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This article examines how the three ‘mythic’ elements (public aspiration, flexible language and practical guidance) of these Labour government education policy texts were operationalised in the forms and structures of secondary schooling from 1939. The period of analysis is from the early 1940s to the mid 1990s. The decade since 1994 has seen the trial of various forms of standards based assessment (i.e. unit standards and achievement standards) in the senior secondary school. Moreover, from 2002, a timetable has existed for the replacement of the three terminal national examinations that prevailed for most of the second half of the twentieth century, with the National Certificate of Educational Achievement (NCEA).

The educational achievements of a representative national sample of Australian school‐leavers were examined after leaving school. The study was part of the longitudinal Youth in Transition study – a national probability sample of Australian youth. There was sufficient evidence to argue that the educational and occupational achievements were related to gender, socio‐economic status, ethnicity, geographical location (rurality), completion of the highest level of secondary schooling, vocational interests in high school and even levels of literacy and numeracy in primary school. A tentative model of educational‐vocational achievement is outlined.

This account aims to introduce contrasting perspectives on teaching and learning methods, and to detail the growth of new forms and vocabularies of access to learning. As we move towards the new millennium, the development of national, yet diversified, credit frameworks and systems will provide an essential underpinning for the organisational culture that will be needed to sustain the wellbeing and growth of the educational system. These new systems are already being incorporated into the practice of ‘virtual’ education. Lifelong learning has widespread support across the social and political spectrum and its importance can hardly be over‐stated as we seek to maintain competitiveness in a changing world. Increasing knowledge and understanding to serve both the needs of the economy and of individuals to play a major role in democratic life has become an agenda of necessity as well as desire. An open society requires open systems of knowledge. A prognosis for the future is submitted where the significance of part‐time modular and open flexible learning is evaluated in terms of a curriculum rooted in useful knowledge and competences, acquired at different sites of learning, including the workplace. It is argued that modular structures, using the potential offered by credit accumulation and transfer to different institutions with different missions, can transcend and transform the learning opportunities for students in a mass system of higher education which is rapidly becoming part of a global market economy and society. Continuous lifelong learning involving its key features of open access, recognition of learning wherever it takes place and the growth of new learning networks and partnerships, is at the conceptual heart of the development of the virtual university.

The purpose of this paper is twofold. First, it examines the extent of equity in the academic achievement distribution by analyzing Israeli students’ high school matriculation scores, controlling for background characteristics (e.g. parental education) and for previous achievement. Second, it analyzes the trends in equity during the examined period from 2001 to 2011.

Nationwide extensive data sets, at the student level, of 11 cohorts are analyzed using logistic regression models.

Major findings reveal that the odds ratios (ORs) are in favor of students from families with a high level of parental education (an increment of one year of parental education increases the odds of student’s success by 3 percent). In addition, the ORs are less favorable for Arab students (30 percent lower). Furthermore, a high previous achievement level increases the odds of success (an increment of 1 percent in achievement increases the odds by 6 percent). In addition, the extent of inequity remains stable throughout the examined period.

Israel serves as an interesting case study, as its student achievement distribution in international examinations is characterized by the highest gap compared with other OECD countries, although its policy aspires to achieve equity. This puzzle, is the motivation for this study. Moreover, insights from this research might assist policy makers to promote equitable education.

Aims to present a framework for licensing school principals in the United States, specifically the state of Connecticut. Contains three elements that depart substantially from other initiatives to reform preparation and licensure. (1) Pre‐service preparation of principals will focus on the knowledge base for teaching and learning. As currently conceived, it is possible for a candidate to qualify for initial certification without taking formal coursework in educational administration. (2) Study of educational administration will occur during the beginning years of administrative service. (3) Licensure will be performance‐based. Candidates for initial certification will need to demonstrate their knowledge of teaching and learning and their ability to evaluate and supervise teaching. Prior to professional certification, principals will be required to show that they fostered a school culture that focused on teaching and learning and where all students achieved. Begins with discussion of the role of licensing and recent calls for reform of principal preparation and licensure. Following a review of the literature that supports Connecticut′s reform strategy, presents five postulates it is believed will advance the revision of preparation and licensure. Follows a hypothetical candidate from pre‐service through to professional certification to explain how Connecticut′s proposal is implemented. Includes a consideration of licensing in countries other than the United States in the summary.

The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges.

This is a desktop analysis study. The paper analyses the policies and practices related to the development of Viet Nam’s higher education accreditation system by reviewing associated literature.

The research has found out that there are several achievements, including: the development of the accreditation framework; establishment of accrediting agencies; completion of almost universities’ self-assessment reports; implementation of external assessment exercise at some institutions, a few of which were awarded accreditation certificates. However, there remain a number of challenges related to the independence of the accrediting agencies, human resources, accreditation standards and criteria, institutions’ awareness about accreditation and the pace of accreditation implementation.

The primary limitation of this study is the research methodology which merely relies on document analysis. It would be more credible if the findings could be triangulated with data taken from other sources such as interviews with key stakeholders.

On the basis of the analysis of achievements and challenges at both macro and micro levels, discussion and recommendations are made for future policy-making and management in the field of higher education accreditation.

Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship, Britain's “apprenticeship” system of qualification gave way to formal library school education, and a new category of “non‐professional staff” was created, of people who were unwilling or unable to proceed to graduate‐level qualification. The development of non‐professional certificates of competence in the UK is described against parallel developments in the US, Canada and Australia; the COMLA training modules are also examined. The theoretical and practical issues surrounding training are discussed, training schemes and qualifications in the four countries analysed, and the relative merits of in‐house training and external certificate programmes argued.

Parts of a recent (1989) Educational Testing Service publication are reprinted here: a report of a comparative survey (by tests) of mathematics and science education among 13‐year‐olds in Canada, Ireland, Korea, Spain, the UK and the USA.

This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

The purpose of the paper is to showcase the significant achievements of Egypt's scientists in the 20th century across various fields of study such as medicine, physics, chemistry, biology, math, geology, astronomy and engineering. The paper highlights the struggles and successes of these scientists, as well as the cultural, social and political factors that influenced their lives and work. The aim is to inspire young people to pursue careers in science and make their own contributions to society by presenting these scientists as role models for hard work and dedication. Ultimately, the paper seeks to promote the importance of science and its impact on society.

The purpose of this review is to present the scientific biographies of Egypt's most distinguished scientists, primarily in the field of Natural Sciences, in a balanced and comprehensive manner. The work is objective, honest and abstract, avoiding any bias or exaggeration. The author provides a clear and concise methodology, including a brief introduction to the scientist and their field of study, an explanation of their major contributions, the impact of their work on society, any challenges or obstacles faced during their career and their lasting legacy. The aim is to showcase the important achievements of these scientists, their impact on their respective fields and to inspire future generations to pursue scientific careers.

The group of outstanding scientists in 20th century Egypt were shaped by various factors, including familial upbringing, education, society, political and cultural atmosphere and state support for scientific research. These scientists made significant contributions to various academic disciplines, including medicine, physics, chemistry, biology, mathematics and engineering. Their impact on their communities and cultures has received international acclaim, making them role models for future generations of scientists and researchers. The history of these scientists highlights the importance of educational investments and supporting scientific research to foster innovation and social progress. The encyclopedia serves as a useful tool for students, instructors and education professionals, preserving Egypt's scientific heritage and honouring the scientists' outstanding accomplishments.

The encyclopedia preserves Egypt's scientific heritage, which has been overlooked for political or other reasons. It is a useful tool for a variety of readers, including students, instructors and education professionals, and it offers insights into universally relevant scientific success factors as well as scientific research methodologies. The encyclopedia honours the outstanding scientific accomplishments of Egyptian researchers and their contributions to the world's scientific community.

The practical implications of this paper are several. First, it highlights the importance of education, family upbringing and societal support for scientific research in fostering innovation and social progress. Second, it underscores the need for continued funding and support for scientific research to maintain and build upon the accomplishments of past generations of scientists. Third, it encourages young people to pursue scientific careers and make their own contributions to society. Fourth, it preserves the scientific heritage of Egypt and honors the contributions of its outstanding scientists. Finally, it serves as a useful tool for students, instructors and education professionals seeking to understand the factors underlying scientific success and research methodologies.

The social implications of the paper include promoting national pride and cultural identity, raising awareness of the importance of education and scientific research in driving social progress, inspiring future generations of scientists and researchers, reducing socioeconomic disparities and emphasizing the role of society, politics and culture in shaping scientific researchers' personalities and interests.

The paper's originality/value lies in its comprehensive documentation of the scientific biographies of Egypt's most prominent scientists in the 20th century, providing unique insights into the factors that contributed to their development and their impact across various academic disciplines. It preserves Egypt's scientific heritage and inspires future generations of scientists and researchers through the promotion of educational investments and scientific research. The encyclopedia serves as a useful tool for education professionals seeking to understand scientific success factors and research methodologies, emphasizing the importance of supportive and inclusive environments for scientific development.