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13th ed., rev. to Jan. 1, 1920. ; ix, 341 p.

This paper aims to explore the effects of the pandemic on future mobility aspirations, as COVID-19 pandemic induced disruptions in overall educational experience and international mobility. The authors assess whether the hardship caused by the pandemic has affected Croatian upper secondary school students' international migration intent and aspirations for studying abroad. To that cause, authors combine three large-scale nationally representative studies conducted in the pre-pandemic (2017), pandemic (2021) and late-pandemic (2022) period. The results indicate that the number of days school spent in remote learning proved modestly associated with lower intent to migrate or to study abroad in 2021. However, contrary to expectations drawn from literature, the prevalence of intent of moving abroad remained persistent compared to pre-pandemic, while aspirations for studying abroad increased. The expected moderation effects of students' socio-economic background on migration intent during the pandemic and school closure, failed to materialize, except for migration intent in 2021, when having tertiary-educated parents proved more advantageous. In line with recent Eurobarometer surveys, our analysis imply little evidence of long-term devaluation of mobility capital among Croatian upper secondary students, as the moderators throttling mobility aspirations have likely receded.

Education in the future means reconstruction of its system. It means conducting reforms of the system as a whole, as well as the development of the idea of permanent education, coordinated with social needs and changes. The reform is not seen as a limited work but with a mission to create institutional frame for its constant improvements and perfecting. In European integration process educational system needs to be in coordination with criteria and recommendations of European Union, paying attention to indicators of this system, which is defined by EU standards. The model describes five strategic planning processes of strategic management: pre-planning, strategic planning, finalization, implementation, measurement and evaluation. This model can also be used for strategic planning and high school planning. An important feature of planning in this case should be its market orientation. Planning involves the preparation of decisions about what to do in the future, in fact, this means "making tomorrow's decisions today". Control is the process that ensures that the actions are carried out in accordance with the plan. Keywords: strategic planning; market orientation; control

This article explores the theme that, as professionals, all registered nurses (RNs) are accountable for their own educational development and execution of their individual professional role. To assure that RNs perform to the full scope of their practice and impact the highest possible patient outcomes, a standardized educational preparation of RNs at the BSN level is essential, either through initial education or educational progression. The authors support the need for BSN preparation with a brief review of research to identify seminal works that demonstrate the added value, both economically and in terms of patient outcomes, that results when higher percentages of BSN-prepared RNs provide care. They also discuss RN accountability for educational progression and barriers to earning the BSN. The article summary offers recommendations and action steps to support BSN education and promote RN full scope of practice.

The introduction of dual education is an integral part of the strategic development of the national economy, post-war recovery processes, reforming public administration in the higher education system in the context of improving public-private partnerships, and ensuring the quality of higher education. The relevance of the study is to fill methodological gaps in scientific understanding and practical application in managing the implementation of dual education at the third educational and scientific level in the higher education system of Ukraine. The purpose of the article is to study the essence of dual education in the context of obtaining the third educational and scientific level; to analyze the current state of implementation of dual education in Ukraine, including existing models and practices; to study the role of public authorities and higher education institutions in the process of dual education implementation; to identify problems and obstacles that generalize the management of the process of dual education implementation and to find ways to overcome them. One of the main tasks of managing the implementation of dual education is to create favorable conditions for the modernization of the higher education system, to develop and implement the necessary legal acts and regulations that stimulate the involvement of multilateral partnerships, to ensure quality monitoring and evaluation of the effectiveness of dual education. In the course of the study, the authors carried out a comprehensive demographic and statistical analysis of the primary factors that influence the need for transformation in the higher education system. The presented SWOT-analysis on the objective consideration of internal and external factors on the way to the introduction of dual education at the third educational and scientific level allowed to identify areas for improving management processes. The results of the study may be useful for higher education institutions, state education authorities, as well as enterprises involved in the implementation of dual curricula.

The purpose of the article is to substantiate the need and characterize the main directions of a deep reform of economic education in Russia. The existing model of economic education, based on the absolute dominance of neoclassical economic theory, even taking into account the recent partial renovation of the latter, is unable to provide the formation of knowledge and competence, allowing not only to solve standard tasks of rational choice of optimal investment and consumption trajectories, but also to independently analyze and act in a qualitatively changing economy, focusing not only on selfish private interest, but also on solving the problems of national and global development. In a dialogue with the publication of A. Auzan, A. Maltsev and A. Kurdin (Voprosy Ekonomiki, 2023, No. 10), the authors show that the changes proposed are necessary, but not sufficient, only in some part they take into account the results of past discussions and publications. The answer to the challenges facingeducation in the context of qualitative changes in the economy and society necessitates the inclusion in the circle of compulsory disciplines (1) of heterodox economic theory, which reveals the content of existing economic systems, the contradictions and patterns of their transformation, the technological, social, political and cultural context of economic processes; (2) the course "Russian economy"; (3) the history of economy and economic thought with (4) a significant reduction and updating of the content of courses in micro- and macroeconomics, strengthening their social, environmental, and humanistic orientation

Intro -- About This Book -- Contents -- Notes on Contributors -- List of Figures -- Chapter 1: Shifting 'Femininities': Multifaceted Realms of Historical Educational Inquiry -- (i) -- (ii) -- (iii) -- Chapter 2: 'Unnatural' Women and Natural Science: Changing Femininity and Expanding Educational Sites Through Women's Pursuit of Natural Science -- Conclusion -- References -- Primary Sources -- Secondary Sources -- Chapter 3: African American Women, Femininity and Their History in Physical Education and Sports in American Higher Education: From World War I Through the Mid-century -- Pre-Civil War -- Post Emancipation -- The Dawn of the Twentieth Century -- Post-World War I -- References -- Primary Sources -- Secondary Sources -- Chapter 4: Suzanne Karpelès' Encounters in Indochina and Europe in 1931: Multiple Femininities, Colonial Relations and Educative Sites -- Femininities, Colonialism and Religion -- Femininities, Networks and Expertise -- Femininities and the Estates General of Feminism -- Femininities and Fascism -- Conclusion -- References -- Primary Sources -- Secondary Sources -- Chapter 5: Troubling Gender Relations with the Appointment of 'That Lady Inspector' in Post-suffrage South Australia -- Constructing 'Divided Responsibility' in School Leadership -- 'Women Need the Suffrage' -- 'That Lady Inspector' -- 'Practically, She Stepped Over the Heads of Other Staff' -- Conclusion -- References -- Primary Sources -- Secondary Sources -- Chapter 6: Shifting Spaces of Femininity: Everyday Life of Girl Guides in Hong Kong 1921-1941 -- Theorising Femininity -- The Invention of English Girls' Schools for Urban Middle-Class Chinese Girls 1890-1921: A Background -- State and Voluntary Efforts -- The Multiracial Makeup of Urban English Girls' Schools.

This book gathers case studies presented at the International Conference on Responsible Research and Innovation in Science, Innovation and Society (RRI-SIS2017). It highlights European initiatives and projects in various domains and contexts, each of which explores how to create guidelines and good practices for Responsible Research and Innovation and how to promote them among citizens, industry stakeholders, policy and decision makers, research funders and educational institutions to foster their adoption as a potential benchmark in establishing RRI processes. Further, the book discusses gender and ethical issues, which are highly relevant for RRI initiatives in connection with representativeness, risks and in some cases, minority rights

It is almost a consensus among the Brazilians that, in order to solve the social issues, the education must be improved. Thus, the present study aimed to analyze the Brazilian key-thinkers on education. Rui Barbosa, Fernando de Azevedo, Anísio Teixeira, Cecília Meireles, and Paulo Freire were selected because they worked to develop some aspects of education: politics, educational system, philosophy of education, childhood education and pedagogical methods. These intellectuals fought against powerful societal forces, but they did not give up on transforming the Brazilian education, and, consequently, the Brazilian society. Therefore, they were selected to represent the Brazilian key-thinkers on education.

Indian education system has its own characteristic features. Family bonding is an identification of Indian people. Education, students and parents are having close association. Without parental guidance education process would be incomplete especially at pre-primary& primary level or it may be higher level. The present research paper was focus on an analysis offive key points which was related to nature of parents involved in education, Parents involvement in education at student point of view, Parents involvement needed in education process, Government initiatives for parents, Benefits of parents involvement for the students internal development as an individual and internal enlightenment, Strategy for how parents get involved in the education. Data was collected from parents and students with the help of questionnaire by survey method. Students from school education and higher education were selected. Research finding indicates that if we make cordial relationships between education processes and parents' aspirations it would be successful and meaningful to achieve learning objective and fruitful educational outcomes. Parents' involvement in education is very essential and it is helpful for students' internal development and enlightenment. Education process would be more meaningful if parents get involved in the education process

Caption title. ; Mode of access: Internet. ; Signed: Robert L. Morant.

Entrepreneurship einschließlich Business Planning gewinnt aus ökonomischen und arbeitsmarktpolitischen Gründen eine zentrale Bedeutung und wird daher als "Schlüsselkompetenz" bzw. "21st Century Skill" gefasst. Viele Studien betonen den Zusammenhang zwischen der Anzahl von Gründungen, erfolgreichen Übernahmen bestehender Unternehmen etc. mit ökonomischem Wachstum. Um hierauf vorzubereiten, wurden in den letzten Jahren umfassende Entrepreneurship Education-Angebote im beruflichen Bereich entwickelt - insbesondere in der beruflichen Erstausbildung und den Universitäten. Es wird (implizit) davon ausgegangen, dass "Entrepreneurship" bzw. "Fähigkeit zur Gründung" nicht angeborene Talente sind, sondern vermittelt und erlernt werden können. Aus einer wirtschaftspädagogischen Perspektive stellt sich daher die Frage, wie diese "Entrepreneurship-Fähigkeit" zu operationalisieren, mit welchen Mitteln und didaktischen Arrangements sie zu entwickeln und zu fördern und im Hinblick auf welche Dimensionen sowie mit welchen Instrumenten und Designs sie zu evaluieren ist. (DIPF/Orig.).