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Includes discussion of the legal regulation of state-church relations and the normalization of ties between Poland and the Vatican.

This paper discusses the idea of Transformative Islamic Education with Teologi Kalibokong as the illustration. Teologi Kalibokong is used by Moeslim Abdurrahman to describe the disadvantaged situations endured by marginal societies for being exploited by middlemen and capitalists. Nevertheless, those situations cover many aspects including social, economy, education, and politics. From the perspective of Islamic jurisprudence, marginal society becomes a group of people who are less religious. They are presumed as less religious believers. Related to this, Moeslim Abdurrahman introduces the significance of particular theology for the oppressed (al-mustad'afin), which is the building of Islamic theology as the spirit of Transformative Islamic Education that generates people who capable of breaking the impasse of social injustice with critical Islamic and non-judgmental approaches.

This survey investigated the barriers to equitable access to basic education in Kwande Local Government Area of Benue State and pointed out the implications for human capital development. The survey took place during the 2016/2017 academic session and involved both parents and head teachers. Data were collected mainly through a 26-item questionnaire developed by the researchers and validated by two experts. Its reliability coefficient using Cronbach's Alpha yielded 0.81, meeting Pallant's (2005) recommendation. A total of 32 head teachers and 400 parents volunteered to provide opinions, which constituted the data for the study. By using the convenience sampling procedure, it was possible to get only those respondents who were available and willing to participate in the study. A total of 432 copies of questionnaires were returned for analysis. Result of the analysis using descriptive and inferential statistics showed that in the 2016/17 session alone, 2,286 out of school children were found in the study area, and major barriers to basic education access include non-payment of fees, gender, prevalence rate of herdsmen/farmers clashes, level of parental income, and child interest. The most affected population groups include orphans, care givers, the physically challenged, girls and displaced children. A significant difference was noticed between the number of out-of-school children in towns and villages (p=0.01) and in the mean rating of barriers to children's access to basic education by teachers and parents (p=0.03). The study suggested among others that the Government should make primary education truly free and affordable for every child. This will reduce imbalance in educational enrolment and completion between the haves and have nots.

One of the key features of the Dutch education system is freedom of education – freedom to establish schools and organize teaching. Almost 70% of schools in the Netherlands are administered by private school boards, and all schools are government funded equally. This allows school choice. Using an instrument to identify private school attendance, it is shown that the Dutch system promotes academic performance. The instrumental variable results show that private school attendance is associated with higher test scores. Private school size effects on math, reading, and science achievement are 0.19, 0.31, and 0.21, respectively.

"Der vorliegende Artikel versucht die Frage zu beantworten, wie es sein kann, dass bloß der nicht bzw. nicht vollständig gegebene Zugang zu akustischer Kommunikation für hörbehinderte (schwerhörige und gehörlose) Menschen zu massiven Benachteiligungen bezüglich Bildungs-, Berufs- und damit Lebenschancen führt. Aus der 'realpolitischen' Perspektive der hörenden Mehrheitsgesellschaft ist die Antwort: Hörbehinderte Menschen besitzen entweder keine für den 'normalen' gesellschaftlichen Wettbewerb ausreichende Kommunikationsfähigkeit oder fordern - verbunden mit dieser - sogar einen Status als Sprachminderheit, dessen Umsetzung enorme Kosten verursachen würde. Aus wissenschaftlicher Perspektive ergibt sich die Antwort, dass einflussreiche Gruppen einschlägig tätiger ExpertInnen über die Zusammenhänge von Sprache und Kognition entweder viel zu geringe Kenntnisse haben oder diese zugunsten gesprochener Sprache verfälschen." (Autorenreferat)

The pandemic around the world has been going on for more than a year. A major impact in education has been the change from conventional education to online information technology-based education. After the pandemic, it was necessary to plan the educational model that was carrying out. To examine the educational model in the Indonesian Navy after the pandemic, a combination of SWOT - AHP will be carried out. The research subjects included five middle-ranking officers in the Indonesian Navy educational institution and the Indonesian Navy Education Office. The result of the research is that the Indonesian Navy needs to integrate the online-based education model with face-to-face education. Online-based education, especially in theory and face-to-face learning in the discussion model, workgroup, and teamwork in military team formations, platoons, company, battalion, and skills training in using the equipment. The global strategy compiled is an intensification of the combination of online and offline learning with an increasingly advanced educational information system, combining teaching materials and being equipped with increasingly qualified teaching staff from within the Indonesian Navy and others to improve Indonesian Navy education while maintaining system security and improve HR capabilities in the IT field by collaborating with other relevant agencies

The pandemic around the world has been going on for more than a year. A major impact in education has been the change from conventional education to online information technology-based education. After the pandemic, it was necessary to plan the educational model that was carrying out. To examine the educational model in the Indonesian Navy after the pandemic, a combination of SWOT - AHP will be carried out. The research subjects included five middle-ranking officers in the Indonesian Navy educational institution and the Indonesian Navy Education Office. The result of the research is that the Indonesian Navy needs to integrate the online-based education model with face-to-face education. Online-based education, especially in theory and face-to-face learning in the discussion model, workgroup, and teamwork in military team formations, platoons, company, battalion, and skills training in using the equipment. The global strategy compiled is an intensification of the combination of online and offline learning with an increasingly advanced educational information system, combining teaching materials and being equipped with increasingly qualified teaching staff from within the Indonesian Navy and others to improve Indonesian Navy education while maintaining system security and improve HR capabilities in the IT field by collaborating with other relevant agencies

In the Constitution of India, Article 45 (a) has guaranteed Education as a Fundamental Right for each citizen. For this, the Government of India has been taking steps to equalize educational opportunities to its entire people since independence. In this process, efforts have been taken to overcome regional imbalances in the form of provisions for extra educational facilities to the under developed regions, socially, culturally and economically disadvantages groups like OBC, SC and ST. To magnitude has made to set right the asymmetries in equalization of educational chances to all the citizens of India. Still there are areas where much work should be done to promote the concept of equalization of educational opportunities to air. In this respect, it is apt to think of the concept inclusive education to the excluded groups such as children in school education and students in higher education with different disabilities In our educational system either at school or college level, one can find students with physical disabilities such as visual, hearing, motor handicap and intellectually abled/disabled (i.e., gifted or talented, mild and moderate intellectually handicapped apart from students with slow learning), students with specific learning difficulties and behaviour disorders. These are the students who experience difficulties in learning, socialization and maintaining interpersonal and intrapersonal relationships with their teachers, parents, peers and community.

AbstractAncillary citizenship and stratified assimilation: How American Indian Education was developed to force American Indians into the United States economy as reserve laborers by Kimberly RichardsDoctor of Philosophy in Ethnic StudiesUniversity of California, BerkeleyProfessor Thomas Biolsi, ChairIn 1933, the newly appointed director of Education for the Indian Service, Dr. William Carson Ryan, the director of Extension and Industry, A.C. Cooley, and R.M. Tisinger, State Supervisor of Indian Education of Arizona, took a tour of four Mexican States on behalf of the Bureau of Indian Affairs. This trip was to assess the school systems the Mexican government had been implementing in rural indigenous communities. It was especially enticing for these progressive educators, given that the director of the program was none other than Dr. Moises Saenz, a student of John Dewey. What was it about this rural school program that was so enticing to these three men? As lead investigator of the educational section of the Meriam report, Ryan had advocated for a more progressive form of education, one that would utilize the child's surrounding community and environment as a integral part of the learning process. However, just as Indian educational models had done in the past, progressivism, as it would be used for Native students as well as racialized minorities and newly arrived immigrants, was deeply entrenched in liberal protestant American values, norms and beliefs. In order to understand the trajectory of progressive education as it was thought to apply to Indian students, it is important to gauge the dialogue and rhetoric surrounding the transition. With this research in mind this dissertation aims to reconstruct and question the policies, practices and motivations that enabled the BIA to maintain a long-standing assimilation policy through schooling. In particular this dissertation asserts that rather than shifting policy towards an ambitious liberal agenda of cultural acceptance, the union of policy makers and educators of the progressive era further entrenched the assimilation project.Yet, only a handful of scholars have focused their analysis on the progressive era, and an even smaller cohort has been able to illuminate the longer assimilation trajectory of Indian education and BIA aspirations. This dissertation adds to this small body of work in part by arguing that the purpose of Indian schooling was to incrementally force Native peoples into American intuitions, not to usher in a new era of cultural pluralism or acceptance. Moreover, the initial steps of this assimilation educational policy, which were focused on creating a reserve labor force of ancillary citizens also laid the foundation for mid-twentieth century BIA Relocation efforts.

In this contribution, the authors present an overview and discussion of the key policies, trends and issues in UK education. The focus in the initial sections is more on the school system of early and compulsory education. Later sections focus also on post-compulsory and higher education, and links to the world of work. There are four home countries in the UK - England, Northern Ireland, Scotland and Wales - with increasingly divergent education systems. Where possible and relevant the authors distinguish these systems, especially at the start of the chapter. However, it is not possible within space constraints to provide detailed discussion of the distinctive legislative framework in each home country and for the purpose of this chapter they have focused primarily on England, which is the most populous of the home countries. (DIPF/Orig.)

English
Normative philosophical theories of justice can provide valuable solutions for problems of justice in higher education. In this article the author presents three categories of explanation for the under-representation of women students in sciences, mathematics and engineering, and of female professorships in every subject. Against the background of philosophical theories of justice, the arguments of natural difference, discrimination and selection process will be evaluated. This analysis leads to a practical model, which might serve to end injustice in higher education.