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The book explores the problematic relationship between education, social justice and the State, against the background of comparative education research. Social justice is an attempt to answer the following question: How can we contribute to the creation of a more equitable, respectful, and just society for everyone? The creation of a more equitable, respectful, and just society for everyone is a dream for all empowering and egalitarian pedagogues. But it will remain a mere hollow rhetoric, or magic words, unless we debate more vigorously social inequality in the global culture. The book critiques the existing status quo of stratified school systems, and the unequal distribution of cultural capital and value added schooling. By focusing on social justice globally, the authors attempt to answer one of the most pressing questions: Are social, economic and cultural divisions between the nations, between school sectors, between schools and between students growing or declining? The authors, whenever possible, consider and examine current evidence on education and social stratification, attainment gaps by boys and girls from different SES (socio-economic status) backgrounds, the results of school choice policies, differences in school effectiveness, and international comparisons of attainment. The authors, employing the competing discourses of education and social justice, examine and evaluate critically both the reasons and outcomes of education reforms, policy change, with respect to social justice. They provide a more informed critique on the Western-driven models of social justice and equality. By referring to Bourdieu’s call for critical policy analysts to engage in a ‘critical sociology’ and critical pedagogy, the book examines how central discourses surrounding the debate of education and social justice are formed in the contexts of dominant ideology, power, and culturally and historically derived perceptions and practices.

Education. --- International education. --- Comparative education. --- School management and organization. --- School administration. --- Educational policy. --- Education and state. --- Education --- Educational Philosophy. --- International and Comparative Education. --- Educational Policy and Politics. --- Administration, Organization and Leadership. --- Philosophy. --- Social justice. --- Social aspects. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Equality --- Justice --- Social ethics --- Objectives of teaching --- Education—Philosophy. --- International education . --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Inspection --- Management and organization --- History

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Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press. We are now living in a new age in which the demands are so complex, so multifarious and so rapidly changing that the only way in which we shall be able to survive them is by committing to a process of individual, communal, and global learning throughout the lifespan of all of us. A number of international bodies and agencies have taken cognisance of these transformations and the demands they impose upon societies and communities of the twenty-first century and have developed and articulated policies intended to enable all citizens of the world in the twenty-first century to face these challenges. It is now a declared policy of many governments and international agencies that the only vehicle for such preparation is `education, education, education', and that preparing for the knowledge economy and the learning society of the future has to be a lifelong undertaking, an investment in the future that is not restricted merely to the domain of economic advancement but also to those of social inclusion and personal growth. Realising this, policy-makers across the international arena are grappling with the need to move from systems that emphasise education and training to the radically more unworked construct of lifelong learning. In this volume the editors and authors analyse, criticise, and rework the ideas, principles, and theories underpinning policies and programs of lifelong learning, re-interpreting them in the light of examples of `best practice' found in a range of educating institutions around the world. We believe that students of educational change and community development will find it useful and helpful to have available in this volume some of the most up-to-date thinking on the chief concepts, theories, and values of increasing policy interest in lifelong learning, together with a review of some significant examples of the different forms, focuses, and nexuses of thought and practice on this topic. All this enables us to offer some policy recommendations and practical suggestions as to ways forward in the endeavour to make lifelong learning a reality for all.

Adult education. Lifelong learning --- Education --- Social Sciences --- Theory & Practice of Education --- Continuing education --- Adult education --- Adult learning --- Education, Special Topics --- #PBIB:2002.1 --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Andragogical learning --- Adults, Education of --- Education of adults --- Volwasseneneducatie. Permanente vorming --- Learning --- Open learning --- School management and organization. --- School administration. --- International education . --- Comparative education. --- Lifelong learning. --- Adult education. --- Administration, Organization and Leadership. --- International and Comparative Education. --- Lifelong Learning/Adult Education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- History --- Inspection --- Management and organization

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Nearly all Western and Central European local government systems have been reformed since the 1990's. Taking into account variations in historical and national context, the book looks for different ways of local government reform, their emphases and their divergent trajectories.

Internal politics --- Europe --- #SBIB:034.IOS --- #SBIB:35H1350 --- Organisatie en beleid: lokale besturen: algemeen --- Democracy --- Local government --- Political science. --- School management and organization. --- School administration. --- Culture—Study and teaching. --- Political Science. --- Administration, Organization and Leadership. --- Regional and Cultural Studies. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Administration --- Civil government --- Commonwealth, The --- Government --- Political theory --- Political thought --- Politics --- Science, Political --- Social sciences --- State, The --- Inspection --- Management and organization

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In order to celebrate the fifteenth anniversary - the third lustrum - of our Center, we at CHEPS decided to collectively write a book on the issue of how higher education institutions deal with the demand for change. Institutional change is without any doubt one of the burning issues for researchers in higher education and policy studies in general, but even more so for administrators at the institutional level (institutional leadership, deans) and planners of higher education in public life (government agencies, intermediary organisations, international organisations). Whereas the lustrumbook we wrote for our second lustrum concentrated on comparative policy studies, many of them focusing on comparisons between different national higher education systems, this time the object of our analyses is the institution itself. Today's higher education institutions are faced by demands from a multitude of actors - from inside the institution (students, staff) as well as from the institution's environment (governments, employers, research councils, sponsors). These demands require changes in policy, practice, systems, and culture. The ways in which institutions respond to these demands and how their behaviour may be understood and predicted is the challenge tackled by the authors of this volume, each from their own perspective and each looking at different aspects of the educational organisation.

School management --- Higher education --- Educational change --- -Education, Higher --- -#SBIB:316.334.1O212 --- #SBIB:316.334.1O360 --- College students --- Postsecondary education --- Universities and colleges --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Administration --- Onderwijsbeleid: nationaal --- Onderwijssociologie: curriculum: algemeen --- Education --- Education, Higher --- Pedagogiek en onderwijskunde --- Administration. --- onderwijsbeleid --- onderwijsbeleid. --- Onderwijsbeleid. --- #SBIB:316.334.1O212 --- Education. --- School management and organization. --- School administration. --- Education, general. --- Administration, Organization and Leadership. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Inspection --- Management and organization

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Access to education for all, everywhere, is among the priorities advanced by the International Panel on Democracy and Development. It would be illusory to seek to promote development or to claim to strengthen democracy without focusing, at the same time, on eradicating the scourge of illiteracy, which still, today, affects one adult in five in the world. Universal access to education, a gage of social justice, is much more than a right—it is an open door to freedom: the freedom to initiate, to act and to take one’s own destiny in hand. True, access to education has progressed considerably in recent years, notably to the benefit of women who, nonetheless, still represent two-thirds of illiterate adults. But the strides made conceal widening disparities, with some countries still suffering from a combination of backwardness and inequality. This means that we must step up our efforts. This book, issued in honor of the President of the General Conference of UNESCO, Michael Abiola Omolewa, who has devoted his life to the cause of education, is a major contribution to helping women and men of goodwill, who must more than ever fight to secure for the have-nots of this world the right to education. Boutros Boutros-Ghali Chairperson of the International Panel on Democracy and Development, UNESCO Former Secretary-General of the United Nations.

Right to education. --- Educational equalization. --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Education --- Affirmative action programs in education --- Right to learn --- Civil rights --- Education, Compulsory --- Education and state --- Educational equalization --- Educational law and legislation --- Aims and objectives --- Social ethics --- Objectives of teaching --- Human rights --- Education, general. --- International and Comparative Education. --- Educational Policy and Politics. --- Administration, Organization and Leadership. --- Sociology of Education. --- Education. --- International education . --- Comparative education. --- Educational policy. --- Education and state. --- School management and organization. --- School administration. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Inspection --- Management and organization --- Government policy --- History