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"The role of the security establishment in Pakistan has been strengthened in a post-Musharraf era as social institutions are increasingly drawn into the security agenda. Pakistan's problems are often explained through the lens of ethnic or religious differences, the tense relationship between democracy and the Pakistan military, or geopolitics and terrorism, without taking into account young citizens' role in questioning the state and the role of the education system. Based on new research and interviews with more than 1900 Pakistanis aged 16-28 the authors examine young people's understanding of citizenship, political participation, the state and terrorism in post-Musharraf Pakistan. The authors explore the relationship between the youth and the security state, highlighting how the educational institutions, social media, political activism and the entire nature of the social contract in Pakistan has been increasingly securitized. The focus is on the voices of young Pakistanis, their views on state accountability (or lack thereof), political literacy and participation, and the continued problem of terrorism that is transforming their views of both their country and the world today. With 67% of the country's population under the age of 30, this book is a unique window into how Pakistan is likely to evolve in the next couple of decades."--

In this collection of his journalism and policy commentary, former Director of the Institute of Education Chris Husbands provides a wide-ranging account of the nature, shape and impact of policy reform in education. Writing with wit, pathos, and authority he analyses the likely impact of reforms over five years of tumultuous change in education

This article reviews the educational policies of Spain and England in their most emblematic colonies, Mexico and India, respectively, and compares them to those of the United States. Mexico and India share one important historical feature: both were colonies in which the native population greatly outnumbered European colonists and in which native cooperation was crucial to the colonial enterprise. In both cases, the European powers felt compelled to educate members of the native elites to conduct the business of empire for them. In contrast, the United States was a "white colony," in which Europeans displaced the local populations, which were relatively small and consisted mostly of bands and tribes, as opposed to the states and empires found in Mexico and India. Thus, Europeans carried out the work of the colonies themselves or with the help of slaves imported from Africa, instead of relying on the indigenous population. After gaining independence from England, the United States developed an empire of its own, acquiring an immense amount of territory, mostly from the old Spanish Empire, which had controlled roughly half of the present land mass of the continental United States. In addition, the United States obtained sovereignty over other strategically important territories such as Alaska, Hawaii and various Pacific islands, and it unofficially controlled much of Latin America, which came to be considered its "backyard." This enormous expansion of its territory and areas of influence transformed the United States into a world power and created new colonial populations, such as Native Alaskans, Native Hawaiians and Hispanics. The United States has always been reluctant to see itself as an empire, a political construct seemingly in conflict with its self-image as a defender of freedom. After all, the country is a democracy that established itself in opposition, first to the old British Empire, and then, to the old Spanish Empire, and its national myths glorify this opposition. Many Americans consider colonial conquest incompatible with the values of self-rule and self-representation that underpin the American republic. Thus, the country has a tendency to ignore its own record of colonial acquisition. This article reviews some key moments in the history of universities in the United States, with a view toward understanding the connection between education and empire. At present, the number of non-white people in the United States is increasing at such speed that some states are already majority-minority, that is, they have more people of color than whites, and the entire country is expected to become majority-minority in a few decades. Acknowledging the colonial history that transformed the country into a multicultural superpower would help revitalize its democratic ideals and create a higher level of inclusiveness, without which it will be difficult for its higher education system to meet the complex needs of the 21st century.

Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1: Introduction -- Section I: Setting Up University Infrastructures to Support Students in Work Based Learning -- Section II: Teaching at University to Prepare Students for Work Based Learning -- Section III: University Strategies to Optimise Students' Learning While in the Work Based Learning Setting -- Section IV: Supporting and Supervising Work Based Learning -- Section V: Using the University Experience for Work Based Learning for Future Employability -- Section VI: Promoting Students' Work Based Learning for International Collaboration and Employment -- References -- Part I: Setting Up University Infrastructures to Support Students in Work Based Learning -- 2: Effective Management of the Tripartite Relationship of Educational Providers, Participants and Employers in Work Based Learning -- Introduction -- Background Context -- Employer Perspective -- Student Perspective -- University Perspective -- Case Study: Chester Business Master's -- Employer Perspective -- Student Perspective -- University Perspective -- Conclusion -- References -- 3: Personalising Work Based Learning for a Mass and Diverse Market -- Introduction -- Work Based Learning at the University of Chester -- Student Journey -- Academic Tutors -- Pedagogic Rationale -- Evaluation -- Conclusion and Recommendations -- Learning How to Learn -- Orientated into the Workplace -- Developing Resilience -- References -- 4: Managing Degree Apprenticeships Through a Work Based Learning Framework: Opportunities and Challenges -- Introduction -- Background -- Curriculum Design-Embedding Employability Skills -- Work Based Learning Pedagogy -- Case Study -- Overview -- Case Study Findings -- Recruitment -- Resources -- Curriculum Design -- Workplace Supervision -- Conclusion -- Recommendations.

published_or_final_version ; Politics and Public Administration ; Master ; Master of Public Administration

This book emerged from the online project 'A Manifesto for Media Education' and takes forward its starting points by asking some of the original contributors to expand upon their view of the purpose of media education and to support their perspective with accounts of practice. Unlike other books, which focus on a particular sector or offer a guide to teaching for particular exam specifications, this book seeks to widen the debate and offers perspectives on where media education has been and where it might be going. With chapters from leading figures in the field, including David Buckingham and

The fundamental argument of this paper is, in a nutshell, that the discourse and institutions of modernity are no longer the best possible shell for the current phase of neoliberal globalisation, and that this has a number of implications for education as a sector in advanced capitalist countries. In the first section of the paper [the author] elaborates very briefly on the nature and consequences of neoliberal globalisation and some of the ways that it relates to education. [He] discusses further the tools of modernity, why they are not adequate to comprehend the current phase, and especially how they frame the changes we are currently witnessing. Following that, [he] briefly discusses existing conceptualisations of education as a sector, before concluding the paper with a discussion of possible changes to the education sector and their consequences for generating new forms of governance and subjectivity in education. (DIPF/Orig.). ; Der Beitrag befasst sich in einer Mehrebenenbetrachtung (space, scale und territory) mit der EU-Politik. Es geht dem Autor um eine Systematisierung der Konsequenzen des Wandels in der Beziehung zwischen modernem Nationalstaat und neoliberalem Kapitalismus für die Governance des Bildungs- und Erziehungssystems. Den Ausgangspunkt seiner Überlegungen bildet der hier bereits angesprochene Zusammenhang, der im Staat eine für die Beziehung zwischen sozialer Regulierung und Emanzipation konstitutive Schlüsselinstitution der Moderne identifiziert. Im neoliberalen Projekt, so der Autor, werde Regulierung an den freien Markt delegiert und Emanzipation beschränke sich auf Marktfreiheit. Sei früher die Beziehung Bildung - Staat sowohl mit Blick auf die kapitalistische Produktionsweise als auch in Bezug auf das emanzipatorische Projekt der Moderne als staatliche Aufgabe definiert worden, so setze sich mit dem Neoliberalismus die Auffassung durch, dass viele ehemals staatliche Aufgaben in Form von Dienstleistungen durch private Anbieter zu erbringen und zu organisieren seien, was sowohl den Staatsausgaben als auch der Qualität der erbrachten Leistungen zugute käme. Die neoliberale Herangehensweisen implizierten eine bedeutende Transformation des Staates, dies impliziere die Unbrauchbarkeit der 'tools of modernity' für die Analyse und Bearbeitung der Probleme der Postmoderne. Der Autor plädiert dafür, "to make the state explanans rather than explanandum in our analyses". (DIPF/Orig.).

"Important and highly readable....of interest around the world because it enables the reader to see education reform from a minister's perspective as very few books have done before." Sir Michael Barber Ministering to Education is the first book by a former Welsh Government Minister since the creation of the National Assembly in 1999. As Education Minister in the Welsh Government from 2009—2013, Leighton Andrews was twice named Welsh Politician of the Year. This is his enlightening, frank and readable account of the education reforms initiated in the early years of Carwyn Jones's period as F

Intro -- UNLAWFULLY PRESENT ALIENS: LEGAL ISSUES IN STATE-ISSUED IDS AND EDUCATION -- UNLAWFULLY PRESENT ALIENS: LEGAL ISSUES IN STATE-ISSUED IDS AND EDUCATION -- Library of Congress Cataloging-in-Publication Data -- CONTENTS -- PREFACE -- Chapter 1: UNLAWFULLY PRESENT ALIENS, DRIVER'S LICENSES, AND OTHER STATE-ISSUED ID: SELECT LEGAL ISSUES -- SUMMARY -- BASIC LEGAL PRINCIPLES -- DENYING DRIVER'S LICENSES AND OTHER STATE-ISSUED ID -- GRANTING DRIVER'S CERTIFICATES, BUT NOT LICENSES -- MUNICIPAL ID CARDS -- RECOGNITION OF FOREIGN CONSULAR IDS -- Chapter 2: UNLAWFULLY PRESENT ALIENS, HIGHER EDUCATION, IN-STATE TUITION, AND FINANCIAL AID: LEGAL ANALYSIS -- SUMMARY -- BASIC LEGAL PRINCIPLES -- STATE RESTRICTIONS ON ACCESS -- STATE MEASURES GRANTING ACCESS -- CONCLUSION -- Chapter 3: UNAUTHORIZED ALIEN STUDENTS: ISSUES AND "DREAM ACT" LEGISLATION -- SUMMARY -- INTRODUCTION -- HIGHER EDUCATION BENEFITS AND IMMIGRATION STATUS -- 1996 PROVISION -- DEFERRED ACTION FOR CHILDHOOD ARRIVALS (DACA) -- ESTIMATES OF POTENTIAL DREAM ACT BENEFICIARIES -- ACTION IN THE 112THCONGRESS -- ACTION IN THE 113TH CONGRESS -- CONCLUDING OBSERVATIONS -- APPENDIX. ACTION IN THE 111TH CONGRESS -- INDEX.