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Nowadays, higher educational theory seems to be concerned with positional thinking that reconsiders what universities ought to accomplish to justify their existence in the realm of higher education (Waghid and Davids, 2020). I want to extend this claim by arguing in defence of an African philosophy of higher education – one that is genuine and enframes higher education as a pedagogical space for resistance, critique, deliberative iterations, autonomy, and intellectual activism. Put differently, an African philosophy of higher education is one that is not only concerned with thinking and justification but expands into notions of democratic engagement, citizenship, and activism. When the latter are present, African philosophy of higher education has a real chance of manifesting ubiquitously in higher pedagogical actions, mostly teaching and learning.Only then, it possibly maintains its relevance to higher education discourses.

The purpose of this study is to examine the relevance of learning theories to adult and non-formal educational programmes. Adult and non-formal education is a kind of educational activities targeted at those who are regarded as adults by the society they belongs with the aim to developing their socio-economic and political status, so they can contribute their quota to the development of their immediate environment and society at large. The advanced nature of adult learners makes their learning activities to be more different from the children learning environment. This is because of maturity, bulk of experiences and sense of professionalism they bring to learning environment that make facilitators sees them as partners in progress. Efforts are made in this study to discuss the concept of adult and non-formal education as well as various learning theories that must be valued in adult learning environments. The paper, therefore, conclude that facilitators and organizers of adult education programme must ensure the strict application of these learning theories for effective adult teaching and learning environment. DOI:10.5901/jesr.2015.v5n1p261

Tourism and hospitality industry contributes a lot to the economy of Ghana and many States across the world; as such, it receives much attention in many politico-socio-economic and educational circles. In the area of education, tourism and hospitality is now an academic discipline which is now taught in schools and has experienced a golden age of literature in the second half and last quarter of the twentieth century. The proliferation of literature in this area has led to increasing interest in the subject by many institutions of higher learning around the world. It is for this reason that a study of this nature was undertaken to explore the relevance of some of the courses studied in tourism and hospitality institutions in Ghana, using the Department of Tourism, Cape Coast Polytechnic as a case study. Twenty-two (22) students were randomly selected out of a total of eighty two (82) whilst twenty (20) graduates of the department were purposively sampled. Data collected from the survey design using the questionnaire were analysed quantitatively using version 20 of the Statistical Product for Service Solutions (SPSS v 20). From the analysis, the study concluded that despite the inherent challenges associated with the courses studied in tourism and hospitality educational institutions, they correlate with industry's needs. The study, therefore, recommends among others that there should be close collaboration between tourism and educators and industry for exchange of ideas so that students leave school knowing the industry's expectations and how to secure jobs easily.

В настоящей статье авторы рассматривают педагогическую роль культурно-познавательного туризма в современной индустрии отдыха. Актуальность исследования обусловлена значением данного вида туризма в обучении экскурсантов. Цель статьи заключается в определении сущности и специфики культурно-познавательного туризма как обучающего ресурса. Обозначены функции культурно-познавательного туризма, такие как познавательная, образовательная, воспитательная, рекреационная, просветительская, творческая, социальная и другие. Приводится классификация направлений данного вида туризма. Делается вывод о необходимости уделять больше внимания этому направлению в современной индустрии туризма, которое не только способствует социально-экономическому развитию страны, но и выполняет многоплановые функции как в образовательной системе, так и в рекреационной, оказывая благотворное воздействие на психологическую составляющую человека. В статье также рассмотрены особенности и сложности в организации культурно-познавательного туризма для туристов разных возрастов, в частности, для лиц пенсионного возраста и людей с ограниченными возможностями. Обозначен круг проблем в развитии инклюзивного туризма в России. Делается акцент на особенностях в организации и проведении экскурсий как дидактического средства для туристов с ограниченными возможностями. Особое внимание уделяется экскурсии как эффективному педагогическому средству, которое способствует совершенствованию коммуникативной компетенции, формированию мировоззрения, расширению кругозора, получению знаний. Также авторы приводят классификацию комплекса экскурсионных услуг. Результаты исследования могут быть использованы при разработке методических пособий для подготовки специалистов в индустрии туризма.
The article analyses the pedagogical role of cultural and educational tourism in the modern recreation industry. The relevance of the article is due to the importance of this type of tourism in the training of excursionists. The purpose of the article is to determine the essence of cultural and educational tourism as an educational resource. The paper presents the functions of cultural and educational tourism (they are cognitive, educational, recreational, creative, enlightening, social and others); provides the classification of areas of this type of tourism. The authors conclude that it is necessary to pay more attention to this area in the modern tourism industry. It contributes not only to the socio-economic development, but also performs multifaceted functions both in the educational and recreational systems. This type of tourism has a beneficial effect on the psychological component of a person. The paper also considers the features and difficulties in organizing cultural and educational tourismfor different age categories of tourists, such as elderly people and people with health limitations; outlines the range of problems in the development of inclusive tourism in Russia; emphasizes the peculiarities in organizing and conducting excursions as a didactic tool for tourists of this category. Special attention is paid to excursions as an effective pedagogical tool that contributes to the improvement of communicative competence, formation of a worldview, expansion of horizons, and acquisition of knowledge. Also, the authors give the classification of the complex of excursion services. The results of research can be used in the preparation of teaching material for training specialists in tourism industry.

FC -- Half title -- Also Available from Bloomsbury -- Title -- Copyright -- Contents -- List of Figures -- List of Tables -- Notes on Contributors -- Introduction: The Reshaping of Educational Trajectories in European Knowledge Societies Morena Cuconato, Roger Dale, Marcelo Parreira do Amaral and Andreas Walther -- 1 Comparative Perspective on the Governance of Education in the Life Course Andreas Walther, Marcelo Parreira do Amaral, Morena Cuconato and Roger Dale -- 2 The Diversity of Education and Welfare Systems in Europe Jenni Tikkanen, Andy Biggart and Axel Pohl -- Part 1: Governance of Education -- 3 Scales, Discourses and Institutions in the Governance of Educational Trajectories in Europe Roger Dale, Yuri Kazepov, Risto Rinne and Susan Robertson -- 4 Translation of Policy Instruments and Negotiation of Actors in Local School Spaces Karin Amos, Patricia Loncle, Alessandro Martelli, Eduardo Barberis, Valérie Becquet and Ulrich Theobald -- Part 2: Access to Education -- 5 Understanding the Interactive Emergence of Educational Inequalities through Access and Accessibility of Education Barbara Stauber, Marcelo Parreira do Amaral and Isabelle Danic -- 6 Producing Accessibility through Discretionary Practices of Educational Professionals Eduardo Barberis, Izabela Buchowicz and Nicola De Luigi -- Part 3: Coping with Educational Demands -- 7 Educational and Vocational Guidance as Support Mechanisms in Schools Joanna Felczak and Ilse Julkunen -- 8 Cooperation and Problems of Recognition between Schools and Parents in Supporting Young People's Educational Trajectories Hülya Koşar Altinyelken, Silvia Demozzi, Felicitas Boron and Federica Taddia -- Part 4: Relevance of Education.

In Indonesian educational institutions, religious education, including Christian Religious Education, must be taught to all students and Christian students. However, most students today focus on developing scientific competencies in a particular field rather than general compulsory learning such as Christian Religious Education. The objectives include determining the significance of Christian Religious Education in universities and the role and impact of education on student life at the Manado State Polytechnic. This research concluded that Christian Religious Education must still be taught in all universities because it has a vital role in the growth of intellectual, spiritual, moral, and social students.

Contemporary vocational education and training (VET), both initial and higher, is strongly market oriented, and governments shape systems with significant roles for employers. The study presented in this article aims at examining how employers are positioned in the practice of VET provision in such a system. Specifically, it recognises and interprets how employers are positioned in the provision of state-funded Swedish higher VET as expressions of relative power and control. The study was conducted using interviews with educational personnel and observations of meetings between employers and VET programme providers.

This empirical paper studies the different approaches of India in speeding-up education spectrum to eradicate poverty. The research focuses on means for transforming poverty education formula towards ‘Capacity vs Demand’ rather than ‘Supply vs Demand’ which would help to improve the quality of the education delivered to the poor with minimal resources.

The research involves a thorough descriptive analysis of India’s poverty elimination schools, or its educational approach means, through using observation as a tool. The researcher reviews the current Indian approaches that could overcome the unique barriers of poor quality education. Six types of educational approaches are evaluated in relevance to their capacity to deliver ‘lifelong learning’, ‘learning by doing’, and ‘self-sufficiency’, besides the ‘assets of wealth’ of the poor. These variables are taken in relevance to the poverty areas where the educational setup are explored. The paper concludes with recommendation about the level of educational focus need to improve the quality of education outcome in relevance to poverty elimination.

The Finnish Hygiene Passport System, a national legislative requirement, has been used to test the food safety knowledge of food handlers for almost 20 years, resulting in over one million approved hygiene passports. However, information on the relevance of the Hygiene Passport System is virtually nonexistent. In order to evaluate the relevance of the official hygiene passport test, we collected a sample of original official hygiene passport tests from test examiners. We also arranged a simulated hygiene passport test for volunteers without any professional background in the food sector to investigate whether the basic level of hygiene knowledge of Finns is sufficient to pass the test. Our study revealed that more than 80% of the participants in the official hygiene passport test passed. However, participants completing the test in a foreign language or with assistance had significantly more difficulties in passing the test. The results for the simulated test suggested that the food safety knowledge of most Finns would have enabled them to pass the official test without prior training, especially those older than 20 and with a higher educational level. The simulated test also revealed that preparation prior to the test, i.e. study or training, was effective in increasing the food safety knowledge of participants, especially when their knowledge level was initially low, as among young participants. Moreover, significant variation in the difficulty of the test itself was observed, which may affect the pass rate. The current study supports the relevance of the hygiene passport test, showing that without the national requirement for the hygiene passport test, the level of food hygiene knowledge of new employees in the food sector, especially young people aged under 20, would be lower. However, our results suggest that the relevance of the hygiene passport test should be improved by validation of the test and by using official translations when conducting the test in a foreign language. Digitalization of the test would enable the regular evaluation of the test based on accurate data collection. ; Peer reviewed

Intro -- EDUCATIONAL POLICY IN THE TWENTY-FIRST CENTURY -- EDUCATIONAL POLICY IN THE TWENTY-FIRST CENTURY -- Library of Congress Cataloging-in-Publication Data -- CONTENTS -- PREFACE -- SECTION 1: PUBLIC HEALTH EDUCATION IN DEVELOPING AN EDEUCATED CITIZENRY -- Chapter 1: PUBLIC HEALTH LITERACY IN THE TWENTY-FIRST CENTURY: EDUCATIONAL POLICY AND IMPLICATIONS FOR CONTEMPORARY UNDERGRADUATE PUBLIC HEALTH EDUCATION -- ABSTRACT -- PUBLIC HEALTH AND LIBERAL EDUCATION: A COMPLEMENTARY RELATIONSHIP -- Public Health Defined -- Liberal Education Defined -- Public Health and Liberal Education Working Together -- PUBLIC HEALTH LITERACY IN THE TWENTY-FIRST CENTURY -- PATHWAYS TO PUBLIC HEALTH LITERACY: HEALTHY PEOPLE 2020 -- PATHWAYS TO PUBLIC HEALTH LITERACY: PEDAGOGICAL FRAMEWORKS IN UNDERGRADUATE EDUCATION -- Core Course: Introduction to Public Health -- Core Course: Epidemiology and Community Medicine -- Core Course: Global Public Health Issues -- PATHWAYS TO PUBLIC HEALTH LITERACY: PUBLIC HEALTH MAJORS, MINORS AND CERTIFICATES IN PUBLIC HEALTH EDUCATION -- PATHWAYS TO PUBLIC HEALTH LITERACY: ARTICULATION AGREEMENTS IN PUBLIC HEALTH EDUCATION -- PATHWAYS TO PUBLIC HEALTH LITERACY: PUBLIC HEALTH WORKFORCE AND COMMUNITY COLLEGES -- PUBLIC HEALTH LITERACY: PROFESSIONAL INITIATIVES -- CHALLENGES AND OPPORTUNITIES -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- SECTION 2: EDUCATIONAL POLICY IN DEVELOPING COUNTRIES -- Chapter 2: THE WESTERN MODEL OF HIGHER EDUCATION: APPLICATIONS AND IMPLICATIONS FOR AFRICAN DEVELOPMENT -- ABSTRACT -- WESTERN MODEL OF HIGHER EDUCATION -- TODAY'S AFRICAN MODEL OF HIGHER EDUCATION -- THE LINKAGE BETWEEN EDUCATION AND AFRICAN DEVELOPMENT -- THE RELEVANCE OF AFRICAN CONTENT IN CURRICULA DEVELOPMENT -- MIGRATION OF EDUCATED AFRICANS -- PROPOSING A MODEL CURRICULUM -- CHALLENGES FOR AFRICAN EDUCATION AND DEVELOPMENT.

Nation building is not a simple task, it is a collective effort put together by everybody in all strata of the society. No nation is ever built around one area or sphere of human endeavour. While embarking on the Herculean task of building, language matters a lot because during the process of building, the builders must communicate. Looking at Nigeria with all her neighbours French speaking countries, we need to interact with these francophone neighbours, France and other francophone countries in terms of linguistic co-operation and bilateral relations. This paper therefore examines the place of French language in building the nation Nigeria; its importance and benefits to the citizenry. The paper recommends amongst other things that French language be given priority attention in Nigeria Educational system so as to equip Nigerians with the basic working implement for building the nation Nigeria.

In today's complex world, influenced by information bombardment and rapid technological development, professional training cannot remain limited to the idea of passing knowledge. There is a need to shift the students' view towards the true spirit of research, which targets the scientific thought on certain social phenomena, and to form critical thinking skills to produce effective individuals in the current labour market, who not only receive information, but go further and analyze problems in the workplace, presenting solutions to identified problems and applying these solutions in concrete situations. For this reason, critical thinking is considered a top skill, being highly appreciated by the business world and organizations. But to think critically is a capacity that does not develop by itself, it must be practiced and encouraged in a correct learning environment. Critical thinking has become one of the most important educational goals, which must be achieved by the different educational institutions through all the programs studied by students in the different educational cycles, but also by students in the university environment. Starting from this, this article analyses the types of specific actions which target the introduction of the abilities of critical thinking in the training activities in Romania, and in society in its entirety, by identifying the setbacks encountered, and the limits of such an endeavour.