes inseparable from the education of a citizen - a patriot of a state and a broadly enlightened personality in different sciences. The paper analyzed historical documents (orders of Russian emperors concerning public education, school and university statutes, historical references). In the chronological order, state reforms in the field of education in Russia were constructed and characterized at the end of the 18th and the beginning of the 19th centuries, the statistical data on the number of pupils, teachers and schools within the period under review were presented.

"In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa and is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. However, the precise extent and nature of these impacts remain unclear, particularly in light of contemporary global, social and economic challenges. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues."

The concept of political participation originates from the understanding that sovereignty is in the hands of the people, which is carried out through joint activities to determine the goals and future of the community and to determine the people who will hold the reins of leadership. So political participation is an exception to the implementation of legitimate political power by the people. Problem Formulation: How is the political participation of the people of Cimahi Tengah Subdistrict, Cimahi City in the election for mayor in 2017. In this study the author uses a quantitative method. Quantitative research, as the name implies, is required to use numbers, starting from data collection, interpretation of the data, and the appearance of the results. So the researcher used survey research. The conclusions were as follows: There is a relevance between political education and political participation. This shows that political participation is not only influenced by variables, namely political education, but there are other variables that influence political participation which are not examined in this study.

The promotion and implementation of educational innovations by the principal of a school organization is an important challenge that he is called upon to undertake together with the teachers of the educational organization. This paper focuses on leaders̉ actions to encourage the organization and implementation of innovations in the school organization. In the present work, an attempt is made to investigate in a sample of 104 directors of Primary Education in the Region of Western Greece issues related to the necessity and climate of introducing innovative actions in the school organization they serve, the suitability of specific models - leadership style for implementing innovations in school organization and encouraging and supporting actions to implement innovations in schools. The research highlighted the need for education through the implementation of innovative actions with an important factor being the existence of a positive communication climate through a democratic leadership style. Innovation incentives seem to be related to having a relevant master's degree, training and years of management, while in-school training as an innovation support action seems to be related to the years of management. In fact, the success of an innovative action is never guaranteed, but it depends on many factors, making the role of the principal in the school organization crucial. Article visualizations:

This paper examines the implementation and Challenges of Nigerian Educational Policy in Rural Grade 1-12 Public Schools. As education is the bedrock of development, Nigeria kicked off the first indigenous national policy on education in 1977, it was modified in 1981, reviewed in 1999 and the fourth edition of the policy was made available in 2004. All these efforts were aimed at improving the quality of education in Nigeria. Unfortunately, Nigerian educational policy is ridden with extensive challenges that continue to hamper effective implementation. There is acute scarcity of infrastructure and facilities at all levels. The key parameters included in the Nigerian educational policy such as school library, a health scheme and educational resource centers are predominantly missing in the rural schools. More than a few schools lack qualified special teachers to handle different subjects in the curriculum. Successful implementation of the Nigerian educational policy is largely dependent on the government. . ; Nigerian education

This paper examines the implementation and Challenges of Nigerian Educational Policy in Rural Grade 1-12 Public Schools. As education is the bedrock of development, Nigeria kicked off the first indigenous national policy on education in 1977, it was modified in 1981, reviewed in 1999 and the fourth edition of the policy was made available in 2004. All these efforts were aimed at improving the quality of education in Nigeria. Unfortunately, Nigerian educational policy is ridden with extensive challenges that continue to hamper effective implementation. There is acute scarcity of infrastructure and facilities at all levels. The key parameters included in the Nigerian educational policy such as school library, a health scheme and educational resource centers are predominantly missing in the rural schools. More than a few schools lack qualified special teachers to handle different subjects in the curriculum. Successful implementation of the Nigerian educational policy is largely dependent on the government. . ; Nigerian education

Purpose: The aim of this article is to explain the differences between the educational expenses of municipalities and cities in Poland and the educational subvention received by them from the state budget, in particular the scale of the violation of the actual educational expenses of municipalities and cities by their original structure as a result of aggregated decisions of local authorities. Design/Methodology/Approach: The concentration degree of educational expenditure and subvention streams using the Herfindahl-Hirschman Index (HHI), for 2008-2019 from the database of the Local Data Bank of the Central Statistical Office has been used. Findings: The educational subvention was universal (nationwide), which is evidenced by the low degree of its concentration for all the studied groups of entities, the highest HHI values for educational expenses were recorded in the cities with county rights in terms of expenses on subsidies, property expenses, expenses on materials and services, as well as total expenses, and the higher degree of concentration of these expenditures as measured by the HHI results from uncoordinated financial decisions of the cities authorities concerning expenditures on education, disturbing the universal character of the nationwide educational subvention in aggregate were observed. Recommendations: There is a need for systemic actions of central and local authorities to reduce the level of imbalance in financing education by local governments. Practical Implications: for the empirical identification of determinants of the educational expenditure and subvention level of municipalities as a starting point for a discussion on the actual scale of financial responsibility for education in Poland. Originality/Value: To estimate the concentration gap between educational expenditure and subvention for groups of entities under study, local governments, municipalities and cities. ; peer-reviewed

The contributors to this volume explore the close relationship between education and the molding of modern immigrant societies through case studies of either Asian migrants or Asian immigrant societies. Examining the schools, kinds of education, and effects of education policies, the volume considers three questions involved in this relationship. First, what is the role of education in mediating the negotiation between social identities and identifications? Second, how do educational systems and policies in immigrant societies approach the diverse cultural agendas of immigrant groups? Third, how do the various actors in the global marketing of skills and education, such as labor migrants, students, and policy-makers, balance the relationship between education and skills-training? This volume will be especially useful for researchers, educators, and students intent on understanding some of the critical challenges faced by a globalizing world