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Intro -- Preface -- Contents -- Notes on Contributors -- 1: African Philosophy (of Education) and Decolonisation in Post-apartheid South African Higher Education -- Introduction -- What Is Philosophy? What Is Western Philosophy? What Is African Philosophy? -- Decolonisation and Endogenous Knowledge: Popular (Ideological) or Strict (Theoretical) Use? -- Decolonisation of a Neo-liberal University in Post-apartheid South Africa -- Education for Decolonisation in South Africa's Constitutional Democracy -- Conclusion -- References -- 2: Decoloniality as a Viable Response to Educational Transformation in Africa -- Introduction -- The Epistemic Status in Africa -- Understanding Decoloniality -- On Reconceptualising Global Universalism -- Implications of Decoloniality -- Enacting Decoloniality -- Conclusion -- References -- 3: Decoloniality as Democratic Change Within Higher Education -- Introduction -- Democracy: The Goal of Higher Education -- Higher Education and Decolonisation -- Decoloniality as Democratising Higher Education in Africa -- Culturally Relevant Pedagogy as Decoloniality and Democratisation -- Pertinent Democratic Ideals for African Higher Education -- Conclusion -- References -- 4: Universities as Sites for Advancing Education for Decolonisation -- Introduction -- Decolonisation -- Decolonising Education -- Dilemmas in Decolonising Education -- Epistemic Violence -- Subtleties of Coloniality -- Advancing Education for Decolonisation -- Roles, Functions and Responsibilities of Universities -- Relevance -- Academic Freedom and Creation of New Knowledge -- Capacities in Individuals -- Language of Instruction -- Unfamiliar Language Epistemically Disempowering -- Conclusion -- References -- 5: In Defence of Education That Embodies Decolonisation -- Introduction -- Decolonisation as a Necessary Project.

National Institute of Education contract 400-76-0039. ; Distributed to depository libraries in microfiche. ; Series printed on t.p. as Papers in education finance. ; "Presented at the fifty-third Conference of the Western Economic Association, Honolulu and Kona, Hawaii, June 19-26, 1978." ; Bibliography: p. 23. ; Mode of access: Internet.

This document forms part of the research materials collected in the 'School knowledge, working knowledge and the knowing subject: a review of state curriculum policies 1975-2005' project. The research was led by Professor Lyn Yates and was funded as a Discovery Project by the Australian Research Council (2007-2008), supplemented by further funding from the University of Melbourne through 2009. Curriculum policies and major education reports collected as part of this project were digitised to preserve as a resource for future researchers and policy makers with the support of the University Library and the Social and Cultural Informatics Platform.

Higher education is exclusionary in principle but it must not perpetuate injustice as it is antithetical to the spirit of academia. This article aims to elaborate on the condition of Indian higher education specifically in response to the question of accessibility. The current systems designed to screen students indirectly favour individuals with inherent privileges. These privileges are converted into socially sanctioned claim on opportunities through the merit discourse. What does this entail for Dalits whose academic performance and potential is questioned based on flawed systems and methods? The primary objective of this article is to understand the complexities in the current usage of merit in Indian admission policies in higher education. The article presents multiple interpretations of merit as understood by the respondents during the primary data collection from a public university. A detailed discussion on the themes culled out from the data collection will highlight the larger problem of fetishizing merit without understanding its deeply problematic structure. The article also investigates the invisibility of caste discrimination and hypervisibility of caste otherwise in university space against the meritocratic principle that is considered to be a better alternative to caste-based quotas with respect to admission policies in higher education institutions.

AbstractThis article argues that two types of pressure, specifically pressure from international competition and pressure resulting from the low employment rate of law graduates, are the major motivations for the new wave of legal education reforms in China. The direction of the reforms is from a single model into more diversified models. However, there is tension between "the universities' pursuit of academic freedom and featured education" and "the government's focal investment associated with deliberation and calculation." In recent years, Chinese legal education reform has placed more and more emphasis on practical skills training, and Chinese law schools are now required to open legal practice courses that must make up no less than 15% of the curricula. The author thinks this developmental trend is correct, but points to a potential problem: the costs of practical skills training, historically borne by mostly courts, procuratorates, and law firms, are now being transferred to law schools. Therefore, reform of the legal education sector in China should be adopted together with reforms in the tuition and fees system, as well as the bar exam, so that planned changes can be applied outside of the academic sector.

Abstract
Background and Purpose: The objective of this research was to develop a proposal of the evaluation information support in higher education that encompasses the Quality Assessor's and Quality Analyst's work support. Furthermore, the proposal also includes the fields evaluated in the processes of external evaluation of the higher education institutes by the Slovenian National Agency for Quality Assurance in Higher Education (hereinafter referred to as »NAKVIS«).
Methodology: The method called the "Multi-Attribute Utility Theory" (hereinafter referred to as "MAUT") and MS Excel were used for the work support of the Quality Assessors, while the expert modelling in the Decision Expert programme (hereinafter referred to as "Dexi programme") was used for the work support of the Quality Analysts.
Results: The identified criteria allow a uniform evaluation, regardless of the Assessor. The MS Excel template with automatic calculation was made as the technical support for an evaluator and the expert model in Dexi programme was designed for a Quality Analyst.
Conclusion: The model of the Higher Education Institute quality evaluation, as presented in this article, can provide a comprehensive and transparent consideration of quality at the Faculty, and, in particular, facilitate the evaluation process due to its information and technical support.

World Bank declared that the quality of education in Indonesia currently is relatively minimum, although the expansion of educational access for community has significantly increased. One of the reasons is the uneven access to education or, in other words, there are still inequalities. The Johannesburg World Summit's role in 2002 on sustainability development in promoting Education and Sustainable Development (ESD) was very important to develop as a key concept in its implementation plan. This study was carried out through literature review and interviews with related parties. The study concludes that education is often explained as a big expectation to create a more sustainable future, and institutions of teacher training are considered as main agents of change in transforming education as well as its society. It is necessary to note that the content of sustainable development is not the focus here, but how sustainable development is supported and promoted in culture and society through education supported by government and related parties. Quality education for sustainable development contains key issues about sustainability development into teaching and learning which include knowledge, systems of thought, emotions, ethics and values and actions. From these five domains, we can develop how quality education for sustainable development is applied in Indonesia.

SUMMARY: Chapter I. The statement of liberté/1. The silence of the constitutions/2. The speech libéral/3. The speech social/4. International speech/Chapter II — Inventory of libertés/1. The freedom to open a école/2. Freedom of enseignants/3. Freedom of étudiant/4. Parents' freedom/Chapter III.— The guarantee of libertés/1. Institutional (or Community) guarantees/2. Guarantees constitutionnelles/3. The judicial safeguards ; SOMMAIRE : Chapitre Ier. L'affirmation de la liberté / 1. Le silence des constitutions / 2. Le discours libéral / 3. Le discours social / 4. Le discours international / Chapitre II.- L'inventaire des libertés / 1. La liberté d'ouvrir une école / 2. La liberté des enseignants / 3. La liberté de l'étudiant / 4. La liberté des parents / Chapitre III.- La garantie des libertés / 1. Les garanties institutionnelles (ou communautaires) / 2. Les garanties constitutionnelles / 3. Les garanties juridictionnelles

1 Introduction -- I National Perspectives on Workplace Training -- 2 Public Education and Industrial Training in the 1980s -- 3 Training in Industry -- 4 Changing Worker Values and Worker Utilization of Industrial Skills Training -- II Workplace Perspectives: Training by and for Employers -- Training by and for Employers: Introduction -- 5 Education and Training Programs at Xerox -- 6 Education and Training Programs in the Bell System -- III Workplace Perspectives: Training for Unionized and Regulated Occupations -- Training for Unionized and Regulated Occupations: Introduction -- 7 Education and Training Programs of the International Union of Operating Engineers -- 8 Training and Development at Michael Reese Hospital -- IV Workplace Perspectives: Training by and for the Government -- Training by and for the Government: Introduction -- 9 An Overview of Training in the Public Sector -- About the Contributors.

Discusses the curricular conflict in social studies education, citing a continuum poled by the purposes of "indoctrination" vs "critical thought." While the debate, fueled by a relative emphasis on the cultural heritage of the dominant society & conflicting conceptions of citizenship, is seen as vigorous, it is contended that the core pattern of teaching practices & curriculum has endured since the inception of social studies as a school subject. However, a degree of tolerance of diverse purposes & approaches is also seen within the field. Noting normative criticisms of the pluralist character of social studies education, attention turns to addressing how the politics of citizenship education can be understood in ways that shed light on social studies education & democracy, stressing the benefits of deliberation. 19 References. J. Zendejas

Women are now dominant in American higher education. In the fall of 2020, women made up nearly 60% of all postsecondary enrollment. And on average, they out-achieve men by a wide margin. Men's average undergraduate GPAs lag 15% behind women's. Add to that that men are less likely to finish their degree once they've started […]
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AbstractThis article presents a case study of the dynamics of implementing an internationally-funded peace education project at the local level. Drawing on the author's personal experience as Albanian National Coordinator for the Peace and Disarmament Education Program, a project of the UN Department for Disarmament Affairs, and the Hague Appeal for Peace, the article evaluates the impact, challenges, and lessons learned at each stage of project design and implementation.

Purpose
The purpose of this paper is to introduce the current state of education in the field of social enterprise in Slovakia and its support, share the experience of social entrepreneurship education providers and formulate recommendations for the development of human resources in the context of supporting social enterprise.


Design/methodology/approach
This paper is presented as a case study. It is based on the initial experience of education providers in the field of social entrepreneurship in Slovakia, as the concept of integrating social entrepreneurship into education in Slovak conditions is currently in the phase of gradual establishment.


Findings
One of the biggest barriers of the development of education is insufficient awareness and overall promotion of social enterprise in Slovakia. The general public lacks awareness on the topic of social enterprise and a general platform on social enterprise, which would provide information on the possibilities of formal and non-formal education, is missing.


Research limitations/implications
The findings of this paper are based on the limited experience of social entrepreneurship education providers, as the systematic concept of integrating social entrepreneurship into education in Slovak conditions is currently in the phase of gradual establishment.


Originality/value
To the best of the authors' knowledge, this is the first study, which provides an overview of the present situation of education in the field of social enterprise from the perspective of the experience of the addressed organizations, their opinions and perception.