Suchergebnisse

Distance education in foreign languages in the United States has grown in a piecemeal, uncoordinated fashion, and it remains marginal to both distance education more generally and to the bulk of foreign language instruction throughout the country. One handicap, arising from very limited demand in business for foreign language skills, is the lack of the innovative development in the corporate sector of the kind that advances other distance learning. A major national need for adult-oriented, individual language-learning facilities remains unmet, particularly materials and facilities for remediation and maintenance of decaying language skills. Within the formal education system, distance education reaches a small fraction of all language learners and has less impact on current instructional practice than might be expected. To remedy this situation, attention must be given to upper-level skill instruction, the production of flexible modules of less than full course length, extension into the less commonly taught languages, the provision of opportunities for interactions rich in cultural context, and the adoption of a common research agenda.

There is a long standing and commonly held belief amongst the adventure education community that adventurous experiences offer particular advantages for promoting personal development and pro-social behaviour. Much of the philosophy surrounding this belief originates from the teachings of the German educationalist Dr. Kurt Hahn. Much of Hahn's philosophy stemmed from his observations of what he termed as the 'decline of modern youth' in Germany during the 1920's. These observations, coupled with the view that young people's development should centre on education for active citizenship, formed the basis of Hahnism, which essentially promotes the use of adventure and challenge as a medium for learning and survival. Dr. Hahn's legacy remains to this day, primarily with continued success of the Outward Bound movement and Gordonstoun School in Scotland. Furthermore, Hahn's philosophy has guided the enduring belief of adventure educators that outdoor and adventurous experiences, when facilitated appropriately and effectively, can provide a catalyst so powerful that it may elicit positive behavioural change amongst disaffected populations. Many of us working in adventure education will reflect on experiences in the outdoors that have been so significant that they literally change the way we think and behave. This philosophy is the bedrock of adventure education as an intervention for disaffected populations, with the central tenet being positive behavioural change. The aim of this chapter is to draw on some of literature that has formed the contemporary approach to dealing with disaffection. We will draw upon related disciplines such as clinical psychology, mentorship and counselling and consider the idea that it is the responsibility of the educator to move toward a philosophy of accountability. We live in a culture where securing funding and encouraging investment in dealing with disaffection is ever more challenging. This presents us with the demand to provide evidence that our undertakings in working with disaffected populations is actually doing what we say it is doing. This need for validity of practices could be seen by many to be negative with the idea of accountability being seen as a threat to our operations that we might have been doing well for years. We might believe that we 'just know' that adventure education can change people's perceptions, attitudes and behaviour and that our anecdotes and experiences are enough justify this. Many practitioners have great stories of the 'bad kid turned good' as a result of personal growth and social development; and we know that adventure education is particularly effective at promoting these personality characteristics. As history has shown however, it is often the politicians and the economic climate that dictate the availability of funding for programmes in social care and public services. With this in mind there is a growing sentiment that adventure educators should aim to provide evidence that beneficial behavioural change is brought about by effective use of adventure education.

The quality and availability of labour is important for the performance of ports. In sights from cluster theories are relevant for analysing training and education in ports, as ports can be regarded as clusters. In general, labour in clusters is relatively mobile, education services in clusters are relatively good and employees have a high willingness to invest in specific skills. However, skilled and talented labour still may be scarce, especially in regions with tight labour markets. Thus, in many clusters, including port clusters, firms and governments actively aim to improve the quality of labour. This paper presents an analysis of these efforts of firms and governments to improve the quality of the labour force in three seaport clusters. In this paper the concept of a 'training and education regime' is presented as an approach to analyse efforts of firms and governments to improve the quality and availability of labour. Important results of three case studies include first, the observation that the quality of training and education regime differs substantially between clusters. Second, the presence of a regime manager in Rotterdam adds to the quality of Rotterdam's training and education regime. Such an organisation may be effective across countries and clusters. Finally, the presence of leader firms, willing to invest in training and education also improves an education regime.

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

One of the functions of a social state is providing decent wages for labor. This is especially topical for the most important social areas — healthcare and education. In recent years, raising teacher's salary has become one of the most important issues, but the problem is still far from being resolved. The aim of the work is to analyze the level of teachers' salaries in municipal schools in 2013–2017 in the RF subjects with different levels of economic development. As the main indicators there were selected nominal average monthly salary of teachers, their salary in relation to the average wage in the region, and their salary in relation to the subsistence minimum of the working age population. On the basis of cluster analysis using the Ward method, there were created cartograms for the first two indicators presenting their dynamics. The analysis shows that in the period under review, the salary of teaching staff grew at a slower pace than the average wage across the country and in the majority of the RF subjects. The level of economic development of a region has a significant impact on the salary of teachers. In financial centers, industrialized and mining regions, work remuneration of teachers grew at a higher rate than in less developed agricultural ones. As a result, the interregional differentiation of teachers' salaries in general education has increased. This indicates that the state policy aimed at raising salaries in the general education system does not reach its goal, and it is necessary to increase the state funding of general education.

Education is important for all children, but even more so for children with disabilities, whose social and economic opportunities may be limited. In this article, Laudan Aron and Pamela Loprest assess how well the nation's education system is serving students with disabilities. Aron and Loprest trace the evolution of the special education system in the United States from its origins in the civil rights movement of the mid-twentieth century. They note the dual character of federal legislation, which both guarantees eligible children with disabilities the right to a "free, appropriate public education in the least restrictive setting" and establishes a federal funding program to help meet this goal. They then review the types of services and accommodations these children receive from infancy through young adulthood. The special education system has given children with disabilities much greater access to public education, established an infrastructure for educating them, helped with the earlier identification of disabilities, and promoted greater inclusion of these children alongside their nondisabled peers. Despite these advances, many problems remain, including the over- and underidentification of certain subgroups of students, delays in identifying and serving students, and bureaucratic, regulatory, and financial barriers that complicate the program for everyone involved. More important, the authors show that special education students still lag behind their nondisabled peers in educational achievements, are often held to lower expectations, are less likely to take the full academic curriculum in high school, and are more likely to drop out of school. Only limited evidence is available on the effectiveness of specific special education services or on how to improve student achievement for this important subgroup of students. Improving the system will require better ways of understanding and measuring both ends of the special education continuum, namely, what services special education children need and receive, and what academic outcomes these students achieve. Without stronger evidence linking these two aspects of the system, Aron and Loprest argue, researchers will be unable to gauge the efficacy of the services now being delivered or to formulate effective reforms to the system as a whole.

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This article focuses on issues related to ethics and training, part of a research project on ethical and deontological thinking in which, during its early stages, thirty six teachers from a variety of teaching levels were interviewed. We have identified some aspects related to the ethical training of teachers which are connected to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers. In addition to an interpretative analysis of data and a brief review of current legislation and studies, we have reflected on the perspectives and strategies to be considered in the ethical training of teachers. ; info:eu-repo/semantics/publishedVersion

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The impact of the process of globalization on higher education institutions and policies is profound, but also diverse, depending on the specific location on the global arena (Marginson & Van der Wende, 2007; Ball, 2012). This paper focuses on relations between globalization and higher education from the perspective of Poland. It analyses various concepts of globalization and economic and socio-cultural aspects of globalization that seem to considerably affect higher education institutions. Then, the major effects of globalization on higher education in Poland are discussed, and some implications for Polish higher education institutions are presented in order to help them better cope with rapid global changes and meet international standards.