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Contemporary societies face a range of challenges, including: climate change; poverty; wealth, income, and other forms of social inequality; human rights abuses; misinformation and fake news; the growth of populist movements; and citizen disenchantment with democratic politics. Citizenship education, properly conceived, seeks to address issues of general concern through both individual and collective action. A key aim is to enhance citizens' levels of political knowledge and understanding, and to educate citizens as actors in civil society so as to promote critical and active citizenship, with citizens able to develop their capacities to engage in civic and political activities to bring about social changes they wish to see. This Special Issue on 'Citizenship Education and Civil Society' will explore how current forms of citizenship education in different societies, in both formal and informal educational contexts, are, or are not, contributing positively to citizens' levels of political knowledge, understanding, and efficacy. It is concerned with questions such as: What role can and should citizenship education play in pluralistic, liberal democratic societies? Can it successfully promote common values and overcome intolerance and discrimination? What are its strengths and limitations in practice? The Special Issue welcomes theoretical and empirical contributions from a range of disciplinary perspectives that address these, and other pertinent, questions, and that draw on evidence and examples from subnational, national, international, or comparative contexts. Contributions are welcome from scholars, practitioners, and activists across a variety of settings.

The article describes the changes in the modern socio-economic environment, which affect the digitalization of society, including the socio-educational sphere. On the basis of the authors' proposals for the development of the concept of "information-educational systems", mathematical models for their description and mechanisms for analysing their essential characteristics determined by modern processes of development and digitalization of society are indicated. Through the example of using elements of the theory of dynamic deductive databases and the theory of neural networks, the article describes mathematical models that adequately reflect strategies for the development of people and stable small groups, as well as large dynamic human communities, on the basis of which recommendations are proposed for developing such strategies. The results can be used in the pedagogical design of various models of educational activities and information and educational systems for various purposes, including education management and direct training. It also seems that the mechanisms and features of information and educational systems described in the article will allow us to establish an evidence-based educational policy at various levels in the context of digitalization

This article examines the education system of the Republic of Macedonia by focusing on education segregation along ethnic lines between ethnic Macedonians and ethnic Albanians who comprise the second largest ethnicity in the country. The article builds upon an existing body of literature on the country as well as a number of reports from international organizations. It utilizes theories on ethnicity and nationalisms, brings forth the historical context of the conflict in the country, identifies how this affected the post-conflict education system and proposes a number of steps that are necessary to desegregate the education system in order to achieve reconciliation and foster integration.

This article examines the education system of the Republic of Macedonia by focusing on education segregation along ethnic lines between ethnic Macedonians and ethnic Albanians who comprise the second largest ethnicity in the country. The article builds upon an existing body of literature on the country as well as a number of reports from international organizations. It utilizes theories on ethnicity and nationalisms, brings forth the historical context of the conflict in the country, identifies how this affected the post-conflict education system and proposes a number of steps that are necessary to desegregate the education system in order to achieve reconciliation and foster integration. Article visualizations:

While the Right to Education Act of 2002 in India guarantees free and compulsory education of all children in the age group of six to fourteen years, such education does not necessarily lead to employment. In rural areas, states with poor Gross Domestic Products (GDP) tend to have higher school dropout rates due to the lack of quality education. According to Niti Aayog, the dropout rate in 2020-21 at the secondary level in Bihar (India's poorest state) was 21.4 percent since school education does not guarantee employment. In fact, 25.5% of youth between the ages 15 - 29 are unemployed-this does not take into consideration the types of jobs taken up by them, such as an unproductive primary sector, thus serving as a research gap. This unproductive work results in lower income for the rural youth, amplifying the issue of poverty. This paper elaborates on the flaws of the current Technical and Vocational Education (TVET) System utilizing a case study and using comparative analysis with countries such as Norway and Germany with successful TVETs.

"March 1981." ; At head of title: Committee print. 97th Congress, 1st session. House of Representatives. Report no. 97-. ; v. 1. General provisions -- v. 2. Elementary and secondary education, and related programs -- v. 3. Higher education -- v. 4. Vocational education, education of the handicapped, and related statutes. ; Mode of access: Internet.

Migrant Workers and Higher Education issues seem two different contradictory topics. Many research on migrant workers often associates them with pragmatical activities, the working class, and marginal groups. On the other hand, Higher Education (HE) is more often associated with idealistic spaces, middle classes, and academics environment. This paper presents the phenomenon of Indonesian migrant worker-students in South Korea. We found the increasing number of Indonesian migrant workers who pursue higher education through overseas Indonesian Open University (Universitas Terbuka) in Korea and ICT-based Korean local universities. We examine how migrant workers take advantage of the transformation of higher education. We try to answer whether higher education experienced democratization will reduce social inequality, or on the contrary, it will be trapped in an educational capitalization that sharpens the gap.

Este artículo aborda alguna de las principales concepciones históricas del Estado Evaluador en América Latina, como así también, el rol del Estado en los últimos años dado que el papel del Estado de un modo tradicional estaría contra el nuevo orden global en que las fronteras nacionales tienen influencias mundiales. Así, se debe comprender que la evaluación educativa, a partir de la década de 1980 en Latinoamérica, ha tomado un rol clave en las escuelas públicas, ejerciendo sobre ellas un fuerte sesgo de responsabilización por los resultados y la calidad de la educación en la región En términos generales los procesos de cambio implicaron la transformación del Estado Benefactor en Latinoamérica, que llevó a una reducción del papel del Estado en las diversas actividades y se tradujo en una cascada de privatizaciones, desregulaciones y apertura comercial. En la esfera política este proceso fue denominado como la etapa de la modernización estatal que procuraba "igualar" el desarrollo de las acciones entre los países centrales y los periféricos, es decir no era otra cosa que una versión renovada y neoliberal del desarrollismo latinoamericano de la década de 1960. ; This article discusses some of the major historical conceptions of the evaluative state in Latin America, as well as the role of the state in recent years as the state's role in a traditional way would be against the new global order in which national borders have global influences. Thus, it should be understood that the educational assessment, from the 1980s in Latin America, has taken a key role in public schools, putting on them a strong bias accountability for results and the quality of education in the region overall change processes involving the transformation of the welfare state in Latin America, which led to a reduced role for the state in the various activities and led to a cascade of privatization, deregulation and trade liberalization. In the political sphere this process was known as the stage of state modernization that sought to "equalize" the development of actions between central and peripheral countries, that is was nothing more than a revamped version of neoliberal developmentalism and the Latin American 1960s. ; Facultad de Humanidades y Ciencias de la Educación

This article discusses compulsory education and education financing systems in Indonesia. The discussion uses manuscript studies. The compulsory education concept approach describes the basis of laws that regulate the right to universal education. One of the laws that govern this problem is the National Education System Law No. 20 of 2003 that, "Compulsory education is a minimum education program that must be followed by Indonesian citizens on the responsibility of the Government and Local Government" The State is obliged to ensure that students continue to go to school by providing tuition assistance. But the fact is that there are still many children who drop out of schooll. This article offers a solution to the problem of education costs by maximizing the government's responsibility to complete the 12 year compulsory education program. Based on APK and APM, it becomes a reference for effective and efficient work steps to allocate appropriate education funds. In the author's analysis, the compulsory education program in Indonesia is different from the compulsory education model in developed countries. This shows that there are no legal sanctions for parents who do not send their children to school. The cost of education that is borne by the State of Indonesia is more directed towards direct costs, while in developed countries the cost of education has been allocated to direct costs and indirect costs ; Artikel ini membahas wajib belajar dan sistem pembiayaan pendidikan di Indonesia. Pembahasannya menggunakan studi naskah. Pendekatan konsep wajib belajar menggambarkan dasar hukum yang mengatur hak atas pendidikan universal. Salah satu undang-undang yang mengatur masalah ini adalah Undang-Undang Sistem Pendidikan Nasional Nomor 20 Tahun 2003 bahwa, "Wajib belajar merupakan program pendidikan minimal yang harus diikuti oleh warga negara Indonesia atas tanggung jawab Pemerintah dan Pemerintah Daerah". untuk memastikan siswa tetap bersekolah dengan memberikan bantuan biaya sekolah. Namun faktanya masih banyak anak ...

This article elaborates some important trends and discussions in citizenship education. It seems that there are strong arguments from scientific scholars which express opposition to a focus on only formal facts and democratic procedures in the teaching of citizenship education. This approach is also criticized by students for its meaninglessness and irrelevance. There also seems to be relative agreement that democracies are being challenged for various reasons, that school plays an important role in citizenship education, that republicanism is the preferred framework, and that students construct their own views of the world (constructivist learning processes). Despite this rather general agreement, there remain quite a few important dilemmas and also disagreements in the field of citizenship education. Among these are: the conceptualization of democracy, the knowledge to be presented, adopting a national versus a global perspective, the maturity of young citizens regarding the question of multiculturalism, and approaches to teaching (particularly providing room for criticism). These and other dilemmas are discussed, and a summary of recommendations is put forward.

List of TablesAcknowledgementsChapter 1: IntroductionPART I: Reflections in researchChapter 2: Historical consciousness and the human condition - revisiting moral motivations and their implications for educationChapter 3: Language as a means to broaden horizons of perception: third order concepts in research about Historical ConsciousnessChapter 4: Systematic review of historical consciousness and moral consciousness (mapping the material but understanding the field theoretically)Chapter 5: Discourses of historical consciousness and moral consciousness in Australian doctoral thesesChapter 6: Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousnessPART II: Young people's perceptions / Concepts appliedChapter 7: In search for intersections of historical and moral consciousness in students' answers: how a research instrument was designed and usedChapter 8: Temporal orientation and moral reflectionsChapter 9: Exploring moral sensitivity and historical empathy in students' response to a historical moral dilemma Chapter 10: History interactions: Students pose questions to a difficult pastChapter 11: Students on moral judgment making in History and the place of moral questions in the History ClassroomPART III: Conclusions and implications for teachingChapter 12: Conclusions - a new theoretical framework