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Argues that "the state" has more potential for protecting human rights, human security, and international peace than alternative political systems, despite examples of state failure.

Urbanization has been a significant cause of educational problems - problems both for the rural school and for the urban school - in Canada for the past one hundred years. The industrialization of Canada in the late nineteenth century, particularly Ontario and Quebec, was accompanied by rapid urban growth which changed population patterns and placed strains on both rural and urban schools. Educators and politicians of the day seemed aware of what was referrcd to as the "rural school problem" and concentrated a great deal of energy (unsuccessfully as it turned out) in attempting to solve this dilemma. Unfortunately they seemed unaware that urbanization was also creating an urban school problem every bit as serious.

This article considers the extent to which economic considerations are driving European and national higher education policy. This privileging of the economic imperative can be seen quite clearly in the internationalisation of higher education agenda. The article draws attention to the impoverished language of educational and political debate, where questions about the purpose and value of higher education are never asked; there is an emphasis on method and procedure rather than on substantive questions of value. A central challenge is to find a more subtle language that that moves beyond the impoverished language of performativity and allows us to ask profound questions about the purpose and value of higher education. ; El artículo analiza hasta qué punto las consideraciones económicas orientan la política de educación superior europea y nacional. La priorización de criterios económicos se ve claramente en el caso de la internacionalización de la agenda de la educación superior. Este artículo centra su atención en el empobrecimiento del lenguaje de debate educativo y político, debate que ya no plantea cuestiones sobre la finalidad y el valor de la educación superior, sino que se observa que se pone mayor énfasis en el método y en los procedimientos que en los aspectos sustantivos y de valor. Se argumenta que el principal desafío que se propone es encontrar un idioma más sutil que permita formular preguntas más profundas acerca de la finalidad y el valor de la educación superior, capaz de ir más allá del lenguaje empobrecido de la performativity.

This book provides an Asian perspective on the timely, urgent questions of how international education aid and development should move forward and what development roles Asia should play, especially following the end of the UN Millennium Development Goals (MDGs) and Education for All (EFA) in 2015. To answer these questions, four separate but interwoven parts, which analyze and anchor education MDGs and EFA policies and practices by means of diverse case studies of donor states, recipient states, and states with a dual and transitional role in Asia, are addressed. On the basis of the analyses

This paper explores the governance of school-based and early education in England under the Conservative-Liberal Democrat Coalition Government (2010-15). Drawing on three prominent Coalition policy areas – the academies programme, the pupil premium and free part-time early education – the paper focuses on changes to the role played by central government in governance; it also makes contrasts with Wales and Scotland. An analysis of the funding and regulatory framework reveals that the role of central government in England increased under the Coalition Government and that of local government declined. These changes to governance have served to centralise power on the one hand and to facilitate and sustain markets in school-based and free early education on the other; the same cannot be said of governance in either Scotland or Wales, where democratically elected local government continues to play a highly significant role.

Герой прозы Довлатова находится в постоянном онтологическом «зависании в парадоксе» между частями множества оппозиций личностного свойства. В настоящей работе рассматривается его промежуточное положение между статусами эрудированного и мыслящего человека и человека малообразованного. Материалом исследования послужили проявления сознательного приема, состоящего в введении автором в его тексты, вне зависимости от периодов и жанров творчества, вольных или невольных погрешностей против фактов действительности с целью повышения интеллектуального и духовного статуса героя в восприятии читателя. В исследовании применялись структурно-описательный, описательно-функциональный и интерпретационный методы. Задачей работы были группировка и классификация многочисленных примеров недостоверных и ошибочных сообщений из текстов С. Довлатова, еще не ставших предметом внимания в довлатоведении. В ходе работы были сделаны выводы о сознательном формировании автором завышенного представления о герое его прозы как о личности глубоко мыслящего и широко образованного человека, которое далеко не всегда соответствует действительности.
The character of Dovlatov's prose is in constant ontological "hanging in a paradox" between parts of a multitude of personal oppositions. This paper considers his intermediate position between the status of an erudite and thinking person and a poorly educated person. The material of the study was the manifestation of a conscious method, which consists in the introduction by the author into his texts, regardless of the periods and genres of creativity, voluntary or involuntary errors against the facts of reality in order to increase the intellectual and spiritual status of the character in the perception of the reader. The study used structural-descriptive, descriptive-functional and interpretive methods. The task of the work was to group and classify numerous examples of unreliable and erroneous messages from the texts of S. Dovlatov, which have not yet become the subject of attention in Dovlatov studies. In the course of the work, the conclusions were drawn about the conscious formation by the author of an overestimated idea of the character in his prose as a person of a deeply thinking and broadly educated person, which does not always correspond to reality.

Our society invests hugely in education, but not always very thoughtfully. Key Debates in Education outlines all of the main issues involved in arriving at an intelligent understanding of education. In particular, it provides in-depth discussion of: the purpose of education; the nature of teaching, learning and assessment; education policy; the contribution of education to society. Above all, the authors convey the liveliness and excitement of educational debate--not least through the way that they take issue with each other. In the process they show how and why people who care about education