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Projet n°0288848-2 ; This report concludes the first stage of the integrated project KNOWandPOL ("The role of knowledge in the construction and regulation of health and education policy in Europe: convergences and specificities among nations and sectors"). This project is organized around three complementary orientations. This report deals with Orientation 1, which seeks to give a first and general analysis of the social and cognitive mapping of the sectors under study. Orientation 2 analyses decision-making processes as such, paying special attention to the way information and understanding are deployed and learning takes place at different stages. Orientation 3 is focused on the growing use of regulatory instruments that entail the production and dissemination of information, studying their fabrication and their use by the decision-makers for whom they are intended. This report draws on the research data and analysis presented in 12 country reports. This report attempts to move beyond summary and into an integrative synthesis of the main ideas that have emerged from reading across these reports, in such a way as to provide a forward movement or 'orientation' towards the remaining work of the project. The analytical synthesis is offered through the organization of text using the key elements or features of the knowledge and policy landscape that were developed in the process of working on Orientation 1. Thus the transversal analysis of the reports is grouped under the following main headings: Context, Structure, Actors, Knowledge, and in relation to an emergent and tentative hypothesis, about which we say more below.

The article presents the results of modern model comparative legal analysis concerning state and legal regulation of the religious component in education within the context of state and municipal educational organization profile activity. The conceptual features of such regulation optimal model are determined, claiming the status of universal ones; their uniform consolidation in the special educational legislation of modern secular states is justified.

The United States leads the world in public higher education, with a substantial amount of funding coming from state, rather than federal, government sources. Perhaps not surprisingly, the amount states contribute varies widely, leading researchers to explore the sources of such variation. While numerous factors have been shown to matter, the potential relevance of political representation remains unclear. To address this gap, the relationship between state legislators own educational backgrounds and state spending on higher education is tested. Utilizing a database of publicly available information on the educational backgrounds of 6,517 state senators and representatives, we find that states with a higher percentage of legislators who attended state colleges and/or universities invest more generously in public higher education than other state legislatures. Results support theories of representation, suggesting that legislators may be directly advocating for spending given their own educational profiles.

The importance of education in the process of economic, political and social change has been widely recognised and well documented all over the world. The changes in the educational system should also reduce the social gaps by enabling proper recognition to whatever extent one is able to pursue or acquire a skill. The tribal community all over India have been subjected to various forms of deprivation such as alienation from land and other resources. Although certain constitutional safeguards are provided, there has been no economic, social and political mobility across this community. The Scheduled Tribes remain abysmally backward and socially excluded, still living in harsh environs. Education is one of the most important means to improve tribal personal endowments, build capabilities, overcome constraints and in the process, enlarge available set of opportunities and choices for a sustained improvement in well-being. As per Article 45 of the Constitution of India, Universalisation of Elementary Education is a Directive Principle of State Policy that underlines the need to provide free and compulsory education for all children up to the age of 14 years. In this paper an attempt is made to examine government policies for tribal education, tribal population and literacy rate and issues and challenges of tribal education.

Part I. General Introduction -- Chapter 1. Introduction, Research Objectives and Overview -- Part II. An Overview of Corruption: The Concept of Corruption and Conventional Anti-corruption Measures -- Chapter 2. The Concept of Corruption -- Chapter 3. Conventional Anti-corruption Measures -- Part III. The Nexus Between Anti-corruption and Peacebuilding -- Chapter 4. Anti-corruption Measures and Peacebuilding -- Part IV. Research Methods.-Chapter 5. Research Approach, Research Design and Data Collection -- Part V. Exploration of the Rwandan Context and Ace as an Alternative -- Chapter 6. The Rwandan Context -- Chapter 7. Anti-corruption Education as an Alternative Approach to Corruption -- Part VI. Data and Analysis on the Proposed ace -- Chapter 8. Anti-corruption Education: Ubupfura Model -- Chapter 9. Evaluation of Nibakurane Ubupfura Teachings -- Part VII. Conclusion -- Chapter 10. Summary and Conclusions -- Bibliography -- Appendices -- Durban University of Technology -- International Centre of Nonviolence (ICON) -- About the Author

1. Corporatism, social control, and cultural domination : from the radical right to globalization -- 2. The corporate state and schools -- 3. Anarchist critics of public schools -- 4. Free schools and deschooling -- 5. Choctaw tribal roots -- 6. Alaskan island -- 7. The politics of knowledge -- 8. Education and globalization -- 9. Consumer capitalism and schools -- 10. New goals for global schools : long life and happiness -- 11. Global educational rights and proposed constitutional amendment.

There is no country in which it is as important that the lawyers should be well educated for their profession, as it is in the United States. Here they hold a political position. They are a recognized part of the machinery of government. All are officers of courts that have the acknowledged power of interpreting constitutions and statutes, which may be invoked as grounds of action or defence in pending litigation, and of holding statutes inconsistent with a constitution so interpreted to be void. Other nations may confer on the judiciary a similar authority in terms, but nowhere else is the exertion of such authority common and accepted by all as conclusive. In the last resort, questions of constitutional law and statutory construction will be decided in a court, manned exclusively by those who have been trained for the bar, after hearing argument from lawyers who have been educated in the same manner.The constitution of the American Bar Association has a standing committee on "Legal education and admission to the bar." Their reports, from time to time, have been influential in securing action which, since the foundation of the association in 1878, has served to lengthen the general term of study required for the admission to the bar, to broaden the field of study, and to transfer the general place of study from a lawyer's office to a law school.

Drawing on two recent cohorts of baccalaureate degreeholders (1993 and 2000), this paper takes a new look at the factors that influence students' choice of undergraduate institution in the United States. The two cohorts span a period that was marked by rapid institutional and enrollment growth in U.S. universities. Yet, it remains uncertain whether or not this greater expansion has reduced the effects of social origins on college choices. The findings reveal that educational decisions were indeed influenced by socioeconomic effects. Both parental income and education exhibited strong, positive effects, which remained stable across cohorts. At the same time, students' abilities also had a significant impact on selectivity decisions. Students who attended private, nonreligious high schools were also more likely to graduate from more selective institutions, while gender effects largely subsided once controlling for academic ability.

In terms of reform efforts in each country.

AbstractOver the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students' skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry.