Changing realities, global power shifts, and societal upheavals are resulting in new tasks and challenges for Foreign Cultural and Educational Policy. In an age of globalisation, digitisation, and growing nationalism, there is a particular need to inquire into the notion of responsibility and available spaces of action: How can strategies and networks for successful international and intercultural cooperation be drawn up, and what role do civil society actors play?

The roles that media play in the lives of children and adolescents, as well as their potential implications for their cognitive, emotional, social and behavioral development, have attracted growing research attention in a variety of disciplines. The Routledge International Handbook of Children, Adolescents and Media analyses a broad range of complementary areas of study, including children as media consumers, children as active participants in media making, and representations of children in the media. The handbook presents a collection that spans a variety of disciplines including developmental psychology, media studies, public health, education, feminist studies and the sociology of childhood. Essays provide a unique intellectual mapping of current knowledge, exploring the relationship of children and media in local, national, and global contexts. Divided into five parts, each with an introduction explaining the themes and topics covered, the handbook features 57 new contributions from 71 leading academics from 38 countries. Chapters consider vital questions by analyzing texts, audience, and institutions, including: the role of policy and parenting in regulating media for children the relationships between children’s’ on-line and off-line social networks children’s strategies of resistance to persuasive messages in advertising media and the construction of gender and ethnic identities The Handbook’s interdisciplinary approach and comprehensive, international scope make it an authoritative, state of the art guide to the nascent field of Children’s Media Studies. It will be indispensable for media scholars and professionals, policy makers, educators, and parents.

This volume of essays critically reflects on modern policy initiatives in South Africa's education and training, such as Curriculum 2005, and evaluates the practices of teaching and learning and the integration of education and training.

Education has always been at the heart of societal progress and individual fulfillment. As I ventured through my own educational journey, I observed an ongoing dissonance between academic knowledge and real-life applications. While the classroom introduced theories and concepts, it often lacked the grounding in practical experiences that I believe is essential for preparing individuals to navigate the complexities of the modern world. This realization inspired me to write this book, not only to share my experiences and reflections but also to propose a new approach to education—one that aligns closely with the realities of life, work, and personal growth. Throughout my journey as an educator, researcher, and learner, I have seen both the strengths and the limitations of our current education system. I have witnessed students excelling in structured academic environments only to struggle when faced with the unpredictability of real-world challenges. Conversely, I have seen individuals who may not fit traditional academic molds flourish when given the freedom to apply their unique skills and perspectives to meaningful tasks outside of classrooms. These observations reinforced my belief that education should serve as a bridge to reality, fostering not only intellectual development but also emotional, ethical, and practical growth. This book is an exploration of what education could look like if it were reimagined to reflect life’s complexities, its demands, and its nuances. Each chapter delves into a core component of a real-world education, from fostering lifelong learning to teaching critical thinking, cultivating empathy, and embracing technology in a balanced manner. My aim is not to discard the traditional structure of education but to reshape it, infusing it with values and approaches that reflect the challenges, responsibilities, and opportunities students will encounter beyond the school walls. In writing this book, I have been mindful of the many voices that shape our understanding of education today—teachers, students, parents, researchers, and policymakers. I recognize that my perspective is just one of many, but it is a voice informed by years of observing and participating in the educational process. This book is an invitation to all who believe in the transformative power of education to rethink and reimagine our approach. I hope it sparks dialogue, inspires innovation, and, most importantly, brings us closer to an education system that truly prepares students for life in all its dimensions.

Drawing on state of the art evidence about implementing education quality in low income countries, this book opens up the black box of the classroom and explores how practices of teaching and learning impact on different groups of learners in the global South.

This timely collection surveys and critiques studies of environmental and sustainability education (ESE) policy since the mid-1990s. The volume draws on a wide range of policy studies and syntheses to provide readers with insights into the international genealogy and priorities of ESE policy. Editors and contributors call for renewed attention to the possibilities for future directions in light of previously published work and innovations in scholarship. They also offer critical commentary on the evolution of research trends, approaches and findings. Including a wide range of examples of ESE policy and policy research, the book draws on studies of educational initiatives and legislation, policy making processes and rhetoric, ideological orthodoxy and critique, curriculum making and educational theory, globalisation and neoliberalism, climate change and environmental worldviews, and much more. In addition, introductory commentary from the editors traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. Throughout the collection, contributions illustrate how researchers might reimagine and reinvigorate policy research on ESE, including how working with other fields and diverse perspectives, ideas and expertise will aid the cross-fertilisation of a complex terrain of ideas, policy and practice. This book is based on a special issue of Environmental Education Research.

This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning. Written in a straightforward understandable manner, the book examines in depth the range of philosophical perspectives in the field of lifelong learning theory, policy, practice and applied scholarship.