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3.4. Exalting the 'Other'Chapter 4 Engaging with History; 4.1. History in the School Paper; 4.2. The Great War; 4.3. Engaging with History; Chapter 5 Creating the Myth; 5.1. Heroes; 5.2. The Legendary Bushman; 5.3. Indigenous People; Part III. From Empire To Nation; Chapter 6 Towards a New Discourse on Identity; 6.1. The Issue of Australian History; 6.1.1. The Issue of British Heritage; 6.2. Connection with Place; 6.3. Flexible Format; 6.4. The School Community; 6.5. The Education Community; 6.6. The Great War; 6.7. Representations of Indigenous People; 6.7.1. Postcolonial Messages

When Derrida admits the example of the Clipper chip into the book version of Politics of Friendship, he intends only to recall that a reflection on the politics of friendship should be indistinguishable from a meditation on the meaning, history and techniques of the secret. However, in doing so, he also admits a discussion of how 'tele-technologies' disturb the conditions of the Kantian 'secret', as that which one thinks must remain secret because an engagement has been entered upon and a promise made in certain non-natural conditions. In this way, Derrida alerts us, first, to the role of designs, as 'technologies', within the public realm in allying the contemporary liberal political subject to the humanist educational subject; and, second, to the potential of design education within the university, in advocating a philoxenia that welcomes the invention of the other, to break with the horizon of cosmopolitics as phratrocentrism.

Chapter 1. From Loss to Hope. Paradoxical educational effects of the COVID-19 pandemic (Fernando M. Reimers) -- Chapter 2. Brazil. How two municipalities achieved above-average results in reading in the early years of elementary school during the Covid-19 pandemic (Carlos Palacios, Alicia Bonamino) -- Chapter 3. Post-pandemic crisis in Chilean education.The challenge of re-institutionalizing school education.(Cristián Bellei) -- Chapter 4. The Switch toDistance Teaching and Learning in Finland During the COVID-19 Pandemic(2020–2022) Went Technically Well but was Emotionally Challenging (Katariina Salmela-Aro and Jari Lavonen) -- Chapter 5. What Japan's education has lost and gained after almost succeeding in preventing the spread of infection and guaranteeing academic achievement?(Kan Hiroshi) -- Chapter 6. Understanding potential causes of learning loss in Mexico: Teachers´ perceptions regarding educational challenges during the COVID-19 pandemic (SergioCárdenas, Ignacio Ruelas, and Edson Sánchez) -- Chapter 7. The Fragility of the Norwegian Policy Response: How Relying on Digital Infrastructure and Local Autonomy Led to an Increase in Inequality in Education(Marte Blikstad-Balas) -- Chapter 8. Re-framing schools: what has been learned and remains in the post-covid period(Estela Costa & Mónica Baptista) -- Chapter 9. Pandemic lessons: Story of cooperation and competition in Russian education(Anastasia A. Andreeva, Diana O. Koroleva, Sergei G. Kosaretsky, and Isaak D. Frumin) -- Chapter 10. Singapore's endemic approach to education: Re-envisioning schools and learning(Oon Seng Tan, Jallene Jia En Chua) -- Chapter 11. Reforming education in times of pandemic: The case of Spain(Alejandro Tiana-Ferrer) -- Chapter 12. Fragility compounded: the state of the south african educational system in the aftermath of covid-19(Crain Soudien, Vijay Reddy and Jaqueline Harvey) -- Chapter 13. Leaning into the Leapfrog Moment: Redesigning American Schools in a Post-Pandemic World(R. Lennon Audrain & Carole G. Basile).

Accreditation is a solution for improving the quality of education in higher education institutions. Quality accreditation plays a dominant role that supports quality assurance management in the higher education system. The accreditation frameworks and external quality assurance are different between countries. The United States started quality accreditation very early, so it has a robust educational quality accreditation system, excellent support for the development of higher education institutions. Vietnam has only begun to conduct quality accreditation in recent years. At present, there are still some differences between Vietnam and the United States in quality management activities, but education quality accreditation of Vietnam is approximately similar the United States and carried out in three models: the model of central control of quality assurance of state; model of quality assurance combining between state control with the market competition; and model in which the state primarily leave responsibility for quality assurance to self-accrediting universities.

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Preface -- Something Is going on / John Aubrey Douglass -- Neo-nationalism and universities in historical perspective / John Aubrey Douglass -- Neo-nationalism and universities : a conceptual model / John Aubrey Douglass -- The mystery of Brexit : tumult and fatigue in British higher education / Brendan O'Malley -- Trumpian nationalism and American universities / John Aubrey Douglass -- Turbulent times : intellectual and institutional challenges for universities in Germany, Hungary and Poland / Wilhelm Krull and Thomas Brunotte -- Neo-nationalism and universities in Europe / Marijk van der Wende -- Turkish academics in the era of Erdoğan / Brendan O'Malley -- Nationalism revived : China's universities under president XiKarin Fischer -- Balancing nationalism and globalism : higher education in Singapore and Hong Kong / Bryan E. Penprase and John Aubrey Douglass -- The role of universities in Putin's Russia : reinforcing the state / Igor Chirikov and Igor Fedyukin -- Bolsonaro's Brazilian neo-nationalism and universities / Elizabeth Balbachevsky and José Augusto Guilhon Albuquerque.