Suchergebnisse

We argue patterns of state failure are influenced by variation in how states emerged as independent political actors. In particular, states with positive birth legacies, those whose emergence required relatively high levels of capacity and legitimacy, should be less likely to experience state failure than countries that experienced less auspicious births. We assess this claim on the universe of states in the international system between 1950 and 2002 with multistate duration models that estimate the probabilities states transition into and out of periods of failure. We find that states with positive birth legacies are less likely to experience state failure and that this relationship is driven by states with positive birth legacies being able to more quickly transition from failure back to being functioning states. Our findings offer evidence that state failure is usefully thought of in the context of state-making processes and show that how states emerge as independent actors influences phenomena central to comparative and international politics.

During the COVID-19 pandemic, online education represented a serious alternative to continuing working life in higher education institutions (HEIs). Teachers around the world embraced a new role, adopting and using a wide range of technological and virtual tools to continue performing their activities and with the aim to interact with students and to continue teaching. For this reason, research related to seek and identify factors for the teachers' well-being is essential for educational leaders. Regarding these ideas, this paper aims to test the construct validity of a Mexican version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) of Maslach et al. (1997), adapted to online education. Participants consisted of 406 Mexican university teachers who emergently switched from traditional to online educational practices during the SARS-CoV-2 virus outbreak. In order to test the factor structure of three alternative models based on Szigeti et al. (2016), the authors performed exploratory and confirmatory factor analyses (Ferrando & Lorenzo-Seva, 2018). Results showed that the model with three domain factors has the best fit. Besides, our findings show that the three-factor structure of the Mexican adaptation of MBI-ES is valid and reliable for the analysis of online education because the loading of all factors was representative.

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.

It is not difficult to hear or engage in a debate on the influence that a celebrity, politician, or an athlete have in society. However, outside of the immediate home environment, a teacher is the most influential person in the life of a person. They act as role models and offer guidance to our children. Teachers are the backbone of society. Teachers are the people responsible for socialand economic development of a society. What do we know about teachers in our public schools? According to the most reliable data, there are approximately 3.7 million (3.2 million public and 0.5 million private) full-time and part-time elementary and secondary school teachers in the United States. Teacher characteristics are often associated with other variables related to students' success.

This guide is meant to serve educational institutions and also students and graduates who wish to study in another European Union Member State or in an EEA country. Besides, it is designed to be used by employers ... who require insight into the wide variety of certificates, diplomas and degrees with which they are likely to be confronted. This guide presents: - a general introduction outlining the legal and political framework within which education is structured, - an overview of the types of institutions for higher education and their specific purposes, - an overview of the structure of secondary education, with descriptions of the various types of secondary schooling and of the diplomas that are accepted for admission to higher education, - an overview of the structure of higher education, with descriptions of the various types of study programme and of the diplomas, titles and degrees associated with them. (HoF/Text übernommen)

This text views the contemporary economy as an economy of persuasion, where firms and institutions assign resources to rhetoric, image, and reputation rather than production of goods and services. It examines critically phenomena such as the knowledge society, consumption, higher education, organizational change, professionalization, and leadership.

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?'

Das vorliegende Buch versammelt 13 Beiträge von 23 Autoren aus verschiedenen Ländern und zu verschiedenen Themen der Bildungsökonomie. Die Arbeitspapiere wurden in erster Linie auf der "International Conference on Economics of Education" an der Universität Tartu (Estland) im August 2005 vorgestellt und diskutiert. Die Themenschwerpunkte der Konferenz waren (1) Bildung und Arbeitsmarkt, (2) Bildungsmarkt und öffentliche Politik, (3) Finanzmanagement im Bildungssystem, (4) Leistungsfähigkeit und Vergütung in Bildungsinstitutionen. - Neben den Problemen und Fragestellungen, die die Schwellenländer betreffen, dokumentiert das Buch auch Erfahrungen, die in den entwickelten europäischen Ländern gesammelt worden sind, und zieht Vergleiche zwischen Westeuropa und den mittel-und osteuropäischen Ländern. Die Beiträge, die in der Einleitung kurz vorgestellt werden, decken ein breites Spektrum von Themen ab, wie z. B. Human- und Sozialkapital, Kompetenzen und Fähigkeiten, Bildungs- und Forschungseinrichtungen, Bildungsangebote und Management sowie Rechnungswesen und Vergütungssysteme in Schulen und Universitäten. (ICI).

This thesis wants to explore two different aspects of the Italian education system. The first two chapters are focused on the school starting age, the third one analyzes the introduction of the electronic logbook in Italian schools. In chapter 1 I use administrative data from INVALSI test in different grades to study the effects of early enrollment to the primary school, in other words, the effects on student achievement of being enrolled to the first grade at the age of 5 instead of 6. The number of early enrollers is much higher in the South Italy than in the North. To understand the reason of this difference is not the aim of this work. I found that there is strong selection in early enrollment, with early enrollers having higher ability on average. However, early enrollers are younger than regular enrollers at the moment of the test, and even if they are more skilled on average, the effect of age on scores remains significant. As a result, the North-South gap in Invalsi test scores is partially driven by the difference in average age at the moment of the test with students from the south younger than northerners. In chapter 2 I use survey data from a sample of parents in 5 primary schools located in Palermo, where the 50% of the students born between January and April are early enrollers. I found preliminary evidence of peer effects among parents at the moment of the choice for enrollment. In the last chapter I found that the introduction of the electronic logbook increased scores at the INVALSI tests for tenth graders but not for younger students. This could be due to the fact older students have more independence and the electronic logbook helps parents to monitor them.

1. Introduction -- 2. History in the light of U.S.-- China educational exchange -- 3. Language instruction in Confucius institutes -- 4. Administrators' views of Confucius institutes -- 5. Campus and community participants -- 6. Chinese teachers in the United States -- 7. Confucius institutes : saving face or selling out?