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The aim of this paper is to show how entrepreneurship education focuses on the teacher's learning and reflection and how, according to the data, undeveloped reflections impede the development of entrepreneurship education.

The data were collected through content typing in 2008 from 29 teachers at the basic, upper secondary and vocational educational levels. The focus is on self‐reflection – how and what teachers reflect on when writing about entrepreneurship education.

The teachers stress the need for coordination between subjects in developing a more entrepreneurially oriented working community. There appears to be confusion between aims and practices in entrepreneurship education: when asked to give the aims, the teachers describe the practices. Moreover, they “outsource” themselves but refer to aims from the pupils' perspective.

This study only presents preliminary data from the project.

The development of teacher learning in terms of reflection, which should be developed in their basic and in‐service training; the implementation of changes in the educational arena, such as curriculum reform, from the perspective of learning and reflection; and the connection between aims and results in the context of entrepreneurship education.

The approach taken to teacher learning and reflection in the context of entrepreneurship education has so far been an unexplored field of research. Moreover, our article highlights the crucial factor, the development of the teacher's learning, in the context of entrepreneurship education which, according to our results, has received far too little attention in the discourse on entrepreneuship education, and thus also in the strengthening of entrepreneurship. Our article introduces new trends for international research on entrepreneurship and entrepreneurship education, in which increasing attention should be paid to the learning processes of teachers and instructors.

The purpose of this conceptual paper is to address the current debate about the role of business and marketing education. Should marketing courses be pragmatic and professional, geared towards practical knowledge of necessary tools and techniques; or should they be academic and intellectual, aimed at creating scholars who happen to be marketers. Should marketers be trained or educated?

The paper addresses these questions through the well‐established distinction between intrinsic and instrumental aims of education.

It is argued that ethics are good for business; and that an intrinsic education is necessary to produce the marketers who can work in this ethical dimension.

The paper should be of interest to those involved in marketing education and business curricula design.

Considers the role of higher education with reference to the development of students as people rather than simply receptacles for knowledge. Charts the author’s development as an educationist and suggests a current total of six learning aims which he sees to be of central importance in higher education, including such factors as disseminating up‐to‐date knowledge and facilitating personal development of students.

Some might think that there was a dichotomy between the two halves of the title of this article. They might wish to argue that it is possible to consider how resources in higher education might be used more effectively, without going into any detail in the consideration of the aims of higher education. Put in simple terms, it is exceedingly tempting to regard the throughput of students for a given expenditure as the criterion of effectiveness in higher education. Even then however we should have a concealed aim: namely, to maximise the number of students participating in higher education for a given cost. Unfortunately, such an aim is deficient in two respects. In the first place, it takes no account of standards — whether of teaching, of learning, of attainment, or of the general development of the student. Secondly, the maximisation of throughput is essentially a secondary objective, which can have no meaning without reference to a primary objective. Otherwise we beg the question of why we bother to provide higher education at all.

This chapter introduces the book through discussing the context in which it came about, namely a conference to mark the centenary of the publication of Dewey’s Democracy and Education. The first section relates to the book’s subtitle by describing and analysing the context in which speakers at the conference engaged in a ‘fightback’ against educational policies found to be narrowly based on economic aims, and to have lost sight of the humanistic aims of education, aims which Dewey analysed and championed. The book is structured around three key areas, all related to Dewey’s philosophy of education – the first concerns technology, the second, embodiment and the third, democracy and development. A discussion on the significance of each of these areas for contemporary educational theory is followed by detail on the individual chapters within them. This chapter concludes with an introduction to the cautiously optimistic and forward-looking epilogue by Gert Biesta on the matters and issues raised in the book.

The purpose of this paper is to concentrate on how assessment is used to support the aims of enterprise education leading to recommendations for improvements to the current approach to the assessment of enterprise.

This paper presents a review of entrepreneurship education literature and a qualitative case study conducted on a sample of enterprise educators at University of the West of Scotland. Data were analysed using thematic analysis.

Paradoxically, the traditional enterprise education paradigm harms that which it attempts to nurture: entrepreneurial thinking and activity. The rationalised approach to education conflicts with the aims of enterprise educators, and there is evidence of a visible and growing disconnect between academia (the theory) and industry (the practice).

The work is limited as it concentrates on a single case study. The qualitative approach focusses on a specific social field and therefore the findings cannot be generalised to other settings. These limitations can be addressed in future research.

This work has resonance for enterprise educators delivering and assessing entrepreneurial learning in an academic setting and will also be of interest to decision makers within this sector concerned with ensuring academic practice remains aligned to policy and industry requirements.

Enterprise education is well researched; however, there is a gap in the area of enterprise assessment which is under researched and not well understood.

This study aims to draw from overlapping scholarship in critical policy studies and governmentality studies to examine how recent standards-based education policies mark a pivotal shift in the aims and governance of English education.

The author traces this shift through a comparative analysis of the past two standards projects in the USA: the 1996 IRA/NCTE Standards for the English Language Arts and the 2010 Common Core State Standards.

An analysis of the standards’ comparative development processes, educational aims and governmentalities exemplifies a global shift toward new policy networks, neoliberal imaginaries and the interrelated policy technologies of managerialism, performativity and free markets.

This paper hopes to prompt more critical, reflexive and strategic stances towards standardization and the ways in which global education policies seek to reshape subject English and the future of teaching and teacher education.

The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government.

This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach.

The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia.

Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.

European Educational Policies have been studied not only from an economic and political approach but also from an educational and cultural one. On this basis, and according to the contemporary political, cultural, economic and social changes and reclassifications, modern higher education and teacher education – not only in Europe but in Africa and elsewhere – suggest new aims and targets. These aims are to find new ways of knowledge communication and production. Educational policies in Europe – like the Bologna Declaration and the Uniformization of Higher Education provide some ‘lessons’ for Higher Education and Teacher Education in Africa.

This chapter aims to provide a short overview about the situation of Roma in Hungary. Starting from the question ‘Who are the Roma, Gypsy in Hungary?’, this chapter introduces several researches on Hungarian Roma. The linguistic groups of Roma are briefly outlined to make it clear how much the Hungarian Roma are heterogeneous. The social situation of the Roma, as minority in Hungary, is also detailed by introducing geographical location and housing and employment regarding to Roma. Based on these general data on Hungarian Roma, this chapter aims to focus on educational situation of the Roma minority in Hungary, including – primary and secondary school education, education in special schools, education in college and university, adult education, school success supporting educational initiatives and programmes like extracurricular programmes. As a summary, this chapter introduces some further researches by short abstracts in order to provide a suitable starting point for those who are willing to get know more about this minority in Hungary.