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This article addresses inequalities in short‐ and medium‐term career outcomes of workers with different vocational education and training (VET) programmes during the early career. In particular, we examine how the degree of vocational specificity of VET programmes affects occupational status mobility throughout individuals' early careers, a topic that has hitherto received little attention. We adopt a life course perspective and combine an individual‐level theoretical approach (human capital and signalling theory) with an institutional approach. The former focuses on individuals' skill acquisition during VET and across the early career. The latter emphasises that individuals' allocation to a training programme influences the amount and types of skills they acquire. The multinomial logistic regression analyses are based on a combination of detailed curricula‐based occupation‐level data on the specificity of training programmes and individual‐level data from the Transitions From Education to Employment (TREE) longitudinal dataset. The results show, firstly, that labour market allocation at the beginning of a career has consequences for later labour market outcomes. Second, practical occupation‐specific education and training facilitate status stability at labour market entry, while general skills and knowledge are decisive for long‐term upward mobility.

In this article, definitions of peace action, education, and research are suggested. Although there are good reasons why these various approaches to peace should be cooperative, there is some evidence to suggest that this has seldom been the case. Rapoport's concept of 'fusion' provides one way of bringing these three activities together without any need for cooperation between them According to this concept, and my generalizations from it, activists can be educators and researchers in the process of their action; educators can be activists and researchers in the process of their educational efforts; and researchers can be activists and educators in the process of their research. Some examples are provided to illustrate this concept

Corporate universities are increasingly being established in response to corporate dissatisfaction with the knowledge provided by traditional universities. While some argue that they may pose the greatest threat to traditional universities, others propose that corporate universities might provide better undergraduate-level education than traditional universities. To this end, this research tries to answer the following research question: can integrating corporation education into traditional universities provide better educational outcomes? Using a sample of 40,563 firm-year observations from 2001 to 2019 and exploiting the unique setting of Japanese corporate universities, the authors find that the CEOs who are graduates of corporate universities significantly underperform compared to their counterparts graduating from traditional universities. The results are robust under various alternative estimations, such as general method of moments (GMM) IV regressions and propensity score matching. Overall, the results indicate that integrating corporation needs into traditional higher education will lead to lower individual productivity.

Understanding the neoliberal restructuring of social services cannot be outside the implications of these processes for field education in social work. The neoliberal agenda creates contradictions in field education as the site where the service sector and the academy come together, where critical synergies can be realized or jeopardized. From the critical activist stance of ourselves, and our school, we recognize and seek to resist the neoliberal control of social work settings and the practices therein. Recognizing that many schools of social work practice an agency based model of field education, we examine the limits of this approach, suggesting a shift towards a community issue based model is necessary to maintaining a commitment to preparing and supporting critical activist practitioners.

Cover Page -- Title Page -- Copyright -- Table of Contents -- Foreword, by Daisaku Ikeda -- Dialogue: An Introduction, by Peter N. Stearns -- Section One: Education -- 1. Identity, Race, and Classroom Dialogue, by Steven D. Cohen -- 2. Listening and Dialogue in Educators' Reflective Practice, by Bradley Siegel and William Gaudelli -- 3. The Presence and Role of Dialogue in Soka Education, by Jason Goulah -- 4. Dialogue and Agency: Educating for Peace and Social Change, by Monisha Bajaj and Ion Vlad -- Section Two: Personal and Interpersonal Transformation -- 5. Compassion in Dialogue, by Bernice Lerner -- 6. Bringing Out the Best in Oneself and Others: The Role of Dialogue in Daisaku Ikeda's Peacebuilding Practice, by Olivier Urbain -- 7. The WISE Model and the Role of Self As Observer in Genuine Dialogue, by Meenakshi Chhabra -- 8. Values, Dissonance, and the Creation of Shared Meaning, by Gonzalo Obelleiro -- Section Three: Conflict Resolution -- 9. Dignity Dialogues: An Educational Approach to Healing and Reconciling Relationships in Conflict, by Donna Hicks -- 10. Changing the Conversation: Emerging Better Dialogue Practices Seen Through Four Lenses, by Mark Farr -- 11. Dialogue and Mutual Recognition: The Practice of Interreligious Encounters, by Andrea Bartoli and Charles Gardner -- 12. Modes of Peacemaking Dialogue, by Susan H. Allen -- 13. Dialogue and Demographic Complexity, by Ceasar L. McDowell -- Conclusion, by Peter N. Stearns -- Works Cited -- Index -- Author Biographies -- Back Cover.

Educational initiatives in cancer research have to align with the needs of patients, individuals at risk, healthcare systems and public health organisations. The above interests demand strong translational interactions between basic research, clinical/prevention research and entrepreneurship. The resulting synergy between these three entities is expected to stimulate identification of unresolved issues in cancer biology, as well as unmet needs in diagnostics, treatment and prevention. It will also encourage the development of international research collaborations and, in turn, improve access to innovative research infrastructures. Education and dissemination of knowledge and technologies must be a cornerstone of any future European mission‐oriented approach to cancer, as it will ensure that new cancer treatments reach all patients within the European Union, and also help reduce gross inequalities in cancer incidence and mortality. A large number of educational institutions ranging from local universities to pan‐European organisations have developed excellent educational activities. However, a cancer mission will highlight additional roles for higher education that will complement and provide novel approaches. Educational and training activities should target the general public (dissemination) for primary cancer prevention, as well as the next generation of cancer researchers in basic and clinical research all over Europe. The experiences of patients are also needed to improve health‐related quality‐of‐life and outcomes research. A mission approach to cancer would enhance the exchange of researchers within Europe and worldwide, and prioritise collaborations between Western/Central and Eastern Europe countries. The Comprehensive Cancer Centres (CCCs) will be crucial to train scientific staff in established centres as well as in candidate centres aspiring to join networks of CCCs. In addition, CCCs will have an important role to play by offering educational programmes for the next generation of clinical/research ...

Reviews educational theories since 1990 and criticizes the current emphasis on acquisition of marketable skills as opposed to education for popular participation in community development. People's education was defined at a conference at Witwatersrand University, Dec. 1985, as that which enables the oppressed to understand the evils of apartheid and prepares them for participation in a non-racial, democratic system; the movement was active in Soweto, 1985-1990.

Authors on social justice provide a specific lens through which social justice in education can be viewed. They construct an ideal that cannot be legislated or achieved by means of international conventions or declarations – social justice is seated in the hearts and minds of people and it must be lived. It requires that every citizen should take the responsibility to protect, advance and promote the values, principles and ideals of social justice. In achieving these noble ideals developing countries need to come to terms with certain challenges that must be addressed lest social justice remain but a dream. This article argues that as long as these conditions exist there cannot be social justice.

Cover -- Contents -- Acknowledgments -- Introduction -- Part One Fascist Nightmares and the Cult of Violence -- 1 America's Fascist Problem: Rethinking Education in an Age of Conspiracy Theories and Election Deniers -- 2 Vigilantes on Parade -- Part two Neoliberal Fascism, Cruelty, and Street Politics -- 3 Neoliberal Fascism, Cruel Violence, and the Politics of Disposability -- 4 Street Fascism and the Politics of Denialism -- Part Three The Language of Fascism -- 5 Language and Violence as Spectacle in the New Age of Fascist Politics -- 6 Language and the Politics of Lying: The Big Lie and White Supremacy -- Part four Fascism's Fundamentalist Passions -- 7 Fascist Politics and the Scourge of Anti-Semitism in the Age of Disconnected Present -- 8 Fascism, White Christian Nationalism, and QAnon Rising -- Part five Fascism's Attack on Political Agency and Historical Memory -- 9 The Menace of American Authoritarianism and the Crisis of Political Agency -- 10 Politicizing January 6th, White Supremacy, and the Assault on Historical Memory -- Part six American Society and the Turn Towards Fascism -- 11 The Nazification of American Society -- 12 What Fascism Is (and Isn't): The White Working Class and White Supremacy -- Part seven Education and the Mobilizing Passions of Fascism -- 13 The Nazification of American Education -- 14 Orwell, Totalitarian Politics, and the War on Anti-Racism in Education -- Conclusion: Gangster Capitalism and the Politics of Fascism -- Notes -- Index.

Management control systems are formal, routine-based systems which help to maintain or alter organizational activities to increase efficiency and effectiveness. During the last decade the higher education sector faced crucial changes towards more autonomy and self-financing in most countries. Thus, also the management control systems were challenged to be adapted to these environmental changes. This article gives insight into the design of management control systems of 176 higher education institutions in Germany, Austria and Switzerland (response rate 40.9 %). We analyze both the adoption and use of budgeting, planning and reporting instruments, of financial control instruments and of instruments and systems for quality management. (HRK / Abstract übernommen).

In light of the Commandant's Planning Guidance, there is a renewed emphasis on educational wargaming in professional military education (PME). While wargaming has a long history in PME, there is currently a gap in the academic literature regarding wargaming as an adult educational tool. Scientific study has focused on adult education theory and models generally, highlighting the identification of four different learning experiences, each tied to a learning style: concrete experience, which suits those with a diverging earning style; abstract conceptualization, which suits those with the converging learning style; reflective observation, for those with an assimilating learning style; and active experimentation, which works well for those with an accommodating learning style. By effectively engaging each of these four experiences, educational wargaming can have utility for a diverse array of learning styles.

Report of the Texas State Auditor's Office related to determining whether selected institutions inform service members and veterans about education opportunities, provide support while these individuals attend the institution, and have implemented other practices to assist these individuals.