Suchergebnisse

The PHARMINE ("Pharmacy Education in Europe") project studied pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Austria. In the light of this, we examine the harmonisation of practice and education in Austria with EU norms.

<div><p><em>As education is being increasingly promulgated as an effective tool to reduce poverty, it is pivotal to evaluate the impact of different levels of education on poverty. This chapter analyzes the relationship between education and poverty in Punjab, using data from the primary survey of 1520 households collected over 2008-2010 from rural and urban habitations. Analysis has been done at the household as well as the individual level. Apart from making simple comparisons between standard of living, income and education level, logistic regression has been employed to sort out the determinants of poverty.</em></p><p><em>Standard of living and PCI are positively associated with education level at the household as well as the individual level, implying improvement in educational attainments reduces the likelihood of being poor. The results of logistic regression are in line with the generally accepted theory that educational attainment is critical in declining the incidence of poverty and should be given due consideration in implementing poverty alleviation programs. As one would expect, experience is negatively related with poverty status. </em></p></div>

Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students' own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.

Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education is attained: How do people learn, and what are the conditions that facilitate effective learning? Answers to these questions demonstrate that no education can be politically neutral, because there is no value-free education. The traditional or Indigenous education systems in Nigeria, which covered (and still cover) physical training, development of character, respect for elders and peers, development of intellectual skills, specific vocational trainings, developing a sense of belonging and participation in community affairs, and understanding, appreciating and promoting the cultural heritage of the community were, and are, not value-free. In other words, the goals and purpose of education, the content, the entire process and the procedures chosen for evaluation in education are all value-laden. This book attempts to show that the teaching-learning process in higher education, and religion, taught and learned through non-formal and informal education (or the hidden curriculum), and other socialization processes within and outside the formal school system, all interface to determine the persons that women become.

AbstractHow do coalitional dynamics matter for the capacity of states to maintain social inclusion in coordinated models of capitalism? Taking its departure in scholarship emphasizing the influence of employers on the extent of state intervention in post-industrial economies, this paper argues that employer influence depends on which actors they team up with – unions or parties. If unions depend on employers for their organizational influence in a policy field, unions become a strong coalitional partner for employers in weakening demands for inclusiveness from the parliamentary arena. Conversely, if unions have influence independent of any coalition with employers, both unions and employers are likely to team up with political parties aligned with their preferences. This makes the level of inclusion resulting from increased state intervention more fluctuating, depending on who holds government power. A comparative study of reforms of Danish and Austrian vocational education institutions corroborates the empirical purchase of the argument.

Arriving in the US a decade ago as a UK-trained architectural historian, I became more aware than I had been at home of what seemed like a disciplinary split between architectural historians trained as architects—thinking, perhaps, as architects—and architectural historians, thinking first and foremost as historians, for whom architecture was not an avocation. Jorge Otero-Pailos's explanation of this cultural divide, which he describes in his Architecture's Historical Turn: Phenomenology and the Rise of the Postmodern from 2010, was revelatory to me. The phenomenological turn in architecture led to nothing less than a redirection of architectural history as a profession, in which architects practicing as historians—'architect-historians', as Otero-Pailos calls them—were found 'staking out a new position … within the academy as the custodians of architecture's peculiarly ambiguous mode of intellectuality', which is the 'unity of theory and practice' (Otero-Pailos 2010: xiii). Two modes of architectural historical study now co-existed, particularly, it would seem, in the US, uneasily demarcating architect-historians, trained principally as architects, from architectural historians principally steeped in art historical methodology.

This article analyzes changes in the target, content and technological aspects of training primary school teachers in higher pedagogical education in the introduction of the federal state educational standards of primary education of second generation. Key idea of the changes in the system of training primary school teachers in high school should be a mastery of the future of teacher experience in the implementation of the activity method in primary school as the priority method in education of young students; experience in organizing the space of spiritual and moral development of junior schoolchildren by means of educational and extracurricular activities, experience of self-expression and self-realization in the independent professional activity.