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The article continues the analysis of the problem of tensions between the modelled direction and the context in education in Lithuania in the stage of its development in the second decade of the 21st century. The selected aspect – the opportunity for the transformational purpose of education declared in documents on education while social groups assess education unfavourably. The research question – why are there tensions between the declared transformational purpose of education and the context of development of education. The research is based on the qualitative methodology of documentary analysis: purposefully selected document sources of discourse on educational matters are analysed. Data analysis and interpretation and discussion of approaches by comparing them with theoretical perceptions and insights of researchers lead to conclude the following: All approach coalitions analysed in the discourse recognise transformational impact of education as a system on an individual and society, but treat the content of the impact completely differently. The representatives of business and politics coalitions rely in the discourse on the perceptions of education as socialisation and development of society as economic growth, therefore they would consider education good, if individuals were formed in accordance with the requirements of the business coalition, with no opportunities to choose the learning area, provision of knowledge of exact sciences, digital literacy and entrepreneurship required for economic growth rates, training the capacity to sell skills, instilling values and behavioural models for taking care of oneself, so that young people would as soon as possible be able to become the quality "human capital" creating added value, while the education system and policy would serve business and industrial development. This discourse coalition uses pervading economic criteria in assessing the intellectual resources and processes of education, and educational outcomes, and would use these criteria for modelling further direction of teaching individuals and developing education. Individual participants of discourse who by their occupation belong to the business coalition are guided by the perception of the development of society as long-term sustainable progress, i.e. they assess not only economic growth, but also the distribution of goods resulting from sustainable progress and the stability of progress. Although individual approaches do not represent a strong position in assessing education, their concepts serve the basis for raising the problem of equality of income and opportunities in society, which has a significant impact on educational outcomes: income inequality causes inequality of opportunities due to which some part of the youth is socially marginalised or is forced to emigrate. The discourse coalition of philosophers, sociologists, and psychologists relies on the perception of education as empowerment of an individual and as personal liberation, development of society as increasing choice opportunities and the process of revealing the capacity to form the world. Approaches of this coalition focus on the humanist relationship with the growing individual as the perspective of the nation, on a human being nurtured on the humanist level as a civic, thinking, creative and democratic individual, on the cognition of the world as an intrinsic value and as the way to search for intelligence, on knowledge which serves values, and also on many other values which essentially represent the provisions of educational policies adhered to in Lithuania in the second decade of the 21st century. Tensions between the provisions modelled in education and the understanding of the role of education in society, assessment of the condition of education, and further direction in which education should develop during the period researched by groups implementing education policy and different groups of society occur due to conflicting theoretical concepts, on which individual groups of society rely. ; Straipsnyje tęsiama Lietuvos švietimo modeliuotos krypties ir konteksto įtampų problemos XXI a. antrojo dešimtmečio Lietuvos švietimo raidos etape analizė. Pasirinktas aspektas – švietimo dokumentuose deklaruotos transformacinės švietimo paskirties galimybė klostantis nepalankiam visuomenės socialinių grupių švietimo vertinimui. Pagrindinis tyrimo klausimas – kodėl tarp deklaruotos švietimo transformacinės paskirties ir švietimo raidos konteksto klostosi įtampos. Daroma prielaida, kad problemos priežastys atsiranda ryškėjant konfliktui tarp švietimo dokumentuose įvardytos transformacinės paskirties ir visuomenėje besiklostančių prieštaringų požiūrių į švietimo paskirtį, būklę, raidos perspektyvas. Remiamasi kokybinio dokumentinio tyrimo metodologine prieiga: analizuojami tikslingai pasirinkti švietimo diskurso dokumentiniai šaltiniai. Duomenų analizės metodas – kokybinės turinio analizės dedukcinė versija. Prieinama išvada, kad apibrėžtu švietimo raidos laikotarpiu tarp deklaruotos švietimo transformacinės paskirties ir švietimo konteksto įtampos gali klostytis dėl skirtingas galias ir išteklius, skirtingus ginamus požiūrius ir besiskiriančias švietimo paskirties, visuomenės plėtros sampratas turinčių suinteresuotųjų grupių pastangų daryti įtaką švietimo politikai, švietimo raidai.

This study aims to describe: the working group program of Islamic religious education teachers in Tambaksari Sub-district of Surabaya City, the mechanism of program implementation, its effectiveness, the supporting and inhibiting factors, the ideal profile construction program according to the board, and the reconstruction of the working group of teachers of religious education of Islam.The approach used is qualitative. The subject is coach, clerk, and cluster coordinator. Data were collected by observation, interview, and documentation. Data were analyzed by Yin model. Result of research: (1) program of working group of Islamic religious education teacher formulated at the beginning of each year through deliberation of board, builder, and cluster representative. Work programs are grouped per field, covering areas of religious dissemination, training and development, fundraising and welfare, and public relations; (2) Mechanism: The coach conducts incidental guidance, the general chairman is responsible for the organization's performance to the members, the field leader and the cluster coordinator are responsible to the chairman; (3) The effectiveness of the implementation teacher working group program of the Islamic teacher education can not be known because the board has not evaluated the results, but seen from the program implementation until September 2017 about 70% of the program can be done. The unfinished program is the commemoration of the great Islamic days of Muharram and the Islamic race commemorate the Prophet's Mawlid, social care to the orphanage, the making of android learning media, Quran literacy training, comparative studies, visiting scholars, peer tutors, joint ventures; (4) Supporting Factors: the willingness of the board and members to advance, the ability and openness of the board, and continuous coaching. Inhibiting factors: minimal funds, solid teacher teaching hours, insufficient infrastructure, and lack of government support; (5) Ideal program of working group of Islamic religious education teachers according to the board includes routine and development programs. Routine programs at least: learning discussions, syllabus formation, semester programs, and lesson plans, curriculum analysis, preparation of evaluation instruments, and consolidation of national examinations. Development programs can be selected for at least three of these activities: research, scientific writing, seminars, workshops, research findings, panel discussions, journal publications, and website development; (6) The main points of reconstruction of the working group of teachers of Islamic religious education include the need for Vision and mission formulation, program objectives, routine and development programs in which each program is formulated to facilitate the evaluation of its success and its implementation schedule. ; Penelitian ini bertujuan mendeskripsikan: program KKG PAI di Kecamatan Tambaksari Kota Surabaya, mekanisme pelaksanaan program,efektifitasnya, faktor-faktor yang mendukung dan menghambat, konstruksi profil ideal program menurut pengurus, dan rekonstruksi program KKG PAI.Pendekatan yang digunakan kualitatif. Subjeknya Pembina, Pengurus, dan koordinator gugus. Data dikumpulkan dengan observasi, wawancara, dandokumentasi. Data dianalisis dengan model Yin. Hasil penelitian: (1) program KKG PAI dirumuskan setiap awal tahunmelalui musyawarah pengurus, pembina, dan perwakilan gugus. Program kerja dikelompokkan per bidang, meliputi bidang dakwah,pelatihan dan pengembangan, penggalian dana dan kesejahteraan, dan bidang humas; (2) Mekanismenya:Pembina melakukan pembinaan secara insidentil,ketua umum mempertanggungjawabkan kinerja organisasi kepada anggota, ketua bidang dan koordinator gugus bertanggungjawab kepada ketua umum; (3) Efektivitas Pelaksanaan Program KKG PAI belum dapat diketahui karena pengurus KKG belum melakukan evaluasi hasil, namun dilihat dari keterlaksanaan program hingga September 2017 sekitar 70% program dapat terlaksana. Program yang belum terlaksana: PHBI kirab semarak Muharram dan lomba Islami memperingati Maulid Nabi, Bhakti sosial ke panti asuhan, pembuatan media pembelajaran android, pelatihan baca tulis Quran, studi banding KKG, silaturahmi ke tokoh, tutor teman sebaya, dan pembentukan koperasi KKG; (4) Faktor-faktor Pendukung: adanya kemauan pengurus dan anggota untuk maju, kemampuan dan keterbukaan pengurus, dan pembinaan yang kontinyu. Faktor penghambatnya: dana minim, jam mengajar guru padat, sarana-prasarana kurang, dan dukungan pemerintah kurang; (5) Program Ideal KKG menurut pengurusmeliputi program rutin dan pengembangan. Program rutin sekurang-kurangnya: diskusi pembelajaran, penyusunan silabus, program semester, dan RPP,analisis kurikulum, penyusunan instrumen evaluasi, dan pemantapan menghadapi ujian nasional. Program pengembangan dapat dipilih sekurang-kurangnya tiga dari kegiatan-kegiatan: penelitian,penulisan karya tulis ilmiah, seminar, lokakarya, paparan hasil penelitian, diskusi panel, penerbitan jurnal, dan penyusunan website; (6) Pokok-pokok rekonstruksi program KKG meliputi perlunya rumusan Visi dan misi, tujuan program, program rutin dan pengembangan dimana setiap program dirumuskan tujuan untuk memudahkan evaluasi keberhasilannya dan jadwal kegiatan pelaksanaannya

Abstrak SIMPPEL merupakan inovasi layanan yang diluncurkan oleh Dinas Penanaman Modal, PTSP dan Naker Kabupaten Tuban pada Januari 2017. Namun dari awal pelaksanaannya hingga sampai saat ini masih belum ada masyarakat yang tercatat mengajukan perizinan melalui SIMPPEL, kondisi tersebut sangat disayangkan mengingat banyaknya anggaran yang telah dikeluarkan oleh Pemerintah Kabupaten Tuban melalui Dinas Penanaman Modal, PTSP dan Naker Kabupaten Tuban dalam mewujudkan sistem perizinan online tersebut, namun masyarakat masih belum memanfaatkan inovasi layanan SIMPPEL dengan baik. Penelitian ini bertujuan untuk dapat mengetahui serta mendeskripsikan sejauh mana kesiapan inovasi layanan SIMPPEL di Dinas Penanaman Modal, PTSP dan Naker Kabupaten Tuban. Metode penelitian yang digunakan adalah metode deskriptif dengan pendekatan kualitatif. Teknis analisis data dalam penelitian ini adalah pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa inovasi layanan SIMPPEL di Dinas Penanaman Modal, PTSP dan Naker Kabupaten Tuban dapat dikatakan belum sepenuhnya siap, indikator ketidaksiapan dapat di lihat dari beberapa indikator meliputi: Kualitas layanan, menunjukkan bahwa daya tanggap yang dimiliki pegawai belum sepenuhnya baik karena tidak adanya verifikasi balasan setelah melakukan pendaftaran. Difusi inovasi, menunjukkan bahwa adanya kendala yang masih dihadapi pemohon adalah membutuhkan scanner untuk mengupload beberapa berkas penunjang. Literasi komputer dan teknologi, menunjukkan bahwa sosialisasi yang dilakukan masih belum menyeluruh. Budaya, masih memperlihatkan bahwa kondisi masyarakat belum sepenuhnya bisa beralih dari pelayanan manual. Kurangnya kesadaran, menunjukkan bahwa masyarakat masih belum ada kemauan untuk mencoba memanfaatkan SIMPPEL padahal sudah mengetahui layanan tersebut. Infrastruktur teknis, menunjukkan bahwa Dinas Penanaman Modal, PTSP dan Naker Kabupaten Tuban masih belum memiliki server utama. Keamanan, menunjukkan bahwa masih belum adanya peraturan intern dari dinas. Oleh karena itu, peneliti dapat memberikan saran agar pihak dinas dapat lebih responsif dalam melayani perizinan online khususnya dalam tahap verifikasi pendaftaran, sosialisasi secara berkelanjutan, dibentuknya peraturan intern mengenai SIMPPEL, pemeliharaan dan perawatan perangkat secara berkala agar tidak terjadi trouble serta dapat memiliki server utama sendiri agar menghindari gangguan akses internet. Kata Kunci : Analisis, Inovasi, SIMPPEL Abstract SIMPPEL is a service innovation launched by Dinas Penanaman Modal, Pelayanan Terpadu Satu Pintu and Tenaga Kerja at Tuban Regency in January 2017. But from the start of its implementation up until this moment there is still no community recorded doing licensing through SIMPPEL, the condition is unfortunate given the large number of budgets that have been issued by the Government of Tuban through the Dinas Penanaman Modal, Pelayanan Terpadu Satu Pintu and Tenaga Kerja at Tuban Regency in realizing the online licensing system, but the public is still not harnessing innovation SIMPPEL with good service. This research aims to be able to know and describe the extent to which innovation readiness service SIMPPEL in Dinas Penanaman Modal, Pelayanan Terpadu Satu Pintu and Tenaga Kerja at Tuban Regency. This research method used in the descriptive method is qualitative approach. Technical data analysis in this research was the collection of data, data presentation, data reduction and withdrawal of the conclusion or verification. The results showed that service innovation SIMPPEL in Dinas Penanaman Modal, Pelayanan Terpadu Satu Pintu and Tenaga Kerja at Tuban Regency and can be said to have not been fully prepared, indicators of unpreparedness could be seen from some indicators include: Quality of service, shows that the responsiveness that employee has not fully owned either due to lack of verification reply after registration. Diffusion of innovation, showing that the existence of the obstacles still faced by the applicant is in need of scanners to upload multiple file support. Computer and information literacy, shows that socializing is done still not thoroughly. Culture, still showed that the condition of the community has not been fully able to switch from manual service. Lack of awareness, suggests that the community there is still no willingness to try to capitalize on SIMPPEL but already know the service. Technical infrastructure, shows that Dinas Penanaman Modal, Pelayanan Terpadu Satu Pintu and Tenaga Kerja at Tuban Regency still not have a main server. Security, shows that it is still not the existence of the internal regulations of the Department. Therefore, researchers can give advice so that the parties can service more responsive in serving licensing online registration verification phase in particular, socializing continuously, make regulations regarding the intern SIMPPEL, maintenance and care of the device at regular intervals so as not to trouble occurs and can have its own primary server in order to avoid the interruption of internet access. Keywords: Analysis, Innovation, SIMPPEL

Originally presented at the ACDA–IACD Conference, February 2017. In reflecting upon the work my colleague Dr Kristen Lyons and I have been doing in Uganda for a number of years, there are two case studies that, when considered with a social science, community development and political ecology lens, have relevance beyond the Ugandan context. This paper also draws substantially from a series of co-authored pieces Dr Lyons and I have written together, accessible from various sources. I approach these case studies as a social scientist, using them to question what the particular role is of social science in the world of community development theory and practice. Some of my thoughts are that, firstly, social science should play a role in understanding how the 'powerful' work materially and discursively to undermine or marginalise the poor – and this role should enable practitioners or advocates to theorise and strategise more carefully. The first case study unpacks this social science role in relation to Green Resources, the largest industrial forestry multinational working in Africa. Secondly, social science should enable scholars and practitioners to observe and learn from the poor as to how they organise themselves. This learning should enable practitioners–professionals to know more about how to accompany citizens in social change work, and is the learning that is unpacked in the second case study, on the National Association of Professional Environmentalists (NAPE). Thirdly, social science, as per Mills' The Sociological Imagination (1959), should enable practitioners to regain their imaginative potentials (the equivalent of Freire's 'imaginative literacy') to change the world, and to not be limited by what is easily observed and sold to us. I come to this work through the lens of community development (CD) theory and practice. While arguing for critical scholarship, it is important to situate my own views on community development. Some authors argue for 'true' or 'authentic' community development with a clear definition (Bhattacharyya, 2004). This is also the current position of the International Association of Community Development (IACD), which defines CD as "a practice-based profession and an academic discipline concerned with the organisation, education and empowerment of people within their communities" (IACD, 2017, para. 1). However, within these case studies, I instead prefer to focus on how community development is discursively and materially deployed in practice. At no point do I argue that any actor, in this case Green Resources or the National Association of Professional Environmentalists, is not doing 'authentic community development', even though I subject them to critical analysis. Instead, I approach analysis of how community development is deployed through the analytical lens of traditions or models. By traditions or models I refer, firstly, to the literature on divergent traditions of community development, such as social guidance, social mobilisation and social learning; or Freirean, Gandhian, and Alinskian approaches (see Campfens, 1997; Westoby & Simpson-Hope, 2011), each reflecting particular intellectual roots and practice norms; and, secondly, diverse models, commonly known within the community development literature as consensus, liberal/pluralist and radical models (Gilchrist, 2004). Recognising such traditions and models then ensures that the practices of an official corporate community development approach can be 'evaluated' alongside some established orthodoxies of normative community development theory and practice. For example, the social learning tradition has established norms around popular education and Freire's contribution to critical learning. Finally, I frame my work conceptually through political ecology. Political ecology as a framework aims "to understand the complex relations between nature and society through a careful analysis of what one might call the forms of access and control over resources and their implications for environmental health and sustainable livelihoods" (Watts, 2000, p. 257). This definition emphasises the application of the political ecology framework to explain conflicts around common resources (Robbins, 2012). This power struggle over resources at the local level often results in both political and economic marginalisation of the vulnerable, namely peasants. My work in Uganda is understood via this political ecology theoretical orientation. With these three settings in mind let us turn to the two key case studies, which shape the findings and arguments of my paper: the first, Green Resources; and the second, National Association of Professional Environmentalists.

Originally presented at the ACDA–IACD Conference, February 2017. In reflecting upon the work my colleague Dr Kristen Lyons and I have been doing in Uganda for a number of years, there are two case studies that, when considered with a social science, community development and political ecology lens, have relevance beyond the Ugandan context. This paper also draws substantially from a series of co-authored pieces Dr Lyons and I have written together, accessible from various sources. I approach these case studies as a social scientist, using them to question what the particular role is of social science in the world of community development theory and practice. Some of my thoughts are that, firstly, social science should play a role in understanding how the 'powerful' work materially and discursively to undermine or marginalise the poor – and this role should enable practitioners or advocates to theorise and strategise more carefully. The first case study unpacks this social science role in relation to Green Resources, the largest industrial forestry multinational working in Africa. Secondly, social science should enable scholars and practitioners to observe and learn from the poor as to how they organise themselves. This learning should enable practitioners–professionals to know more about how to accompany citizens in social change work, and is the learning that is unpacked in the second case study, on the National Association of Professional Environmentalists (NAPE). Thirdly, social science, as per Mills' The Sociological Imagination (1959), should enable practitioners to regain their imaginative potentials (the equivalent of Freire's 'imaginative literacy') to change the world, and to not be limited by what is easily observed and sold to us. I come to this work through the lens of community development (CD) theory and practice. While arguing for critical scholarship, it is important to situate my own views on community development. Some authors argue for 'true' or 'authentic' community development with a clear definition (Bhattacharyya, 2004). This is also the current position of the International Association of Community Development (IACD), which defines CD as "a practice-based profession and an academic discipline concerned with the organisation, education and empowerment of people within their communities" (IACD, 2017, para. 1). However, within these case studies, I instead prefer to focus on how community development is discursively and materially deployed in practice. At no point do I argue that any actor, in this case Green Resources or the National Association of Professional Environmentalists, is not doing 'authentic community development', even though I subject them to critical analysis. Instead, I approach analysis of how community development is deployed through the analytical lens of traditions or models. By traditions or models I refer, firstly, to the literature on divergent traditions of community development, such as social guidance, social mobilisation and social learning; or Freirean, Gandhian, and Alinskian approaches (see Campfens, 1997; Westoby & Simpson-Hope, 2011), each reflecting particular intellectual roots and practice norms; and, secondly, diverse models, commonly known within the community development literature as consensus, liberal/pluralist and radical models (Gilchrist, 2004). Recognising such traditions and models then ensures that the practices of an official corporate community development approach can be 'evaluated' alongside some established orthodoxies of normative community development theory and practice. For example, the social learning tradition has established norms around popular education and Freire's contribution to critical learning. Finally, I frame my work conceptually through political ecology. Political ecology as a framework aims "to understand the complex relations between nature and society through a careful analysis of what one might call the forms of access and control over resources and their implications for environmental health and sustainable livelihoods" (Watts, 2000, p. 257). This definition emphasises the application of the political ecology framework to explain conflicts around common resources (Robbins, 2012). This power struggle over resources at the local level often results in both political and economic marginalisation of the vulnerable, namely peasants. My work in Uganda is understood via this political ecology theoretical orientation. With these three settings in mind let us turn to the two key case studies, which shape the findings and arguments of my paper: the first, Green Resources; and the second, National Association of Professional Environmentalists.

In this dissertation, I use a bilingual epistolary corpus to examine the interaction of language contact, language- and genre-specific conventions, and speakers' individual communicative strategies. Although multilingualism was a common historical condition, many traditional language histories and studies of historical speech only consider monolinguals, or bilingualism as it affects a particular language, rather than seeing multilingualism as part of an individual and community repertoire. In contrast, this study uses both quantitative and qualitative methods to examine the linguistic practices of a bilingual network of speakers in both of their languages. The corpus analyzed here is a collection of private letters which I selected and transcribed from the family correspondence of Francisco Bouligny, a soldier and military governor in colonial New Orleans. These letters were written in both French and Spanish as the family and acquaintances corresponded between New Orleans, France, and Spain for a period spanning from the mid-18th to the mid-19th century.I address the following research questions through case studies at three levels: phonological/orthographic, morphosyntactic, and pragmatic.(1) In what way(s) does bilingualism affect language usage? How do bilingual and monolingual usage differ?(2) How does bilingualism interact with other factors such as convention, genre, audience, and stance, and how do bilingual writers use the resources of their two languages in their production?In Chapter 3, I find widespread orthographic variation conditioned by factors such as age and geographic location. However, I argue for the inclusion of language-specific education and literacy as an additional factor in variation, as I find that the written standard can obscure variation and contact effects while also serving as a resource for bilinguals when writing in a second language. Chapter 4 addresses the contrast between the complex and simple past tenses in both Spanish and French. As the monolingual patterns of use in each language diverge, I find that bilinguals as a group do not follow monolinguals in showing an increased use of the complex past in French but not Spanish. Although individual patterns vary greatly, bilinguals use the French complex past overall less frequently than monolinguals, arguably because of the restraining influence of Spanish contact. This contact influence can be seen in discourse-pragmatic uses of the two tenses, used to shape the narrative or create temporal contrast. In Chapter 5, I consider the construction of identity and interpersonal relationships in bilingual correspondence through choice of language, forms of address, and expressions of sincerity. I find that speakers choose and continue to use only one language with their addressees, even when both speakers are bilingual, and that this choice is motivated largely by the characteristics of the addressee. The choice of second person pronouns (T or V) patterns fairly rigidly according to language and familial relationship, but I argue that speakers vary opening formulae to express more subtle distinctions in the intimacy of the relationship. Some speakers similarly appeal to existing formulae to convince the addressee of their sincerity, but this can be shown to be particularly true of less literate or second-language speakers, while other speakers eschew explicit mentions of sincerity for other strategies. Overall, although speakers show awarenes of epistolary norms in each language and in many ways adhere to language-specific practices, they also manipulate these conventions in meaningful ways. This study is the first to delve into issues of historical bilingualism through a balanced bilingual epistolary corpus and one of few to explore language use in Spanish Louisiana. I find that individual speakers show evidence of using resources from their bilingual repertoire to aid in composition and construction of meaning in various ways. This is particularly true of loci of variation in the individual language systems or structures that share typological similarities across the systems. However, at the community level the variety of individual patterns and the force of the monolingual norms and written formulae appear to inhibit the spread of change. I underscore the importance in future studies of considering a speaker's (and community's) language use in its entire context, including other languages, literacies, and considerations of genre, as we explore how speakers use the available resources for interpersonal communication and how that translates to the community level.

Предметом дослідження являються джерела фінансового забезпечення освіти в Україні та визначено напрями їх оптимізації на основі фандрайзингу. Метою дослідження є стан бюджетного фінансування освітньої галузі України в умовах ринку та пошук шляхів її розв'язання, спрямованих на забезпечення рівня грамотності населення, який необхідний для інтелектуального розвитку кожної людини, економічної безпеки держави та підвищення загального добробуту нації. Методологія проведення роботи. Робота виконана на основі статті 53 Конституції України зазначено, що «Держава забезпечує доступність і безкоштовність дошкільної, повної загальної середньої, професійно-технічної, вищої освіти у державних і комунальних учбових закладах. Громадяни мають право безкоштовно отримувати вищу освіту в державних і комунальних закладах на конкурсній основі» Результати роботи. Проведене дослідження сучасного стану фінансування освіти в Україні свідчить, що для розв'язання проблем галузі необхідно розробити цілісну систему державних заходів, що будуть спрямовані на забезпечення її ефективного розвитку. При цьому головним завданням має стати забезпечення достатнього фінансування галузі, шляхом оптимізації бюджетних та позабюджетних джерел її розвитку. Галузь застосування результатів. В умовах ринку інвестування в людський капітал є центральним елементом в стратегіях сприяння економічного процвітання країни. Сучасний стан фінансування освіти в Україні є досить невтішним. Для досягнення світових стандартів в даній галузі необхідна побудова економічних механізмів, які б забезпечили ефективну систему фінансування. Україна повинна здійснити перехід від переважно бюджетного фінансування освіти до залучення додаткових джерел, таких як комерційний бізнес та банки. Потрібно розширити можливості навчальних закладів залучати додаткові кошти за некомерційних фондів; використання грантової підтримки дослідних проектів та освітніх інновацій; розширення списку платних послуг, що надаються навчальними закладами. Висновки. Отже, дефіцитні бюджети на освіту, нерегулярне надходження бюджетних коштів і непрозорість їхнього розподілу на обласному і місцевому рівні мають за наслідки зниження якості та ефективності освітніх послуг. Особливу роль повинна відігравати система управління та контролю за діяльністю бюджетних установ щодо ефективності використання фінансових ресурсів держави. Для поліпшення становища, що склалося, політику фінансування освіти потрібно формувати відповідно до соціально-економічної доцільності здійснених бюджетних видатків та поєднання вітчизняного й світового досвіду. ; Subject of research is examined sources are providing financial education in Ukraine and the directions of their optimization based fundraising. Aim of researchis to study the state budget financing of the educational sector in Ukraine a market and search for its solution to ensure the level of literacy, which is necessary for the intellectual development of every human being, economic security and improve the welfare of the nation. Methodology of work performance. Work carried out on the basis of Article 53 of the Constitution of Ukraine noted that «the State shall ensure access to free pre-school, complete general secondary, vocational and higher education in state and communal educational establishments. Citizens have the right to receive free higher education in state and municipal institutions on a competitive basis». Workresults. The study of the current state of funding education in Ukraine shows that to solve problems of the industry needs to develop a coherent system of government measures that will be used to ensure its effective development. Thus the main objective should be to ensure sufficient funding sector, by optimizing budget and extrabudgetary resources for its development. Branch of application of results. In a market investment in human capital is a central element in strategies promoting economic prosperity of the country. Current state funding of education in Ukraine is rather gloomy. To achieve world standards in the art construction needed economic mechanisms that would ensure an effective system of financing. Ukraine should switch from budget financing of education primarily to additional sources such as commercial banks and business. We need to empower schools to raise additional funds for non-profit foundations; use of grant support research projects and educational innovation; expanding the list of paid services provided by educational institutions. Conclusions. Therefore, the budget deficit to education, irregular flow of budgetary funds and the opacity of their distribution at regional and local level have implications for reducing the quality and efficiency of education. Should play a special role in the system of management and control over the activities of budget institutions for the effective use of financial resources of the state. For improvement of the situation, policies need to generate funding for education according to the socio-economic feasibility committed expenditure and a combination of domestic and international experience.

By analysing the images that the French make of Morocco before the Protectorate, we have hoped to reflect on the specificity of this literary genre from the narrative and discursive schemas that it sets out to make use of. The study of these mental presentations or images in their genesis and typology presupposes a multidisciplinary approach, for, as it appears, it is crucially important to relate literary analysis, and the history of ideas to this study while being, at the same time, aware that cultural images of a country may not truly reflect the political and historical reality of a given time. These images are, however, related to a cultural backdrop which is historically determined. In order to seize the presence of theStranger, the Other, his or her image in a text, it is essential to take into consideration the conditions that contributed to the production of that text. Therefore, an image consists of a group of ideas that are conjured up about the Other or Foreigner evolving in a literacy and socialisation process. It is in the above mentioned perspective that the present paper attempts a chronological, synchronic and an interdisciplinary approach. Thus, by shedding light on the multi images made about Morocco and its inhabitants since the 17th up to the 20th century, we hope to trace whether there or does not exist a filiation of the other in the French perception. Hence,some contextualisation is of the essence in order to encompass the background of thisperception of the Other. Naturally, we have had recourse not only to texts which were produced by travellers across Morocco, but also to historical, ethnological as well as sociological documents addressing this issue. Also, the enlarging of our reflection field to touch on other disciplines, such as human and social sciences, will allow us to come into grips with how the concept and presentation of the Other could reveal the functioning of an ideologicalinstance, be it exotic or racist, which is historically traceable. For exemplification sake, we also wonder if a Christian author is not influenced in his vision of the Muslims and Jews in a way or another. We could also wonder if the outlook of the travellers of the Grand century has not been altered by the contribution of the ideas of the century of light which is based on the dominance of reason as well as a certain scientific and academic rationality. ; En analysant les images françaises du Maroc, avant le Protectorat (XVIIe-XXe siècle), nous avons espéré réfléchir sur la spécificité de ce genre littéraire à partir des schèmes narratifs et discursifs qu'il met en œuvre. L'étude de ces images, dans leur genèse et dans leur typologie, présuppose une approche pluridisciplinaire. Car, nous semble-il, il est indispensable de mettre en relation les analyses littéraires, l'histoire, l'histoire des idées sachant que les images culturelles d'un pays peuvent ne pas être le reflet d'une réalité politique, historique d'un moment, mais elles s'avèrent, en revanche, liées à une situation culturelle historiquement déterminée. Pour saisir la présence de l'étranger, ou son image, dans un texte, il faudrait tenir compte des conditions de production de ce texte. Par conséquent, l'mage se constitue, en fait, d'un ensemble d'idées sur l'étranger évoluant dans un processus de «littérarisation et de socialisation » Dans cette perspective, notre démarche se veut à la fois chronologique, synchronique et interdisciplinaire. Ainsi, en recensant les images constituées sur le Maroc et ses habitants, depuis le XVIIe jusqu'au XXe siècle, nous espérons voir, s'il y a ou non une filiation dans la perception française de l'Autre. Contextualisation exige, pour mieux cerner l'arrière-plan de cette perception, nous aurons recours, naturellement, aux textes produits par les voyageurs, mais aussi aux documents historiques, ethnologiques et sociologiques. L'élargissement du champ de la réflexion à d'autres disciplines, relevant du champ des sciences humaines et sociales, nous permettra, de saisir comment la représentation de l'Autre, pourrait nous révéler les fonctionnements d'une instance idéologique historiquement repérable (exotisme, racisme, par exemple …). Aussi, nous demanderons-nous, à titre d'exemple, si l'appartenance d'un auteur au catholicisme n'infléchit pas dans un sens ou dans un autre sa vision du musulman et du juif. On pourra se demander aussi si le regard des voyageurs du Grand siècle n'a pas changé avec l'apport des idées du siècle des Lumières, fondées sur l'apologie de la raison et d'une certaine rationalité scientifique et académique

Современная система школьного образования характеризуется значительными изменениями в его организации, содержании и направленности по сравнению с существовавшей организацией внешкольного образования в конце XIXначале XX в.в., когда государство и общество были заинтересованы в повышении грамотности населения страны, в духовно-нравственном развитии подрастающих поколений. Существовавшие изменения в политической, экономической и социальной сферах жизнедеятельности страны обусловили значительную деформацию государственной системы школьного образования и воспитания. В практике деятельности общеобразовательных школ это нашло свое конкретное отражение в значительном снижении качества воспитательного процесса и привело к резкому снижению духовно-нравственного развития детей и подростков. Это свидетельствует о недостаточном внимании общества и государства к воспитанию подрастающих поколений. Методы исследования: анализ архивных документов, обобщение научно-методической литературы, моделирование. Материалы. В процессе моделирования внешкольного воспитания в Симбирской губернии в контексте гуманизации образования на рубеже XIX-XX вв. была изучена система деятельности внешкольных учреждений с направленностью на обеспечение воспитательного процесса как основного условия формирования личности будущих граждан страны. Результаты. С помощью модели были выявлены особенности структуры управления внешкольными учреждениями, задачи и функции каждого субъекта данного процесса. Выявлены разновидности внешкольных учреждений со спецификой их деятельности, типы и формы работы; определены и раскрыты функции внешкольных учреждений; установлены элементы воспитательного пространства, без учета которых невозможно обеспечение эффективности воспитательного воздействия на детей и подростков. Рассмотрены условия повышения эффективности деятельности образовательных учреждений при решении воспитательных задач. Благодаря моделированию воспитательной деятельности внешкольных учреждений появилась возможность целостного восприятия государственной системы внешкольного образования в Симбирской губернии в контексте его гуманизации в рассматриваемый период общественного развития, ее сопоставление с современной системой школьного образования. Заключение. В результате сравнительного анализа деятельности внешкольных учреждений и их направленности на решение задач воспитания подрастающего поколения создались условия для выявления тенденции дальнейшего развития системы школьного образования и воспитания, эффективных форм их деятельности, а также разработки объективных критериев оценки работы не только общей системы образования и воспитания, но и каждого, отдельно взятого школьного и внешкольного учреждения. ; A modern system of school education is characterized by considerable changes in its organization, content and orientation in comparison with the existing system of non-school education at the end of the XIXthat the beginning of the XXth centuries, when the state and society were interested in literacy level increase among population, in spiritual-moral development of the oncoming generations. The changes in political, economic and social spheres in the country conditioned a considerable deformation of a state system of school education and upbringing. In the practice of comprehensive schools it led to the quality of the upbringing process and the level of spiritual-moral development decrease among children and teen-agers. It proves insufficient attention of society and state to oncoming generations' upbringing. Research methods: archival documents analysis, scientific-methodical literature summarizing, modeling. Materials. During the process of non-school upbringing modeling in Simbirsk government in the context of education humanization at the turn of the XIXthXXth centuries the activity system of non-school establishments (with the orientation to the upbringing process provision as the main condition for personality formation of the future citizen) was studied. Results. With the help of the model the structure peculiarities of non-school establishments management, the objectives and functions of each subject of this process were revealed. Different kinds of non-school establishments with the specificity of their activity, types and forms of work were revealed; the functions of non-school establishments were defined and revealed; the elements of an upbringing process were determined, not taking into account these elements it is impossible to provide the effectiveness of upbringing influence on children and teen-agers. The conditions of effectiveness increase of educational establishments' activity are considered while solving upbringing problems. Owing to upbringing activity modeling of non-school establishments there appeared an opportunity of an integral perception of state system of non-school education in Simbirsk Government, in the context of its humanization during the considered period of society development, its comparison with a modern system of school education. Conclusion. As the result of the comparative analysis of non-school establishments activity and their orientation at the problems solution of the oncoming generation upbringing there appeared conditions for the tendency of further development revelation of the system of school education and upbringing, the effective forms of their activity and objective activity evaluation criteria creation of the general system of education and upbringing at each school and non-school establishment.

The United States has experienced tremendous growth in the development of coaching initiatives including professional training programs, state endorsements and resources for coaches. These developments bring attention to the potential for coaching to improve education. They also raise the question of how best to facilitate implementation in local districts. One approach is to build capacity for coaching in schools and districts. Capacity building, as a policy tool, can facilitate the skills and knowledge necessary to engage in new practices. To understand the influence of capacity building efforts on districts' decision to implement coach initiatives, this study examines how one Regional School District (RSD) worked to build capacity for literacy coaching among its 20 constituent districts. Data were collected through annual interviews with administrators in all 20 districts over three years. To analyze the data, I employed Weiss' decisionmaking framework, which examines the influence of ideology, interests and information on policy positions and decision outcomes (1983). Findings suggest that the RSD's ongoing capacity building efforts influenced districts' decision to implement coach roles, even in districts that initially expressed no interest in coaching. This study provides insights into the utility of capacity building for implementing coach roles and into the "politics" behind coaching initiatives. ; Estados Unidos ha experimentado un enorme crecimiento en el desarrollo de iniciativas de entrenamiento/ coaching, incluyendo programas de formación profesional, avales estatales y de los recursos para entrenadores. Estos desarrollos llaman la atención sobre el potencial del entrenamiento/coaching para mejorar la educación. También plantean la cuestión de la mejor manera de facilitar la implantación de estas iniciativas en distritos escolares. Un enfoque consiste en desarrollar la capacidad institucional para entrenar en las escuelas y los distritos. El desarrollo de capacidades institucionales como instrumento de política, puede facilitar las habilidades y conocimientos necesarios para participar en las nuevas prácticas. Para entender la influencia de los esfuerzos de creación de capacidad institucional en las decisiones de los distritos para implementar iniciativas de entrenamiento/coaching, este estudio examinó cómo un Distrito Escolar Regional (RSD) trabajó para crear capacidad institucional para el entrenamiento/coaching, de alfabetización entre sus 20 distritos constituyentes. Los datos fueron recolectados a través de entrevistas anuales con los administradores en todos los 20 distritos por más de tres años. Para analizar los datos, empleé el marco de toma de decisiones de Weiss (1983, que examina la influencia de la ideología, los intereses y la información sobre las posiciones políticas y los resultados de la decisión). Los hallazgos sugieren que los esfuerzos de creación de capacidad en curso en RSD influyeron en la toma de decisiones en los distritos para implementar funciones de entrenamiento/coaching, incluso en distritos que expresaron inicialmente ningún interés en coaching. Este estudio proporciona información detallada sobre la utilidad de la creación de capacidades para la implementación de los papeles del entrenadores y en la "política" detrás de las iniciativas de entrenamiento/coaching. ; Os Estados Unidos tem experimentado um grande crescimento no desenvolvimento de acções de treinamento/coaching, incluindo programas de formação profissional, garantias estatais e recursos para treinadores. Estes desenvolvimentos chamam a atenção para o potencial de treinamento/coaching para melhorar a educação. Eles também levantam a questão de qual a melhor forma de facilitar a implementação destas iniciativas em distritos escolares. Uma abordagem é desenvolver a capacidade institucional para a treinamento/coaching nas escolas e distritos. O reforço da capacidade institucional como instrumento de política, pode facilitar as habilidades e conhecimentos necessários para participar das novas práticas. Para entender a influência dos esforços de capacitação institucional nas decisões dos distritos para implementar iniciativas de treinamento/coaching, este estudo examinou como um distrito escolar regional (RSD) trabalhou para desenvolver a capacidade institucional para a treinamento/coaching, alfabetização entre seus 20 distritos que a constituem. Os dados foram coletados por meio de entrevistas anuais com administradores em todos os 20 distritos de mais de três anos. Para analisar os dados, eu usei o quadro de decisão-Weiss (1983), que examina a influência da ideologia, interesses e informações sobre as posições políticas e os resultados da decisão). Os resultados sugerem que os esforços de construção de capacidade em curso no RSD influenciou a tomada de decisão em funções distritais para implementar a treinamento/coaching, mesmo em distritos que, inicialmente, não manifestaram interesse em treinamento/coaching. Este estudo fornece informações detalhadas sobre a utilidade de capacitação para a implementação dos papéis dos treinadores e "política" por trás das iniciativas de treinamento/coaching.

Цель: Изучение действующих правовых механизмов, а также определение мер и выработка рекомендаций нормативного характера, направленных на правовое просвещение российских граждан в вопросах грамотного противостояния противоправным действиям работников банков, коллекторских, микрофинансовых организаций, профилактику множащихся финансовых споров, защиту гражданских прав заемщиков, нейтрализацию скрытых угроз и конфликтов, вытекающих из кредитных правоотношений, применение которых будет способствовать активизации процесса улучшения финансового благополучия населения страны и санации внутригосударственной экономической среды. Методология: Комплексный анализ законодательного регулирования национальных кредитных отношений как федерального, так и регионального уровней, проведенный с учетом статистических данных, судебной практики и доктринальных мнений, представленных в фундаментальных и периодических научных изданиях о финансово-экономической обстановке в стране, количестве и видах злоупотреблений со стороны кредитных организаций при заключении кредитного договора с гражданами. Результаты: В статье предложены конкретные рекомендации по устранению скрытых угроз и проблемных случаев кредитных правоотношений между банками и гражданами-заемщиками на примере наиболее часто встречающейся среди них проблемы скрытых комиссий. Кроме того, на предмет результативности и оценки преимуществ и недостатков анализируются способы восстановления прав граждан участников кредитно-денежных отношений в части возвращения комиссии за выдачу кредита и других незаконных комиссий по кредитам. Результативности проведенного исследования служит и ярко выраженный его прикладной, популяризаторский характер, направленный на распространение финансовой культуры и ее правовых основ среди граждан-участников кредитно-денежных отношений, что в прогнозируемом результате позволит констатировать существенное расширение их материальных возможностей. Новизна/оригинальность/ценность: Научная новизна проведенного исследования обусловлена реализованной в статье методологией, заключающейся в сопоставительном уровневом анализе федерального и регионального законодательств, создающих в совокупности комплексное правовое регулирование изучаемых отношений с учетом судебной практики, статистического и другого информационного материала. Данный методологический шаг позволил выявить наиболее частые случаи нарушений прав граждан-заемщиков, способы их восстановления, определить целостную ориентацию применения действующих нормативно-правовых актов, обнаружить коллизии, необходимость и характер их детализации не в абстрактном теоретическом контексте, а применительно к потребностям регламентации кредитно-денежных отношений с участием граждан на примере конкретного региона Волгоградской области. ; Hidden fees in the list of violations of the rights of citizens participating of credit-money relations Purpose: To study the application of the existing legal mechanisms, as well as the identification of measures and recommendations of regulatory measures aimed at legal education of Russian citizens in literacy confrontation illegal actions of employees of banks, collection, microfinance institutions, prevention proliferating financial disputes, protection of civil rights of borrowers, neutralization of hidden threats and conflicts of credit relations, the use of which will contribute to strengthening the process of improving the financial well-being of the population and restructuring domestic economic environment. Methodology: Comprehensive analysis of the legal regulation of national credit relations at both the federal and regional levels, conducted with statistical data, jurisprudence and doctrinal views submitted in fundamental and scientific periodicals of the financial and economic situation in the country, the number and types of abuse by credit institutions at the conclusion of the credit agreement with the citizens. Results: In this article, specific recommendations to eliminate hidden dangers and problem cases credit relations between banks and borrowers citizens an example the most common among them the problem of hidden fees. In addition, for the performance and evaluation of the advantages and disadvantages are analyzed ways to restore the rights of citizens participants of monetary relations, in terms of return loan fees and other illegal commissions on loans. Impact study is pronounced and its application nature, aimed at extending financial culture and its legal framework between citizens participating monetary relations, which result in a projected state will allow significant expansion of their economic opportunities. Novelty/originality/value: The scientific novelty of this study is due to implemented in the article methodology, which consists in the comparative analysis tier federal and regional legislation creating a complex set of legal regulation of relations studied, taking into account the jurisprudence, statistical and other information material. This methodological step allowed to identify the most frequent violations of human rights borrowers, how to restore it, to determine the orientation of a complete application of the existing legal acts, detect collisions, and the nature of their need of detail is not in the abstract theoretical context, and in relation to the needs of the regulation of credit and monetary relations with the participation of citizens to a specific example of the region the Volgograd region.

Research on Information Communication Technology (ICT) and Development involves assumptions about the potential of such technologies to engender social transformations and development. Corporate organisations have financed studies that seek to understand the impact of such technologies in a bid to push for their business agenda (Castells et al., 2007; Vodafone, 2005; ITU, 2004) and also act as a means of helping developing nations eradicate poverty levels in the wake of the millennium development goals (MDGs). This kind of development is seen as synchronic, without considering the target populations' involvement in decision making, and also tends to dictate what development should look like in the eyes of most development economies where such ICTs like mobile telephones have come from. Such development is also considered as being linear in nature (Melkote and Steeves, 2003; Donovan, 2011). This thesis is an attempt to advance the second kind of development that is diachronic in nature, which pays attention to the interrelationships of human technology rather than the former that privileges technology as engendering social transformations and development. This kind of development has been conceptualised as maendeleo, a Swahili term that denotes process, participation, progress and growth. Unlike the first perspective of development that views technology as causing changes, maendeleo sees social transformations and development as an interaction between mobile telephony users and their specific contexts. It is a localised understanding of development from the participants' encounters with mobile telephony in their everyday life. This thesis thus examines the role of mobile telephony in the social transformation and development of the Marakwet people of rural Kenya, using ethnographic methods of data collection and assemblage theory as theoretical framework. Historically the Marakwet community of Kenya suffered from decades of insecurity due to cattle-rustling with their neighbours. Since its advent in Marakwet a decade ago, mobile telephony still remains complex. On one hand, it is seen as answering the insecurity question by allowing users to alert each other in case of an invasion, but at the same time is seen as the source of more insecurity, especially since mobile phones can also aid the enemies to cattle-rustle. Physical meetings that are the domain of most Marakwets are also affected by the technology, with it being seen as reducing the need for social gatherings, yet enhancing it at the same time. Mobile money transfers, discussed as M-PESA, have not been spared either regarding services deemed to boost development and bring about social cohesion, on one hand, while still believed to cause disharmony within households and also be a 'risky' endeavour with lack of sufficient money deposit security, on the other. Twenty-five ethnographic interviews were conducted with 12 households, taking into account age, gender, literacy levels and the length of time the device had been accessed by users. The interviews were complemented with data obtained from 5 focus group discussions among homogeneous groups (women, men, clan elders, girls and boys). The findings show that mobile phone is implicated in everyday life of the people of Marakwet, challenging concepts such as co-presence, power and gender relationships, interpersonal networks and also the idea that the use of mobile telephony in the region incorporates older modes of communication models such as the community horn. Mobile telephony influences and is influenced by all areas of community life: health, education, and agriculture, religion forming assemblages of people (users), financial institutions, government and mobile phone service providers. This thesis challenges the dichotomisation of society into micro (individual or household) and macro (national or societal) that ignores the intermediate or meso levels. The boundaries suggested by such categorisation are blurred by communication technologies that re-define terms, such as time and space, public or private places, here and there. In a way, macro and micro distinctions also assign power to macro forces to determine the micro, which in the advent of technologies, the micro can only be changed if they so wish and not necessarily because change has been decided, packaged and delivered to them via mobile telephony or any other communication technologies. Instead, it is how they negotiate power, gender relations, cultural inclinations and socio-economic dispositions in their domesticated use of mobile telephony that facilitates social change and development. Key words: Assemblage, Maendeleo, M-PESA, Social transformation, Co-presence, Development and Sharing.

Writing is the basis for the construction and dissemination of knowledge in higher education, although all disciplines have particular ways of doingit. This article contextualizes reflection understudied educational movementin Colombia, showing its historical evolution, the conceptual underpinningit (cognitive approach and rhetoric)and the relationship with the situationin Colombia from the results of the investigation, Why reading and writing is for in universities of Colombia?,a contribution to the consolidationof the academic culture, with the participation of 17 universities. It discusses some of the results and concludes with some important challenges to be considered by the various bodies that make higher education.Transference to practiceThis article aims to provide guidance to researchers and academics whowant to delve into the development of methodology to enhance learning through reading and writing in college. Similarly, the reflection has a metainvestigación that is of interest tomanagers and academics interestedin enhancing the processes of reading and writing, since it has application ingenerating institutional or state policieson literacy in higher education institutions. ; La escritura es la base para la construcción y difusión del conocimiento en la Educación Superior, aunque todas las disciplinas tengan formas particulares de hacerlo. Este artículo de reflexión contextualiza un movimiento pedagógico poco estudiado en Colombia,muestra su evolución histórica, las bases conceptuales que lo sustentan (enfoque cognitivo y retórico) y la relación con la situación de Colombia a partir de los resultados de la investigación ¿Para qué se lee y se escribeen las universidades de Colombia? Un aporte a la consolidación de la cultura académica, en la que participaron 17 universidades. Analiza parte de los resultados y concluye con unos importantes desafíos para ser considerados por las diferentes instancias que conformanla Educación Superior.Transferencia a la prácticaEste artículo pretende ofrecer orientaciones a los investigadores o profesores universitarios que deseen ahondar en la formulación de propuestas metodológicas para favorecer el aprendizaje por medio de la lectura y laescritura en la universidad. De igual forma, la reflexión presenta una metainvestigación que resulta de interéspara directivos y académicos interesados en potenciar los procesos de lectura y escritura, pues tiene aplicación en la generación de políticas institucionales o estatales sobre lectura y escritura en las instituciones de educación superior. ; L'écriture est la base pour la construction et diffusion de la connaiss ancedans le domaine de l'éducation supérieure, bien que toutes les disciplinesaient des façons particulières de lefaire. Cet article de réflexion replacedans son contexte un mouvement pédagogique peu étudie en Colombie, etil montre son évolution historique, les bases conceptuel les que le soutiennent (la perspective cognitive et rhétorique)et le rapport avec la situation en Colombieà partir des résultats de la recherch e intitulée Pourquoi lire et écriredans les universités colombiennes?,une contribution à la consolidation de la culture académique dans cette rechercheont participé 17 universités. On analyse une partie des résultats et on conclut avec une liste d'importants défis qui doivent être considéréspar rapport aux différentes étages quiconforment l'éducation supérieure. Transfert à la pratiqueCet article prétend fournir des orientation saux chercheurs ou professeurs universitaires qui veulent approfondirdans la formulation de propositions méthodologiques qui favorisentl'apprentissage au moyen de la lectureet l'écriture à l'université. Ainsi, la réflexion présente une méta-recherchequi est d'intérêt pour les directiveset les académiques intéressésd'encourager les processus de lectureet d'écriture, puisque ces processusont une application dans la création de politiques institutionnelles ou de l'étatpar rapport à la lecture et à l'écrituredans les institutions d'éducation supérieure. ; Ainda que cada disciplina tenha suas formas particulares de construir e difundiro conhecimento na Educação Superior, a escrita é a base comumpara isto. Este artigo de reflexão contextualizaum movimento pedagógico pouco estudado na Colômbia, mostrando sua evolução histórica, as bases conceituais que o sustentam (enfoquecognitivo e retórico) e a relação coma situação da Colômbia a partir dos resultados da pesquisa Para quê se lêe se escreve nas universidades da Colômbia?Um aporte à consolidação dacultura acadêmica, da qual participaram 17 universidades. Analisa-se parte dos resultados e se conclui apontando importantes desafios a ser considerados pelas diferentes instâncias queagem na Educação Superior. Transferência à práticaEste artigo pretende oferecer orientaçõ esaos pesquisadores ou professores universitários que desejem realizar a profundamentos na formulação de propostas metodológicas para favorecera aprendizagem através da leiturae da escrita na universidade. Da mesma maneira, a reflexão a presenta uma metapesquisa que se torna interessante para diretores e acadêmicos que buscam potenciar os processos deleitura e escrita, pois tem aplicação nageração de políticas institucionais ou públicas sobre leitura e escrita nas instituições de educação superior.

The cultural impact of information technologies is now being discussed outside the closed circles of academia and specialists and has acquired a national and international political dimension. For an organisation such as the Council of Europe, which since 1949 has defended democracy and safeguarded human rights, the relation between technology and culture and reflection on how the fundamental freedoms of the individual express themselves within the spaces of electronic communication are of primary importance. This is particularly true of the world of publishing. Publishers have benefited considerably from the diffusion of the new technologies. However, despite this, they are generally wary of electronic publishing for reasons which range from the costs to the lack of secure legal protection and the absence of a proper distribution circuit. In conclusion, even today, that amazing concentrate of pluralistic expression and democratic practice to be found in the catalogues of many publishers chooses the laborious and economically disadvantageous path of traditional production and distribution. There are many external factors which condition, to some extent, the development of electronic publishing. The "third revolution" of reading, after the transition from the volumen to the codex and, in the XVIII century, from an "intensive" to an "extensive" style, has still to take place. Reading, in reality, rhymes with writing: while the latter remains linear, continuous, a producer of texts, the former will faithfully follow the same course. The spread of electronic publishing therefore entails a new drive for literacy, which aims to revise the three fundamental skills (reading, writing and counting) and ensure the learning of a "minimum level" of computer knowledge, that minimum needed to prevent one drowning in the ocean of Internet. All the professional figures are changing their functions. Librarians offer a curious example of this repositioning on the book chain. Starting from the early 1970s, they have been involved in informatics and have hence found themselves experimenting avant-garde solutions in information processing, at a time when the other book professionals remained faithful to traditional work techniques and communication practices. Emboldened by this technological advantage, many libraries could be tempted to redefine themselves as economic players and producers of information. This confusion of roles between librarians and publishers does not, however, serve the interest of culture, above all in a historical period in which primary and functional illiteracy are further compounded by technological illiteracy. A recent survey by the OECD shows that adult illiteracy is on the increase. The first programmes, both Italian and international, for electronic publishing focused on content, with a distinct preference for optic technology. What is rather surprising is that electronic publishing is tending to exalt technological value-added - and, therefore, the capacity to combine text, image and sound - while neglecting the potential of communication - the possibility, for example, to generate texts whether on electronic or paper media, from an electronic source. Attention should therefore be paid to the entry strategies of small- and medium-sized publishers in the electronic environment and to the technological and econometric models which can define the steps necessary to adapt the traditional book chain to the network environment. The project "New Book Economy", inspired by the Council of Europe and financed by the EU structural funds (ADAPT programme), aims to address these problems. The project has been implemented in Italy, Germany and the Netherlands, respectively by the Ministry of Cultural Heritage, the Internationale Buch Agentur and the Hogeschool van Amsterdam. The project shall run for two years and aims to involve the various players of the book chain in innovative projects and to initiate activities aimed at increasing awareness and the related training. This electronic publishing project envisages the involvement not only of the commercial players of the book chain but also of the non-commercial players (librarians, readers), and their co-operation. The final objective is to ensure that the migration of the melting pot of opinions, experiences and relations contained in texts published by small- and medium-sized publishers to the communication network environment is quick and takes place under the optimum conditions, before the various combined economic and socio-cultural factors make their public expression increasingly difficult. The New Book Economy is therefore also a democratic battle deserving of investment of energy and resources.

Modern censuses emerged in the middle of the nineteenth century as an attempt by the state to measure its populations but they were also part of the social construction of knowledge. Censuses not only stimulated individual identities but also contributed to the establishment of horizontal ties in society. Censuses became the subject of international organizations (the International Statistics Committee and later Institute), which served as scholarly forums to discuss the specific timing, organization, and categories of the census. This article by Andreas Kappeler explores the census of 1897 in the Russian Empire and compares it to the imperial censuses in the Austrian part of the Austro-Hungarian Empire in 1890 and 1900. The first Austrian census was undertaken in 1869, whereas in the Russian Empire, although preparations were being made since the 1870s, the first and only census was conducted in 1897. The scale of the census was greater in Russia, which had seventy times the territory and five times the population of Austria. One of the central categories of the censuses was language. Whereas in the Habsburg Empire, with its politically important nationalities, only the languages of 9 recognized nationalities were counted, in the Russian Empire the list initially included 260 languages, later reduced to 130. Some languages in the Russian empire remained situation-dependent. People may have identified linguistically as "Turks" against the Russians, or as "Tatars" against other Turkic groups. In Central Asia, for instance, speakers of an entire language (Sart) were later reclassified as Uzbek. Overall, Kappeler argues, the use of language as a category of census did not have immediate political consequences in the Russian Empire, unlike in the Austrian Empire, which was a reflection of the greater weight of the national question in Austria. Confession, on the other hand, was a much more contentious category in the Russian Empire. Many Muslims in the Volga region or Old Believers mistrusted the census, while former Uniates requested to be counted as Roman Catholics. In Austria confession does not appear to have generated the same degree of contention. The category of literacy in the Russian census did not include the ability to write, likely to avoid the embarrassment of the high number of those who could read but not write. Census organizers in Russia did not count non-Christian educational institutions to measure the education of the population. Russia was the only European country to use the category of "estate," which reflected the imperial legal order. However, the category hardly reflected the social realities. The extremely high number of hereditary nobles counted among Georgians and Poles suggests that many of them were not legally recognized as such. Similarly, non-Christian clergy were not counted as members of the clerical estate, despite the fact that these were officially recognized confessions. Although Jews were officially included in the estate of inorodtsy (aliens), along with nomadic and seminomadic peoples of the Eurasian steppes and Siberia, they were counted as members of the urban estates. Based on the example of Central Asia, where the settled Muslim population, often referred to as " tuzemnoe " (native), was counted as part of the inorodtsy estate, Kappeler argues that the category of inorodtsy acquired a sense of designation for a colonial people, an object of the imperial "civilizing mission." Finally, unlike in Austria, where the census carefully recorded occupation, distinguishing between "self-employed," "in service," and "daily laborer," in Russia the published results of the census did not record the position of the respondent in his/ her occupation. Kappeler argues that Russian census organizers were less determined to acquire this information to use for the purposes of economic policy, even if that was their overall goal. Kappeler concludes with an overview of how the governments of Russia and Austria used the outcomes of the censuses in their policies. In Austria, data on language were used to solve territorial conflicts between nationalities or to support or deny claims to representation. However, the census tended to mobilize nationalities in their claims. Kappeler argues that the Russian census had less of an immediate political impact, which is illustrated by the relatively free recording of the "Little Russian" (Ukrainian) language speakers or the greater numbers of nobles among Poles and Georgians. Both cases were in direct contradiction to the government interests, insofar as the Ukrainian language and culture was discriminated and the authorities saw the Russian nobility as the pillar of the existing political order. Finally, the greater attention to the economic position of the respondents in Austria reflected a more "modern," capitalist order in Austria in comparison to Russia.