Suchergebnisse

In this article I examine policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. In doing so, I critically examine how globalization processes are constructed as policy problems when these transnational political agents propose adult education as a response. My main argument is that while UNESCO presents the provision of adult education as a means for governments to globally overcome disadvantages experienced by their own citizenry, the EU institutionalizes learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalization to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, I present the conceptual and methodological framework of my analysis. I proceed to examine the active role played by UNESCO and the EU in promoting adult education as a policy object at transnational level, and unpack the specific problem "representations. that are substantiated by these organizations. I argue that the UNESCO and EU processes assign specific values and meanings to globalization, and that these reflect a limited understanding of the complexity embedded in contemporary globalization processes. Finally, I tease out two of the effects produced by these problem representations.

This paper offers a broad review of the condition of education in Africa in an attempt to provide information that can assist in thinking about the ways in which education can contribute to development on the continent

Contents -- Preface by Dael Wolfle -- Introduction: An Interview by Members of the Commission -- Chapter 1. Summary of Manpower Problems and Issues Facing the Nation -- The Current Status of Research on Specialized Manpower -- The Changing Pattern of Supply and Demand for Educated Persons -- Feedback into Education-Changes in the Demands for Teachers -- Supply-Demand Balance in Other Selected Professions -- Planning Career Shifts -- The Flow of Students Through College -- The Mobility of Professional Manpower -- Criteria of Effective Professional Performance in the Sciences

This book examines educational resource allocation in Beijing, the allocation of educational resources in student resource optimization analysis in Tianjin, educational resource allocation in Hebei Province, and the optimal allocation of vocational education resources in Beijing, Tianjin, and Hebei. It also offers a holistic landscape of exploring coordinated education development historically. This book has interdisciplinary appeal and is of interest to all studying and researching Chinese educational policy.

Chapter 1: School-University Partnerships - Moving Beyond Transactional -- Chapter 2: Requiring authenticity: ITE partnership policy in Aotearoa New Zealand -- Chapter 3: Leveraging existing policy for a university/K-12 partnership: Using a teacher residency and induction model to address a teacher shortage in Virginia, US -- Chapter 4: Service learning during lockdown: A school-university rural community outreach partnership in the Philippines -- Chapter 5: Co-existing sites of teacher education: A university and school partnership in Glasgow -- Chapter 6: School-university partnerships in Vietnam: Insights, reflections and recommendations -- Chapter 7: Professional learning and development partnerships as a vehicle for teacher empowerment in Ireland -- Chapter 8: Stimulating Australian STEM education in regional Queensland through a novel school-university-industry partnership -- Chapter 9: In-service teacher preparation for entrepreneurship education in secondary schools: A university and Rio de Janeiro State Department of Education partnership -- Chapter 10: Integrating initial teacher education and induction in Scotland -- Chapter 11: Service Learning in Italy: A bridge between academia and society -- Chapter 12: The Network of Erfurt Schools (NES): Professionalization of school actors and school development through school, school supervisory authority, and university cooperation in Switzerland -- Chapter 13: Ready for what? - Digital readiness in teacher education: a case study of professional partnership in Northern Ireland -- Chapter 14: School-University Partnerships: Moving Towards Transformation. .

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

Migration und Bildung: Migrationsspezifische Erziehung aus der Perspektive der Elternbildung und – beratung -- Die Bedeutung von professionellen Akteuren bei der Deutung und Bewältigung von Diskriminierungserfahrungen in der Bildungsbiografie.-Ursachen der Unterrepräsentanz von Lehrkräften mit Migrationshintergrund an deutschen Schulen. Eine theoretische und empirische Analyse des Studienwahlverhaltens -- Migration und Räume: Schulen und "Migrantenfamilien" im Zentrum innerstädtischer Diskurse um "ethnische Segregation" und "sozialräumliche Aufwertung".-Jugendclubs als Orte der Aushandlung in der Migrationsgesellschaft. Ironisierungen, Grenzverschiebungen und (Re-)Imaginationen" -- Migration und kulturelles Schaffen: Der literarische Diskurs zu Flucht und Geflüchteten -- Zur Symbolik einer Wallnuss und eines Backrezeptes in Kathrin Rohmanns "Apfelkuchen und Baklava" -- Migration und Sprache.

Im Wissenschaftssystem finden tiefgreifende Umbruchprozesse statt, die insbesondere in einer weitreichenden Reorganisation der Hochschulen, wachsenden Erwartungen an Sichtbarkeit und Nützlichkeit sowie einer intensivierten Medialisierung der Wissenschaft zum Ausdruck kommen. In 13 Beiträgen, die auf umfangreichen empirischen Forschungen beruhen, behandelt das Buch Ursachen, Erscheinungsformen und Folgen dieses Transformationsprozesses. Es skizziert damit die Konturen einer neuen »Governance of Science« und liefert zugleich anschauliche Erklärungsmuster und griffige Handlungsansätze für Wissens

I. Einführung in das curriculare Verfahren -- 1. Sicherung vor Anpassungsdidaktik? Curriculare Alternativen des Politischen Unterrichts: Robinsohn oder Blankertz -- 2. Übersicht über das curriculare Verfahren -- II. Analyse der Bedingungsfaktoren -- 1. Hemmende Faktoren im Bereich der Institution Schule -- 2. Politisch-gesellschaftliche Postulate Forderungen gesellschaftlicher Gruppen und der politischen Didaktik an den Politischen Unterricht -- 3. Emanzipation und soziokulturelle Bedingungen der Jugend -- III. Zum Selbstverständnis der Bundesrepublik -- Beispiel: Das politische System -- IV. Das didaktische Strukturgitter für den Politischen Unterricht -- 1. Der theoretische Hintergrund des Strukturgitters -- 2. Das didaktische Strukturgitter für den Politischen Unterricht (Textauszug) -- 3. Die Instrumentalisierung des Strukturgitters -- V. Curriculare Analysen -- 1. Beispiel 1: Parteien -- 2. Beispiel 2: Bundeswehr und demokratische Gesellschaft -- VI. Qualifikationen und Lernziele -- 1. Das Verfahren zur Gewinnung von Qualifikationen und Lernzielen -- 2. Der Katalog der Qualifikationen und Lernziele -- 3. Das Problem der Operationalisierung von Lernzielen -- VII. Inhalte, Themen, Jahrespläne -- 1. Das Verfahren zur Identifikation von Inhalten und zur Entwicklung von Themen -- 2. Kriterien und Erstellung von Jahresplänen -- VIII. Organisatorische Probleme bei der Einführung neuer Curricula -- 1. Die Erprobung von Curriculumeinheiten -- 2. Zur pädagogischen Begleitung der Einführung neuer Curricula -- 3. Zur Organisation von Curriculumarbeit Pragmatische Überlegungen zur Zeitplanung und zu begleitenden Maßnahmen -- Die Autoren dieses Bandes.