Suchergebnisse

International organisations and the European Union (EU) regard high-quality Early Childhood Education (ECE) as an essential foundation for lifelong learning. Participation in high-quality pre-primary education has long-lasting positive effects on children's development and the benefits are greater for children from a disadvantaged background. This literature review is part of the Agency's Inclusive Early Childhood Education (IECE) project. The project's overall goal is to identify and analyse the factors that enable quality and effective pre-primary programmes for all children in inclusive early years settings. The review summarises major research and policy documents about quality Early Childhood Education and Care (ECEC) services internationally and particularly in Europe. It describes the development of policies and provision for ECEC with particular reference to children at risk and/or with SEN. It identifies the main characteristics of the early childhood educational contexts and the most relevant resources and strategies for quality provision, where all children have access and are enabled to participate actively in regular activities with their peers. Chapter 2 introduces the definitions of the main concepts of the study in relation to both ECE and inclusion. Chapter 3 summarises the main documents published by international organisations and reviews the main EU policy developments related to ECE/IECE which define the context in this area. Chapter 4 reviews the latest literature describing the benefits of quality ECE/IECE for children at risk and children with SEN. Chapters 5 to 10 bring together the relevant academic research on the important factors that affect the quality of early childhood education provision from the perspective of inclusive education. These are framed within the five principles identified by the European Commission's Thematic Working Group on ECEC (2014), namely: Access/transition procedures; Workforce; Curriculum/content and pedagogy; Governance/funding; and Monitoring/evaluation. ...

Leading the Campaign provides an overview of campaigns in higher education. It emphasizes the leadership role of college and university presidents, but also provides important insights on the role of volunteers and fundraising professionals. It provides lessons and examples that are relevant to all types of nonprofit organizations.

Education currently loses human aspects (dehumanization).This is because the method that does not provide space to learners to grow according to his nature. So this study aims to (1) know the characteristics of KH Ahmad Dahlan's education; (2) to know the characteristic of humanism education from KH Ahmad Dahlan's thinking; and (3) to know the educational implications of humanist KH Ahmad Dahlan's thinking towards the progress of the nation and social change in Indonesia. In this case the researcher uses the type of library research or library research with data collection methods using documentation method. The approach used by researchers is the method of philosophical approach. From the research that researchers have done, the researchers found that (1) KH Ahmad Dahlan has an educational concept that contains the content of humanism, namely the process of education is based on the understanding that humans are creatures that have potential in them. So the essence of education is to direct that potential to be more useful for human beings; (2) the concept of KH Ahmad Dahlan's education is forming one's good behavior by maximizing the work of reason and adding the theological content in interpreting education as well as in the educational process; and (3) one of the relics of KH renewal Ahmad Dahlan is the greatest growth of the tradition of learning society.

In this paper, there is the review of some of the most important admissions in the field of creativity and innovation in the context of development of contemporary education. Although it is very complex field, there is the tendency to see it as a major driving force of economic and social progress. The creativity is seen, at the same time, as the process and the product, and also as individual and general capability. The different approaches are not exclusive. That is the reason why the contemporary education can be approached from different aspects. On the other hand, the legal and other acts that have planned the development of creativity and innovation in education and the status in the practice, are analyzed critically. There is, also, taken in examination, the relationship of educational plans toward creativity and innovation in the sense of balance between : a) different fields b) different levels of education c)respect for the certain rules and free will d)individual interests and potentials of students. All the previous aspects are illustrated by the earlier research. Even though, there are positive results, the contemporary curriculum allow little space for the activities that could stimulate creative potential. It is necessary to plan the more creative forms of teaching in defining the various forms of education. The education and stimulation of teachers to apply innovative ways of teaching and new technologies could improve the process of studding and the advancement of the quality of teaching.

The article is devoted to the consideration of radiocarbon chronology of the post-Neolithic-Eneolithic sites in the basin of Kama-Vyatka interfluve. The term "post-Neolithic" defines the transitional period from the Neolithic to the Eneolithic period. The paper presents 12 new radiocarbon dates. Eight dates belong to the Novoilinskaya post-Neolithic culture. Radiocarbon dates were obtained from the pottery organics. On the results of dating for the Novoilinskaya culture, the time frame was determined from 4300 to 3000 calBC. Several dates on charcoal and organics from pottery obtained earlier were unaccepted. One of the factors for this is the contamination of samples with younger organics. For the Garino Eneolithic culture, two new dates were obtained on organics from pottery. Both results are in good agreement with other dates from the database of this culture. The time frame of the Garino culture was determined to be 3400–1700 calBC. The early and late stages of this culture were established. These stages were identified based on the typology of dwellings, stone inventory and pottery. For the Bor type of sites, two new AMS radiocarbon dates were obtained from the charred food crusts from ceramics. In according to the existing chronology, these dates are older and cannot be accepted for consideration. The chronology of the Bor culture is within 3000–2500 calBC. It is important that there the questions of older radiocarbon dates on the charred food crusts from ceramics. This problem should be resolved both by archaeologists and specialists in radiocarbon analysis

The main objective of this study is establishing patterns of higher education funding policy change in Western Europe in the period from 1980s to 2000. Patterns of change are traced using the typology of welfare state regimes developed by Esping-Andersen (1990). The main assumption is that key institutional features of a welfare regime govern reform trajectories in higher education funding policies. The study shows that regularities within regimes do exist, and they broadly conform to the welfare regime typology. However, countries do not completely conform to the types. This is partly due to the deficiency of an ideal-type classification, but more importantly it seems due to the fact that higher education funding policy cannot be fully explained by using the social policy lens. (IN CROATIAN: Uspostavljanje obrazaca promjene politike financiranja visokog obrazovanja u Zapadnoj Europi u razdoblju od 1980. do 2000. godine glavni je cilj ove studije. Obrasci promjene prate se rabeći tipologiju režima socijalne države koju je uspostavio Esping-Andersen (1990.). Osnovna je pretpostavka da glavna institucionalna obilježja režima socijalne države upravljaju razvojem reforme u politici financiranja visokog obrazovanja. Studija pokazuje da zakonitosti unutar režima postoje, te se uvelike podudaraju s tipologijom režima socijalne države. Ipak, države se ne priklanjaju tipovima u potpunosti. To je djelomično uvjetovano nedostatkom klasifikacije idealnih tipova, no još je važnije to što se čini da je to uzrokovano činjenicom da se politika financiranja visokog obrazovanja ne može u potpunosti objasniti kroz prizmu socijalne politike.)

This article explores how the concepts of inclusion and experience can be approached and applied in educating children and youth about the media. Using a multiple-case study approach, we present three cases where media education programs were delivered to students in the Czech Republic. The first case is a three-month-long program aimed at nurturing students' media literacy and encouraging their civic participation. It involved 17 vocational school students (ages 17–19) at risk of social exclusion. The second case is a three-hour workshop promoting children's cooperation with their peers and civic engagement with media in a diverse society tested with 60 children (ages 10–11) in three classrooms in two public elementary schools. The third is a year-long media education program based on students' guided self-reflection on their media experiences, attended by eight students (ages 15–17) at a private high school. Despite numerous differences in the programs (goals, activities, duration, context, student demographics, etc.) and their varied approaches to promoting inclusivity and the whole student experience, we argue that each one has the potential to contribute to creating a more inclusive society that respects diversity. We also believe that longer programs would be more successful in supporting children and youths' immediate and future well-being.

http://www.irrodl.org/index.php/irrodl/article/view/1677/2831 ; International audience ; A field enquiry in French distance education allows us to analyze the evolution of a specific institution towards new public management: Parallel to a trend of free courseware and open education, there is a paradoxical reality of distance education monetization. Whereas history shows how traditional French education is a state controlled public good, a new policy is changing the organization's culture towards a commercial and industrial activity. From inside the institution, we describe the cultural changes, with its human resources, accounting, and marketing dimensions. We relate debates about the institution's business model within the economy of knowledge - selling either services or contents, focusing on the learner's experience. Lastly, we analyze the notion value underlying this monetization of a distance education institution: both the computing of a specific training's value and the shared values of the workers binding up their collective identity. ; Une étude de terrain dans l'enseignement à distance français nous permet d'analyser l'évolution d'une institution vers la gestion publique. En parallèle d'une tendance de cours gratuits et d'éducation ouverte, nous constatons paradoxalement une réalité de la monétisation de l'enseignement à distance. Alors que l'histoire montre comment l'éducation française est un bien public contrôlé par l'état, une nouvelle politique change la culture de l'organisatio vers une activité commerciale et industrielle. Depuis l'intérieur de l'institution, nous décrivons les changements culturels avec ses ressources humaines, sa comptabilité et sa dimension mercatique. Nous relatons les débats concernant le modèle d'activité de l'institution dans l'économie de la connaissance - vendant soit des services soit des contenus, qui se concentrent sur l'expérience des apprenants. Enfin, nous analysons la notion de valeur soutenant cette monétisation d'une institution d'enseignement à distance : à ...