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"This book is an elaboration of a syllabus for a course in the history of education published in 1919 by Teachers College, Columbia University, entitled Democracy and nationalism in education."--Pref. ; France: -- The social factors that have conditioned western education since the French Revolution -- The French Revolution : its educational promise and achievement -- Napoleon and the imperial French university -- The Restoration monarchy and educational conservatism -- The upper-middle-class monarchy and the establishment of a state system of primary schools -- The second republic and the second empire and the revival of church influence in education -- The third republic and further developments of national education -- Prussia: -- The regeneration of Prussia and the organization of an efficient national system of education -- Midcentury political developments and their effects on public education -- Prussia and the German empire -- England: -- The old order and the industrial revolution -- Benevolent aristocracy and early state intervention in education -- Political democracy and the achievement of a national system of education -- The new liberalism and the Fisher Act -- The United States: -- The new federal state and the passing of an old political order -- Sectionalism and democracy -- Material growth and cultural unification -- The development of a national consciousness in education. ; Mode of access: Internet.

Chapter 1. Setting the scene for children's rights and education: understanding the aims of education -- Chapter 2. Article 29 and its translation into policy and practice in scotland: an impossible right to education? -- Chapter 3. teaching and learning together": one model of rights-centred secondary teacher preparation in the United States -- Chapter 4. The educational rights of children with disability in Australia -- Chapter 5. Children's educational rights in Poland: policy, school realities and ideological tensions -- Chapter 6. Children's education: from a right to a capability -- Chapter 7. It takes a village to overcome school failure and dropout: innovative educational practices promoting children's educational rights in Portugal -- Chapter 8. The education of first nations children in Australian educational contexts: some children are more equal than others -- Chapter 9. Ability-grouping and rights-based education in the neoliberal era: an irresolvable combination? -- Chapter 10. Participation and social exclusion – are they mutually exclusive phenomena? -- Chapter 11. Education rights and the convergence of provision and participation -- Chapter 12. Small voices bring big messages. Experiences of student voice and inclusion in Spanish schools -- Chapter 13. Inclusive and exclusionary practices concerning a child's voice in preschool: the perspective of polish student teachers' experiences -- Chapter 14. How to recognise and support participation in schools — critical considerations -- Chapter 15 -- Children's human rights and intercultural education: curricular prescriptions and teachers' practices in Switzerland -- Chapter 16. Countering scepticism and mistrust towards children's rights within education: fulfilling article 29 in Mexico through teachers' training on human rights -- Chapter 17. Perspectivising children's rights and education in research: analysing the teaching and learning of children's rights on the basis of human rights education (hre) theory -- Chapter 18. Child rights knowledge and children's education rights. .

This article reviews recent developments in measuring education and skill that need to be taken into account in any new initiative to monitor social mobility. Over the past half-century, patterns of educational participation and attainment have become more heterogeneous, a trend that has been accompanied by increases in assessment and testing practices, and the availability of electronic data sources and other administrative records, including official school transcripts that are generally held indefinitely. This article describes the most promising approaches to measuring education and discusses some of the possible challenges for using the information to study social mobility. Measures of educational concepts fall along at least one of several dimensions: credentials earned, qualities of the schools attended, the amount and nature of curricular exposure, and the development and acquisition of skills. Selected data sources, with an emphasis on school transcripts and administrative records, and their possible uses are described.

We approach marketization and commodification of adult education from multiple lenses including our personal narratives and neoliberalism juxtaposed against the educational philosophy of the Progressive Period. We argue that adult education occurs in many arenas including the public spaces found in social movements, community-based organizations, and government sponsored programs designed to engage and give voice to all citizens toward building a stronger civil society. We conclude that only when adult education is viewed from the university lens, where it focuses on the individual and not the public good, does it succumb to neoliberal forces. (DIPF/Orig.)

There are two important directions within the structure of current Russian domestic policy, i.e. the policy of patriotic education of youth and the policy of digitalization of various areas of public and state, as well as private life of citizens. Based on the idea of the need for a state to maintain the integrity and consistency of its political interests and management decisions, both directions should complement each other and thereby make domestic policy more effective. Especially taking into account the fact that both of these directions are connected to the solution of a strategic task of formation of a stable political identity among the new generation of Russian citizens. In reality, these two directions are in conflict today at the highest level of public presentation of those specific tasks that the younger generation will have to solve in the process of finding their identity. An analysis of the way digitalization policy is presented shows that today it contains a real risk of undermining all the work to form the patriotic identity of Russian youth.

This article reviews recent developments in measuring education and skill that need to be taken into account in any new initiative to monitor social mobility. Over the past half-century, patterns of educational participation and attainment have become more heterogeneous, a trend that has been accompanied by increases in assessment and testing practices, and the availability of electronic data sources and other administrative records, including official school transcripts that are generally held indefinitely. This article describes the most promising approaches to measuring education and discusses some of the possible challenges for using the information to study social mobility. Measures of educational concepts fall along at least one of several dimensions: credentials earned, qualities of the schools attended, the amount and nature of curricular exposure, and the development and acquisition of skills. Selected data sources, with an emphasis on school transcripts and administrative records, and their possible uses are described. [Reprinted by permission of Sage Publications Inc., copyright The American Academy of Political and Social Science.]