Suchergebnisse

This study aimed 1) to develop a multidimensional thinking styles scale based on theory of mental self-government for sixth grade student 2) to investigate quality of the developed scale 3) to study profile of styles of sixth grade student and a relation of profile of styles of student in each dimension and background of gender and grade with the group sample of 1,545 sixth grade students from schools affiliated with the Office of Basic Education Commission, Education Department Bangkok Metropolitan Administration, and Office of the Private Education Commission. Thinking styles scale for sixth grade student was utilized in this study and received information was analyzed by using Nominal Response Model (NRM) and Confirmatory Factor Analysis.The results revealed that: 1) Thinking styles scale comprised 5 dimensions of function, form, level, scope and leaning with reliability at .872, .913, .722, .777 and .799 respectively and construct validity by confirmatory factor analysis found that 5 dimensions of thinking styles scale conformed to the empirical data (CFI were .918 to .975, TLI were .919 to .988 RMSEA were .036 to .046 and SRMR were .060 to .081). 2) The majority of students had judicial styles of function, hierarchical styles of form, local style of level, external style of scope and liberal style of leaning. 3) Profile of thinking styles be clustered into 3 groups those were Detail Conscious Thinking Procedural Thinking and Achievement Motivation Thinking. The Majority of students had Achievement Motivation Thinking. And 4) Thinking styles of students in each dimension related to their background of gender and grade with the level of significance at .05

The Ethiopian government aims to increase the overall expenditure especially on service sector by more than double from time to time even if the theorical foundation of some scholars-are inconclusive. I.e. according to Keynesian view, the increase in public spending on socioeconomic and physical structures is important and encourages economic growth while classical economists argue that the increase in public expenditure may shift resources from the productive private sector to public sector which they believe unproductive and hence, crowd out overall performance of the economy. This implies policy makers are under debate whether to increase in public spending helps or hinders economic growth. This paper attempts to measures the impact of public spending on service sector on economic output in Ethiopia; by using annual data set on GDP and government expenditure for the period of 1974-2012. The elasticity of GDP with respect to public spending on service sector is estimated using VAR regression. The study employ co-integration and error-correction model to examine the short and long run relationships between GDP and government sectors spending on service sector (education, health, defense, transport and communication, tourism, culture and sport). It is found that health, education, defense, tourism, culture and sport have both short and long run statistically positive significant effect on growth while transport and communication have negative insignificant effect on economic growth. These results have policy implication because if health, education and tourism are given the priority by investing more on these sectors they will bring us about sustainable economic growth.

В статье рассматривается приоритетное направление по развитию семейного устройства в Российской Федерации для детей-сирот и детей, оставшихся без попечения родителей, а именно развитие института патронатной семьи. Проводится анализ терминов «патронат», «патронатная семья», «патронатное воспитание». Авторы классифицируют виды патроната, патронатного воспитания, патронатной семьи, а также выделяют различные основания для классификации семей, которые замещают собой биологическую. Цель рассмотреть сущность и выделить особенности патронатной семьи в современном российском обществе. Метод или методология проведения работы: контент-анализ законодательства о патронатном воспитании в субъектах РФ. Результаты: представлены различные основания трактовок «патроната», «патронатной семьи» в субъектах Российской Федерации, а также даны классификации видов патроната и семей, которые замещают собой биологическую. Область применения результатов: семейное право, социология детства, психология, ювенальное право. ; The article discusses the priority direction on development of the family device for orphan children and children without parental support, namely development of institute of a foster fa-mily in the Russian Federation. The analysis of the terms «patronage», «foster family», «foster education» is carried out. Authors are classified types of patronage, foster education, a foster family, and allocate various bases for classification of families which replace the biological also. The purpose: consider the nature and highlight features of foster families in contemporary Russian society. Method or methodology of carrying out work: a content analysis of the legislation on foster education in territorial subjects in the Russian Federation. Results: presented different interpretations of the base «patronage», «foster family» in the Russian Federation, and also given a classification of patronage and families, which override the biological. Scope of results: a family law, childhood sociology, psychology, the juvenile right.

A partir del análisis de estrategias políticas de educación indígena, se ponen en perspectiva los proyectos educativos de pueblos originarios políticamente organizados en el Cauca (Colombia) y en Chiapas (México). Este artículo examina prácticas alternativas de reclutamiento y formación de maestros bilingües que representan nuevos retos para las políticas públicas. La apropiación social de la escuela se inscribe en el marco de luchas por un mayor control en los procesos pedagógicos a nivel comunal. Los pueblos en estas regiones multiétnicas de América Latina transforman su realidad educativa en la medida en que generan propuestas que tienden a ser autónomas frente al Estado. Esto contribuye a ubicar las estrategias indígenas de gestión administrativa y curricular en el ámbito de políticas y prácticas endógenas de participación comunitaria en la educación intercultural.

CHALLENGING THE STATE'S POLICIES: NATIVE PEOPLES' EDUCATION STRATEGIES IN COLOMBIA AND MEXICOABSTRACTThe educational projects of politically organized native peoples in Cauca Department, Colombia, and in Chiapas State, Mexico, are viewed through analyzing political strategies for indigenous education. This article examines alternative bilingual teacher recruitment and training practices that represent new challenges for public policies. Social appropriation of schooling is inscribed within the framework of the struggle for greater control over educational processes at a communal level. Indigenous people in these multiethnic Latin American regions transform their educational reality at the same time generating proposals that tend toward autonomy in relation to the State. This contributes to placing indigenous administration and curriculum management strategies within the territory of endogenous policies and community participation practices in intercultural education.

[EN] This article describes a tradition of Anglophone North American higher education (HE) researchconcerning the role of writing in learning and development. The research tradition is associated with aforty-year-old education reform movement called Writing Across the Curriculum (WAC) or Writing in theDisciplines (WID). The movement encourages teachers in different disciplines to become interested intheir students' writingand to improve their writing and their disciplinary education (formation) throughwriting. The research on WAC/WID uses methods familiar in educational research (and to a lesser extentapplied linguistics) to understand the roles writing plays in disciplinary work and disciplinary formation,often in relation to writing in other institutions (business, government, etc.).The foregrounding ofwriting in WAC/WID has reveled six structural, institutional contradictions in US HE: 1) writing astransversal versus writing as specialized; 2) genre conceived as a container of content--aform/contentdualism--versus genre conceivedas social action; 3) writing as a means of assessing learning of contentversus writing as a tool of intellectual / professional / personal development; 4) writing for a socialmotive of schooling (epistemic) versus a social motive of work (pragmatic); 5)the masters or doctoralthesis as a last educational hurdle versus a first professional performance; 6) and (teaching) writing forsocial/disciplinary reproduction versus (teaching) writing for social/disciplinary change. ; [ES] En este artículo sedescribelatradicióndelainvestigaciónanglófona de América del Norte acerca delrolde la escritura enla enseñanza y elaprendizaje en la educaciónsuperior.Latradición de investigaciónestáasociadacon unmovimiento dereforma de laeducaciónde más decuarenta años,denominado"escrituraa través del currículo"(Writing Across the Curriculum;WAC) o "escritura en las disciplinas"(Writing in the Disciplines;WID).El movimientoanima a losprofesores de lasdiferentes disciplinasainteresarse pormejorarla escriturade ...

Telehealth at the University of California Health System began as a telefetal monitoring connection with a rural hospital in 1992 and evolved to become the Center for Health and Technology (CHT) in 2000. The Center supports the vision of the University of California Davis (UC Davis) Health System—a healthier world through bold innovation. The CHT focuses on the four pillars of the academic health center: clinical services, research and scholarly work, education, and public service. Since 1996, the Center has provided more than 33,000 telemedicine consultation (excluding teleradiology, telepathology, and phone consultations) in over 30 clinical specialties and at more than 90 locations across California. Research and continuous evaluation have played an integral role in shaping the telehealth program, as well as strategic collaborations and partnerships. In an effort to expand the field of telehealth the CHT provides telehealth training for health professionals, technical specialists, and administrators. Furthermore, it also plays an integral role in workforce development through the education of the next generation of community primary care physicians through Rural Programs In Medical Education (Rural PRIME) and continuing educational programs for working health professionals through videoconferencing and Web-based modalities. The Center is supported through a variety of funding sources, and its sustainability comes from a mix of fee-forservice payment, contracts, grants, gifts, and institutional funding. Together with key partners, UC Davis has educated and informed initiatives resulting in legislation and policies that advance telehealth. Looking toward the future, UC Davis is focused on technology-enabled healthcare and supporting synergy among electronic health records, health information exchange, mobile health, informatics, and telehealth.

This study examined the composition effect of government expenditure on private consumption and output growth in Nigeria using the framework of single equation error correction mechanism. The unit root and cointegration tests were conducted on the variables of interest while single equations Error Correction Models were estimated. The result suggests that government expenditures have long-run effect both on private consumption and output. The findings also revealed that government spending on education and health and social security have crowding-in effect on private consumption while other components such as government spending on administration, construction, agriculture, transport and communication have crowding-out effect on private consumption. The short-run behaviour of the model as captured by the ECM in the private consumption equation is that variables did not return to equilibrium after a short-run deviation. The finding also revealed that government spending on education and health, social security, agriculture and administration has positive effect on output while expenditure components such as government spending on construction, transport and communication have negative effect on output. The short-run behaviour of the model as captured by the ECM in the output equation is that variables did not return to equilibrium after a short-run deviation. The study also found that only two of the six components significantly influenced private consumption and output growth. The study therefore concluded that government spending on education and health, social security, agriculture and administration were growth-enhancing while government expenditure on construction, transport and communication were growth-retarding during the period under investigation.

Quality education issues are dominating public and political debates in the western world. In Portugal, the discussion has widened to include quality control of textbooks, leading to the establishment of an evaluation and approval system of textbooks aimed at guaranteeing their conceptual and pedagogical quality (Law 47/2006). In these times of change, perhaps the most significant in the past four decades since the end of the dictatorship and the roll out of the single book policy in schools, the purpose of this paper is to examine the positions and perceptions of mother tongue teachers from both compulsory and secondary education, concerning their criteria for approval, evaluation and selection of textbooks. The empirical data was gathered by means of a questionnaire answered by 340 Portuguese teachers. The questionnaire requested teachers to state their level of agreement with arguments concerning the editing, selection and evaluation of textbooks. The aim of this research was to understand teachers' positions on textbook evaluation in order to improve: 1) the process of selection and 2) the quality of the material object itself regarding its function as a core tool for quality teaching and learning. The research also aims to understand the criteria that teachers value most in selecting the best textbook. The study shows teachers' opinions are divided regarding the quality standards for textbooks; for some lack of quality is due to conceptual and scientific errors, for others it is pedagogical inadequacies. Despite this disagreement, teachers recognise the important role that the current approval process plays in improving the selection process and increasing quality of education. ; FCT - ...

В 2004 г. по инициативе Российской Федерации и Швеции была разработана Стратегия Европейской Экономической Комиссии (ЕЭК) ООН образования для устойчивого развития (ОУР) для региона, объединяющего 55 государств Европы, Центральной Азии и Северной Америки. В марте 2005 г. в Вильнюсе Стратегия была принята на Совещании министерств охраны окружающей среды и образования. Данная Стратегия содержит рекомендации, касающиеся выработки политики и подготовки мероприятий по включению вопросов устойчивого развития в национальные системы образования и обучения с участием всех заинтересованных сторон, прежде всего, образовательных учреждений, представителей гражданского общества, бизнеса и государства. Создание и реализация подобной Стратегии на национальном уровне является трудоёмкой задачей для всех государств-участников ЕЭК, поскольку требует выработки новых научных и мировоззренческих подходов и, более того, изменения традиционных жизненных взглядов, ценностей и образа мышления. ; In 2004, the Russian Federation and Sweden being members of the UN Economic Commission for Europe (UNECE) have developed the European Strategy on Education for Sustainable Development (ESD) in the region, which brings together 55 countries from Europe, Central Asia and North America. In March 2005 in Vilnius the UNECE Strategy was adopted at the meeting of the Ministries of Environment and Education. This Strategy provides guidance on policy and practices that incorporate sustainable development into national education and training system with the participation of all stakeholders, especially schools, non-governmental organizations, representatives of business and government. Implementation of the Strategy at the national level is a difficult task for all member states of the UNECE, as it requires the development of new scientific and philosophical approaches and the change of traditional views on human lifestyles, values and ways of thinking.

Институциональные преобразования системы высшего профессионального образования, как и всей социальной сферы, оказались в числе первоочередных задач нового политического цикла. В течение 2012 года был принят ряд нормативных актов, определяющих направленность и механизмы данных институциональных преобразований, в том числе переход на принципы эффективного контракта. В статье изложены результаты институционального анализа нормативных актов по переходу к эффективному контракту в сфере высшего профессионального образования. Дана характеристика академического контракта и моделей его реализации; рассмотрены концепции эффективного контракта в вузах, предложенные, с одной стороны, либеральным экспертным сообществом, а, с другой правящей бюрократией, проведен их сравнительный анализ; показаны причины провала институционального проекта либерального экспертного сообщества и последствия реализации проекта российских властей для российского высшего образования. ; Institutional reforms of higher professional education, as well as of the entire social sphere, became the priorities of the new political cycle. During 2012, a number of regulations which define the direction and mechanisms of these institutional changes, were adopted, including the transition to the principles of effective contract. The paper presents the results of the institutional analysis of regulations for the transition to efficient contract in the field of higher professional education. The characteristic of the academic contract and its implementation model is given and two concepts of effective contract in universities offered by liberal expert community and ruling bureaucracy are considered. The authors conducted a comparative analysis of these two projects, showed reasons for the failure of the institutional project offered by liberal expert community and the consequences of the Russian government project implementation to the Russian higher education.

Рассматривается состояние системы высшего образования в России к началу революции 1917 г. Показано, что за два довоенных десятилетия численность студентов в России выросла почти в десять раз, увеличилось число вузов и преподавателей. В условиях становления капитализма высшее образование в стране находилось на подъеме. Система научной аттестации была близка к западноевропейской, но требования к соискателям в России были значительно выше, чем за рубежом. Университетской интеллигенции как профессиональной группе принадлежала весьма заметная роль в социально-экономической, общественно-политической и культурной жизни дореволюционной России. В отношениях с властью и обществом университетская корпорация отстаивала идеалы вузовской автономии. Преподаватели университетов как социальная и профессиональная группа были уничтожены во время революционного и «красного» террора. ; The article reviews the status of higher education in Russia to top the 1917 revolution. We present the chronology occurrence of themajor universities in Russia. It is shown that in the two pre-war decades the number of students in Russia grew by almost 10 times, grew the number of higher education institutions and teachers. In Russia there is the emergence of capitalism and higher education is on the rise. The Russian system of scientific assessment was near Western, but the requirements for applicants in Russia were much higher than abroad. The article describes the profes-sional group of university intellectuals. This compact professional group belonged to a very promi-nent role in the socio-economic, socio-political and cultural life of pre-revolutionary Russia. Reveals the relationship of the university corporation with government and society. Social and professional group of university professors were destroyed during the revolutionary and the «red» terror.

На территории постсоветского пространства в результате изменений в политической, экономической и культурной жизни сложились определенные условия для вхождения в единое образовательное пространство. Фундаментальное образование СССР, в том числе, и физическое воспитание, были конкурентоспособными в образовательной среде антагонистических государств. Анализ исследований проблемы физической культуры личности студенческой молодежи, педагогические условия и средства развития физической культуры применительно к условиям модернизации современного образовательного процесса еще не стали объектом специального исследования и адекватного воплощения педагогами образовательных учреждений. В условиях установления социетального порядка в Европейском пространстве значительно расширились функции физической культуры, которые не только решают специфические задачи – воспитание физических качеств и обучение двигательным действиям, а становятся мощным социальным фактором воспроизводства трудовых ресурсов в постмодернистском обществе. ; Because of the changes in the political, economic and cultural life on the territory of the former Soviet Union, there were certain conditions for entry into the unified educational space. Fundamental education in the USSR, including physical education, was competitive in the educational environment of antagonistic states. Analysis of the researches of problems of physical culture of the individual students, pedagogical conditions and means of physical culture in relation to the conditions of the modernization of the present educational process has not yet been the object of a special study and adequate implementation by the teachers of educational institutions. With the establishment of societal order in the European area the functions of physical culture have been greatly enhanced, not only solving the specific problems physical qualities education and training of the motor actions, but it has become a powerful factor in social reproduction of labor resources in the post-modern society.

2008 verabschiedeten Europäisches Parlament und Rat die 'Empfehlung zur Einrichtung eines europäischen Leistungspunktesystems, ECVET'. Ziel des ECEVT ist es, Lernergebnisse, die in verschiedenen Bildungssystemen und in unterschiedlichen Kontexten der beruflichen Aus- und Fortbildung erbracht wurden, zu übertragen und wechselseitig anzuerkennen. In den vergangenen Jahren wurde eine Vielzahl von Schritten auf europäischer Ebene und in den Mitgliedstaaten unternommen, um geeignete Rahmenbedingungen für eine ECVET-Anwendung zu schaffen. In vorliegendem Diskussionspapier wird die Frage aufgeworfen, inwieweit ECVET auch außerhalb von Mobilitätsmaßnahmen einen 'Mehrwert' erzielen kann. Die Initialzündung hierfür lieferte die sogenannte '2. Generation' von europäisch geförderten Projekten, die ECVET in ihren nationalen Kontexten erproben sollten. Das Diskussionspapier greift darüber hinaus auch Erfahrungen, Resultate und Ansätze aus Pilotinitiativen wie DECVET und JOBSTARTER CONNECT auf und thematisiert Hindernisse, Optionen und Spielräume für den Einsatz von unit-basierten Konzepten an den Schnittstellen im deutschen (Berufs)Bildungssystem. (Hrsg., BIBB-Doku) ; In 2008 the European Parliament and Council passed the 'Recommendation on the establishment of a European Credit System for Vocational Education and Training (ECVET)'. The aim of ECVET is to facilitate the transfer and mutual recognition of learning outcomes attained in different education systems and in a variety of initial and advanced vocational training contexts. In past years a great number of steps have been undertaken at European level and in the Member States to create suitable framework conditions in which ECVET could be applied. In the present discussion paper, the question is raised as to how far ECVET may generate "added value" even outside of measures to promote geographical mobility. The initial spark for this came from the so-called 'second generation' of European projects, in which Member States were funded to test ECVET in their national contexts. The discussion paper also takes up findings, results and approaches from pilot initiatives like DECVET and JOBSTARTER CONNECT, and discusses barriers, options and scope for the use of unit-based concepts at the interfaces within the German (vocational) education system. (Autorenreferat, BIBB-Doku)

In 2008 the European Parliament and Council passed the 'Recommendation on the establishment of a European Credit System for Vocational Education and Training (ECVET)'. The aim of ECVET is to facilitate the transfer and mutual recognition of learning outcomes attained in different education systems and in a variety of initial and advanced vocational training contexts. In past years a great number of steps have been undertaken at European level and in the Member States to create suitable framework conditions in which ECVET could be applied. In the present discussion paper, the question is raised as to how far ECVET may generate "added value" even outside of measures to promote geographical mobility. The initial spark for this came from the so-called 'second generation' of European projects, in which Member States were funded to test ECVET in their national contexts. The discussion paper also takes up findings, results and approaches from pilot initiatives like DECVET and JOBSTARTER CONNECT, and discusses barriers, options and scope for the use of unit-based concepts at the interfaces within the German (vocational) education system. (Autorenreferat, BIBB-Doku) ; 2008 verabschiedeten Europäisches Parlament und Rat die 'Empfehlung zur Einrichtung eines europäischen Leistungspunktesystems, ECVET'. Ziel des ECEVT ist es, Lernergebnisse, die in verschiedenen Bildungssystemen und in unterschiedlichen Kontexten der beruflichen Aus- und Fortbildung erbracht wurden, zu übertragen und wechselseitig anzuerkennen. In den vergangenen Jahren wurde eine Vielzahl von Schritten auf europäischer Ebene und in den Mitgliedstaaten unternommen, um geeignete Rahmenbedingungen für eine ECVET-Anwendung zu schaffen. In vorliegendem Diskussionspapier wird die Frage aufgeworfen, inwieweit ECVET auch außerhalb von Mobilitätsmaßnahmen einen 'Mehrwert' erzielen kann. Die Initialzündung hierfür lieferte die sogenannte '2. Generation' von europäisch geförderten Projekten, die ECVET in ihren nationalen Kontexten erproben sollten. Das Diskussionspapier greift darüber hinaus auch Erfahrungen, Resultate und Ansätze aus Pilotinitiativen wie DECVET und JOBSTARTER CONNECT auf und thematisiert Hindernisse, Optionen und Spielräume für den Einsatz von unit-basierten Konzepten an den Schnittstellen im deutschen (Berufs)Bildungssystem. (Hrsg., BIBB-Doku)

Ingrīdas Muraškovskas promocijas darbs pedagoģijas zinātnē pieaugušo pedagoģijas apakšnozarē "Pieaugušā mūžmācīšanās izpēte" izstrādāts Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Pedagoģijas nodaļā Dr. habil. paed. profesores Tatjanas Koķes vadībā laika posmā no 2004. gada līdz 2012. gadam. Pētījuma aktualitāti nosaka sabiedrības attīstības problēmas, pārejot uz zināšanu sabiedrību, kurā par galveno attīstības nosacījumu kļūst visu tās locekļu spēja radīt jaunas zināšanas, un nepieciešamība pēc vienotas izpratnes Latvijas mūžizglītības politikas īstenošanā. Pētījuma mērķis ir: izstrādāt mūžmācīšanās modeli, kurš atbilst Latvijas ilgtspējīgas attīstības prasībām. Pētījuma rezultātā ir izstrādāts mūžmācīšanās modelis, kritēriji mūžizglītības īstenošanas izvērtēšanai un ieteikumi tās pilnveidei. Atslēgas vārdi: mūžizglītība, mūžmācīšanās, pieaugušais, attīstība. ; The doctoral thesis of Ingrida Muraškovska in pedagogy science, Pedagogy of adult education sub-discipline "Investigation of Adult's Lifelong Learning" has been worked out in the Pedagogy department of the Faculty of Education, Psychology and Art, University of Latvia, under the supervision of Dr. habil. paed. professor Tatjana Koķe from 2004 till 2012. The topicality of the study is determined by human development problems in the transition to a knowledge society in which the ability of all its members to create new knowledge and the need for a common understanding of Latvian lifelong learning policy becomes the condition of ultimate development. The aim of the research is to develop a lifelong learning model which meets the requirements of Latvia's sustainable development. The research has resulted in developing the lifelong learning model, the criteria for evaluating the implementation of lifelong learning, and recommendations for its improvement. Keywords: lifelong education, lifelong learning, adult, development.