Suchergebnisse

AbstractThis keynote address, delivered in December 2015 at the International Federation of Workers' Education Association General Conference in Lima, Peru, refutes the standard trope of labor movement decline and provides evidence for the global rise and feminization of labor movements worldwide. Trade union women's commitment to emancipatory, democratic worker education helped spur these changes. The origins and effects of two historical examples are detailed: the Bryn Mawr Summer School for Women Workers held in the United States annually from 1921 to 1938 and the first International Women's Summer School of the International Confederation of Free Trade Unions (ICFTU) held in France in 1953. The latter experiment, attended by women labor leaders from 25 countries, energized the Women's Committee of the ICFTU. It led to the adoption of "The Charter of Rights of Working Women" by the ICFTU in 1965 and helped make possible the election of Sharan Burrow and other women to top office in the International Trade Union Confederation. The address concludes with a discussion of what the history of trade union women's education teaches about strengthening future labor movements.

Over the past few years, the processes of digitalization have covered all the main areas of the modern state and society. In modern Russian science, many publications have been devoted to the political, social, legal and economic issues of the introduction of up-to-date information and communication technologies and digitalization, and a number of thesis papers have been defended. However, the topic continues to increase its relevance due to the new challenges. Apparently, since March 2020, after the introduction of lockdown in Russia, the Covid-19 pandemic has changed the tools for the implementation of educational services in the field of higher education forever. The mass introduction of distance education into the practice of teaching in higher educational institutions in Russia in the spring of 2020 has shown its advantages and disadvantages, especially for humanitarian areas of training and correspondence/part-time education.

"GAO/IMTEC-92-17." ; "B-246456"--P. 1. ; Cover title. ; "April 1992." ; Includes bibliographical references (p. 24). ; Mode of access: Internet.

One area where cultures clash is education. Over the years, we have been witness to such movements as 'English Only' in the US (originating in California and Florida, but now operating in a number of other states as well), or the acrimonious European disputes over how much of 'foreign' culture can be allowed into the school's environment (head scarves on the playgrounds, religious symbols like crosses worn around the neck, prayer in the classrooms, and not least use of other languages than the 'official' one in teaching and socializing). Pragmatics, by placing the emphasis on the users of language in culture, defuses the potentially explosive elements in such clashes by stressing the need to respect the individual's options in face of the collective cultural pressure. This is especially important in an area such as education, where schools have historically been used to propagate the 'domestic' culture over other cultures, the latter being considered as foreign imports. In a pragmatic view of education, teachers and students should be culture sharers, rather than the former considering themselves exclusively as the rightful owners and proprietary protectors of a culture along with its language

Education in Greenland is a central parameter in achieving the long-term goals of the Government in terms of providing the population with the necessary means to take up positions as skilled labour. The research aim is to implement theoretical and empirical analysis of adult education in Greenland underpinning the identification of challenges and opportunities in adult education in Greenland. The empirical study of the exploratory nature was carried out in November-December 2020. Data collection was based on document analysis as well as interview. The obtained data were processed via content analysis. Findings of the theoretical analysis allow defining challenges as externally created problem situations. The structuring content analysis allows identifying challenges and opportunities in adult education in Greenland. The summarizing content analysis reveals that adult education within the educational system in Greenland has not been properly addressed. The empirical findings allow concluding that adult education in Greenland is to be shaped in such a way that it responds to the emergent challenges. The present study has some limitations. The new research question has been formulated: What modern skills (creativity, digital skills, entrepreneurship, languages, etc) do adult learners in Greenland need most? Future research will focus the extension of the dataset.

Attention to the problems of international educa tion has received impetus from the policies of the Johnson Ad ministration and the International Education Program of 1966. Legislation is pending before both Houses of Congress as the United States prepares to reassess its position and involvement in the area of educational assistance to the developing nations. At this juncture, therefore, it is timely to review the changing patterns of international education. Whereas once the em phasis was on thousands of foreign students ourneying to this country, now attention is shifting to the work of American pro fessors who take up residence in foreign institutions around the world. Another change, which results from the gradual emer gence of stronger local institutions, is a shift in emphasis from undergraduate to graduate education in the United States. Be cause of these changes in the patterns of international educa tion, a third new component is emerging which must be encour aged and expanded. There is increasing need for a cadre of American professors with the experience and outlook appropri ate for teaching abroad. Experience in the private sector with international education has proved the value of the following principles: (1) careful assessment of the potential of a given foreign institution, its leadership, and its goals; (2) concentra tion on a few subject areas where the type of assistance needed is explicit and can be made available; (3) continuity of support to avoid abandoning a program in midstream; and (4) need for a career service of men engaged in assistance to developing institutions abroad. The knowledge which can be drawn from the various areas of educational co-operation may help the new public programs and the continuing private ones in the years ahead.

Equity-focused accountability has the potential to refocus our higher education system on its most important purpose: successful outcomes for all groups of students. Congress must build upon current policy to create an accountability system that pushes institutions to serve students especially low-income students and students of color well. This report recommends three areas that should be prioritized. ; The Education Trust

"This book explores the different concepts of "a university" and the way they shape practice in Muslim contexts, with a particular focus on the Islamic republic of Pakistan. Higher education in Muslim contexts is often criticised for being incapable either of contributing to the socio-cultural and civilisational developments of society or of doing research and producing knowledge of a high standard. While the international organisations accuse universities of not helping the societies to become knowledge based and to compete at the global level, some Muslim scholars call for the creation of "authentic Islamic" educational structures that would, as they think, solve the problems of higher education. In addition, since 9/11 some have been accusing Islam and its institutions, especially madrasas of being terrorist establishments. Yet, these criticisms fail to consider the diverse historical evolutions of social institutions, including those of higher education, and the way political, ideological and economic contexts have an impact on them. These claims and generalisations are often made without sufficient evidence from the grass root level or conducting in-depth qualitative or historical research on the subject."--Publisher's description.

How to identify, analyse, and assess the various types of adult learning needs? How to develop programmes tailored to these needs? This study guide is written for postgraduate students preparing to become professional adult educators, as well as for those intending to plan educational programmes for adults. The book covers the various types of adult (learning)needs and provides hints on how to identify, analyse, and assess these needs. It presents typical challenges involved in performing such an analysis as well as theoretical considerations of the concept and types of needs, of diagnosing educational needs and their theoretical understanding. The author draws conclusions on how to develop programmes tailored to the needs identified. With a focus on practical concerns, she illustrates the necessary steps as well as the factors to be considered when designing an educational programme for adults, both in the planning stage and in the stages of implementation and evaluation. From the Contents: The Importance of Needs Analysis and Programme Planning in Adult Education Needs: Theoretical Considerations Fields of Needs Analysis in an Educational Context Methods of Needs Analysis in Adult Education Needs Analysis for Planning Educational Programmes Steps in Programme Planning in Adult Education