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Higher education institutions have increasingly been identified as potentially radicalising locations. The 2015 Counter-Terrorism and Security Act consolidated this belief in the form of a legal duty of"due regard to prevent people from being drawn into terrorism". This duty made engagement with counter-radicalisation mandatory for universities and has required the development of systems that monitor potential avenues for the propagation of the extremist and radicalising ideas that are deemed to be the cause of contemporary political violence. This book explains why radicalisation has become such an important and controversial issue in contemporary higher education. The authors chart the ascent of radicalisation as a central explanation for the causes of modern terrorism and document the development of counter-radicalisation in the UK using higher education institutions as a unique case study. Drawing on a comprehensive assessment of university policy documents and original focus group research with university lecturers and undergraduate students, this book demonstrates the risks involved in taking the 'safeguarding route' to counter-radicalisation and provides recommendations for how universities can better navigate these policy challenges in the UK and elsewhere. McGlynn and McDaid provide a critical assessment of these counter-radicalisation policies upon higher education institutions in the UK making this an invaluable text for students, researchers and policy makers in the field of terrorism studies.

Students and the work of schools are filled with stories of struggle and resilience. Education is not simply the pushing of buttons or pulling levers to manufacture students that graduate college and career ready. It is about the people that employ strategies to support students. This data report is presented as only part of the story. Information contained within are not endpoints or conclusions, but should lead to questions, ideas, and discussions to find ways to improve educational outcomes for all students. It is important to apply thoughtful supports and interventions while students are in our schools, surrounded with caring teachers, staff, and communities, so that after they walk across the stages at graduation, they have the opportunity to enroll in colleges and have fulfilling careers to the betterment of the state of Montana. ; Montana Office of Public Instruction

AbstractBeginning in the 1850s, Christian missionary organizations established schools in Ottoman Palestine. A variety of networks developed over the years, principally those of the Anglicans and Catholics. Initially, these schools provided an education emphasizing European Christian values and subjects. Over time, however, a slow process of indigenization occurred. The first fruits of this process are illustrated by young leaders like Emil Tume and Tewfik Tubi who were prominent in the political opposition in Israel's first years of statehood. Another generation produced such notables as author Raja Shehadeh and Hanan Ashwari. In today's Israel and the Palestinian territories, the best schools, from a standpoint of matriculation, are Christian private schools that are open to all communities. Through this history, the article examines the development of a Christian school network and the political activism, involvement, and empowerment they engendered. It also provides a case study of the Rosary Sisters' school system.

The study investigated Improving Quality Human Resource Management for Sustainable Growth, Security and Development of Education in Universities in Rivers State. The study adopted the descriptive statistical design. The population of the respondents comprised all the 10,371 teaching and non-teaching staff of the three Universities in Rivers State. The sample size is 284 comprising of 186 Teaching Staff and 98 Non-teaching Staff using the random stratified sampling technique. The instrument for data collection was a self-developed 14 item instrument entitled "Improving Quality Human Resource Management for Sustainable Growth, Security and Development of Education Questionnaire (IQHRMSGSDEQ)". Face, content and construct validities were ensured. Mean and standard deviation were used to answer the research questions while the Z-test statistics was used to test the null hypotheses at 0.5 alpha level. The major finding of the study revealed among others that University Management is achieving moderate level of funding and improved training opportunities for Human Resource Management for sustainable growth, security and development of education in Universities in Rivers State. The study recommended among others that more funds should be allocated to Universities in Rivers State through Federal and State Government Intervention i.e. Petroleum Trust Fund (PTF), and Universities Management should regularly train and retrain their staff following the comparative advantage of the global economy.

Unique in its demands as a system of governance, democracy requires active citizen leadership to be successful. Citizen leadership, in turn, requires engagement based on knowledge and action. Therefore, civic and political education is essential to the success of any democracy. This article discusses a model of applied political and civic leadership education that is based in theory, yet practical to the lives of young people. Surveys of past participants demonstrate that after the program, participants are more confident that they have the skills to become involved in politics and in community life.

Much of the public discussion of early childhood education policies has focused on particular policy initiatives, rather than considering more broadly what should be the role of the state in relation to young children's education and upbringing. The roles that the state chooses to play are political decisions that are influenced by constructions of childhood and preferred policy approaches. In turn, these policy approaches help shape the nature of early childhood education. This article analyses changing models of state responsibility for New Zealand kindergartens to highlight their repercussions on kindergartens and the wider early childhood education sector. It argues that the state needs to take a supportive and responsible role in provision of early childhood care and education, to support a move away from a market model, and to resolve inequities in children's access and teacher employment conditions that continue to beset the sector. The article ends by setting the discussion within an international context and suggesting policy challenges for early childhood education in New Zealand.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Contents -- List of table -- Acknowledgments -- List of acronyms -- 1. Introduction -- 1.1. Context -- 1.2. Statement of the problem -- 1.3. Significance and purpose of this study -- 1.4. Research questions -- 1.5. Structure of this book -- 2. Reviewing the literature and framing the concepts -- 2.1. Western education, cultural values, and socioeconomic development through the lenses of social theorists -- 2.2. Description, discussion, and framing of main concepts -- 2.3. African traditional education: Place and role of community and values, social responsibility, and expectations -- 2.4. Western education effects on traditional education and values -- 2.5. Evolution of formal education and promotion of cultural values and local communities -- 2.6. Conclusion -- 3. Methodology -- 3.1. Research design -- 3.2. Research methods -- 3.3. Ethical concerns -- 3.4. Limitations -- 3.5. Background and positionality -- 3.6. Conclusion -- 4. The case -- 4.1. Thies: Historical and demographic background information -- 4.2. The Serrer Noons -- 4.3. The Serrer Noons' traditional culture -- 4.4. Economic background -- 4.5. Education in the community -- 4.6. The school -- 4.7. My year -- 5. Traditional values and/or moral principles: Definition of concepts, perception by participants, and place in daily life -- 5.1. Jom -- 5.2. Muñ -- 5.3. Suturë -- 5.4. Kersa -- 5.5. Teranga -- 5.6. Maslaa -- 5.7. Kal -- 5.8. Other traditional values -- 5.9. Critical assessment -- 6. Discourses regarding traditional values in Senegal -- 6.1. Values versus local practices -- 6.2. Perception, place, and use in the community -- 6.3. Embodiment of values -- 6.4. Gender and values -- 6.5. Age and values -- 6.6. Values in the past versus values now.