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This report focuses on the progress that the Marylands public colleges and universities have made in three areas: 1) strengthening recruitment, 2) strengthening retention and graduation, and 3) improving diversity of faculty/staff. ; Maryland Higher Education Commission

Contents are grouped under the headings: Theory and research; Social justice and social policy; Pedagogy; State and right-wing repression; Struggles for justice.

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

This study investigates teachers' understanding of the competency-based curriculum framework. In addition, it investigates teachers' opinions on the promotion of civic education and social values through the curricular framework, and what impediments teachers face in implementing the curriculum on the civic education subject. A questionnaire, including structured and open-ended questions, was developed and distributed to 318 teachers. Findings of this study indicated that the majority of teachers understand the curricular framework including core and subject curricula, related to civic education and social values. In addition, findings indicate there are inadequate textbooks and insufficient professional development and training of teachers. Findings also indicate that inappropriate infrastructure and adequate equipment have a negative effect on the implementation of competency-based curricula. Recommendations highlight the need for a revision of textbooks based on the curricular framework provisions and additional training of teachers on implementing the competency-based curriculum. In addition, there is a need for providing adequate working conditions for teachers. Recommendation for future research is to include other factors such as students' performance and outcomes of the educational process.

Received: 15 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022

Parent involvement in South African schools has been primarily limited to financing schools and parent volunteering. Legislation extended the right to parents and the community to participate in the school's governing structures. This creates a framework for formal parent involvement but home-school partnerships should not be limited to this practice. A comprehensive model of partnership can provide a broader view of family, community and school relations. In order to prepare teachers to implement effective school, family and community partnerships, a Certificate in Parent Involvement was introduced at the University of South Africa through distance education. The curriculum is designed around the Epstein model of family, community and school partnerships. A brief review is given of the theory underlying the Epstein model and the typology comprising six types of parent and community involvement. A qualitative inquiry explored the implementation of this model in a small sample of schools. A document analysis was made of assignments written by teachers as part of their course work. Rich data (personal accounts corroborated by supporting material) was elicited by the assignment which required teachers to describe the implementation of one type of parent involvement in their school. Findings show how teachers adapted the model in pre-primary, primary and high schools in diverse communities in South Africa. Teachers created family friendly environments for parent encounters; used various strategies to communicate with the home; employed an expanded view of parent and community; introduced innovative volunteering; and illustrated positive results for teachers, learners and parents.

This document constitutes one of the intellectual outputs (IO5) of the Erasmus+ project Religious Education and Diversity (READY): Sharing experiences of and approaches to teacher education in the context of "Education and Training 2020." This paper summarizes, structures and analysis the READY material. It deals with student teachers' and teacher trainers' reflections on study visits, on student teachers' lesson planning and teaching,reflection papers, the produced DVDs and several other papers that are available on the READY website. See: http://www.readyproject.eu/ ; The READY project is co-funded by the European Union. This text reflects the views only of the authors, and the Education, Audiovisual and Culture Executive Agency and the European Commission cannot be held responsible for any use which may be made of the information contained therein. ; Religious Education and Diversity (READY)

SummaryThis article considers the way in which territorial modifications and breakups in federal states are dealt with in domestic and in international law. It investigates whether federal states permit separatist claims of their minorities for "internal modifications" on the basis of constitutional Law, such as the formation of new member units or the merger of existing member units, and whether domestic law knows of any secessionist claims for "external modifications," such as the formation of new sovereign states or the merger or association with existing states. The extensive practice surveyed by the author allows for a new outlook on the well-known problem of "self-determination."

"This book conceptualises the role of charity to people who are poor in wealthy countries and outlines a set of practical and conceptual ideas for how it could be re-imagined. Despite professionalised welfare states and strong economies, in many advanced industrialised nations, charity continues to play a major role in the lives of people who are poor. Extending what we know about how neoliberalism drives a decayed welfare state that outsources welfare provisioning to charities and community initiatives, this book asks how can we understand and conceptualise society's willingness to engage in charitable acts toward the poor, and how can charity be reimagined to contribute to justice in an unjust society? Through interrogating multiple data sources, including government datasets, survey datasets, media analyses, and ethnographic data, this book shows that charity is not well-suited to addressing the material dimension of poverty. It argues the need for a revised model of charity with the capacity to contribute to social solidarity that bridges social divisions and is inclusive of the poor. Presenting a model for reimaging charity which enables reciprocity and active contributions from recipients and providers, this book shows how power imbalances flowing from the unidirectional provision of charity can be reduced, allowing opportunities for reciprocal care that foster both wellbeing and solidarity. This book will be of interest to all scholars and students of social policy, public policy, social welfare, sociology and social work."

To increase accessibility, cases published in Issues in Accounting Education from its inception through November 2006 are categorized by course area. Course categories include accounting information systems, auditing, financial accounting, managerial/cost accounting, and taxation. Specific course topics addressed in each case are identified. Additional tables list cases addressing ethical issues and cases using governmental or not-for-profit entities and firms in the service sector.

Although participation in higher education (HE) has expanded in Europe, social inequalities remain a major political challenge. As HE expansion has not led to equal access and success, the mechanisms behind policies seeking to reduce inequalities need to be examined. Focusing on the widening participation agenda, this article investigates how universities translate political demands to their local contexts. The translation perspective is adopted to study the German HE system as an example characterized by high social exclusion. Based on policy document analysis, the study first explores the rationales underlying the discourse on widening participation. Second, a multiple case study design is used to investigate the organizational responses to the demand of widening participation. The findings indicate that the political discourse is dominated by two perspectives that regard widening participation as either a means to bring about social justice or to ensure a reliable pool of skilled labor. The study further reveals that different legitimizing strategies serve to link the policy of widening participation to local contexts. This study contributes to research on social inequalities in HE by introducing a translation perspective that permits analysis at both macro and organizational levels, while acknowledging institutional variations in organizational responses to political demands.

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.