Suchergebnisse

Der Sammelband versucht in 17 Beiträgen eine Bestandsaufnahme südafrikanischer Verhältnisse zehn Jahre nach der Überwindung des Apartheid-Staates. Er gliedert sich in vier Abschnitte. Der Abschnitt "Politik" befasst sich in fünf Beiträgen mit dem Charakter des Post-Apartheidstaates, mit dem Zustand der Parteien und der Opposition, mit der Vergangenheitsbewältigung durch die Wahrheitskommission, der Entwicklung der Rassenbeziehungen und von Local Government. Der Abschnitt "Wirtschaft" thematisiert in vier Beiträgen Arbeitsmarkt, Beschäftigungskrise und Arbeitslosigkeit sowie die Gewerkschaftsbewegung. Der Abschnitt "Gesellschaft" beschäftigt sich in sechs Beiträgen mit dem Verhältnis von Staat und Zivilgesellschaft, mit dem Zustand der Familien, der Bildungsreform, dem Zustand der höheren Bildungseinrichtungen, der AIDS-Politik und der Land(reform)frage. Der Abschnitt "Südafrika in Afrika und in der Welt" enthält einen Aufsatz zum Aufstieg Südafrikas zu einer Mittelmacht und einen Beitrag zur Expansion südafrikanischer Unternehmen im übrigen Afrika. (DÜI-Sbd)

This book compares and contrasts the ideas of some of the leading twentieth-century critics of rationalism: Gadamer, Hayek, Kolnai, MacIntyre, Oakeshott, Polanyi, Ryle, Voegelin, and Wittgenstein. This book provides important insights into this major intellectual trend of the past century.

Commonwealth Heads of Government Meeting, Port of Spain, Trinidad, 23-29 November 2009, People's Forum, Theme: Creativity and Innovation // Today's theme is Creativity and Innovation. This is a particularly appropriate theme for the Commonwealth of Learning to address in the context of CHOGM. COL, as everyone calls it, is celebrating what you might call its 11th CHOGM birthday this year. // We were set up in 1987 when Heads of Government met in Vancouver. They believed that a communications revolution was underway and that the mass media, information technology and new developments in telecommunications had much to contribute to the advancement of education, training and learning. COL was created to help countries to secure that contribution. Our slogan, and the title of our Three-Year Plan, is Learning for Development. We focus on the use of educational technology in general and of open and distance education in particular, to advance learning in support of development. // Today, rather than simply outline our work programme we shall focus on the notions of creativity and innovation as applied to the development of distance learning. Our title is Creativity in advancing distance learning: models and technologies and we shall flag three models and three technical developments.

Studien zu Fragen der Sozialgesetzgebung und zur Finanzierung von Sozialhilfe und Altersversorgung

This selection of speeches from 2009 and 2010 is entitled Distance Education: Threats and Opportunities. It also includes some entries from the blog that COL has introduced since the publication of the previous booklet. Open, distance and technology-mediated learning (ODL) is becoming steadily more pervasive as traditional educational institutions adopt this approach for more of their course offerings. Paradoxically, however, the rising use of ODL has provoked threats to its development that I have summarised in a more recent speech: Distance Education under Threat: An Opportunity? (www.col.org/resources/speeches/2010presentation/Pages/2010-10-06.aspx). These threats are of two types. The first are fraudulent operations, known as degree mills, which purport to offer instruction through ODL but merely offer credentials in exchange for payment. In 2008-2009 I was part of an international group convened by UNESCO and the US Council for Higher Education Accreditation that made proposals for combating this scourge. These are summarised in the first speech reproduced here (p. 4). The second type of threat, sketched in the blogs on p. 30, comes in the form of regulations issued by governments and institutions that seek to restrict the offering of education by ODL and the use of qualifications obtained through it. While some of these initiatives claim to be a response to degree mills, most are really a rearguard action to prevent the erosion of traditional methods of instruction and the accompanying loss of institutional income. This backlash against ODL will fail, as has similar opposition to the use of technology in other areas of life. Where technology can give better and less expensive products and services to more people, as ODL does, it will prevail. But we must take the threats seriously nevertheless.

Part of the mission of the Commonwealth of Learning is to show intellectual leadership in the application of technology to learning. Although electronic communication is fast becoming a vehicle of choice for the discourse that sustains academic debate, the spoken and printed word retains a special role. The country visits that I undertake for COL include speaking engagements that allow me to explore a range of topics touching on learning for development. This booklet is a partial response to the requests that I receive for "hard copies" of these addresses and follows a similar publication in 2005 containing six speeches I gave in Africa.- Sir John Daniel, April 2006 Contents: 1) Mega-universities = Mega quality? / 2nd World Summit of Mega-Universities, New Delhi, 25 September 2005, Sir John Daniel, Asha Kanwar, Stamenka Uvalic-Trumbic // 2) Collaboration in the time of competition / International Conference on Open and Distance Education, New Delhi, 19-23 November 2005, Sir John Daniel, Asha Kanwar, Stamenka Uvalic-Trumbic, Zeynep Varoglu // 3) eLearning and free open source software: The key to global mass higher education? / International seminar on Distance, Collaborative and eLearning, Kuala Lumpur, Malaysia, 4-5 January 2006, Sir John Daniel, Asha Kanwar, Stamenka Uvalic-Trumbic, Susan D'Antoni // 4) Open source for open learning / IDLEL02: The Second African Conference on Digital Commons, Nairobi, Kenya, 23 February 2006, Sir John Daniel, Paul West // 5) Open and distance learning in small states: Which models? / Ministry of Education, Mauritius, 11 January 2006, Sir John Daniel // 6) Virtual university, flexible learning: Why a Virtual University for Small States of the Commonwealth? / Orientation and Planning Meeting for Government Representatives of Small States of the Commonwealth National Institute of Education, Singapore, 12 September 2005, Sir John Daniel // 7) Open schooling for better working / Vocational Education and Training through Open Schooling, Kovalam, Kerala, India, 8-10 February 2006, Sir John Daniel, Susan Phillips

This is a selection of articles on Swaziland which focus on presenting data on the Swazi political economy through the introduction of new ideas, themes or perspectives, suggesting new methods or techniques of research to students. (DÜI-Kst)

Die Autoren analysieren die Wahlen als Indikatoren für Demokratisierung und ihre Ergebnisse im anglophonen Afrika zwischen 1989 und 1994. In den einzelnen Länderbeiträgen werden die jeweiligen politischen Reformkräfte vorgestellt. Nach dem Zusammenbruch der Einparteiensysteme wurden politische Parteien neu gegründet und zugelassen sowie pluralistische Systeme angestrebt. Dabei traten als Hauptakteure für den Systemwechsel innerafrikanische Kräfte auf, die Demokratie forderten. Nicht in allen Staaten verliefen die Wahlen erfolgreich. So wurden in Nigeria die Präsidentschaftswahlen annulliert, und in Kenia konnten die alten Machthaber nicht abgewählt werden. Aber auch demokratisch gewählte Regierungen enttäuschten oft die Hoffnungen der Bevölkerung. Die wichtigste Neuerung besteht darin, dass die Bevölkerung die Erfahrung macht, sich politisch artikulieren und autoritäre Regime verurteilen zu können. (DÜI-Blm)

"Note by the editors" (p. 63) signed: Chauncey F. Black, Samuel B. Smith. ; Mode of access: Internet. ; Signature of Jno. W. Daniel on fly-leaf.