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Since the 19th cent, the expansion of women's educ in the West has been marked by the interaction of personal development & contribution to the welfare of society. These tendencies are now apparent in small measure in emergent states also. Co-existent with much illiteracy in many parts of the world is the high level of academic achievement in the developed countries. Contacts with the West have been a potent influence in the rise of women's educ overseas, & this has brought F's in developing countries straight into the modern stream. Everywhere this has led, in various degrees, to a growth of direct power & responsibility in gov & a larger share in the learned professions, with an important growth in sci'fic studies. Illustrations & statistics are drawn from a representative selection of places. The gain in econ independence thus leads to opportunities for more far-reaching activities. Among the resulting imponderable benefits are an increase in the value of informed PO, more widely spread throughout the community, & evolvement toward a society more evenly balanced in all its parts. HA.

Research on fertility trends in Islamic northern Nigeria has rarely sought the perspectives of the people of that region concerning the causes of high fertility in the area. Relying on qualitative data elicited from women in northwestern Nigeria, we explore their views on high fertility in the region. A principal finding is that respondents ascribed to their husbands the responsibility for high parity; these women reported deliberately giving birth to many children in order to inhibit men's tendency to divorce or engage in plural marriage. We contend that the social meanings that women ascribe to their husbands' behaviors and the ways they respond to them are significant contributors to current high fertility in northern Nigeria.

It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student's initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned—one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience.

It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student&rsquo ; s initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned&mdash ; one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience.

How do we increase the scale and scope of international experiences for students thereby ensuring that they have the knowledge, skills and competencies they need in a globalized world? This article examines the state of internationalization in Canadian higher education, the global engagement challenge for Canada and the need for a proactive, inclusive approach from institutions, governments and businesses.

The main objective of this study is establishing patterns of higher education funding policy change in Western Europe in the period from 1980s to 2000. Patterns of change are traced using the typology of welfare state regimes developed by Esping-Andersen (1990). The main assumption is that key institutional features of a welfare regime govern reform trajectories in higher education funding policies. The study shows that regularities within regimes do exist, and they broadly conform to the welfare regime typology. However, countries do not completely conform to the types. This is partly due to the deficiency of an ideal-type classification, but more importantly it seems due to the fact that higher education funding policy cannot be fully explained by using the social policy lens. (IN CROATIAN: Uspostavljanje obrazaca promjene politike financiranja visokog obrazovanja u Zapadnoj Europi u razdoblju od 1980. do 2000. godine glavni je cilj ove studije. Obrasci promjene prate se rabeći tipologiju režima socijalne države koju je uspostavio Esping-Andersen (1990.). Osnovna je pretpostavka da glavna institucionalna obilježja režima socijalne države upravljaju razvojem reforme u politici financiranja visokog obrazovanja. Studija pokazuje da zakonitosti unutar režima postoje, te se uvelike podudaraju s tipologijom režima socijalne države. Ipak, države se ne priklanjaju tipovima u potpunosti. To je djelomično uvjetovano nedostatkom klasifikacije idealnih tipova, no još je važnije to što se čini da je to uzrokovano činjenicom da se politika financiranja visokog obrazovanja ne može u potpunosti objasniti kroz prizmu socijalne politike.)

AbstractCulturally responsive evaluation (CRE) education has gained traction over the past 15 years, yet there is a dearth of literature on this topic. In response, we offer guidance on CRE education in higher education. Influenced by Stafford Hood, we engage CRE education as a social responsibility or a higher calling. Accordingly, in this article, we describe the importance of culturally responsive pedagogy (CRP) to fulfill our social responsibility in CRE education. We also highlight signature CRP used in our CRE courses, namely the incorporation of diverse practical field experiences and innovative instructional technology. We conclude with lessons learned.