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In the late twentieth century historians of education came to argue that the urban experience can only be fully understood through the social processes and social relations associated with schooling. The new 'social history' of education has thus often been closely aligned to the history of cities. In Australia the 'new' social history of the city has often been written in terms of family formation, sometimes related to the history of childhood, but there has only been marginal attention to the specific nature of education in Sydney as an urban phenomenon. This essay focuses on Sydney schools and other educational institutions, although it raises questions about social processes and social formations. It suggests that the history of education in Sydney can be understood in a number of phases and themes, each related to the changing social history of Sydney. Informal education had long been part of the culture of indigenous society prior to the British invasion of 1788. In the early colonial period, up to about 1830, governments established schools for the children of convicts based in Sydney and even for Aboriginal children. There were also 'private venture' schools for the sons and sometimes daughters of free settlers. In the period from 1830 to 1870 the city of Sydney emerged as a metropolitan centre of educational establishments including schools, colleges and the University. From around 1870 to the end of World War II, with the growth of the city of Sydney and its suburbs, schooling was increasingly related to social class, gender and religion as part of suburban life. From 1945, the 'neighbourhood' school and even the 'local' university has become part of a pattern of regional differences associated with the expansion of the city through migration and population growth.

This book includes an analysis of the broad stages in the developmental pattern, of the key variables that must shape it, of their function in moral judgement and of the principles that must lie behind a moral education that has autonomy as its goal.

Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy's orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge. The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases. This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work.

Abstract
The global diffusion of Internet involves economic, political and demographic factors that can predict in real time. In this article, we demonstrate that according to data provided by EUROSTAT, the number of people looking for a job in Romania it is correlated with specific query terms using Google Trends. Search engine data is used to "predict the present" values of different economic indicators. The obtained results are compared with the classical method of developing the economic indicators, with official EUROSTAT employment data. In this paper, we demonstrate that the new methods to extract the economic indicators from web technologies are accurate.

Educators in both the developed & developing countries have approached problems of educational development in 1 of 2 frameworks. The traditional approach has put the stress on developing the necessary structures & personnel as part of an indigenous attack on institution-building. More recently the emphasis has shifted to the purposes of education, which in turn would determine the patterns of institutional development. Whatever the differences between these 2 approaches, the identification & preparation of qualified individuals--staff development--remain central, & certain lessons are at hand from 25 years of experience in international educational cooperation. A recent review of this experience supported by 12 large donor agencies helps to illuminate the problem. Various models have emerged in South America, East Africa, & in Asia. If there is a desire to learn from the past & not "become famous" in the present, there is a rich body of experience relatively untapped which serious & interested groups may explore. HA.

Testimony issued by the General Accounting Office with an abstract that begins "Increasingly, the issues of distance education and federal student aid intersect. About one in every 13 postsecondary students enrolls in at least one distance education course, and the Department of Education estimates that the number of students involved in distance education has tripled in just 4 years. As the largest provider of financial aid to postsecondary students, the federal government has a considerable interest in distance education. Overall, 1.5 million out of 19 million postsecondary students took at least one distance education course in the 1999-2000 school year. The distance education students differ from other postsecondary students in a number of respects. Compared to other students, they tend to be older and are more likely to be employed full-time while attending school part-time. They also have higher incomes and are more likely to be married. Many students enrolled in distance education courses participate in federal student aid programs. As distance education continues to grow, several major aspects of federal laws, rules, and regulations may need to be reexamined. Certain rules may need to be modified if a small, but growing, number of schools are to remain eligible for student aid. Students attending these schools may become ineligible for student aid because their distance education programs are growing and may exceed statutory and regulatory limits on the amount of distance education an institution can offer. In general, students at minority serving institutions use distance education less extensively than students at other schools. Accrediting agencies play an important role in reviewing distance education programs. They, and Education, are "gatekeepers" with respect to ensuring quality at postsecondary institutions--including those that offer distance education programs."

Intro -- EDUCATION IN AMERICA: ISSUES, ANALYSES, POLICIES,AND PROGRAMS: VOLUME 1 -- EDUCATION IN AMERICA: ISSUES, ANALYSES, POLICIES,AND PROGRAMS: VOLUME 1 -- CONTENTS -- PREFACE -- Chapter 1 SELECTED CHURCH-STATE ISSUES IN ELEMENTARY AND SECONDARY EDUCATION -- SUMMARY -- CURRICULUM RESTRICTIONS -- PRAYER IN SCHOOLS -- Government Sponsored Religious Activities -- Privately Initiated Religious Activities -- FUNDING TO RELIGIOUS INSTITUTIONS -- Federal Funding for Programs and Materials at Religious Schools -- Federal Funding of Private School Vouchers -- CIVIL RIGHTS PROTECTIONS RELATED TO RELIGION IN SCHOOLS -- PRIVATE SCHOOL STUDENT PARTICIPATION IN ESEA PROGRAMS -- Title IX-E-1 Requirements -- Consultation -- Expenditures -- Complaint Resolution and Bypass Procedures (Sections 9502-9504) -- Additional Provisions (Section 9506) -- Title I-A Equitable Participation Requirements -- Other Relevant Provisions in the ESEA -- SUPPLEMENTAL EDUCATIONAL SERVICES AND FAITH-BASED PROVIDERS -- End Notes -- Chapter 2 THE LAW OF CHURCH AND STATE: PUBLIC AID TO SECTARIAN SCHOOLS -- SUMMARY -- OVERVIEW -- SPECIFIC DECISIONS CONCERNING PUBLIC AID TO SECTARIAN ELEMENTARY AND SECONDARY SCHOOLS -- Bus Transportation -- Textbooks and Instructional Materials -- Teachers and Other Personnel -- Tests and State-Required Reports -- Maintenance and Repair Costs -- Vouchers and Tax Benefits -- Health and Nutrition Services -- General Public Services -- SPECIFIC DECISIONS CONCERNING PUBLIC AID TO SECTARIAN COLLEGES AND UNIVERSITIES -- General Aid -- Construction Assistance -- Student Publication Subsidy -- Vouchers -- End Notes -- Chapter 3 RELIGIOUS DISCRIMINATION IN PUBLIC SCHOOLS: A LEGAL ANALYSIS -- SUMMARY -- BACKGROUND -- Religious Discrimination in the Context of Schools -- Legal Rules Governing Religion in Schools -- First Amendment Protection of Religion

Democratic education (DE) sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning and valued participants in a learning community. This study investigates tutors' understanding and implementation of DE in the Egyptian Higher Education (HE). It investigates HE tutors' conception about learners controlling their educational process by being fully embedded in it. Data for this qualitative paper was collected from 20 tutors from two Egyptian universities via one-to-one interviews and focus groups. This study highlighted the inference of political events in Egypt, since 2011, on HE students in their way of thinking and reflecting and addressed the need of DE to be a part of the educational paradigm. This paper concluded that DE is based on placing students in the centre of their learning and empowering them. Also, tutor-student dialogic approach and tutor-student trust are essential approaches to implement DE.