Suchergebnisse

.

Argues that when it comes to justice, the labor market is the most important market and that discussions of social justice that neglect this are incomplete: following Marx, the relation between 'sellers' and 'buyers' on the labor market is seen as the focal point for understanding the power structure in capitalist societies. (RSM)

It is easy to be discouraged about the state of higher education in the United States. The public is disgruntled about the cost and questions the value of a college education. College students are borrowing too much. College graduates often fail to secure good jobs after graduation. Accreditation is under fire. International competitors and a slowing worldwide economy are changing international student mobility patterns. The increased number of administrators and the decreased number of hours professors spend in the classroom have all contributed to controversy and skepticism about the state of American higher education.

Practices of adult education and learning have historically been closely related to policy arrangements – often by defining and reproducing the culture of local, regional or subcultural communities – but increasingly in the service of the consolidation of the nation states. Depending on political situations and institutional arrangements, the states in Europe have been involved in the promotion and institutional framing of adult education and learning. Today the role of the nation state is changing in many ways, and it also affects the role assigned to education and learning arrangements. Both policies at the supranational level and market forces have had an increasing influence on the understanding of what adult education/lifelong learning is about. The shifts in the meaning and use of central concepts in this field are illustrative of these changes. In this issue the authors have intended to create a space for reflection on these policy transformations and their consequences. In a call for articles four questions were guiding contributors in addressing 'the work and effects of policies for the education and learning of adults': 1. How can we interpret the shift in policy vocabulary e.g. from 'education to learning', and from 'emancipation to empowerment'? 2. What is the influence of transnational agencies and how has this inspired education policy at the national level? 3. How is the role of the state in education and learning policies conceptualized? Are there differences in differing (local/national/international) contexts? 4. What is the future role of the nation state in adult education? (DIPF/Orig.)

Values cut through every human activity and are integral to human existence because human beings are 'valuing animals'. Values motivate most adults to engage in any learning activity. Values in informal education are foundations for lifelong learning as a basis for participatory democracy, equity and social justice. This paper uses literature to do a conceptual analysis of values and informal education as imperatives for participatory democracy and social justice.

AbstractDo political connections affect investment in human capital? This paper studies the higher education decisions of politically connected and unconnected students during China's economic transition. Using the sequential introduction of reforms, I show that economic liberalization increased tertiary educational attainment, as well as sorting of students into different degree types depending on family background. Students whose parents were members of the Chinese Communist Party selected into relatively less prestigious vocational colleges with lower admissions standards. In contrast, politically unconnected individuals responded to the higher skill premium following the reforms by studying harder to obtain more demanding and sought‐after university degrees.

1: Performance management strikes Danish universities -- 2: Design of the study -- 3: Trickling down to the individual -- 4: Incentive systems surrounding the modern scholars -- 5: Gaming the system -- 6: Strategic decisions about research and publications -- 7: For love or money? -- 8: From a 'taste for science' to 'a taste for publications'? -- 9: Under pressure? -- 10: Effort substitution? -- 11: How great expectations on Bredgade were dashed at Frue Plads -- 12: Changing publications profiles? -- 13: The international impact of Danish Research -- 14: Havoc or Heaven? -- 15: Lessons from the study