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This article proposes potential solutions for adapting higher military education to the trends of education centered on learning outcomes. These solutions are based on specific military competences captured by national specialized institutions and aim to meet the requirementsof the European Qualifications Framework (EQF). The analysis and proposed model are based on the Sectoral Qualifications Framework for the Military Officer Profession (SQF-MILOF), which was proposed by the European Security and Defence College (ESDC) and recognized by the Military Committee of the European Union in 2021. This approach is relevant because the ESDC system will serve as the basis for developing a model based on learning outcomes, adapted to the national framework for training future commanders and staff officers. The authors intend to promote this solution as one aligned with European standards.

This article examines the gendered implications of military privatization and argues that the outsourcing of military functions to the private sector excludes women from newly developing private military labour markets, impedes gender equality policies and reconstructs masculinist gender ideologies. This process constitutes a remasculinization of the state, in the course of which the nexus between state-sanctioned violence and masculinity is being reaffirmed. Recent research has introduced the concept of masculinity to the study of the private security sector. Building upon these approaches, the article integrates feminist theories of the state into the research field and evaluates their potential contributions to the analysis of military privatization. In an exemplary case study of the US military sector, this privatization is embedded within debates on the neo-liberal restructuring of the state and addressed as a gendered process through which the boundaries between the public and the private are being redrawn. The implications of these transformations are investigated at the levels of gender-specific labour division, gender policy and gender ideologies.

The article is a study based on Zoonoses online education project (Ref project 2016-1-RO01-KA203- 024732) coordinated by The University of Veterinary Medicine Iaşi in a large partnership with universities and language or ICT institutions from Italy, Croatia, Lithuania and Romania. All partners have similar mission statements and adhere to the values of the European Union. All of the universities are engaged in the process of continual renewal of their curricula and methods and the educational institutions promote the use of computerized simulation in education to prepare learners for the world of work. Therefore their collaboration in this respect have found effective and cost reasonable solutions, which fulfil the standards of the European Union and the demands set by the increased mobility. The project is in line with the 2013 Communication on Opening up Education: innovative teaching and learning for all through new Technologies and Open Educational Resources. The project supports development and availability of open educational resources in the field of veterinary medicine by developing innovative guidelines on how to develop specialized skills related to identify, monitor and control malaria and dirofilariasis and also medical communication linguistic skills, useful for the academic, professional and common public.

Abstract
Drawing data from a longitudinal survey of college students from 514 institutions of higher education, we add to the discussion on the education–religion puzzle by providing information on specifically which college students experience the most religiosity change, investigating multiple change measures (conviction strength, service attendance, and religious identity), and estimating which programs of study and collegiate experiences cause the most change. We also provide an analysis of students who seek or initially sought an occupation within the clergy. Among our findings, 56% of students report changes in the strength of their religious convictions during college, while 45% report changes in religious service attendance frequency. Of those who matriculate as religious, about 9% lose their religion by graduation. Of those who matriculate with no religious identity, an impressive 33% graduate with one. Choice of institution, major of study, academic success, and many other collegiate experiences are shown to be determinants of these changes.

Forren reviews The Tenth Amendment and State Sovereignty: Constitutional History and Contemporary Issues edited by Mark R. Killenbeck.

Despite the recent Australian Government commitment to supporting schools in growing students into global citizens, language educators cannot rely on this alone to attract new language students. The Young Language Ambassador Program is a new initiative that started in August 2014. The Young Language Ambassador Program is a partnership between James Cook University and schools in North and Far North Queensland that promotes the study of foreign languages while providing young people with the opportunity to develop their leadership capability. With more than 40 schools currently involved in the program and more than 300 Young Language Ambassadors, two successful conferences were held in October 2014 with the theme of Shaping the Future of Language Education in the Tropics. This paper will present the steps involved in the development of this program and explain how language educators in other parts of Australia could develop similar leadership initiatives to promote languages in their community and beyond.

National welfare states are compelled by their logic to be closed systems that seek to insulate themselves from external pressures and that restrict rights and benefits to members. They nonetheless fail to be perfectly bounded in a global economy marked by competition, interdependence, and extreme inequality. This article explores the consequences of transnational flows of labor both for the status of migrants who move to welfare states and for the viability of welfare states themselves. The consequences of migration for the fiscal and political stability of welfare states are discussed, and it is argued that migration has contributed to the Americanization of European welfare politics. It is concluded that the relatively free movement of labor across national frontiers exposes the tension between closed welfare states and open economies and that, ultimately, national welfare states cannot coexist with the free movement of labor.

THE WELFARE STATE IS WIDELY THOUGHT TO HAVE SOME connection with the ideal of equality. But what is the nature of that connection and what is the relevant sense of equality? The purpose of this paper is to identify two conflicting ideals of equality and to discuss their im lications for the political label these ideals 'equality of welfare' and 'equality of resources', though I shall define them somewhat differently from Dworkin. The conclusion I shall seek to establish is that both ideals have a place in our thinking about the welfare state, and that this is no accident. Both ideals may be traced back to competing conceptions of the person, each of which has a firm place in what may be broadly termed liberal thought.

This article examines the issues of lifelong learning, the development of lifelong learning. The need for continuing education. And it explains that continuing education is characterized by several features.

ABSTRACT This article asks: "When and why do state governments oppose (or support) privatization programs initiated by the central government?" We examined national privatization initiatives in the 1990s in India and Brazil in the areas of electricity and banking and the different responses from state governments in each of the largest financial and industrial centers in their countries, the states of Maharastra and São Paulo. Possible explanations for states' opposition to federal government initiatives such as Enron and Banespa include: (1) ideological commitments by state leaders, (2) political or political coalition differences between state and federal governments, and (3) an uneven distribution of costs and benefits from privatization between the state and federal governments. This article suggests that explanation (3), conflict of interest, is the best explanation, although the nature of political alliances (2) and political values may have an influence. This article concludes that seemingly irreconcilable political spheres can often be improved and some distribution of benefits can make the package more attractive to state leaders.

It is a fact that as Indonesians, we currently live in the midst of a pluralistic society. This condition can have two effects at once, both positive and negative. It becomes positive when we can maintain and care for the diversity and richness of culture, customs, race, ethnicity and religion. On the contrary, it can be negative and even a threat to the unity of this nation if mutual hostility because of existing differences grows and an attitude of tolerance is not adopted. To ensure that our nation becomes a harmonious and peaceful nation, it is important to introduce this diversity to our community. One way to introduce it is by multicultural education through the existing educational institutions or schools. Therefore, it is time for schools to welcome the adoption of multicultural education. This multicultural education can succeed if adequate human resources support it. One of the most important factors in organizing this multicultural education is teacher. No less important in this case is the presence of religious education teachers. They have a central role because it is they who will be the captain who can direct students in the desired direction. Today, there are still many religious education teachers who have not been able to get out of their zone of exclusion in delivering religious material to the students. So, at this time we need to prepare religious education teachers who have good qualifications, good competence as well as certified (according to government regulation). In addition to that, they have an open insight, are willing and able to apply an inclusive-pluralist religious paradigm. It is religious education teachers like this that must be prepared in the midst of Indonesia's current pluralistic society.

Vor einhundert Jahren eröffnete die Wissenschaftlerin und Sozialreformerin Dr. med. Maria Montessori in Rom ihre erste Kindertagesstätte, das "Casa dei Bambini". Inzwischen gibt es allein in Deutschland ca. eintausend Kindergärten und auch Schulen, die nach ihrem Konzept arbeiten. Der Beitrag will auf die Zusammenhänge zwischen dem Menschenrecht auf Bildung, dem pädagogischen Konzept der Maria Montessori und ihrem natur- und verhaltenswissenschaftlich begründeten Ansatz der Lernforschung hinweisen. ; One hundred years ago the scientist and reformist Dr. med Maria Montessori established her first kinder garden, called "Casa dei Bambini" in Rome. By now there are approximately one thousand kinder gardens and schools established in Germany which follow the concept of Maria Montessori. The article tries to point out the connection between the human right to education, the pedagogical concept of Maria Montessori and her nature- and behaviour-science-based approach of learning-research.