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The basic legislative frameworks determining the cooperation between school and parents at the elementary school level in Slovenia are presented in this chapter. Parents have a special role in the school council and the parents’ council where they are involved in (co)decision-making in the organization and the content of the elementary school programme. The organization of parents’ meetings and individual consultation hours which enable a direct formal form of the cooperation between school and parents is of outmost importance besides the legislative provisions which manage the informing of parents about school achievements and the behaviour of children, the inclusion of parents in the formation of school education plan and school regulations. The partnership model of cooperation between teachers’ and parents’ is perceived as the most productive model for developing constructive involvement of parents. Teachers should have appropriate attitudes towards cooperation with parents and possess suitably developed interpersonal communicative, cooperative and organizational skills, all of which are prerequisite to establishing and maintaining quality cooperation between teachers and parents. The results of the empirical research on the cooperation between schools and parents, based on representative sampling of both teachers and parents, showed the basic advantages and obstacles related to this cooperation, along with challenges facing more high-quality cooperation in the future.

Estonia’s results in programme for international student assessment (PISA) studies between 2006 and 2012 showed both high-level attainment and social equity. The combination of excellence and equity makes Estonia stand out from other countries. The purpose of this paper is to explore the wide range of factors that influence Estonian students’ performance in these tests and note how professional capital fits into the overall picture.

First the authors present a brief analysis of the outcomes in terms of the PISA results. Then the authors describe a wide range of contextual factors in Estonia such as: the country’s general level of human development; historical and cultural factors; demographics and social factors. These are the inputs to the education system. Finally the authors explore the interplay between features of the education system itself – the schooling processes – and note the impact of professional capital.

The authors judge that the interplay between professional capital with other factors that work in harmony explains why the system is highly effective. This coherence is not accidental; it is the outcome of a series of deliberate reforms and investment over a single generation.

Between 2009 and 2012 Estonia increased its share of top performers in PISA tests while, at the same time, reduced the proportion of low performers. This is commonly referred to as “raising the bar and closing the gap”. Individual schools struggle to close attainment gaps between different groups of students. Estonia is one of a very small number of countries to achieve both excellence and equality across the whole national system.

The purpose of this paper is to offer a critical view of participatory policies and measures by highlighting that participation is not only a right for young people, but also an obligation for many. This obligated participation is studied conceptually and empirically.

The paper introduces a novel typology of youth participation that demonstrates the dimensions of institutional framing and a degree of choice in participation. The typology is applied in an empirical study on how the participation rights and obligations are formed and handled within an educational programme, aiming to support young people at the margins.

Young people are controlled by their participation obligations, and are guided to reach maturity and claim personal responsibility for their choices. The acceptance of an obligation to participate has to be negotiated with young people in services; otherwise they may opt out of supportive measures.

More research is needed on how youth participation terminology is used in political programmes and professional practices.

It is vital to discuss the options and obligations of young people in professional support measures and consider their implications for different groups of young people. At the policy level, the challenge is to ensure that the right to participate at community and political levels is not ignored or made inaccessible to young people at the margins.

The typology diversifies understanding of youth participation and enables the analysis of participation types. It can be applied in youth studies, policy-making and practices.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

The McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.) establishes basic levels of service, support, and protection for homeless students and families in the United States and specifically prohibits discrimination while ensuring educational rights. According to the 2014 Annual Homeless Assessment Report, homelessness continues to be a pervasive concern, particularly for children under the age of 18 who account for nearly 25% (135,701) of homeless individuals, and youth between 18 and 24 who represent nearly 10% (58,601) of the homeless population. Despite the statutory protections afforded by McKinney-Vento, a number of barriers persist and prevent full enjoyment of the basic rights established by the Act. Overcoming these barriers in the courts has provided some relief, but is insufficient given the limits of McKinney-Vento. Thus, homeless students and families need school leaders who promote social justice and educational opportunities to prepare them for meaningful participation in democratic society. This chapter provides analysis regarding the legal rights of homeless youth, including an overview of significant cases and federal policy updates, and concludes with several recommendations for school leaders to establish clear guidelines and implement procedures to address the educational needs of homeless students.

The indigenous peoples of the Philippines have had to struggle against historical injustices for centuries. They fought against colonization and the subjugation of their cultures and ways of life. Over the decades, their next generations are confronted with exclusion, discrimination, and encroachments on their ancestral domains which have resulted in social and economic disadvantages. An obvious case in point is the lack of sympathetic and affirmative policy directives for the culture-based education of indigenous children and youth. This paper reflects on the policy development processes undertaken to institutionalize inclusion and social justice in indigenous peoples education policies within the K to 12 Basic Education Program. Using the method of narrative inquiry, the stories of reform are told from the point of view of those who facilitated the crafting of these policies. Three narratives demonstrate that contextualized and empowering education strategies and processes transform not only policy but also the policy makers.

One of the most efficient approaches to overcome the factors that hinder the right to the education of children and simultaneously to create an upsurge of inclusion in education is the advent of alternative schools. This is because this type of educational arrangement for children better serves the diverse characteristics of each child; thus, it is deemed to be a prominent way of alternatively delivering inclusive education in the future. This chapter explores the status quo of inclusive education in Thailand and provides the recommendations on how to overcome the shortfalls with alternative education.

The Ghana chapter on special education begins with the history of service provisions for persons with disabilities. It includes information on educational and rehabilitation services, special schools and integrated education. Detailed data is related concerning prevalence and incidence rates and special needs among the Ghana population. This is followed by a comprehensive section on regular and special education teacher roles, expectations, and training. An important aspect of Ghana’s special education is its movement towards inclusive education. The support for this movement comes from the Ministry of Education’s policy, namely, The Education Strategic Plan (ESP), which adopts inclusive education and promotes it as the future special education direction for the country. The chapter provides detailed information on the issues related to the implementation of the ESP plan, four models that have been developed for inclusive education, the progress and effort that Ghana has made towards inclusive education as well as significant challenges that are present.