Suchergebnisse

Education is no longer the responsibility of education policy as public policy. Instead the provision of and access to school places has been relocated away from the desk of publicly elected representatives and appointed accredited professionals, to a range of private sites controlled
by oligarchic club interests engaged in market exchanges: first, little monarchies, such as the Harris family; second, little representatives, such as the Confederation of School Trusts (CST); and third, little contractors, such as grammar schools. We use these three examples to examine the
restoration of private provision, access and control as an example of depoliticisation. This trend is evident in a shift in decision-making about the purposes of education, away from public policy funded by the public, in the name of the public and accountable to the public, and towards providers
and consumers, and towards nowhere in particular. Debates about and for educational issues are on no-one's agenda. We argue that these trends validate the analytical judgment that education is no longer a matter for public policy but instead has been relocated to corporate market exchanges
within and beyond the nation state.

Purpose: A new type of question is becoming relevant for higher education institutions: how to organize the teaching process in an innovative way so that it guarantees high-quality teaching / learning results? Open learning is integral to ensuring the path to the implementation of innovative and high-quality study programs. In order to implement this idea, the problem of education arises and the questions that this article will try to answer: what are the parameters of the open learning process and what are the techniques for their recognition?
Methods: For problem investigation, scientific literature analysis and critical systemic analysis methods are be applied.
Results: Theoretical research allows to define the concept of open teaching / learning and identify its main characteristic, dimensions of recognition and their research criteria. The results of the theoretical research allow to assume that open teaching/learning environment plays an important role in open learning/teaching.
Implications: The matrix of the open learning process created in the article allows for the qualitative and innovative design of open learning studies in higher education. Using this matrix, it is planned to apply in practice the organization of studies at the university, focusing on the evaluation of the quality of implementation and teaching / learning outcomes.

Introduction : teaching sex : the pedagogy of obscenity -- "Felawe masculinity" : teaching rape culture in Chaucer's Canterbury tales -- "With a cunt" : obscene misogyny and masculine pedagogical community in the Middle Scots flyting -- Pastourelle encounters : rape, consent, and sexual negotiation -- Pedagogies of pleasure : peer education in medieval women's songs -- Songs of wantonness : voicing desire in two lyric anthologies -- Conclusion : "grab 'em by the pussy" : obscene pedagogies, past and present

This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries.

This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries.

This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries.

This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries.

This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries.

This paper questions the demographic consequences of birth postponement in Europe. Starting from the fact that there is no obvious link between the timing of first births and fertility levels in Europe, we deliver some indication that under certain circumstances, birth postponement involves the potential of facilitating rather than impedes starting a family. We apply a synthetic cohort approach and distinguish between different socio-economic determinants of the timing of first births by using the European Union Statistics on Income and Living Conditions (EU-SILC). Data is compiled specifically to reduce endogeneity and to eliminate structure effects. We find that the probability of becoming a mother is higher for those women who postpone first childbirth due to education and career investment in comparison to those who postpone due to unrealized labour market integration. Educated and economically active women certainly postpone first childbirth in comparison to women who are less educated and who are not working, but they end up with a higher probability of starting a family in comparison to women who are less educated and not working. The article contributes to the academic discussion of the circumstances that may lead birth postponement to result in higher fertility for younger cohorts in European countries.

The author looks at the problem of illiteracy in Africa and Nigeria. He points out that women, the main providers, are also the main sufferers. The lack of political will on the part of most African governments to abolish certain aspects of culture that disturb and frustrate efforts for total eradication of illiteracy by the year 2000 is stressed. The author connects the literacy crisis with the decline of rural schools, the neglect of indigenous African languages, and the dominance of a black elite which has lost its vision. (DÜI-Sen)

Hugh Cunningham recently argued that in nineteenth-century Europe, social con trol was the major concern of authorities promoting both child labor and public education. This article examines this thesis for nineteenth-century São Paulo, Bra zil, using Portuguese legislation concerning orphans, cases of tutorship, criminal records, records of child labor from industries, and annual reports of São Paulo primary teachers. The evidence shows that child labor was regarded as educa tional both in the moral sense and to acquire skills for children age seven and older and that employers also valued child labor. The efforts to develop public educa tion, on the other hand, were hampered by the resistance of parents to sending their children to school rather than sending them to work or using them for chores at home. While social control was definitely an underlying agenda of elites in their ideas for popular education (since it was seen to prevent crime), the contribution of child labor to household economy was much more important from the perspec tive of average Brazilian families.