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This research has focused on re-analyzing data from previous large-scale Canadian surveys that include information on education and training activities and union status, as well as other demographic and organizational factors, most prominently the 1993 and 1997 Adult Education and Training Surveys. In contrast to some recent studies, we find that union status has had consistent positive individual-level effects in Canada on participation in adult education courses and employer-sponsored courses in general, and especially for women union members. In addition, our analysis of data from the 1998 national survey on informal learning finds that in this much more extensive form of learning, unionized workers are significantly more likely than non-unionized workers to participate in more directly empowering forms of knowledge including learning about workers' rights and political issues.

The article presents the foundations of the Pedagogy of Informal Education, created by the author during 12 years of research work in informal education. The object, the subject, the general scientific definition, the categorical apparatus, the prerequisites, the goals, the tasks, the principles, the laws, the approaches, the methods, the models of teaching, the components of the educational process, the sections and the pedagogical "family" of Pedagogy of informal education as transpedagogy are presented. The experience of general pedagogy and the existing special pedagogies is used, taking into account the specifics of informal education. Philosophical, general scientific and concrete scientific methods of theoretical and empirical research are applied.

Renaissance Lawman details the life, education path, and career choices of Eliot Howland Lumbard --an all too forgotten pioneer of the criminal justice field--and how he helped reform and develop the American Criminal Justice system into what we know today.

This study examines data on the patterns, nature and extent of women's legislative representation in Kenya and considers the role of education in increasing their participation. The main objective is to determine the status of women within the legislative assembly since Kenya gained independence in 1963 and explore the link between legislative representation, gender, and educational level and achievement. The study attempts to answer the question: Does education and training encourage women's legislative participation? It concludes that more gender equality in education and training increases the chances of women participation in legislative leadership positions in Kenya.

Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.

I conducted a three-year study of pre-tenure professors of teacher education directly and indirectly involved in the reform of teacher education in Canada to gain a better under- standing of the changes in which pre-tenure teacher education faculty are engaged and of the personal and contextual influences that facilitate and constrain their efforts to do things differently. The research approach was broadly qualitative; more specifically, I conducted my research from a life-history perspective, which situates individuals' accounts of experience within a broader personal, historical, social, political, cultural, and/or institutional context. In this article I provide an overview of the types of reform characterizing teacher educators' work and explore some obstacles to this work, highlight- ing the intersection between individuals' commitments to reform and institutional realities that often militate against or obstruct these efforts. L'auteure présente une étude de trois ans portant sur des professeurs en formation à l'en- seignement, en voie d'acquérir leur permanence et participant directement et indirectement à la réforme de la formation à l'enseignement au Canada. L'étude visait à mieux cerner la nature des changements mis en œuvre par ces professeurs ainsi que les influences personnelles et contextuelles favorisant ou non les efforts en vue de faire les choses autrement. Il s'agissait d'une étude qualitative, faisant appel à une approche biographique situant les comptes rendus des expériences des personnes dans un contexte personnel, historique, social, politique, culturel ou institutionnel. Dans cet article, l'auteure fait un survol de la nature des réformes caractérisant le travail des responsables de la formation à l'enseignement et explore quelques obstacles à ces efforts. Ce faisant, elle met en lumière le lien qui existe entre l'engagement personnel vis-à-vis des réformes et les réalités institutionnelles qui souvent font obstacle à ces efforts.

Background: This paper was premised on the educational learning gap created by the COVID-19 Pandemic induced schools' closure in Zimbabwe and the world in 2020. Approximately, 1,576 billion, 297 million and 4,6 million learners globally, in Africa and in Zimbabwe respectively, are attending schools and their learning process is interrupted because of the COVID-19 Pandemic in many different ways across the globe. Developed countries adopted innovations to ensure continuity of educational learning, however, developing countries like Zimbabwe, were caught unaware. Already battling with a crippled economy, severe natural disasters induced by climate change, this paper investigates a relatively new and demanding curriculum, the Zimbabwe education system's capacity to adopt to the changes induced by COVID-19 Pandemic. Objective: The study has three objectives: to unearth if stakeholders are appreciative of the importance and dictates of Zimbabwe's Competency-Based Curriculum; to ascertain if e-learning can ensure the continued provision of education during and after the COVID-19 era and other pandemics that may arise in the future; and to establish which method of education instruction is preferred by Zimbabweans, either during or after the COVID-19 Pandemic period. Methods: A mixed method research design was used to collect both qualitative and quantitative data. Considering that data collection was done at the peak of the COVID-19 period, physical contact was avoided and the research was largely hinged on an online questionnaire and interview sessions. Focus group discussions were however, also conducted when it was expedient to do so, to qualify some of the quantitative responses provided by respondents. Results: Results showed that stakeholders were inadequately consulted about the 'new curriculum', that education innovation to adopt e-learning is required, and that Zimbabweans prefer to have a dual method of education instruction through e-learning and in the traditional classroom set-up. Conclusions: The government needs to consult stakeholders, create synergies with partners to implement educational technologies and provide the necessary precautionary equipment in schools prior to re-opening.

A substantial body of literature about Indigenous experiences regarding the boarding school and residential school systems in the US and Canada, respectively, does exist. Both federal governments' intentions were to Christianize, assimilate, and "civilize" students who attended these schools. Most Indigenous educational research is centered in either an American or Canadian context, and the colonial education of Indigenous peoples is rarely discussed as a collective experience. This colonial education occurred in tandem, in both countries, and its legacy severely impacted Indigenous students by separating them from their families and communities and stripping them of their Indigenous identities and lifeways. Furthermore, there have been few researchers who have examined the longtime and generational impacts of these institutions on the lives of students' descendants. This study is two-fold. First, it examines and compares Indigenous education in Canada and the United States. Second, it focuses on Indigenous university students' (RS Survivors' descendants) perspectives of this legacy, and the ongoing effects which weaves together the American and Canadian RS history. Indigenous university students' personal stories were analyzed using interviews, group discussions, and individual photovoice projects. The generational impacts of colonial education have sometimes been described as soul wounds that have led to persistent scars often referred to as historical unresolved grief and/or intergenerational trauma. This study examined historical unresolved grief and intergenerational trauma that Indigenous university students experienced during their academic journeys. The history of colonial education on Indigenous peoples is a lived experience and comes to life when Indigenous students learn or re-learn more historical details during their academic studies. I developed colliding heartwork, a research framework, that is based upon interviews and other findings that helps to facilitate the emotional and mental work needed to learn, discuss, heal, and support Indigenous students regarding the continuing aftermath of boarding and residential schools.

Using a life course perspective, we report the findings from a needs assessment for midlife and older adults regarding family life education. A sample of 264 adults aged 50 and older indicated interest in 29 family life education topics. The highest rated topics were nutrition and health, fitness and exercise, and positive aspects of aging. Overall, results from age and gender comparisons suggested that midlife adults (50–64) were more interested in family life education topics than were older adults (65+) and that women were more interested than men.

Intro -- Contents -- Acknowledgments -- 1. Introduction: The Academic Profession Enters a New Global Era -- 2. Germany: Unpredictable Career Progression but Security at the Top -- 3. France: Marginal Formal Changes but Noticeable Evolutions -- 4. United Kingdom: Institutional Autonomy and National Regulation, Academic Freedom and Managerial Authority -- 5. Russia: Higher Education, between Survival and Innovation -- 6. Brazil: An Emerging Academic Market in Transition -- 7. India: The Challenge of Change -- 8. China: The Changing Relationship among Academics, Institutions, and the State -- 9. Japan: Opening Up the Academic Labor Market -- 10. United States: A Story of Marketization, Professional Fragmentation, and Declining Opportunity -- 11. Canada: Decentralization, Unionization, and the Evolution of Academic Career Pathways -- 12. Looking across Systems: Implications for Comparative, International Studies of Academic Work -- List of Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.

"Daß Talcott Parsons während des Zweiten Weltkriegs ein Deutschlandexperte war, ist hinreichend bekannt. Weniger bekannt ist, daß er sich nicht nur in die Debatte einschaltete, die die Re-Education-Politik (Redemokratisierung) Deutschlands vorbereitete sondern daß er auch aktiv auf diejenigen im Sinne eines liberalen Besatzungsregimes einzuwirken versuchte, die für die Deutschlandpolitik verantwortlich waren. Die beiden Vorgänge sind dadurch miteinander verbunden, daß mit 'Re-Education' ein Begriff der politischen Psychiatrie gemeint war, der mit Rehabilitation oder Wiederaufbau zu 'übersetzen' wäre. Diesem Verständnis gemäß argumentierte Parsons 1944/1945, daß eine liberalisierende Wirtschaftspolitik die auf Vollbeschäftigung abzielte, die beste Redemokratisierung Nachkriegsdeutschlands garantiere und der richtige Weg zur Überwindung des Nationalsozialismus war. Das Referat stellt Parsons' Standpunkt in den zeitgeschichtlichen Kontext und zeigt anhand Textexegese, wie Parsons dabei eminent soziologisch argumentierte." (Autorenreferat)