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Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education.

A major challenge to penal policy-makers to accept the value of education - beyond 'basic skills', and at a time when prison regimes have come to be dominated by cognitive thinking skills courses.Edited by two leading experts on prison education in the United Kingdom - Professor David Wilson of the University of Central England (a former prison governor and co-presenter of BBC TV's Crime Squad), and Dr Anne Reuss of the University of Abertay (who previously taught at HM Prison Full Sutton).Weaving anecdote, research and evaluation, Prison(er) Education presents for the first time a comprehensive account of education inside British prisons. At the heart of the book lies the question'Who is prison education for: prison or prisoners?'This book is a major challenge to penal policy-makers to accept the value of education - beyond 'basic skills', and at a time when regimes have come to be dominated by cognitive thinking skills courses. Weaving anecdote with solid research and evaluation, the book presents for the first time in Britain a comprehensive account of education inside prisons.

The India, China, America Institute, Education for Innovation in India, China and America, Atlanta, Georgia, 2 March 2007, Innovation for Human Development: Redesigning Higher Education, Sir John Daniel, Commonwealth of Learning // The paper explores how connectivity and open educational resources could be combined in conducting postsecondary education at scale with lower costs and consistent quality. It also asks how governments will regulate and assure the quality of these very large postsecondary systems in the interests of protecting their citizens as consumers.

AbstractThis study analyzes the intergenerational transmission of education in nine Sub‐Saharan African countries, using nationally representative household survey data on parents of adult individuals. It provides the levels and trends of intergenerational persistence of years of schooling over 50 years, and it also ranks the nine countries relative to other nations. There is a declining cohort trend in the intergenerational persistence of education, particularly after the 1960s. Nevertheless, the education of parents remains a strong determinant of the educational outcomes of children. The analysis also documents country heterogeneity (intergenerational educational mobility varies significantly across countries) and a marked gender effect: daughter's education attainment is more correlated with her parents' education than that of sons. From a policy perspective, our result points to the importance of targeted redistributive policies and the expansion of secondary education to improve mobility.

The article examines the problem of the substantive nature of the modernization of higher education. It is accepted that interdisciplinary learning is one of the characteristics of modernization in education. Therefore, it is seen as a research competence approach that changes the static learning process, influences the role of the teacher, develops interdisciplinary competences and stimulates cooperation in pedagogical interaction. One of the specific characteristics of modern modernization – interdisciplinarity – is seen as a new research methodology in higher education.

Current political, social, and economic turbulence has brought about a resurgence of attention to essential principles and values needed for higher education to flourish. However, the threats and mistrust faced by higher education today require a response that goes beyond the promotion of traditional operational values, such as academic freedom and institutional autonomy, to focus also on the values that drive higher education's mission and purposes.

Higher education relations between China and major Western countries have been strained recently by global tensions, including intellectual property theft, controversy concerning the Chinese government sponsored Confucius Institutes, trade issues, and others. These are having an impact on academic relations between China and Western countries, as well as on student mobility from China. The expansion and improvement of Chinese higher education may also reduce outward student mobility from China.

Introduction of religious education and or education for citizenship in the first classes of elementary and secondary schools in Serbia in 2001 autumn had caused numerous controversies in public. This decision of power holders in Serbia was realized no matter of numerous voices of resistance among experts and a split within the public opinion. In the text are presented results of one public opinion poll which indicate ambivalence in the public opinion concerning this issue.

The new philosophy of cultural democracy in educ is discussed in relation to cognitive styles & how practices based on the exclusionist melting pot ideology have affected learning in culturally diff children, specifically, Mexican-Amer children. Cultural democracy is the individual's right to maintain a bicultural identity, that is, to retain his identification with his ethnic group while simultaneously adopting mainstream Amer values & life styles. Cultural democracy includes the right of each individual to be educated in his own learning style. The exclusionist melting pot philosophy, on the other hand, assumes that values & life styles differing from those of the Amer Mc are inferior & must be changed. G. S. Lesser, G. Fifer & D. H. Clark, in "Mental Abilities of Children from Different Social-Class and Cultural Groups," Monographs of the Society for Research in Child Development, 1965, 102, have shown that members of diff ethnic groups exhibit diff patterns of intellectual ability, each group performing better in some areas than in others. Intellectual patterns varied for each of 4 ethnic groups & the patterns were similar for diff SE groups within the same culture. These findings imply that intellectual patterns observed are manifestations of culturally unique learning styles. Rejection of an individual's culture is accompanied by rejection of his established learning, incentive-motivational, human relational, & COMM styles (or cognitive styles) which are determined through soc'ization, itself culturally determined. The hyp is developed that the primary reason for the failure of educ'al instit's to fulfill the needs of the majority of Mexican Amer's is that they do not recognize or reflect the cognitive styles of these people. This hyp is supported by a study in which the Portable Rod & Frame Test was admin'ed to 53 teachers & 711 elementary students. Results showed teachers to be more field independent than Mexican Amer students. The hope is put forth that this res will lead to the development of techniques for training teachers to teach in both styles, to write curricula & to develop assessment instruments which are appropriate for both field sensitive & field independent children. Modified AA.