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HISTORICALLY, LOCAL CONTROL OF EDUCATION HAS BEEN A SACRED PART OF THE AMERICAN POLITICAL CULTURE. SINCE THE EARLY 1960S, HOWEVER, THERE HAS BEEN AN UNPRECEDENTED GROWTH OF STATE INFLUENCE OVER LOCAL EDUCATION. STATES REQUIRE MINIMUM DAYS OF SCHOOL ATTENDANCE, COURSES OF STUDY, AND STANDARDS FOR TEACHER LICENSING, AS WELL AS MINIMUM TAX LEVIES AND EXPENDITURES.

Reviewing diverse sites, including the US, Cambodia, Israel, Poland, Chile, Australia, and Brazil, this book considers how schooling systems are being influenced by the rise of external actors who increasingly determine the content, delivery, and governance of education.

Citizenship education in Turkey has been a part of the state-centric modernization project involving the transformation of public and private lives of Turkish citizens. Although there has always been a separate course on civics, citizenship education emerges as a cross-curricular theme in the Turkish educational system which aims at creating a self-sacrificing and patriotic citizen. Besides its particularistic content, however, Turkish citizenship education also involves references to a universal conception of citizenship in line with Turkey's aspiration to be a member of the European Union. This paper presents a historical frame and breaking points for citizenship education in Turkey from its foundation to the present. It critically examines paradoxical content of the current citizenship and human rights education curriculum.

Chapter 1: Problematizing the concept of rurality within the context of higher education Jabulani Sibanda -- Chapter 2: Social justice reconsidered: making a defence for a university of critique again YusefWaghid, FaiqWaghid, and ZaydWaghid -- Chapter 3: Accessing, participation, achievement and rurality in higher education Simon Nenji & Amasa P. Ndofirepi -- Chapter 4: Relational spaces: a possibility for enhancing first year undergraduate rural student experiences on campus Elizabeth S. Ndofirepi and Felix Maringe -- Chapter 5: The ruzevha/ekhaya coloniality neologisms and access to higher education in Zimbabwe universities Joseph Hungwe -- Chapter 6: African Rurality and African Epistemology: Lessons for African Universities Ephraim T. Gwaravanda -- Chapter 7: The Rural gaze: Access, participation, and success in higher education. Hellen Agumba -- Chapter 8: The Rural Graduate and Endemic Challenges: Responses by African universities Mngomezulu B. R -- Chapter 9: Student teacher preparation for rural education: an issue of social justice in a post-apartheid South Africa Thabisile Nkambule -- Chapter 10: Parallels and Divergences in Decentralised Training Approaches: Reflecting on the experiences of two schools in a South African university Ntsiki Mapukata, Alfred Masinire & Thabisile Nkambule -- Chapter 11: Gender, rurality and higher education: Implications for generational inequality in Nigeria. Adepeju Aderogba-Oti -- Chapter 12: University lecturers as agents of change and social justice within a rural South African context Phefumula Nyoni -- Chapter 13: Rurality and Social justice in multiple contexts: deliberations revisited Amasa, P Ndofirepi and Alfred Masinire.

Conference paper. Institutionalized political education and its alternatives, including subcultures, social movements, and other types of informal groups.

India has successfully achieved quantity benchmarks for education by making schooling accessible to all and making rapid strides in improving attendance. Next, India must improve the quality of its educational system, which is limited by large class sizes, limited teacher expertise, poor access to resources, and teacher absenteeism. ICT provides tools to address all these challenges. Historically, ICT has been used to improve educational coverage. Educational radio programs have been produced since 1972, and corporate initiatives have introduced computers to classrooms since the 1990s. Most radically, India even launched a satellite to broadcast educational content to remote schools off the grid. Yet the digital revolution provides the greatest opportunity for ICT to contribute to improved education and equality of opportunity across India. ICT has been applied to improve education in several ways. Teachers can gain access to improved lesson plans and teaching resources that incorporate multimedia and best pedagogical practices. Similarly, these platforms are used to deliver interactive teacher training that uses data to analyze teachers' strengths and weaknesses. Data can also be used to break down and isolate challenges for students or entire classrooms. Finally, communication tools embedded in these platforms provide teachers, students and parents with a more collaborative classroom experience. The MHRD's DIKSHA platform, powered by EkStep, is currently the most comprehensive and widespread societal platform in use. Integrating ICT into all aspects of education, DIKSHA incorporates quality user-developed content, student assessment tools, data collection and analysis, teacher professional development, and parent-teacher-student communication into a multilingual package now being implemented in several states. Additional general-purpose platforms include Karnataka's Meghshala, Gujarat's Learning Delight, and the Central Board for Secondary Education's Saransh. More specialized platforms also exist to fulfill specific needs, such as StoryWeaver, an initiative to develop mother tongue literacy material. EkStep and DIKSHA provide functionality to incorporate other platforms as specialized modules within their own system, a powerful integrative feature with the potential to consolidate the many different platforms in existence under one roof without sacrificing local adaptability or flexibility. Education policymakers should continue encouraging the consolidation of redundant platforms. While teachers often use ICT resources such as Youtube in the classroom, these freelance solutions do not provide the opportunities for beneficial synergies inherent in a platform. Additionally, implementers and end-users of education platforms should be more fully trained in the capabilities of these tools, with continuing support provided to increase familiarity and comfort level. Significant infrastructure investment is required to provide electricity to many schools, let alone digital connectivity, and opportunities exist for involving India's major industries in content production. Finally, the definition of a digital school must be clarified to incentivize and prioritize investments in ICT integration.

2.3. Territories and the educational system: renewed challenges2.3.1. The student at the center of a territorialized educational ecosystem; 2.3.2. Geographical change: from â#x80;#x9C;identity territoryâ#x80;#x9D; to â#x80;#x9C;network territoryâ#x80;#x9D;; 2.3.3. Seek coupling and collaboration among educational spaces; 2.4. A research-action project; 2.4.1. Knowledge based for co-construction within the territories; 2.4.2. Quebec experience: community school; 2.4.3. First step in collecting practices; 2.5. Territorial risk management: first points of view.

- Foreword - Reader's Guide - Abbreviations and acronyms - Executive summary - Developing tools to explore education policy ecosystems - Equity and quality: Trends in evolution of policy priorities - Equity and quality: Policy trends, progress and impact - Preparing students for the future: Trends in evolution of policy priorities - Preparing students for the future: Policy trends, progress and impact - Policy implementation and evaluation: Learning from experience and evidence - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Estonia - Finland - France - Germany - Hungary - Iceland - Ireland - Japan - Korea - Latvia - Mexico - New Zealand - Norway - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Turkey - United Kingdom - Coverage by topics, education systems and previous OECD country-based work - Previous policies collected, but not included in this report - Policy lenses by policy priority - Contributors.

This book documents recent policy reform in G20 members' systems and showcases the global trends in education policy. It serves as a valuable reference tool and offers inspiration for undertaking education reform to advance development in related countries.​.

Scheduled Tribes have always been a geographically and socially isolated group in Indian society, besides being a culturally-economically marginalized society. Their areas were by and large sparsely populated and had evolved over centuries their own system of maintaining law and order. The British also allowed them to live according to their own way of life. The national leaders, however, were aware of their backwardness and were eager to take measures for their betterment. As a result a few provisions were adopted in the Government of India Act 1935.During the post-Independence period, the policy makers have made sincere and concerted efforts for overall development of these groups both economically as well as educationally. Despite these efforts the performance of the tribal groups is much lower when compared to other marginalized groups like Scheduled Castes and Other Backward Castes. The available literature on tribal primary education suggests, most of the time the policymakers' approach was only to develop a national curriculum instead of giving importance to their skill-oriented, practical capabilities which has impacted their life in a more serious manner.

Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014.