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The U.S. requires a well-educated workforce to grow economy, strengthen democracy, and solve big problems at home and abroad. And individuals with a college degree benefit from more job security, employment opportunities, and higher wages. Yet, today, the U.S. lags other nations in the share of our population with a college degree. As others have expanded access to higher education, the U.S system has stagnated. Why? Its because the 7,000 colleges and universities across the states and territories still arent doing a good enough job getting Black and Latino Americans whose population numbers are on the rise across the finish line. And too many policymakers and state leaders are letting them get away with it, failing to make decisions that would increase college access and completion, particularly for historically underserved groups of students. This report offers state-by-state snapshots of where we stand in the quest for racial equity among degree-holders, how far we have to go, and what we need to do to get there. ; The Education Trust

Education is a spoken word poem that explores many aspects of the African American struggle within (self-knowledge). It starts with an African American college student who is disappointed with the lack of courses about her culture. Most curricula in the United States tend to be from a Eurocentric perspective, leaving out a multitude of information about people of color. All groups of people of color have unique experiences, however, African Americans have the most known (or perhaps I should say, unknown) history. The standard explanation of their existence is often limited to the start of the Trans-Atlantic Slave Trade, when African were captured and taken to the Americas. History books from kindergarten to twelfth grade do not seem to go any further than that – slavery. In fact, with the lack of studies on African history prior to the Trans-Atlantic Slave Trade and the systematic methods to conceal the truth, there are not many college-level books that cover African history either. Education aims to uplift and educate the African American community. Throughout the poem, the student makes connections from information she learned from Anatomy and from outside readings. There are also spiritual connections from African culture that has been reflected upon. It also speaks on the struggles from the past and present of being put down because of one's race. It calls upon reflections of Trayvon Martin, Eric Gardner, and ancestors that were enslaved, freed, and living prior to the Trans-Atlantic Slave Trade. Overall, self-knowledge is one of the most important things to have. African Americans have been hurt spiritually, emotionally, psychologically, and often times, physically. Not knowing one's own culture immediately gravitates one to admire others and could potentially perpetuate self-hate. The information on one's culture should be readily available throughout the education system and commonly known.

Introduction / Thomas Giddens -- Educating for the end of a necropolitical world : What happens beyond decolonisation in legal education? / Foluke I Adebisi -- Centring feminist and queer experiences in the law school : Legal zines as a humanising pedagogy / Chris Ashford, Laura Graham and Samantha Rasiah -- School and fundamental rights : an active responsible citizenship / Juliana Zaganelli and Daury Fabriz -- The value of Twitter in building a community of students : Does this go toward or against the concept of "human" students? / Katherine Langley -- The role of legal educators in disruption of hierarchies within education and the profession / Kryss Macleod -- Law teacher as poet : Transcending the mechanics of legal education / Prue Vines -- TRAMA : Stories of situated pedagogy in legal education / Julia Ávila Franzoni -- The comedy of Corpus Iuris / Peter Goodrich -- Teaching cultural legal studies / Timothy D Peters and Karen Crawley -- Conversation as pedagogy : the use of popular stories in the identity projects of law students / Cassandra Sharp -- Rosi Braidotti's posthuman knowledge and legal education : A critical appraisal / Luca Siliquini-Cinelli -- Posthumanist legal education : learning to entangle human law with its more-than human world / Kate Galloway -- Law as relation and the co-emergence of beings : towards a paradigm shift in legal education / Iván Darío Vargas Roncancio -- Study of law without ends / Francesco Forzani.

Aliens — Treatment of — Exercise of Professions — Profession of Architect.

Because of high students and labour mobility across the globe; it becomes important that national and global academic credit transfer in post-schooling education is well defined, easy to understand and reciprocated. The European community harmonised its credit transfer through the Bologna Process of 1999 to address connectivity of 46 countries. Credit transfer across different post-schooling institutional types, i.e., vertical transfers, got better defined in the post 2008 reforms in Australia. The National Qualifications Framework in South Africa redefined national and international horizontal transfers, i.e., across universities, but vertical transfers remain a huge problem. In the United States of America, transfer is facilitated by State legislation and State education boards and vertical articulation is well defined within States. Without well-defined national and international credit transfer modalities, the sustainability of national qualifications systems gets journalised and graduates become highly immobile. This chapter analyses the different credit transfer modalities, experiences and challenges across post-school education in the three countries of Australia, South Africa and the United States of America. The chapter makes recommendations for planning national and international credit transfer mechanisms.

Intro -- Contents -- Preface -- Chapter 1 -- Indian Higher Education System: A Study from Ancient to Modern Age -- Abstract -- Introduction -- Education in Ancient India -- Educational System in Gurukul -- Relation between Teacher and Students -- Size of the Class in Ancient India -- Taxila -- Specialized Subjects of Higher Education -- Nalanda -- Education in the Epics -- Education in the Later Ancient Period -- Development of Social Work -- Development of Personality -- Making Formal and Informal Education Responsible -- Providing Free Education -- Societal Needs -- Higher Education in Medieval India -- The Madrasah as a System of Education -- Education in the Colonial Period -- Colonial Education -- Women's Education in India -- Present Indian Education System -- Central Government and Higher Education -- Where India Stand Globally -- Conclusion -- References -- Chapter 2 -- Human Rights Education in India: Needs And Future Actions -- Abstract -- Introduction -- Goals of Human Rights Education -- Human Right Education in India -- The Impartation of Human Right Education -- Future Aspect of HRE -- Conclusion -- References -- Chapter 3 -- Blended Course Design and Delivery in the Present Scenario -- Abstract -- Introduction -- Faculty and Student Perceptions of E-Learning -- Theoretical Support for Blended Course Design and Delivery -- Blended Delivery -- Discussion -- Flexibility -- Blended Design and Instruction Considerations -- Adjust the Course Design -- Activities -- Conclusion -- References -- Chapter 4 -- Open and Distance Education Evolution in Contemporary Situations -- Abstract -- Introduction -- Characteristics of Distance Education -- Features of Open and Distance Education -- Scope of Open and Distance Learning -- The Paradigm Shift in Distance Education -- Nomenclatures Used for Open and Distance Education.