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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.

A number of major studies of social stratification have been conducted since the Second World War. Focusing on societal openness, or equality of opportunity, these studies have ranged from investigations of individual status attainment and mobility processes to the analysis of class closure and class conflict among groups. What these studies have mostly in common, however, is that the form of stratification within which mobility or class closure is considered is occupational. Also, they have almost entirely concentrated on the male population. Openness, or equality of opportunity, is usually assessed in terms of the association between fathers' and sons' occupations, or the relative chances a son has to inherit his father's class or status position (Dale et al, 1985). Low rates of inheritance, or a lack of association in class position across generations, are interpreted as indicating weak tendencies towards social closure between strata and classes. Strong associations, or low rates of class interchange, are taken as evidence of greater structuration.

Analyzing the process of election in Latvia and the European Union it is obvious that the activity of electors is decreasing. Disloyalty towards authorities and executives is increasing, which may result in a crisis of democracy in the nearest future. To promote civic activity it is necessary to carry out the civic education in a more practical aspect because it is a base for making a social responsibility for the environment and social activities. Schools, the sources of mental development and the development of personality are crucial for the development of the country as well. By using professional experience and the theoretical and empirical methods of processing data, this article gives an overview of the activity of electors in Latvia and the European Union, identifies the practical aspects of the civic education in the stages of elementary and high school and gives practical suggestions for the developing of civic education through the stages of elementary and high school through the studying process and beyond it.

This book examines the role of Teach For China in addressing educational equity and expanding public participation in education. The author uses the case of Teach For China to explore the broader theme of the mobility of education models between contexts characterized by neoliberalism and those characterized by strong state control. Transnational advocacy networks are increasingly influential in the education policy making process. These networks, comprised of entrepreneurs and education corporations, think tanks, philanthropists, and government agencies, facilitate the global mobility of policy models. It is widely accepted that an education model should not be transplanted from one context to another without careful consideration of how contextual differences might impact the model's effectiveness. The book explores the argument that the same model is not only quantitatively different in terms of effectiveness, but that models can play qualitatively different roles in neoliberal and strong-state contexts, sometimes moving education reform in opposite directions. The book will appeal to anyone interested in global teacher education reform and equity in education.

The research entitled "The Comparison of Factors Affecting the Success of State Higher Education Institutions in Thailand" aimed at 1) studying the confidence, leadership, and success factors of the state higher education institutions in Thailand; 2) finding the correlation coefficient between the confidence and leadership factors and the success of the state higher education institutions in Thailand; and 3) comparing the success factors of the state higher education institutions in Thailand in different categories of personal information, which were gender, age, status, education level, work experiences, and the university where the teachers worked. The sample group included 1,100 university teachers. Descriptive statistics were used to analyze the general data of the respondents. The hypotheses were tested and analyzed using the t-test and one-way ANOVA analysis. The obtained data were then complexly compared using the Sheffé method and further calculated with the Pearson Correlation to find their correlation coefficient values. Such statistical analyses were completely performed on the SPSS program. The research findings were shown below: 1. The university teachers agreed with the confidence, leadership, and success factors of the state higher education institutions in Thailand at the high level. 2. Leadership and confidence also had a positive correlation with the success of the state higher education institutions in Thailand. 3. The comparative results of the success of the state higher education institutions when considering the personal information, including gender, age, education level, work experiences, academic positions, and monthly income, were not different, except in the category of the university where the teachers worked, the finding suggested a significant difference at the 0.05 probability level. ; การวิจัยเรื่อง "การเปรียบเทียบปัจจัยที่มีผลต่อความสำเร็จของสถาบันอุดมศึกษาของรัฐในประเทศไทย" มีวัตถุประสงค์เพื่อศึกษา 1) ปัจจัยความเชื่อมั่น ภาวะผู้นำและความสำเร็จของสถาบันอุดมศึกษาของรัฐในประเทศไทย 2) ความสัมพันธ์ของปัจจัยความเชื่อมั่น ภาวะผู้นำที่มี ต่อความสำเร็จของสถาบันอุดมศึกษาของรัฐในประเทศไทย และ 3) เปรียบเทียบปัจจัยความสำเร็จของสถาบันอุดมศึกษาของรัฐในประเทศไทย จำแนกตามปัจจัยส่วนบุคคล ได้แก่ เพศ อายุ สถานภาพ ระดับการศึกษา ประสบการณ์การทำงาน และมหาวิทยาลัยที่สังกัดของคณาจารย์ โดยมีกลุ่มตัวอย่างเป็นคณาจารย์ทั้งหมด จำนวน 1,100 ตัวอย่าง วิเคราะห์ข้อมูลทั่วไปของผู้ตอบแบบสอบถามด้วยสถิติบรรยายทดสอบสมมุติฐานโดยใช้ t-test และวิเคราะห์ความแปรปรวนทางเดียว (One-Way ANOVA) ทำการเปรียบเทียบเชิงซ้อน ด้วยวิธีSheffé และทดสอบความสัมพันธ์ด้วยค่าสัมประสิทธิ์สหสัมพันธ์เพียร์สัน(Pearson Correlation)โดยใช้โปรแกรมspss ผลการวิจัยสรุปได้ดังนี้ 1. คณาจารย์มีความคิดเห็นด้านภาวะผู้นำ ความเชื่อมั่น และความสำเร็จของสถาบันอุดมศึกษาของรัฐในประเทศไทยอยู่ในระดับมาก 2. ภาวะผู้นำและความเชื่อมั่นมีความสัมพันธ์เชิงบวกกับความสำเร็จของสถาบันอุดมศึกษาของรัฐในประเทศไทย 3. ผลการเปรียบเทียบความสำเร็จของสถาบันอุดมศึกษาของรัฐด้านเพศ อายุ ระดับการศึกษา ประสบการณ์การทำงาน ตำแหน่งทางวิชาการ รายได้ต่อเดือน พบว่า ไม่แตกต่างกัน ยกเว้นด้านมหาวิทยาลัยที่สังกัดของคณาจารย์ พบว่า มีความแตกต่างกันอย่างมีนัยสำคัญทางสถิติที่ระดับ 0.05

Education and Social Change provides a basic introduction to educational studies, with a viewpoint for decision. This book discusses the increasing number of educational influences at work outside the schools and colleges. Organized into three parts encompassing 10 chapters, this book starts with an overview of the influences affecting the schools as well as affecting the entire life in which the schools have to take on a different meaning. This text then examines the educational institutions and describes how their purposes, structures, and populations are undergoing unprecedented change. Oth

This paper is a report of a study carried out to examine how information and Communication Technology (ICT) and teachers' performance in terms of lesson preparation and delivery in primary schools in Ogoja Education Zone of Cross River State, Nigeria. To achieve the purpose of the study, one research question was formulated to direct the study. Ex-post facto research design was adopted for the study .A sample of six hundred and twenty teachers was randomly selected for the study. The instrument for data collection was the ICT and Teachers' performance in lesson preparation and Delivery Questionnaire (ICTTPLIDO) Developed by the researcher. The reliability estimate of the instrument was established through the Cronbach alpha reliability method. Data collected were analyzed using simple percentage. The result of the analysis revealed that an enhancement of teachers' performance in lesson preparation and delivery through the use of Information and Communication Technology in Ogoja education Zone. Base on the findings of the study, it was recommended that government should provide computer at affordable price to all teachers in the Zone.Keywords: Teachers' Performance, Teachers' Lesson Preparation, Teachers' Lesson Delivery in the Primary School