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This article argues that citizenship lessons were introduced in schools in England in 2002 principally because of concerns amongst a range of key figures in & beyond New Labour about perceived declining levels of social capital in Britain. The article is structured as follows: first, it places citizenship education in its historical context prior to the election of Labour in 1997, also emphasising the historical dimension to debates inside the Labour Party about political participation & democracy. It then outlines the importance of social capital for the party & explains how the concept was a crucial motivational factor for a variety of actors, constituting an ideational policy network, involved in the development of the citizenship education policy. It concludes that the effectiveness of the initiative is weakened by New Labour's reluctance to challenge the entrenched inequalities that undermine the promotion of social inclusion & thus prevent the development of social capital. Adapted from the source document.

Education in general and adult education in par ticular will determine the future well-being of the United States. The primary goal of education in a free society is to help the individual realize his potentialities and to enable him to expand his capacity to make wise decisions. The goal of a totalitarian society is the dominance of the state. The Soviet systems has a single philosophy which gives coherence to all aspects of life; there is a single organization in this system. In the United States there are many organizations, and we can organize and associate freely and voluntarily. Leadership in the USSR is assigned. Leadership in the United States is vol untary, fluid, and multiple. The economic needs of the Soviet Union and the United States are the same, but the methods and ends differ. The basic educational curriculum of a free society is that of the liberal arts and sciences. The teachers, students, and motivations of liberal adult education vary. To educate individuals to be responsibly free requires many meth ods, techniques, and tools; the goal should be the active par ticipation by the learner. In recent years United States educa tion has put increasing importance on educating the individual for responsible freedom in his private and public roles: in the home, on the job, and in the community. We further need to educate for public responsibility. Educational opportunities for our present and future leaders should be improved and expanded.—Ed.

Two books by Birgit Brock-Utne, Educating for Peace and Feminist Perspectives on Peace and Peace Education, convey the picture of their author, an internationally known activist in women's work for peace. Peace is defined not only as absence of violence, but as equality of rights as well. The author provides plenty of facts about the disadvantageous living conditions and position of women, and classifies this information into categories of violence. A feminist perspective on peace education means concentrating on women's possibilities to influence the socialization process of (their) children. The author's personal contribution consists of analysing a wealt of research results from the viewpoint of gender-specific socialization. Starting from the view that boys are educated for war and girls for peace, the author develops a view of socialization that would promote peace. The discussion of socialization concentrates on its influence on personality traits of youngsters, but the growth process itself is not really analysed. Seen from the author's feminist perspective, the formal school system is unfit for peace education, functioning to maintain the existing (male) power structure of society. Conceptual extrapolation from individual traits to the relationships between nations and national states is characteristic of many views presented by the author. In the final pages of the second monograph, the author states that in order to promote peace, changes should be made simultaneously at the micro-, meso-and macrolevels of society. If this is taken seriously, then the role of the formal school system cannot be overlooked.

This research assesses the important factors in assuring education quality in secondary schools by using a business intelligence approach. A Business intelligence framework is created by employing a business intelligence process to identify the stakeholders and components relevant to education quality. The resulting Education Quality Indicator (EQI) framework consists of seven Critical Success Factors and is measured through twenty-eight Key Performance Indicators. The EQI framework is evaluated through expert interviews and a survey, and demonstrates that the most important factor in assuring education quality is a teacher's ability to communicate with students. Finally, a feasibility analysis is conducted in the environment of an information system that is implemented for secondary schools in the Netherlands.

In order to reflect precisely on the role of inclusive education in Italy, first and foremost, the fundamental theme of values must be examined. In the context of Italy, referral to educational values is always doubly risky. On the one hand, a sort of disenchantment (even cynicism at times) exists towards referring to values such as collaboration, respect, democracy and honesty. Each similar re- ferral tends to be regularly silenced as naïve, rhetoric or politically correct. On the other hand, in a more damaging way, there is a systematic tendency to pay tribute emphatically to these and other values during official speeches or when writing program documents, then only to be quickly forgotten when it is time to take action. The two attitudes – disenchantment and double standards – ap- pear closely linked and complementary. Similarly, schools are not immune to this mechanism. This explains why legitimate questions on the sense of educa- tion are systematically avoided through extensive recourse to bureaucratic or, at most, technical responses. Reducing values to a mere shell ends up hiding the active role that these can perform in building that sense of community which is the essential condition for a school that aims to be truly inclusive and open to differences. In fact, values constitute a primary element of recognition that allows a consensus to be found on the various educational intentionalities, and to transform them into congruent and shared practices

People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers' experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.

Young people's distance from politics is seen as a central problem of democratic societies. Compared to the first IEA-study in the era of political mobilization during the early seventies the results for today's young Germans are worse. Regarding political knowledge, the results for young Germans are mediocre; conspicuous and alarming is the unwillingness of German youngsters to participate in school, politics and society. These results can be explained by using data and relations found by the international comparative project Civic Education about the specific meaning of conditions and results of political education in different school systems and societies. This paper discusses several results and questions and shows that one-dimensional explanations are hardly possible in the complex field of political education.

In the 1870s, representatives of the Crown and First Nations negotiated Treaties 1 to 7. Each included provision for education. This study focuses on the intent and expectations of education as a treaty right by the original signatories and the current divergent understandings. Today First Nations demand the fulfilment of their treaty right to education while Canada, despite constitutional authority and recent court decisions on treaties, administers educational services within the boundaries of its own legislation: the Indian Act. Honouring treaty commitments offers hope for educational opportunities and equity within the context of First Nation governance, traditions, and cultural milieu. L'article porte sur les droits des Premières nations en matière d'éducation, tels qu'ils ont été reconnus par les traités 1 à 7 conclus dans les années 1870. Les Premières nations exigent les respect des dispositions des traités dans ce domaine. Mais en dépit des décisions récentes des tribunaux, le Canada administre les services d'éducation selon sa Loi sur les Indiens. Le respect des obligations nées d'un traité offre de l'espoir pour l'enseignement et l'équité dans le contexte de la gouvernance, des traditions et du milieu culturel des Premières nations.

Inclusive education is an education policy program that provides opportunities for children with special needs or disabilities to be accessible in regular schools. The problems faced by the Metro City government in carrying out inclusive education are the lack of standardization of facilities and infrastructure in the management of inclusive education in regular schools, limited accessibility for children with special needs in getting education, low understanding of educators in schools regarding children with special needs, and there is no special budget from the Metro City government that supports inclusive education, so that when the implementation of the policy can not be said to be successful, while the Metro City Development Vision is the Realization of an Educated City. The method used in this research is a qualitative approach. The results of this study indicate that inclusive education has not been implemented optimally because there are still many obstacles and obstacles in its implementation. Therefore, maximum effort is needed in implementing inclusive education with good cooperation and coordination between institutions and policy implementing institutions.