Suchergebnisse

RESEARCH OBJECTIVE: The aim of the article is to present the results of the analysis of the education level in the European Union countries and to verify the relationship between the education and the economic growth of the studied countries.THE RESEARCH PROBLEM AND METHODS: The basic problem of this publication is quantitative and comparative analysis of the level of education in the European Union countries (EU27). Research methods used in the paper are the analysis and synthesis of the literature on the subject as well as quantitative analysis of the education using statistical and taxonomic tools (descriptive statistics, cluster analysis, taxonomic measure of education [TME]). An analysis of regression and correlation is also conducted to investigate the relationship between education and economic growth.THE PROCESS OF ARGUMENTATION: The line of reasoning consists of three essential elements. The first part presents the issues of education and economic growth in the light of the theory. This is a selective review of literature. The second part contains a comprehensive description of the research tools and methods. Part three of the article presents the results of the investigation in the field of education and its relationship with economic growth. The level of education was determined on the basis of an aggregated measure constructed from diagnostics variables. GDP per capita was used to estimate economic growth. The papers ends with conclusion and recommendations for future research.RESEARCH RESULTS: On the basis of theoretical considerations, the influence of knowledge and education on economic growth has been confirmed, particularly in the models of endogenous growth. In empirical research, a great part of the research also indicates a positive relationship between education and economic growth. There are also elaborations that do not confirm this correlation. This study provides two important information on education and economic growth in the Member States of the European Union. Firstly, the area of the European Union is very differentiated taking into account the two criteria indicated. Over the years, a gradual reduction in disparities is observed both in GDP per capita and in TME. Secondly, quantitative analysis has confirmed the emerging relationship between education and economic growth.CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The issue of relationship between education and economic growth is very important and timely. There is lack of papers in the literature that use taxonomic methods to evaluate education. These tools give great opportunity to present the problem in a multidimensional and comprehensive manner, taking into account a large number of variables. The research should be treated as a preliminary study in this field, which requires further in-depth investigation. It is recommended to include more diagnostic variables related to education, as well as, more advanced research techniques in the fields of statistics, econometrics and taxonomy.

In a bid to address girl-child education challenges and promote greater access to basic education generally, the Federal Government as a signatory to the Jomtien Declaration on Education for All (EFA, 1990) and other international treaties introduced the Universal Basic Education (UBE) Program in 1999. The UBE program seeks to ensure an uninterrupted access to 9-year formal education by providing free, and compulsory basic education for every child of school-going age, with a particular emphasis on the girl child and other disadvantaged groups. Against this backdrop, this study attempted an assessment of the effect of the UBE program on girl-child education in Katsina LGA with a particular focus on enrolment rate of the girl child. Data were generated from mainly secondary source but complemented with interviews and questionnaires. Findings of the study revealed that the UBE program has brought about increased educational enrolment of the girl-child owing to the free and compulsory basic education policy of the program, establishment of girls' model primary schools, enlightenment on girl child education, provision of bus services and increased provision of infrastructures. Nevertheless, the program has encountered challenges such as inadequate infrastructure arising from poor funding, low value accorded girl-child education by parents, inadequate competent teaching staff, etc. The study therefore recommends increased allocation of funds; employment of more qualified and competent teachers as well as their training and retraining; imposing stiff sanctions on parents withdrawing their female children from schools; and upward review of teachers' welfare packages to boost their morale.

The United States today is marked by a culture that is both militarized and commoditized, in which education has become both an enabler to a state of permanent war and a facilitator of business and industry imperatives. The increasing militarism of America's schools, colleges, and universities demands a response. Active and informed dissent is what's required, for nothing is more truly American or patriotic than well-informed dissent that seeks to protect vital liberties. This article suggests several ways that educators can alert students to the twin perils of militarism and an education driven too narrowly by "learn to earn" imperatives.

This practical guide is designed help increase the willingness and political savvy of all adult school community stakeholders to successfully implement equity reforms. It proposes a bold new leadership paradigm that facilitates the adoption of the values, beliefs, attitudes and skills needed to achieve equitable educational outcomes

The occurrence of some revolutionary episodes seems initially puzzling. For example, before the 'Arab Spring', macroeconomic conditions were improving, the political leaders had been in power for a long time, and the autocrats had shown an apparent interest in the welfare of their population by investing in human capital. We argue that such a paradox can be solved by considering that high education levels are incompatible with the features characterising strong neopatrimonial states. We develop this intuition in a simple theoretical model and we test our prediction in a sequential empirical study of regime changes and regime breakdowns in a large panel of countries. We indeed find that a regime change is more likely in countries combining high neopatrimonialism and high education levels. Moreover, when a regime change happens under these circumstances, a revolution is the most likely type of regime breakdown. These results help to understand the 'Arab Spring' but are not specific to the Arab world.

The occurrence of some revolutionary episodes seems initially puzzling. For example, before the 'Arab Spring', macroeconomic conditions were improving, the political leaders had been in power for a long time, and the autocrats had shown an apparent interest in the welfare of their population by investing in human capital. We argue that such a paradox can be solved by considering that high education levels are incompatible with the features characterising strong neopatrimonial states. We develop this intuition in a simple theoretical model and we test our prediction in a sequential empirical study of regime changes and regime breakdowns in a large panel of countries. We indeed find that a regime change is more likely in countries combining high neopatrimonialism and high education levels. Moreover, when a regime change happens under these circumstances, a revolution is the most likely type of regime breakdown. These results help to understand the 'Arab Spring' but are not specific to the Arab world.

Education, Culture and Values Volume IThe six volumes that comprise the Education, Culture and Values series bring together contributions from experts around the world to form, for the first time, a comprehensive treatment of the current concern with values in education. The series seeks to address this concern in the context of cultural and values diversity. The first three volumes provide a wide-ranging consideration of the diversity of values in education at all levels, and thus represent a framework for the second three volumes which focus more specifically on values education (moral, religious, spiritual and political) per se. The six volumes, therefore, bring the fundamental domain of values together with the important issue of pluralism to generate new, fruitful and progressive reflection and exemplars of good practice.The series will be of huge benefit and interest to educators, policy makers, parents, academics, researchers and student teachers. The six volumes contain:• diverse and challenging opinions about current educational concerns and reforms in values education• chapters from more than 120 contributors of international repute from 23 different countries• conceptual clarification and theoretical analysis• empirical studies, reports of practical projects and guidance for good practice.Volumes I–III: Values Diversity in EducationVolume I—Systems of Education: Theories, Policies and Implicit Values is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole. It is concerned with state and policy level analysis across the world. Volume II—Institutional Issues: Pupils, Schools and Teacher Education considers values and culture at the institutional level. What constitutes a good 'whole school' approach in a particular area? There are discussions of key issues and reports of whole-school initiatives from around the world. Several chapters focus on the vital issue of teacher education. Volume III—Classroom Issues: Practice, Pedagogy and Curriculum focuses on the classroom: pedagogy, curriculum and pupil experience. Areas of curriculum development include the relatively neglected domains of mathematics and technology, as well as the more familiar literature and drama. There is a useful section on aesthetic education.Volumes IV–VI: Values Education in DiversityVolume IV—Moral Education and Pluralism is focused on moral education and development in the context of cultural pluralism. There are highly theoretical discussions of difficult philosophical issues about moral relativism as well as practical ideas about good practice.Volume V—Spiritual and Religious Education distinguishes religious and spiritual education and takes a multifaith approach to pedagogic, curricular and resource issues. The important issue of collective worship is also addressed.Volume VI—Politics, Education and Citizenship is concerned with political education and citizenship. Again chapters from several countries lend an international perspective to currently influential concerns and developments, including democratic education, human rights, national identity and education for citizenship.

Citation: Zacharakis, J., & Holloway, J. (2016). The murky waters of neoliberal marketization and commodification on the education of adults in the United States. European Journal for Research on the Education and Learning of Adults, 7(2), 223-236. doi:10.3384/rela.2000-7426.rela9083 ; We approach marketization and commodification of adult education from multiple lenses including our personal narratives and neoliberalism juxtaposed against the educational philosophy of the Progressive Period. We argue that adult education occurs in many arenas including the public spaces found in social movements, community-based organizations, and government sponsored programs designed to engage and give voice to all citizens toward building a stronger civil society. We conclude that only when adult education is viewed from the university lens, where it focuses on the individual and not the public good, does it succumb to neoliberal forces.