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In 2000 the Australian government, recognising the need for educational equality for Australian Indigenous people has commissioned a taskforce to identify various factors affecting Indigenous Education. One of the factors identified by the task force included the need for strategies to deliver quality education to various Indigenous communities. Research studies conducted on the delivery of education highlight the importance of the Internet for the flexible delivery of education. However, government reports indicate that Australian Indigenous communities have problems in utilising this technology for reasons such as access, infrastructure, training, etc. Therefore a new model based on the recently introduced digital technology may be tested for delivering quality education to Indigenous communities. This paper provides a discussion of the impact and influence of digital transmission in facilitating the delivery of quality educational resources for Indigenous Australians. For the purposes of discussion, a model architecture is formed and a number of issues based on this architecture are considered. These issues include data transmission, delivery mechanisms, regulations and the pricing of realising such services. The focus of the paper is to provide discussion of quality educational services to a wide range of Indigenous audiences.

A letter report issued by the General Accounting Office with an abstract that begins "Experts disagree about the best methods to teach student who speak little English. Even though different approaches to English language instruction may be effective, many variables may influence a given school's program choices. Moreover, there is no clear time line for acquiring English proficiency. Local decisions about the amount of time needed to attain proficiency and the amount of language support that should be provided may differ. Of the two main instructional approaches, English-based instruction is more common than instruction in a student's native language. Most students spent four or less years in these programs. School districts are required to ensure that English-language instruction is adequate and to provide these children with equal educational opportunities. The Office of Civil Rights (OCR) has adopted procedural requirements for criteria for judging the adequacy of local English-language instruction programs in meeting those needs. In three policy documents, OCR set forth requirements that school districts must meet to pass a three-pronged test established by the courts. When the adequacy of local English-language instruction programs is questioned, OCR investigates and, if problems are found, enters into agreement with the district specifying how the district will address the issues."

In nowadays schools we find a range of worldviews and/or religions amongst students, staff and parents. The accompanying presence of value differences appears to cultivate uncertainty. Societal tendencies like polarization and tribalization show that we live in a society under pressure. At the same time, there are indications (like the high number of loneliness and depression) that youngsters have difficulty answering existential questions. Many teachers either feel incapable or are reluctant to explicitly address the existential questions of students. As a result existential questions may be too easily neglected in educational programs that aim for democratic citizenship. This paper offers thorough reflections on whether and how attention to the existential dimension of human being, including worldview and/or religion, can be adequately integrated in citizenship education. The reflections serve as a starting point to develop interventions which can be used in helping schools to adequately address existential needs of students and staff of diverse (non)religious backgrounds and, in doing so, stimulate youngsters from diverse (non)religious background to be willing and able to contribute to a peaceable and resilient democratic society.

Generally considered patronage rather than issue oriented, the state of Indiana is usually above the suspicion of harboring political parties that adopt widely differing policy positions. In this study, the policy preferences of three different elite groups are compared with those of rank-and-file party members and Independents. Interestingly enough, each party's leadership sets are fairly tightly clustered. Furthermore, elite interparty cleavages are much greater than those displayed by any of the mass public groupings. Notwithstanding some popular images of Hoosier politics, the choice between Democratic and Republican leaders is real and palpable.

The topic of the work is of scientific and practical relevance, as there is a need to find ways to overcome the barriers to the effective functioning of online education during the global coronavirus pandemic. Russian higher education was faced with the need to suddenly change the principles of its work and transfer the vast majority of classes to an online format, which turned out to be associated with many practical problems that did not allow online education to function productively. As part of this work, an attempt is made to evaluate the rich experience of Western higher education in the application of online technologies and develop recommendations for the implementation of some effective solutions in the Russian social reality. The main research method is the analysis of documents and scientific publications. The following problems observed both in Russian and Western higher education were identified: digital divide, digital literacy, class lag, alienation from the educational process, virtualization of educational space, asynchronous communication and the inadequacy of coursework. The above problems create obstacles and barriers that do not allow Russian online education to function in full force, and require serious work to optimize the educational process. A recommendation was made to abandon non-contact online learning, the development of materials to improve the digital literacy of the teaching staff, as well as the need to unify the educational online space and create a Russian digital platform that will accumulate all the classes of state universities

Suggests that the nascent system of modern country-states as well as the Arab intelligentsia have both failed to comprehend or deal with the ethnic problem head-on. Argues that the way out of the present dilemmas of all Arab states, but especially those with marked ethnic diversity, is a triangular formula of civil society, democracy, and federalism. (Original abstract - amended)

The welfare state refers to a concept of a state that focuses on ensuring that a broad range of social rights is provided for all citizens by acting on the social mechanisms and consequences of the market economy. In such a state government plays a vital role in balancing social inequalities by providing or subsidizing social benefits and services. This activity is called social policy. Individual countries are characterized by different welfare state models, goals, values, and groups of beneficiaries. Such a state usually supports a recovery from the difficult situation of the population, which is not, itself, able to take care of their basic needs.

The last two decades have witnessed a tremendous increase in global trade and investments. This has been followed by a shift in the pattern of FDI inflow, which had gradually become more favorable to the developing countries. Consequently, this resulted in an increase in competition among developing countries to attract FDI, resulting in further liberalization of economies, removal or loosening of restrictions on operations of foreign firms in host countries and higher investment incentives. This also prompted economies to form or join regional trade agreements and bilateral investment treaties. Like most developing countries, the Philippines positioned itself for this transition. Investment policies had been revised to create a more favorable investment environment. Incentive packages to foreign investors are also improved. Yet despite these efforts, the Philippines continue to lag behind, especially relative to other countries in Southeast Asia, in capturing a sizeable portion of trade and investment flows. The Philippine experience in the past twenty years show that trade and investment policies are not sufficient to pump up inflows. As important are the internal processes that accompany these policies, infrastructure and government support that will sustain the transition.

This study concerns vocational education and training (VET) on upper-secondary level within Swedish municipal adult education (MAE). The paper aims to show how such VET is organised locally and what the arguments are for different ways of organising. Furthermore, the aim is to analyse how national education policy is enacted in local vocational adult education. The data consist of documents presenting relevant national policies on adult education, particularly concerning VET, and semi-structured interviews with local politicians, heads of adult education, and educational counsellors. The findings show how VET for adults is organised in different ways and with different types of provider. Employability and integration are the main arguments for a focus on VET in MAE. Enactment of national policy is seen in the flexibility of provision of MAE, but also in focus on VET, and regional cooperation in developing VET for adults. The study concludes that the enactment of national policy initiatives on VET in MAE means a strengthening of the position of VET in the Swedish system of adult education arranged by local municipalities. However, the priority of a limited number of vocational sectors in MAE is questioned. ; Marketization of Swedish adult education - the era of procurement