Suchergebnisse

The article describes the features of education management in Central European countries at the regional and national levels. The normative legal base on education management in Bulgaria, Slovenia, Slovakia, and the Czech Republic is substantiated. An attention is focused on the peculiarities of education management in these countries at the national level, the essence of which is the government's implementation of the state policy in the field of education; forecasting and planning activities related to the development of education through the preparation of long-term programs and operational plans; organization and coordination of the work of administrative units and educational institutions; monitoring activities at all levels in different types of schools, approval of standard school documentation. It is determined that in the European educational environment management structures are clearly demarcated at the level – national, regional, level of an individual educational institution. The educational systems of Central European countries and the modern system of management and administration of educational institutions are aimed at ensuring a balanced policy in the field of education, creating appropriate infrastructures and finding the means necessary for the successful functioning of educational systems; to ensure the fundamental right of every person regardless of his age, gender, social status; to create a universal system of criteria and recommendations for the development of education, content and teaching methods, research and pedagogical innovation. It is noted that the main directions for the development of the effectiveness of the management system is to ensure the quality of education: new approaches to quality assurance should begin with identifying the strengths of the educational institution or school, the education system and develop and be controlled from there; teachers and school leaders should be encouraged to be "agents of change", to build capacity to generate, interpret and use data; providing feedback and development of professional (pedagogical) culture based on ethical and legal principles. ; У статті схарактеризовано особливості управління освітою в центральноєвропейських країнах на регіональному і національному рівнях. Обґрунтовано нормативнозаконодавчу базу щодо управління освітою в Болгарії, Словенії, Словаччині, Чехії. Акцентовано увагу на особливості управління освітою в цих країнах на національному рівні, суть якої полягає в реалізації урядом державної політики у сфері освіти; прогнозуванні і плануванні заходів тощо. Визначено, що у європейському освітньому середовищі управлінські структури чітко розмежовані на рівні: національний, регіональний, рівень окремої освітньої установи. Наголошено, що основними напрямами розвитку ефективності системи управління є забезпечення якості освіти.

The article describes the features of education management in Central European countries at the regional and national levels. The normative legal base on education management in Bulgaria, Slovenia, Slovakia, and the Czech Republic is substantiated. An attention is focused on the peculiarities of education management in these countries at the national level, the essence of which is the government's implementation of the state policy in the field of education; forecasting and planning activities related to the development of education through the preparation of long-term programs and operational plans; organization and coordination of the work of administrative units and educational institutions; monitoring activities at all levels in different types of schools, approval of standard school documentation. It is determined that in the European educational environment management structures are clearly demarcated at the level – national, regional, level of an individual educational institution. The educational systems of Central European countries and the modern system of management and administration of educational institutions are aimed at ensuring a balanced policy in the field of education, creating appropriate infrastructures and finding the means necessary for the successful functioning of educational systems; to ensure the fundamental right of every person regardless of his age, gender, social status; to create a universal system of criteria and recommendations for the development of education, content and teaching methods, research and pedagogical innovation. It is noted that the main directions for the development of the effectiveness of the management system is to ensure the quality of education: new approaches to quality assurance should begin with identifying the strengths of the educational institution or school, the education system and develop and be controlled from there; teachers and school leaders should be encouraged to be "agents of change", to build capacity to generate, interpret and use data; providing feedback and development of professional (pedagogical) culture based on ethical and legal principles. ; У статті схарактеризовано особливості управління освітою в центральноєвропейських країнах на регіональному і національному рівнях. Обґрунтовано нормативнозаконодавчу базу щодо управління освітою в Болгарії, Словенії, Словаччині, Чехії. Акцентовано увагу на особливості управління освітою в цих країнах на національному рівні, суть якої полягає в реалізації урядом державної політики у сфері освіти; прогнозуванні і плануванні заходів тощо. Визначено, що у європейському освітньому середовищі управлінські структури чітко розмежовані на рівні: національний, регіональний, рівень окремої освітньої установи. Наголошено, що основними напрямами розвитку ефективності системи управління є забезпечення якості освіти.

This article examines the transformation of the Turkish state's social work policy to engage recent debates in anthropology about welfare restructuring and neoliberalism. Building on ethnographic research from top to bottom, I trace welfare policy through the discourse of politicians and bureaucrats into everyday bureaucratic practice. Drawing attention to the stark contrast between the discursive image of the nurturing three generational extended family put at the center of the AKP (Justice and Development Party) government's political rhetoric and policy-making and the experience of urban poor women who pass through the welfare orbit, I argue that for poor women and children, the globally influenced transformation in welfare corresponds to the reinforcement of socioeconomic vulnerabilities, all of which constrain their already precarious lives.

At head of title: State of New York. ; Cover-title. ; Mode of access: Internet.

Neither science nor state has ever been transcendentally "neutral," but they have sometimes been made neutral, together, as this paper shows in the context of cold war Europe. The paper explores how the Swiss government tried to "depoliticize" and "demilitarize" new international research institutions in the fi elds of highenergy physics (CERN), space research (ESRO and ELDO), and molecular biology (EMBL) in order to make science neutral. Conversely, this paper investigates how participation in "neutralized" scientifi c institutions supported Switzerland's neutrality policy and strengthened this essential element of its national identity. It thus addresses symmetrically the coproduction of neutral science and neutral state.

This article analyzes how drug traffickers and police in Rio de Janeiro, Brazil, co‐participate in the creation of a state of (in)security in the city's poor neighborhoods. I draw on ethnographic research to argue that drug traffickers dominate Rio's favelas (squatter neighborhoods) by producing everyday emergencies (or "ordered disorder") and by deliberately manipulating secrecy.

AbstractAn Internet platform carrying information content has dual properties of content (information) and technology (medium). We deconstruct the complicated relationships of platform governance on content in China and the United States by building a theoretical framework of dual‐track governance of content and technology. China's mechanism of platform governance on content focuses more on content governance, while the U.S. focuses more on technology governance. China and the U.S. is dominated by the state and the market separately, forming the two mechanisms of "Statism with Content Regulation First" and "Marketism with Technology Governance First", with four different characteristics. TikTok Path, following the "Separation Principle" of content governance and technology governance, is a feasible approach for the platform company that attempts to go abroad to adapt to different or even conflicting governance contexts.

Substance use disorders continue to have adverse consequences for a significant number of individuals and families. Despite the increasing need for behavioral health clinical social work practitioners trained to effectively work with this population, social work programs continue to lag behind in providing courses, which will adequately address this need. According to the Council of Social Work Education, approximately 4.7% of accredited social work programs had one or more required course offerings related to addressing substance use disorders. The purpose of this article is to address the identified gap by describing the development of a content-specific curriculum related to addressing substance use disorders while also providing a working framework for other Master of Social Work programs to consider.

Preliminary assessment of 95 of the 150 or more protests in Tibetan areas in the spring of 2008 suggests that they were far more widespread than during previous unrest, and also that there was greater involvement of laypeople, farmers, nomads, and students than in the past. It argues that the struggle in China and elsewhere over representation of the unrest has been dominated by the question of violence, with little attention paid to policy questions and social issues. This paper outlines the basic concepts that underlie that debate and summarises the historical factors that might have led to protest. (China Perspectives/GIGA)