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1. Introduction : education, nature and society -- 2. Why education matters -- 3. Why nature matters -- 4. Why society matters -- 5. The importance of not being certain -- 6. Scale : time and space -- 7. Competition and cooperation, freedom and equality -- 8. Mind and body -- 9. What can education do? -- 10. Conclusions.

Intro -- Contents -- Acknowledgments -- Introduction: Everyday Authoritarianism, Teachers, and the Decoupling of Nation and State -- 1. Struggling for the Nation: Contradictions of Revolutionary Nationalism -- 2. "It Seemed like a Punishment": Coercive State Effects and the Maddening State -- 3. Students or Soldiers? Troubled State Technologies and the Imagined Future of Educated Eritrea -- 4. Educating Eritrea: Disorder, Disruption, and Remaking the Nation -- 5. The Teacher State: Morality and Everyday Sovereignty over Schools -- Conclusion: Escape, Encampment, and the Alchemy of Nationalism -- Notes -- References -- Index.

Governance in Specific Higher Education Systems (3) -- M. Foroni: Governance in the Italian Higher Education System -- 1. Basic Information -- 2. Participation in the Bologna Process -- 3. System Level Governance: Parliament, Government and Other National Players -- 4. Stakeholder Involvement: Rectors Conference, Students, Staff and Employers' Organizations -- 5. Policy and Policy Instruments -- 6. Institutional Level Governance -- 7. Research Policies -- Q. A. Dang & D. C. Nguyen: Governance in Vietnamese Higher Education -- 1. Basic Information -- 1.1 Introduction -- 1.2 Number of Higher Education Institutions -- 1.3 Number of Students and Academic Staff -- 1.4 Types of Higher Education Institutions -- 2. System Level Governance -- 2.1 Central Structures -- 2.2 Other Public Structures -- 3. Policy and Policy Instruments -- 3.1 Policy -- 3.2 Legislation -- 4. Financing Higher Education and Research -- 4.1 Funding for Education (Teaching and Learning) -- 4.2 Funding for Research and Hi-Tech Parks -- 5. Institutional Level Governance -- 5.1 Organisational Structure -- 5.2 Internal Governance Structure -- 6. Ongoing and Upcoming Reforms -- L. Un & S. Sok: Higher Education Governance in Cambodia -- 1. Basic Information -- 2. System Level Governance -- 2.1 Government Structures -- 2.1.1 Competencies of the parliament -- 2.1.2 Competencies of the government -- 2.2 Other Public Structures and Participation of Stakeholders -- 2.2.1 Accreditation and quality assurance -- 2.2.2 Other public structures and mechanisms -- 2.2.3 Other stakeholder structures and participation in system governance -- 2.3 Policy and Policy Instruments -- 2.3.1 The Constitution and legislation -- 2.3.2 Policy on higher education -- 2.4 Public Funding of Teaching and Research -- 3. Institutional Level Governance -- 4. Upcoming HE Reforms

WCC staff reviewed state and national law, board rules, and policy decisions related to Indian education in Arizona, Nevada, and Utah. National and state based resources were consulted to inform this effort. WCC also identified prominent organizations that are concerned with improving Indian education in each of the states. In addition, interviews were conducted with state education agency lead staff in the area of Indian education. This report represents a summary of what has been learned from these sources. A brief overview of federal laws and pertinent research is provided as background, followed by highlights from state-level reviews and interviews. The appendix contains detailed summaries of state laws, board rules, and other policy decisions that informed this effort, as well as a list of national resources. ; West Comprehensive Center

Roles, Rights, and Responsibilities in UK Education is an exploration of the complex education systems in the UK in relation to roles, rights and responsibilities that teases out contemporary dilemmas for all those involved in the structures and processes of learning. The UK education system, in spite of political rhetoric and changes in policy and reams of research, continues to a large extent to produce and reproduce social inequalities. McQueen explains some of the tensions and inequalities that are an inevitable part of any system, which vary in the degree of impetus for change or the benefit or harm that they cause to individuals, communities and society. She offers a philosophical perspective on the tensions and inequalities found throughout the book, and shows the reader how they are bound up with the possibilities and demands for institutional, social and individual recognition that continue to dominate education systems in the United Kingdom

Lumina became the first national private foundation to provide significant support to states interested in exploring how to increase productivity in higher educationdefined as graduating substantially more students within available financial resources while maintaining access and educational quality. Lumina supported this work in the midst of turbulent financial times, aware that higher education in the United States is an enormously complex enterprise, with different historical contexts, political structures, governance systems, and institutional configurations in each state. This report identifies early outcomes and implications of the work that seven states have done in higher education policy, by examining changes in policies and programs at the state and system levels between 2008 and 2013. ; Lumina Foundation ; Social Program Evaluators and Consultants, Inc. (SPEC Associates)

1 Introduction. - Theoretical Framework. - The Policy of Mother Tongue Education. - European Language and Education: State-Building in France and Britain. - 2 Language and Education in Africa under Mission and Colonial Influence. - Missions and the Transcription of African Languages. - Colonial Education Policy - Divergent Ideologies. - Selective Training and Restriction of the "Masses". - Mission and Colonial Language Influence in Senegal, Ghana, and Cameroon. - Conclusion. - 3 Language Choices in Independent African States. - Education and Literacy at Independence. - Independence Policies - Theory and Practice. - Continuing External Influence - la Francophonie and the Commonwealth. - Policy Inertia. - Understanding Leader Preferences. - 4 Opportunities for Policy Change: Ideas, Materials, and Advocacy Networks. - An Altered International Perspective. - Changed Causal Ideas. - Contradictory Anglophone Voices. - Expanded Domestic Possibilities. - Opportunities for Policy Change in Senegal and Ghana. - Conclusion. - 5 Incentives for Policy Change: Ruler Strategies for Maintaining Power. - Democracy and Multilingual Education. - Bargaining: Demographic and Subnational Variation. - My Explanation. - Economics as a Contributing Factor. - Incentives for Policy Change in Senegal and Ghana. - Conclusion. - 6 Language, Education, and "Democratization" in Cameroon. - Education Policy in the Early Independence Period. - Opportunities for Policy Change. - Material Opportunities. - Ideational Opportunities. - Ruler Incentives for Policy Change. - Electoral District Manipulation. - Restricting Voting Access. - Constitutional Recognition of Minority Rights. - Alternative Explanations. - Conclusion. - 7 Language and Contention: Violence and Participation in Contemporary African Politics. - Language, Nationalism, and Violence. - Language Literacy and Political Mobilization. - Written Language and Attachment (Senegal and Ghana). - Written Language and Mobilization in a Democratic Se

This article introduces a collection of empirical work that examines the role of state policy in promoting students' progression into and through higher education. We provide an overview of U.S. state policy innovations that have occurred in recent years and we identify both the challenges and opportunities associated with studying public policy and higher education attainment in the states. The article concludes by outlining the perspectives of the articles included in this collection and provides a synopsis of each.

This book addresses the notion that education reform must be tied to issues of community inequality which are the principal contributors to low achievement. Bluntly put, education is not the way out of poverty, but reducing poverty is crucial to education.

This book investigates and discusses the phenomenon of internationalization of education policy and its consequences for national policymaking processes. By comparing educational outcomes and actors' reactions in different countries, it provides detailed insights into a highly contested policy field

The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available

This book brings together new thinking on education's complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on 'contested'—it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally—Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants.Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility