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Studies in the fields of education and social sciences have always been important in terms of their impacts on society. These studies have gained even more importance during the COVID-19 pandemic process. The impact of the pandemic period on children, schools and society has been demonstrated through such studies. This book also includes studies conducted during the pandemic period. The studies in this book contribute to the fields of education and social sciences by different research methods, participants, and contexts and add a global perspective to these fields. The book is divided into two sections related to studies on social sciences and education sciences. Each section includes four chapters. The chapter's contributors are from the following countries: the United States, Turkey, China, Indonesia, Russia, Rwanda, and Malaysia.

Studies in the fields of education and social sciences have always been important in terms of their impacts on society. These studies have gained even more importance during the COVID-19 pandemic process. The impact of the pandemic period on children, schools and society has been demonstrated through such studies. This book also includes studies conducted during the pandemic period. The studies in this book contribute to the fields of education and social sciences by different research methods, participants, and contexts and add a global perspective to these fields. The book is divided into two sections related to studies on social sciences and education sciences. Each section includes four chapters. The chapter's contributors are from the following countries: the United States, Turkey, China, Indonesia, Russia, Rwanda, and Malaysia.

This book highlights some of Kenneth King's diverse contributions to international and comparative education, African studies and development studies over more than four decades. From his pioneering work on the first educational commissions to Africa, through his research on skills training in the informal sector, and on to his critical analysis of education analysis in development agencies, this book makes influential materials available in one place. Appropriately, it illustrates his career-long connections with Kenya, but also his more recent engagement with Japan, China and India. It is the first CERC [Comparative Education Research Centre] volume to pay significant attention to the policies and politics of skills development. Kenneth King is an Emeritus Professor of the University of Edinburgh. He was based in and directed its Centre of African Studies for many years, and lectured on international perspectives in education and training in its School of Education. His research interests have addressed the politics and planning of skills development, including in the informal sector of the economy, aid policies towards education of both Western and Asian donors, and higher education cooperation. He founded NORRAG, the network for international policies and cooperation in education and training, in 1986, and edited NORRAG News until 2016. He was President of the British Association for International and Comparative Education (BAICE) from 2014-2016, and was one of the founding members of the UK Forum on International Education and Training (UKFIET). King's works included in the book are: (1) The Phelps-Stokes Commissions and the Politics of Negro Education; (2) Skill Acquisition in the Informal Sector; (3) Aid, Research and Education; (4) Education and Training for Self-Employment in Kenya; (5) Exploring the Impact of Primary Education; (6) The Vocational School Fallacy Revisited; (7) Africa's Informal Economies: Thirty Years On; (8) Re-targeting Schools, Skills and Jobs in Kenya: Quality, Quantity and Outcomes; (9) Skills and Education for All from Jomtien (1990) to the GMR of 2012: A Policy History; (10) Experience, Experts and Knowledge in Japanese Aid Policy and Practice; (11) African Students in China: Changing Characteristics, Contexts and Challenges; (12) The Geopolitics and Meaning of India's Massive Skills Development Ambitions; and (13) Conclusions around Education, Skills, Knowledge and Work -- and the Role of Aid.

A complementary volume to Dilly Fung's "A Connected Curriculum for Higher Education" (2017) [see ED613384], this book explores 'research-based education' as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution's creative approach to research-based education -- UCL's Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study -- and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline -- including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences -- while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.

Entrepreneurship has a tremendous impact on the economic development of a country, so much that entrepreneurship is seen as a solution for the fast changing economic demands worldwide and has been recognized as a path to sustainable economic development. Despite recognition of entrepreneurship on the road to global economic development, a large body of research on the elements of entrepreneurship education remains unresolved. Are these behaviors inherent to human beings, their genetic code, their psychological traits, or can students, young children, and even adults, be taught how to become an entrepreneur? This book presents several chapters following different approaches to answer these questions. Researchers explore education programs in different countries, they show experiences in entrepreneurship education, explain how to teach entrepreneurial skills, cultural issues, and propose some orientations and reflections on entrepreneurship education. The book contains the following chapters: (1) The Spirit of Entrepreneurial Education in Namibia--An Exploratory Study (Wilfred Isak April); (2) Entrepreneurship Education for Women in Brazil--Challenges and Limits (Elaine da Silveira Leite); (3) Entrepreneurship Education in China (Weiming Li and Chunyan Li); (4) Entrepreneurship Education in Spain (José C. Sánchez-García and Brizeida Hernández-Sánchez); (5) The Importance of Partnerships in Promoting Entrepreneurship Education--Case Study of a Group of Schools (Maria Isabel Carvalho and Mário Franco); (6) Educating Succeeding Generation Entrepreneurs in Family Businesses--The Case of Slovenia (Mojca Duh, Marina Letonja and Jaka Vadnjal); (7) Promoting Entrepreneurship Education through University Networks--A Case Study in Mozambique (Dambusse Libombo, Anabela Dinis and Mário Franco); (8) Customer Orientation of Current and Future Entrepreneurs in Research Using Projection Methods--Implications for Education (Anna Pawlowska); (9) Teaching and Detecting The Creative Potential--Experience and Perspectives (Sílvio Manuel Brito); (10) Entrepreneurship Education as Learning to Form Identities--Cross-Cultural Perspective (Iiris Aaltio and Qian Wang); (11) Training New Housing Entrepreneurs--A Malaysian Scenario (Mastura Jaafar, Syed Putra Syed Abu Bakar and Wan Mohd Dzulkifli Wan Daud); (12) New Perspectives in Entrepreneurship Education--A Brazilian Viewpoint (Eric Charles Henri Dorion, Cristine Hermann Nodari, Pelayo Munhoz Olea, Paula Patricia Ganzer and Claudio Baltazar Côrrea de Mello); and (13) Mismatch in Teachers' Ontological Conception of Entrepreneurship Education (Kaarlo Paloniemi and Pekka Belt).

Securing the future of the human race will require an improved understanding of the environment as well as of technological solutions, mindsets and behaviors in line with modes of development that the ecosphere of our planet can support. Some experts see the only solution in a global deflation of the currently unsustainable exploitation of resources. However, sustainable development offers an approach that would be practical to fuse with the managerial strategies and assessment tools for policy and decision makers at the regional planning level. Environmentalists, architects, engineers, policy makers and economists will have to work together in order to ensure that planning and development can meet our society's present needs without compromising the security of future generations. Better planning methods for urban and rural expansion could prevent environmental destruction and imminent crises. Energy, transport, water, environment and food production systems should aim for self-sufficiency and not the rapid depletion of natural resources. Planning for sustainable development must overcome many complex technical and social issues. This book contains the following chapters: (1) Indigenous Epistemologies, Sustainability and Schooling: The Case of South Africa (Anders Breidlid); (2) Malaysian Primary Pre-Service Teachers' Understanding and Awareness of Environmental Knowledge (Mageswary Karpudewan and Zurida Ismail); (3) Alternative Perspective to Funding Public Universities in Nigeria (Shina Olayiwola); (4) Sustainable Business Development--A Case Study of the International Logistics Industry (Anna Larsson, Ronald Muyingo, Dmytro Serebrennikov, Shohana Ahmed and Cecilia Mark-Herbert); (5) The Obligation of Sustainable Fisheries Management: Review of Endured Failures and Challenges in Exploitation of the Living Sea (Hans-Joachim Ratz); (6) Modelling for Sustainable Development: Inundation Risk Management and Decision Making in Water Sector (Sellami Mohamed Habib and Siddiki Ezeddine); (7) Sustainable Building in Malaysia: The Development of Sustainable Building Rating System (Ar Zuhairuse MD Darus and Nor Atikah Hashim); (8) Mapping is a Key for Sustainable Development of Coastal Waters: Examples of Seagrass Beds and Aquaculture Facilities in Japan with Use of ALOS Images (Teruhisa Komatsu, Tatsuyuki Sagawa, Shuhei Sawayama, Hideaki Tanoue, Akihiko Mohri and Yoshihiko Sakanishi); (9) Sustainable Development of the Built Environment: The Role of the Residential/Housing Sector (Tom Kauko); (10) Using Index to Measure and Monitor Progress on Sustainable Development (Geoffrey K. F. Tso and Jin Li); (11) Sustainability in Urban Ecosystems and Detecting Urban Vegetation from Different Images Using an Object-Based Approach (Metin Tunay, Ayhan Atesoglu, Aycan M. Marangoz, Serkan Karakis and Hakan Akcin); (12) Sustainable Solutions in Development Countries--Lithuania Case (Marija Burinskiene and Vitalija Rudzkiene); (13) Sustainable Farming Systems vs Conventional Agriculture: A Socioeconomic Approach (Athanasios Theocharopoulos, Stamatis Aggelopoulos, Panoraia Papanagiotou, Katerina Melfou and Evangelos Papanagiotou); (14) Improving Food Security Risk Management for Sustainable Development (Menghestab Haile and Lieven Bydekerke); (15) Three Totally Different Environmental/GDP Curves (Leif Bratt); (16) Temporal-Spatial Changes of the Oasis in the Heihe River Basin over the Past 25 Years (Yaowen Xie, Linlin Li, Xiaojiong Zhao and Chunxia Yuan); and (17) Saving the World's Most Precious Resource (Dewi Rogers and Alessandro Bettin).

This book critically examines the impact of migration, education, development, and the spread of English on global bio-linguistic and cultural diversity. Derived from findings from a comparative eco-linguistic study of intergenerational language, culture, and education change in the Tibetan Diaspora, the book extends its analysis to consider the plight of other peoples who find themselves straddling the Indigenous-Minority-Diaspora divide. MacPherson explores the overlapping and distinctive sustainability challenges facing indigenous and minority communities when they are connected by and within diasporas, and seeks to adequately explain the discontinuities and disjunctures between their educational struggles and achievement levels.

Under various names--education and conflict, education and fragility, education and insecurity, etc.--the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This volume, therefore, seeks to broaden enquiry into education and conflict by exploring, through conceptual and empirical work, its linkages to broader theories and practices of development and peacebuilding. The volume begins with a conceptual and theoretical section, followed by a series of international case studies, before closing with three chapters focused on the case of Northern Uganda. Contributors present a diverse set of studies that together deepen understandings of the ways the education functions in various situations affected by conflict and the ways in which it might best be mobilized to contribute towards peacebuilding and development. This book is divided into three parts. Part I, Concepts, Relationships and Assumptions, includes the following: (1) Education and Conflict: A Fundamental Relationship (Colin Brock); (2) Fragile States, Fragile Concepts: A Critical Reflection on the Terminology of Fragility in the Field of Education in Emergencies (Stephanie E.L. Bengtsson); and (3) Different Presumptions about Progress, Divergent Prescriptions for Peace: Connections between Conflict, "Development" and Education in Nepal (Jeremy Rappleye). Part II, Understanding Relationships: Country Case Studies, includes the following: (4) Sources of Learning about Human Rights and Democracy in Southern Sudan (Christine Pagen); (5) Expectations and Realities of Education in Post-Conflict Sierra Leone: A Reflection of Society or a Driver for Peacebuilding? (Mitsuko Matsumoto); and (6) A Point of Connection through Transnational History Textbooks? An Examination of "History that Opens Future", the Joint History Textbook Initiative of China, Japan and South Korea (Tomoe Otsuki). Part III, Education, Conflict and Development in Northern Uganda, includes the following: (7) Fortifying Barriers: Sexual Violence as an Obstacle to Girls' School Participation in Northern Uganda (Maureen Murphy, Lindsay Stark, Michael Wessells, Neil Boothby & Alastair Ager); (8) Teachers' Perceptions and the Effects of Young People's War Experiences on Teaching and Learning in Northern Uganda (Betty Akullu Ezati, Cornelius Ssempala & Peter Ssenkusu); and (9) Schools and Peacebuilding in Northern Uganda: Young people's Perspectives (Jeremy Cunningham). "Education, Conflict and Development", an introduction by Julia Paulson, is also presented.

Religion and spirituality make critical contributions to an inclusive vision for the welfare of minorities, the marginalized and other disadvantaged groups in societies and cultures around the globe. Religious movements and spiritual traditions work to improve social outcomes for disenfranchised groups by enriching educational, political, and social agendas, and by providing a wide variety of justice-driven programs and services. Values underpinning these services include the dignity of the human person, the sanctity of human life, the foundational role of families and communities, the transformative power of learning, and the advancement of shared personal and social rights and responsibilities. These values act as a counter-balance to other attitudes and values that may impede pro-social cohesion and development. Drawing on diverse religious and spiritual perspectives and traditions, this new volume provides exciting and enriching examples of theory, research and practice that directly contribute to our understanding of how religion and spirituality promote and facilitate social justice and equity in diverse social and cultural contexts--with a particular focus on educational settings, contexts, processes and outcomes. Religious communities invest heavily in schools, colleges and universities in the belief that these educational institutions enable them to inculcate into their membership the kinds of moral values and qualities that lie at the heart of their spiritual teachings. Looking beyond the sacred-secular impasse, religious organisations attempt to provide a "education for life" which draws from both the scientia of science and the sapientia of religion and spirituality. These depth-dimensions provide the pool of values which enable citizens to enact equity, mercy and justice in society in the name of God and for the sake of humanity. The chapters which comprise this volume demonstrate the possibility of a healthy integration between religion and education from a truly global, transdisciplinary and ecumenical perspective. From contexts within Asia, Africa, the USA and Australia, and from disciplines ranging from ethics to social work, from health to educational curriculum, from personal identity to community-consciousness; this volume makes a unique contribution to the theory and practice of the educational and religious inter-face. It is a contribution which holds a great deal of promise for being pro-humanitas. This book begins with "Religion, Spirituality, Education and Social Justice: An Historical Perspective," a foreword by Stuart Devenish and Martin Dowson. This book is divided into four parts. Part I, World Religions, contains: (1) Justice in Islamic Spirituality: Implications for Individual Flourishing and Social Harmony (Bagher Ghobary Bonab); (2) The Impact of Traditional Chinese Religions on the Social Justice Orientations of Chinese Christians (Denise Austin); (3) The Contribution of Buddhism to Global and Regional Initiatives in Education (Trish Sherwood); and (4) Social Justice and Critical Thinking: The Contribution of Christian Perspectives on Education (Tony George). Part II, Meaning, Motivation and Maturity, contains: (5) Religion, Meaning, and Motivation (Martin L. Maehr); (6) Ethical Decision Making: The Contribution of Religious and Spiritual Values (Maureen Miner and Martin Dowson); and (7) Counseling and Social Justice: The Role of Spirituality, Emotional Intelligence and Mature Racial Identity (Sachin Jain, Martin Dowson, and Alicia M. Lacouture). Part III, Teaching Policy and Practice, contains: (8) Multireligiosity in Singapore: Implications for Educational Policy and Practice (Ee Moi Kho, Min Fui Chee, and Giok Ling Ooi); (9) Spirituality and Students' Experiences in International Service Learning Courses (Valerie C. McKay & Natasha Gaffoglio); (10) Religious Values in the History Classroom: Promoting Civic Competence, Tolerance, and Social Justice (Michael Lovorn and Shawn Proffitt); and (11) The Benefits of an Integrated Sacred-Secular Approach Youth Worker Training (Phil Daughtry). Part IV, Community Service and Development, contains: (12) The Critical Role of Black Religious Institutions in the Education of African Americans (Elinor L. Brown & Nadia C. Gadson); (13) African Spirituality and Its Implications for Heath, Education, and Community Well-Being (Steve Edwards and Jabulani Thwala); and (14) Community Service Orientations of Indigenous Peoples: The Role of Spiritual Values (Bill Lawton).

A newly developed course on education in contemporary China is described. Objectives, curriculum materials, teaching strategies, learning activities, and evaluation are briefly outlined. The three-credit, college-level course explores educational policy and practice in the People's Republic of China since 1949, with emphasis on the interrelationship between political ideology and the educational system. The course outline provides an idea of the historical periods and educational topics to be covered and describes the course components, consisting of lectures, readings, research papers, student seminars, and a glossary project. Directions are given for preparation of the research papers, seminar presentations, and the glossary project. Two bibliographhies are provided. One lists periodicals available in English or Chinese from Taiwan and the People's Republic of China, as well as monitored broadcasts, journals, and special bibliographic sources. The other is a list of books published since 1965 on topics, such as periods in Chinese history, medicine, women and childcare, education of minorities, and other aspects of education. (AV)

This book investigates a variety of contemporary issues, both domestic U.S. concerns and those of an international focus that involve the United States. The introduction develops the context of the book by discussing the Reagan legacy, the 101st Congress, the Supreme Court, and the making of the U.S. federal budget. The domestic policy issues of the economy, education, civil rights, social programs, health care, immigration, energy, environment, agriculture, and crime are reviewed. The foreign policy issue areas covered include the Soviet Union, defense, Central America, the Middle East, international trade, Western Europe, nuclear proliferation, world poverty and U.S. foreign aid, South Africa, and China. The discussion of each of these domestic and foreign policy issues is developed in depth through the identification of the key questions in each topic area, an extensive background summary, a listing of the current critical issues for each topic area, pro and con debates on key points, and a short outlook projection for the topic area. The book is illustrated with photographs, maps, graphs and charts, and editorial cartoons on the subject matter. (PPB)