Suchergebnisse

Denmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies. ; publishedVersion ; Peer reviewed

In this chapter, I will study the relationship between education and working life from a few viewpoints. First, I will examine how everyday working life has changed and how education has to change. Second, I will depict how the practices of both education and the working world can and should be researched in terms of the theory of practice architectures. Third, I will come back to reflect on the relationships between work, education and life. The work that people do has increasingly been immaterialized. Working life has been detached from material production which is more and more automated and robotically driven. According to a Swiss professor Schwab (2015, 2016), we have already moved into a new era that can be called the fourth industrial revolution . The emerging and partially ongoing new revolution is speeded up by new technological breakthroughs in quantum computing , nano-technology , gene-technology , additive manufacturing (AM), Internet of things (IoT) and synthetic biology. All these innovations, mingled with each other, fundamentally change our lives on Earth. At the core of the fourth industrial revolution and society are the cognitive skills of humans. This new order of economy can called cognitive capitalism or cognitive economy . Consequently, cognitive work is ever present in our lives. The work we do every day is technically with us everywhere, so we can colloquially call it anyplace working . Because cognitive work is essentially learning, we may say that learning also becomes anyplace learning . In other words, the development of cognitive skills is actively supported not only in formal education but also in nonformal and informal settings. This scenario leads to societal polarization : the divide into the 'haves' and the 'have-nots'. As the borders between professions fade away, new jobs are created. These new kinds of jobs are hybrid jobs. Thus, we may find an ongoing process of hybridization in working life. The group of short-term workers, some doing fairly demanding assignments, have received the unifying title of the precariat. It is an ironic play on words, combining the old working class-term, proletariat with the French word précarité (Eng. precarious), that signifies uncertainty, instability and a high risk factor. In other work, working life today is becoming precarisized. To summarize, the ongoing tendencies of work and working life can be fused into nine intertwined core concepts. Firstly, the processes of work have undergone processes of immaterialization, digization , robotization and globalization . Secondly, and partially as a consequence of the previous processes, the processes of learning at work and for work have undergone elliptical processes of formalization of informal learning and informalization of formal education. All these have consequences for the work force in the forms of polarization , hybridization and precarization . These tendencies can be labelled under the umbrella term of new work . The practices of working life have dramatically merged, and new kinds of research are needed so as to better understand reasons why practices are as they are. In order to understand practices of new work, we need knowledge about: (1) economic resources or physical and material routines, habits of action and activities which prefigure social practices; (2) how practices of new work are understood and discursively formed by using cultural symbols, words, concepts and discourses; and (3) social and political relations which are prefigured through power and solidarity as well as processes of indoctrination, oppression and emancipation from coercive power. To put it briefly, in order to understand how practices are possible and how it is possible to change practices, we need research on (1) material-economic (2) cultural-discursive as semantic, as well as (3) social-political prerequisites of practices. ; peerReviewed

La incertidumbre y ambigüedad en el empleo es una realidad en muchas sociedades actuales, por lo cual la idea de auto emplearse ha comenzado a tomar un rol más activo, no solo por necesidad, sino por los prospectos que trae de innovación y mejoría a las sociedades. Ante esta situación social nos asalta la pregunta: ¿Cómo podemos potenciar el espíritu emprendedor en nuestros estudiantes? El artículo tiene como objetivo recopilar información teórica del estado del arte sobre la educación emprendedora; lo que ha sido, es, y puede ser, con la finalidad de presentar la actualidad sobre el tema, tanto en el campo psicológico como en el campo pedagógico. Para lograr este objetivo, se recopiló información proveniente de 108 fuentes investigativas, refiriéndose a libros y artículos de revista, concluyendo que, a pesar de que a nivel general la educación emprendedora ha contribuido significativamente a su entorno y la producción de empresas, países tercermundistas o subdesarrollados, específicamente los de Latinoamérica, aun requieren esfuerzo extra para implementar en su cabalidad el tema de emprendimiento a nivel académico, particularmente, por desafíos como inestabilidad política, tecnología y competencia a nivel internacional. ; Job uncertainty and ambiguity is a reality in many current societies, therefore, the idea of self-employment has taken a more active role, not only out of necessity, but also because it brings innovation and development to societies. In view of this situation, the following question arises: how can we strengthen the entrepreneurial spirit of our students? This article has the objective to collect theoretical information of the state of the art on entrepreneurship education: what it has been, what it is, and what can it be, in order to present the current condition of the topic, both in the psychological and pedagogical field. To achieve this objective, information from 108 research sources, mainly from scientific articles and books was collected, concluding that, although generally, entrepreneurship education has significantly contributed to the creation of businesses, developing countries, specifically, those in Latin America, still require extra effort to fully implement entrepreneurship topic in the curriculums, particularly because of challenges such as political instability, technology and international competition. ; La incertidumbre y ambigüedad en el empleo es una realidad en muchas sociedades actuales, por lo cual la idea de auto emplearse ha comenzado a tomar un rol más activo, no solo por necesidad, sino por los prospectos que trae de innovación y mejoría a las sociedades. Ante esta situación social nos asalta la pregunta: ¿Cómo podemos potenciar el espíritu emprendedor en nuestros estudiantes? El artículo tiene como objetivo recopilar información teórica del estado del arte sobre la educación emprendedora; lo que ha sido, es, y puede ser, con la finalidad de presentar la actualidad sobre el tema, tanto en el campo psicológico como en el campo pedagógico. Para lograr este objetivo, se recopiló información proveniente de 108 fuentes investigativas, refiriéndose a libros y artículos de revista, concluyendo que, a pesar de que a nivel general la educación emprendedora ha contribuido significativamente a su entorno y la producción de empresas, países tercermundistas o subdesarrollados, específicamente los de Latinoamérica, aun requieren esfuerzo extra para implementar en su cabalidad el tema de emprendimiento a nivel académico, particularmente, por desafíos como inestabilidad política, tecnología y competencia a nivel internacional.

Job uncertainty and ambiguity is a reality in many current societies, therefore, the idea of self-employment has taken a more active role, not only out of necessity, but also because it brings innovation and development to societies. In view of this situation, the following question arises: how can we strengthen the entrepreneurial spirit of our students? This article has the objective to collect theoretical information of the state of the art on entrepreneurship education: what it has been, what it is, and what can it be, in order to present the current condition of the topic, both in the psychological and pedagogical field. To achieve this objective, information from 108 research sources, mainly from scientific articles and books was collected, concluding that, although generally, entrepreneurship education has significantly contributed to the creation of businesses, developing countries, specifically, those in Latin America, still require extra effort to fully implement entrepreneurship topic in the curriculums, particularly because of challenges such as political instability, technology and international competition. ; La incertidumbre y ambigüedad en el empleo es una realidad en muchas sociedades actuales, por lo cual la idea de auto emplearse ha comenzado a tomar un rol más activo, no solo por necesidad, sino por los prospectos que trae de innovación y mejoría a las sociedades. Ante esta situación social nos asalta la pregunta: ¿Cómo podemos potenciar el espíritu emprendedor en nuestros estudiantes? El artículo tiene como objetivo recopilar información teórica del estado del arte sobre la educación emprendedora; lo que ha sido, es, y puede ser, con la finalidad de presentar la actualidad sobre el tema, tanto en el campo psicológico como en el campo pedagógico. Para lograr este objetivo, se recopiló información proveniente de 108 fuentes investigativas, refiriéndose a libros y artículos de revista, concluyendo que, a pesar de que a nivel general la educación emprendedora ha contribuido significativamente a su entorno y la producción de empresas, países tercermundistas o subdesarrollados, específicamente los de Latinoamérica, aun requieren esfuerzo extra para implementar en su cabalidad el tema de emprendimiento a nivel académico, particularmente, por desafíos como inestabilidad política, tecnología y competencia a nivel internacional. ; La incertidumbre y ambigüedad en el empleo es una realidad en muchas sociedades actuales, por lo cual la idea de auto emplearse ha comenzado a tomar un rol más activo, no solo por necesidad, sino por los prospectos que trae de innovación y mejoría a las sociedades. Ante esta situación social nos asalta la pregunta: ¿Cómo podemos potenciar el espíritu emprendedor en nuestros estudiantes? El artículo tiene como objetivo recopilar información teórica del estado del arte sobre la educación emprendedora; lo que ha sido, es, y puede ser, con la finalidad de presentar la actualidad sobre el tema, tanto en el campo psicológico como en el campo pedagógico. Para lograr este objetivo, se recopiló información proveniente de 108 fuentes investigativas, refiriéndose a libros y artículos de revista, concluyendo que, a pesar de que a nivel general la educación emprendedora ha contribuido significativamente a su entorno y la producción de empresas, países tercermundistas o subdesarrollados, específicamente los de Latinoamérica, aun requieren esfuerzo extra para implementar en su cabalidad el tema de emprendimiento a nivel académico, particularmente, por desafíos como inestabilidad política, tecnología y competencia a nivel internacional.

This book explores the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in light of recent shifts in quality and standards-driven education, and policy research. The book critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way the shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. With this as its focus, the book's individual chapters highlight hand-picked scholarly research on major discourses in the field of comparative education. A compendium of the very latest thinking on the subject, the book - like the other volumes in the series - offers a state-of-the-art sourcebook for researchers, practitioners and policymakers alike. Not only do the chapters offer a timely overview of current issues affecting comparative education and education policy research in what is now a global educational culture; they also outline future directions that education and policy reforms could take. By doing so, they provide a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, they address globalisation, ideology and democracy and examine both the reasons for and outcomes of education reforms and policy change. As such, they provide an informed critique of models of quality and standards-driven education reforms that are informed by Western dominant ideologies and social values

Describes propaganda campaign that substituted nationalism in the name of patriotism for an official communist ideology that was becoming obsolete in the post-Cold War era, ensured popular loyalty, and enabled the regime to maintain authoritarian control and redefine its legitimacy; since 1989.

Because of changes in the magnitude of cohorts to be educated, the elementary-school population will decrease by some 7 million pupils & more than 250,000 teachers, followed by increases of the same magnitude over the fourteen years following 1982. Such variation will impose traumatic adjustments upon the educational system. The increasing enrollment in prekindergarten schools pushes new responsibilities on the school system & promises to accelerate progress in primary grades. Several unmet needs of schoolchildren which require attention--correction of speech deficiencies & the special problems of the emotionally disturbed--are identified. The record of retention in school is satisfactory up to high-school ages, but dropouts & decreasing enrollment of youth, ages seventeen & over, are unmistakable. Educational lag is apparent in both dropping out & in falling behind the modal grade of the school-age group. Fs are beginning to surpass Ms in Coll attendance. The continuation from high school to Coll appears to have peaked & is now decreasing, however, Coll attendance by youth in the top half of the ability spectrum may be above the record two decades ago. As to learning, particularly in the secondary schools, evidence of improvement is scant while there are extensive indicators of decreasing test performance at the end of high school. Models of processes of education are needed to identify appropriate educational statistics to improve social indicators of education in the US. 6 Tables, 4 Charts. Modified HA.

This report by the Legislative Audit Council reviews the South Carolina State Department of Education.

"This book examines the path that name, image, and likeness (NIL) has taken in the first years of the policy, how the expansion has led to differing approaches across state and universities, and how administrators in selected states are dealing with the rulemaking power they have. After an introduction contextualising how NIL policies have impacted the administrative approach at institutions, the remaining chapters focus on how NIL has altered the role of compliance offices and administrators tasked with monitoring academic and financial activity in athletic departments. Chapters leverage theories of policy diffusion and implementation to offer context on the topics from administrative and policy perspectives, whilst also examining how entrepreneurs are both using the policies to advance the status of the athletic arms of their institutions while dealing with these compliance struggles. The authors conclude with a discussion of an unsettled policy landscape and whether stricter guidelines are on the horizon. Name, Image, and Likeness Policies will appeal to both scholars studying sport and law, public policy, public administration, state politics, and governance, as well as readers seeking to better understand what impacts NIL is having on the college system, and students connected to major sports such as college football and basketball. Darrell Lovell is an Assistant Professor of Political Science at West Texas A&M University and serves as the director of the Master of Public Administration (MPA) program. His research focuses on the intersection of education and policy and administration theory. Particularly, he has focused on policy diffusion in education policy as well as the application of street-level bureaucracy and public management to education systems. His most recent work on organizational public communication has been published in Administration & Society and the International Journal of Educational Reform. He is the co-author of Lone Star Politics with Patrick Gilbert, which is published by Cognella Publishing. Daniel J. Mallinson is an Assistant Professor of Public Policy and Administration at Penn State Harrisburg. His primary research interests include policy process theory (particularly policy diffusion and punctuated equilibrium), state government, drug policy, mental health policy, and energy policy. He has previously co-edited the Palgrave Handbook of Political Research Pedagogy (2021) and Strategies for Navigating Graduate School and Beyond (2022). He has forthcoming books on cannabis policy with A. Lee Hannah"--