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This Ph.D. by independent research and publication is based on the author's book, Education Law, Policy and Practice in Northern Ireland (SLS, 2000) and a series of journal articles, chapters in edited collections and research reports in the area of education law and children's rights. The analysis is categorised into four inter-related aspects of education rights: (i) the domestic education law of Northern Ireland; (ii) the implications of international human rights law for Northern Ireland's education system; (iii) an analysis of the unique elements of Northern Ireland's education law which are of interest in other jurisdictions; and (iv) the significance of ensuring respect for children's rights in education, particularly in societies affected by conflict. The title of the thesis was chosen to reflect two broad strands of the author's work across these categories: first, research which documents the ways in which international human rights law has provided a stimulus for change within Northern Ireland's domestic law ('lessons for Northern Ireland'); secondly, research which highlights what is distinctive about Northern Ireland's approach to rights in education and might therefore inform law, policy or practice elsewhere ('lessons from Northern Ireland').

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In this project the added value in education is investigated in two components: the academic and the social added value. By using the case study method I have attempted to define the different aspects of the added value and via interviews, questionnaires, school data and statistical analysis to measure them. During the period 1 was working on my thesis I faced major challenges: demanding workload combined with my family as well as personal challenge to stay unbiased and arrive to objective conclusions. If I was successful or not will be certainly judged by the educational community to which this work is donated. The whole study shows that SABIS® and especially ISF (Internationale Schule Frankfurt-Rhein-Main) offer to the students added value in sciences, in discipline, in team building, in the quick integration to the international environment. The languages are the important weapon of every International School. Each from our graduates speaks at least three languages which opens the doors to an international career and to various Universities. The individual fostering to students and the continuous monitoring of their academic results is to be commended as a positive aspect of the system. The margin for improvement is also important: the policy makers of that system must review the materials, the method of instruction and the financial reward of the staff in order to achieve not only the successful continuity of the network but mainly to become leaders on the quality international education market. I found it necessary to include some suggestions for the improvement of the SABIS® system but also my thoughts about the education in general as my main goal is to contribute to the upgrade of the education worldwide and provoke other colleagues to work further in that direction.

The concept of freedom is used most frequently in the so-called radical theories of education. Talk about free schools, schools without walls, open schools and the like is very much in fashion nowadays. But I think that such talk still exhibIts more vagueness than clarity, and that we are still far from a systematic philosophical discussion on the concept of freedom in the educational context. The purpose of this study Is, therefore, to present such a discussion, while paying special attention to the theory of Carl Rogers as an outstanding representative of one of the main streams of such radical educational theory, namely, that of'humanistic psychology'. The work is divided into three Partsl In Part_iOns I try to distinguish, first of all, the different types of questions that tend to be confused in talk about freedon. Equipped with these distinctions I then proceed, In the last chapter, to examine the specific relationship: between the concept of freedom and the concept of education. Dne of the main poInts which emerges is that 'freedom' properly understood cannot be an aim of education, and that when educators talk about 'freedom' as an aim or ideal of education, they usually have in mind the development of autonomy. In Part Two some fundamental implications of Rogers' theory of freedom to edUcation such aSI learning by discovery, self.svaluation, creativity, therapy and personal relationships - are critifally examinod. In Part Three an attempt is made to present an alternative picture to the one "'hich has baen critiCised in Part Two, a picture which encompasses my 0Il10 positive view on what I have argued is the proper relationship bstween freedom, autonomy and education.

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Manliness was the central educational ideal of the Victorian public school: it was not however a static ideal, for its interpretation experienced continual evolution. The first chapter of this study traces the formulation of the ideal of manliness, seeking to portray it through the words and actions of its chief exponents. Manliness was essentially an ideal of 'doing' rather than 'saying', thus in the second chapter attention is directed towards Edward Thring's Uppingham for a contemporary picture of the ideal in practice. It is here during Thring's long reign at an effectively new school that manliness flourished-longest and best. Even as Thring began his headmastership, so the evolution continued: elsewhere the ideal took an athletic tilt, and as the mid-Victorian years receded so the allegiance to Sparta increased. The development of 'masculinity' is traced in the third chapter. By the end of the century, manliness had imperial and militaristic overtones added to its athletic ones, and in the Golden Age of the public schools the ideal reached a gaudy and noisy zenith. This forms the substance of the fourth chapter. Then, during the crusades of the Great War, the ideal was thrown to a glorious climax, but in the falling it died, quite suddenly. This, on the surface, seems the end of manliness, but during the years of the hearty athletic back-slapping and through the imperial pomp and show, the modest Thringian ideal lived on at smaller, less hearty and less brash schools. This lifeline of manliness is traced in the final chapter. When, in the years after the Second World War, the time was ripe, this ideal was seen to have as much value and validity now as it once had at Thring's Uppingham.

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