Suchergebnisse

Public education systems ought to be equitable, ensuring equal opportunities to all students, irrespective of the socioeconomic status of their families. This political desideratum is based upon, not only on ethical considerations, but also – and mainly – by the need of fostering economic development and progress. To develop, at maximum, the potential of each and every individual in a community, it is imperative to reduce human resource lost and, consequently, to improve wealth creation. However, there exists the belief that the more equitable an education system is, the poorer it behaves in terms of learning standards. In fact, relevant empirical evidence points on the opposite direction: according to PISA – Programme for International Student Assessment, countries like Korea, Finland, Canada and Japan, "combine high average performance with equity and have a large proportion of top-performing students, which demonstrates that excellence and equity can go together". According to OECD, "Equity in education has two dimensions. The first is fairness, which implies ensuring that personal and social circumstances – for example gender, socioeconomic status or ethnic origin – should not be an obstacle to achieving educational potential. The second is inclusion, which implies ensuring a basic minimum standard of education for all – for example that everyone should be able to read, write and do simple arithmetic.". The present research lies on the utilization of a set of indicators to encompass different factors and sources of inequity. To understand these factors, four groups of students were identified, considering the economic, social and cultural status of their families (low or high) and the performance (low or high) they exhibit in the PISA mathematics tests (in 2003 and 2012), Taking into consideration the percentage of each one of these groups it is possible to perform a risk analysis (calculating relative risks, attributable risks, and odds ratio). This research aims at improving the understanding of the factors which affect the performance of education systems, in particular, those related with (i) unequal distribution of school resources, (ii) differences between public and private schools, and (iii) dissimilar conditions between rural and urban schools. In this research a set of variables were selected and analysed in order to study three different levels of analysis: individual (gender, grade repetition, and immigrant status), family (economic, social and cultural status), and school (public/private, location, class size, and resources), for five Mediterranean countries. ; info:eu-repo/semantics/publishedVersion

The Bologna Process aimed to build a European Higher Education Area with the objective of promoting students mobility. The adoption of Bologna Declaration directives requires a decentralized approach that accelerates student's mobility, based on frequently updated legislation. This paper proposes a student personal system to manage student's academic information. This system is supported by a flexible model that integrates, for instance, knowledge about the student attended courses or about a course that the student wishes to apply. Essentially, this model holds a (i) Student's Academic Record with skills acquired in academic course units, professional experience or training and an (ii) Individual Studies Plan, which places the student in a particular (iii) Course Plan setting the curricular structure that the student wishes to apply.

Chapter 1: Introducing the European Union's Strategic Partnerships: Global Diplomacy in a contested World -- Part-1 : Strategic Partnerships in the European Union's Diplomatic Practice: Evolution and Analysis -- Chapter 2 : Strategic Partnerships in EU External Action: Evolution and Analysis of a Developing Policy Instrument -- Chapter 3: Institutional Perspectives on the EU's Strategic Partnerships: Where is the Focus and Authority? -- Chapter 4: Soft Power in the EU's Strategic Partnership Diplomacy: The Erasmus Plus Programme -- Part-2 : The Transatlantic Partners: The United States and Canada -- Chapter 5: The European Union and the United States: competition, convergence and crisis in a strategic relationship -- Chapter 6: The EU-Canada Strategic Partnership: Challenges and Opportunities -- Part-3: Strategic Partnerships with the BRICS -- Chapter 7: European Union-Brazil Relations: A Strategic Partnership in Suspended Animation -- Chapter 8: The Partnership that Failed: Excavating the Origins, Objectives and Outcomes of the EU-Russia 'Strategic Partnership' -- Chapter 9: The European Union and India: A Reluctant Partnership between Aspiring Global Powers -- Chapter 10: The European Union and China: Partnership in Changing Times -- Chapter 11: The European Union-South Africa Strategic Partnership: aligning interests in a multi-layered environment -- Part-4: Reaching out for Strategic Partnerships beyond the BRICS -- Chapter 12 : The EU and Mexico: The Strategic Partnership in the Context of the Global Agreement Roberto Dominguez -- Chapter 13: The EU's strategic partnerships with Japan and South Korea: a comparative analysis of the drivers, outcomes and limitations -- Chapter 14: Conclusions: The Rise and Fall of an Idea.

Part 1 Introduction -- 1 The Knowledge-Implementation Gap in Conservation Science -- Part 2 The Knowledge Production Or Co-Production -- 2 Biodiversity Monitoring and the Role of Scientists in the 21st Century -- 3 Closing the Conservation Genetics Gap: Integrating Genetic Knowledge in Conservation Management to Ensure Evolutionary Potential -- 4 Publicly generated data: the role of Citizen-Science for knowledge production, action, and public engagement -- 5 Global Overview of Indigenous Ecological Knowledge and Implementation in National Conservation Agendas -- Part 3 The Knowledge Mediation Sphere -- 6 The Knowledge Network: Identifying Actors and Structural Dimensions of Knowledge Transfer -- 7 Communication: The bridge between knowledge and implementation -- 8 Making an impact: how to design relevant and usable decision support systems for conservation -- Part 4 The Knowledge-Action Outcome(s) -- 9 The use of boundary-spanning organizations to bridge the knowledge-action gap in North America -- 10 Progress and gaps in biodiversity data mainstreaming and knowledge transfer for conservation in South America -- 11 Conservation Science in Africa: Mainstreaming Biodiversity Information into Policy and Decision-making -- 12 The Marine Conservation Landscape in Europe: Knowledge Support to Policy Implementation and Conservation Action -- 13 Translating research into wildlife conservation actions through multi-sector collaboration in tropical Asia -- 14 Environmental knowledge exchange in Australia and Oceania: how researchers and practitioners are working together to bring change -- Part 5 Synthesis -- 15 Closing the gap between knowledge and implementation in conservation science: concluding remarks.

This article examines the legacy of the three Portuguese Presidencies of the Council of the European Union (1992, 2000 and 2007) in the framework of the Common Foreign and Security Policy (CFSP) and European Security and Defence Policy (ESDP). It places particular emphasis on the efforts undertaken by the national authorities to promote the EU's global actorness as part of a strategy aimed at enhancing the country's European credentials and international relevance. The study confirms the incremental prioritization of the CFSP/ESDP-related issues in the Portuguese EU presidencies' agendas while concluding that, as a result of such tendency, one has witnessed the growing projection of Portugal's vision of the European foreign policy.

Twitter has become a commonly used platform by both public and private organizations to assist with the dissemination of information related to disaster management. This research makes use of a mixed‐method approach in determining the extent and manner in which Twitter is used to disseminate disaster management information by both public and private organizations. This research found that public organizations are bound by strict regulations resulting in a lower volume and smaller variety of disaster‐related information being disseminated. The nature of an organization and the processes of decision making therein are suggested to influence the ability of an organization to successfully use Twitter as an effective tool for disaster management. Organizations in Thailand currently underutilize Twitter for disaster management, as neither public nor private organizations use Twitter as a multidirectional communication disaster management tool.