Suchergebnisse

This article deals with the strategies of institutionalising scientific, technological and educational co-operation in the context of recent Euro-Mediterranean relations. In order to understand the process of creating a new kind of Euro-Mediterranean cooperation policy in those areas of activity, it is necessary to have a broad view of the social contexts that determine that same process. The newest phase of socio-economic modernisation, what is often referred to as the 'information era', is responsible for changing both the concept and the institutional structures of international cooperation between universities and in the science and technology sectors. One of the key aims of the renewal of the co-operation policy before and after the ministerial conference held in Barcelona 1995 is the promotion of the vision of the innovative university in the southern and eastern Mediterranean countries, one that actively responds to the needs of the new political economy and new strategies of scientific, technological and educational cooperation, in the Euro-Mediterranean region. This article critically addresses this ideal for the southern university, taking into account the fundamental issue of socio-cultural sensitivity, as this is manifest or absent in the Barcelona framework. It is argued that the broad consensus that was present among the various European and non-European participants of the working groups at the Forum Civil Euromed - a consensus that emphasised the gap in the southern Mediterranean countries with respect to technology and university based research - could be said to be the direct result of the way in which these 'fora' were organised. It is claimed that different voices might emerge, and therefore the conceptual basis of cooperation broadened, if participants from other sectors of civil society were to be involved ; peer-reviewed

Education is used to foster supportive behaviour for conservation. This paper examines how environmental education is implemented in Madagascar, and its potential for conservation. These reflections are based on literature insights and in-depth experiences from the field. We found that environmental education is only marginally integrated in the national curriculum and NGOs are the primary promoters. Evaluation methods focus on quantifying short-term changes in knowledge and attitudes, and interventions fail to integrate local knowledge, values and needs. We call for researchers to examine the long-term impacts, on governmental commitment and support, and for future interventions to be inclusive and locally meaningful.RésuméL'éducation est un moyen utilisé pour encourager les comportements favorables à la conservation, en particulier dans les communautés locales vivant autour des aires protégées. À partir de la littérature et d'expériences sur le terrain, cette contribution examine les manières dont l'éducation environnementale est mise en œuvre à Madagascar, et son potentiel dans la conservation. Il a été constaté que, dans le cadre des écoles primaires, l'éducation environnementale n'est intégrée que de façon marginale dans le curriculum, et les ONG sont les principaux acteurs qui promeuvent l'éducation environnementale. Le principal cible les élèves pour conduire des activités dans le cadre strictement scolaire avec peu de visites dans les aires protégées. Les méthodes d'évaluation se concentrent sur la quantification des changements à court terme dans les connaissances et les attitudes, et non dans les comportements. Les interventions ne parviennent pas à intégrer les connaissances, les valeurs et les besoins locaux. L'influence de l'éducation sur le succès de la conservation reste floue, de sorte qu'il est proposé que la recherche examine également les impacts qualitatifs et comportementaux à long terme des interventions éducatives, l'engagement et le soutien du gouvernement national, et que les futures interventions soient inclusives et significatives au niveau local.

Chapter 1. Major Discourses of Cultural Identities (Joseph Zajda) -- Chapter 2. The Evolution of Canadian Identity as Reflected Through the Ontario Secondary School Curriculum (Suzanne Majhanovich) -- Chapter 3. The Globalization of Human Rights for a Global Citizenship: New Challenges (José Noronha Rodrigues) -- Chapter 4. Adult Studies as a Leisure Activity: From Exigency and Choice (Nitza Davidovitch et al.)- Chapter 5. The Discursive Construction of National Identity in Prescribed History Textbooks (Joseph Zajda) -- Chapter 6. Canada's Response to the Syrian Refugee Crisis. Easing the Transition to Integration (Suzanne Majhanovich) -- Chapter 7. The Impact of Social Networks on Student Motivation and Achievement (Sharon Tzur, et al.) -- Chapter 8. Contributing Factors to Refugee Children's Education and Academic Performance (Nina Maadad, et al.) -- Chapter 9.Global Dialogues on Inclusive Education: A Retrospective and Comparative Analysis of the Salamanca Statement, Article 24, and General Comment #4 (Margaret Winzer and Kas Mazurek) -- Chapter 10. Research Trends in Discourses of Globalisation and Cultural Identity (Joseph Zajda). .

Overview of Malaysia's education sector. The main objective of the project would be to assist the Government in accelerating the implementation of policy reforms and institutional changes aimed at improving the quality of education and the efficiency of educational management as well as at increasing access to better education. In support of this objective, the project would help finance the first five-year phase of a ten-year program to develop and improve the primary and secondary education subsector under the Fifth Malaysia Plan (1986-1990). Financing. ICB procurement: civil works, furniture, equipment. Statistics, 1984-95. (Econom. Voorlichtingsdienst)

An accessible and wide-ranging consideration of concerns facing English Studies in its surrounding context of the university and society. The contributors to this volume seek to trace, in the face of current challenges, historical and contemporary debates surrounding English Studies.