Education & Pedagogy

This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part 3, Promoting Democratization, contains these papers: "Learning in a Global Society" (Alexander); "Citizenship and Democracy in Socrates' and Grundtvig's Europe" (Ronai); "Education for Non-Discrimination" (Millan); "Lifelong Learning and Work in Developing Countries" (Pieck); "Globalization, Lifelong Learning, and Response of the Universities" (Peng); and "Combining the World of Work with the World of Education" (Romijn). The papers in Part 5, Making Lifelong Learning Work for Women, are "Gender Equality in Basic Education" (Messina); "Women as Lifelong Learners" (Benaicha); and "Lifelong Learning for Elimination of Violence Against Women" (Kuninobu). The papers in Part 6, Learning Across Generations, are "Achieving Youth Empowerment Through Peer Education" (Wissa); and "Role of Intergenerational Programs in Promoting Lifelong Learning for All Ages" (Ohsako). The papers in Part 7, Learning Across Cultures, are "Cultural Contexts of Learning: East Meets West" (Yang); "Building Community Through Study Circles" (Oliver); "Culturally-Based Adult Education" (Smith); and "Perspective of Lifelong Learning in South Asia" (Bordia). In Part 8, Laying Foundations and Sustaining Achievements Through Literacy and Nonformal Education, are "Literacy Linked Women Development Programs" (Usha); "Lifelong Learning Policy and Practices in the Laos People's Democratic Republic" (Mithong Souvanvixay); "Distance Learning and Adult Education" (Wilson, White); "Role of Partnerships in the Promotion of Lifelong Learning" (Lin); and "Toward the Eradication of Illiteracy Among Youth and Adults in China" (Guodong). Part 9, Creating Environments Conducive to Lifelong Learning, has these papers: "Learning Cities/Region in the Framework of Lifelong Learning" (Doukas); "Adult Education and Lifelong Learning in Sweden" (Salin); "Promoting Lifelong Learning in Beijing for a Learning Society" (Shuping); and "Reorienting Teachers as Lifelong Learners" (Tiedao). (YLB)

In the face of compelling challenges, the Asia South Pacific Association for Basic and Adult Education (ASPBAE), the Global Campaign for Education (GCE), as well as the national education coalitions in Asia, have levelled up efforts in the past five years to advance the right of all citizens to quality education and learning opportunities throughout their lives. Their vehicle was a global programme called the Real World Strategies (RWS) that built capacities of multiple stakeholders in advocating for Education for All (EFA). Despite enormous difficulties, the national education coalitions, with the help of their partners and allies, have successfully spearheaded education advocacy campaigns, in the process garnering substantial gains and valuable lessons. Education is indeed a most important and effective tool that a person can use to fight poverty, discrimination and all forms of exclusion. It arms them not just with knowledge, but also with the ability, strength and confidence to survive, fully realize their potentials, and live a good quality of life. But in Asia and in the world, even today, millions of people continue to be deprived of their right to education. Yet there are persistent advocates, veritable heroes who tirelessly push for changes in the education landscape through vigorous campaigns aimed at making policy improvements in their countries. These campaigners push governments to make education more available to all, even the poor and marginalised. All their efforts and initiatives seek to advance education as a powerful tool for bringing about poverty eradication, sustainable development and lasting peace. In the lives of many, these campaigns are making real changes. This book is about those campaigns, and the women and men who spearheaded them. This publication begins with an overview of the education situation in Asia, including challenges faced by national educations coalitions as they struggle to advance the EFA goals in the region. This is followed by a discussion of some education advocacy campaigns waged in Asia and supported by the Real World Strategies programme, and identification of their common elements and strategies, and the issues they addressed. An analysis of the most significant gains and outcomes from these campaigns in general is offered. The next four chapters present in detail four case studies of the education advocacy campaigns in: India, Sri Lanka, Cambodia, and the Philippines. While these experiences were chosen to illustrate campaign gains and outcomes, the narratives also include difficulties encountered, lessons learned and remaining challenges. Appended are: (1) List of Respondents (India); (2) List of Respondents (Sri Lanka); (3) List of Respondents (Cambodia); and (4) List of Respondents (Philippines). Individual parts contain notes. (Contains 2 tables.)

The history of sex education enables us to gain valuable insights into the cultural constructions of what different societies have defined as 'normal' sexuality and sexual health. Yet, the history of sex education has only recently attracted the full attention of historians of modern sexuality. "Shaping Sexual Knowledge: A Cultural History of Sex Education in Twentieth Century Europe" makes a considerable contribution not only to the cultural history of sexual enlightenment and identity in modern Europe, but also to the history of childhood and adolescence. The essays collected in this volume treat sex education in the broadest sense, incorporating all aspects of the formal and informal shaping of sexual knowledge and awareness of the young. The volume, therefore, not only addresses officially-sanctioned and regulated sex education delivered within the school system and regulated by the State and in some cases the Church, but also the content, iconography and experience of sexual enlightenment within the private sphere of the family and as portrayed through the media. This book begins with "Shaping Sexual Knowledge of the Young," an introduction by Lutz D.H. Sauerteig and Roger Davidson. Part I, Sex Education, Sexual Rights, Society and the Child, contains: (2) In Ignorance and in Knowledge: Reflections on the History of Sex Education in Britain (Lesley A. Hall); and (3) Sex Education and the Law in England and Wales: The Importance of Legal Narratives (Ann Blair and Daniel Monk). Part II, Shaping Sex Education Policy: Religion, Medicine and the State, contains: (4) Taking the Middle Way: Sex Education Debates in Sweden in the Early Twentieth Century (Lena Lennerhed); (5) The Growing Pains of Sex Education in the German Democratic Republic (GDR), 1945-1969 (Mark Fenemore); (6) Purity and Pedagogy: The Alliance-Scottish Council and School Sex Education in Scotland, 1955-1967 (Roger Davidson); and (7) Carnal Knowledge: The Social Politics and Experience of Sex Education in Italy, 1940-1980 (Bruno Wanrooij). Part III, Sex Education and the Representation of Gendered and Sexed Bodies, contains: (8) Representations of Pregnancy and Childbirth in (West)German Sex Education Books, 1900s-1970s (Lutz D.H. Sauerteig); (9) Purity Redefined: Catholic Attitudes towards Children's Sex Education in Austria, 1920-1936 (Britta McEwen); (10) The Partial Picture: Framing the Discourse of Sex in British Educative Films of the Early 1930s (Barbara Crowther); and (11) Helga (1967): West German Sex Education and the Cinema in the 1960s (Uta Schwarz). Part IV, Mapping the Sexual Knowledge and Ignorance of the Young, contains: (12) The Social Politics and Experience of Sex Education in Early Twentieth Century Poland (1905-1939) (Magda Gawin); and (13) The Experience of Sex Education in the Netherlands and Flanders in Childhood Memories from the First Half of the Twentieth Century (Hugo Roling).

The Center for Education of the National Research Council (NRC) has undertaken a series of activities to address issues related to the quality of scientific education research. In 2002, the NRC released "Scientific Research in Education" (National Research Council, 2002), a report designed to articulate the nature of scientific education research and to guide efforts aimed at improving its quality. Building on this work, the Committee on Research in Education was convened to advance an improved understanding of a scientific approach to addressing education problems; to engage the field of education research in action-oriented dialogue about how to further the accumulation of scientific knowledge; and to coordinate, support, and promote cross-fertilization among NRC efforts in education research. The main locus of activity undertaken to meet these objectives was a year-long series of workshops designed to engage a range of education stakeholders in discussions about five key topics: (1) Peer Review in Federal Education Research Programs; (2) Understanding and Promoting Knowledge Accumulation in Education: Tools and Strategies for Education Research; (3) Random Assignment Experimentation in Education: Implementation and Implications; (4) Journal Practices in Publishing Education Research; and (5) Education Doctoral Programs for Future Leaders in Education Research. This report is a summary of the third workshop in the series, on the implementation and implications of randomized field trials in education. Educators and researchers have debated the usefulness of these methods for conducting research in education for decades. As many more of them are being funded in education than ever before, the editors' objective in convening this workshop was to provide a venue for researchers and practitioners who have been involved in this kind of study in educational settings to share their experiences. The event took place on September 24, 2003, at the National Academies' Keck Center in Washington, DC. This report summarizes common issues and ideas that emerged from the presentations and discussion during the workshop (see Appendix A for the workshop agenda and Appendix B for biographical sketches of the committee members and speakers). These issues included "why" researchers use randomized field trials, "when" such a design is appropriate for answering questions about education, and "how" to implement this kind of research in an educational setting. In discussing these issues, workshop speakers identified challenges to successfully carrying out randomized field trials in schools and described strategies for addressing those challenges. Although investigators conducting any type of research in schools would encounter many of these challenges, some are unique to this research design. While this report represents their synopsis of the key issues aired at the workshop, it does "not" contain conclusions or recommendations. The editors will issue a final report with recommendations for improving scientific research in education based on the series of five workshops. Appended are: (1) Workshop Agenda; and (2) Biographical Sketches of Committee Members and Workshop Speakers. Individual chapters contain footnotes.

The following are among 50 papers included: "The Politics of Planning Culturally Relevant AIDS Education for African-American Women" (Archie-Booker); "Developing White Consciousness through a Transformative Learning Process" (Barlas); "Executive Businesswomen's Learning in the Context of Organizational Culture" (Bierma); "The Myth of the Universal Adult Educator" (Brown); "Interactions in Distance Education" (Burnham, Walden); "Women's Experience of Academic Collaboration" (Clark, Watson); "Measurement of Participation in Adult Education" (Collins, Brick, Kim); "Learning Strategies in the Corporate Setting" (Conti, Kolody, Schneider); "Learning within a Social Movement" (Cunningham, Curry); "Commonwealth of Pennsylvania's GED (General Educational Development) Graduates' Progress" (Dean); "Orchestration of Learning Style Differences and Other Variables in an Action Learning Experience" (Dilworth); "An Exploratory Study of the Social and Personal Dynamics that Deter Underserved Women from Participating in Adult Education Activities" (Hall, Donaldson); "Researching Professional Practice" (Donaldson, Kuhne); "Critical Thinking, Developmental Learning, and Adaptive Flexibility in Organizational Leaders" (Duchesne); "Participant Perceptions of Residential Learning" (Fleming); "Identification of the Workplace Basic Skills Necessary for Effective Job Performance by Entry-Level Workers in Small Businesses in Oklahoma" (Harris); "Participation and Retention Factors Relating to Black Reentry Graduate and Undergraduate Women in the College of Education" (Johnson-Bailey, Brown); "Factors that Affect the Epistemology of Group Learning" (Marsick, Kasl); "Radical Pedagogy in Action" (Kaufmann); "How Adult Experience as a Supervising Decision-Maker Can Inhibit Learning" (Lauderdale); "Academic vs. Integrated Functional-Context Literacy Programs" (Martin); "Voluntary Organizations and Nonformal Adult Education in Hungary" (Pandak); "A Sociocultural Perspective of Knowing" (Reybold); "Knowledge as 'Quality Non-Conformance'" (Schied et al.); "A Replication Study of the Attitudes of Selected Academics and Decision-Makers towards Adult Students" (Smeby, Sisco); "The Effectiveness of Total Quality Management" (Smith, Lewis); "Doing Cross-Cultural Research in Adult Education" (Sparks); "Adult Education On-Line" (Spencer); "Synergic Inquiry" (Tang); "Implicit Memory and Transformative Learning Theory" (Taylor); "Innovation as Knowledge and Learning" (Taylor); "Teaching across Borders" (Tisdell, Perry); and "Beyond Disciplinary Consumption in Program Planning Classes" (Wilson, Cervero). (MN)

Purpose: This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context. Design/methodology/approach: Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators' perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection. Findings: The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators. Research limitations/implications: In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study's exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines. Practical implications: The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators' perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators. Originality/value: Amid the rising interest in ChatGPT's educational applications, a research gap exists in exploring educators' perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators' experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators' insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

Background: Teacher education has been the subject of a seven-year review culminating with the issuing of a consultation document "Teacher education in a climate of change: The way forward" (Department for Employment and Learning and Department for Education 2010). Issues of rationalisation, demographic trends, the over-provision of teachers and the cost of initial teacher education "inter alia" dominated the agenda. Purpose: The paper seeks to assess the ways in which the current economic climate, student tuition fees, reduced income from government and the declining demographic situation will affect recruitment, on the profile of applicants to teacher education, on widening access and participation, and on models of teacher education. As the environment becomes increasingly globally competitive, issues surrounding the nature, quality, cost and content of programmes will be analysed. Sources of evidence: Data that informs the paper derive from multiple sources including education policy documents, review and strategy documents, research reports and relevant research literature. It will be complemented by the author's knowledge and experience as a teacher, teacher educator and international researcher, and sustained contributor to the formulation, implementation and evaluation of teacher education policy in NI. Main argument: With the predicted reduction in expenditure for higher education in NI likely to be considerable over the next four years, substantial cuts in teacher education are inevitable. At a time when participation rates for under-represented groups are being encouraged, higher student fees and reduced quotas will impede the goal of achieving a more equitable teaching workforce. Rather than concentrating on the uncertainties that characterise the current economic climate, it will be important not to focus exclusively on survival and sustainability but on longer-term opportunities for transforming and re-conceptualising teacher education. Conclusions: All of the current national teacher education review documents in England, Republic of Ireland, Northern Ireland and Scotland highlight the need to improve teacher education. Irrespective of the constraining global financial situation, a career-long model for teachers' professional learning is overdue. It is possible, even in financially challenging circumstances, to realise the opportunities for creative change to ensure that teacher education maintains its high standards and reputation. Enhanced resourcing by itself does not necessarily guarantee enhanced provision.

International education is the third largest export industry in Australia and is worth almost A$20 billion. The last ten years have witnessed significant growth in both onshore and offshore enrolments of international students in Australian universities. The offshore component of all Australian universities has been subject to scrutiny by the external quality agency, Australian Universities Quality Agency (AUQA), since 2001. Many universities have closed offshore programmes after cycle one audit owing to poor management and quality assurance arrangements raised by AUQA. 2010 marks a significant change in international onshore education in Australia. Some of the changes that are having a real impact on international education include: (1) changes in government policy related to skilled migration; (2) policy changes relating to international student visas; (3) safety and security of international students following recent attacks on international students from India; and (4) ongoing scrutiny by the external quality agency with internationalisation as a mandatory theme in all quality audits of universities. The changes in Australian international higher education are a learning experience for many countries where tertiary education institutions are relying on international student income to survive, and planning for growth in an environment of changing government policies related to quality assurance, coupled with changing migration policies with a focus on reducing skilled migration. At the same time another challenge for Australian international education is the investment in education in key markets such as India and China, where the governments are planning to expand higher education with provision for overseas universities to open campuses in their countries. The renewal of quality in Australian higher education with the formation of the new national regulator, Tertiary Education Quality and Standards Agency (TEQSA), may witness increased scrutiny of high-risk areas, such as internationalisation, which are related to academic quality and reputation of Australian higher education. TEQSA will have powers to place sanctions on all higher education providers including universities. International education, though attractive, has a somewhat turbulent nature. The end of the rainbow may not necessarily mean a pot of gold, but possibly "fool's gold"!

Striving for sustainability requires a paradigm shift in conceptualization, thinking, research and education, particularly concerning the science-technology-environment-society (STES) interfaces. Consequently, "STES literacy" requires the development of students' question asking, critical, evaluative system thinking, decision making and problem solving capabilities, in this context, via innovative implementable higher-order cognitive skills (HOCS)-promoting teaching, assessment and learning strategies. The corresponding paradigms shift in science and technology education, such as from algorithmic teaching to HOCS-promoting learning is unavoidable, since it reflects the social pressure, worldwide, towards more accountable socially- and environmentally-responsible sustainable development. Since most of the STES- and, recently STEM (science-technology-engineering-mathematics)-related research in science education has been focused on secondary and tertiary education, it is vital to demonstrate the relevance of this multifaceted research to the science and technology teaching in primary schools. Our longitudinal STES education-related research and curriculum development point to the very little contribution, if any, of the traditional science teaching to "know", to the development of students' HOCS capabilities. On the other hand, there appears to be a "general agreement", that the contemporary dominant lower-order cognitive skills (LOCS) teaching and assessment strategies applied in science and technology education are, in fact, restraining the natural curiosity and creativity of primary school (and younger?) pupils/children. Since "creative thinking" as well as evaluative system thinking, decision making, problem solving and...transfer constitute an integral part of the HOCS conceptual framework, the appropriateness of "HOCS promoting" teaching, and the relevance of science and technology, to elementary education in the STES context, is apparent. Therefore, our overriding guiding purpose was to provide any evidence-based "research" to the vital LOCS-to-HOCS paradigm shift in STES education. The findings of, and conclusions derived from our longitudinal research on HOCS development within STES-oriented and traditional education, suggest that both--science and technology education (STE) and STES education--are relevant to primary school education. Based on this, what it should take to insure success in this context, is thoroughly discussed.

Education is both a right and a responsibility. International instruments such as the "International covenant on civil and political rights" and the "International convention on the rights of the child" affirm the right of all children to education. This right is spelt out in the education legislation of all states and territories in Australia. Education is not only free but is compulsory for all children between certain ages. The obligation is imposed on parents (in accordance with definitions contained therein) to ensure that their children are both enrolled at and attend school. However, parental choice of education provider is allowed within each jurisdiction by way of state, private or church schools, all of which are registered and regulated to varying degrees by the state. The legislation of each jurisdiction also makes some degree of provision for parents who choose to opt out their children from any formal education setting and to educate them at home. Home education is also subject to state regulation. The assumption by the state of the responsibility for education guides this policy and legislation. The argument for state control of all education, no matter how and by whom it is provided, is that the state has an overriding interest in ensuring the economic well-being of its citizens and the growth of its intellectual capital. The state acknowledges that the responsibility for education is shared with parents, primarily by providing penalties for parents who fail to ensure enrolment and attendance of their children at a school. There is evidence that more and more parents in developed countries worldwide are choosing to educate their children at home, and anecdotal evidence suggests that Australia is part of this trend. To this end, this article critically examines the balance and relationship between the exercise of parental choice and responsibility in education, and state regulation and control. It does so by examining the means by which the legislation of different jurisdictions allows for choice in the exercise of the right to education, with particular reference to home education, places limitations on that choice and imposes control on the delivery of education outside state schools. (Contains 80 notes.)

"European Education" (originally known as "Western European Education") may no longer be directly associated with the field of comparative and international education, yet its establishment in 1969 was an attempt to make a direct contribution to the academic debates about the future of comparative education. The journal emerged at a time when comparative educators in the United States were engaged in a complex process of reexamining historical foundations of the field, exploring its methodological and theoretical directions, and expanding its geographic boundaries. While the debate on comparative education theory and method was often polarized into two extremes--advocating for either cross-national, quantitative research or single-case, historical studies--the journal created an opportunity for comparative educators to engage in a comparative analysis that is both cross-national and contextual. The journal's founding editor (Ursula Springer) and advisory board members (George Bereday, Torsten Husen, Brian Holmes, Saul Robinsohn, and others) envisioned comparative education as an interdisciplinary area of study that would at once capture the importance of the historical context and advance the use of social science methods in comparative research. The journal's task became to translate this vision into reality. Common to all of the journal's editors (and their journal advisory board members) was their commitment to exploring alternative visions in the polarized debate on comparative theory and method in education. It is within the context of these comparative education debates that this study attempts to trace the journal's history. The fortieth anniversary of the establishment of "European Education" provides a unique opportunity to reflect on the journal's role in shaping the contours of comparative education during the past four decades. Through content analysis and interviews with former editors and advisory board members, this study discusses the context within which the journal emerged, its original goals and changing vision during the past forty years, as well as its role in the field of comparative and international education. (Contains 9 notes.

Public education has worked to address the needs of all students with disabilities, although it has been a gradual process. The most pivotal change in public education for students with disabilities in general education classrooms dates to the implementation of the federal law, Education for All Handicapped Children Act of 1975, which is now known as the Individuals with Disabilities Education Act (IDEA). The law itself has undergone several revisions over the years from 1975 to 2004, including but not limited to: (1) disability category changes; (2) age group modifications; (3) a name change; and (4) expansion of services. One of the most significant revisions of IDEA pertinent to autism was in 1990 when it was added as a disability category, having not been included in the law previously. While IDEA has been a driving force for change in the education of students with disabilities, another federal law, The No Child Left Behind Act (NCLB) has also contributed to educational changes for students with disabilities. NCLB has stressed not only access to the general curriculum, but also access to all state mandated tests for students identified for special education. NCLB requires state mandated assessment in the major subjects of math, reading, writing, and science. As a result of the combined requirements of IDEA and NCLB, general education teachers are required to adapt their instructional strategies in the general education classroom to accommodate students with disabilities. Research studies that examine how general education teachers adapt their instructional strategies to accommodate students with disabilities are few; and fewer still are studies focused on general education teachers' use of instructional strategies for students with autism. Given the scarcity of studies examining access to the general curriculum for students with autism, this literature review looks at the following: (1) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (2) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (3) specific studies on the inclusion of students with autism.

This article reviews the evolution of education policies in the East African region in a historical context. The focus is on the formulation of policies for access to primary and secondary education in Kenya, Uganda, and Tanzania since their independence in the 1960s. The three countries have common characteristics and historical backgrounds. For example, few of their population had access to education at all levels in the past, and hence, each faced similar educational and literacy challenges at the time of their political independence in the 1960s. All three have over time been characterized by Consortium for Research on Education Access, Transition and Equity (CREATE) zones of exclusion (i.e., those with no access, those who are excluded after initial entry, those at risk of dropout, and those excluded from secondary education). They have similarly announced and implemented new policies for Free Primary Education (FPE) following the international and internal pressure leading to the reintroduction of multiparty politics in the late 1990s. However, the three countries have had different experiences with the implementation of both Universal Primary Education (UPE) in the 1960s and FPE in the 1990s and have differed in the philosophies underpinning their education expansion more generally. This article is organized as follows: First, the authors discuss policies and action taken by governments of the three countries in the immediate postindependence era in relation to expanding access to those who had been excluded by the colonial education policies. Second, they present the formulation of those policies again in relation to how and whom they benefited. Third, they discuss implementation strategies and processes of those policies. Fourth, they discuss their institutionalization, replicability, and financial sustainability. Fifth, they outline the implications of these policies for the poorest groups. Sixth, they provide an overview of recent policies on access to secondary education and ask whom they have benefited and how the excluded groups can be reached. The conclusion follows. (Contains 2 figures and 2 tables.)

Theorising STEM Education in the 21st Century is a book that captures the essence of Science, Technology, Engineering and Mathematics and the intricacies of STEM education in the contemporary society. It explores STEM as an interdisciplinary field as well as the individual disciplines that make up STEM. This ensures the field of STEM as a whole is theorised. The book provides critical insight on STEM education from Cairo to Cape Town or from America to Indonesia. With a team of authors from universities across the world, the book is a vital contribution to critical scholarship on STEM education in contemporary times. This book contains the following chapters: (1) Introductory Chapter: Theorising STEM Education in the Contemporary Society (Kehdinga George Fomunyam); (2) Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis of the Cognitive and Affective Dimension (Guadalupe Martínez-Borreguero, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa); (3) Inverse Modeling Problems in Task Enrichment for STEM Courses (Victor Martinez-Luaces, José Antonio Fernández-Plaza and Luis Rico); (4) Integrated STEM Education in K-12: Theory Development, Status, and Prospects (Bing Wei and Yue Chen); (5) 'Making' as a Catalyst for Engaging Young Female Adolescents in STEM Learning (Karen Hyllegard, Jennifer Ogle and Sonali Diddi); (6) STEM for Sustainable Skills for the Fourth Industrial Revolution: Snapshot at Some TVET Colleges in South Africa (Moses Makgato); (7) Gender Equity in STEM Education: The Case of an Egyptian Girls' School (Mohamed El Nagdi and Gillian Heather Roehrig); (8) A Theoretical Framework for Implementing STEM Education (Vongai Mpofu); (9) Formative Assessment in Mathematics Education in the Twenty-First Century (Benard Chigonga); (10) Towards a Forward-Thinking College Calculus Program (Jessica Hagman); (11) The Role of Mathematical Modeling in STEM Integration and Education (Murat Tezer); (12) Discipline, Task and Reader Characteristics of Introductory Physics Students' Graph Comprehension in Mathematics and Kinematics (Itumeleng Phage); (13) Implementation of Elliptic Curve25519 in Cryptography (Intan Muchtadi-Alamsyah and Yanuar Bhakti Wira Tama); and (14) Programme Integrating Courses Making Engineering Students Reflect (Viggo Kann).

The issue of quality in higher education has been a staple of conversation for centuries. In the current environment, this conversation is complex, involving many constituents and, at times, contentious. To explore and address the central question of quality, the Council for Higher Education Accreditation (CHEA) has initiated a "National Quality Dialogue," a series of national and regional meetings, interviews with key leaders in higher education and a research and publications series. The Dialogue involves a framing and exploring of academic quality in relation to the future of higher education and accreditation. Both higher education and accreditation are currently subject to unprecedented public scrutiny and pressures to change. Public scrutiny of the success of higher education has intensified and comes from many quarters: media, government, students, research and policy centers and foundations. Higher education is diversifying, with emerging new types of providers and credentialing of educational experiences, beyond traditional, degree-granting colleges and universities. Emerging diversification includes a dynamic and changing student population, alternative approaches to teaching and learning and variation in how higher education is structured and operates. This paper briefly explores five major national quality conversations, offering descriptions of the thinking of five significant actors in the quality space: (1) higher education and accreditation, (2) research and policy institutes and foundations, (3) alternative providers (and alternative credentials), (4) the federal government and (5) employers. The intent is to make clear the essential thrust of thinking in each of the conversations and what drives them. The conversations are not mutually exclusive. Although they differ in some key respects, they are similar in a number of instances. This paper asks the following questions: (1) What can be learned that strengthens quality in higher education; (2) Where might the conversations lead going forward; and (3) What role might accreditation play? Developing a future dialogue on quality involves acknowledgment of the similarities in each of these conversations, as well as how each differs from the other.