Suchergebnisse

Intro -- Foreword -- Multiple Personal Research Journeys and Possible Support Structures -- Graduate School as a Way of Collaborating and Developing -- Summer and Seasonal Schools as Important Meeting Places -- Networks as Foundations for Seasonal Schools and International Collaborations -- Acknowledgements -- Abbreviations -- Contents -- About the Editors and Contributors -- Editors -- Contributors -- Chapter 1: Introduction -- The Importance of Environmental and Sustainability Education -- Narrative Lens -- Country Context Lens -- Transdisciplinary Lens -- Temporal Lens -- Description of Chapters -- Key Themes -- Summary of Chapters -- References -- Chapter 2: Deep Valleys, Dense Swamps, Narratives from a Life-World of a PhD-Student -- Once Upon a Time -- The Valley of Identity Crisis -- The Swamp of Planning Seminar -- Lively Meetings with Like-Minded But Different Colleagues -- Unhealthily High Levels of Stress -- A Turning Point -- Looking Ahead -- Addendum -- Epilogue -- Encountering Disorienting Dilemmas -- A Paradigm Shift Is Required -- Exodus -- References -- Chapter 3: The Process of Doctoral Studies as a Research Journey in a Sea of Diverse Feelings and Experiences -- From My Comfort Zone to the Travel for a New World -- Surfing on a Sea of Feelings -- Falling in Love -- Gaining Knowledge -- Becoming a Couple -- Reaching Stability -- Languages and Experiences: Ideas to Get Through the Crisis! -- Addendum -- References -- Chapter 4: Believing your Research Can Change the World Helps -- Introduction -- The Researcher as a Protagonist -- The Research Experience -- Research Training -- Collection of Data -- Research Findings -- Troubles, Triumphs and New Beginning -- References -- Chapter 5: Searching for a Center of Gravity Among Different Cultural, Educational and Epistemological Contexts During My Doctoral Studies.

Rural education is becoming an increasing focus of federal education legislation. The Every Student Succeeds Act explicitly addresses rural education through the REAP program, by taking steps to ensure geographic distribution in competitive grants, by requiring states to consider rural LEAs in the development of state plans, and in many other ways. The mandated report on rural education is intended to provide data about whether these provisions are sufficient for ensuring that federal policy and funding address the needs of rural schools and students and its impact remains to be seen.

Darstellung der Bildungsstruktur in Südafrika. Gefragt wird nach den sozio-ökonomischen Hindernissen, die den Schwarzen den Zugang zur Bildung verwehren. Modellvorschlag für ein zukünftiges Bildungssystem. (DÜI-Mcd)

This is an open access book which focuses on different aspects of education, employment, and successful integration of migrants in three countries: Norway, Sweden, and Switzerland. The chapters in this book reflect on these issues from micro, meso and macro perspectives; some are based on interviews with migrants and people who work with them, others on documents and literature about migration. There are different pathways for skilled migrants to vocations. Some start working in their previous vocations after arriving in the new environment. Some re-enter their professions but on a lower level. Some can re-train themselves in a new vocation, and some will go to further education, as studies in different chapters of this book suggest. Common for successful integration seems to be several intertwined factors: the target language competence, strong motivation and agency, supporting networks and supporting persons, as well as structural opportunities of the new environment. The book's editorial board takes an eclectic view, hoping to start an academic debate about what 'successful integration' means. While discussions about the integration of migrants tend to focus on integration failures, there are millions of migrants, in different countries, who have successfully integrated into their new societies.

In the modern world of global economic and political associations, the knowledge of foreign languages and communication skills represent essential factors in all professions. In this respect, knowledge of English language as lingua franca of international communication is an indispensable prerequisite for communication within the legal profession worldwide. This paper is a case-study of teaching foreign languages in Croatian Law Schools, presented on the case of the Faculty of Law, University of Osijek. In the introductory part of the paper, a short description of the status and the position of foreign language courses in the Higher Education System of the Republic of Croatia is offered. In the main part the author presents new developments in the foreign language teaching in Croatian law faculties as answers to current challenges of Croatian membership in the EU. On the example of the Faculty of Law, University of Osijek, new projects on teaching foreign languages to practicing lawyers and law students are presented, with an emphasis on the Lifelong Learning Programme for Lawyer-Linguists. This programme, as well as specific foreign language courses in Legal English, Legal German and Legal French, have been developed within the lifelong education projects for lawyers, by which young lawyers are offered an opportunity to learn and/or to improve their knowledge of the three working languages of the EU. These developments in foreign language teaching within the Croatian Higher Education System are one of the responses to current challenges of the internationalization of the modern world. DOI:10.5901/jesr.2015.v5n1s1p87

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.)

The significant aging of the world population increases the demand for professionals with adequate training to care for the elderly. There is shortage and unsatisfactory distribution of health professionals worldwide, and so occurs in relation to professionals trained to care for the elderly. The deficiency of Medical Education in Geriatrics is a global phenomenon, since only about 40% of the countries refer some content of Geriatrics in undergraduate Medical courses. Even though Brazil has advanced legislation in terms of elderly policy, less than half of the medical courses offer Geriatrics disciplines/modules or content related to aging, besides the lack of training activities for teachers, specialists and researchers in the field. This situation is worsened by the fact that in this population group there is prevalence of chronic-degenerative diseases, specificities in the manifestation of diseases and, consequently, their handling, emphasizing the need for a biopsychosocial model with the performance of a multidisciplinary team trained for this purpose. Despite the efforts of several institutions and societies around the world involved in establishing a minimum Geriatrics curriculum in Medicine courses and qualifying professionals to work in the area, the problem is aggravated by the speed of population aging. The challenges are many and there is a lot of work to be done. The creation of feasible and sustainable models of care for the elderly should be the goal of governments and of all of those who work in the field, not only in Brazil, but all over the world.

On 16 October 2015, the Luxembourg Presidency of the Council of the European Union hosted the Agency's fourth Hearing, entitled 'Inclusive Education – Take Action!'. Seventy-two young people from across Europe, both with and without special educational needs and/or disabilities, had the opportunity to discuss how their schools and communities ensure inclusive education for them. This report is based on the young people's discussions and the results presented in the plenary session. Iy is available below as a PDF in the Agency's official languages: Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Italian, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Slovakian, Slovenian, Spanish and Swedish. The recommendations expressed in Luxembourg have been summarised in a flyer. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Am Beispiel der aktuellen Entwicklung des französischen Bildungswesens werden Existenz und Bedeutung neokorporatistischer Strukturen untersucht. Trotz einer Gewerkschaft (FEN), die 70% des Personals im öffentlichen Bildungswesen erfaßt, bleiben dem Neokorporatismus enge Grenzen gesetzt: Es fehlt im Bildungssektor an Übereinstimmung zwischen Regierung und FEN; unterschiedliche (ideologische) Tendenzen in der FEN verhindern eine geeinte Front gegenüber der Regierung; weder Regierung noch Gewerkschaft wollen ihre Unabhängigkeit gefährden. So hat die FEN wenig Möglichkeiten, die Gestaltung von Reformpolitik - etwa in der Frage der Privatschulen - zu beeinflussen. Ihr bleiben - Beispiel: Reform Haby - eher retardierende Möglichkeiten. (AuD-Hng)