ISLAM MEMANDANG HAK ASASI PENDIDIKAN

Global processes influence the course of changes in national education policy, and similar reform trends are observed worldwide. Therefore, the first part of the paper provides a brief overview of the main characteristics of global education policy. The aim of this paper is to examine the attitudes of Croatian teacher education students and primary education teachers towards the influence of globalization on national education systems and policies as well as to assess their self-perceived competence to teach global topics. For this purpose, a special questionnaire was created, and a survey was conducted among 113 students and 86 teachers in 2024. The Mann-Whitney U test was used to identify statistically important differences. The results show that the respondents are aware of the influence of globalization and international organizations, especially the European Union, on national education policy. The influence of the European Union on the Croatian education system is mainly perceived as positive. Teaching foreign languages is one of the main characteristics of global education policy, as well as the fact that globalization has created more possibilities for studying abroad and student exchange. The respondents agree that ‘brain drain’ is the negative consequence of globalization and that education reforms only partially take national values and interests into account. Regarding the self-assessment of competences in teaching global topics, respondents consider themselves most competent to teach about human rights, global inequalities, democracy, and civil society. A lack of competence is noticeable in teaching on modern migrations, and energy to some extent. The results of this research can be used to modernize the programme for teachers’ education. The paper contributes to geographical research on the mobility of educational policies between different spatial scales (from global to national).

This paper examines an important aspect of India’s national education policies: the aims and goals stated in the national educational policies of independent India. To set the background, a brief account is given of the history of national education policies when education was broadly managed by states, and continues to be so. India’s national educational policies are evolutionary in nature due to which their goals change perceptibly depending upon the context and democratic polity (political party in power), particularly at the Centre. The National Policy on Education 1968 aspired to build the education system of Independent India that India's first Prime Minister Jawaharlal Nehru envisaged—an educational system that lead to a socialistic pattern of society in which no one person or entity dominates in the affairs of the working of the society, promotion of national integration and establishing a national system of education. Considerable progress has been made in this regard in both school and higher education, and economic and cultural development of the country. The first two policies and the impact they had on the largest young democracy in the world needs different theoretical tools.

This study aims to examine the role of gender equality and the fulfillment of human rights (HR) in building an inclusive and equitable education system in Indonesia. Gender equality and HR are fundamental principles that must be integrated into the education system to ensure equal access and quality of education for all students, regardless of gender, social background, or economic status. The focus of this research is to analyze national education policies related to gender equality and HR, as well as to identify the challenges faced in their implementation. This study employs a qualitative approach using document analysis methods. Data were collected through an in-depth review of national education policies, official government reports, and relevant academic literature. The findings reveal that although various policies and programs have been designed to promote gender equality and HR, their implementation still faces social, cultural, and structural barriers. Indonesia’s educational curriculum incorporates the principles of gender equality and HR, yet its application in practice remains suboptimal and requires further improvement. This research contributes strategically by recommending steps such as teacher training, the revision of more inclusive learning materials, and the implementation of consistent monitoring and evaluation systems. These measures are expected to strengthen educational policies to create a truly equitable education system. Ultimately, an inclusive system will positively impact social development and the overall progress of the nation.

The National Policy on Education (NPE) 1986 marked a transformative step in India’s educational reform, introducing inclusivity as a central principle in national development. Framed within the socio-political context of inequality and underdevelopment, the policy sought to universalize education and ensure equal access for marginalized groups, including individuals with disabilities. This report critically examines the NPE 1986 with a focus on its chapter on “Education of the Handicapped,” evaluating the policy’s structure, provisions, and implementation. It highlights the policy’s paradigm shift from welfare-based to rights-oriented education, emphasizing integration, teacher training, curriculum reform, and infrastructural accessibility. Despite its progressive framework, the policy’s implementation suffered from resource shortages, inadequate training, and uneven regional execution. The report also draws a comparative analysis between the NPE 1986 and the National Education Policy (NEP) 2020, underscoring a clear evolution from conditional integration to comprehensive inclusion. Ultimately, the study concludes that the NPE 1986 laid the ideological and institutional foundation for contemporary inclusive education in India, influencing subsequent legislation and rights-based educational reforms. Keywords: National Policy on Education (1986), Inclusive Education, Disability Rights, Educational Reform, Accessibility, Social Justice, National Education Policy (2020)

Pakistan is home to religious and cultural ideologies that greatly support the values of human rights. Nevertheless, the multilayered philosophies of human rights in Pakistan have at times heightened clashes and bred a culture of tension among higher education learners. Ideological filters in national education policies have removed human rights elements from the curriculum, making it more difficult to shape positive attitudes of students and teachers toward human rights. This article outlines the challenges and opportunities of teaching human rights education to Muslim teachers, and traces the national conceptualization of globalization and the state of human rights in Pakistan. It then discusses how policies and curricula, particularly in teacher education, can address human rights values even in the face of prevailing challenges and ideological resistance. Finally, it reflects on the challenges and prospects of teaching a global human rights course to prospective teachers in Pakistan.

The Constitution of India provides for free and compulsory education for children from 6-14 years under Article 21A. This is now also a fundamental duty of parents and guardians to educate the children from 6-14 years under Clause(K) of Article 51A. The 86th Amendment of the Constitution of India in 2002 has brought about a seachange to millions of lives who are from 6-14 years. The U.N. Convention on the Rights of the Child 1989 brought all children under one umbrella to safeguard their Human Rights. This paper represents the rights of children under the constitution relating to human rights, Right to Education, rights of the children below the age of 6 years, rights against exploitation, child labour, policies of the government regarding children, national policy for children, national policy of education regarding children, national health policy and also different judicial decision on above matters.

The 21st century has seen changes in migration patterns in Europe with implications for schooling and civic education: movement from eastern and central European Union member states to western Europe; increased movement between member states for study or work; and growth in the numbers of migrants and refugees seeking asylum in Europe as a result of regional conflicts and global inequalities. This article reviews European standards and policy frameworks on education and migration and considers whether they translate into policy and practice at national and sub-national levels. It identifies tensions between European standard-setting in the field of human rights and democracy, and the responsibilities of national governments in the field of migration and education, specifically education for citizenship. While European rhetoric emphasises democracy and human rights, national education policies stress language acquisition and national values in the integration of newcomers. Less attention is given to educating mainstream populations in human rights and social justice, or in enabling students to recognise and critically examine populist and anti-democratic discourses. National and European education policies that purportedly promote justice may fail to realise inclusive and cohesive citizenship if they acknowledge changing demographics but neglect everyday injustices and European histories of racialisation and racism.

The relevance of conducting a detailed analysis of global trends in higher education and their reflection in the national educational policy today is due to a number of important factors. Monitoring global trends is important because they identify new challenges and opportunities for national education systems. Firstly, in connection with the growth of global competition in the labor market, national systems of higher education must adapt to international standards and requirements in order to prepare graduates who will be competitive on the world stage. Global technological and economic trends require higher education to constantly update programs to provide graduates with up-to-date skills. Secondly, understanding global trends in higher education is important for building an ef­fective national education policy. Modern challenges, such as the international mobility of students and scientists, call for the development of strategies that promote interaction with other countries and the implementation of the best global practices in domestic educational systems. Thirdly, due to the diversity of cultures and languages, the globalization of higher educa­tion requires the development of strategies that will promote cultural diversity and intercultural understanding among students and teachers. Thus, a thorough analysis of global trends in higher education and their impact on domes­tic educational policy becomes strategically important for national governments and educational institutions. The introduction discusses the importance of understanding and taking into account global trends for modernizing domestic educational strategies. It is noted that global transformations create a need to harmonize domestic policies with the requirements of the modern world. Next, the article examines in detail the impact of globalization on the competitiveness of higher education. The factors that determine the quality and development of education in the national context are studied, in particular, how global competition affects the choice of students and the attractiveness of higher education institutions. In addition, the article considers the prospects of modernization of domestic educational policies in the conditions of globalization. Special attention is paid to the need to adapt programs, structures and training methods to international standards and expectations. The conclusions summarize the main conclusions regarding the importance of adapting domestic educational policies to global trends to ensure the sustainable development of higher education and the training of competitive personnel on the international labor market.

The paper examined globalization and its implications for national education policy in Somalia.Globalization has had a significant impact on the national education policy in Somalia.This paper explores the challenges of globalization to educational policy in Somalia, including international governments and non-governmental organizations. By contributing financial support, technical aid, and experience, foreign governments and non-governmental organizations (NGOs) have significantly influenced the development of Somalia's national education policy. These outside parties have helped to create and put into practice educational changes. Also, this paper examines the influence of information and communication technology (ICT) on national education policy. ICT has become an effective tool for influencing educational policies all around the world, especially in Somalia. Teaching and learning approaches, curriculum design, and assessment procedures have all changed as a result of ICT integration in education and access to education. When analyzing how globalization will affect Somalia's national education strategy, access to education is another essential priority.This abstract provides an overview of the national education policies and structure of the education system in Somalia.This paper recommends cooperation with international governmental and non-governmental organizations, such as the World Bank, UNESCO, and the United Nations, in order to gain access to financing and assistance for the creation of the national education policy.

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

With the release of the Programme for International Student Assessment (PISA) 2003 results in late 2004, Finland became the focus of international admiration. Soon after the study’s release, scholars, journalists, and government officials from around the world flocked to the small Nordic nation in search of the “secret” of its educational accomplishment (Asahi News 2002). While Finland enjoyed international acclaim, Japan—the former exemplar of educational excellence—was in the midst of serious soul-searching about its own educational system. The Japanese “academic achievement crisis debate” (gakuryoku teika ronsō) erupted in the late 1990s, generating a national moral panic over declining academic performance (see Takayama 2007). The PISA 2003 results were released at the peak of this controversy, and Japan’s “drop” in ranking in some areas from PISA 2000 to PISA 2003 led many observers to believe that the suspected scholastic crisis had been confirmed (see Takayama 2008c). In the aftermath of the PISA shock, Japanese journalists, scholars, and government officials followed the international trend, traveling to Finland in search of the Finnish secret (Fujita 2005). Meanwhile, various Japanese professional educational associations invited Finnish education scholars and former and incumbent ministers of education to learn from the world’s best education system (Asahi News 2005b; Tanaka 2005b; Kitagawa 2006 In addition, many individuals, organizations, and publishers were quick to capitalize on the “Finnish boom” (Watanabe 2005, 12). Tatsuo Kitagawa, formerly of the Japanese embassy in Helsinki and presently the chairperson of the Finnish Method Promotion Association (Finrando Mesoddo Fukyū Kyōkai) translated a series of literacy textbooks used in Finnish schools, selling more than 100,000 copies (Yomiuri News 2007b). Kitagawa and other experts

762 SEER, 82, 3, 2004 to explore many lines of enquiryand to engage productivelywith the work of scholars of Russian peasant law, education, religious beliefs, economic practice, and materialculture. Department ofHistogy PETER GATRELL University ofManchester Puttkamer,Joachim von. Schulalltag undnationale Integration in Ungarn. Slowaken, Rumdnen undSiebenbiirger Sachsen in derAuseinandersetzung mitderungarischen Staatsidee I867-I9 I4. Stidosteuropaische Arbeiten,II5. R. Oldenbourg Verlag, Munich, 2003. Tables. Notes. Map. Bibliographies. Index. ?64.80. THE SUDOSTINSTITUTE in Munich has to date published well over one hundred volumes examining in detail the complex social, political, cultural and economic issues concerning the Balkans and adjacent areas in the last two and even earlier - centuries. Professor von Puttkamer's very substantialstudy of Hungarian national educational policy in the fiftyyears preceding the First World War provides a penetrating analysis of the conflicting interestsand objectives of the dominant Hungarian majorityand the most importantminoritiesinhabitingthe Hungarianpartof the Habsburg Empire. The author's attention concentrates upon the Slovaks, Romanians, and Germans, but includes also the Serbs and Ruthenians, with some referencesto theJews. As such, the book is, obviously, the result of very thorough research, extending over severalyears and involving a detailed scrutinyand appraisal of parliamentary debates, the work of governmental commissions, laws, circularsand regulations,school curricula,reportsof school inspectors,school textbooks, educational periodicals, materialsavailable in the districtarchives in numerous towns and cities as well as the work of the differentminorities' culturalassociations.This itself makes the book a most valuable and reliable source of information which will for years serve many future scholars and researchersin thefield. In addition,the book will certainlybe of greatvalue to all those who pursue comparative studies concerning educational policy and educational developments in the period of increasing pressures emanating from the centres of political power designed to ensure national loyalty and culturalcohesion. Focusingattention upon Hungaryin the period I 867-I 914 fillsthe lacuna existingin the grandtheme of imperialdesignsto use education as a very importantmeans of promoting nationalintegrationin ethnicallyand culturallyhighly diverse empires. The volume also greatly helps our understanding of the roots of ethnic tensions and national rivalries in the later decades of the nineteenth and the earlyyears of the twentieth century in this partof Centraland EasternEurope. One can, indeed, go one stepfurtherand confirm the author's conviction that his book opens up new theoretical perspectives in its emphasis on the importance of the existing 'official government educational policy as rooted in the tension between structural modernization and nationalities'policy, by paying attention to the dailywork REVIEWS 763 at school from the perspective of the competing strategiesaiming at national integrationaswell as by facilitatinginter-regionalcomparisons'(p. 68). The structureof the book is very clear. The author considers in turn: the state's national education policy in a multicultural environment; national education policy and Church autonomy; state language and its teaching in a multicultural society; the concept of the nation and the impact of the coexistence within one stateof many nations and nationalitiesupon educational arrangements; the significance of National Days and the portrayal of the nation; school pupils and, finally, the schools in Hungary in the period I867-19I4 the concluding assessment. It is clear that many issues are multi-dimensionaland cut right across the differentchapters. Consequently, a degree of overlapbetween the differentsectionsis simplyunavoidable,but it is necessary in order to examine fully and coherently each theme under consideration. Naturally, the most important position in the analysis is occupied by the most influentialMinisters of Culture and Education,Jozsef Eotvos and Albert Apponyi and the two crucial educational laws associated with them (theLex Apponyi definedby the authoras the culminatingpoint of the repressiveHungariannationalitiespolicy of theAusgleich period [p. I 28]). The real strengthof the evidence collected and presentedin the book is the precise characterof the angle of analysis.The backgroundand the position of each particular minority and each religious denomination is examined in detail throughoutthe period in question, almostyear afteryear, in relationto all the major educational issues. These include: the socio-culturalcharacteristics of each minority and their impact upon the educational process; alternativestrategiesfor modernization;teaching in the mother tongue or in Hungarian; financial provision; the changing professional background of teachers and their command of the Hungarian language; the role of the different forms of out-of-school activities such as reading circles and youth organizations...

Human rights have been threatened in recent years globally especially in Nigeria where human rights situation has continued to deteriorate. This study investigated human rights promotion in the south east Nigeria and the influence of Christian religious education among primary school teachers. The study adopted descriptive cross sectional research design. The population of the study comprised of all the public primary school teachers of CRS from the five South-East states in Nigeria. The researchers selected only 100 professional trained CRE teachers using accidental sampling techniques. Structured questionnaire was used to collect data while Mean and Standard Deviation was used to analyze the data. The result revealed the overall mean scores of (= 3.2). This indicated that CRE has an influence in the promotion of fundamental human right among the population. The result of the study further indicated that CRE has an influence in the promotion of morals and principles towards the promotion of fundamental human rights, with the overall mean scores of (= 3.21). Again, the mean scores of (= 3.3), revealed the influence of effective teaching of CRE in schools for the promotion of human fundamental right in the south eastern Nigeria. The study concluded that the School managers and teachers should fully recognize the aims and objectives of CRE and should emphasize the Christian virtues in daily activities of the school as a way of indoctrinating them with the basic social teachings of Jesus as embedded in the National Policy of Education.

Theories of Europeanisation (Lawn and Lingard, 2002) and Globalisation (Ramirez et al., 2006, 2009) have proposed that national education policies and practices are converging towards a uniform model. The premise is that national policies are becoming increasingly alike due to the experience of coping with similar problems and as a result of processes of competition between countries on the world stage, policy borrowing and pressure from international organisations (Green, 1999). In terms of Europeanisation, the European Union (EU) institutions and the Council of Europe have been identified as key actors in the process of drawing national policies of European countries closer together (Novoa and Lawn, 2002). In the field of active citizenship the EU has developed broad common objectives, funded education activities and training, shared good practices and monitored policy outcomes through indicators (Hoskins et al., 2006, 2008, 2012a; Hoskins and Mascherini, 2009). The Council of Europe has also been active on developing tools and sharing good practice on Education for Democratic Citizenship within its member states for over 15 years and has recently adopted a charter on Education for Democratic Citizenship and Human Rights Education (Council of Europe, 2010) that provides a common framework for action across Europe.