Suchergebnisse

Context: COVID-19 has disproportionately affected the autism community yet also provided an opportunity to improve education delivery. There are several policies to ensure education for autistic children, but there are still gaps that need to be filled. Policy Options: This policy brief analyses several interventions designed to create a more inclusive education environment for autistic children. The four policy options described and analyzed are: Teacher assistants focussing on children with special education needs, Peer Mentoring Interventions (PMI), Digitalization of Education, and Gamification. Recommendations: The analysis concludes that PMI and Gamification would be the most feasible to implement. PMI can improve the dynamic between autistic children and their neurotypical peers. Gamification enables personalization to educational needs and fluid transition to at-home education. Subsequently, the European Union already invests in gamification, making the step smaller to invest in gamification for inclusive education. Acknowledgments: We thank Prof Dr Katarzyna Czabanowska for the opportunity to explore this topic as part of the Leadership track in the Master Governance and Leadership in European Public Health. Authors' contributions: All authors contributed equally to this work. Conflict of interest: None declared Source of funding: None declared

Cover title. ; Includes bibliographical references. ; Mode of access: Internet.

Abstract
We estimate and explore mechanisms of the impact of the Earned Income Tax Credit (EITC) expansions on the smoking behavior of women. Differential increases in federal EITC benefits by family size in the mid-1990s allow for a comparison of smoking status changes between mothers with one and more than one child. We exploit these changes in a difference-in-differences framework using data from the 1993-2001 waves of the Behavioral Risk Factor Surveillance System (BRFSS) and show that the increase in EITC benefits yielded a significant decline in the likelihood of being a current smoker among unmarried mothers with less than a college degree. Although women with a high school degree or less and women with some college education received similar benefit increases on average and exhibited similar labor supply responses, the reduction in the likelihood of smoking was concentrated among those with some college.

This article draws on data from six European countries (Denmark, England, Germany, Ireland, Poland and Spain) to explore the higher education timescapes inhabited by students. Despite arguments that degree-level study has become increasingly similar across Europe – because of global pressures and also specific initiatives such as the Bologna Process and the creation of a European Higher Education Area – it shows how such timescapes differed in important ways, largely by nation. These differences are then explained in terms of: the distinctive traditions of higher education still evident across the continent; the particular mechanisms through which degrees are funded; and the nature of recent national-level policy activity. The analysis thus speaks to debates about Europeanisation, as well as how we theorise the relationship between time and place.

PurposeThe purpose is to ascertain the state of sustainability in higher education (SHE) in Atlantic Canada (sustainability education/curriculum; research and scholarship; operations; faculty/staff development and rewards; community outreach and service; student opportunities; and institutional mission, structure and planning).Design/methodology/approachAll Association of Universities and Colleges of Canada (AUCC) member institutions in Atlantic Canada were sampled in 2005/2006 to examine sustainability performance. Data were collected using the sustainability assessment questionnaire (SAQ) and were triangulated with document, webpage, and additional survey research.FindingsThe majority of higher education institutions in Atlantic Canada are engaged in sustainable development work, most notably in the area of curriculum. Sustainability research and scholarship is spread amongst faculty and students; many institutions have inter‐ or multi‐disciplinary research structures to address sustainability questions across campus and in collaboration with community partners. Much unrealized potential remains within physical operations, faculty/staff development and rewards, and student opportunities. No single university emerges as the Atlantic Canadian SHE leader; Acadia University (Wolfville, Nova Scotia), St Francis Xavier University (Antigonish, Nova Scotia) and Mt Allison University (Sackville, New Brunswick) excel in a regional peers comparison.Research limitations/implicationsThe Atlantic Canada study commences a series of five regional SHE assessments in Canada.Practical implicationsThe study strengthens ongoing efforts for creative institutional solutions to reduce the ecological footprint of higher education institutions. It contributes to SHE knowledge transfer and capacity‐building.Originality/valueThe study is the first regional SHE performance assessment in Canada. It serves as a pilot study and strategic planning tool.

The right to education constitutes the principle axis in the struggle for a better future. Its relationship to social change and contribution for the mitigation of vulnerabilities places it on a relevant plain for transformation and development. It is necessary to deepen understanding of the right to education and its challenges, and situate the central aspects of right to education from the sociological perspective that focuses the relationship between education and society. The analyses of the context surrounding the right to education in Cuba, in Latin America, reveals the challenges and Cuban experiences, from which it is possible to interpret results from the case studies in other nations. This has contributed to approaching the African context, particularly Angola. The data analysis about education in both countries which expresses the levels of human development, offers a relationship between social policy and the realities that are expressed starting with the analyses of the socio-historical context. The scenario of the southern part of the globe shows a reality that demands more attention and invites society's researchers to focus their aim, detached from a Eurocentric focus, where adequate studies about the social context and its relation to the educational, cultural, political and economic reality in which it resides prevail. The analysis if the challenges for the right to education based on the Cuban experience make it possible to read the case of Sumbe, Angola. Understanding the socio-historical context and observing the development of social policies in Cuba and Angola make it possible to examine and analyze the situation closely. Responding to the following questions was central to the investigation: How has the international debate about the right to education and its relationship to the dimensions of gender and territory evolved? How have social policies and the socio-historical context determined educational policies and, at the same time, explained the conditions of inequality and development that nations demonstrate? The political volition of governments, education and its protagonists, associated with an analysis of the context and the social policies for understanding the right to education are essential elements in our view. ; Theoretical focus and elements for the debate on the right to education: a sociological analysis / Features, realities and challenges of Education in Cuba in the context of the right to education in Latin America. / The Educational case of Sumbe, Kwanza Sul, in the African-Angolan context for the right to education. / A view towards education and human development indicators: the relationship with gender equality and territory. / Education in the context of development. Data from Cuba and Angola. Reflections and contributions. /

The right to education constitutes the principle axis in the struggle for a better future. Its relationship to social change and contribution for the mitigation of vulnerabilities places it on a relevant plain for transformation and development. It is necessary to deepen understanding of the right to education and its challenges, and situate the central aspects of right to education from the sociological perspective that focuses the relationship between education and society. The analyses of the context surrounding the right to education in Cuba, in Latin America, reveals the challenges and Cuban experiences, from which it is possible to interpret results from the case studies in other nations. This has contributed to approaching the African context, particularly Angola. The data analysis about education in both countries which expresses the levels of human development, offers a relationship between social policy and the realities that are expressed starting with the analyses of the socio-historical context. The scenario of the southern part of the globe shows a reality that demands more attention and invites society's researchers to focus their aim, detached from a Eurocentric focus, where adequate studies about the social context and its relation to the educational, cultural, political and economic reality in which it resides prevail. The analysis if the challenges for the right to education based on the Cuban experience make it possible to read the case of Sumbe, Angola. Understanding the socio-historical context and observing the development of social policies in Cuba and Angola make it possible to examine and analyze the situation closely. Responding to the following questions was central to the investigation: How has the international debate about the right to education and its relationship to the dimensions of gender and territory evolved? How have social policies and the socio-historical context determined educational policies and, at the same time, explained the conditions of inequality and development that nations demonstrate? The political volition of governments, education and its protagonists, associated with an analysis of the context and the social policies for understanding the right to education are essential elements in our view. ; Theoretical focus and elements for the debate on the right to education: a sociological analysis / Features, realities and challenges of Education in Cuba in the context of the right to education in Latin America. / The Educational case of Sumbe, Kwanza Sul, in the African-Angolan context for the right to education. / A view towards education and human development indicators: the relationship with gender equality and territory. / Education in the context of development. Data from Cuba and Angola. Reflections and contributions. /

The research reported in the paper examines the impact of hygiene education on health awareness. The sample for the study consisted of 75 male and 75 female Sarna tribal 9th and 10th grade students selected on a stratified random basis from school located at Namkum block. The sample was classified into Control, Experimental Group I and Experimental Group II, each represented by 25 male and 25 female students. The Experimental Groups were exposed to audio-visual hygiene educational materials four times after a successive interval of one week. While the experiment group I was allowed to discuss, the experimental group II did not discuss the educational materials. Analysis of data based on F-test and t ratios indicated that: (i) the groups exposed to educational materials had better health awareness than the control group, (ii) health awareness increased remarkably with the frequency of the intervention, (iii) educational materials presented with discussion were more effective than the education materials presented without discussion.

Knowledge transfer between universities and society, as well as the social commitment of universities ('third mission'), are coming increasingly into the focus of public attention and of science policy (section 2). The central role of universities in supporting search and learning processes in society, as well as the need for a change in mindset towards (more) sustainable development, are also emphasised in the context of the Great Transformation towards greater sustainability (section 3). At present, the two strands of discussion are largely unconnected. This article outlines the basic aspects of both fields of knowledge. This demonstrates that the basic understanding is the same in both areas: they share an understanding of knowledge transfer based on recursive exchange processes between science and society, which ideally entail the joint generation (co-production) of knowledge which can be linked both to science and to practice. However, there are 'blind spots' which will be illuminated by focusing on transformative education, an area still marginalised in the debate about transformation. Philosophical and educational reflections (section 4) demonstrate that deeper cultural and individual values, as well as holistic worldviews - i.e. based on the unity of humans, nature and culture - appear to be suitable key orientations for radical transformations towards sustainability. From the authors' perspective, the communication of normative target/orientation knowledge and its scrutiny in scientificallygrounded debates in line with a transdisciplinary understanding of science - in combination with a reflection on the values and mindsets embedded in a holistic education in relation to the environment or values - represents a central 'hinge' for knowledge transfer and for the path from knowledge to action. These aspects are currently underrepresented and deserve more attention in research and development.

1. Networks, neo-liberalism and policy mobilities -- 2. Doing neo-liberalism : markets and states, and friends with money -- 3. Transnational advocacy networks and policy entrepreneurship : Indiana Jones, business and schooling of the poor -- 4. 'New' philanthropy, social capitalism and education policy -- 5. Policy as profit : selling and exporting policy -- 6. Education as big business -- 7. Money, meaning and policy connections.

The paper aims to contribute to the understanding of the concept global citizenship education. Global citizenship education is defined as democratic and sustainable education that pursues to educate a global citizen who is able to perceive the processes of the modern society, to demonstrate a positive attitude and to adapt to the global environment.It is emphasised that global citizenship is a factor ensuring development of a global citizen and his/her functioning within the global context. The analysis of the European and Lithuanian documents revealed that global citizenship education has to be initiated at the pre-primary school because children aged 5- to 7-years are capable to form/construct new global skills. Thus, to have global citizenship education integrated into the pre-primary school education is a must, but still gaps and obstacles exist.The objectives of the research are to investigate how the parents of pre-primary school aged children perceive the concept global citizenship. Data for this research were collected using the qualitative method - an interview. A major advantage of an interview is that this method allows to investigate parents' individual perception of global citizenship education.The most interesting aspect of the data gathered is that parents do not demonstrate complete understanding of global citizenship education and majority of them are not completely familiar with this phenomenon. They relate global citizenship education to travelling and living abroad, to knowledge of other countries/cultures and specific social issues such as pollution, discrimination, poverty. Taking into consideration the complexity of this process the parents' perception is insufficient. Therefore, further study has to be initiated regarding teachers' attitude to initiation and implementation of global citizenship education into the curriculum of the pre-primary school.