Suchergebnisse

Includes bibliography. ; Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.

Intro -- Series Foreword -- References -- Contents -- Chapter 1: Introduction to the Future of Education and Labor -- 1.1 The Organization of Contributions to This Book -- 1.2 Part I: The Future of Education and Labor - The Economy Does Matter, the How and Why -- 1.3 Part II: The Future of Education and Labor - The Arts Do Matter, the How and Why -- References -- Chapter 2: The Future of Education and Labor -- References -- Part I: The Future of Education and Labor, The Economy Does Matter, The How and Why -- Chapter 3: An OECD Learning Framework 2030 -- 3.1 Introduction -- 3.1.1 The 2030 World -- 3.1.2 Emerging Thinking: Towards an OECD Learning Framework 2030 -- 3.1.2.1 The DeSeCo Theory of Competencies -- 3.1.2.2 The DeSeCo Competency Framework -- 3.1.2.3 DeSeCo 2.0: Transformative Competencies 2030 -- Creating New Value -- Reconciling Conflicts and Dilemmas -- Taking Responsibility -- 3.1.2.4 Knowledge, Skills, Attitudes and Values for 2030 -- Knowledge for 2030 -- Skills for 2030 -- Attitudes and Values for 2030 -- 3.1.2.5 Learning as a Navigational Compass -- 3.1.2.6 Curriculum Design Principles -- 3.2 Conclusions -- References -- Chapter 4: The Consequences of Industry 4.0 for the Labour Market and Education -- 4.1 Industry 4.0 and the Labour Market -- 4.2 A Comprehensive Macrostudy for Germany -- 4.3 Outcomes of the Modelling Approach -- 4.4 The Future of Education -- 4.5 Policy Consequences -- References -- Chapter 5: The Knowledge Capital of the Network Firm: Socialization Versus Business Appropriation of Scientific Work -- 5.1 Introduction -- 5.2 The Network Firm: The Fourth Historical Stage of Productive Organization -- 5.3 The Formation of the Network Firm's Knowledge Capital (KC) -- 5.4 What Are the Consequences for Knowledge Production and Scientific Work? -- 5.5 Conclusion -- References.

1. Militarization of higher education, neoliberalism's culture of depravity, and democracy's demice after 9/11 / Henry A. Giroux -- 2. Venture philanthropy and the neoliberal assault on public education / Kenneth J. Saltman -- 3. Neoliberalism as terrorism; or, State of disaster exceptionalism / Sophia A. McClennen -- 4. On academic terrorism : neoliberalism, higher education, and the politics of emotion / Jeffrey R. Di Leo.

The higher education system in Georgia faces many challenges. One of them is the current composition of its financing sources. The financing of higher education institutions is highly concentrated and heavily depends on students' fees. For instance, 72% of the revenue of Ivane Javakhishvili Tbilisi State University is generated from tuition fees, while for Ilia State University this is 75%. The situation is further complicated by current regulations regarding tuition fees in state universities which are generally set at 2250 Lari (equal to the amount of the state grant for bachelor's and master's programs). Essentially, state universities have no control over their pricing policy while private universities, in order to maintain competitiveness, are frequently compelled to reduce the tuition fee and/or fix it close to 2250 Lari.