Suchergebnisse

State education is neo/liberalism's preeminent form of self-governance, included in programmes of governance, which aim at integrating into the structures of the state populations (e.g. Roma) whose cultural constituencies and forms of knowledge are not yet subjected to market rationality. Based on interviews and participant observation, the dialectical communication between Roma local forms of knowledge and state education is critically explored by looking at interactions between teachers, school mediators, and Roma adults. Cultural idiosyncrasies are further analysed in relation to the utopian character of European neoliberal programme of social integration for the Roma. The article argues for a constructive dialogue between state education and idiosyncratic Roma forms of knowledge and culture, which can engender authentic forms of empowerment.

"Universities for years have been the bright spot in our educational system. Today, these institutions are under siege from multiple constituencies including students, parents, legislators, government officials and their own faculties. Education has historically been a way for students to improve their lives and fortunes. However, the rising costs of college are a barrier to access for many students, reducing their chances for upward mobility. Is technology the solution, or is it just another costly problem for universities? The purpose of this book is to explore how new technology has the potential to transform higher education. However, this same technology also has the potential to disrupt universities. Much depends on how administrators, faculty and students apply technologically enhanced learning. Technology and the Disruption of Higher Education presents details on MOOCs, blended, flipped and online classes and their role in transforming higher education based on the author's experiences teaching all of these types of courses. These technology-enabled approaches to teaching and learning offer tremendous opportunities to schools, but they also threaten the traditional university. The book identifies some of these threats and opportunities and offers suggested strategies to take advantage of the technology. Is this technology enough to save the university system? While new ways of teaching and learning are exciting, they are only part of the puzzle. Radical change beyond what happens in the classroom is needed if our higher education system is to continue to flourish and some of these ideas are discussed in the last chapter of the book. The book is a call to action for educators to realize that the technology is both transformational and disruptive, and that some universities are going to fail in the next 15 years."--Provided by publisher.

The article is based on documents from Russian national and regional archives, as well as modern scientific publications. It highlights and summarizes the main aspects the German Red Cross activities on the territory of Soviet Russia and the Ukrainian Soviet Socialistic Republic during the famine of 1921–1923. The German Red Cross was one of the member organisations of the Nansen International Committee for Aid to Famine in Russia and Ukraine and acted on its behalf independently, sending its own expedition to areas affected by famine and epidemics. Despite the quite unfavourable economic situation in Germany, humanitarian activities of the German Red Cross were conducted in several directions simultaneously: direct assistance to the starving population with food and clothing; healthcare; assistance to the Soviet healthcare authorities in carrying out the vaccination campaign; disinfection of infectious premises; assistance to Soviet scientists and educational institutions; delivery of medical equipment and deployment of scientific laboratories. Missions and representations of the German Red Cross worked in the Volga Region, eastern and southern Ukraine, the Autonomous Republic of Crimea, the cities of Petrograd, Moscow, Novorossiysk and Minsk. The contribution of the German Red Cross workers was marked with praise at the highest level by the Soviet leadership. Their energy and dedication are evidenced both by the results of their work and by the suffering and human losses they endured together with Soviet citizens.

Bordered by Belgium, France, and Germany, Luxembourg is one of the three main seats of the European Union's institutions. The Grand Duchy of Luxembourg sits at the crossroads between Europe's Germanic and Francophone language communities. The country has experienced remarkable migratory flows, resulting in an ethnically hyper-diverse and multilingual population. Reflecting this cultural diversity, the educational system at all levels emphasizes language learning. Historically an agrarian society, a century ago it developed a very strong steelmaking industry and over the past decades has witnessed extraordinary growth in its financial services sector. Established to broaden the economic bases of the country, thus reducing overreliance on the steel and banking industries, yet against considerable pecuniary and ideological resistance, the national flagship University of Luxembourg (UL) was founded in 2003 upon initiative of a small group of elite decisionmakers. As a private, government-dependent institution (établissement public) directed by a Board of Governors (Conseil de Gouvernance), the university's major funding is provided by the state, although its third-party funding has increased rapidly and substantially. Ironically, while spatial mobility is everywhere supported, Luxembourg has invested considerable capital and strategic planning in establishing its own national university. It aims to compete globally by concentrating its intellectual and financial resources and by building on the country's strengths and priorities. The state took this ambitious step in scientific capacity-building in founding a research-oriented university, in so doing also providing a stay-at-home alternative for Luxembourg's youth, traditionally educated abroad. The long-standing custom of educating elites in other countries was ostensibly justified by the establishment of cosmopolitan, Europe-wide networks. Today, rising international competition and supranational coordination have increased pressure on Luxembourg to grow its higher education system and thus also foster educational and scientific innovation. The University provides a means to diversify the economy and to integrate citizens from diverse cultural background, while the polity remains dominated by local elites. Oriented towards the Grand Duchy's unique context—small size, but simultaneously flourishing center of European governance and international business—the University was founded upon the principles of internationality, multilingualism, and interdisciplinarity.

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards. The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a stud

Changes in the past two decades have improved the position of the deaf in Brazil: Brazilian Sign Language (Libras) is an officially recognized language, deaf children can go to school, and bilingual education is available to deaf students. However, many deaf children do not attend school, and enrollment rates in high school and higher education are low. Moreover, the language policy views of the Brazilian deaf movement and the Brazilian Ministry of Education do not align. The deaf movement pleads for bilingual deaf schools, whereas the Brazilian government follows an inclusion policy. This chapter presents an overview of the position of the deaf in Brazil and their participation in education, considering national deaf policy and its implications for and impact on deaf education. Teaching practices in bilingual education are discussed, and recommendations and challenges for Brazilian deaf education are considered.

This resource has been developed as a tool to assist with the preparation of an agreement for the delivery of Outside School Hours Care (OSHC) services in government schools in accordance with the Partnerships in Care and Education for Our Children policy.

This paper suggests that societies exhibiting a large degree of educational polarization among its populace are systematically more likely to slip into civil conflict and civil war. Intuitively, political preferences and beliefs of highly educated citizens are likely to differ fundamentally from those of uneducated citizens. We propose an index of educational polarization and test its predictive power in explaining the likelihood of civil conflict and civil war, analyzing 146 countries (equivalent to over 93 percent of the world population) from 1950 to 2014. Our results produce strong evidence for a positive, statistically powerful, and economically sizeable relationship. In our benchmark estimation, a one standard deviation increase in educational polarization is associated with a 4.6 and 3.8 percentage point rise in the chances of civil conflict and civil war, respectively. These results are robust to the inclusion of the conventional control variables, country-fixed effects, and country-specific time trends.

Much research has been done into the emergence of mass education systems, primarily by studying the social origin of the education system, the introduction of compulsory schooling laws, or the expansion of enrolment rates. However, little is known about the origin of the characteristics of these newly formed systems. Ramirez and Boli (1987) argue that the threat for war with and invasion by the French around the 1800s induced European countries to introduce mass public education systems. This paper empirically establishes whether political pressure from Napoleon is related to the levels of differentiation and standardization of European education systems. I find that the political pressure from France is related to differentiation, but less to standardization of the content of instruction, and not at all to the existence of central exam and administrative standardization.

The space education landscape in Europe continues to evolve as the demand for a skilled workforce with interdisciplinary and multidisciplinary backgrounds, grows. This study aims to map the higher education landscape in Europe and understand trends and patterns among the higher education programmes within the European space sector. Indeed, the space sector is changing constantly as new technologies, challenges, and actors emerge, and the educational background must meet this demand for highly specialised and competent professionals. This analysis stems from the consolidation of a database of all higher educational space study programmes across all ESA and EU Member States within Europe, as well as a comprehensive view from students and young professionals entering the space sector. Further analysis groups the study programmes across Europe into so-called "macro-areas", which support an in-depth analysis of the fields of study available for students in Europe, as well as their distribution across the continent. Overall, the study demonstrates key trends at the national level, both in terms of study programmes available and government strategies and initiatives influencing the space education landscape per country. European-wide trends are also identified. The study contributes to a better understanding of the space sector overall and allows for the identification of key trends among European higher education in space-related study fields. Additional key messages can be gleaned from an increased understanding of how the space sector is perceived by students and young professionals, complementing the analysis conducted of the space education landscape at the university level