Most of the recent literature on the effects of the brain drain on source countries consists of theoretical papers and cross-country empirical studies. In this paper we complement the literature through three case studies on very different regional and professional contexts: the African medical brain drain, the exodus of European researchers to the United States, and the contribution of the Indian diaspora to the rise of the IT sector in India. While the three case studies concern the very upper tail of the skill and education distribution, their effects of source countries are contrasted: clearly negative in the case of the exodus of European researchers, clearly positive in the case of the Indian diaspora's contribution to putting India on the IT global map, and mixed in the case of the medical brain drain out of Africa.
Most of the recent literature on the effects of the brain drain on source countries consists of theoretical papers and cross-country empirical studies. In this paper we complement the literature through three case studies on very different regional and professional contexts: the African medical brain drain, the exodus of European researchers to the United States, and the contribution of the Indian diaspora to the rise of the IT sector in India. While the three case studies concern the very upper tail of the skill and education distribution, their effects of source countries are contrasted: clearly negative in the case of the exodus of European researchers, clearly positive in the case of the Indian diaspora's contribution to putting India on the IT global map, and mixed in the case of the medical brain drain out of Africa.
En las últimas décadas son cada vez más numerosos los estudios que han confirmado la importancia del docente como elemento imprescindible en la mejora de la educación siendo su formación inicial, y los elementos que la acompañan, un primer periodo de especial relevancia. Por otro lado, las evaluaciones internacionales realizadas en los últimos años han puesto de manifiesto un claro desarrollo en el rendimiento de los estudiantes de determinados países asiáticos. Siendo conscientes de estos dos fenómenos y teniendo en cuenta las modificaciones llevadas a cabo en las políticas educativas de la formación inicial del profesorado de nuestro contexto nacional, parece significativo estudiar con profundidad cuales son los elementos más destacados del conjunto de los países, o regiones económicas asiáticas, cuyo sistema educativo consigue los mejores resultados en el último informe PISA de la OECD. La realidad de estos países nos invita a realizar una reflexión crítica sobre nuestro sistema actual de formación inicial del profesorado para poder colaborar en su mejora continuada e, igualmente, en el progreso del rendimiento de nuestros estudiantes ; In last decades, many studies have been focused on teachers as an essential element to improve the quality of education. Therefore, pre-service training, and accompanying elements, is the most important first moment in the career of teachers. Furthermore, recent international assessments highlight a clear development in the performance of student from certain Asian countries. If we consider these two facts and the reforms made in the educational politics in our national context, it would seems significant to study what are the most important factors in select Asian countries, or economic regions, whose educational systems get the best results in the latest OECD PISA report. The reality of these countries invites us to reflect about our current system of pre-service teacher education. All these ideas aim to collaborate in a progressive improvement of our system and in the achievement of our students
The aim of this article is to present Freire's experience in Africa as a process that transformed his teaching and learning method as well as his philosophy of education. His participation in the São Toméan literacy campaign resulted in the abandonment of the category of conscientization that was central to his philosophy. Freire's decision was dictated by the fact that the category's interpretations were threatened by teachers who felt superior to learners. During the São Toméan literacy campaign, Freire came to believe that a necessary condition for the social symmetry in education (and in society in general) was to concentrate on community's practical problems, whose solution is a difficult task both for teachers and students. Thing-centered pedagogy (Hodgson et al., 2017; Biesta, 2010; Latour, 2007) – which seems to be a new paradigm in educational theory – can be derived from Freire's philosophy of education.
The article presents an analysis of pedagogical and sociological studies of European scientists that address the impact of globalization, mercerization and internationalization in the development of higher education in the European Union, namely the analysis and display of the effects of market relations in higher education. Here is determined the external and internal problems of higher education at the present stage. They include market relations in higher education, aimed at changing the nature and role of higher education institutions in society, inadequate reforms in higher education and the lack of an appropriate legislative framework, that create obstacles to the development of the European higher education area. Prospects for further study of the problem are in the light of trends of development of higher education in Ukraine in the conditions of modern social changes. ; В статье представлен анализ педагогических и социологических исследований европейских ученых, в которых рассматриваются вопросы влияния процессов глобализации, маркетизации и интернационализации на развитие высшего образования в Европейском Союзе, а именно анализ и отображение последствий рыночных отношений в высшем образовании. Определены внешние и внутренние проблемы высшего образования на современном этапе. К ним следует отнести рыночные отношения в высшем образовании, направленные на изменение характера и роли высших учебных заведений в обществе, несовершенство реформ в сфере высшего образования и отсутствие соответствующей законодательной базы, создает препятствия для развития настоящего Европейского образовательного пространства. Перспективы дальнейшего исследования проблемы лежат в освещении тенденций развития высшего образования Украины в условиях современных общественных изменений. ; У статті представлено аналіз педагогічних і соціологічних досліджень європейських учених, у яких розглядаються питання впливу процесів глобалізації, маркетизації та інтернаціоналізації на розвиток вищої освіти в Європейському Союзі, а саме аналіз та ...
Forty-six percent of children in the United States experience a potentially traumatic event (PTE), also known as an Adverse Childhood Experience (or ACE), including abuse (physical, sexual, emotional), neglect, and/or household dysfunction (incarceration of a family member, parental mental illness, divorce, etc.) before their 18th birthday. In the United States, 61% of African-American youth experience at least one ACE (more than any other racial or ethnic group), compared with 40% of White children. A culturally informed conceptualization of the ACEs framework (C-ACEs) that considers the effects of historical trauma, racist social conditions, and race-based biological stress on African-American youth is essential. This is particularly important in K-12 Educational institutions for two reasons: (1) Schools are a major environment in which African-American youth are exposed to racial trauma via teachers, peers, policies, and practices within the school itself; (2) Popularity of the "trauma-informed" movement in schools that overemphasizes and overuses the existing ACEs framework (i.e., a "neoliberal biomedical trauma model") and does not consider larger systems that cause and perpetuate trauma (p. 105). Further, it is essential to explore how school teachers, administrators, and staff can amalgamate Systemically Trauma-Informed Practice (SysTIP) with Culturally Relevant Education (CRE) to increase education equity, reduce the trauma of racism experienced within educational spaces, and help ensure that African-American students succeed academically and personally.
The paper reveals aspects of state regulation of higher education system, the main problems and challenges of higher education development at national and regional level. Not close and strong relations between institutions and economy and social sphere resulted in the fact that education doesn't correspond to the real needs of the region; it caused the lag of education from effective transformations in economy, social sphere and administrative area. The current situation requires strengthening of Novosibirsk authorities' influence on higher involvement of institutions into solving tasks of social and economic development, and into competitiveness of Novosibirsk institutions in Russia. The public-private partnership mechanism is considered to be a mechanism aimed at increasing of higher education competitiveness and efficiency of higher education in innovative development. Taking into account limits in regional authorities' power in respect to the state institutions regulation, the mechanism of public-private partnership can solve a lot of questions appeared when distributing authorities at national and regional level. The author suggests applying and involving higher institutions into implementation of regional projects targeted at dissemination best practical results related to qualified educational activity; this method is determined as one of the most efficient to motivate professional advancement and new progress. Applying of public-private partnership principles in higher education allows getting the following results: 1) High competitiveness of higher institutions; 2) Economic and social requirements in high-qualified staff; 3) Efficient involvement of higher institutions in solving tasks and problems of social and economic development of the country and region; 4) Diversified revenues of higher institutions' budget by means of high commercial projects, scientific activity and for-profit education. ; В статье рассмотрены вопросы государственного регулирования системы высшего образования, основные проблемы и задачи развития высшей школы как на федеральном, так и на региональном уровне. Ослабление связей вузов с экономикой и социальной сферой привело к несоответствию содержания образовательной деятельности реальным потребностям региона, что обусловило отставание образовательной деятельности от актуальных задач качественных преобразований в экономике, социальной и управленческой сферах. Сложившаяся ситуация требует усиления влияния государственных органов власти Новосибирской области в направлении большей вовлеченности высшей школы в решение задач социально-экономического развития, а также в повышении конкурентоспособности новосибирских вузов в системе высшего образования России. Одним из механизмов повышения конкурентоспособности высшей школы, а также эффективности вклада системы высшего образования в инновационное развитие определен механизм государственно-частного партнерства. Учитывая ограниченность полномочий регионов в отношении регулирования федеральных вузов, механизм государственно-частного партнерства может решить многие вопросы, возникающие при распределении полномочий между федеральным центром и субъектами РФ. В качестве одного из наиболее эффективных средств мотивации к профессиональному росту и высоким достижениям должно использоваться вовлечение вузов в реализацию масштабных региональных проектов по формированию и распространению лучшей практики в важнейших направлениях, связанных с обеспечением высокого качества работы образовательных учреждений. Реализация принципов государственно-частного партнерства в системе высшего образования позволит достичь следующих результатов: 1) обеспечение высокого уровня конкурентоспособности высшей школы; 2) обеспечение потребности экономики и социальной сферы в кадрах высокой квалификации; 3) обеспечение эффективной включенности вузов в решение задач социально-экономического развития страны и региона; 4) диверсифицированная доходная часть бюджета вузов за счет увеличения доли хоздоговорных работ, научной деятельности и оказания платных образовательных услуг.
There are profound weaknesses in the neoliberal model to implement the right to education effectively, particularly in relation to the concept of education as a social right; that is, as a common good to which all of us have the right to have access to by being members of society, and by way of the State being an entity of securing our rights. This work intends to point out those limitations based on a historical analysis of the processes, circumstances and attitudes that led to the construction of the right to education in Latin America. It will also look into those factors contributing to international law, the economic development model and those factors appearing to erase our fundamental principles. ; En las limitaciones para la efectiva aplicación del derecho a la educación que enfrentamosen la actualidad, subyacen las profundas rupturas que el proyecto neoliberal conlleva con relación a la concepción de la educación como derecho social, es decir, como un bien común al que todos debemos tener acceso por el solo hecho de ser miembros de la sociedad, y la obligación de ésta de garantizarlo a través del Estado. El objetivo de este trabajo es señalar esas contradicciones con base en una rápida revisión de los procesos, contextos y posturas que propiciaron la construcción del derecho a la educación en América Latina, posibilitaron su reconocimiento en la legislación internacional, señalaron su aplicación con el proyecto desarrollista y definieron lo que en la actualidad parece ser un proceso de vaciamiento de sus contenidos fundamentales.
La propuesta planteada en este artículo se deriva de los resultados de un estudio realizado en la Comunidad Autónoma de Galicia. Los mismos coinciden con otros preexistentes sobre igual tema, tanto dentro como fuera de la comunidad: un porcentaje alto (en torno al 50%) de los adolescentes consumen bebidas alcohólicas, con especial incidencia en los fines de semana, carácter compulsivo y objetivo de alterar la experiencia vital.Resulta también preocupante la edad de inicio, situada en el intervalo comprendido entre los 12-14 años, por lo que el sistema educativo, en el marco de los principios educativos contemplados en la vigente legislación (LOGSE), no puede sino comprometerse en la promoción de la salud escolar, para lo que están previstos los denominados temas transversales (entre los que figura expresamente la educación para la salud).Tras análisis y consideraciones de los resultados del estudio acerca de aspectos como la motivación subyacente para el consumo, influencia sobre el mismo de los medios familiar, escolar y social, actitudes y creencias, así como formas o modelos utilizados en las últimas décadas para abordar el tema en el ámbito escolar, se finaliza con una posición ecléctica sobre la que se ofrece una concreta propuesta de intervención educativa para la prevención del alcoholismo en los centros escolares del nivel de Secundaria Obligatoria ; The proposal given in this article derives from the results of a study conducted in Comunidad Autónoma de Galicia. These results coincide with previous studies about the same topic, carried out both, inside and outside of this Comunidad: a high percentage (around 50%) of adolescents take alcoholic drinks, especially during the weekends, compulsively and in order to alter their life experience.Another worrying consideration is the age at which they start this practice -usually between 12 and 14. Due to this fact, the education system, within the framework of the education legislation in force, must consider the promotion of students' health. Cross subject ...
Realizamos este artigo partindo de um conjunto de trabalhos que desde a história, a filosofía e a sociologia da educação, assim como dos estudos curriculares, tem evidenciado a intersecção da governamentalidadecom a educação. Entendendo, sobretudo, que esse corpus envolveumagenealogia da nossaatualidade, a qualpassou por dois registros de época e/ou rupturas ao longo do século XX. Importa problematizar os modos que essa arte de governar e educar estãoadquirindo, enquanto forma de governo de si como governo do outro. Propomos que o gerenciamentotornou-se a racionalidade da nossa época, a qual se apresenta como auto-fazer-se, onde a gestão de si opera como os mecanismos e modos da manifestação da verdade. Como hipótese sugerimos que as dobras do governo, como montagens e desmontagens, ocorrem de forma tal que o governo dos outros se tornou o governo de si.Um investimento na economia de visibilidade do poder transformou a lógica da conduta da conduta de umamaneiraemque o governo dos outrosse acoplou sobre o self. É nesse sentido que nos referimos aogoverno de si recarregado. ; This articletakes placefrom the setof worksof history, philosophy, sociology of education andcurriculum studiesproduced in the intersection of governmentalityand education.It is understood that this corpus involves a genealogy of our present that at least it has already gone through two epochal records and / or breaks along the XX century.Here are problematized the modes that the art of government and the art of education are acquiring where the government of the self is becoming the government of the others.It is proposed that management logics have become the rationality of our time and, operates as the mechanisms and modes of manifestation of the truth. It is proposedthe hypothesis thatthe folds ofgovernment, the assemblies and disassemblies occur in a mode in which the government of the other became the government of the self. An investment in the economy of visibility of power has turned the logic of the conduct of conduct in a way that the government of the others is folded over the self. It is in this sense that we mean the government itself is reloaded. ; Fil: Grinberg, Silvia Mariela. Universidad Nacional de San Martín. Escuela de Humanidades. Centro de Estudios Desigualdades, Sujetos e Instituciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
ANOTĀCIJA Promocijas darbs "Uzņēmējdarbības izglītības pārvaldības pilnveide Latvijā skolēnu uzņēmējkompetences attīstības kontekstā" izstrādāts ar mērķi izveidot un izvērtēt uzņēmējdarbības izglītības pārvaldības teorētisko ietvaru, vadoties no tā veikt pētījumus, un izstrādāt priekšlikumus uzņēmējdarbības izglītības pārvaldības pilnveidei. Promocijas darbā tiek noskaidrota jēdzienu uzņēmējs un uzņēmējspējas attīstība. Pamatojoties uz zinātniskās literatūras analīzi lietots jēdziens uzņēmējkompetence plašākā nozīmē un pilnveidota tā definīcija, atbilstoši uzņēmēja lomai un funkcijām mūsdienu sabiedrībā. Analizējot uzņēmēja funkciju un lomas maiņu, izpētīta uzņēmējdarbības izglītības būtība, un izveidots uzņēmējdarbības izglītības pārvaldības teorētiskais ietvars, kas veido pamatu pētāmās problēmas praktiskajam risinājumam. Vadoties no teorētiskajā daļā izstrādātajām nostādnēm, darbā ir veikta katra uzņēmējdarbības izglītības pārvaldības ietvara elementa analīze un izvērtēta to ietekme uz skolēnu uzņēmējkompetences attīstību. Analizēta uzņēmējdarbības izglītības pārvaldības pieredze Latvijā: izpētīti izglītības politikas plānošanas dokumenti, pamatizglītības un vidējās izglītības standarti, mācību priekšmetu standarti un labās prakses piemēri, veikta Latvijas uzņēmējdarbības izglītības pārvaldības salīdzinošā analīze, izpētot Norvēģijas un Lietuvas pieredzi. Lai noskaidrotu skolēnu uzņēmējkompetences attīstības iespējas vispārizglītojošā skolā izvērtēta ESF projekta Dabaszinātnes un matemātika izveidotā metodika. Veiktais pētījums parāda, ka uzņēmējdarbības izglītības elementu integrācija vispārizglītojošo mācību priekšmetu: dabaszinātņu un matemātikas, apguvē sekmē skolēnu uzņēmējkompetences attīstību. Latvijā uzņēmējdarbības izglītības elementi ir integrēti tikai atsevišķos mācību priekšmetos, trūkst mērķtiecīgas uzņēmējdarbības izglītības pārvaldības. Izmantojot ekspertatzinumu metodi un SVID analīzi izvērtēts izveidotais uzņēmējdarbības izglītības pārvaldības teorētiskais ietvars un tā īstenošanas iespējas. Pamatojoties uz izvērtējumu veikta esošās situācijas un vēlamā modeļa salīdzinājums un izstrādāti priekšlikumi uzņēmējdarbības izglītības pārvaldības pilnveidei Latvijā. Promocijas darbs izstrādāts Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātē ar Eiropas Sociālā fonda atbalstu. Promocijas darbs sastāv no ievada, 4 nodaļām, secinājumu un priekšlikumu daļas, literatūras saraksta un pielikumiem. Kopējais darba apjoms, neskaitot pielikumus, ir 200 lappuses datorsalikumā. Darbā ietveras 36 tabulas, ievietoti 28 attēli, izmantoti 150 literatūras avoti. Atslēgvārdi: uzņēmējs, uzņēmējspējas, uzņēmējkompetence, uzņēmējdarbības izglītība, uzņēmējdarbības izglītības pārvaldība, dabaszinātnes un matemātika. ; ABSTRACT The doctoral thesis "The management of the improvement of entrepreneurship education in Latvia in the context of developing students' entrepreneurial competence" has been worked out with the aim to create and evaluate the theoretical framework of the entrepreneurship education management, and on this basis to make research and to work out propositions for the elaboration of entrepreneurship education management. The development of the terms entrepreneur and entrepreneurial ability is explained in the doctoral thesis. On the basis of the analysis of scientific literature the term entrepreneurial competence is being used in its wider meaning and its definition is improved, in accordance with the entrepreneur's role and functions in the contemporary society. When analysing the change of the entrepreneur's role and functions, the essence of the entrepreneurship education is studied and the theoretical framework of entrepreneurship education is created which forms the basis for the practical solution of the research problem. On the basis of the approach formulated in the theoretical part, the analysis of each element of the framework of the entrepreneurship education management has been made and their impact on the development of students' entrepreneurial competence has been evaluated in the thesis. The experience of the entrepreneurship education management in Latvia has been analysed: the planning documents of the education policy, the standards of the basic and the secondary education, standards of subjects and the examples of good practice; comparative analysis of Latvian entrepreneurship education management was made based on the examination of the Norwegian and Lithuanian experience in this field. In order to clarify the possibilities of developing students' entrepreneurial competences in comprehensive schools, the methodology of the ESF project Natural Sciences and Mathematics has been evaluated. The research shows that the integration of entrepreneurship education elements in acquisition of knowledge in the natural sciences and mathematics in comprehensive schools facilitates the development of students' entrepreneurial competence. In Latvia the elements of the entrepreneurship education are integrated only in a few subjects, and targeted management of the entrepreneurship education is lacking. Having used the method of expert adjudgement and SWOT analysis, the theoretical framework of the established entrepreneurship education management and its implementation possibilities has been evaluated. On the basis of this evaluation the comparison between the current situation and the desirable model is effected, and propositions have been made for the elaboration of entrepreneurship education management in Latvia. The doctoral thesis has been worked out in the Faculty of Education, Psychology and Arts of the University of Latvia with the support of European Social fund. The doctoral thesis consists of an introduction, 4 chapters, conclusions and propositions, the list of literature and the addenda. The total scope of the thesis (without the addenda) is 200 pages. The thesis contains 35 tables, 28 pictures, and 150 literature sources have been used. The key words: entrepreneur, entrepreneurial ability, entrepreneurial competence, entrepreneurship education, management of entrepreneurship education, natural sciences and mathematics.
Highlighting the processes and missteps involved in creating and carrying out school desegregation policies in Chicago, Dionne Danns discusses the challenges of using the 1964 Civil Rights Act to implement school desegregation and the resultant limitations and effectiveness of government legislative power in bringing about social change. Dionne Danns is Associate Professor of Educational Leadership and Policy Studies and Adjunct in African American and African Diaspora Studies at Indiana University, Bloomington, USA.
Access options:
The following links lead to the full text from the respective local libraries:
Deliberative democracy represents one of the most relevant political theories and it has acquired a growing importance within political debates and practices. However it presents some crucial problems in relation to the very high standards of rationality required to citizens for the deliberative process, in particular regarding the problem of public ignorance and the capabilities' deficit. Amid these problems this article argues in favour of the necessity of education to political life as an unavoidable precondition for deliberative democracy. Since the theory is mainly concerned with the participation of adults within society, the task of offering possible solutions to these questions evidently stands on the shoulders of university education. The article calls for a fundamental ethical and social role of university within society without which the gap between the abstract theory of deliberative democracy and its real practices would determine its complete rejection and any form of democratic participation would ultimately be meaningless, if not dangerous. ; La democracia deliberativa representa una de las más relevantes teorías políticas y ha adquirido una importancia creciente dentro de los debates y las prácticas políticas. Sin embargo, esta teoría presenta algunos problemas esenciales en relación con los estándares de racionalidad muy elevados que requiere en los ciudadanos para que el proceso deliberativo tenga lugar, en particular los relacionados con la cuestión de la ignorancia pública y del deficit de capacidades. Este artículo plantea la necesidad de la educación para la vida política como prerrequisito fundamental para la democracia deliberativa. Debido al hecho de que esta teoría se enfoca principalmente en la participación de los adultos en la política, la tarea de ofrecer posibles soluciones a estas cuestiones se echa sobre las espaldas de la educación universitaria. El artículo incita a un fundamental papel ético y social de la universidad dentro de la sociedad sin el cual la discrepancia entre la teoría de la democracia deliberativa y sus prácticas determinaría su completo rechazo. Además, cualquier forma de participación democratica acabaría careciendo de sentido y, más aún, perjudicial. ; La démocratie délibérative représente une des théories politiques les plus importantes et il a acquis une importance croissante dans des débats et des pratiques politiques. Cependant, cette théorie présente quelques problèmes cruciaux en relacion aux standards de rationalité très élevées exigée aux citoyens pour le procès délibératif, en particulier liée à la question de l'ignorance publique et du déficit des capacités. Cet article soutient la nécessité de la éducation politique comme condition préalable fondamentale pour la démocratie délibérative. Car cette théorie se concentre principalement sur la participation des adultes à la vie politique, la tâche de proposer des solutions à ces questions est debout sur les épaules de l'enseignement universitaire. Pour ces raisons, l'article appelle à un rôle éthique fondamental de l'université dans la société sans laquelle l'écart entre la théorie de la démocratie délibérative et ses pratiques déterminerait son rejet complet. De plus, tous les types de participation démocratique seraient en fin de compte vides de sens, et encoure plus, dangereux.
Elektroniskā versija nesatur pielikumus ; ANOTĀCIJA Olgas Dementjevas promocijas darbs pedagoģijas zinātnē vispārīgas pedagoģijas apakšnozarē "Profesionālās vidusskolas audzēkņu konkurētspējas attīstība studijām Eiropas Augstākās izglītības telpā" ir izstrādāts Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Pedagoģijas nodaļā Dr. chem., LU profesora Andreja Rauhvargera vadībā laika posmā no 2004. gada līdz 2012. gadam. Pētījuma aktualitāti nosaka nepieciešamība palīdzēt skolēniem orientēties Eiropas Savienībās mācību iestāžu daudzveidībā, nodrošināt viņu konkurētspēju Eiropas augstākās izglītības telpā. Pētījuma mērķis ir izpētīt profesionālās vidusskolas absolventa konkurētspējas attīstību studijām, izstrādāt un aprobēt audzēkņa konkurētspējas pilnveides modeli. Teorētiski analītiskā pētījuma rezultātā ir definēta skolas absolventa konkurētspējas Eiropas Augstākās izglītības telpā būtība un struktūra, noteikti tās kritēriji un rādītāji. Pētījuma ietvaros izstrādātā augstākās izglītības iestāžu klasifikācija ir pielāgota Latvijas apstākļiem un ietver ranžēšanas iespējas atbilstoši skolēnu personīgajām vajadzībām Tā uzlabo augstākās izglītības ieguves iespēju apzināšanos un ir izmantojama pedagoģiskajā procesā skolēnu konkurētspējas attīstībai. Uz klasifikācijas pamatā izstrādātais un praksē veiksmīgi pārbaudītais pedagoģiskā procesa modelis skolēnu konkurētspējas attīstībai var tikt plašāk izmantots gan profesionālajās vidusskolās, gan arī vispārizglītojošajās vidusskolās, kuru skolēni gatavojas iestājai augstskolā. Atslēgvārdi: augstākās izglītības iestāžu klasifikācija, Eiropas Augstākās izglītības telpa, sagatavošanās studijām, skolas absolventa konkurētspēja. ; ABSTRACT OF THE PROMOTION THESIS DEVELOPMENT OF VOCATIONAL SECONDARY SCHOOL STUDENTS' COMPETITIVENESS FOR STUDIES IN THE EUROPEAN AREA OF HIGHER EDUCATION The promotion thesis "Development of Vocational Secondary School Students' Competitiveness for Studies in the European Area of Higher Education" in the field of general pedagogy of pedagogical science has been worked out by Olga Dementjeva under the supervision of Dr. chem. Professor Andrejs Rauhvargers at the Department of Pedagogy of the Faculty of Education, Psychology and Art in the University of Latvia from 2004 till 2012. The topicality of research has been determined by the necessity to support prospective students' orientation in a variety of education institutions of the European Union and ensure their competitiveness in the European Area of Higher Education. Aim of the research is to analyze development of vocational secondary school students' competitiveness for studies in the European Area of Higher Education, work out and approbate the model of improvement of pupils' competitiveness. As a result of the theoretical analysis and empirical study, students' competitiveness and its structure have been defined, and criteria and indicators of students' competitiveness have been determined. The classification of European higher education institutions worked out in the present promotion thesis that is relevant to Latvia's circumstances, includes opportunities of ranking higher education institutions in accordance with students' individual needs and improves awareness of opportunities of obtaining a higher education degree is used in the pedagogical process for the development of students' competitiveness. The model of the pedagogical process for promotion of students' competitiveness worked out on the basis of the developed classification and validated in practice could be widely used not only in vocational schools but also in general secondary schools, supporting students during their preparation for entering higher education institutions. Keywords: classification of higher education institutions, European Area of Higher Education, students' competitiveness.
International audience ; School is a privileged place to study the relations between culture transmitted by the institution and the family, and comportments, attitudes and representations of educational phenomena among students. Because of the interactions between scientific discourses, political orientations and recommendations about school particularly in the context of combatting discriminations and school inequalities, it is interesting to study the epistemology used by researchers who work on the populations or the natives of the French overseas departments (Guadeloupe, Guyana, Martinique, Mayotte and Reunion). This study aims to deconstruct and to understand the links between overseas' cultures and education based on the analysis of the methodology used in 15 scientific publications. Those are identified in literature platforms as articles linked to the academic achievement and to the variable "from an oversea department". Usually the students or natives of overseas' department are either considered as a part of the national school data or as a part of the data about the migrants. The epistemological positioning of researchers is tackled from the methodological inquiries in articles published in different journals in educational sciences since 2005. The discussion proposes critical reflections about the intricacy of methodological and conceptual choices made by the researchers concerning the educational cultural environment. It mentions in particular the absence, in contemporaneous studies, of the connections between variables operationalizing the school achievement with a socio-critic analysis of the power relations which occur at school, and with the relative absence of the issue of intranational diversity. ; L'école est un lieu privilégié pour étudier les relations entre culture transmise par l'institution et la famille et comportements, attitudes et représentations des phénomènes éducatifs des élèves. Etant donné les interactions entre discours scientifiques, préconisations et orientations politiques ...
