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Intro -- Foreword -- Preface -- Contents -- Chapter 1: Introduction: Chinese Higher Education and Its Political Task -- References -- Chapter 2: Theoretical Perspectives: Political Socialization and Higher Education -- Political Socialization and Educational Institutions -- Higher Education and Its Tasks -- Political Socialization in China -- Interactions of Different Players in Chinese Higher Education -- Summary -- References -- Chapter 3: Historical Review on JU (1903-2013): A Wrestle Between Political Restriction and University Autonomy in Chinese Hig... -- Changing Political Regimes and Struggling for Independence (1903-1949) -- JU in the Late Qing Dynasty (1903-1911): A Struggle for Independence from Religious Control -- JU in the ROC Under Sun´s Leadership (1911-1927): Enjoyment of Freedom from Government Intervention -- JU in the ROC Under Chiang´s Leadership (1927-1949): Struggle Between Toleration of and Resistance to Political Control -- Centralized Political Socialization and Restricted University Autonomy (1949-1977) -- JU in Socialist China Under Mao´s Leadership (1949-1966): Fulfilling Red and Expert -- JU in the Cultural Revolution (1966-1977): Suffering from Political Chaos -- Reinforced Political Socialization and Regulated University Autonomy (1977-2015) -- JU in Socialist China Under Deng´s Leadership (1977-1989): Switching to Modernization and Liberalization -- JU in Socialist China in Post-Deng Era (1989-2013): Orientated Towards Political Stability Maintenance -- Summary -- References -- Chapter 4: Different Players´ Deduction on Political Task -- State´s Consistent Expectation on Red as Premise of Expert -- The University´s Response on Political Requirements from the State -- Faculty Members´ Understanding on Political Bottom Line -- Students´ Inertia on the Political Task Assigned -- Summary -- References.

The critical role of education and participation of electorates in elections is crucial to the survival and sustenance of democracy in the Cross River State. This paper examines the relationship between Voter education and participation in elections in the state. The paper establishes that given the level of education of the electorates, there is compelling need for providing awareness and enlightenment to the citizens on the importance and necessity of exercising their franchise. On this basis, the paper highlights the correlation between education and participation of eligible voters in the electoral processes. The paper adopts the neo-liberalist theory as the framework of analysis and uses qualitative descriptive data collection technique and analysis. The qualitative descriptive method is based on secondary sources. On the basis of findings, the lukewarm attitude towards Voter education accounts for the poor turnout and participation of voters in elections. More so, the win-by-all-cost syndrome has dampened the spirit of the electorates in casting their votes among other reasons. The paper therefore recommends effective education of voters to enhance their participation in elections. Thus, unless and until the education of voters is given the seriousness of attention it deserves, the enhancement of meaning electioneering activities and the realization of free, fair and credible elections in Cross River State remains a mirage.

Part 1. Introduction -- Chapter 1. The rise of outcome indicators in educational governance -- Chapter 2. Methodological approaches: Studying graduate outcome metrics and educational governance -- Part 2. Quantification practices: Human capital and the value of higher education -- Chapter 3. Quantifying higher education with graduate outcome metrics -- Chapter 4. Graduate outcome metrics and the economization of education -- Part 3. Governance practices: Indicators, hierarchical pressures, and temporal-affective effects -- Chapter 5. Calculative governance instruments -- Chapter 6. The governing properties of numbers -- Part 4. Data reception: Subjectivities and amplified resource inequalities -- Chapter 7. Subjectivizing effects of graduate outcome data -- Chapter 8. Educational development effects of graduate outcome metrics -- Part 5. Conclusion -- Chapter 9. Governance hybridity and its implications for education and research on educational governance.

Front Cover; Politics and Education: Cases from Eleven Nations; Copyright Page; Preface; Table of Contents; Chapter 1. The Symbiotic Linking of Politics and Education; Meanings Assigned to Education and Politics; A Model of Politics-Education Interaction; Functions of Influence; Strategies for Exerting Influence; Conclusion; PART I: STRATEGIES FOR USING EDUCATION TO ACHIEVE POLITICAL ENDS; Chapter 2. WEST GERMANY: Educational Policy as Compensatory Legitimation; The Erosion of Legitimacy and the State's Response; Strategies of Compensatory Legitimation in West German Educational; Policy.

In recent years, many European countries have revised their statutory compulsory education curriculum, introducing basic Computer Science concepts. This has paved the way for the development of students' Computational Thinking (CT) skills. Further impetus in this direction is coming from the European Commission's Digital Education Action Plan 2021-2027, where quality Computing Education is a key element under the priority "Enhancing digital skills and competences for the digital transformation". Despite increasing uptake, a range of issues and challenges are emerging for the effective integration of CT skills in compulsory education. This report updates and extends findings from the 2016 CompuThink study, providing an updated overview in 22 EU Member States and eight non-EU countries. The study has gathered a wide range of evidence from a systematic literature review, a survey with representatives of Ministries of Education, two online consultation events, and through in-depth case studies in nine European countries involving semi-structured interviews (with experts, policy makers, school leaders, teachers) and focus groups (with students). The report discusses significant developments concerning the integration of CT skills in compulsory education in Europe between 2016 and 2021. It also provides a comprehensive summary of evidence, including eleven recommendations for policy and practice.

This study explores the role of education as means of creation and maintenance of religious hegemony in Iran and Turkey. In the context of this study, state-sponsored systems of mass education aim to socialize generations of children into accepting the ideology and values of the dominant groups as the normal state of affairs. Hegemony, thus, is advanced not solely by excluding oppositional forces but by moral leadership throughout the total ideological and socio-political structure. Reviewing the notion of education in Islam and the role of the Quran and Sunna and other sources of knowledge in Islam, the study focuses on the impact of Shari'a in forming the theories of state and education in Islam. Representing two different schools of Muslim thought, Iran and Turkey have different interpretations of the state and its role in education which determines the degree of involvement and extent of authority of the political and religious leaders over education. Unity of Islam and the state in the Iranian theocratic system provides an ideologically-laden education which is rooted in one principle: training a new generation of pious, "ideologically committed Muslims". However, the endeavors of the Turkish secular state have been focused on establishing a mass popularized secular education in order to produce nationalist citizens. The Iranian revolution of 1979 contributed extensively to the awakening of the religious revival, calling for a shift from a Western model of social order to the one deeply rooted in Islamic beliefs and values. The close link between education and ideology in Iran is apparent from the goals set for educating the young, most of them openly political: acceptance of God's absolute authority manifested through the authority of ulama; support for the political, economic, and cultural unity of all Islamic global community (umma) and for oppressed peoples (mustaz'afin); rejection of every form of oppression, suffering, and domination. The four ideological pillars of the Islamic Republic, inseparability of religion and politics, Islamic revival, cultural revolution, and creation of a committed Muslim, have had a direct impact on Iranian education. The "Unity of Education Act" in the Republic of Turkey placed all educational activities under strict government control by introducing a state monopoly on education. Kemalism is based on an emphasis on national and republican principles and secularism in which religion has no place and is left out of the scope of formal education. Hence, the transmission of religious knowledge from one generation to another was only possible through informal channels such as family, the small community or underground activities of religious orders. Islam, however, gradually penetrated the public life in Turkey and challenged the secularism. The goal of the Turkish national education as to unite the entire nation through a national consciousness, to think along scientific lines, and intellectually as well as worldly, leaves no place for Islamic religious education. In spite of the government's emphasis on a secular and nationalist system, Islam remains as a force, particularly in its capacity to utilize new elements required for a modern society. Although Islam has not yet challenged the supremacy of secular education in Turkey, it expanded its influence both in formal and informal education, content and structure.

Chapter 1: Studying Chinese Minority Education -- Chapter 2: Chinese Education for Ethnic Minorities: Achievements and Experiences Since the Founding of New China -- Chapter 3: Policy Analyses of Education for Ethnic Minorities in China -- Chapter 4: Case 1 - Fengping Ethnic Middle School, Yunnan Province -- Chapter 5: Case 2 - Mengyue Nine-year School, Yunnan Province -- Chapter 6: Case 3 - Namu Primary School, Yunnan Province -- Chapter 7: Case 4 - Xishan Primary School, Yunnan Province -- Chapter 8: Case 5 - Xishan Middle School, Yunnan Province -- Chapter 9: Case 6 - Mingshe Primary School, Yunnan Province -- Chapter 10: Case 7 - Fangxiang Ethnic Primary School, Guizhou Province -- Chapter 11: Case 8 - Leishan No. 2 Middle School, Guizhou Province -- Chapter 12: Case 9 - Luoxiang Middle School, Guizhou Province -- Chapter 13: Case 10 - Ashinu Central Primary School, Qinghai Province -- Chapter 14: Case 11 - Hualong Ethnic Middle School, Qinghai Province -- Chapter 15: Findings, Countermeasures and Recommendations -- Afterword.

AbstractAlthough scholars have studied education's effects on many different outcomes, little attention has been paid to its effects on adults' economic views. This article examines those effects. It presents results based on longitudinal data which suggest that secondary education has a little-appreciated consequence: it makes Americans more opposed to redistribution. Placebo tests and other analyses confirm this finding. Further investigation suggests that these conservative effects of education operate partly by changing the way that self-interest shapes people's ideas about redistribution.

Although the education of student pharmacists and the practice of pharmacy in Canada have many similarities with that in the United States, there also are differences. The planning of curricula in pharmacy education is of particular importance to the advancement of pharmacy in Canada because of significant changes in the scope of practice in several provinces, and in how community pharmacy is reimbursed for the services it can, or should, provide. Greater dialog between Canadian and American pharmacists has the potential not only to impact practice on both sides of the border but also to improve collaborations among Canadian and American pharmacy educators. This article provides background information and some suggestions on how to build partnerships in pharmacy education between Canada and the United States. Consortia-like arrangements have some particular promise, as does engaging border-states and provinces in regional meetings and other activities. By working together, Canadian and US pharmacy educators have the opportunity to implement the best of what each has to offer and to devise new and better ways to educate future and existing pharmacists.