A history of higher and professional correspondence education in the UK

A Policy of AccessibilityOhio Public Higher Education’s Attempt at Equity, 1975–1983 Jonathan Tyler Baker (bio) introduction Since 1966, when the Ohio Board of Regents—the governing body of Ohio higher education—published their first “Master Plan for Ohio Higher Education,” political and economic factors played an influential role in determining the purpose of the state’s system of public higher education. For the first 10 years after their establishment in 1963, the Regents worked to build a system of public higher education that emphasized both academic excellence at the graduate level and universal access for lower-division students. The clear priority for the Regents, however, was the need to demonstrate that Ohio could compete with other states at the highest academic levels in the areas of research and technological development in order to earn lucrative government contracts that would, in theory, diversify Ohio’s economy and provide thousands of jobs for all facets of a workforce. But, in addition to Republican governor of Ohio Jim Rhodes’s decreasing support of advanced higher education, a significant string of economic setbacks in the late 1970s undercut the dual purpose of Ohio public higher education of elite graduate-level research programs and accessible higher education programs for working Ohioans. These economic setbacks were accompanied by an emerging service-sector economy that brought jobs requiring skills or credentials that higher education could provide. Unless the state wanted increased numbers of unemployment, higher education had to be both financially accessible and relevant to the needs of Ohio’s workforce. [End Page 112] During the process of repurposing public higher education in the late 1960s, the Regents discovered that Ohio’s public colleges and universities had historically, when compared to other states in the Midwest, enrolled a significantly smaller percentage of the state’s population in higher education, regardless of how many campuses opened across the state. Moreover, Ohio had a smaller percentage of college-aged students enrolled at two- or four-year colleges than any other state in the Midwest despite the influx of baby boomers driving up enrollment at four-year public campuses. Even though Ohio had more students enrolling in higher education than ever before, roughly 70 percent of the state’s traditional college-aged population was forgoing college altogether. The Regents found that a significant portion of the traditional college-aged population who forewent college were women who were either low-income, black, or divorced single mothers, or, in some cases, all of the above. Examining how the purpose of Ohio higher education changed, and who was affected by the changes, in the late 1970s and early 1980s is important because the story illustrates how politics, policy, and the economy play an outsized role in what version of public higher education a state’s residents receive. Moreover, the changing purpose of public higher education during this period of Ohio’s history provides a powerful example of the way that centralized state control over higher education is not always a guaranteed way to fix systemic socioeconomic problems. American higher education has, in some ways, represented a route toward economic and social mobility, but those routes are only available if state policy-makers stay committed to providing access through long-term planning. In other words, a policy of accessibility needs to be tailored to a wide variety of groups of people: what is accessible to one group may not be accessible to another. Even when enrollments were reaching all-time highs across Ohio and the nation, a significant number of students still couldn’t access higher education due to financial restrictions. From the mid-to-late 1970s through the early 1980s, the Regents turned their focus to increasing the percentage of Ohio’s population enrolled in college. While such actions may seem counterintuitive to the belief that college and university enrollments were experiencing unprecedented enrollments, the fact of the matter is that aside from increased enrollments at large, public four-year schools and some of their two-year satellite campuses, the overall enrollment in Ohio’s public colleges and universities was comparatively low. This article seeks to complicate what historians of higher education believe about the enrollment spikes caused by the...

What Is the Relationship between Higher Education and Neoliberalism in the United States?

In the current era, digital technology cannot be overlooked in higher education and other economic factors. Digital technology introduces scopes that expedite blended, e-learning, and online in higher education; suggests a multiple of ways to communicate, learn, correspond, cooperate, and collaborate. Also, digital technology has been more and more widely used in higher education for the continuous development of the economy. This study replicates on the growing importance of digital technology on higher education in Bangladesh over the period 1988-2018. Besides, the study exploits the Johansen cointegration and vector error correction model (VECM) for investigating the positive relationship between digital technology and higher education. The Johansen's cointegration outcomes ascertain that digital technology, higher education, and gross domestic product are cointegrated in the long-run. Furthermore, the VECM outcomes suggest that digital technology can stimulate higher education in both the long run and short run, where learners, educators, and nations are consistently gainer of this country. The study also highlights that higher education consistently contributes to gross domestic product. This research would do twisting up higher education in the kind of digital technology that effectively contributes to educational institutions and countries to remain long-term response. Bangladesh must be beneficial by growing technological development in higher education. For the rapid changes in higher education, the research is advocated that the successful execution of digital technology needs to concentrate on interconnecting structures for transformation: the educator, the educational institutions, and the policymakers. Consequently, public policies would make educational changes in practicing the digital technology of Bangladesh

The content of the concept of "digital technologies" is presented. Their classification is proposed, which is effective in the formation of students' professional competencies and indicates the importance of digital technologies in the training of students, contributes to the ability to solve educational tasks independently, and creates the possibility of active individual activity in the modern digital world. The impact of digital technologies on the quality of higher education is shown. The tasks of digitalization set for a higher education institution are analyzed; the principles and conditions for the formation of a digital environment of a higher school that affect the quality of higher education and the general strategic goals of the development of the educational system are revealed. The general strategic goals of the development of the educational system are taken into account when solving the problem of using digital technologies for high-quality higher education. The importance of virtual reality technology is shown, and virtual modeling and electronic immersive learning technologies for high-quality higher education in the educational space are revealed. The importance of the digital university is shown as a requirement of an innovative modern digital educational space. A system for forming a specialist's digital competence is proposed. Analysis of data obtained during the sections of the formative stage of work recorded the dynamics.

This purpose of the study is to systematically understand the development history and influencing factors of higher public health education in China. We extensively collected the public health education-related literature in China, summarized the general framework, historical origin, and development mode of the existing public health education system, and discussed the potential development tendency. Public health education in China changed with the development of higher medical education and higher education in China. Higher education in China has experienced several large-scale adjustments and enrollment expansions due to different purposes. Therefore, its development stage can be roughly divided into three stages: 1949 to 1976 (period of planned economy), 1977 to late 1998 (period of reform and opening up), and from 1999 to present (period of deepening reform and social transformation). The current public health education in China is influenced by many models, such as the American model, European model (especially the former Soviet Union), and ideological and political education model. It still faces some problems or challenges, such as bachelor’s programs, Master of Public Health, social identity, professional accreditation, and broader public health. In fact, it is necessary to establish an important education system based on the concept of modern public health, beyond the existing medical education system, in order to meet the challenges and needs of public health in the twenty-first century.

Purpose Currently, the hype surrounding digitalization proclaims that the way in which companies create and capture value will change dramatically. Companies that adjust their business models to embrace digital technologies will need different skill sets and competences. Current research tends to focus on the impact of digital technologies on corporations or more generally the labor market, but the authors lack detailed insights into how companies perceive this development to influence their needs regarding employee qualifications. Therefore, the purpose of this paper is to explore how companies perceive the impact of digital technologies on the education and training needs of current and future employees. Design/methodology/approach This study draws on eight case studies from the food industry. It focuses on one occupation certified within the German “dual system” of vocational education and training (VET), the machine and plant operator with focus on food technology. Findings The findings suggest that the impact of different digital technologies on employees’ job positions, working tasks and training needs is carefully considered in decisions regarding the implementation of digital technologies. Despite some company-specific contingencies, the perceived implications for VET needs are largely similar across the sample. Originality/value This study draws attention to the importance of reviewing VET needs in relation to the decision of implementing digital technologies.

Digital natives is a term used to describe current higher education (HE) students, whose lives are proliferated by digital technologies. To cater to the needs of this new generation of students, HE institutions increasingly adopt digital tools such as virtual learning environments (VLE) and social media (SM). Little is known, however, about the impact of these digital technologies on students’ HE outcomes. Drawing from service productivity theories, this study aims to address this gap. Through exploratory sequential mixed research methods, we identify five HE outcomes and reveal that Learning-Oriented Outcomes are the most important in HE even when digital technologies are not used; and these outcomes are further enhanced when students use VLE. Learning-Oriented Outcomes, however, are the least important when SM is used in HE; students tend to prioritise outcomes related to Knowledge Transfer instead. Our research findings derive theoretical and practical contributions and open up avenues for future research.

Teaching the Library to Students of Higher Education

The Review of Higher Education Fall 1980, Volume 4, No. 1 Pages 25 to 32 Copyright © 1980 Association for the Study of Higher Education All Rights Reserved SPECIAL PROBLEMS OF THE PROFESSOR OF HIGHER EDUCATION Jack H. Cooper* No one seems to know exactly what a professor of higher education is. Indeed, he or she is often seen as a ubiquitous figure on the campus. True, he teaches courses, he may publish in a wide variety of printed matter, he may be involved in some unclear grant-projects, and he may be performing certain pro tern services in the field. Graduate students seem to find higher education to be an attractive field of study. Administrators often don’t know what to do with the program in higher education. It’s different. It doesn’t fit the academic mold(s). It seems almost exotic. It is the contention of this writer that the professoriate in higher education confronts some very special problems due to (1) the nature of higher education as a field of study, (2) the nature of the professoriate in higher education, and (3) the campus environment of higher education as a field of study. Special Problems Due to the Nature of Higher Education as a Field of Study The inability to specialize is a problem of many higher educationists. The university reward system is predicated upon specialized expertise. The professor of English may be a Milton scholar. The professor of history may be a New Deal scholar. Other professors of education will specialize in public *Professor of Higher Education, Washington State University. 25 26 The Review of Higher Education school administration or elementary school curriculum or reading. On most campuses with a program in higher education there are few faculty members to staff it. One, two, or three professors are expected to maintain expertise on the history of higher education, higher education planning and evaluation, governance and administration, finance, curriculum, students as a subculture, student personnel services, the law and higher education, higher education as a field of study, postsecondary vocational and technical education, adult and continuing education, and the community college. Such a wide scope of demand upon the professor does not auger well for any sort of cumulative expertise in a limited subfield of higher education. It almost insures that the professor be a generalist. The dissertation load is often a problem of both nature and numbers. The breadth of the field requires that the professor of higher education make some hard decisions: should he chair dissertations whose subjects and/or methodol­ ogy are those about which he has scant knowledge—thus permitting his students to exercise maximum freedom of research choice, or should he restrict sponsorship to his more knowledgeable areas of research—thus limiting his students’ research? Should faculty members in other areas of expertise be invited to chair dissertations in higher education when it appears unfeasible for the professor of higher education to so serve? And what of the comparatively large numbers of dissertation-stage students in higher educa­ tion? How can the professor control his load and still render adequate dissertation research guidance to serve students unless such activity is included as a part of load? While some universities have such a policy, others do not. The function of providing field service presents special difficulties to the professor of higher education. The adage that, “ An authority is one who is more than 50 miles away from home” applies even more to the professor of higher education. For he is in the unique posture of relating to his own kind in providing expert service. True, there is a vast status spectrum within American higher education. But the unwritten rule of consulting is that the consultant must come from an institution of acknowledged superior status to the one being consulted, and that the two institutions must not in any way compete with each other. Thus it is all right for the professor to consult with a community college in his state, but often not acceptable that he work with an ambitious regional university—nee state college—in the same state. In general, unless the professor is on the faculty of a university of the...

The article describes the scientific and pedagogical activity of the researchers of the Kharkiv Scientific and Pedagogical School (20-80s of the 20th century) and analyses their opinions regarding the pedagogical ideas of H.S. Skovoroda. The purpose of the article is a theoretical analysis of the scientific and pedagogical activity of the scientists of the Kharkiv Scientific and Pedagogical School based on the pedagogical ideas of H.S. Skovoroda in the 20s-80s of the 20th century. Based on the provisions of the national program “Education (Ukraine of the 21st century)”, pedagogy, in search of ways and means of training higher education teaching staff, turns to the study and use of the heritage of domestic educationalists. This approach will contribute to the discovery of their theoretical ideas and experience, will allow to add new materials to the history of pedagogical thought of Ukraine, will help to reveal the possibilities of creative use of the acquired general pedagogical experience in modern higher educational institutions. Since the beginning of the 1920s, Ukraine has undergone significant changes in the development of pedagogical thought. The process of Ukrainization of education and science was underway, national culture, art, and literature were developing. The Ukrainian language began to be widely used in teaching and education, the foundations of a new system of public education as a whole and higher pedagogical education as its important component were laid. The article contains short biographies and characteristics of the pedagogical activity of such educationalists as: S.A. Litvinov, M.O. Hryhoriev, A.I. Zilberstein, I.T. Fedorenko, who studied the theory and history of pedagogy, focusing on the development of didactics. It was noted that the deep interest of the scientists of the Kharkiv Scientific and Pedagogical School of the professors of the Kharkiv Pedagogical Institute named after H.S. Skovoroda (M.O. Hryhoryev, A.I. Zilbershtein, S.A. Lytvynov, I.T. Fedorenko) through the views of the humanist teacher Hryhoriy Skovoroda led to the study and generalization of his pedagogical heritage. It was determined that when studying the works of H.S. Skovoroda, scientists highly appreciated the poet’s attitude to the process of education and upbringing based on humanism. It has been proven that the scientists of the Kharkiv Scientific and Pedagogical School believed that the pedagogical ideas of H.S. Skovoroda left a deep mark in the history of pedagogical thought.

Building Online Academic Community: Reputation Work on Twitter

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

The Course Of The Development On Vocational And Technical Education In Britain And Reference To China

The article, based on current legislation, examines the impact of digital technologies on the evolution of the legal status of individual subjects of administrative law. The active process of digital transformation in Ukraine has led to the fact that the relationship between a person and information and communication digital technologies has reached a qualitatively new level. Digital technologies create a unique space in which a person’s opportunities to realize their interests are significantly expanded. Digital technologies create additional powers of a legal nature for subjects of administrative law, which are associated with additional protection of subjective rights and legitimate interests. Research in this area is becoming interdisciplinary, which indicates their importance and relevance. The object of the article is social relations that develop in the process of legal regulation using digital technologies, which arise in the course of the implementation and protection of individual subjects of subjective rights and legal obligations. The subject of the study is the impact of digital information and communication technologies on the evolution of the legal status of individual subjects of administrative law. The article used general scientific (logical, systemic, functional and other methods) and private scientific (formal-legal, comparative-legal, forecasting method, etc.) methods of cognition. It is noted that individual subjects of administrative law under the conditions of the use of digital information and communication technologies in the process of legal regulation, along with general features, are characterized by a number of features. These features are due to information and communication technologies, without the existence of which individual subjects will not be able to be participants in legal relations using digital means. These features do not fundamentally change the understanding of individual subjects of law that has developed in the science of administrative law, but rather emphasize the fact that legal relations are complicated by the «digital element». Individual subjective rights and legal obligations can be implemented by individual subjects in legal relations only with the help of digital technologies.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. I. 2009. “Relations between Parents and Children in a Rural Family.” Russian Education and Society 51, no. 9 (September): 85–93.Reprintseva, G. I. 2009. “A Social‐Pedagogical Analysis of Relations between Parents and Children in the Rural Family.” Russian Education and Society 51, no. 10 (October): 3–17.Riddell, Sheila, Linda Ahlgren, and Elisabet Weedon. 2009. “Equity and Lifelong Learning: Lessons from Workplace Learning in Scottish SMEs.” International Journal of Lifelong Education 28, no. 6 (December): 777–95.Sayilan, Feyziye, and Ahmet Yildiz. 2009. “The Historical and Political Context of Adult Literacy in Turkey.” International Journal of Lifelong Education 28, no. 6 (December): 735–49.Shiel, Gerry, and Eemer Eivers. 2009. “International Comparisons of Reading Literacy: What Can They Tell Us?” Cambridge Journal of Education 39, no. 3 (August): 345–60.Shiohtat, Mariko. 2009. “Exploring Literacy and Growth: An Analysis of Three Communities of Readers in Urban Senegal.” International Journal of Educational Development 29, no. 1 (February): 65–72.Smit, Hemmo, Den Oudendammer, Kats Frowine, and Jaap Van Lakerveld. 2009. “Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education in the Netherlands and Belgium.” European Journal of Education 44, no. 2 (June): 257–70.Strathdee, Rob. 2009. “Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a ‘Local State of Emergency.’” Research in Sociology of Education 30, no. 1 (February): 303–16.Suwanpitak, Sombat. 2009. “Thailand’s Path to Literacy.” International Review of Education 54, nos. 5–6 (December): 763–71.Timperley, Helen S., and Judy M. Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. Mesa. 2009. “Citizenship Education as a Response to Colombia’s Social and Political Context.” Journal of Moral Education 38, no. 4 (December): 467–87.Kanako, Ide. 2009. “The Debate on Patriotic Education in Post–World War II Japan.” Educational Philosophy and Theory 41, no. 4 (August): 441–52.Keating, Avril. 2009. “Educating Europe’s Citizens: Moving from National to Post‐national Models of Educating for European Citizenship.” Citizenship Studies 13, no. 2 (May): 135–51.Keating, Avril, Hinderliter Deborah Ortloff, and Stavroula Philippou. 2009. “Citizenship Education Curricula: The Changes and Challenges Presented by Global and European Integration.” Journal of Curriculum Studies 41, no. 2 (April): 145–58.Khong, Lana Yiu Lan. 2009. “Runaway Youths in Singapore: Exploring Demographics, Motivations, and Environments.” Children and Youth Services Review 31, no. 1 (January): 125–39.Kim, Chae‐Young. 2009. “Is Combining Child Labour and School Education the Right Approach? Investigating the Cambodian Case.” International Journal of Educational Development 29, no. 1 (February): 30–38.Li, Jun. 2009. “Fostering Citizenship in China’s Move from Elite to Mass Higher Education: An Analysis of Students’ Political Socialization and Civic Participation.” International Journal of Educational Development 29, no. 4 (July): 382–98.Macdonald, Catriona M. 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