International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.
International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.
International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.
International audience ; The chapter sheds light on the construction of a European higher education policy. Beginning with the historical context, we stress the importance of the intellectual and political climate that has led EU member states to reconsider their national take on educational policies and to contemplate joint action. We then take a closer look at the structural arrangements and actor constellations that have developed over time and explain some of the political intricacies of European higher education policy. Interpretive accounts of educational policy making enable us to capture the emergence and transnational circulation of narratives concerning higher education reform as well as to understand why European governments feel increasingly bound by rules developed outside of the realm of domestic policy.
The first part is dedicated to explore how educational attainment varies after reforms in compulsory education and can be seen as a starting point for further analysis that make use of these kind of laws to instrument for education. In the second half of the twentieth century reforms in compulsory education laws aimed at increasing educational attainment in many countries. Using individual-level data from a cross-section of country, the question on whether these reforms had the expected effect is addressed. In a regression discontinuity design framework, reforms effects are controlled by mean of a standard linear model, focusing on the average effect, and of a quantile regression model. An introductory part based on a single country study will give advices on the best strategy to identify individuals' exposure to the reform, taking into account migration and internal mobility, and problems related to low quality of data and discrepancies among them. Then the overall effect of the reforms is considered on a cross section of countries and the results show that the average effect is positive, even if there are substantial differences among the countries considered. Reforms play a role in reducing inequality of educational attainment, having a positive impact on people who belong to the lower quantiles of the distribution of education. After this first introductory part, we focus on a single country and using a representative sample of Ecuadorian young women's households, we investigate whether education, instrumented by a reform in compulsory education, shapes fertility choices, labor market participation rate and future children's outcomes. Estimates show that the completion of lower secondary school decreases the probability of early motherhood by 7%. Then, after controlling for labor market preferences in a model where the choices to be a mother and to be in the labor force are considered simultaneously, we find evidence that schooling is positively related to women's labor market participation rate and negatively to early motherhood. The last section concludes stressing the potential intergenerational effects of changes in the age at first birth, showing that firstborn children born to older mothers have better educational outcomes than those born to younger ones. So policies aimed at increasing women educational attainment are found to be positively related to better women's outcomes, expressed by lowered teenage motherhood rate and by increased labor market attachment, and also to improved children's conditions, represented by their schooling attendance. The last chapter takes into account a reform that reorganized the Italian university system in 2001. Based on a survey on employers' preferences over prospective workers hiring practices, this work focuses on the variations in the demand for skilled labor force after a reform of the Italian University system. This reform caused an increase in tertiary education attendance and a reduction in drop out rates. Whether graduates are more likely to be hired after the increase in the supply of skilled human capital or not is investigated, paying attention to the kind of occupation for which they are required. Since the reform modified both the length of degrees and course contents, this work also attempts to study employers' choice between the BA and the MA graduates. Results show that the demand for skilled workers increased and this is mainly driven by the fact that employers are substituting less skilled workers with more skilled ones for clerical and technical occupations. Factors that could have altered post-reform hiring decisions are presented and discussed and evidence suggests that they should not lead to overestimate the effect of the University reform.
Abstract: The main purpose of this paper is to analyze the thoughts of the modern era paradigm on Total quality management "TQM" and its application in the field of education. This research also explores the adoption of total quality management in the field of education. Our research starts with the background theory/ literature review and then outline the result of the study, conducted by the students to obtain the different perspective on Total quality management in education. We applied survey methodology and selected questionnaire as an instrument. We used Multiple Regression to analyze the effect of TQM in education. By testing the hypothesis we have found out that the two sectors (government and educational institutions) agreed to adopt the concept of TQM except for the parental sector. This sector needs improvement. In our research F- statistics indicate positive results. It means that adoption of TQM in education gives you an excellent result in the overall system. As we can say that adoption of total quality management in education can ascertain more effective institutional change with success. As a result, this research proposed a theory which is obtained from TQM i.e. institutional change environment, sustainable success, and innovation which express the relationship between the educational institutions and the role of total quality management. Paper Link: http://ijsab.com/volume-2-issue-2/1119
In: Arikan, O. (2021). Playful learning in accounting education. In Games, Simulations and Playful Learning in Business Education. Edward Elgar Publishing.
El presente trabajo se inscribe en la línea se investigación Educación, Estado, Sociedad que se desarrolla desde el Área de Educación de la Coordinación de postgrado de la Facultad de Humanidades y Educación, en la Universidad Central de Venezuela (UCV). Constituye una reflexión sobre el papel de la educación en la sociedad, como bien público, derecho humano universal y responsabilidad del Estado; como proceso político, y por tanto cargado de intencionalidad, es decir no neutro, y dirigido no sólo a impartir conocimientos científicos y técnicos, sino fundamentalmente a formar desde el punto de vista ético, político, estético, cultural y social. ; This work is signed in the research line about Education, State, Society that is developed from the Area of Education of the Postgraduate Office at the Faculty of Humanities and Education, in Central University of Venezuela (UCV). This paper constitutes a reflection on the role of education in society, as public good, universal human right and responsibility of the State; as political process, therefore loaded of intentionality, that is to say nonneutral, and directed to not only distribute scientific and technical knowledge, but basically to form from ethical, political, aesthetic, cultural and social viewpoint. ; 145-151 ; castellanome@yahoo.com ; semestral
[The author tried] to review how the debate of the significance of community for political thinking and citizenship education has emerged out, of the liberalism versus communitarian debate and the revival of a civic republican conception of politics. This raises the issue of how do we develop through community involvement, especially on the local level, a more deliberative and democratic politics which can also provide a more political framework for citizenship education. Thus community involvement in the new citizenship curriculum based on the pedagogy of service learning must address the question of how the learning experience can be best structured to challenge students to become learning experience can be best structured to challenge students to become 'political' and aware of the political significance of civic engagement in local communities. (DIPF/orig.).
