Suchergebnisse

Civil society organizations, whose activity increased in the first decade of the 21th century, play a significant role in improving and correcting public policies at the local level. The article examines the ideological principles and practical activities of NGOs in the field of education, represented by both regional and local organizations, as well as interaction between the state, society and business in promoting joint projects, increasing the inclusiveness and quality of educational systems, and developing new approaches. Special attention is paid to non-state educational institutions that offer a possibility of additional training, as well as alternative universities created by Indian organizations to implement the principles of intercultural dialogue and genuine equality. Activities of Latin American civil society have a significant impact on the social life of the region. It is a complex social phenomenon of particular interest. The author acknowledges that NGOs are not able to solve most urgent problems of education as they remain a subject to a targeted strategy of the state, which consists in attempts to radically improve the entire system, ensuring equal chances for children from poor backgrounds. Nonetheless, by exerting a significant impact on public life in the region, minimizing the costs and failures of state policies, these NGOs play an important stabilizing function as they develop an alternative and additional education and provide opportunities to vulnerable social groups. At the new stage of development, in the conditions of disillusionment with the state's capabilities, the social role of civil society will inevitably increase, expanding the social space of creative activity, complementing, correcting and improving public policies.

Germany, which reorganized its industry after the second world war, met a serious work force insufficiency in 1960's and tried to compensate this work force deficit from developing countries. During these years there occurred big worker immigration to Germany from Turkey, which had a serious unemployment problem and an active population. The problems that could have stemmed from such an immigration movement did not receive enough and serious attention neither from Turkey, which sent the workers nor from Germany, which invited these workers. On contrary, these workers were considered as foreign currency income by Turkish government, and as cheap workforce by German government. In addition, German government believed that these were guest workers and when the due day came they would go back to their countries. However, Turkish workers started to call their families to Germany from 1970's on and had the purpose of staying in this country in long term. In this country, where third generation has been receiving education, the education and integration problems of Turkish children have always been on the agenda. They have various educational problems from pre-school education and vocational education to higher education. Furthermore, they came across with the thread from various fundamentalist religious or political organizations. In our age, as there have occurred such approaches as multiculturalizm and crossculturalizm, realistic steps have to be taken in order to avoid the dangers that might stem from the integration problems of Turkish youth in Germany. In this study, such an integration problem will be discussed and some practical solutions will be put forward. Key words: European Union, German Education System, foreigners, children of Turkish workers, educational problems.

The article is devoted to the sociological analysis of the situation with bullying (prevalence, dynamics, connection with socio-demographic indicators) and counteraction to it (formal legal framework and real practices) in the modern educational space of Ukraine. According to 2018, the number of systematic bullers is 12.2%, the number of systematic victims — 15.7%. Thus, in reality, it is not about 67% (two thirds) of children and adolescents, as noted in the justification of many anti-bullying initiatives, but about a much smaller number of people who, however, are systematically bully or bullied by others. The connection between bullying and gender, financial status, health status, emotional state, and the presence of violence from adult family members was analyzed. The legal framework for combating bullying is considered. It is shown that significant obstacles to the implementation of anti-bullying laws are formalism, lack of qualified psychological staff and the practice of concealing the facts of bullying by the management of educational institutions. The article provides a list of real steps to combat bullying, which should lead to positive changes (online training, information campaigns, hotlines, etc.). International data on the evaluation of prevention programs are given. To be more effective, these programs must combine systematic monitoring and targeting of children and adolescents at high risk. Anti-bullying programs should not so much completely eliminate the phenomenon of bullying as bring it out of the norm, which is important on the way to the humanization of education. The necessity of further sociological researches in the field of cyberbullying is substantiated, as well as the necessity of assessing the real position of teachers.

SUMMARYThere are many obstacles to promoting learning as an outcome of performance measurement in non‐governmental organizations (NGO) social service providers, especially in less developed countries. Building upon a conceptualization of accountability as a multifaceted set of relationships through which funders, or principals, and non‐profit providers, or agents, jointly shape organizational learning, and performance, this study expands our understanding of how accountability mechanisms affect learning within service providers. This paper explores the role that funders play in shaping performance measurement, or monitoring, practices within NGOs serving disadvantaged children in developing countries. We examined the experience of service providers in Egypt and Colombia to assess how the barriers to use of performance data and learning may be addressed. We conducted interviews using the same protocols with program managers in six non‐profit providers in each country that provide services to children, and we also interviewed major donors in the arena of children's services in the USA. We probed the NGO managers' experiences with performance measurement to identify obstacles and potential solutions to improve the use of the data to promote learning. Our findings support previous research about the potential for upward accountability mechanisms to influence internal learning. We suggest that funders should be held accountable for how the incentives and disincentives they provide to grantees affect their internal learning about how to improve their services. This notion of 'reverse accountability' means that funders need to be strategic and intentional when they design reporting mechanisms that affect the learning behaviours within their grantees. In line with our call for reverse accountability, we offer a model demonstrating our notion of the two‐way flow of accountability and we offer recommendations to help improve the performance reporting environment for NGOs who are addressing complex problems with less than adequate capacity. Copyright © 2012 John Wiley & Sons, Ltd.

This book is a response to the need for reflection about the role of education in the new social scenario in which we are living, and attempts to propose an educational alternative that is consistent with the reality of modern society. It is a book of fundamental value for a critical analysis and understanding of the current situation in education, in order to look ahead to the future of education with confidence, founded above all on the learning capacity of human beings.

This resource describes several options for making educational videos using "screencasting", or "screen capture" software. The author (who has over 300 screencasted videos on YouTube and indexed on his website, www.burkeyacademy.com) describes the software and hardware tools needed, including some open source and free-to-use tools. Links to some "how to" videos are included, as well as some links to other example videos demonstrating novel professional uses for screencasting.

AbstractHow does the educational divide impact contemporary redistributive politics in the knowledge economy? Traditional political economy models which see education as a labour market asset predict the relatively secure educated will oppose redistribution, while the precarious less‐educated will support it. In contrast, a conception of education as a marker of social status suggests that the less‐educated may be more inclined than status‐secure university graduates to draw harsh boundaries against welfare state beneficiaries as a means to maintain social esteem. Building on both theoretical approaches, I analyze 2016 European Social Survey data from 15 Western European countries. I find that education has a negative relationship to support for an expansive welfare state. By contrast, education is strongly positively associated with perceptions of welfare state beneficiaries as deserving.This has implications for education as a structural divide in electoral politics. Evidence that attitudes towards the scope of the welfare state mediate the effects of education on vote choice is mixed. However, KHB mediation analyses decomposing the effects of education on vote choice reveal that deservingness perceptions are a particularly substantial mediator of education effects on voting for radical right and green parties. This explains in part why these parties represent the poles of the educational divide, whose attitudinal basis is usually understood to be socio‐cultural rather than redistributive.

Inconsistent measurement of ship tonnage, the denominator in the usual measures of crowded conditions on slave vessels, may confound estimated associations between crowding and slave mortality on the Middle Passage. The tonnages reported inLloyd's Registersare shown to be consistent over time and are used to demonstrate that both the unstandardized and standardized tonnages in the Transatlantic Slave Trade Database are deeply flawed. Using corrected tonnages, we find that crowding increased mortality only on British slave ships and only before the passage of Dolben's Act in 1788.

Purpose– The purpose of this paper is to define a new conceptual framework or model, to measure and manage organizational performance, both financial/non-financial and intellectual capital (IC), in a healthcare organization.Design/methodology/approach– The integrated new model is produced by integrating the common assessment framework (CAF) model with two other frameworks representing the IC and leadership. These already existing models are originated, respectively by the Health Agency of Emilia-Romagna Region (Italy) and the National Healthcare System (NHS – UK). The integration phase is operated by comparing the CAF and IC models so as to assess the determinant factors that are present in both frameworks and eliminating such redundancies. Concerning the leadership determinant factor, the relevant conceptual framework of CAF model is substituted by the new leadership model proposed by the NHS.Findings– A new integrated model is made available for a subsequent step of empirical implementation and validation through its application in a healthcare organization. The main advantage of this model is the ability to measure and manage IC and financial/non-financial performance. Moreover, the use of a single measurement system facilitates the interpretation and coherency assessment of measured data so originated.Originality/value– The added value this work provides will enrich the academic literature regarding performance measurement systems in healthcare organizations, also providing an original integrated model that is able to exhibit the advantages highlighted above.

Educational systems considerably influence educational opportunities and the resulting social inequalities. Contrasting institutional regulations of both structures and contents, the authors present a typology of educational system types in Germany to analyze their effects on social inequality in eastern Germany after unification. After 1990, the comprehensive secondary school was replaced by three types of differentiated secondary schooling. In this unique field experiment of model transfer and institutional change in a federal country, reforms in these state educational systems—all originally of a uniform socialist type—led to participation rates rising to western enrollment levels, yet with substantial state-level differences. These are attributable to the divergence of educational systems reformed according to contrasting western German models. These types substantially and differentially generate intergenerational inequalities. The authors chart the sharp and significant effects of education policy reforms and societal transformation following German unification.

The objective of this study was to determine factors that can predict the intellectual performance and educational attainment of adolescents living in poverty. Data of Mexican adolescents from rural and urban areas (N = 1,093, 55.8% male, 61% urban) and their mothers were analyzed. The data came from a probabilistic sample with national representativeness of beneficiary households of the governmental program to fight poverty Oportunidades. Mothers and children were surveyed separately at home using questionnaires. Results from structural equations modeling revealed that higher intellectual performance was determined by older age, higher maternal intellectual performance and education, more adequate parenting practices, fewer siblings, and less insecure neighborhoods. Higher educational attainment was predicted by older age, higher intellectual performance, and more psychological resources. Data explained 25% of the variance of intellectual performance, and 39% of the variance of educational attainment. Results are discussed regarding the possibility of enhancing intellectual performance and education. ; peerReviewed ; publishedVersion