Suchergebnisse

The education sector in Ukraine, as in most other countries of the world, is facing a global challenge due to the spread of the coronavirus SARS-CoV-2. Educational institutions are in an emergency situation and are forced to switch to distance or mixed learning. As a result, there were difficulties with the implementation of a new alternative model, according to which educational institutions have started to work and provide a wide range of their services. The purpose and novelty of the article is a systematic generalization of the results of the extreme mode of operation of educational institutions during the pandemic to adapt them to the extraordinary situation of functioning and further development. The method of research is the systematization of empirical data on individual practices of different types of educational institutions and, on this ground, determination of the possibility of combining in a holistic operation mechanism in terms of the social justice and effi ciency principles. Th e article analyzes the readiness of the education system for distance learning in the context of a pandemic, determines positions for the regulation and sustainable adjustment of educational institutions, ensuring fair access for various segments of society to online resources, the formation of positive scenarios for the education functioning in the epidemic and post-epidemic period. The paper uses the main theoretical positions formulated in the monograph "COVID 19. Great Overload" by Klaus Schwab, economist, founder and president of the World Economic Forum in Davos since 1971, and his co-author Thierry Muller, a publicist and researcher. One of the main provisions concerning education and its long-term development is that the current crisis is forcing society to realize that most decisions are based on moral and fair choices, and that in the future it is possible to move away from personal interests and create a more harmonious society. The UN materials on the analysis of the COVID-19 consequences for the education system and its reconstruction in the future are also used. The study identifies the dynamics of processes throughout the pandemic. Positive and problematic practices are given. The findings obtained from research and experience can be the basis for developing measures to help education institutions to overcome the "transition period". The key factors of their stability are the general education services (digital libraries, online education platforms), mobilization of teaching and student contingents to work in new conditions, compliance of financial and distribution mechanisms with the requirements of the time.

Here is the Visualization and Analyzation for GDP, Education, Healthcare and Military for 10 countries

The report contains views representative of all regions and districts in Sierra Leone, the conclusions arrived at and the recommendations put forward by the participants from all walks of life - adult education, literacy workers, planners and decision makers and representatives of government and non-governmental agencies national and international

Technology has already transformed higher education worldwide, content in media from radio and TV and audiovisual content in streaming digital platforms on the internet. If we talk about the Age of industrialisation in past centuries now we live in fast developing Age of Information where computers are talking to one another, humans are talking to computers and humans are talking to humans through computers. The important point in the Information Age is access to information and access to content. In the time being we might be able to say that we live in the Age of Google and the upcoming Age of AI. In education technology can help students and teachers to enlarge their potential to access educational processes, personalized forms of learning, online teaching, and learning opportunities which we could see during the COVID-19 pandemic. Digital platforms widen the possibilities for the internationalization of higher education through access to open science and open data in digital platforms, new opportunities for international research, and collaboration of sciences.

Should a redistributive government optimally subsidize education to provoke a reduction in the skill premium through general equilibrium effects on wages? To answer this question, this paper studies optimal linear and non-linear redistributive income taxes and education subsidies in two-type models with endogenous human capital formation, endogenous labor supply, and endogenous wage rates. Under optimal linear policies, education should not be subsidized so as to reduce the skill premium. Linear income taxes are distributionally equivalent to (negative) linear education subsidies, but linear taxes do not distort investment in human capital, whether general equilibrium effects are present or not. If skilled labor supply is more elastic than unskilled labor supply, optimal redistributive linear income taxes are lowered as the distributional gains of linear taxes are offset by a rise in the skill premium. Moreover, the optimal linear income tax may even become negative if general equilibrium effects are sufficiently strong. Under non-linear taxation, governments can directly steer the skill premium by exploiting non-linearities in the policy schedules. At the top, the optimal marginal income tax rate is negative, and the optimal marginal education subsidy is positive. At the bottom, the optimal marginal income tax rate is positive, and education is optimally taxed at the margin. Hence, optimal non-linear tax and education policies compress wage differentials, which contributes to redistribution. Simulations show that the top rate and marginal education subsidies are close to zero for a wide range of plausible parameters. Only when high-ability and low-ability workers are rather poor substitutes in production, marginal education subsidies on the high type and marginal education taxes on the low type substantially differ from zero.

Die Autorin betrachtet in ihrem Beitrag die Religionspolitik der Türkei und zeigt auf, dass bestimmte Maßnahmen zu unbeabsichtigten Folgen für Religion und Bildungssystem führen können. Dabei ist es kein Zufall, dass diese Effekte geschlechtsspezifisch sind. So hat beispielsweise die Wiedereinführung religiöser Bildung den Schulbesuch insbesondere von jungen Mädchen verstärkt und die Marginalisierung von beruflichen Schulen eine größere Akzeptanz von Priesterinnen gefördert. Der Beitrag gibt nach einleitenden Anmerkungen zur gegenwärtigen Situation einen Überblick über die Bildungsreformen der frühen Türkischen Republik und geht dabei auch auf den Islamunterricht für Frauen ein. Anschließend widmet sich der den aktuelleren Entwicklungen und betrachtet Generationsunterschiede und Selektion im Priesterberuf. (ICA2).

This article proposes the concept of peopleship education, embodied by an analysis of four major Chinese educational policy documents since the 1990s. The Chinese 'people', different from 'citizens', are abstract, correct and materialistic. Such 'people' are produced by peopleship education,
understood as state hegemony through public education to create Chinese individuals who leave the legitimacy of the Communist Party of China (CPC) unquestioned. Situated within a framework of state hegemony that consists of political socialization and depoliticization, China's peopleship education
is underlined by two distinct features, i.e., historical representation and materialistic modernization. The former refers to a historical conditioning and translating of people's abstractness and correctness, via which the CPC claims its legitimacy in representing the people and the society.
The latter refers to a subtle shift of power from the realm of party-state legitimacy to a limited field of modernization as economic productivity - a shift that produces a materialistic people whose interests are to be justified by economic answers rather than political ones. Implications
are further discussed, regarding policy analysis in China and comparative citizenship studies.

Abstract
Within the framework of the post-pandemic and in the educational context that has been experienced in Argentina in recent years, inequalities appear, with new aspects to debate about youth and education in the current young generations. With this idea, the article presents past, present and future debates on the opportunities and aspects of youth that have been recorded during longitudinal research carried out in the last twenty years with different cohorts of young people. In particular, it presents the results of an ongoing investigation into the young population and secondary education in different areas of Argentina. The main objective is to debate the aspects and contexts that occurred and caused inequalities in youth transitions. The central hypothesis of the article is that the processes and effects of inequality in each of the generations studied are explained and described both within the circumstances and conjunctures in which the youth trajectories occur.