Suchergebnisse

Estonia's position between the Nordic and Baltic countries is unique: geographically and historically, much is shared with other Baltic countries, yet culturally and educationally there is also much in common with Germany and Scandinavia. Most especially with Finland we share a lot in terms of both language and music. Yet, in music education, Estonia has chosen and developed a different path. Perhaps that is the reason why influences in Estonian music education can be traced back from different directions. Music education in Estonia has enjoyed the position of a compulsory subject in general comprehensive schools at all times, starting with the first curriculum document of 1874, despite different historical and political circumstances. A unique pedagogical foundation for Estonian comprehensive school music education was developed by Riho Päts, whose outstanding work and innovative approach during that time are arguably up-to-date even today. Estonian music education in comprehensive schools has a very strong tradition of (choir) singing, yet the new subject syllabus also emphasizes instrument playing, musical movement, improvisation and elementary music literacy. Comparing music education systems and sharing of practical ideas promises to provide fresh insights and different perspectives to be considered for development of the best possible music learning opportunities for our children and youth. ; Peer reviewed

"The 'poor child' at the centre of development activity is often measured against and reformed towards an idealised and globalised child subject. This book examines why such normative discourses of childhood are in need of radical revision and explores how development research and practice can work to 'unsettle' the global child. It engages the cultural politics of childhood - a politics of equality, identity and representation - as a methodological and theoretical orientation that opens up for discussion the multiple ways that education, poverty and development bear on the 'poor child'. This book brings multiple disciplinary perspectives, including cultural studies, sociology, and film studies, into conversation with development studies and development education in order to provide new ways of approaching and conceptualising the 'poor child'. Research draws on a range of methodological frames - such as poststructuralist discourse analysis, arts based research, ethnographic studies and textual analysis - to unpack the hidden assumptions about children within development discourses. Chapters in this book reveal the diverse ways in which the notion of childhood is understood and enacted in different national settings and through different cultural, policy, and educational practices, exploring the complex constitution of children's lives - materially, culturally, and educationally. With a focus on children's experiences and voices, the volume shows how children themselves are challenging the representation and material conditions of their lives. The 'Poor Child' will be of particular interest to postgraduate students and scholars working in the fields of childhood studies, international and comparative education, and development studies"--

Includes index. ; "Reference books" : p. 333-336. ; "Supplementary questions and references" at end of chapters. ; Mode of access: Internet.

Democracy in Indonesia can be seen as a mechanism and ideals of life of the Unitary Republic of Indonesia. The journey of democracy in Indonesia cannot be separated from the role and support of Pancasila which is considered to have a very important role for every element that grows in this country. The Pancasila which we have agreed upon as the philosophy of national life (Philosophy Grondslag) and the ideology of the Indonesian people is able to provide the confidence of this nation to continue to exist until now. The Indonesian people have always consistently applied the value of Pancasila in a simple, dynamic way and not only applied in a state context. At the village community level, they are familiar with the teachings of genuine Indonesian democracy. For example, village deliberation activities have given us the view that we have a native culture of the nation such as holding meetings to reach consensus, mutual cooperation, holding protests against the arbitrariness of leaders and opposing excessive power. In upholding the principle of democracy as a system of social life is very dependent on the elements that support democracy itself. At present the relevant elements in upholding democracy are the concept of the rule of law, civil society, political infrastructure and a free and responsible press. However, there are other ways to care for the principle of democracy so that it can provide benefits to the lives of the Indonesian people, namely through Political Education.

This comparison of rural development in India and the United States develops important departures from economic and historical institutionalism. It elaborates a new conceptual framework for analyzing state-society relations beginning from the premise that policy implementation, as the site of tangible exchanges between state and society, provides strategic interaction among self-interested individuals, social groups, and bureaucracies. It demonstrates how this interaction can be harnessed to enhance the effectiveness of public policy. Echeverri-Gent's application of this framework to poverty alleviation programs generates provocative insights about the ways in which institutions and social structure constrain policy-makers. In the process, he illuminates new implications for the concepts of state autonomy and state capacity. The book's original conceptual framework and intriguing findings will interest scholars of South Asia and American politics, social theorists, and policy-makers

This article focuses on the state of demographic transition in Ethiopia and describes the current situation of population growth as well as its ramifications in the fields of Maternal Health, HIV/AIDS, Education, Migration and Urbanization, Food Security, Security, and Gender. Approaches to tackle the challenges posed by demographic transition are portrayed featuring the response of the Ethiopian Government. The example used is Integrated Functional Adult Education (IFAE), implemented through an interdisciplinary and inter-ministerial strategy laid down in the Master Plan for Adult Education. Pilot experience in the field is displayed by the Integrated Women Empowerment Program (IWEP) to present possible changes on the ground. (DIPF/Orig.) ; Mit diesem Beitrag wird die demografische Entwicklung in Äthiopien und deren Auswirkungen auf unterschiedliche gesellschaftliche Felder, wie zum Beispiel Gesundheit, Sicherheit, Migration, Urbanisierung und Bildung beschrieben. Dabei wird in den Blick genommen, wie die äthiopische Regierung auf die damit verbundenen Herausforderungen im Bereich der Bildung reagiert. Diese Bemühungen werden durch die Darstellung von Integrated Functional Adult Education (IFAE) anhand des Integrated Women Empowerment Program (IWEP) illustriert. (DIPF/Orig.)

Abstract  Older adults with intellectual disability represent a growing segment of the elderly population in developed and, to some extent, in developing nations worldwide. A considerable body of research has addressed this burgeoning demographic over the past 20 years. Although some variations appear within etiological subgroups, the biological processes of aging and related concerns (e.g., changes in health status) are similar for people independent of whether a person has an intellectual disability. The unique life experiences of individuals with intellectual disabilities, however, introduce social and environmental factors and practices that affect healthy aging and life quality, but are less well understood. As such, later‐life planning is an accepted, although not always practiced, mechanism used and directed by adults without disabilities to plan for their futures in later life. Planning for this life stage among older adults with intellectual disabilities, if it is done at all, typically is a parent/family‐driven process with a limited scope of focus (e.g., guardianship, financial security). Drawing on previous research in the areas of later‐life planning and leisure education, the authors present a conceptual rationale for melding these two processes and propose principles and content elements that could facilitate the use of leisure education as a framework for holistically exploring later‐life options and issues.

The main task of this paper is to start the discovering of complex reality of interwoven linksand relations between the sphere of higher education, globalizing world economy and their «crisis».All current anti-crisis measures will remain fictitious and counterproductive until they take intoaccount deep material structures and relations that underlie the world of «financial» & «economic»relations and exchange & transaction. These relations and their structures produce and reproducethemselves by financial-economic transactions. For existence and reproduction of these relationsthey require «antropo-production» activities in functions of higher education and professions. Inorder to overcome the «crisis», we must move beyond the world political economy, we need todisclose these deep structures and relations (of university, world economy and «economiceducation») and set our world free for development through thoughtful redesign and reconstructionof these structures.

Cooperative extension family life specialists in 10 states investigated the value of a series of parent education booklets for parents of infants. The program was assessed by an evaluation questionnaire mailed to the parents as they completed a series. A total of 2,263 questionnaires were returned; respondents indicated that the programs positively affected their parenting practices and attitudes.

Purpose
To protect the environment and society, research on responsible behavior and personal values has increased. Values have been identified as important for understanding and predicting environmental preservation behaviors. The purpose of this study is to analyze the validity and reliability of the Environmental Portrait Value Questionnaire in the Spanish context.


Design/methodology/approach
The new version of this questionnaire was administered to 742 university students (46.4% male and 53.6% female) from 16 regions in Spain.


Findings
The results of adapting and testing the instrument's psychometric properties were consistent with accepted criteria for validity and reliability. Therefore, this updated and contextualized instrument has the potential to contribute to academic advances in the sense of expanding the empirical practice of studying environmental values. Fifteen items from the original version were retained, grouped into four factors as in the original version: Altruistic – five items; Egoistic – four items; Biospheric – three items; and Hedonic – three items. The final version showed adequate fit indices and reliability measures.


Originality/value
This instrument is a powerful resource for the Spanish academic community because using this application it will be possible to assess the degree of commitment of young adults to the goals of sustainability and environmental protection.