Suchergebnisse

The article explores the rationale of the Romanian political community as defined by its successive constitutional layouts, since the first fundamental law of 1866, including the Communist constitutional settings, and concluding with the post-communist constitutional design. This consistency of the political community is tested by means of an analytical distinction between the Nation-State and the National State. The former is understood as the institutional underpinning of a community bearing a political project. The latter is seen as the institutional outcome of an ethnic group and the warrant of its political integrity. Such an examination of the Romanian constitutional production sheds light on the historical and unambiguous predominance of the National State, while the Nation State emerged briefly and warily in the Romanian setting in the form of the socialist nation state. By the same token, this approach questions the adequacy between democracy and this rationale of the Romanian political community. While the socialist Nation State, as it was constitutionally designed, failed to guarantee the effectiveness of popular democracy, the Romanian National State, as it was shaped by the successive constitutional texts, pre-communist and post-communist, was always unable to accommodate completely with democracy.

The Chinese Belt and Road Initiative will open new trade routes between China and the European Union (EU) and increase competition pressures on smaller EU member states. This article ranks where states like Estonia stand internationally in terms of innovativeness (and consequent competitiveness) by conducting an econometric study of patent development, education policy and research and development (R&D) expenditure policy. The authors claim that small member states such as Estonia should follow the example of countries such as Germany and adopt policies which focus more on increased public spending on R&D and innovation in public universities of science and technology, and raise support for high tech startups with a strong focus on international patenting. Member States must go further and subsidise R&D activities by focusing, inter alia, on filing of foreign patents such as triadic patents. ; The Chinese Belt and Road Initiative will open new trade routes between China and the European Union (EU) and increase competition pressures on smaller EU member states. This article ranks where states like Estonia stand internationally in terms of innovativeness (and consequent competitiveness) by conducting an econometric study of patent development, education policy and research and development (R&D) expenditure policy. The authors claim that small member states such as Estonia should follow the example of countries such as Germany and adopt policies which focus more on increased public spending on R&D and innovation in public universities of science and technology, and raise support for high tech startups with a strong focus on international patenting. Member States must go further and subsidise R&D activities by focusing, inter alia, on filing of foreign patents such as triadic patents.

The article focuses on projects, which are managed by the EU in the field of education and training, recent changes to the EU policy in educational programmes. Erasmus+ unites programmes and actions in the field of education and training, fostering the EU added value in education and European dimension. It gives an insight into the concept of projects management in education, European legal regulations, specific European programmes in education and training.

This article aims to present the situation of the foreign students in general – and of Romanian students in particular – studying at German institutions of higher education during the
Third Reich. Beyond its quantitative considerations, which prove how intense was the migration of Romanian students to Nazi Germany the article highlights the political role assigned to the Romanian students by the Nazi authorities, as well as the political and ideological impact that the study in the Nazi universities had on the Romanian youth.

Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.

The aim of the article is to present the development of the TILKA education model. This new L1 and L2 teaching model integrates language and literature teaching through research and activity, as well as the principles and methods of intercultural education and transactional analysis. Our main research question during the model development was how nonviolent communication can be included into the intercultural language teaching. The analysis of various discourses (science, tourism, politics, literature) with regard to intensity modification has shown that verbal aggressiveness can be related to the expression of intensity modification. Building the competence of nonviolent communication with the use of specific intensity modificators can be included into the language teaching model as one of the most important intercultural goals. ; Cilj članka je predstaviti razvoj odgojnog modela TILKA. Taj novi model nastave materinskog/prvog i stranog/drugog jezika s jedne strane obuhvaća poduku jezika i književnosti s pomoću istraživanja i aktivnosti, a s druge spaja smjernice i metode interkulturnog odgoja i transakcijske analize. Naše najvažnije istraživačko pitanje vezano je uz nenasilnu komunikaciju koja bi mogla postati sastavni dio interkulturne jezične nastave. Da bismo odgovorili na pitanje kako uključiti nenasilnu komunikaciju u okvir interkulturne jezične nastave, analizirali smo četiri različita diskursa (znanost, turizam, politika, književnost) iz perspektive modifikacije intenziteta. Analize su pokazale da je verbalna agresija povezana s modifikacijom intenziteta u jeziku. Kod nenasilne komunikacije modifikatori koji jačaju intenzitet prisutni su samo onda kad postoje realna potreba i mogućnost da se pojača argument. Inače se više upotrebljavaju modifikatori za slabljenje argumenta koji uspostavljaju neku racionalnu distancu prema sadržaju i primatelju poruke. Kompetencija nenasilne komunikacije sa specifičnom upotrebom modifikacije intenziteta može biti uključena u jezičnu nastavu kao jedan od najvažnijih interkulturnih ciljeva.

Problem je ovoga istraživanja nedovoljno učinkovit način obrazovanja vođa u poslovnim školama. Iako je potreba za vođama u svijetu sve veća, vjeruje se da je neadekvatno obrazovanje u poslovnim školama doprinijelo sustavnom nedostatku vodstva, što je dovelo do financijske i moralne globalne krize. Smatra se da poslovne škole u svojim obrazovnim programima premalo pažnje posvećuju etici i sustavu vrijednosti. Međutim, uz univerzalne principe vodstva, svako društvo i kultura moraju definirati svoje potrebe vodstva i "otkriti" svrhu, način djelovanja i upotrebu moći. Stoga je cilj ovoga istraživanja izraditi prijedlog učinkovitog kurikuluma za obrazovanje vođa u hrvatskim poslovnim školama. Šira je društvena svrha aktualizacija teme vodstva i obrazovanja za vodstvo kao nasušne potrebe hrvatskog društva na svim razinama. Za potrebe teorijskog dijela rada provedeno je sekundarno istraživanje znanstvene i stručne literature, stranih i domaćih autora. Objašnjeni su pojam, definicije i karakteristike vodstva te iznesen povijesni pregled raznih teorija i pristupa vodstvu. Naveden je kratki pregled istraživanja o učinku kulture i njezinom utjecaju na obrazovanje za vodstvo. Opisan je primjer dobre prakse u kreiranju i praćenju uspješnosti obrazovnih politika i strategija te neki obrazovni programi vodstva i njihov utjecaj na razvoj vođa. Na temelju spoznaja dobivenih iz provedenog sekundarnog istraživanja, kreiran je prijedlog kurikuluma za obrazovanje vođa koji nedostaje u Hrvatskoj. Predloženi višeslojni model temelji se na multidisciplinarnom znanju utemeljenom u tradiciji poslovnih škola i humanističkih znanosti, tako da potiče razvoj analitičkih, konceptualnih, međuljudskih i praktičnih vještina. Posebna je važnost dana praksi, coachingu i mentorskom pristupu kao alatima pomoću kojih se studentima omogućava iskustveno učenje. Inovativnim vježbama i praksom studente se priprema da budu transformacijski vođe koji će znati učinkovito komunicirati viziju i misiju svojim suradnicima i sljedbenicima. Posebno je naglašena globalna perspektiva i potreba za integracijom etike i sustava vrijednosti u svaki dio obrazovnog procesa. ; The focus of this study is on leadership education in business schools which is not effective enough. Although the global demand for leaders is growing, it is believed that the inadequate education in business schools contributed to the systemic failure in leadership that led to the current global financial and moral crisis. It is thought that business schools do not pay enough attention to ethics and the system of values. However, in addition to the universal principles of leadership every society and culture has to define their own leadership needs in order to 'discover' the purpose, mode of operation and use of power. Therefore, the aim of this research is to propose an effective curriculum for leadership education in Croatian business schools. A broader social objective is to promote the topic of leadership and education for leadership as the fundamental need of the Croatian society at all its levels. Secondary research of scientific and professional literature by Croatian and other authors was conducted for the theoretical part of the paper. The concept, definitions and characteristics of leadership are explained and a historical overview of various leadership theories and approaches is given. The paper gives a short overview of the research on culture and its impact on leadership education. An account of good practice is given concerning the establishment and monitoring of educational policies and strategies and some educational programmes for leadership and their influence on the development of leaders. A curriculum proposal is formulated for the education of Croatian leaders on the basis of insight gained from the secondary research. The proposed multilevel model is based on the multidisciplinary knowledge founded in the tradition of business schools and humanistic sciences so that it stimulates the development of analytical, conceptual, interpersonal and practical skills. Special importance is placed on practice, coaching and mentoring as the tools for students to learn from experience. By means of innovative assignments and practice students are prepared to become transformational leaders who will be able to effectively communicate the vision and mission to their co-workers and followers. Global perspective is emphasised as well as the need to integrate ethics and the system of values in every aspect of the educational process.