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"June 1995." ; Cover title. ; Includes bibliographical references. ; Mode of access: Internet.

Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how sustainability is – and could be – integrated into educational policy studies. We therefore begin by summarising the conditions under which the concept entered political debate and how it has influenced educational research. We then argue for a rethinking of its ontology: this, we suggest, can shed new light on its relationships with adult education policy and social justice.

In the context of the rapid development of digital technologies, more and more attention is paid to the issue of their use in education. This article examines how digital technologies affect art education, as well as what features art education has in China, where traditional art and culture play an important role.

The past thirty years of conflict and political unrest in Afghanistan has decimated the country's education system in terms of staffing, premises, curricula, and student attendance, for both male and female students. The education sector has been at the forefront of the political battles and conflicts between competing interest groups during the wars of resistance and ideological and ethnic conflicts that have plagued the country over the past few decades (Changing Profile of Education in Afghanistan, 2013). The changing political ideologies have taken a toll on the quality of education services and weakened governance. The current Government is committed to tackling issues of security, poverty reduction, governance and shared and inclusive growth. It sees service delivery as playing a dual role in Afghanistan: promoting social cohesion and trust in public institutions, while laying the foundation for job creation and growth. Within the context of increased fragility that Afghanistan has been experiencing, the current report aims to provide an up-to-date analysis of the country's education sector, including the use of public expenditures spanning over the past six years. Supported by recent administrative and household data and using the information from a primary survey of off-budget funding, the report provides more insights on key aspects of the education system performance and provides recommendations for reforms along the themes of outcomes and expenditures.

Islamic boarding school (pesantren) is the forerunner of Islamic education institutions in Indonesia. The initial attendance of the pesantren was estimated from 300-400 years ago and reached almost all levels of the Indonesian Muslim community, especially on Java. After Indonesia gained its independence, especially since the transition to the New Order and when economic growth really increased sharply, pesantren education became more structured and pesantren curricula became better. This study aims to discuss the role of Islamic boarding schools in character building. This type of research is library research, namely research whose main object is books or other sources of literature. As an educational institution, Islamic boarding school are very concerned with the field of religion (tafaqquh fi al-din) and the formation of the nation's character which is characterized by morality. The provisions of religious education are explained in Article 30 Paragraph (4) of the National Education System Law that religious education is in the form of diniyah education, pesantren, and other similar forms. The existence of pesantren is an ideal partner for government institutions to jointly improve the quality of education and the foundation of the nation's character. This can be found from a variety of phenomena that occur such as fights between schools and distributors who are widespread and drug users among young people are rarely found they are boarding children or graduates of boarding schools. Keywords: Islamic boarding school, education, character

The aim of this paper is to examine how the University of Huddersfield embraced the ethos of community cohesion and made moves into a problematic community. Drawing on qualitative research conducted in Oldham in Greater Manchester the paper presents insights into how higher education is viewed in the area. The research reveals that higher education in a deprived community is successful but one of the complications in such an environment is related to the policy context. The paper acknowledges the transformation in higher education but argues that central government and higher education bodies need to clarify and consolidate policy initiatives

Investments in higher education (HE) to promote competitiveness and economic growth have spurred HE leaders to seek ways of effectively utilizing the available resources to raise quality and efficiency in HE. One widely advocated strategy to accomplish this is through greater regional cooperation and cross-border collaboration among HE institutions. Such collaborations may include student and faculty exchanges, dual and joint degree programs, twinning between pairs of universities, and the formation of university networks. This publication provides operational recommendations for supporting governments and universities in the region in pursuing regional cooperation and cross-border collaboration in HE development.

Investments in higher education (HE) to promote competitiveness and economic growth have spurred HE leaders to seek ways of effectively utilizing the available resources to raise quality and efficiency in HE. One widely advocated strategy to accomplish this is through greater regional cooperation and cross-border collaboration among HE institutions. Such collaborations may include student and faculty exchanges, dual and joint degree programs, twinning between pairs of universities, and the formation of university networks. This publication provides operational recommendations for supporting governments and universities in the region in pursuing regional cooperation and cross-border collaboration in HE development.

ObjectivesI estimate the returns to education for individuals who attain education after an incarceration spell.MethodsReturns to labor supply and wages are estimated using data from the National Longitudinal Survey of Youth and a variety of regression and matching techniques.ResultsA positive relationship is found between postincarceration education and labor outcomes, especially for college completion. The General Equivalency Diploma (GED) is not associated with direct benefits.ConclusionsThe returns to post‐incarceration education are positive but diminished, implying that programs targeted at college completion may best serve prisoners after release.

Community education has a long, rich and varied tradition within Scotland. This has often led to debates about its meaning and purpose. In this article I will suggest, through an exploration of the historical context of Scottish community education, that rather than trying to define the meaning of community education, we should value its inherent ambivalence. It is within the spaces of contradiction and contestation that the power structures and politics that struggle to define and shape the field of community education are brought into sharp relief.

It is time to undertake changes in the evaluation methods we use, especially in higher education. These changes in the actors responsible for evaluation would combine hegemonic traditional evaluating processes with other, more democratic modalities, which would turn the predominantly institutional rating purposes of evaluation into a learning experience, and develop a competence in evaluation in students. Only in this way can coherence be achieved within the context of the student's initiative and the construction of their learning, mainly because of their real empowerment in the didactic process, either individually or in groups. A virtual platform has been developed to avoid increasing the teaching load and it is exposed in this work. The platform has been built and validated by potential users following the design-based research model. Its description, as well as its results, are explained. Regarding the description, two interfaces are mentioned—one for teachers and another for students. Concerning its validation, the results of this quantitative and qualitative study confirm its functionality as a valid tool for evaluation. It is predicted that the utilization and impact of this tool will not only be beneficial for the evaluation dimension, but also for the overall improvement of the teaching experience.