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One of the more significant issues being debated by the citizens of the United States today is the question of tax support of non-public, or more specifically, religiously-oriented schools. Although the issue is frequently discussed in the context of church and state relations or from an economic point of view, the central issue is neither a narrow constitutional question nor economic in nature. Rather, the central issue is that of the relationship between the government, government at all levels, and its citizens. At issue is the question whether any government can favor or establish the views of some of its citizens in preference to the views of other citizens in the crucial area of educational philosophy and still maintain a free, pluralistic society. At stake ultimately is the question of freedom of religion.

This study set out to investigate the influence of community education on participation in community development project. All the Local Government Areas of Oyo State constituted the population. The study focused on thirteen randomly selected Local Government Areas of Oyo State. A total number of 2,000 participants were randomly selected in the Local Government Areas under study. The participants included Community Development Officers, Community Leaders, Adult Literacy Organizers and the beneficiaries of the Adult Literacy classes and Community Development Projects in the various centres in the selected local government areas of the state. The study adopted a survey design. A questionnaire tagged (CEFCP) Community Education for Citizen Participation was used to elicit responses from the participants. The data collected were analysed using chi-square statistics at 0.05 level of significance. The study established that community education helped get citizens properly sensitized and mobilized for effective participation in community development projects. Community education is thus seen to be participatory and transformative in nature, therefore, it is a democratic process. Community education is therefore recommended to government, voluntary and donor agencies as a catalyst for participating in community development projects.

"Implementing education reform: A report to the Texas Legislature from the State Board of Education and the Texas Education Agency, 1984-1986". Comprehensive biennial report containing statistics on K-12 public schools in the State of Texas. ; UT Libraries

This volume critically explores the state of religious and civic life and politics on the margins of state spaces by analysing the themes of borders, education, and religions in northern Europe. It suggests that the formation of religious and civic identity through education is not becoming less parochial and more culturally open. It also challenges the idea that secular liberal democracies are by definition uninvolved in matters of faith

'Christian National Education' (CNE) was promoted in South Africa between 1948 and 1990 by the then apartheid government to enhance and preserve white supremacy through the public schools' system. One significant educational reform following the introduction of democratic governance in South Africa was the replacement of 'Religious Education' with 'Religion Education', intended to promote mutual recognition between future citizens, regardless of religion, ethnicity or culture. Yet, however preferable to what preceded it, this policy introduced inherent and unique limitations and difficulties we, two philosophers of education, one South African, the other English, explore while keeping in mind the place of religion in the curriculum. We see clear lessons to be learned from the South African experience of RE that are relevant to both contexts, adopting what we describe as a 'post'- post-confessional stance to advocate a richer notion of religious illiteracy than that which is commonly assumed by policy makers, educational professionals and other educational stakeholders. We conclude by exploring the potential of academic learning in RE that is both educative and consciously positioned, using the specific example of sacred text scholarship to illustrate 'post' post-confessional RE's practical application.

This book takes a close look at how girls of color think, talk, and learn about sex and sexual ethics, how they navigate their developing sexuality through cultural stereotypes about sex and body image, and how they negotiate their sexual learning within a co-ed sex education classroom. While girls of color are often pictured as at risk or engaged in risky behavior, the analyses of focus groups and classroom discussions, show not only girls' vulnerabilities but their strengths as they work with integrating diverse identities, media messages, school policy and history into their understanding of the sexual world they are exposed to and a part of. Sharon Lamb is Professor of Counseling Psychology at University of Massachusetts Boston, USA. Tangela Roberts is a doctoral candidate in the Counseling and School Psychology PhD program at the University of Massachusetts Boston, USA. Aleksandra Plocha is a doctoral candidate in the Counseling and School Psychology PhD program at the University of Massachusetts Boston, USA.

Integral to the Life Orientation curriculum is democracy and human right. This article contends that considering human rights cannot simply be a theoretical exercise as the implementation thereof affects lived human experience. Currently held narratives of lived experience need to be dialogically explored. Integrally linked to any such exploration is the identity of the explorer. It can be said that individuals are made to varying degrees by systems and networks of power in society, including dominant discourses. However, they also have the capacity, by exercising individual agency, to make themselves according to the way in which they respond to the intersections that shape identity, including ethnicity, culture, class, religion, gender, sexual orientation and so forth. This article seeks to explore teacher identity and, in particular, teacher religious identity, with a view to transformed Religion Education. The argument is made for Life Orientation teachers to negotiate their religious identity from a position of 'religious identity paralysis' or 'religious identity paradox' or even 'religious identity flexibility' to one of 'religious identity transformation'. Both in-service and pre-service teachers participated in the studies informing this article.

Uses cutting edge and multidisciplinary approaches to analyse the politics of service provision and serves as a model for how similar research can be conducted in other countries and sectors - An in-depth, microlevel analysis that develops the high-profile South African discourse on the interaction between governance and policy - Systematically anchored in innovative thinking on how to achieve gains in politically complex settings

The 1983 election campaign scarcely mentioned education although special interests ensured that traditional commitments were secured. Once in power, the Hawke government tended to ignore these and maintained constraints on education spending. Naive attempts in 1983 to implement the policy of reducing grants to wealthy private schools resulted, by 1984, in a bruised and shaken Hawke government having to placate the powerful private school/Catholic bishops lobby with a generously funded "historic settlement" of the State Aid debate. The Participation and Equity Program was introduced to increase participation in post-compulsory education, particulary by disadvantaged groups. Initially the depressed state of tertiary education was not addressed by the Hawke government which continued the neglect characteristic of the Fraser years. Hawke was returned to office in 1984 on a platform which had as little to say about education as it had in 1983. The rhetoric and practice of the Hawke government has tended to reflect a view of education which is highly economic and instrumental in orientation. A crude nexus is seen to exist between educational spending and productive employment, a view which excludes any concern for the social benefits of education or a longer-term perspective about the value of intellectual endeavour. Labor's traditional ideals and objectives of widening access to education and hence social and economic power are in danger of being ignored. If economic considerations alone continue to dominate policy, the legacy of the Hawke government may well be a set of educational policies which are destined, on balance, to increase rather than reduce inequalities in our society. (Internat. Political Science Association)

Chapter 1. Introduction: Why Recontextualise Geography in Education? Part I: Theorising Recontextualising Geography -- Chapter 2. The Challenge of Recontextualisation and Future 3 Curriculum Scenarios : An Overview -- Chapter 3. Recontextualisation: Selecting and Expressing Geography's 'big ideas' -- Chapter 4. Questioning Recontextualisation: Considering Recontextualisation's Geographies.0 Chapter 5. Reflecting on Knowledge and Primary Geography -- Chapter 6. A Call to View Disciplinary Knowledge through the Lens of Geography Teachers' Professional Practice -- Chapter 7. The Role of Students in the Recontextualisation and Transformation of Powerful Knowledge: A Study of 6th form Geography Students -- Chapter 8. Practising Powerful Geographical Knowledge to Develop Understanding of Interdependence -- Chapter 9. Recontextualisation continued: Designing and Evaluating Conceptual Learning in Geography Lessons -- Chapter 10. Teaching about Space and Place – The Example of Everyday Geographies of Young People Living in the Slums of Nairobi, Kenya -- Chapter 11. From Fast Fashion to Slow Fashion – Raising Awareness of Young People for Sustainable Production and Consumption -- Chapter 12. Reflecting on Recontextualising Geography in Education.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.

The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The paper presents the problems related to engineering education quality at different universities and suggests a system of indicators that are applicable for education quality estimation. The main idea is to compare the distinguished aspects of the education process and to evaluate quality of teaching. The efficiency of different subjects (social and engineering) is estimated by applying sets of criteria, to be implemented by incorporating a proposed system of criteria into questionnaires for students at Vilnius Gediminas Technical University (VGTU), who participate in student mobility programmes. Processing of the received responses let the author achieve the ultimate aim, i.e. to trace differences in the quality of teaching. Policy implications in the field of engineering education quality management are seen as main outcome of presented research.