Suchergebnisse

Abstract Nordic collaboration in issues of gender equality has a history spanning four decades. In recent years, the issue of gender equality in schools and preschools has received extensive attention. The reasons for this attention are one, that the development of Nordic societies has caused pressure to update gender equality laws to bring about equality and equity in schools; and two, that boys have begun to fall behind girls' achievements academically in many western countries, drawing attention again to gender issues. Changes in legislation create pressure for educational professionals to develop their practices. However, gender-equality promotion practices vary considerably between Nordic countries and between regions of single countries. In this project, funded by the Nordic Council of Ministers, participants gathered and compared data on current 'promising practices' relating to gender equality promotion at schools and kindergartens in each Nordic country. This project identified the following as the most promising practices for furthering gender equality in education: one; gender mainstreaming in education, both in teaching and learning; two, gender equality planning at schools (GEP); three, recruiting gender equality educators to municipalities; four, creating a national or a Nordic gender-equality certificate for educational institutions to acquire; five, promoting gender balance and diversity among educational staff; and six, gender equality work with the parents of students. Each practice is itself an influential activity; together, these six practices present a systematic approach to the development of the organisation of education, and a comprehensive strategy for promoting gender equality in education. This project report aims to contribute discussion on the issues, 'Can one speak of a 'Nordic equality model' in education?' and, 'How can Nordic countries benefit from a joint gender equality promotion?' and 'Can Nordic gender equality promotion be beneficial for non-European countries?'

Die Verfasserin gibt zunächst einen Überblick über die Abfolge der Minister für Bildung und Wissenschaft in der postkommunistischen Slowakei von Kovac (1989) über Pisut (1990), Kucera (1992), Kovac (1993) und Paska (1993) bis zur jetzigen Bildungsministerin Slavkovska (seit 1994). Sie stellt im folgenden die finanziellen Restriktionen dar, mit denen sich das gesamte slowakische Bildungswesen von der Grundschule bis zur Universität konfrontiert sieht und das zusammen mit dem gleichfalls finanziell bedingten "brain drain" aus dem Bildungssektor das zentrale Problem des slowakischen Bildungssystems darstellt. In diesem Zusammenhang wird auch der Lohnkonflikt im Bildungsbereich dargestellt. Es schließt sich eine kritische Auseinandersetzung mit der Bildungspolitik unter der Amtsführung Slavkovskas an, die durch politische Manöver und personelle Querelen gekennzeichnet ist. Als besonderes Problem der slowakischen Bildungspolitik wird abschließend die Frage der Schulbildung für die im Süden der Slowakei lebende ungarische Minderheit diskutiert. (BIOst-Wpt)

Situation und Perspektiven von Bildungsanbietern und
Teilnehmern.

Themen: Bildungsinstitut; Art und Dauer der Bildungsmaßnahme;
angestrebter Abschluß; beruflicher Status vor der
Bildungsmaßnahme; frühere Teilnahme an einer Bildungsmaßnahme;
frühere Beschäftigung in einer Arbeitsbeschaffungsmaßnahme;
Gründe für die Teilnahme an der Weiterbildungsmaßnahme;
Information über die Weiterbildungsmaßnahme; Beurteilung der
Ausbildung; Informiertheit über die Ausbildungsziele;
Informationsdefizite; Ausbildungsanforderungen; nicht erfüllte
Erwartungen; Mitspracherecht bei der Ausbildung; Motivation;
betriebliche Praktika und Erfahrungen damit; Stellenwert und
Anteil der EDV-Ausbildung; Beurteilung der EDV-Ausbildung;
berufliche Perspektiven nach der Ausbildung; persönliche
Voraussetzungen und Aufnahme der beruflichen Tätigkeit;
Kompromißbereitschaft für der Erhalt eines Arbeitsplatzes;
berufliche Perspektiven; angestrebte Beschäftigung; Anzahl der
Bewerbungen; Finanzierung der Bildungsmaßnahme; Bereitschaft zur
Beteiligung an der Finanzierung.

At present it is implicitly or explicitly recognized that various paradoxes surface in the application of spirituality in the management field. In this article, instead of acknowledging this and moving on to provide clarity, I articulate and stay with the paradoxes inherent in the area of study. Management education that engages with contradictions, shadow sides, and tensions is important as it assists students to understand the complex nature of spirituality itself, and the ambiguous work environment in which it is enacted. It is also consistent with the early developmental stage of this new field of scholarship. This article addresses the paradoxes of appropriate ends and means, of authenticity, of unity, and of definition. Three interrelated means of engaging with paradox are suggested as pedagogical tools to enhance self-awareness as well as theoretical understanding in relation to management and spirituality.

AbstractA large literature emphasizes that elite capture of political institutions hampered the spread of mass schooling in the nineteenth and twentieth century. We collect new data on investments in elementary education and the distribution of voting rights for more than 2,000 local governments in nineteenth‐century Sweden and document that educational expenditure was higher where the distribution of political power was more unequal. In particular, areas governed by local landed elites—even those where a single landowner had de jure dictatorial powers—invested substantially more in mass schooling relative to areas where political power was more widely shared, or where it lay in the hands of capitalist elites. Our findings lend quantitative support to an earlier literature produced by economic and social historians which argues that landed elites advanced mass schooling as part of their historical role as patrons of the local community and as a response to the increasing proletarianization of the rural population, while also furthering our understanding of how Sweden maintained a high level of human capital despite its low level of economic development and restricted franchise in the nineteenth century.

© The Author(s), 2017. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Climate Research 74 (2017): 121-129, doi:10.3354/cr01491. ; As the world's social-environmental problems increasingly extend across boundaries, both disciplinary and political, there is a growing need for interdisciplinarity, not only in research per se, but also in doctoral education. We present the common pitfalls of interdisciplinary research in doctoral education, illustrating approaches towards solutions using the Nordic Centre for Research on Marine Ecosystems and Resources under Climate Change (NorMER) research network as a case study. We provide insights and detailed examples of how to overcome some of the challenges of conducting interdisciplinary research within doctoral studies that can be applied within any doctoral/postdoctoral education programme, and beyond. Results from a self-evaluation survey indicate that early-career workshops, annual meetings and research visits to other institutions were the most effective learning mechanisms, whereas single discipline-focused courses and coursework were among the least effective learning mechanisms. By identifying the strengths and weaknesses of components of NorMER, this case study can inform the design of future programmes to enhance interdisciplinarity in doctoral education, as well as be applied to science collaboration and academic research in general.

Looking back over the 1990s, it is easy to see the widespread troubles of many ventures that depended upon advanced IT applications, including business process re‐engineering projects, enterprise systems, knowledge management projects, online distance education courses, and, famously, some of the dot‐com businesses. These "troubles" vary from substantial underperformance (i.e. projects that were much more costly and/or produced much less social or business value than most of the participating IT professionals anticipated) and many outright failures. Many of these "troubles" could have been avoided (or at least ameliorated) if the participating IT professionals had much more reliable and critical understanding of the relationships between IT configurations, socio‐technical interventions, social behavior of other participants in different roles, and the dynamics of organizational and social change. Social informatics is the name of the field that studies and theorizes this topic, and is discussed in more detail in this paper. The key issue addressed in this paper is who will produce social informatics research for IT professionals, and where will they learn about important findings, theories, design approaches, etc.? The paper examines the record of computer science in the US as a major contributor to the relevant research and teaching. It also examines the possibilities for new kinds of academic programs – sometimes called "information schools" and "IT schools" – that are being developed to expand beyond the self‐imposed boundaries of computer science and to integrate some organizational and social research as sites for social informatics.

With the transformation of education with neoliberalism and its transformation into a commercial sector, the inequality in education has emerged, putting the individual into a competition in the market with the level, quality and content of the education he received. In order to come out stronger from this competition, to be a winner, individuals have to choose the path to improve themselves and increase their knowledge level by directing their opportunities to education. This situation has led to the fact that education is an investment and it has turned into a capital for people. In this study, an evaluation has been made that investigates the historical process of the entrepreneurial university model, the structural transformation of universities under the influence of neoliberalism, the impossibility of avoiding this transformation, and the main factors and reasons that develop the entrepreneurial university. of universities in Turkey, within the framework of the government's education policies adopted by the entrepreneurial university model transformation and the adaptation process has been shown that they have to show fast to implement and adaptation. Along with the negative aspects of the model, its positive aspects are also noted.