Suchergebnisse

O interesse desse trabalho volta-se para o ensino superior e sobre o curso de Jornalismo, onde os estudantes aprendem desde cedo a lidar com os meios de comunicação e as novas tecnologias. Como fruto do meu estágio de pós-doutoramento na Faculdade Cásper Líbero, a pesquisa pretende refletir sobre a relação Comunicação e Educação nos próprios cursos de comunicação, ou seja, se a apropriação das tecnologias da informação forma cidadãos críticos e conscientes de sua participação na sociedade. Quero chamar a atenção para a contribuição da Educomunicação para o Ensino Superior.

Defence date: 14 June 2010 ; Examining Board: Prof. Bruno de Witte (European University Institute) Prof. Marise Cremona (European University Institute) Prof. H. Schneider (Maastricht University) Prof. M. Dougan (University of Liverpool) ; In 2012 awarded the 'The Jacqueline Suter Prize for the Best Doctoral Thesis in European Law' ; First made available online: 24 August 2021 ; The Bologna Process is a powerful reform movement, aimed at establishing a European Higher Education Area, most specifically by introducing a common standard of a three-cycle Bachelor, Master, Doctorate system for higher education degrees all over Europe. The Process is based on the non-binding Sorbonne and Bologna Declarations, and is a powerful follow-up process consisting of regular Ministerial Conferences and in-between follow-up meetings. In this sense, the Bologna Process is an important de-nationalisation of higher education. However, the strictly inter-governmental Process takes place outside the institutional framework of the European Union, even though all the EU Member States take part. Also the framework of the Council of Europe has been avoided. This exclusion of the European Organisations is remarkable, especially considering the large overlap between the subject matter of the Bologna Process and their activities. Most notably, the Bologna Process deals with diploma and study credit recognition, student and teacher mobility, research, lifelong learning, quality assurance and a European dimension in higher education, which are all well-established fields of activity of both the EU and the Council of Europe. In this way, it is argued, Bologna detracts from the large body of EU higher education law, and the – often underestimated – legal competence of the EU in higher education. Therefore, the Bologna Process can also be considered as a re-nationalisation of higher education. The Bologna Process is controversial. Some consider Bologna to be a great success, as it has spurred an overwhelming amount of (legislative) changes in almost all European countries through voluntary convergence, whereas others oppose it for precisely this reason. This thesis provides a legal analysis of the Sorbonne and Bologna Declarations and the ensuing Process. From a European law perspective, there are several grave concerns about the way the Bologna Process was created and how it is currently operated. Using the option of operating within the EU framework, most particularly the option of a Bologna Directive, as a comparison, it is argued that with the Bologna Process the Member States have chosen to harmonise their higher education system by less accountable, less transparent, less democratic and less effective means. This is why the Bologna Process amounts to harmonisation by stealth.

The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines have raised a variety of issues with RCT methodology, such as the utility of random assignment, external validity, and the challenges of applying the methodology for assessing complex service interventions, which are necessary for many students with disabilities. Also, scholars have noted that school-based RCT studies have largely generated low effect sizes, which indicate that the outcomes of the interventions do not differ substantially from services as usual. The criticisms of RCT studies as the primary methodology in school-based intervention research for students with disabilities are offered along with recommendations for extending the acceptability of a broader variety of research approaches.

This essay examines the similarities and differences in how Great Britain and the United States fund religiously affiliated schools and other nonprofit organizations. While each country has adopted a different model of church‐state relations, their actual policies tend to converge. This article contends that both nations' funding policies fall short of attaining complete government neutrality in supporting people of all faiths and those of none, and proposes an alternative policy that promotes a genuine neutrality.

The author of this book, Miki Y Ishikida, is Director and a principal researcher at the The Center for US-Japan Comparative Social Studies. In this book she discusses the state of the Japanese educational system, and the issues of minority education, special education, and lifelong education.

Tanzania is often seen as an exceptional case of successful language planning in Africa, with Swahili being spread to all corners of the country. Yet, this objective success has always been accompanied by a culture of complaints proclaiming its utter failure. State Ideology and Language in Tanzania sets out to explore this paradox through a richly documented historical, sociolinguistic and anthropological approach covering the story of Swahili from the early days of independence until today. Focusing on the ways in which Swahili was swept up in the 'Ujamaa revolution' - the transition to socialism led by president Nyerere - Jan Blommaert demonstrates how the language became an emblem not just of the Tanzanian 'cultural' nation, but above all of the 'political' nation. Using Swahili meant the acceptance of socialism, and the spread of Swahili across the country should equal the spread of Ujamaa socialism. When this did not happen, the verdict of failure was proclaimed on Swahili, which did not prevent the language from becoming one of the most widely used and dynamic languages on the continent. This book is a thoroughly revised version of the 1999 edition, which was welcomed at the time as a classic. It now extends the period of coverage to 2012 and includes an entirely new chapter on current developments, making this updated edition an essential read for students and scholars in language, linguistics and African Studies.

In Barbara Ferman's collection, The Fight for America's Schools, grassroots resistance to neoliberal education reform holds the spotlight. Her geographic lens is the Pennsylvania/New Jersey region. In this article, the geographic focus shifts to Memphis, Tennessee, and Washington, D.C. Experiences in these two cities show how the neoliberal agenda is protected in the face of disappointing results. The Memphis case centers on a state takeover driven by a market ideology. Its experience underscores that reducing local representation to an inconsequential advisory role also diminishes what education policy leaders believe they need to consider. D.C. offers a more complex narrative, one haunted by the corrupted metrics of Campbell's Law. In both cities, the neoliberal toolbox proved unable to deliver in practice what the drawing board had promised.

This paper follows on from the previous bulletin (Redford 2015), which covered the education remit of the Parliament's Education and Culture Committee between September 2014 and January 2015. The following bulletin covers the remit of the Education and Culture Committee from February 2015 to August 2015.

From the late 1950s until 1975, the war between North and South Vietnam had both domestic and international consequences. Unlike the Cold War divide between the United States and the Soviet Union, the war between the Democratic Republic of Vietnam (DRV, the Communist North) and the Republic of Vietnam (RVN, the non-Communist South) was an armed conflict between two polities that both identified themselves as Vietnamese. In this twenty-year-long struggle, the fates of the DRV and the RVN were tied to their success in producing new generations who would subscribe to their respective agendas. This was done through many venues, of which education was one of the most important. Relying on archival materials and published documents, this article compares the educational systems at the primary and secondary school levels in the DRV and RVN after the division of the country, with a special focus on the period 1965–1975.

Rapid ageing leads to huge transformations in many areas of life - politics, economy, culture, education, medicine and care services, which in turn shapes the future of all people. Active lifestyle, education and better quality of geriatric care will undoubtedly improve the health and well-being of seniors. The growing population of elderly people, caused, among other things, by the increase in average life expectancy, and current trends in reproduction, migration and mortality, necessitate the development of a new vision on the functioning of seniors and their social roles in the transforming social reality. One platform for the activity and cooperation of older people involves universities of the third age. Universities of the Third Age is an international initiative promoting lifelong learning. They are educational institutions for adults whose programme offers are targeted at seniors. Universities of the third age were established in response to rapid socio-demographic changes in society. They are part of the lifelong learning concept, where education in modern gerontology is regarded as a process enabling seniors to develop comprehensively, manage their own lives, be active in late adulthood, and develop and broaden their interests. The purpose of this article is to explain the idea behind universities of the third age as an unquestioned need to support seniors in education and adaptation to old age. Key words: senior, ageing, education, gerontology, university

The report of a study authorized by the "Coordinating Board of High Education" created by the Utah State Legislation, 1957. ; Bibliography : 63-64. ; Mode of access: Internet.

This chapter discusses developments in feminist state theory through a comparison of feminist interventions into jurisprudence, criminology, and welfare state theory. Early feminist work on the state analyzed how women were subordinated by a centralized state. More recently, feminist scholars unearthed how states are differentiated entities, comprised of multiple gender arrangements. This discovery of state variation surfaced differently in these three branches of scholarship. Feminist legal theorists concentrated on multiple legal discourses, feminist criminologists on the diverse sites of case processing, and feminist welfare theorists on the varied dimensions of welfare stratification. Because of their different approaches to state gender regimes, these scholars have much to offer, and to gain from, one another. Thus, this chapter argues for the importance of an interdisciplinary feminist dialogue on the state. It also suggests ways to promote such a dialogue and to insert a sociological perspective into this new mode of theorizing.