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What is the scope of judicial power to enforce positive rights, such as the right to education? This Note analyzes litigation outcomes in state education finance lawsuits to examine how state courts exercise their authority within the limits of the separation of powers doctrine. The Note argues that practical, non-legal factors play an important role in a judge's decision to grant remedies addressing unconstitutional legislative inaction to provide an adequate public education. In conclusion, the Note discusses the efficacy of education litigation in light of the judicial s jurisdictional limits, as well as the realities of state politics.

Historians of education are well placed to engage in applied historical approaches providing authoritative evidence of the past to inform policy and practice. This article is based on the presidential keynote delivered at the History of Education Society (UK) annual conference in 2019. As such it reflects on possible future directions for the history of education and considers the role of informal educational activity that takes place outside the classroom, including that of children's reading for pleasure. Stories in the interwar British, Canadian and Australian Girl's and Boy's annuals provide an example of how appropriate gender roles were presented to their young readers at a time of intense social and political change for Britain. With Brexit heralding a similar significant moment of change and the pandemic lockdowns resulting in children spending more time at home, it is concluded that the significance of 'informal' education, both historically and today, requires our attention.

Prolegomena -- Preliminary note and introduction -- Main research question and methodological approach -- Literature review -- Overall orientation - fateful policy decisions or revisiting crucial junctures and bifurcations -- A history of Afghan education - reflections of continuing ideologies -- 1901-1978: The slow and difficult expansion -- 1978-1992: Failed universalization -- 1992-1995: Civil War - wasted years and opportunities -- 1995-2001: The Taliban years - clamp-down on female participation -- Under the new regime -- 2002-2004: Postemergency surge -- A. Findings based on the RALS data set -- B. NRVA/MICS (2003 data) -- 2005 and beyond: from an attempt to phase into quality as lead paradign to the reemerged emergency -- Contextual critique fo the official educational development strategy -- Afghan social tectonics -- Addressing the gender gap -- Building or reconstructing nation and state -- Dissecting the scourge of corruption - reflecting levels of (in-)capacity and manipulation

This article deals with the strategies of institutionalising scientific, technological and educational co-operation in the context of recent Euro-Mediterranean relations. In order to understand the process of creating a new kind of Euro-Mediterranean cooperation policy in those areas of activity, it is necessary to have a broad view of the social contexts that determine that same process. The newest phase of socio-economic modernisation, what is often referred to as the 'information era', is responsible for changing both the concept and the institutional structures of international cooperation between universities and in the science and technology sectors. One of the key aims of the renewal of the co-operation policy before and after the ministerial conference held in Barcelona 1995 is the promotion of the vision of the innovative university in the southern and eastern Mediterranean countries, one that actively responds to the needs of the new political economy and new strategies of scientific, technological and educational cooperation, in the Euro-Mediterranean region. This article critically addresses this ideal for the southern university, taking into account the fundamental issue of socio-cultural sensitivity, as this is manifest or absent in the Barcelona framework. It is argued that the broad consensus that was present among the various European and non-European participants of the working groups at the Forum Civil Euromed - a consensus that emphasised the gap in the southern Mediterranean countries with respect to technology and university based research - could be said to be the direct result of the way in which these 'fora' were organised. It is claimed that different voices might emerge, and therefore the conceptual basis of cooperation broadened, if participants from other sectors of civil society were to be involved ; peer-reviewed