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This paper extends on six aspects of an article on neoliberal school reforms, their possible influences on schools and school psychologists, and options for dealing with these challenges (Szulevicz, Integrative Psychological and Behavioral Sciences 2018). First, the reductions implied in the neoliberal view of the student as homo economicus and of an ideal student as self-regulated learner are described and alternative views of the student as a person (e.g., homo moralis) and of the ideal student (e.g., as intentional self-developer) are presented. Secondly, several promoting and inhibiting influences on neoliberal school reforms are discussed: competence-based school education, output-oriented school governance, and standardized school performance testing on the one hand, and critical discourses about these phenomena on the other. Third, attention is directed towards impending disadvantages of the aforementioned reforms (e.g., insufficient preparation of students for the fullness of life). Fourth, goals for interventions are discussed (e.g., reducing neoliberal influences on schools, creating an awareness of the disadvantages of neoliberal reforms, forming coalitions to promote alternatives to these reforms). Fifth, some intervention approaches for reaching these goals are considered with special emphasis on different system levels and stakeholders at which these interventions may be targeted (e.g., education policy makers, teachers and parents associations). Sixth, evaluations of the interventions are called for to monitor their effects and to refine the guiding goals, problem analyses, and strategies. In closing, some transferable principles of the preceding approach are highlighted that could be used to better understand and manage other educational problems as well.

Emotional intelligence of counseling undergraduates of two Malaysian public universities / I.H.A. Tharbe and F. Hutagalung -- The determinants of exports between Malaysia and the OIC member countries : A panel cointegration approach / N.A. Bakar, I.S.Z. Abidin and M. Haseeb -- Development of the theory and practice of competitiveness / L.N. Safiullin, A.Z. Novenkova and N.Z. Safiullin -- Using historical heritage as a factor in tourism development / G.N. Ismagilova, I.R. Gafurov and L.N. Safiullin -- Historical and cultural heritage and region's economic (by case central and eastern Russia) / N.G. Bagautdinova, L.N. Safiullin and N.Z. Safiullin -- Experiences of Malaysian enterprises in international strategic alliances in Vietnam / A.B.A. Ghani, E. Mahyudin and M. Subhan -- Clients' strategy for selection of criteria for architectural services in Abuja-Nigeria / I.A. Alkali, A. Umar, U.B.Wakawa and S.A. Shika -- Recent development in the AML/CFT law in Malaysia / Z. Hamin, N. Omar, W.R.W. Rosli and M.U.A. Razak -- Emerging issues in parole release by the parole board: Some evidence from Malaysia / Z. Hamin, M.B. Othman and R.A. Hassan -- Perceptions of corporate social responsibility among employees: A comparative study among supervisors and labourers / S. Syama and M.M. Sulphey -- On cultural awareness in the translation of culturally-loaded lexemes in the tourist materials of humanist spots in Xi'an / J. Ren -- Study on corpus-based translation of Xi'an tourism publicity / X.L. Lei -- E-training adoption in Nigeria civil service : role of power supply, perceived ease of use and perceived usefulness / B. Zatnab, F.B. Pangil and M.A. Bhatti -- The issue of accountability in terms of disclosures and timeliness of annual report / A.A. Aziz and M. Mohid@Mohamad -- Monetary and fiscal policy in internal and external balance / M. Yunanto and H. Medyawati -- Sustainable harvesting strategy for natural resources having a coupled Gompertz production function / A.K. Supriatna and H. Husniah -- Determinants of capital structure: Case of Bank Islam Malaysia Berhad (BIMB) / F.I. Iksan, N.L.M. Shukor, N.K.A. Kamarruddin and S.A.M. Zulkifli -- An empirical study of working capital management efficiency / A. Ahmadijoo, S.Z.A. Rasid, R. Basiruddin and B.A. Bakar -- Performance measures use, government regulation, risk management and accountability / B.A. Bakar, S.Z.A. Rasid and A.M. Rizal -- Features of use of direct communicative interaction in the course of formation of professionally significant competence / L.G. Akhmetov, I.M. Faizrakhmanov and A.L. Fajzrakhmanova -- The use of multimedia technologies in the study of engineering disciplines / B.N. Kireev and V.V. Epaneshnikov -- Organizational climate as a predicting factor in influencing SME's employee turnover rate / K. Ismail, N.M. Norwani, R. Yusof, Place of publication not identifiedS. Muhamad, H. Jaafar, A.H. Ibrahim, A.H. Ali and M.S.M. Ariff -- The ecology of street vending : A review with policy implications / N.Wongtada -- Strategic management and business model : The core competence-based view / D.-Y. Jeong, J.-Y. Jeon and S.-M. Kim -- The relationship among perceived value, brand image, customer satisfaction, and customer loyalty : The moderating effect of gender / K.H. Chung, J.E. Yu and J.I. Shin -- Impact of the selected economic factors and advertising on Slovak consumer buying behavior / R. tefko, R. Bac?ik and J. Gburova -- Advertising cigarette and alcohol: Is it controversial to you? / F. Quoquab, J. Mohammad and N. Mahadi -- Compulsive buying : Old variables in new relationships / F. Quoquab and N. Mahadi -- Triple helix as a new matrixsystem of consumer cooperatives / J.V. Valeeva, V.Y. Kulkova and N.S. Sharafutdinova --

The author defined the axiological aspect of the phenomenon of "power" in the context of the modern information society and extrapolated the theoretical positions into the context of the military-professional environment of the armies of the leading NATO member states and the modern Ukrainian army through the concept of "leadership".The goal of the article is definition of valuable aspects of power in the modern society and the modern military professional environment./Methodologically, the author proceeds from the position of the sociocultural approach that the change in external conditions and environment inevitably entails changes (positive or negative) of the inner world of the individual, personal formations, that is, a change in the motivational and value sphere of the personality under the influence of socio-cultural factors leads to a transformation of mentality .The power - in the modern developed legal community is synonymous with the word "responsibility", the Armed Forces are no exception. Responsibility is the basic ethical and moral attribute of a military leader and fundamental democratic value as reflected in the NATO Code of Conduct. Leader Development programs in the armed forces of NATO member countries, require officers and civilian leaders improve their own leadership competences, their knowingly, continuously and purposefully, mold leadership and promote the development of a military organization.Mentality of servicemen of the Armed Forces of Ukraine and other components of the defense forces is defined by the author as an integrative professionally conditioned socio-cultural quality that determines the specificity of their worldview, the way of thinking, the peculiarities of the formation of collective and individual consciousness and professional behavior.In the article it is stated that in the modern information society, only individuals with the appropriate professional competences and the ability to assume a huge burden of responsibility can be given power. It is these individuals who are formed in the system of leadership development, which gives grounds to hope for the formation of a new military elite that will contribute to solving the present and future challenges and threats faced and encountered by humanity in the 21st century.The proposed article reveals to readers what exactly is the concept of "leadership" on the standards of NATO preparation means and which democratic values constitute the ethical basis for the formation of a modern Ukrainian army that meets the requirements of time and NATO standards. ; Автором определен аксиологический аспект феномена «власть» в контексте современного информационного общества и проведена экстраполяция теоретических положений в контекст военно-профессиональной среды армий ведущих стран НАТО и современного украинского войска через концепт «лидерство». Предложенная статья раскрывает для читателей, что именно представляет собой концепт «лидерство» по стандартам подготовки НАТО и какие именно демократические ценности должны составлять этическую основу формирования современного украинского войска, чтобы отвечать требованиям времени и стандартам НАТО. ; Автором визначено аксіологічний аспект феномену «влада» у контексті сучасного інформаційного суспільства і проведено екстраполяцію теоретичних положень у контекст військово-професійного середовища армій провідних країн-членів НАТО та сучасного українського війська через концепт «лідерство». Запропонована стаття розкриває для читачів, що саме собою являє концепт «лідерство» за стандартами підготовки НАТО і які саме демократичні цінності складають етичну основу формування сучасного українського війська, що відповідатиме вимогам часу та стандартам НАТО.

The author defined the axiological aspect of the phenomenon of "power" in the context of the modern information society and extrapolated the theoretical positions into the context of the military-professional environment of the armies of the leading NATO member states and the modern Ukrainian army through the concept of "leadership".The goal of the article is definition of valuable aspects of power in the modern society and the modern military professional environment./Methodologically, the author proceeds from the position of the sociocultural approach that the change in external conditions and environment inevitably entails changes (positive or negative) of the inner world of the individual, personal formations, that is, a change in the motivational and value sphere of the personality under the influence of socio-cultural factors leads to a transformation of mentality .The power - in the modern developed legal community is synonymous with the word "responsibility", the Armed Forces are no exception. Responsibility is the basic ethical and moral attribute of a military leader and fundamental democratic value as reflected in the NATO Code of Conduct. Leader Development programs in the armed forces of NATO member countries, require officers and civilian leaders improve their own leadership competences, their knowingly, continuously and purposefully, mold leadership and promote the development of a military organization.Mentality of servicemen of the Armed Forces of Ukraine and other components of the defense forces is defined by the author as an integrative professionally conditioned socio-cultural quality that determines the specificity of their worldview, the way of thinking, the peculiarities of the formation of collective and individual consciousness and professional behavior.In the article it is stated that in the modern information society, only individuals with the appropriate professional competences and the ability to assume a huge burden of responsibility can be given power. It is these individuals who are formed in the system of leadership development, which gives grounds to hope for the formation of a new military elite that will contribute to solving the present and future challenges and threats faced and encountered by humanity in the 21st century.The proposed article reveals to readers what exactly is the concept of "leadership" on the standards of NATO preparation means and which democratic values constitute the ethical basis for the formation of a modern Ukrainian army that meets the requirements of time and NATO standards. ; Автором определен аксиологический аспект феномена «власть» в контексте современного информационного общества и проведена экстраполяция теоретических положений в контекст военно-профессиональной среды армий ведущих стран НАТО и современного украинского войска через концепт «лидерство». Предложенная статья раскрывает для читателей, что именно представляет собой концепт «лидерство» по стандартам подготовки НАТО и какие именно демократические ценности должны составлять этическую основу формирования современного украинского войска, чтобы отвечать требованиям времени и стандартам НАТО. ; Автором визначено аксіологічний аспект феномену «влада» у контексті сучасного інформаційного суспільства і проведено екстраполяцію теоретичних положень у контекст військово-професійного середовища армій провідних країн-членів НАТО та сучасного українського війська через концепт «лідерство». Запропонована стаття розкриває для читачів, що саме собою являє концепт «лідерство» за стандартами підготовки НАТО і які саме демократичні цінності складають етичну основу формування сучасного українського війська, що відповідатиме вимогам часу та стандартам НАТО.

AbstrakPendidikan karakter merupakan upaya untuk meningkatkan kualitas proses dan hasil pembelajaran yang mengarah kepada pembentukan karakter peserta didik dengan menitiberatkan pada keteladanan, pembiasaan, dan penciptaan lingkungan yaang kondusif . Bertujuan untuk menanamkan nilai-nilai karakter matematika seperti jujur, demokrasi, bertanggungjawab, mandiri, disiplin, kerja keras, kreatif, dan rasa ingin tahu. Nilai-nilai karakter yang dikembangkan dalam pembelajaran matematika tetap harus berlandaskan pada nilai-nilai universal. Pengintegrasian nilai-nilai pendidikan karakter dapat ditempuh dengan langkah-langkah : a) Menggunakan nilai-nilai budaya dan karakter yang memperlihatkan keterkaitan antara Kompetensi Inti dan Kompetensi Dasar dengan nilai dan indikator untuk menentukan nilai yang akan dikembangkan; b) Mencantumkan nilai-nilai budaya dan karakter itu ke dalam silabus; c) Mencantumkan nilai-nilai yang sudah tertera pada silabus ke dalam Rencana Pelaksanaan Pembelajaran; d) Mengembangkan proses pembelajaran peserta didik secara aktif yang memungkinkan peserta didik memiliki kesempatan melakukan internalisasi nilai dan menunjukkannya dalam perilaku yang sesuai; e) Memberikan bantuan kepada peserta didik, baik yang mengalami kesulitan untuk menginternalisasi nilai maupun untuk menunjukkannya dalam perilaku. Oleh karena itu diharapkan setiap peserta didik mampu menginternalisasikan nilai-nilai tersebut ke dalam tingkah laku kehidupan sehari-hari melalui proses pembelajaran, baik di dalam kelas maupun di luar kelas. Pembelajaran yang dapat menginternalisasikan nilai-nilai tersebut adalah pembelajaran kontekstual yang membantu guru dalam memotivasi siswa untuk mengaitkan pengetahuan yang dipelajarinya dengan kehidupan sehari-hari. Karakter apa sajakah yang dapat dikembangkan pada mata pelajaran matematika?. Dan model pembelajaran apa yang dapat diterapkan untuk mengembangkan karakter matematika?. Dengan menggunakan metode penelusuran literatur, artikel ini menyajikan tentang integrasi nilai-nilai karakter dalam mata pelajaran matematika melalui model pembelajaran kontekstual.Kata Kunci: Nilai-Nilai karakteristik Matematika, Pembelajaran Kontekstual.AbstractCharacter education is an effort to improve the quality of process and learning outcomes that lead to the formation of the character of learners by focusing on exemplary, habituation, and the creation of a conducive environment. Aims to inculcate the values of mathematical characters such as honest, democratic, responsible, independent, disciplined, hard work, creative, and curiosity. The character values developed in mathematics learning must still be based on universal values. Integrating character education values can be pursued by the following steps: a) Using cultural values and characters that show the linkage between Core Competence and Basic Competence with values and indicators to determine the value to be developed; b) Include the cultural and character values into the syllabus; c) Include the values listed in the syllabus into the Lesson Plans; d) Develop an active learning process of learners that enable learners to have opportunities to internalize values and demonstrate them in appropriate behaviors; e) Provide assistance to learners, whether it is difficult to internalize the value or to show it in behavior. Therefore it is expected that every student can internalize these values into the behavior of everyday life through the learning process, both in the classroom and outside the classroom. Learning that can internalize these values is contextual learning that helps teachers in motivating students to relate knowledge learned to everyday life. What are the characteristics that can be developed on math subjects ?. And what learning model can be applied to develop math character ?. Using the literature search method, this article presents the integration of character values in mathematics subjects through a contextual learning model.Keyword: Values of Mathematical Characteristics, Contextual Learning.

Based on a comprehensive review of human and societal evolution the book develops an approach to conscious, self-guided evolution. In the course of the evolutionary journey of our species, there have been three seminal events. The first happened some seven million yeas ago, when our humanoid ancestors entered on the evolutionary scene. Their journey toward the second crucial event lasted over six million years when - as the greatest event of our evolutionary history - homo sapiens sapiens, started the revolutionary process of cultural evolution. Today, we have arrived at the threshold of the third major event, `the revolution of conscious evolution,' when it becomes our responsibility to enter into the evolutionary design space and guide the evolutionary journey of our species. The book tells the story of the first six million years of the journey in just enough detail to understand how evolution had worked in times when it was primarily biological, driven by natural selection. With the human revolution some fifty thousand years ago, with the emergence of self-reflective consciousness, the evolutionary process transformed from biological into cultural. From this point on, the book follows the journey with detailed attention, in order to learn how cultural evolution works. The book is organized in three parts. Part One commences with an exposition of a brief history of the evolutionary idea through time with a focus on a review of the science of general evolution and specifically social and societal evolution. Next, the book unfolds the `evolutionary story' of our species from the time when the first humanoids entered the evolutionary scene to our current era. Part Two develops a systems view of evolution, explores the ways and means of how evolution works, characterizes evolutionary consciousness and develops the idea of conscious evolution. Part Three builds upon the knowledge developed in the first two parts and sets forth the key conditions of conscious, self-guided evolution, elaborating the core condition, which is the acquisition of evolutionary competence through evolutionary learning. The focus of this part is on an approach to the design of evolutionary guidance systems that our families, neighborhoods, communities, organizations, social and societal systems can use to design the future they aspire to attain. The work is set aside from other statements in three important ways. It provides: (1) a comprehensive review of how evolution has worked wit ...

В статье описаны результаты регионального исследования престижа работников библиотек. По итогам проведенного в 2014 г. в Тамбовской области экспертного опроса руководителей учреждений культуры определено место профессии библиотекаря в рейтинге профессий, выделены региональные отличия в статусе библиотекарей Тамбовской области от соседних регионов. Обозначены ведущие факторы, влияющие на социально-профессиональный престиж библиотекарей в регионе. ; The article is devoted to the problem of overcoming the growing gap between the demand for professional knowledge for work with information and fall of the social prestige of the profession of librarian. Researchers call among the causes of the false stereotypes of perception of the profession and the lack of attention of the authorities to the problem of prestige librarian in society. The author conducted interviews with experts, managers of cultural institutions of the Tambov region (135 people). Objectives of the survey were the selection of positive and negative trends in the formation of socio-professional status of the studied group, the key problem areas in enhancing the prestige of the professions cultural workers in the region, as well as possible measures and means of changing the situation for the better. Key findings are as follows. Group of businessmen, entrepreneurs, workers transfers public opinion about the low prestige of the profession of librarian. Pensioners, teachers, intellectuals, social workers, and physicians provide a positive assessment of the prestige of the profession of librarian. The author highlights the trend: the profession of the librarian takes the last place in the ranking of the estimates of the public, government officials and the experts of culture. The greatest prestige among professions in the sphere of culture have profession representing the creative and performing arts. Professions related to education and leisure activities the General population, are of minor importance in society. Experts see regional differences and believe that the status of librarians is higher in the capital and neighboring Lipetsk, Belgorod and Voronezh regions. The experts attributed to regional benefits provisions librarians Tambov region the pay increase; the presence of educational institutions in the profile; strengthening the authorities ' attention to the cultural sphere. Experts have identified three main groups of factors affecting the prestige of the profession of librarian in the Tambov region. Economic factors the level of remuneration of labour, material and technical base libraries. Administrative-political factors attention from regional and local authorities; the possibility of obtaining grants, organization of competitions, festivals. The factors of professional competence: professionalism, support of young specialists.

Invisibilization of racism is evident in Panamá, although its effects are clearly exposed in day to day practices that may appear normal or innocent. Thesepractices have constant and violently disturbed Afropanamanian people life over the course of national history. The implications of racism are and have been present in the social, cultural and political scenarios defining inequalities in terms of rights and opportunities. With the focus on gender perspective, the goal is to identify and analyze power and domination relationships in which Afropanamanian women are involved. Nevertheless, the complex network of strategies developed by the society to provide different opportunities to women makes them face an unfair market of competences, along with a strong impact on their subjectivity, mostly due to being Afropanamanian. Pointing to propitiate new research in the national academy, the article includes some methodological issues and results of an anthropological inquire about the situation of Afropanamanian women. ; El racismo en Panamá, si bien está invisibilizado, sus efectos se manifiestan en prácticas cotidianas que parecen normales o inocentes, que la población afropanameña ha experimentado de forma constante y violenta a lo largo de la historia nacional. Las implicaciones del racismo han organizado las relaciones sociales en el panorama social, político y cultural en Panamá, y definido oportunidades y ejercicios de derechos para unos grupos en deterioro de otros. Sobre la base de una mirada atenta al género se identifican las relaciones de poder y dominación en las que está inserto el conglomerado mujer afropanameña. A pesar del complejo entramado de estrategias con que la sociedad actualiza oportunidades muy diferentes para las mujeres queda en evidencia el mercado de competencia al que se enfrentan y el gran impacto sobre sus propias subjetividades, de manera particular, por ser mujeres afro. En este artículo se proponen a la academia nacional elementos conceptuales, metodológicos y hallazgos de la investigación sobre la situación de las mujeres afropanameñas que puedan propiciar nuevas búsquedas y líneas de análisis.

Abstract
Through the lens of raciolinguistics, this nascent study examines the mobility/immobility of two African American Muslim TESOL teachers (AAMTT) working in the Saudi Arabian higher education (HE) context. The data were collected through interviews and autobiographies in order to examine the participants' lived experiences and their stories. It also explores the paradoxes, tensions and duplicities in treatment experienced by these two TESOL teachers while teaching English as a foreign language (EFL) in Saudi Arabia. These teachers moved to the Gulf region with diverse forms of cultural, symbolic, linguistic, economic and social capital, including being 'native speakers' with excellent command of the English language, identifying (and being identified) with the culture of hip hop and Hollywood (which is replete with famous African Americans), and representing American ideals of individualism, freedom of expression, open mindedness and upward mobility. Conversely, navigating through Saudi Arabia, these AAMTT have also experienced marginalization by consistent questioning of their national origins, failure to secure employment or being flatly rejected due to colour, and scepticism by students and administrators about the level of linguistic competence, accent, rhetoric and accuracy in delivering English lessons. Likewise, subscribers to the Islamic faith, their lofty expectations of what life would be like in the Gulf have been further complicated by experiences of direct and indirect racism (a direct contradiction of Islamic teachings of universal inclusion), and they have also striven to learn the Arabic language to gain religious and social capital while simultaneously fending off perceptions that Arabic speakers cannot be 'native speakers' of English. Therapeutically, the researcher reflects on his own experiences with transnationalism as well as the experiences of these two TESOL teachers and their struggles with constantly re-conceptualizing identity and self as new challenges present themselves in the Saudi Arabia. The paradox of possessing the cultural tools for mobility while also having features that hinder mobility is explored and the researcher discusses the strategies ultimately adopted and employed to navigate living in the Gulf.

Purpose
The purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers' religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education's role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers.


Design/methodology/approach
This paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided.


Findings
Teaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers' religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world.


Originality/value
Religious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.

We, our bodies and spirits and our natural and social biotopes are complex adaptable systems [CAS's], interdependent and vulnerable within natural, cultural and political biotopes, longing for life, health and happiness. Clinical and pediatric expertise and ethics are also integrated in many fields of competence and care for our integrated bios and for sustainable biotopes in nature and society. A Bioethical Imperative calls for protecting the complex and interdependent bios in nature and agriculture and in our human social, economic, corporate, cultural, and political bodies for the benefit of our children and ourselves, and for discussing 'health' and 'improvement' in ethical and not only in technical terms. The protection and promotion of healthy people, sustainable societies, and diverse and stable political bodies depend on basic economic accomplishments, healthy food, harmonious communities, preservation and diversity of cultures and environments, on individual dignity and social recognition, i.e. on gross happiness products [GHP's] and not only on gross national products [GNP's] measured in economic terms only. ; Mi, naša tijela i duše i naši prirodni i društveni biotopi, složeni su prilagodljivi sustavi, međusobno ovisni i ranjivi unutar prirodnih, kulturnih i političkih biotopa, žudeći za životom, zdravljem i srećom. Klinička i pedijatrijska stručnost i etika također su integrirani u mnoga područja kompetencije i brige za naš integrirani bios i za održive biotope u prirodi i društvu. Bioetički imperativ poziva na zaštitu složenih i međusobno ovisnih biosa u prirodi i poljoprivredi i u našim društvenim, ekonomskim, korporativnim, kulturnim i političkim tijelima za dobrobit naše djece i nas samih te za raspravljanje o 'zdravlju' i 'poboljšanju' u etičkom, a ne samo tehničkom smislu. Zaštita i promicanje zdravih ljudi, održivih društava i raznovrsnih i stabilnih političkih tijela ovise o temeljnim ekonomskim postignućima, zdravoj hrani, skladnim zajednicama, očuvanju i raznolikosti kultura i okoliša, o dostojanstvu pojedinca i društvenom priznanju, odnosno o produktu velike sreće, a ne samo o bruto nacionalnim proizvodima [BNP] koji se mjere samo u ekonomskom smislu.

This research addresses the recognition of otherness in school as a necessity to develop educational competence to learn to be and live with others, which since the 1990s was part of the four essential pillars for the education of the future. The problem of learning otredad is based on the fact that today's societies place the coexistence of a progressive heterogeneity of people, communities, origins, languages, cultures and identities, however school violence has increased in any of its manifestations, this paradox is due to the fact that schools cannot be agencies of social exclusion. The emergence of policies in favor of the management of coexistence in the educational system in Mexico in a challenge for the entire school community. At school, educational agents have not taken over these changes synchronously, nor have individuals in their role as teachers and students make use of the reason to leave their minority of political and cultural age, and assume diversity as an essential part of democratic society. ; Esta investigación aborda el reconocimiento de la otredad en la escuela como una necesidad para desarrollar la competencia educativa aprender a ser y convivir con los demás, que desde los años noventa del siglo XX formó parte de los cuatro pilares esenciales para la educación del futuro. La problemática del aprendizaje de la otredad se fundamenta en el hecho de que las sociedades actuales ubican la coexistencia de una heterogeneidad progresiva de personas, comunidades, orígenes, lenguas, culturas e identidades, empero se ha incrementado la violencia escolar en cualquiera de sus manifestaciones, esta paradoja se debe a que las escuelas no pueden ser agencias de la exclusión social. La emergencia de políticas a favor de la gestión de la convivencia en el sistema educativo en México en un reto para toda la comunidad escolar. En la escuela, los agentes educativos no se han apoderado de estos cambios de forma sincrónica, ni han hecho que los individuos en su rol de docentes y estudiantes, hagan uso de la razón para salir de su minoría de edad política y cultural y, asuman la diversidad como parte esencial de la sociedad democrática.

In this paper, based on the knowledge elaborated through different research projects carried out in recent years, I first argue the difficulty of creating discourses and proposals from the field of education due, among other factors, to the scarcity of means and resources for educational research. Second, I refer to the social, political, economic, cultural and technological changes that have led to the emergence and expansion, especially from the business field, of the discourses on the importance and convenience of implementing competency-based teaching and learning processes. I also discuss the strengths, difficulties and dangers that this entails. Thirdly, I consider the proposals made by different international organizations and their application in the Spanish education system. Next, I explore the difficulty of generating substantive changes in teaching and learning, from the enactment of the real decrees that stipulate the obligation to introduce the considered basic competences in the school curricula. The article ends with some conclusions and proposals for thinking. ; En este artículo, basado en el conocimiento elaborado a través de distintos proyectos de investigación realizados en los últimos años, en primer lugar, argumento la dificultad de crear discursos y propuestas desde el campo de la educación debido, entre otros factores, a la escasez de medios y recursos para la investigación educativa. En segundo lugar, se sitúa el contexto de los cambios sociales, políticos, económicos, culturales y tecnológicos que han dado lugar a la aparición y expansión, sobre todo desde el campo empresarial, de los discursos sobre la importancia y conveniencia de poner en práctica una visión de la enseñanza basada en las competencias. También discuto las fortalezas, dificultades y peligros que esto conllevan. En tercer lugar, considero las propuestas realizadas por distintos organismos internacionales y su aplicación en el sistema educativo español. A continuación, exploro la dificultad de generar cambios sustantivos en la enseñanza y el aprendizaje, a partir de la promulgación de los reales decretos que estipulan la obligatoriedad de introducir las consideradas competencias básicas en los currículos escolares. El artículo finaliza con algunas conclusiones y propuestas para pensar.

In this paper, based on the knowledge elaborated through different research projects carried out in recent years, I first argue the difficulty of creating discourses and proposals from the field of education due, among other factors, to the scarcity of means and resources for educational research. Second, I refer to the social, political, economic, cultural and technological changes that have led to the emergence and expansion, especially from the business field, of the discourses on the importance and convenience of implementing competency-based teaching and learning processes. I also discuss the strengths, difficulties and dangers that this entails. Thirdly, I consider the proposals made by different international organizations and their application in the Spanish education system. Next, I explore the difficulty of generating substantive changes in teaching and learning, from the enactment of the real decrees that stipulate the obligation to introduce the considered basic competences in the school curricula. The article ends with some conclusions and proposals for thinking. ; En este artículo, basado en el conocimiento elaborado a través de distintos proyectos de investigación realizados en los últimos años, en primer lugar, argumento la dificultad de crear discursos y propuestas desde el campo de la educación debido, entre otros factores, a la escasez de medios y recursos para la investigación educativa. En segundo lugar, se sitúa el contexto de los cambios sociales, políticos, económicos, culturales y tecnológicos que han dado lugar a la aparición y expansión, sobre todo desde el campo empresarial, de los discursos sobre la importancia y conveniencia de poner en práctica una visión de la enseñanza basada en las competencias. También discuto las fortalezas, dificultades y peligros que esto conllevan. En tercer lugar, considero las propuestas realizadas por distintos organismos internacionales y su aplicación en el sistema educativo español. A continuación, exploro la dificultad de generar cambios sustantivos en la enseñanza y el aprendizaje, a partir de la promulgación de los reales decretos que estipulan la obligatoriedad de introducir las consideradas competencias básicas en los currículos escolares. El artículo finaliza con algunas conclusiones y propuestas para pensar.

21 páginas. ; El proceso de globalización que se está desarrollando en los diferentes países hace que el dominio del inglés sea una parte fundamental en la profesionalización de los sujetos, para lograr que este puede fortalecer sus competencias profesionales en países extranjeros y así ser mucho más competitivo en el campo laboral. Es por esta razón que el siguiente trabajo tiene como objetivo reflexionar en torno a la manera en cómo se pueden mejorar la competencias del idioma ingles en estudiantes de pregrado en Colombia, en concordancia en el desarrollo del ensayo permitió identificar que el inglés debe ser un tema transversal en el currículo, para hacer de este un aprendizaje significativo pues se articula a saberes propios del quehacer profesional, lo que lleva a concluir que las universidades deben comenzar a evaluar la manera en cómo están aplicando el inglés en sus programas de pregrado, para reconocer si verdaderamente están desarrollando las competencias necesarias para responder a las necesidades del país desde un ámbito de la globalización en temas sociales, culturales, económicos y políticos. ; The process of globalization that is developing in the different countries makes the command of English a fundamental part in the professionalization of the subjects, so that it can strengthen their professional skills in foreign countries and thus be much more competitive in the field labor. It is for this reason that the following work has as objective to reflect on the way in which the competences of the English language can be improved in undergraduate students in Colombia, in concordance in the development of the test allowed to identify that the English must be a subject transversal in the curriculum, to make this a meaningful learning because it is articulated to the knowledge of the professional work, which leads to the conclusion that universities should begin to evaluate the way in which they are applying English in their undergraduate programs, to recognize if they are truly developing the skills needed to respond to the needs of the country from a globalized world on social, cultural, economic and political issues.