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To characterize the actual political and social situation in mathematics education around the world, in particular in most of the rich countries, one could state that the commercial textbook 'business' community controls the materials available to teachers to an extent that teachers are rather slaves of the textbook than autonomous and enlightened users; and that assessment still is primarily and predominantly a mechanism for selecting the mathematical elite only instead to provide a profound mathematics education to all. The few promising developments in mathematics education could be seen in the increasing availability of personal technology, in the growth of the vocational education sector, in the growth of the informal sector through web- access, and – my big hope – in the increasing professionalization of mathematics teacher associations in many countries and the growth of equal and fair collaborative research within the mathematics education community.

In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The research included 30 respondents. For needs of this research four schools in Sarajevo canton were selected: "Vladislav Skarić", "Silvija Strahimir Kranjčević", "Isak Samokovlija", and "Avdo Smailović". In all of these schools education of children with special needs is conducted. Based on the analysis, we could conclude that most of the support that teachers receive comes from educational seminars and scientific literature and least of the support comes from associates.

The article examines the current state of education in the national education system. These set of contradictions, the resolution of which promotes the new goals. Documents are considered domestic legislation of Ukraine, the contents of which is education and education values of civil society. Shown the importance of educating the youth patriotism and desire to actively promote the establishment of statehood in Ukraine

This article reports on the status of consumer education in Canada in 2016 (junior and senior high), relative to the 2015-initiated federal national financial education/literacy strategy. Questions addressed: (1) Is it necessary to have separate financial education curricula when consumer education is available? and (2) Are the existing consumer education curricula adequate? After conceptualizing consumer education and literacy relative to financial education and literacy, a content analysis of provincial and territorial education documents identified 64 courses containing consumer-related content in seven subject areas. The majority (73%) of the 216 instances of consumer-related content—mostly (68%) found in home economics/family studies, social studies, mathematics, and business—pertained to resource management, with equal coverage for each of citizen participation (14%) and decision making (13%). Most (73%) of the courses were not offered until senior high. Results confirmed a fragmented and inconsistent approach to consumer education across subject areas, grade levels, provinces/territories, and regions. To stimulate dialogue, the national financial education strategy is framed as a stop-gap measure until there is political will for a pan-Canadian consumer education curriculum, predicated on the assumption that consumer education (not financial education) better prepares citizens for any future global depression. Appendix: McGregor Appendix

The objective of this paper is to contribute to the understanding of the reconfigurations of education and research within the European Higher Education Area. While higher education systems and institutions are pointed out as key to competitively positioning Europe in the global context, the articulations between education, research and innovation are reconfigured. Based on discourse analysis, the articulations between nodal points - education, research and innovation - associated with the discourses on mobility and employability, made visible the weight of innovation promoted by economic policy drivers. The analysis challenges the relevance attributed to innovation and its major economic prospects as it hinders the broader educational and social potential of the political achievements of European Higher Education Area related to mobility and employability. Keywords: education; research; innovation; European higher education area

As future citizens, students must make decisions requiring an understanding of the interaction of science and technology and its interface with society. STS education has been strongly identified with meeting this goal, but putting theory into practice has so far been difficult. This article asks, "What are the challenges influencing science teachers to implement STS education in the science classroom?" The author investigated using a mixed method research technique incorporating multiple sources of qualitative and quantitative data (questionnaire, interviews, field notes, and classroom observations). Constraints a fecting teachers' practices in teaching science through STS education were identified and can be categorized into impersonal, interpersonal, and personal constraints. Findings indicated interactions within and between external and internal constraints. Suggestions are made for implementing change in various aspects of science teacher education.

Multicultural Pharmaceutical Education spotlights methods and theory on how to increase representation of minorities in pharmacy schools and practice settings. Many of the ideas presented in this book are unique, and all provide an opportunity for institutions with few minority students to greatly improve their recruitment and retention efforts geared toward these students. The contributing authors, representing all levels of academia--deans, undergraduate students, vice provosts, executive directors, a National Professor of the Year, and faculty members--have all had experience in s.

Education, as a fixed component of society, has the task of forming democratic principles and values in addition to subject-specific goals. Critical competencies must be promoted in every school subject. In this paper, teaching principles of critical education are derived from the requirements of democracy. Furthermore, it is argued that mathematics education has a special role to play here, but that, at the same time, mathematics' unique characteristics may explain why it is still no matter of course to integrate critical aspects into this subject.

In Education, Learning, Training: Critical Issues for Development, renowned scholars and practitioners examine shifts in global education policy and practice over the last 50 years.

We explain why means-tested college tuition and means-tested government grants to college students can be efficient. The critical idea is that attending college is both an investment good and a consumption good. If education has a consumption benefit and tuition is uniform, the marginal rich student is less smart than some poor people who choose not to attend college, thus reducing the social returns to education and increasing the college's cost of education. We find that competition among profit-maximizing colleges results in means-tested tuition. In addition, to maximize the social returns to education government should means-test grants. We thus provide a rationale for means-tested tuition and grants which relies neither on capital market imperfections nor on redistributive objectives.

Peter Mayo reviews 'Freire and education' by Antonia Darder. The writing consists of Freire's participation in a dialogue involving Antonia Darder, Peter Park and Paulo Freire himself. This moving dialogue took place in 1992; just a couple of years after Freire had retired from serving as Education Secretary in São Paulo. Twenty-five years later, Freire's ideas obviously continue to inspire people, constituting an important lens through which one can analyze a variety of socio-political situations and forms of cultural production. ; peer-reviewed