AbstractWe investigate whether and how economic integration increases state capacity. This important relationship has not been studied in detail so far. We put together a conceptual framework that highlights what we call the Montesquieu, Weber and Smith channels to guide our analysis. Each of these corresponds to a series of mechanisms in three distinct institutional arenas: judiciary, bureaucracy and competition policy. To test our framework, we introduce a new panel of institutional reform measures that allow us to investigate how changes in these three arenas interact with each other and what sequence of changes yields increases in state capacity. The yearly data set covers all the 17 candidate countries to join the European Union (EU) after the 1995 enlargement. Deep integration, we find, can induce broad institutional change by providing incentives for simultaneous change in core state institutions. Bureaucratic independence and judicial capacity seem to be the key engine of the process engendered by the prospect of EU membership. Yet early and abrupt removal of external anchors might generate significant backsliding, or reversals, in domestic institutional change.
The education in nowadays European legal structure and strategic political context/action(s), as well as, within the UN System advocates the unquestionable respect for differences, quality education and equal opportunities for "all". The social, economic, ethnic, cultural or religion characteristics of the educational structures, for students and teacher/professors, should be considered as a "natural wealth". It ́s important to state that education system should recognize the differences and develop a team work to promote the diversity in the pursuit of the guaranty of the equality in access, in the study stay as in the results, ensuring the teaching, the learning and the human strategies and resources conducting to the future society based on the promotion and defense of Human Rights in general, and in the European Fundamental Rights, in particularly.Although all legal and political strategies, this is a complex context, as there are serious problems the European Union is facing concerning the education system, as there is a serious conflictual conjuncture due the most different reasons: the pedagogical strategies, the non-updated programs, the absence or fragile education for the diversity. There is legal (juridical and judicial) consequences but the individual and group effects are serious and should be object of an urgent intervention. There are instruments to implement the diversity education and specially the effective integration, however this is more "virtual" thanreal. Considering the actual social complexity but the important education instruments and strategies, mostly patented in the policies, this paper aims expose the existing contexts opposed to the laws, policies and education for the diversity and to the real inclusion. More than a single study, this research aims to develop a map of the reality and the guidelines to implement the action.This paper presents a set of theoretical reflections in the disciplinary interface between legal and education sciences, school administration and management, with the aim of understand the real inclusion characteristics in a balance with the inclusion policies and the need(s) of an education for Human Rights, especially for diversity. The transdisciplinary is a pedagogic and social education perfect approach using the Human Rights binomial – teaching and learning – supported by the inclusion laws according to the realistic needs for an effective successful society construction.
Rapid ageing leads to huge transformations in many areas of life - politics, economy, culture, education, medicine and care services, which in turn shapes the future of all people. Active lifestyle, education and better quality of geriatric care will undoubtedly improve the health and well-being of seniors. The growing population of elderly people, caused, among other things, by the increase in average life expectancy, and current trends in reproduction, migration and mortality, necessitate the development of a new vision on the functioning of seniors and their social roles in the transforming social reality. One platform for the activity and cooperation of older people involves universities of the third age. Universities of the Third Age is an international initiative promoting lifelong learning. They are educational institutions for adults whose programme offers are targeted at seniors. Universities of the third age were established in response to rapid socio-demographic changes in society. They are part of the lifelong learning concept, where education in modern gerontology is regarded as a process enabling seniors to develop comprehensively, manage their own lives, be active in late adulthood, and develop and broaden their interests. The purpose of this article is to explain the idea behind universities of the third age as an unquestioned need to support seniors in education and adaptation to old age. Key words: senior, ageing, education, gerontology, university
Cover -- Half-title Page -- Dedication Page -- Series Page -- Title Page -- Contents -- List of Figures -- Series Editor's Foreword -- Chapter 1 If You Want to Go Far, Go Together -- 1.1 The Snapshot -- 1.2 The Journey -- 1.3 Educator Subjectivity and Social Change -- 1.4 Where Are We Going, and What Will Help Us Get There? -- 1.4.1 The Assembled Subject -- 1.4.2 The Wound-Event -- 1.5 Our Route and the Stops We Made on the Way -- 1.6 Chasing the Horizon -- Chapter 2 Assembling Roots and Writing a Book: Theory and Methodology Meet -- 2.1 Construction Site -- 2.2 Noise -- 2.3 What We Can Create -- 2.4 Writing a Book ... Together -- Chapter 3 A Tale of the Assembled Subject: Exploring Whiteness -- 3.1 Shut Up and Listen -- 3.2 Assembling Our Parts -- 3.3 Setting the Stage -- 3.3.1 Scene 1: I'm Sorry -- 3.3.2 Scene 2: Do You Think This Is Real? -- 3.3.3 Scene 3: The Personal/Professional Binary Unravels -- 3.4 What's the Use of Writing about Ourselves? -- 3.5 Creating a Performative Text -- 1. Draw Your Storyboard -- 2. Share Verbally with Each Other -- 3. Write a Collaborative Text -- 4. Read the Text Defractively -- 5. Rewrite to Engage with Theoretical Perspectives -- 6. Perform the Text for an Audience -- 7. Rewrite after Listening to Your Audience -- 8. Reflect -- Chapter 4 Finding What You Have Not Yet Lost: An Affective Inquiry into Educator Subjectivity -- 4.1 Writing a Book -- 4.2 Using Arts-Based Inquiry -- 4.3 This Is What We Did -- 4.3.1 Planning -- 4.3.2 Doing -- 4.3.3 Finding a Poem -- 4.3.4 Listening to Voices -- 4.3.5 What Did We Learn? -- 4.4 An Affective Encounter -- 4.5 A 'Recipe' for Arts-Based Inquiry -- Chapter 5 To Not Be Unworthy of What Happens to Us, We Go to the Morgues Ourselves: Wounded Becomings -- 5.1 A Silent March -- 5.2 The Wound as Event -- 5.3 Collective Biographical Storying -- 5.4 A Story of Four Women.
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Population policy is a requirement and demand of the times we are living in. Serbia's response to the problems of demographic development is based on numerous adopted documents of strategic type regarding the policy towards population fertility, mortality and population ageing. Their adoption, however, represents only the first step. A good first step, it seems. All important resources of the population policy are recognized in the strategies. Numerous measures and activities have been stated, many worked out. A multi-sector approach has been accepted, defined and coordinated in their realization. However, the realization of expected results will greatly depend on the operationalization of proposed measures and activities and of course, their putting into effect. On the contrary, in the strategic document which the state adopted towards migrations, there has not even been an attempt to find solutions regarding a more complete political response towards internal and external migrations. What is the least necessary is carrying out measures and activities in order to mitigate problems which arise from a disturbed spatial population distribution and population drain. The time factor in population policy is especially important because, on the one hand, accomplishment of positive effects and mitigation of demographic disturbances requires time and, on the other hand, any delay of changes worsens the demographic basis and increases the strength of its inertness.
The integration of Ukraine into the European education area provides for handling the crisis, adapting to the conditions of market economy, training specialists of proper level, and thus for a competitive national system of education. The article deals with the notion of education philosophy in view of the human life value approach and the phenomenon of power (F. von Hayek, H. Arendt, M. Fuko and others). Particular ideas and theories, such as the humanistic, democratic, conservative, liberal ones and others, are of conceptual importance for the philosophy of education as a philosophy of the human being (Paulo Freire, Hans Christian Oster, Kenneth Ross Howe, Jason Scorza, Olsen Mark). The tendencies of the European (theBolognaprocess as a way of modernization of the western system of education) and the worldwide integration in the sphere of education greatly change the status of knowledge. However knowledge is a competitive product of high priority. It is the form of capital, intellectual property, the object of copyright and it is principally the national scientific market product. On the basis of years of the author's family studies experience in the sphere of national education of students it is grounded that in Ukraine in connection with asserting its independence and the European choice Majority as a strategic national idea uniting a society becomes a matter of world view and values importance. Its realization provides for the systemic regulation of the socio-humanitarian policy on the social, family and state levels. This implies a systemic turn of the Ukrainian power structures to the youth as a condition of a positive image of the country in the international education area. Key words: philosophy of education, A man, power, totalitarianism, modern-humanism, family studies, national idea. ; Інтеграція України в європейський освітній простір передбачає подолання кризових явищ, адаптацію до умов ринкової економіки, підготовку конкурентних фахівців, отже – конкурентну систему освіти. У статті розглянуто осмислення філософії освіти в спектрі ціннісного підходу до буття людини і феномена влади (Фрідріх фон Гаєк, Ханна Аренд, Мішель Фуко). Для філософії освіти концептуального значення набувають певні ідеї, теорії: гуманістичні, демократичні, ліберальні (Пауло Фрейре, Ганс Крістіан Остер, Хов Кеннет Росс, Скорза Джексон, Марк Олсен) та ін. Тенденції європейської (Болонський процес як шлях модернізації західної системи освіти) та загальносвітової освітньої інтеграції суттєво змінюють статус знань. Адже знання – пріоритетний конкурентний товар. Знання – це форма капіталу, інтелектуальна власність і об'єкт авторського права, а головно – національний наукоємний ринковий продукт. Зазначено багаторічний авторський досвід національного виховання студентів на засадах родознавства. Обґрунтовано, що за відстоювання Україною незалежності та європейського вибору, світоглядно-ціннісного сенсу набуває Повноліття як стратегічна об'єднуюча національна ідея, реалізація якої актуалізує упорядкування соціально-гуманітарної політики на суспільному, родинному, державному рівні. Необхідний системний поворот структур влади до людини, як умови позитивного образу України в Європі та світі.Ключові слова: філософія освіти, людина, влада, тоталітаризм, модерн-гуманізм, родознавство, національна ідея. Интеграция Украины в европейское образовательное пространство предполагает преодоление кризисных явлений, адаптацию к условиям рыночной экономики, подготовку специалистов соответствующего уровня, таким образом – конкурентную систему образования. В статье рассмотрено осмысление философии образования в спектре ценностного подхода к бытию человека и феномену власти (Фридрих фон Хаек, Ханна Аренд, Мишель Фуко). Для философии образования концептуальное значение приобретают определенные идеи, теории: гуманистические, демократические, либеральные (Пауло Фрейре, Ганс Кристиан Остер, Хов Кеннет Росс, Скорза Джексон, Марк Оксен) и др. Тенденции европейской (Болонский процесс как путь модернизации западной системы образования) и общемировой интеграции в образовательной сфере существенно меняют статус знаний. Ведь знание – приоритетный конкурентный товар, форма капитала, интеллектуальная собственность и объект авторского права, а главное – национальный наукоемный рыночный продукт. Аргументировано, что в условиях отстаивания Украиной независимости и европейского выбора, мировоззренчески-ценностный смысл приобретает Совершеннолетие как стратегическая объединительная национальная идея, реализация которой актуализирует упорядочивание социально-гуманитарной политики на уровне общества, семьи, государства. Необходим системный поворот структур власти к человеку, как условие позитивного образа Украины в Европе и мире.Ключевые слова: философия образования, человек, власть, тоталитаризм, модерн-гуманизм, родоведение, национальная идея. The integration of Ukraine into the European education area provides for handling the crisis, adapting to the conditions of market economy, training specialists of proper level, and thus for a competitive national system of education. The article deals with the notion of education philosophy in view of the human life value approach and the phenomenon of power (F. von Hayek, H. Arendt, M. Fuko and others). Particular ideas and theories, such as the humanistic, democratic, conservative, liberal ones and others, are of conceptual importance for the philosophy of education as a philosophy of the human being (Paulo Freire, Hans Christian Oster, Kenneth Ross Howe, Jason Scorza, Olsen Mark). The tendencies of the European (theBolognaprocess as a way of modernization of the western system of education) and the worldwide integration in the sphere of education greatly change the status of knowledge. However knowledge is a competitive product of high priority. It is the form of capital, intellectual property, the object of copyright and it is principally the national scientific market product. On the basis of years of the author's family studies experience in the sphere of national education of students it is grounded that in Ukraine in connection with asserting its independence and the European choice Majority as a strategic national idea uniting a society becomes a matter of world view and values importance. Its realization provides for the systemic regulation of the socio-humanitarian policy on the social, family and state levels. This implies a systemic turn of the Ukrainian power structures to the youth as a condition of a positive image of the country in the international education area. Key words: philosophy of education, A man, power, totalitarianism, modern-humanism, family studies, national idea.
From the late 1950s until 1975, the war between North and South Vietnam had both domestic and international consequences. Unlike the Cold War divide between the United States and the Soviet Union, the war between the Democratic Republic of Vietnam (DRV, the Communist North) and the Republic of Vietnam (RVN, the non-Communist South) was an armed conflict between two polities that both identified themselves as Vietnamese. In this twenty-year-long struggle, the fates of the DRV and the RVN were tied to their success in producing new generations who would subscribe to their respective agendas. This was done through many venues, of which education was one of the most important. Relying on archival materials and published documents, this article compares the educational systems at the primary and secondary school levels in the DRV and RVN after the division of the country, with a special focus on the period 1965–1975.
Allgemeine Gleichgewichtsmodelle (Computable General Equilibrium (CGE) models) werden oft genutzt, um Erkenntnisse über die gesamtwirtschaftlichen Auswirkungen bildungspolitischer Maßnahmen zu gewinnen. Eine Literaturrecherche zur Integration des Bildungs- und Ausbildungssystems in CGE-Modellen zeigt klare Limitationen bisheriger Studien bezüglich der Darstellung des Bildungs- und Ausbildungssystems und identifiziert damit eine wichtige Forschungslücke, der sich diese Dissertation widmet. Vor diesem Hintergrund ist das Hauptziel dieser Dissertation die Entwicklung eines neuartigen Ansatzes zur Einbeziehung der anerkannten Bildungs- und Berufsbildungssysteme in CGE-Modellen, einschließlich aller potenziellen Verbindungen zwischen diesen beiden Systemen. Das entwickelte Modell ermöglicht die Akkumulation von Arbeitskräften entsprechend der Veränderungen der Anzahl der Absolventen und Schulabbrecher eines integrierten Bildungs- und Ausbildungssystems. Es handelt sich um ein rekursiv-dynamisches Ein-Land-CGE-Modell (STAGE-Edu), das die mittel- bis langfristigen gesamtwirtschaftlichen Effekte verschiedener Bildungs- und Ausbildungspolitiken abbildet. Der Sudan gehört zu den Ländern der unteren mittleren Einkommensklasse, die bezüglich der Förderung der menschlichen Entwicklung vor zahlreichen Herausforderungen stehen. Aus diesem Grund werden in der vorliegenden Dissertation verschiedene bildungspolitische Maßnahmen analysiert und deren Auswirkungen auf das Wirtschaftswachstum und die Humankapitalbildung im Sudan bewertet. Der entwickelte Modellierungsrahmen leistet einen wichtigen Beitrag zur gesamtwirtschaftlichen Darstellung der durch Bildung und Ausbildung bewirkten menschlichen Entwicklung sowie der drauf abzielenden politischen Maßnahmen. STAGE-Edu bietet politischen Entscheidungsträgern ex-ante Erkenntnisse bezüglich der potenziellen Auswirkungen von Maßnahmen zur Verbesserung der Arbeitsqualifikation und letztlich zur Erhöhung des Lebensstandards der Bevölkerung. ; Computable General Equilibrium (CGE) models ...
