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Increasingly it is not just the state that determines the content, delivery and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex.
This book considers how schooling systems are being influenced by the rise of external actors, including private companies, NGOs, parent organisations, philanthropies and international assessment frameworks.
It explores how the public, private and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil and the US – to study the role of policies, institutions and contextual factors shaping the changing relationships between those seeking to influence schooling.
Constitutional scholar Elliot Bulmer considers what Britain might learn from Westminster-derived constitutions around the world. Exploring the principles of Westminster Model constitutions and their impact on democracy, human rights and good government, this book builds to a bold re-imagining of the United Kingdom’s future written framework.
EPDF and EPUB available Open Access under CC-BY-NC-ND licence.
The transition to more just and sustainable development requires radical change across a wide range of areas and particularly within the nexus between learning and work.
This book takes an expansive view of vocational education and training that goes beyond the narrow focus of much of the current literature and policy debate. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this issue through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers’ groups, and in public and private educational institutions.
Offering new insights and ways of thinking about this field, the book draws out clear implications for theory, policy and practice in Africa and beyond.
India will soon be the world’s most populated country and its political development will shape the world of the 21st century. Yet Hindu Nationalism – at the helm of contemporary Indian politics – is not well understood outside of India, and its links to the global neoliberal trajectory have not been much explored.
This important book shows for the first time why it is education, not a failed political system, that led to the rise of Modi and the right-wing nationalist ideology of Hindutva. It provides in depth insight into contemporary Indian politics and wider societal acceptance of India’s Hindu nationalist trajectory, as well as examining the role of class.
The first five years of Modi rule failed to bring about the development that had been promised and have seen India’s rapid change from a largely inclusive society to one where minorities are denied their basic rights.
rights of Christians – alongside everyone else – to live in freedom. Indeed, Christians above all – although not exclusively – should appreciate the ability of written constitutions to protect those who might otherwise be abandoned by majoritarian democratic politics: the poor, refugees, people with disabilities, ethnic minorities, prisoners and others who lack political clout. If there is concern that a progressive judiciary may turn ancient rights into instruments with which to attack the church or undermine Christian values, this may be prevented by careful drafting
Index is a 100-point index that combines the scores of students who take standard MCAS tests (the Proficiency Index) with the scores of those who take the MCAS-Alternate Assessment (MCAS-Alt) (the MCAS-Alt Index) Note 1 Beginning in 1998, the Massachusetts Comprehensive Assessment System (MCAS) was administered annually to eligible students enrolled in grades 3 through 8 and in high school, including students with disabilities and those with limited English proficiency. References Apple , M.W. (ed) ( 2006 ) Educating the ‘Right’ Way
region, both public and private, the latter typically religious. Complementing these is a vast array of nonformal training programmes and a large informal sector with young people learning through apprenticeships at small businesses, in NGO programmes, on YouTube, and from each other. Compounded exclusion: war, gender and disability We have stressed human agency and community wellbeing, but it is vital also to note the compounded social exclusion faced by women and people with disabilities. Monk et al (2021 a) have documented significant gendered oppression of
manufacturing. Such areas were never particularly economically viable as small-scale farming regions (also because of poor infrastructural support by the apartheid government) and were always dependent on transfer payments from migrant workers under colonialism and apartheid. This migration and remittance culture endured the transition to democracy in 1994. Today, state expenditure, public sector employment and monthly social grant payments (for children, the elderly and those with disabilities) constitute three further pillars of the financial economy. Public sector
, 1989 ). However, we need to be cautious about the inclusivity of either colonial or modern forms. In much of Africa, they have been relatively small in scale and scarcely better at reaching the mass of youth than more formal modes of vocational learning. Moreover, although it is often seen as a space for learning opportunities of those with limited formal education, we need to remember that educational levels are actually quite varied ( Alla-Mensah, 2021 ), and that it is also a site of exclusion on grounds of gender, ethnicity, disability and so on. While there are
in climate adaptation. Lack of access to productive land, water, energy and safe housing means that poor communities have lower adaptive capacities and are particularly vulnerable. Vulnerability is the propensity to be adversely affected, including sensitivity or susceptibility to harm and lack of capacity to cope and adapt ( DEFF, 2019 ). Vulnerable groups can be identified by factors such as gender, age, disabilities, household income and reliance on public-sector services. Social and economic development including access to basic services are the starting point
