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By presenting alternative conceptions of how to link political theory to practice and education, this volume inaugurates a discussion hitherto not often attempted by modern political philosophers. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vas

Chapter 1: School-University Partnerships - Moving Beyond Transactional -- Chapter 2: Requiring authenticity: ITE partnership policy in Aotearoa New Zealand -- Chapter 3: Leveraging existing policy for a university/K-12 partnership: Using a teacher residency and induction model to address a teacher shortage in Virginia, US -- Chapter 4: Service learning during lockdown: A school-university rural community outreach partnership in the Philippines -- Chapter 5: Co-existing sites of teacher education: A university and school partnership in Glasgow -- Chapter 6: School-university partnerships in Vietnam: Insights, reflections and recommendations -- Chapter 7: Professional learning and development partnerships as a vehicle for teacher empowerment in Ireland -- Chapter 8: Stimulating Australian STEM education in regional Queensland through a novel school-university-industry partnership -- Chapter 9: In-service teacher preparation for entrepreneurship education in secondary schools: A university and Rio de Janeiro State Department of Education partnership -- Chapter 10: Integrating initial teacher education and induction in Scotland -- Chapter 11: Service Learning in Italy: A bridge between academia and society -- Chapter 12: The Network of Erfurt Schools (NES): Professionalization of school actors and school development through school, school supervisory authority, and university cooperation in Switzerland -- Chapter 13: Ready for what? - Digital readiness in teacher education: a case study of professional partnership in Northern Ireland -- Chapter 14: School-University Partnerships: Moving Towards Transformation. .

This paper offers a broad review of the condition of education in Africa in an attempt to provide information that can assist in thinking about the ways in which education can contribute to development on the continent

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

This paper surveys and analyses changes in civic and social education: civic education in the First Republic (1910 - 1926); the Dictatorship period and the omnipresence of moral and civic education; the beginning of democracy and the suspicion of moral and civic education; the curriculum reform (1989) and the discussion about "personal and social education" and "civic education". The paper explores the choice between integrated studies and specific courses. It concludes with an analysis of the rise of citizenship education at the end of the 1990s. ; European Commission. Department of Education and Culture - Socrates ...

1. What do educational science and the public good mean in the context of educational research for social justice?; Alistair Ross -- 2. Snake oil or hard struggle? Research to address the reality of social injustice in education; Ian Menter -- 4. Accountability, social justice and educational research; Merryn Hutchings -- 4. Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons; Andrew McCallum -- 5. Between home and school: Mobilising 'hard to reach' white British parents to engage with their children's education; Nathan Fretwell -- 6. Ability to learn, or ability to pay? How family and finance influence young people's higher education decisions in Scotland; Sarah Minty -- 7. Inequality, social mobility and the 'glass floor': How more affluent parents secure educational advantage for their children; Merryn Hutchings -- 8. In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good; Jayne Osgood -- 9. The masculinisation of the teaching profession or gynophobia as education policy; Marie-Pierre Moreau -- 10. Gender and the politics of knowledge in the academy; Barbara Read and Carole Leathwood -- 11. Curriculum diversity and social justice education: From New Labour to Conservative government control of education in England; Uvanney Maylor -- 12. The construction of political identities: young Europeans' deliberation on 'the public good'; Alistair Ross -- 13. Can educational programmes address social inequity? Some examples from Europe; Nanny Hartsmar, Carole Leathwood, Alistair Ross and Julia Spinthourakis -- 14. The problem of the public good and the implications for researching educational policies for social justice; Alistair Ross. .

La Constitución española de 1978 otorga a las Cortes Generales una am-plia competencia para determinar qué aspectos de la educación han de ser comunes para todos los españoles. A partir de ese mínimo común, que ha de definir el Parlamento estatal, las Comunidades Autónomas pueden establecer algunas peculiaridades y, sobre todo, mejoras en la prestación. No obstante, para que este diseño constitucional funcione adecuadamente en un derecho como el de la educación, con una faceta claramente pres-tacional, debe existir una coherencia entre las competencias educativas y su financiación, de manera que los ciudadanos podamos distinguir las distintas responsabilidades.A lo largo de este artículo se analiza el sistema de distribución competen-cial en la prestación educativa para, a continuación, valorar su congruencia con la financiación de la misma. En primer lugar, se hace un recorrido histórico de la distribución de competencias en materia educativa. A continuación, se hace un análisis de la distribución de competencias educativas en la Constitución de 1978, para concretar, seguidamente, las competencias asumidas por el legislador estatal y las autonomías en esta materia. Con el objetivo de analizar la congruencia entre esta distribución de competencias y su financiación, se analiza la responsabilidad financiera en las principales partidas educativas, así como las mejoras prestacionales incluidas en los presupuestos autonómicos y los programas estatales en el marco de las relaciones intergubernamentales.Se concluye que, mientras no parecen muy justificadas las diferencias curriculares entre autonomías, la diversidad autonómica en un ámbito como el educativo cobra todo su sentido en mejoras prestacionales como la financiación de material escolar o de la educación infantil de primer ciclo. No obstante, la forma de incluir las partidas en sus presupuestos y su diferente contabilización impide una valoración precisa de las mismas. Por otra parte, también se considera que materias financiadas hoy por los presupuestos autonómicos debieran de financiarse por los Presupuestos Generales del Estado, de acuerdo con el alto grado de centralización nor-mativa. En aras a una mayor claridad en la asunción de responsabilidades se aboga por una gestión centralizada de ayudas financiadas completa-mente por el Estado. También se propone una interpretación amplia en torno a la capacidad de las Comunidades Autónomas para crear su propia política de becas The Spanish Constitution of 1978 grants the Cortes Generales broad jurisdiction to determine which aspects of education must be common to all Spaniards. From that common minimum, to be defined by the State Parliament, the Autonomous Communities can establish some peculiarities and, above all, improvements in the provision. However, for this constitutional design to work properly in a right such as education, with a clearly provision aspect, there must be coherence between educational competences and their financing, so that citizens can distinguish between different responsibilities. Throughout this article, we analyze the system of competence distribution in educational provision, and then assess its consistency with its financing. First, a historical overview of the distribution of competences in educational matters is made. Next, an analysis is made of the distribution of educational competences in the 1978 Constitution, to specify, next, the competences assumed by the state legislator and the autonomies in this matter. In order to analyze the congruence between this distribution of competences and their financing, financial responsibility in the main educational items is analyzed, as well as the improvements included in the regional budgets and state programs in the framework of intergovernmental relations. It is concluded that, although the autonomic diversity in an area such as education takes on its full meaning in improvements such as the financing of school supplies or early childhood education, the way to include the items in their budgets and their different accounting prevents an accurate assessment of them. On the other hand, it is also considered that matters financed today by the autonomous budgets should be financed by the General State Budgets, in accordance with the high degree of regulatory centralization. In the interests of greater clarity in the assumption of responsibilities, a centralized management of aid financed entirely by the State is advocated. A broad interpretation of the ability of the Autonomous Communities to create their own scholarship policy is also proposed.

Im Jahre 2012 feierte die "Bundeszentrale für politische Bildung" ihr 60-jähriges Bestehen. Sie tritt ein für die Förderung des Bewusstseins für Demokratie und politische Partizipation. 1952 unter dem Namen "Bundeszentrale für Heimatdienst" gegründet, unterstand sie dem Bundesministerium des Innern und knüpfte terminologiesch an die "Reichszentrale für Heimatdienst" an, die bereits in der Weimarer Republik existierte. Die Autorin rekonstruiert - auch anhand bisher nicht bekannter Akten - den Prozess der Gründung der "Bundeszentrale für Heimatdienst". Die frühen konzeptionellen Debatten um staatliche politische Bildung lassen das breite Spektrum der einander widersprechenden Konzeptionen deutlich werden. Der Spannungsbogen reicht von dem US-amerikanischen Konzept der Reeducation über das deutsche Konzept der staatsbürgerlichen Erziehung, den "positiven Verfassungsschutz", bis hin zur Propaganda - der "instinktsicheren Mobilisierung der Gefühle".