1. Introduction -- 2. Theoretical matters -- 3. Concepts, measures and statistics -- 4. Cognitive ability I : conceptual issues, stability and origins -- 5. Cognitive ability II : educational outcomes -- 6. Cognitive ability III : labor market outcomes -- 7. Socioeconomic inequalities in education I : the strength of the relationship -- 8. Socioeconomic inequalities in education II : theoretical explanations -- 9. Socioeconomic inequalities in education III : changes over time -- 10. Occupational attainment -- 11. Reproduction of economic inequalities -- 12. Conclusions and discussion.
Excerpts from a study entitled "Basic Education and Female Drop-outs in the Arab World", conducted by the Arab Council for Childhood and Development, 1990. The data which appears in this translation are taken exclusively from this study, unless indicated otherwise ..
Papier, das der kenianische Schriftsteller 1981 auf dem Seminar "Education in Zimbabwe - past, present and future" präsentierte. Ngugi spricht sich für ein Erziehungssystem aus, in dem "soziales, kulturelles und ökonomisches Lernen" mit praktischen Übungen verbunden ist. (DÜI-En)
Under the conditions of reforming the modern Ukrainian educational system the main task is to create a qualitatively new system of training highly educated specialists of the postindustrial era, which will meet the demands and challenges of the time. Unfortunately, education in Ukraine has not received sufficient social attention, and even the reforms, taking place in it, are not understandable for the society, though they have been discussed in the mass media, they pose a problem only for pedagogical and educational societies. Purpose. It is possible to solve many educational problems using the methodological apparatus and potential capabilities of philosophy of education as a research area of social philosophy. It reflects new achievements of different fields of knowledge through the prism of compiled and the most essential outlook concepts and pedagogy involves advanced methods of teaching and upbringing. It influences the formation of the inner world of a growing generation. Results. There are many problem questions, philosophy of education is trying to answer. One of the main problems which destruct the system of higher education in Ukraine is corruption. The only way to solve it successfully is to use social and philosophical analysis which overviews many important theoretical and legal axioms. Originality. Overcoming corruption must have integral and systematic character and imply not only diligent and responsible work of law enforcement bodies, but also the use of educational and political, administrative and corporative organizational means. Conclusion. The effectiveness of these different measures, if they are taken, can be achieved and ensured provided that high professional and ethical principles and standards of educational activity are maintained and there are mechanisms, ensuring their activity. The methods and ideas of philosophical and educational potential will be appropriate in this situation.
Given the scale of the university reform induced by the Bologna Process, little is known about how the reform impacted those most immediately affected: the students. This paper uses unique micro data from Humboldt-Universität zu Berlin, Germany, to estimate treatment effects on student outcomes. Variation in treatment introduction over time and across subjects generates exogenous assignment of students into treatment (Bachelor) and control groups (Diploma). Results indicate that the Bologna reform led to a significant, sizeable increase in the probability of graduating within planned instructional time; it also decreased standardized study duration and worsened final grades in the treatment group. ; Peer Reviewed
The intention of this paper is to examine aspects of the role of information technology in social work education in relation to existing developments within an international context, conceptual issues concerning the application of CAL to the teaching of social work, and the implication of these issues for the development of integrated teaching modules in Interpersonal Skills and Research Methods, together with some of the practical issues encountered and solutions being adopted The context for the paper is joint work by the authors as members of the ProCare Project, a partnership between Southampton and Bournemouth Universities, and part of the UK Government‐funded Teaching and Learning Technology Programme (TLTP) in Higher Education. ProCare is developing courseware on Interpersonal Skills and on Research Methods for use in qualifying‐level Social Work and Nursing education. While the emphasis is on the social work version of the Interpersonal Skills module, limited reference is made to the nursing component and the differential approaches that proved necessary within the subject areas under development.
In Italy, the acquisition of the Italian language is considered a fundamental step to guarantee access to the territory for a period of more than one year and the beginning of the integration process. The teaching of the Italian language is entrusted to two channels: from the government side, it is provided by the Provincial Centres for Adult Education (CPIA); these courses are supported by additional hours within the SPRAR system and in some CAS centres, for refugees who are part of an integrated reception project. The Provincial Centres for Adult Education (CPIA) are a type of autonomous teaching institution, with a specific didactic and organizational structure, divided into territorial service networks, usually on a provincial basis. They provide training for adults and young adults, of any gender or nationality, who have not completed compulsory education or have not obtained a final qualification of any level. The Italian language courses within the SPRAR system are autonomously managed, responding to the needs of the migrants, by increasing the number of hours provided and ensuring continuity of learning during the summer period. With regard to CAS centres, where possible, specific local projects are envisaged but not on a national basis, as with the SPRAR system. The SPRAR and CAS network may implement protocols of intent with a CPIA for the enforcement of the education rights of refugees. These organizations contribute to refugees' enrolment in the school system, and the accompaniment of migrants in obtaining a diploma or university registration. The governance of the system is sufficiently integrated between the State, local and third sector levels. The GLIMER team, however, noted the need for more resources (economic, but especially human capital) to strengthen language learning. The training of teaching staff takes place at a national level but the educational approaches are deepened through practice and experience. In recent years, the adoption of methods of self-certification of qualifications by ...
School and university teachers of Religious Studies are caught between presenting the irreducible complexity of their subject matter, and the practicalities of selection and simplification that pedagogy entails. The entanglements of culture, politics and ideology within RS, along with the colonialist and hegemonic histories of the subject, make questions of just representation especially acute. How can educators be inclusive and selective? The central strand of my argument concerns the 'translation' between the academic study of religion in universities and religious education in schools. I argue that this translation necessarily involves 'pedagogical reduction' – the selections and simplifications that teaching involves – and that we must carefully consider the basis upon which we form our pedagogical reductions. Establishing that basis depends on interdisciplinary dialogue between scholars of religion, scholars of education, and educators more generally. I argue that there is a conspicuous disconnection between critical scholarship in the scientific study of religion(s) and critical scholarship in the 'educational sciences.' I justify the need for, and outline the nature of, dialogue between these scholarly communities through consideration of four interrelated pedagogical concepts that I offer as preliminary outlines towards the development of more robust and systematic criteria for developing a religious education that is simultaneously inclusive and selective.
