Suchergebnisse

It is essential to the government to recognize the factors causing the increasing trend of income inequality in Indonesia since the Gini coefficient increased between 1996 and 2016. Moreover, wage inequality, which represented by high percentile and low percentile of income, also shows widening gap since 2003. This study focuses on the factors of wage inequality acceleration through the supply side approach that follows the Mincerian wage equation model. Specifically, this paper aims to investigate the association between the return to education and wage inequality in Indonesia. The quantile regression method is applied to compute the return on the investment at different points of the wage distribution. The main finding is that education contributes to an increasing wage inequality due to the significant variation in the rate of return to education in different quantile and as increasing wage dispersion within the same education.DOI:10.15408/sjie.v7i1.6071

Membership in international orgranizations is crucial in the internationalization strategy of higher education institutions. It can help to enlarge the network, gain expertise from other organization and contribute in enhancing the visibility of an organization. Since its establishment in 1960, RUDN University has devoted great attention to participatin in international organizations. This process has been further enhanced since 2015, when RUDN University has joined the 5-100 University Excellence Program, promoted by the Russian Ministry of education. The authors analyses the benefits for RUDN University and the development of its international dimension thanks to its participation in international associations. The membership to IHF (Institut de Haute Formation aux Politiques Communautaires) has been chosen by the author as case study to demonstrate the benefits obtained by RUDN University from the membership.

Nur ungefähr ein Achtel der Arbeitlosen sind bereit, in eine Ausbildung oder Umschulung zu gehen, um damit ihre Chancen zu verbessern. Diese Gruppe ist auch bereit, räumlich-geograpische Mobilität inkaufzunehmen und ungünstigere Arbeitszeiten zu akzeptieren. Auf der anderen Seite beurteilen sie ihre Lage auch schlechter, als diejenigen, die eine Weiterbildung bevorzugen oder jegliche Maßnahmen ablehnen. Nur ein Viertel ist an einer Weiterbildung interessiert. Mit steigender Bildung nimmt die Bereitschaft zur Teilnahme zu. Dagegen ist die Bereitschaft bei älteren und Langzeitarbeitslosen wieder wesentlich geringer. (pra)

Nearly zero-energy building (NZEB) requires the training of millions of construction workers and significant upgrading of vocational education and training (VET) systems across the European Union. This paper shows how an approach to VET based only on learning outcomes and targeting specific skills is too narrow and lacking in depth to allow for the systematic application of theoretical low-energy construction (LEC) knowledge to practice and develop NZEB expertise in the workplace. Theoretically broader, deeper, more technical and interdisciplinary expertise is needed to build to LEC standards and meet European Performance in Buildings Directive (EPBD) targets. Instead, VET for LEC has been largely confined to short and task-specific continuing vocational education and training (CVET) courses, illustrated in the cases of both Slovenia and Ireland and ranging from a narrow, learning outcomes approach to a broader, standards-based approach linking theoretical considerations to specific applications. Mainstreaming the knowledge, skills and competences required for NZEB into initial vocational education and training (IVET) curricula is rare. Though less successful in Finland, it is achieved in Belgian construction IVET, which takes a standards-based approach, successfully embeds LEC elements, and seeks to overcome occupational boundaries and develop a holistic understanding of the construction process.

Parental activism in education reform, while often portrayed as an exemplary manifestation of participatory democracy and grassroots action in response to entrenched corporate and bureaucratic interests, is in fact carefully cultivated and channeled through strategic networks of philanthropic funding and knowledge. This paper argues that these networks are characteristic of a contemporary form of neoliberal governance in which the philanthropic "gift" both obligates its recipients to participate in the ideological projects of the givers and obscures the incursion of market principles into education behind a veneer of progressive activism. Drawing on archival research as well as personal interviews with Seattle-based reform advocates, representatives of philanthropic organizations, and school administrators, the paper points to the need to critically evaluate the "roots" in grassroots movements and trace their connections to larger institutions and agendas.

Die Regierungen in der Europäischen Union retten Unternehmen in Schwierigkeiten durch staatliche Rettungs- und Umstrukturierungsbeihilfen. Diese Dissertation besteht aus drei Kapiteln, die solche Beihilfen analysieren. Im ersten Kapitel nutze ich Daten von 86 Fällen aus den Jahren 1995-2003 um zu prüfen, wie wirksam die Beihilfen bei der Konkursprävention sind. Es gibt drei Ergebnisse. Erstens steigt die geschätzte diskrete hazard rate in den ersten vier Jahren nach der Subvention und sinkt danach, was nahelegt, dass einige Sanierungen den Konkurs eher verzögern als verhindern. Zweitens, Regierungen favorisieren staatliche Unternehmen bei Beihilfeentscheidungen, obwohl diese keine besseren Überlebenschancen haben. Drittens, die Wahl, ob Rettungs- oder Umstrukturierungsbeihilfe gewärt wird, ist eine endogene Variable in der Analyse. Wenn man sie als exogen betrachtet, unterschätzt man die Auswirkungen auf die Konkurswahrscheinlichkeit. Das zweite Kapitel ist eine Studie über die Auswirkungen von Bailouts auf Marktstruktur und Wohlfahrt in einem internationalen, asymmetrischen Cournot -- Duopol. Es wird gezeigt, dass die optimale Beihilfe positiv ist, auch wenn der Marktaustritt einer Firma nicht verhindert werden kann. Der Grund hierfür ist ein strategischer Effekt, der die effizientere Firma zu einer zusätzlichen kostenreduzierenden Maßnahme veranlasst. Wird der Marktaustritt verhindert, ist Effizienz geringer. Das dritte Kapitel enthält empirische Belege der politischen, institutionellen und wirtschaftlichen Determinanten der Sanierungsubventionspolitik. Ich nutze einen neuen Datensatz über Entscheidungen über Rettungs- und Umstrukturierungsbeihilfen während der Jahre 1995-2003 zusammen mit Informationen über Wahlergebnisse in den Europäischen Ländern. Das wichtigste Ergebnis ist, dass die Beihilfen in Ländern mit Mehrheitswahlsystem wahrscheinlicher sind, insbesondere während der Jahre vor Wahlen. ; Governments in the European Union bail out firms in distress by granting Rescue and Restructuring Subsidies. This thesis consists of three chapters analyzing European bailouts. In the first chapter, I use data from 86 cases during the years 1995-2003 to examine the effectiveness of bailouts in preventing bankruptcy. The results are threefold. First, the estimated discrete-time hazard rate increases during the first four years after the subsidy and drops after that, suggesting that some bailouts only delayed exit instead of preventing it. Second, governments'' bailout decisions favored state-owned firms, even though state-owned firms did not outperform private ones in the survival chances. Third, subsidy choice is an endogenous variable and treating it as exogenous underestimates its impact on the bankruptcy probability. Policy implications are discussed in the chapter. The second chapter is a study of the effects of bailouts on market structure and welfare in an international asymmetric Cournot duopoly. I show that the subsidy is positive also when it fails to prevent the exit. The reason is a strategic effect, which forces the more efficient firm to make additional cost-reducing effort. When the exit is prevented, allocative and productive efficiencies are lower than in case of exit. The third chapter provides evidence of political, institutional and economic determinants of bailout policies. I use a new data set based on rescue and restructuring aid decisions during the years 1995-2003 merged with information about electoral outcomes in European countries. The main finding is that in countries with majoritarian democratic institutions bailouts are more likely, in particular during years preceding elections. Since bailouts are a targeted fiscal policy, the evidence supports the theory of Persson and Tabellini (2000) predicting that electoral systems shape incentives for fiscal policy choices.

With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such. ; Published version

ABSTRACTWith the development of Internet technologies, online distance education is becoming an important format for teaching, learning, and instruction. In the 21st century, bleeding edge technologies make it possible for more and more students, especially adults, to benefit from an online education. This new paradigm in education allows students to pursue a second or third degree without sacrificing their jobs. Despite the advances in technology, existing online course management systems are far behind in the technological applications needed to deliver the highest quality online education. The existing distance education systems do not give enough consideration to many important issues, like personalization, mobility of students and instructors, and coordination among online study groups, which seriously affect further development of online education. This article discusses the potential applications of intelligent agents and other modern technologies to solve these problems and make online education more accountable in the open and dynamic environment.

According to UNESCO, roughly 120 countries provide some form of technical or vocational secondary education, as distinct from a purely generalist curriculum. An overview of each administration's secondary vocational education provision is given below under sub-headings suggested by the Terms of Reference (ToR) for this study. The information was gathered through a review of available literature. This varied from administration to administration both in terms of its coverage and of its quality. As a result, the information on each administration is somewhat diverse. This is particularly the case for objective evaluations of administrations' systems. The report ends by posing nine questions for the Government of India to consider when planning the introduction of vocational education to secondary schools: (i) what is the place of school-based vocational education within India's National Skills Qualification Framework? (ii) how much choice should be left to school students to decide on the balance of general and vocational education in their learning programme? (iii) what proportion of the vocational education curriculum should be devoted to general education? (iv) how can sufficient numbers of teachers of good quality be found to teach growing number of vocational students? (v) how beneficial is objective careers guidance for school pupils? (vi) what is the role or purpose of work experience for school pupils? (vii) what contribution to vocational education can be expected from employers if the labour market is largely informal with a small manufacturing sector? (viii) what form should assessment take, how would it be carried out and is there a relationship between it and general education? (ix) how can responsibility for vocational secondary education be allocated within a federal system of government? Finally, what should be clear from this study is that administrations develop policies and practices based on their history, their economic and geographic context and their vision, and that these policies will therefore vary between administrations.

This study's objective is to contribute to the further development of the early childhood education and care (ECEC)-relevance of the Continental Didaktik tradition, as a response to postmodernistic challenges. Didaktik is a body of theories that conceptualize and structure thinking about, planning, executing, and evaluating Bildung-centered formative teaching. Bildung is about formation: Traditionally, it refers to the individual's self-formation (as in comprehensive personal development), but the study develops a postmodern variant concerned with Bildung as the formation of contextualized relationships. Literacy (as a field of policy, research, and practice) is exemplary with regards to studying the influence of contemporary educational policies that overemphasize skills and testing in ECEC. Didaktik must respond simultaneously to both 1) these policies and their social, practical, and theoretical consequences, and 2) serious challenges from postmodernism regarding its ideas about objectives, content, and a legitimizing base. The study finds that Didaktik remains possible on a postmodern basis. Bildung (as formation) is reconceptualized from self-formation to relation-formation. Postmodern Didaktik thus operates with the relation as the fundamental category. Postmodern Didaktik can move from a legitimizing base of humanism and/or critical/unclouded consciousness to contextualized bricolages of the professional, the political, and the personal. The study concludes that Didaktik (on the Threshold between critical and postmodern Bildung) can inform contemporary issues related to teaching and researching literacy in ECEC in the following ways: • The Bildung concept still provides the practitioners of Didaktik (the Didaktikers) with thinking tools to construct a critical position inside ECEC literacy. Teacher and pedagogue alike can use Bildung to work outside skill-rationales for teaching literacy and thus to experiment with project work wherein literacy competences are developed, as the children participate in- and contribute to meaningful projects. • Didaktik calls on the teacher and the pedagogue as a Didaktiker to take responsibility for his/her literacy teaching by reflecting on the general relationship between the state, the Lehrplan (the state's open curriculum), and Bildung. The Didaktik researcher can contribute to the literacy curriculum's repoliticization by working with emergent methods, along with postmodern approaches to knowledge and power.

Using IT in education has become prevalent worldwide. It is believed that IT not only motivates students to learn in class, but also encourages students to take the initiative to explore and inquire subject matters outside classroom by themselves (i.e. independent learning). The Hong Kong Education Bureau offered a series of professional development programmes to principals, vice principals, middle managers as well as teachers who have joined the "Support Scheme for e-Learning in Schools" since April 2014 to 2016/17 school year to further equip schools to implement e-learning. In primary and secondary education, for example, the HKSAR Government (2004) has been giving support to schools for using e-textbooks and e-learning resources during lessons. At tertiary level, other e-learning platforms such as MOODLE and BLACKBOARD have been widely used in different institutions. In recent years, the rapid development of mobile apps has been provided learners with ample opportunities to learn independently. There are various learning apps such as Math Tricks, Complete Mathematics, Mathematics Dictionary, IXL Maths Practice, etc on the market for primary and secondary education; nonetheless, the use of mobile apps in students' learning of disciplinary subject seems to be new in tertiary level, and its effectiveness in students' learning is worth investigation. Through this study, the project team hopes to a) explore whether a disciplinary-specific mobile app can help learners to acquire and apply disciplinary knowledge in and beyond classroom, b) identify elements to be included in a mobile app to helps students to learn outside classroom.