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AbstractThis article depicts the recent work done by the Mediation Association in Turkish Cyprus to raise community awareness in the field of Conflict Resolution Education–Peace Education (CRE‐PE) in Cyprus. Through the sponsorship of the United Nations Development Programme—Action for Cooperation and Trust in Cyprus, a year‐long project was designed, in close collaboration with the Turkish Cypriot Ministry of Education, to build international awareness of CRE‐PE, provide training in CRE‐PE to teachers, and enhance goodwill among disparate groups.

We live in a world that is changing before our very eyes—a world in which the population explosion, decolonization and the profound economic and social transformations resulting from technological development are so many forces making for the democratization of education. At the same time the acceleration of scientific progress is resulting in the more and more rapid obsolescence of knowledge, and the development of mass communication techniques and audio-visual methods is revolutionizing the traditional bases of communication. With all this it is out of the question for education to be confined, as in the past, to training the leaders of tomorrow's society in accordance with some predetermined scheme of structures, needs and ideas, or to preparing the young, once and for all, for a given type of existence. Education is no longer the privilege of an elite or the concomitant of a particular age; to an increasing extent, it is reaching out to embrace the whole of society and the entire life-span of the individual. This means that it must be continuous and omnipresent.

The Government of India published, after independence, nation's third policy on education on July 30, 2020. This policy on education titled as "National Education Policy- 2020" (NEP-2020). This much anticipated education policy is a widespread policy covering all level and aspects of education of the country. Part 'Two' of NEP- 2020 covered the area of higher education and detailed about the expectations in this area. For an economically developing country like India, where the demand for a quality skilled workforce is very high it becomes necessary to keep a check on the quality of education provided in the higher education system. Assessment plays a crucial role in improving the quality of education by giving feedback. Normally assessment is done as objectives of education are formulated. Any teaching-learning process is incomplete without a proper assessment mechanism. National Education Policy- 2020 is expecting and suggesting fundamental change in the traditional assessment system in higher education. This paper is an attempt to explore the important recommendations made by National Education Policy- 2020 on 'Assessment' in the area of higher education.

This Education brief is intended for non-Russian researchers willing to get familiar with Russian education system and more generally for all those involved in education and education policy. It does not represent exhaustive information on Russian education system and all problems and challenges existing there, but provide a snapshot briefly describing its main features.Education brief - 2012 retains its main special feature which is the combination of statistical data and qualitative information to describe the organization and functioning of education system in the Russian Federation.The rep

This text looks at the developments in the relationship between history education and civic education in the Bulgarian educational tradition in the 1878-1944 period and tends to finally refer to the present state of affairs. It examines the political contexts of the methods and writing of textbooks which have ensured the political longevity of the conservative nationalist model in the worldview of both school subjects. The observations are based upon more than eighty textbooks on history and civic education published since 1878 (of which only those that are typical and representative of the dominant trends in the Bulgarian educational tradition are cited here) as well as upon some works in didactics. The main features in the texture of the conservative model are identified on the basis of a discourse analysis of history and civic education textbooks, and they concern the disciplinary, spatio-temporal, and conceptual homologies found in them.

Although there have never been prescribed curriculum directives for enterprise education in Scotland, the Scottish government has provided some documents to support and consolidate good practice and provide frameworks for developing programs throughout the school curriculum. The most recent of these is Determined to succeed: a review of enterprise in education (SEED 2002). The government clearly perceives a link between this kind of activity in schools and the future health of the economy and the prosperity of the nation. The shifting nature of this perception, and the views of the government at any particular time on the relationship between education and the economy, can be traced through the discourses of various policy documents. This paper sets out to explore whether the policy advice offered is enough to make education enterprising by tracking the changing discourses used and approaches taken in documents recommending education and work activity to teachers in the last decade. It then examines the information and advice offered to teachers in the 2002 document, seeking to identify the ideological stance of the writers and to suggest aspects for exploration and development. A plea is made for support for teachers of a more theoretical nature in the areas of enterprise, entrepreneurship and economic literacy.

Music Generation is the title of one of the most significant national initiatives in music education in Ireland. It seeks to put in place a countrywide infrastructure for instrumental and vocal music education. It has long been awaited. Over the last 30 years numerous reports and initiatives have highlighted the geographic inequity of the lack of access to high quality and affordable music tuition outside major urban centers.(1) In the ensuing years many ambitious plans and proposals have been made, including those commissioned by Government.(2) Funding to realize these plans however was always elusive. It is significant that they are now made possible not by a national government-led initiative, but as the result of philanthropy. This essay examines the context in which a philanthropic gift by the Irish rock group U2 and the philanthropic organization The Ireland Funds has enabled the development of a much needed nationals system of vocal and instrumental music education. Furthermore, it explores how philanthropy has shaped the development of this new national infrastructure and influenced the guiding principles.

The following excerpts from a speech delivered to the Faculty of Education at McGill University, 18th October 1977, will be of interest to readers teaching in the Province of Québec, as it was delivered by the gentleman in the Government of Québec who is in the best position to influence teacher education in the Province.

This article is a literature study (library research), which aims to assess the qualitative description of the basis of Islamic education Axiological if viewed in the perspective of philosophy of education. To obtain the results of the study, the researcher uses several methods, among others: deductive, inductive, historical, and contextual. The type of research using library research (library research) with descriptive-analytic approach to data (primary and secondary) are qualitative. The results obtained is that Islam is the sistem of values that guide the Islamic way of life, in accordance with the guidance of Allah SWT. Axiology cornerstone of Islamic Education with regard to values, goals, and targets to be achieved in Islamic education. Those values must be included in the curriculum of Islamic education, among others: contains instructions morals; efforts for improving the welfare of human life on earth and happiness in the hereafter; contains endeavor to achieve a good life; contains values that can combine the interests of this world and the hereafter. So axiology Islamic education is understood as the value, benefits or educational function of Islam associated with various things in it. Islamic values that can be obtained from two main sources namely the Qur'an and the Sunnah of the Prophet became a reference of the concepts laden education and moral values of humanity itself. So, will created the order of life "future society" is so envisioned as something new to mankind.

"Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacan's four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the economistic and depoliticising moves of policy. Clarke articulates possibilities for thinking differently about education and education policy beyond the reductive narratives of neoliberalism. He argues that psychoanalytic theory is valuable, not so much for allowing us to see what education 'really is', but for offering insights into what prevents education from 'being', enabling us to shift our focus instead into the possibilities education offers as a space of 'becoming'. The book suggests possibilities for conceptualising and creating 'the other side' of education."--Bloomsbury Publishing

The state of play in standards and standards reform / Martin Dowson, Dennis M. McInerney, and Shawn Van Etten -- Teacher risk taking changes in the context of school reform : a sociocultural and cognitive motivational perspective / Thomas G. Reio, Jr. and Sue Lasky -- Bridging across the mile-wide and mile-deep chasm : living and coping with standards-based reform in science education / Junlei Li -- Educational effectiveness : the importance of evidence-based teaching practices for the provision of quality teaching and learning standards / Kenneth J. Rowe -- Towards a theory of practice : critical transdisciplinary multiliteracies / James Albright, Christopher S. Walsh, and Kiran D. Purohit -- Identification with academics, stereotype threat, and motivation to achieve in school / Jason W. Osborne, J. Thomas Kellow, and Brett D. Jones -- The effects of ICT standards on educational motivation and learning : the Australian experience / Juhani E. Tuovinen -- National education in Singapore schools : challenges of engagement and motivation / Giok Ling Ooi -- Motivation in the context of project work : the self-determination perspective / Woon Chia Liu ... [et al.] -- Professional preparation standards for the practicum / Catherine Sinclair -- Standards in higher education distance learning environments : a sociocultural perspective / Martin Dowson, Stuart Devenish, and Julie Passmore -- Designing educational web pages : the standards for activist online communications / Gulsun Kurubacak and Eyup Irgat -- Standards for quantitative research in diverse sociocultural contexts / Phillip Parker, Martin Dowson, and Dennis McInerney -- The contribution of home background to student inequality in secondary schools in Norway / Lihong Huang

Commemoration and remembrance are integral elements of postmodern western culture. Although academic historians are increasingly inclined to acknowledge that there is no hard and fast dividing line between collective memory and professional historiography, they do not always welcome
the increasing pressure from national governments and international organizations to guide and even regulate collective memory through history education or through so-called 'remembrance education'. The rationale of remembrance education is that modern nations have a certain responsibility
for crimes or suffering that has been caused in the past, and that recognition of this forms a component of education in democratic citizenship. Remembrance education thus becomes a general umbrella for education about 'dark chapters' from the past, with the Holocaust as most evident
example. This article focuses on a single (sub)national case. Within the Flemish Community, which is the body responsible for education in Flanders and the Dutch-speaking schools in the federal Belgian capital Brussels, remembrance education has, since 2010, been an official part of the cross-curricular
final objectives of secondary education. Starting from the concrete context in which this initiative originated and is currently being developed, we examine the complex relationship between remembrance education and history teaching. The differences and affinities between both, we argue, become
visible by comparing the position of the academic discipline of history in both fields, by comparing the position of the present, the role of empathy and of a pedagogy of activation and by analysing the way in which ethical questions are dealt with. The absolute moral standards and the present-centred
character of remembrance education are, for instance, far removed from the ambitions to stimulate historical and contextual thinking that are central to history education. Many of the real tensions between both, however, reproduce in magnified form the equally real inter¬nal tensions that
characterize contemporary history teaching, with its simultaneous scientific and civic ambitions. But unlike remembrance education, history education does not regard memory as the starting point for knowledge or attitudes, but as a subject of critical historical research in its own right.