Suchergebnisse

The notion of Education For All was launched in 1990, popularised by UNESCO to integrate international efforts to provide free and compulsory primary education to the children, without any kinds of prejudices and discrimination. The EFA goals which were finalised after several meetings and conferences found their representation in the Millennium Development Goals (MDGs) and later in the Sustainable Development Goals (SDGs). The common goal to be achieved by all countries was the provision of free, compulsory and quality education to all the children along with the associated objectives of providing quality education through all means to the citizens; whether it be formal, informal or non-formal. India has a long tradition of educational history that revolve around the goal of provision of quality education for all. The present paper is an attempt to overlook all the efforts made by the Government of India towards achieving the goal of universal free education.

Die pädagogische Förderung einer Berufsorientierung und die Begleitung von Berufswahlprozessen gelten mittlerweile als Auftrag für alle Schulformen. Demgegenüber steht die Tatsache, dass Jugendliche der Schule immer wieder nur geringe Einflüsse bei ihrer Berufswahl zuschreiben und insbesondere im Blick auf eine Erweiterung des geschlechterstereotyp eingeschränkten Berufswahlspektrums nach wie vor wenige Erfolge zu erkennen sind. Die Verbreiterung der Interessen und die Öffnung des Berufswahlspektrums für Mädchen und Jungen bleibt - angesichts des absehbaren Fachkräftemangels im MINT- bzw. gewerblich-technischen Bereich und auch vor dem Hintergrund des wachsenden Arbeitskräftebedarfs in medizinisch-pflegerisch-sozialen Feldern - ein zentrales bildungs und arbeitsmarktpolitisches Anliegen. In dem Beitrag soll der Stand der Forschung zur Berufsorientierung in der Schule insbesondere unter Berücksichtigung der Genderdimension skizziert werden, um Forschungsdesiderate aufzuzeigen.

The modern approaches to the evolution of the concepts of state and state power in a globalizing world is a subject of the paper. State power as the state evolves because of the need to address the systemic problems of society, requiring the development of new quality management resources. State power, like the political system, formulates and implements the collective goals of society or groups existing in it. The authors focus on the use of system-structural, functional methods of analysis of the state and state power, which makes it possible not only to explain state and political changes, but also to predict them. The authors substantiate the relevance of the methodological approaches of prominent economists and sociologists Schumpeter and Hayek to analyze contemporary problems of democracy, when the adaptive capacity of a state is aimed at reducing and reducing its role in the life of modern global society.

The research employed critical discourse analysis of official social science documents and three prominent lines of social science textbooks. Despite the recent emphasis on incorporating real-world economic practices into school financial education, the findings reveal that new social science textbooks exhibit increased criticism toward the market economy. Furthermore, they tend to avoid addressing and analysing the socio-economic issues of the present day. The study concludes by emphasising the need for economic education in schools to focus on contemporary social and financial problems.