AbstractThis article explores the changing relationship between immigration and security in the post-9/11 United States. When it comes to immigration before 9/11, security was not the overarching concern in the US; rather, the focus was on economic interest, skilled and unskilled labor, family reunification, etc. However, immediately after 9/11, security became indisputably prioritized. In fact, September 11 changed the way Americans started to look at security, and this led to a thickening of the balance between the two.
Voloshchuk Yu.O. A NEW PARADIGM OF EDUCATION AND SKILLS DEVELOPMENT IN THE CONTEXT OF ECONOMIC NEO-INDUSTRIALIZATIONPurpose. The aim of the article is the theoretical and methodological substantiation of a new paradigm of education and the formation of innovative skills in the context of neoindustrialization of the economy.Methodology of research. The dialectical method of scientific knowledge, systemic and logical approaches to shifts in the business environment was used to accomplish research tasks and achieve the set goal. General scientific methods are used in the course of research: analysis – to characterize the state of the system of skills; comparison – when considering the list of skills; abstract and logical – in the formation of conclusions and proposals.Findings. It is determined that in the time of transition to new technological processes, the personality is the main resource and value in Ukraine. It is proved that the changes in the business environment, the new needs of the society exacerbate the problem of inconsistency of the formed education system. It has been discovered that the rapid development of information technology provides tools for the functioning of the development of educational innovations. It is substantiated that continuous education should become the main political program of civil society, social cohesion and employment.It is established that the key factors limiting productivity increase are the mismatch of labor skills to the needs and requirements of employers. Researchers distinguish three categories among the individual skills: cognitive, social and emotional and technical skills.The measures are proposed to update, according to the needs and requirements of employers, the system of cognitive, social and emotional and technical individual skills of the workforce to increase the level of development of current and new employees, as well as to improve the institutional environment for improving the formation and use of the potential of innovative skills.Particular attention is devoted to the development of such skills as creativity, critical thinking, creativity (ingenuity) and the development of emotional intelligence – as the basis for building the ability to search for non-traditional solutions, minimizing the fear of mistakes.Originality. The existing system of individual skills is improved by creative (creative) skills, that is, the abilities of the individual, characterized by the ability to produce fundamentally new ideas and which are part of the structure of giftedness as an independent factor.The definition of "innovative skills" (innovation) as the set of new types of skills, that allows a person to be an innovator in that, he does is substantiated. This is the result of a combination of cognitive, behavioral, basic (functional) and technical skills. It has been determined that in order to understand the innovative skills more deeply, this set should be supplemented with skills of creativity and creative approach.Practical value. The obtained results of the research can be used by the governing bodies and educational institutions, enterprises in assessing the skills needed in recruiting staff, and certain provisions in educational processes and in the scientific and research work of teachers, postgraduates, and students.Key words: skills; education; personnel; innovative skills; innovations; creativity; neoindustrialization of the economy.
This paper examines the impact of interventions of government and Oil companies on the social wellbeing (education, health and housing) of Ogoni community in Niger Delta Region of Nigeria. Measurement of such impacts is an essential requirement for policy formulation and strategic planning. Primary data used in this study were collected through a survey of 400 households using a multistage sampling technique. The results reveal that government interventions in provision/renovation of school building and provision of scholarship have positive effect on school completion in the community. Making basic education free is a good policy; but if the households would need their children to be involved in income generation, such policy may fail. Thus, empowering the household heads and other working-class adult members of the household to raise enough income for the household would help the children become available to benefit from free education policy or even household-funded education.
Increasingly national policy processes are intersected with and affected by global policy actors and ideas. In aid-recipient countries such as Ethiopia, donors use financial and non-financial means to influence national policy decisions and directions. This paper is about the non-financial influence of the World Bank (WB) in the Ethiopian higher education policy reform. Using Pierre Bourdieu's concept of symbolic power as a 'thinking tool', the paper aims to shed light on forms of symbolic capital that the Bank uses to generate a 'misrecognisable' form of power that regulates the HE policy process in Ethiopia. The findings show that the WB transforms its symbolic capital of recognition and legitimacy to establish a 'shared misrecognition' and thereby make its policy prescriptions implicit and hence acceptable to local policy agents. The Bank uses knowledge-based regulatory instruments to induce compliance to its neoliberal policy prescriptions. The paper therefore underscores the value of symbol power as an analytical framework to understand elusive but critical role of donors in policy processes of aid recipient countries.
A perceived dichotomy in higher education frames the relationship between four-year universities andcommunity colleges. The four-year university thrives on publishing research as much as it does onadministering curriculum leading to a degree. The community college is focused on instruction whichcould lead to a degree, certificate, or other outcome that serves the needs of the community. The four-yearuniversity serves the traditional student who typically attends the institution full-time and is a recentproduct of secondary education. The community college serves the non-traditional student who typicallyattends the institution part-time and often has already entered the world of work. Although both types ofinstitutions are necessary, the community college is more agile at adapting to societal trends,economic shifts, and changing demographics.
"Christian organizations have always played a large role in Canadian education. By 1949, five provinces had constitutionally protected denominational schools. The federal government's responsibility for the education of Indigenous Peoples was effectively contracted out to the churches for more than a century, resulting in a history of abuse that has only recently come to light. From the 1950s to the 1970s, several initiatives in different provinces set the stage for significant reforms to education. Some of these tested the limits of denominational protections but could not shake the underlying constitutional structures. Patriation of the Constitution and adoption of the Canadian Charter of Rights and Freedoms in 1982 codified fundamental changes in thinking about civil rights. The Charter allowed existing denominational rights to be challenged on many fronts. However, all such challenges were rebuffed by the courts on the grounds that the Charter cannot be used to override other parts of the Constitution. By the 1990s, it became apparent that another route to reform was available, through the amending formula. Constitutional amendments were used to end denominational control of schools in Newfoundland and Quebec in 1997 and 1998. The circumstances around those constitutional amendments are discussed in detail as possible precedents for similar outcomes in Alberta, Ontario, and Saskatchewan. This book contends that change will certainly come to these provinces and several paths to reform are explored. This reform aims to remove the discrimination inherent in denominational institutions while preserving some form of religious involvement in certain schools."--
This paper view information and communication technology (ICT) as an aid to adult education methodology in promoting teaching and learning activities in rural communities in Nigeria. The paper reviews the concept of adult education and the existing methodologies used in the delivery of adult education programmes. It also examines the various ICT devices that can be used to complement adult teaching methodology. The technological devices considered in this paper includes: mobile phones, projectors, slides with moving pictures, radio, television, computer/ laptops and internet facilities. The paper discusses the benefits of using these devices alongside adult teaching methodology to enhance effective teaching and learning activities in rural communities. The paper concludes that incorporating these devices into adult teaching methodology, particularly in rural communities would promote active learning, enhance critical thinking skills of adult learners, create awareness, facilitate learning and develop rural communities. The paper therefore suggests that; governments should provide necessary equipment and internet facilities in rural communities to aid adult's teaching and learning activities. Also, quality technological devices should be made available in all the adult education centers to promote teaching and learning activities. Lastly, regular trainings, conferences and seminars should be organized for facilitators and workers on the use of ICT devices to improve teaching and learning activities.
This paper is based on the empirical data of the marginal section students who have come under the purview of the National Fellowship system at higher education level in India. The objective of the study is to find out their experiences with respect to the national fellowship system as a public policy measure and their educational attainment, participation and achievements within public policy discourse. Also, the study explores the educational opportunity, cultural capital and the socio-economic and political attainment of the marginal section students. Where, the study is based on both quantitative and qualitative approaches. The data are analysed through descriptive and thematic analysis methods. It addresses the major questions like: does the state become cultural capital for the marginal section students? How do the students from marginal backgrounds capitalize the public policy meant for them for higher education and what are their difficulties to avail this public policy?
