Suchergebnisse

This article examines the education strategy of the Sahrawi Arab Democratic Republic (SADR), the state-in-exile with partial sovereignty on "borrowed territory" in Algeria. The article, which opens with a historical glance at the conflict, argues that SADR's education program not only succeeded in fostering self-reliance by developing skilled human resources, but was forward looking, using education as a vehicle to instill "new traditions of citizenship" and a new imagined national community, in preparation for future repatriation. In managing refugee camps as provinces of a state, the boundaries between the "refugee" as status and the "citizen" as a political identity were blurred. However,the stalled decolonization process and prolonged exile produced new challenges and consequences. Rather than using the skilled human resources in an independent stat eof Western Sahara, the state-in-limbo forced SADR andthe refugees to adapt to a deadlocked conflict, but not necessarily with negative outcomes to the national project. ; Cet article examine la stratégie pour l'éducation de la République arabe sahraouie démocratique (RASD), l'État en exil ayant une souveraineté partielle sur du « territoire emprunté » à l'Algérie. L'article, qui débute par un survol historique du conflit, avance que le programme d' éducation de la RASD non seulement a réussi à favoriser l'autonomie en assurant la formation d'une main-d'œuvre qualifiée, mais a aussi, grâce à une vision orientée vers l'avenir, utilisé l'éducation pour instaurer de « nouvelles traditions de citoyenneté » et la notion d'une communauté nationale renouvelée, en vue d'un futur rapatriement. Par sa gestion de camps de réfugiés comme des provinces d'un État, les limites entre le statut de « réfugié » et l'identité politique du « citoyen » ont été estompées. Toutefois, le processus de décolonisation arrêté et l'exil prolongé ont suscité de nouveaux défis et diverses conséquences. Plutôt que d'utiliser les ressources humaines qualifiées dans un État indépendant du Sahara ...

"Non-State Actors in Conflicts: Conspiracies, Myths, and Practices explores some of the most pressing topics in political science and media studies. The contributions gathered here provide alternative perspectives on various non-state actors and their functions in global politics, in addition to providing case studies and theoretical approaches towards non-state actors, such as armed non-state actors and international non-governmental organizations. The volume also covers the topic of conspiracy theories and conspiracies formed in relation to the functions and existence of these actors"--Publisher's description

This article explores the suppositions that financial education programs in Chile have on the financial behavior of low-income women. For this purpose, through a documentary analysis of the National Strategy for Financial Education (ENEF) and a series of interviews with different actors involved in the financial education program, we seek to explain how the intervention considers the role of women in the financial space, exploring the assumptions that guide the methodologies deployed in the intervention. Our results are divided in two: first, we explore the assumptions of the ENEF and the reasons that make women its priority audience; emphasizing the diagnosis, the assigned roles and the expected behavioral changes. Second, we explore the intervention methodology to account for how, through the teaching of savings and planning skills, women are expected to improve their financial skills and those of their household. We discuss how gender roles persist in these intervention spaces and the importance of incorporating feminist perspectives to think about emancipatory interventions.

The spread of global higher education policies has recently drawn much attention from scholars in social sciences. Much research conducted on this topic refers to the ritual enactment of world culture as the account for the diffusion of global higher education policies, that is research based on the world society theory perspective. However, the existing research fails to explain how such global policy models become domesticated as part of national higher education policies. It also leaves the important role of local actors with little attention. The intention of this thesis is to fulfill these limitations by approaching the topic from a different angle and that is from the domestication theory perspective. The thesis is organized as a case study, which examines how a global policy idea became part of national higher education policy two countries Finland and Vietnam through the review and analysis of government documents. The central research questions posed in this thesis are: How is student mobility advocated in Finnish and Vietnamese higher education policy debates? What are the different justifications used when actors promote student mobility as a domestic higher education policy objective? Are there differences in the justifications used? If so, what is the explanation for these differences? These questions are answered by applying the notion of discourse by Michel Foucault and the theory of rhetoric by Chaïm Perelman to identify different justifications used in governmental documents to advocate a global policy idea in the two local contexts. These justifications are referred as "legitimating narratives" to illustrate stories or imaginaries which are used by local actors to justify a proposed policy model. The findings of the thesis indicate various justifications or legitimating narratives which Finnish and Vietnamese policymakers have used to advocate student mobility as part of their national higher education policies. Further the findings indicate there are not only commonalities but also differences in the justifications identified. It is also seen from the study that whilst the global education policy idea of student mobility does not originate from either of the two countries in question, it disperses through the nations with justifications directly linked to national interests and gradually develops into a domestic matter. In addition, the findings reveal that local policymakers within both countries, Finland and Vietnam, make use of justifications which are widely shared and accepted within their local societies to advocate student mobility as part of their national higher education policy. This strengthens the domestication theory viewpoint that countries do not construct themselves as imitators. Rather, local policy actors in the domestication process build their justifications for the adoption of global policy models so that they are not be seen to merely imitate what other countries have done. In general, the study has contributed to current discussion about the adoption of global higher education policies and complemented the domestication theory in terms of national higher education policy making. However, future research is recommended with focus on global policies in other fields and different sources of data to discover more comprehensive findings, which will further complement the domestication theory.

This handbook addresses the issues and challenges of the delivery of social work education in the contemporary world. It provides an authoritative overview of the key debates, switching the lens away from a Western-centric focus to engage with a much broader audience in countries that are in the process of modernization and professionalization, alongside those where social work education is more developed. Chapters tackle major challenges with respect to curriculum, teaching, practice, and training in light of globalization, providing a thorough examination of the practice of social work in diverse contexts. This handbook presents a contribution to the process of knowledge exchange which is essential to global social work education. It brings together professional knowledge and lived experience, both universal and local, and aims to be an essential reference for social work educators, researchers, and students.

Abstract
In this study, we compare the socio-demographic background of Hungarian higher education students in the field of agriculture with that of students in other fields, and we also examine students' career consciousness based on data from a large-sample survey conducted in Eastern Hungary in 2019. We found that in the field of agriculture 63.6% of the students were male and 64. 8% came from smaller settlements, which may be explained by the nature of the agricultural field. Regarding career consciousness, we found that while agricultural students come to higher education with the hope of obtaining a well-paying, high-prestige job, they usually do not engage in career-oriented activities and achievements during their studies.

"Based on the views of teenagers across Europe and in the Far East, this book argues that we need to reconsider how we judge schools and what they are for. It shows that the treatment of pupils in schools makes more difference to teenagers views on society, and on what it means to be fair, than it does to differences in attainment"--Provided by publisher

Research suggests that children with disabilities have been systemically marginalised during the Covid-19 pandemic as contamination measures complicated some social policies. School closure, quarantine, and the increased use of social media in remote schooling have placed children with disabilities in a vulnerable situation. This article explores the subjective consequences of such processes through the analysis of qualitative interviews with parents who had children with disabilities. To contextualise our analysis, we also draw on expert interviews with bureaucrats and social workers and data from a survey that was sent out to parents who had children with disabilities. Taken together, these data sources provide a rich empirical context to study how the pandemic influenced the access of children with disabilities to education and social services in Norway. We also pay attention to how the pandemic influenced parents' perception of social welfare in Norway and discuss how issues of race, class, and socio-economic background were reflected in their experiences. Both interview data and survey data were gathered during the pandemic. Conceptually we take inspiration from the capability approach with a particular focus on theoretical work on "conversion factors." These theoretical perspectives invite us to identify and analyse specific mechanisms that prevented and/or enabled children with disabilities to live a life according to their own visions and values during the pandemic. Through this study of how children with disabilities experienced education and social welfare in Norway during the pandemic, we shed new light on how one of the world's most advanced welfare states operates during a time of crisis.

On the surface, religious policy in China may appear contradictory. On the one hand, the state is officially atheist. It has mounted a highly publicized campaign to suppress Falun Gong, and maintains restrictions on Islam, Tibetan Buddhism and Christianity that reveal a profound fear of independent religious organisation. On the other, China insists that it respects religious freedom. The Chinese government proudly supports the staging of certain religious festivals, finances reconstruction of historic temples, and sponsors Chinese Muslims to visit Mecca. In fact, both tendencies are part of a consistent pattern of religious policy that seeks to establish firm political control over religious organisations, while visibly integrating religion into nation-building discourses. This same policy impulse applies to the treatment of both illegal and legal religions. Suppression of groups such as Falun Gong recreates the political theatre of earlier political campaigns, while support for ethnic religions and Christianity also allows the state to interpret religious ideology within a nationalist framework. In this regard, the most overt and successful ideological policy has been the state's sponsorship of Confucianism, which, unlike the other religions mentioned, has no existing organisation to overcome, and can thus be completely moulded to fit political needs.

The article employs the ethnographic portrait of the founder and co-owner of a chain of girls' madrasas in a Muslim-dominated mofussil town in Uttar Pradesh to illuminate the current moment at which girls' madrasas stand in a rapidly changing India. These madrasas use a range of imaginaries from the global ummah to the pious educated Indian Muslim woman to recast madrasa education, offering a mix of formalised religious education and modern schooling in safe 'purdah' institutions. The article illustrates how girls' madrasas are both a source and result of the changing imagery of the kamil momina 1 or ideal Islamic woman in India. It teases out the connections between these various strands to illustrate larger social implications and argues that contemporary girls' madrasas do not conform to the binaries of social reproduction and empowerment that have been conventionally applied to studies on madrasas.

Higher education plays an important role in the creation of human capital. After independence India made significant improvement in the field of education including higher education. Growth of higher educational institution as well as enrolment in higher education has increased during the post independence era. Government expenditure on higher education increased tremendously and it helped in the expansion of this sector. But, despite the massive increase in number of higher educational institution, the percentage of enrollment is not very high. Because, higher education is still not accessible to the poorest section of the population due to high cost associated with it. In this paper an attempt has been made to analyse the trend, growth and changing pattern of higher education in India. Mr. Pulak Bhattacharyya | Dr. (Mrs.) Manashee Gogoi "An Analysis of Trends, Growth and Changing Pattern of Public Expenditure on Higher Education in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: https://www.ijtsrd.com/papers/ijtsrd19017.pdf

Dauvergne, P.: Weak states, strong states. A state-in-society perspective. - S. 1-10. Migdal, J. S.: Why do so many states stay intact? - S. 11-37. Dinnen, S.: In weakness and strength. State, societies and order in Papua New Guinea. - S. 38-59. May, R.: State, society and governance. Reflections on a Philippines-Papua New Guinea comparison. - S. 60-76. Larmour, P.: Migdal in Melanesia. - S. 77-92. Crouch, H.: Indonesia's "strong" state. - S. 93-113. Lawson, S.: Confucius in Singapore. Culture, politics, and the PAP state. - S. 114-134. Dauvergne, P.: Weak states and the environment in Indonesia and the Solomon Islands. - S. 135-157. Kerkvliet, B. J. Tria: Land regimes and state strengths and weaknesses in the Philippines and Vietnam. - S. 158-174