Suchergebnisse

For more than three decades, migrants from Myanmar have settled down in Mae Sot, so children's education has become an important element in their life. For this reason, Burmese migrants send their children to school in Mae Sot, and there are many studies which mainly focus on the general characteristics of a schooling system about migrant education and the roles of Non-Governmental Organizations (NGOs) in migrant education. However, not many studies pay attention to Burmese migrant parents and teachers, particularly in the context of Mae Sot. This paper will focus on their perception with an aim to give an update on the situation and issues of migrant education in Mae Sot. This study adopts the qualitative methodology, by using in-depth interviews with Burmese migrant parents and teachers. Based on empirical data gathered from interviews, this paper argues that the motivation behind migrant parents and the idea of teacher illustrate the opportunities and limitations of migrant education in Mae Sot. Migrant children in Mae Sot have various opportunities for education such as Thai government schools (official school) and the Migrant Learning Centers (MLCs or non-official school), run by NGOs. However, Burmese migrant children still face uncertainty to access higher education in Thailand due to a lack of accreditation and Thai citizenship. Furthermore, the curriculum in Thai government schools is the core curriculum, so migrant students and teachers in the Thai government school face the difficulties of teaching and studying Thai class. In conclusion, by examining the perspectives from parents and teachers, migrant education in Mae Sot still requires further improvement, where Burmese migrants in Mae Sot have opportunities to study either at MLCs or at Thai government schools, and they are expected to contribute to both Thailand and Myanmar.

A new model of economic development focused on the encouragement of smart, inclusive and sustainable economic growth is the core of the Europe 2020 strategy. Education is widely acknowledged as being a key factor leading to economic growth and economic development, in the long term. But the impact of different kind of achievements in education on growth has little empirical evidence, especially when examining the South-Eastern European countries. This paper analyses the role played by different types of educational achievements, aggregated at the macroeconomic level, beside a set of other potential socio-economic drivers, on the economic growth and quality of life, in the South Eastern Europe, based on the Eurostat panel dataset. A number of panel data regression models using the GMM and FGLS estimators allow answering our research questions. Our empirical results indicate what policy measures are the most effective to target both the economic growth and quality of life. ; peer-reviewed

The beginning of the 21st century has posed numerous challenges for the global population, including the growth of inequality both worldwide and in specific societies. Inequality in access to good education is also increasing. The debate on our understanding of what modern education should be like is broadening. It was this atmosphere of crisis in society and education in the UK after the 2008 global financial and economic downturn that galvanised the search for "critical hope" for the possibility of transforming formal and informal education. For the sake of this hope, representatives of critical pedagogy and popular education have united into a single group (Critical Pedagogy/Popular Education Group). Modernisation of the education system in Ukraine also requires unity of all those interested and involved in the education process. Thus, the UK's experience is of considerable interest. The possibility and rationale of combining these two areas into a single Critical Pedagogy/Popular Education Group in the UK has so far remained under-researched. The article studies theoretical preconditions and practical consequences of the combination of critical pedagogy and popular education in the UK. It is emphasised that the common basic principles and purpose, even with the background of theoretical debate, create unity in critical conditions, as it has occurred in the United Kingdom. Common for critical pedagogy and popular education are: the orientation towards the student's life experience; confidence in representation of politics in education; resistance against official hierarchies; development of critical thinking; and critical reflection on important subjects of public life with a view to improve it. However, critical pedagogy and popular education cannot be considered as one and the same. Popular education goes beyond the boundaries of traditional educational institutions with the aim of maximum adaptation to the experience of those who are studying. It aims to meet with the learners not only in the field of their experience, but also in the literal sense: in their homes, public spaces, and so on. Representatives of popular education also do not differentiate the positions of the teacher and the student, emphasising that their experience is of equal importance. Thus, popular education is based on a horizontal connection instead of the usual vertical hierarchies in the educational space. The process of popular education should correspond to the following general characteristics: its curriculum should be based on the concrete experience and material interests of people in the communities of resistance and struggle; its methods and practices of teaching are collective and focused on the group unlike individual learning and development; and it tries where possible to promote direct links between education and social actions. Critical pedagogy, like popular education, also focuses on the student's life experiences. Critical pedagogy offers a curriculum which focuses on the study of everyday life, informal and popular culture, historical models of governance, the subjectivity and identity of the individual. Thus, critical pedagogy interprets pedagogical reality as widely as possible, which allows its theorists to unite with popular education in order to solve social and transformational problems through socio-pedagogical practices. Critical Pedagogy / Popular Education Group has united theorists, political activists, artists and people's educators for the sake of progressive education in the purpose of social change. Common to them is the recognition of deep injustice, dehumanization and attacks on human dignity in many areas of life of the founders of the group, and the lives of those who are less privileged than the founders of the group. This group has connected those working in formal educational institutions to others beyond their boundaries. The aim of the group, as the founders emphasise in its program document, is to enable those involved in social transformation and political struggle in formal and informal education to integrate their knowledge, to develop pedagogy of involvement, life and hope in order to break down the barriers between informal and formal education and connect them again to make possible a progressive change; rethink university as a radically democratic social and political institution; change individualised atomisation, instrumental and fatalistic thinking proposed by neoliberalism under the slogan "there is no alternative"; combine activism outside the academic institutions and inside them; combine academic theory and practice in order to improve the world; use the experience of other institutions, movements, and groups with similar views; and develop an independent community of those working for social justice and a sustainable future. We emphasise that the union emerged for the sake of joint actions, while theoretical differences undoubtedly remain. In the opinion of the group's founders, a number of issues are still subject to debate. Among them is the refinement of the concept of practice – namely, whether there is a distinction between theory and practice, or whether academic theory, learning and teaching can be considered practices. There is also a need to clarify the understanding of the concept of community in the environment of blurring of face-to-face communities, and whether there is a need to develop a collective action strategy in the absence of community. There is even discussion around the basic vocabulary terms of the group, subversion and transformation. There is debate about the limits of the subversion and transformation of the dominant definitions of education and the forms of institutional power. In our opinion, the long list of discussion points proves that the process of integration was not a simple matter. The task of modernising the education system in Ukraine needs the same broad coalition, in the middle of which there will undoubtedly be a number of controversial theoretical issues. However, the common ground principles and purpose would allow us to unite in critical conditions, as it happened in the UK. The consideration of the theoretical intentions of critical pedagogy and popular education, the clarification of the underlying conditions and the purpose of their unification into a single group in the UK allows us to renew our vision of the place of education in public life.Key words: critical pedagogy, Critical Pedagogy/Popular Education Group, popular education, modernisation of education system. ; Стаття присвячена аналізу теоретичних передумов і практичних наслідків об'єднання критичної педагогіки і народної (популярної) освіти у Великій Британії. Доводиться, що атмосфера кризи у суспільстві і освіті актуалізувала пошуки "критичної надії" щодо можливості трансформувати формальну та неформальну освіту. Підкреслюється, що спільні засадничі принципи і мета, навіть на фоні теоретичних дискусій, дозволяють у критичних умовах об'єднатися, як то сталося у Великій Британії. Наголошується значення широкої коаліції задля модернізація системи освіти.Ключові слова: критична педагогіка, об'єднання "Гурт критична педагогіка/народна (популярна) освіта", народна (популярна) освіта, модернізація системи освіти. Статья посвящена анализу теоретических оснований и практических последствий объединения критической педагогики и народного (популярного) образования. Доказывается, что атмосфера кризиса в обществе и образовании актуализировала поиски «критической надежды» в отношении возможности трансформировать формальное и неформальное образование. Подчеркивается, что общие основные принципы и цель, даже на фоне теоретических дискуссий, позволяют в критических условиях объединиться, как это произошло в Великобритании. Подчеркивается значение широкой коалиции для модернизации системы образования.Ключевые слова: критическая педагогика, объединение «Группа критическая педагогика/народное (популярное) образование», народное (популярное) образование, модернизация системы образования. The beginning of the 21st century has posed numerous challenges for the global population, including the growth of inequality both worldwide and in specific societies. Inequality in access to good education is also increasing. The debate on our understanding of what modern education should be like is broadening. It was this atmosphere of crisis in society and education in the UK after the 2008 global financial and economic downturn that galvanised the search for "critical hope" for the possibility of transforming formal and informal education. For the sake of this hope, representatives of critical pedagogy and popular education have united into a single group (Critical Pedagogy/Popular Education Group). Modernisation of the education system in Ukraine also requires unity of all those interested and involved in the education process. Thus, the UK's experience is of considerable interest. The possibility and rationale of combining these two areas into a single Critical Pedagogy/Popular Education Group in the UK has so far remained under-researched. The article studies theoretical preconditions and practical consequences of the combination of critical pedagogy and popular education in the UK. It is emphasised that the common basic principles and purpose, even with the background of theoretical debate, create unity in critical conditions, as it has occurred in the United Kingdom. Common for critical pedagogy and popular education are: the orientation towards the student's life experience; confidence in representation of politics in education; resistance against official hierarchies; development of critical thinking; and critical reflection on important subjects of public life with a view to improve it. However, critical pedagogy and popular education cannot be considered as one and the same. Popular education goes beyond the boundaries of traditional educational institutions with the aim of maximum adaptation to the experience of those who are studying. It aims to meet with the learners not only in the field of their experience, but also in the literal sense: in their homes, public spaces, and so on. Representatives of popular education also do not differentiate the positions of the teacher and the student, emphasising that their experience is of equal importance. Thus, popular education is based on a horizontal connection instead of the usual vertical hierarchies in the educational space. The process of popular education should correspond to the following general characteristics: its curriculum should be based on the concrete experience and material interests of people in the communities of resistance and struggle; its methods and practices of teaching are collective and focused on the group unlike individual learning and development; and it tries where possible to promote direct links between education and social actions. Critical pedagogy, like popular education, also focuses on the student's life experiences. Critical pedagogy offers a curriculum which focuses on the study of everyday life, informal and popular culture, historical models of governance, the subjectivity and identity of the individual. Thus, critical pedagogy interprets pedagogical reality as widely as possible, which allows its theorists to unite with popular education in order to solve social and transformational problems through socio-pedagogical practices. Critical Pedagogy / Popular Education Group has united theorists, political activists, artists and people's educators for the sake of progressive education in the purpose of social change. Common to them is the recognition of deep injustice, dehumanization and attacks on human dignity in many areas of life of the founders of the group, and the lives of those who are less privileged than the founders of the group. This group has connected those working in formal educational institutions to others beyond their boundaries. The aim of the group, as the founders emphasise in its program document, is to enable those involved in social transformation and political struggle in formal and informal education to integrate their knowledge, to develop pedagogy of involvement, life and hope in order to break down the barriers between informal and formal education and connect them again to make possible a progressive change; rethink university as a radically democratic social and political institution; change individualised atomisation, instrumental and fatalistic thinking proposed by neoliberalism under the slogan "there is no alternative"; combine activism outside the academic institutions and inside them; combine academic theory and practice in order to improve the world; use the experience of other institutions, movements, and groups with similar views; and develop an independent community of those working for social justice and a sustainable future. We emphasise that the union emerged for the sake of joint actions, while theoretical differences undoubtedly remain. In the opinion of the group's founders, a number of issues are still subject to debate. Among them is the refinement of the concept of practice – namely, whether there is a distinction between theory and practice, or whether academic theory, learning and teaching can be considered practices. There is also a need to clarify the understanding of the concept of community in the environment of blurring of face-to-face communities, and whether there is a need to develop a collective action strategy in the absence of community. There is even discussion around the basic vocabulary terms of the group, subversion and transformation. There is debate about the limits of the subversion and transformation of the dominant definitions of education and the forms of institutional power. In our opinion, the long list of discussion points proves that the process of integration was not a simple matter. The task of modernising the education system in Ukraine needs the same broad coalition, in the middle of which there will undoubtedly be a number of controversial theoretical issues. However, the common ground principles and purpose would allow us to unite in critical conditions, as it happened in the UK. The consideration of the theoretical intentions of critical pedagogy and popular education, the clarification of the underlying conditions and the purpose of their unification into a single group in the UK allows us to renew our vision of the place of education in public life.Key words: critical pedagogy, Critical Pedagogy/Popular Education Group, popular education, modernisation of education system.

Abstract: This dissertation investigates the effectiveness of the education system in terms of early labor market entry and mobility in Germany. Chapters B, C, and D evaluate career guidance in the form of Additional Career Assistance (ACA) for students of Lower Track Secondary Schools (LTSS) using self-collected survey and administrative data (2007-2013) in a quasi-experimental control group design. In detail, the development of occupational knowledge during school atendance (Chapter B), the effect of ACA on educational outcomes Chapter C), and the effect of ACA on the transition to apprenticeship training after leaving LTSS (Chapter D) are analysed. In addition, Chapter E analyses the effect of mobility across firms and occupations among graduates from apprenticeship training, which refers to the second threshold. Each chapter of this dissertation consists of a separate study, where the Chapters B, C, and D use self-collected and a portion of additional administrative data. The last chapter uses high-quality administrative data provided by the Institute for Employment Research. To identify the effects of interest, advanced microeconometric methods are used

The article highlights the history and features of parliamentarism development in the Latin America countries. In addition, the need for training on the subject and the effect of increasing students and educators' awareness in this field is examined. This process was lengthy, replete with the examples of various social groups, political trends and parties struggle intensity increase. Since the beginning of the 19th century, there have been almost no favorable conditions for the practical implementation of democratic government in the countries of Latin America, and the institutionalization of the party system has not taken place yet. However, there have been exceptions to the general rule in the history of Latin America. Chile and Argentina were such an example. The success of democratic transformations in the countries of the region depended on various reasons: a) whether the country had a democratic experience in its past; b) the conditions for the political and economic development of this country to develop representative institutions in the future; c) the importance of the parties in the political course development and the adoption of state decisions. The results of democracy and parliamentarism development in the states of Latin America are rather complicated by the turn of the 20th and 21st centuries. On the one hand, the last decades of the XX-th century and the beginning of this century was marked by the democratization of political life, reforms, and the replacement of military regimes with civilian governments. Since the beginning of the 60-ies, they started the process of democratization and formation of independent island states in the Caribbean and Central America. Despite the successful development of the economy, culture, education, the presence of a large middle class in Argentina, the military governments overcame civilian ones in the 30-70-ies. Therefore, it is needed to consider this aspect as a part of education system to improve the educators' level.

This thesis deals with the reforms and education policies that were implemented in the United Kingdom after the arrival of New Labour in 1997. Following devolution, two Assemblies were created in 1999, one in Wales, and one in Northern Ireland, and Scotland had a Parliament. This led to the persistence of the differences that existed between the education systems of the United Kingdom, the management of each education system being entrusted to these new institutions. The thesis analyses in depth the evolutions and the transformations generated within the different education systems between 1997 and 2010 (period of governance of New Labour), and reveals the divergences and/or convergences that ensued. It shows how each of the four nations has changed its education policy, while taking into account the reforms that were put in place by previous governments, these changes having already profoundly changed the organisation of these education systems (New Public Management/Local management of schools). Some reforms, prior to the period under study, which profoundly changed the organisation of these education systems, are also discussed because the governments in the early 2000s had to take them into account when developing their education projects. This comparative study also attempts to define the effectiveness of reforms in school performance and equal opportunities. ; Cette thèse traite des réformes et des politiques éducatives mises en place au Royaume-Uni après l'arrivée au pouvoir des nouveaux travaillistes en 1997. À la suite de la dévolution, deux Assemblées furent créés en 1999, l'une au Pays de Galles, et l'autre en Irlande du Nord, et l'Écosse se dota d'un Parlement. Cela entraîna la pérennisation des différences qui existaient entre les systèmes éducatifs du Royaume-Uni, la gestion de chaque système éducatif étant confiée à ces nouvelles institutions. La thèse analyse en profondeur les évolutions et les transformations générées au sein des différents systèmes éducatifs entre 1997 et 2010 (période de ...

This paper outlines the history of language-in-education policy in Zambia from 1964 to 2014. It examines some of the major factors which informed language-in-education policy formulation and implementation in the country in relation to four landmark phases: the 1966 proclamation of English as sole official language at national level and as language of classroom instruction from Grade One to the highest level of education; the 1977 education reforms recommendations; the 1996 language-in-education policy; and, finally, the 2014 declaration and implementation of the policy prescribing the use of familiar languages for instruction in initial literacy and numeracy from Grade One to Grade Four. The paper concludes that though English has remained the sole official language at national level over the years, there has been increasing recognition of the role of local languages as languages of classroom instruction. As a result, the early top-down and monolingual approach to language-in-education policy formulation and implementation, premised on the principle of languages in competition, has since given way to the bottom-up and multilingual approach, guided by the principle of languages in complementation. In order to consolidate the gains scored over the years, the paper argues for a comprehensive operationalisation of the current language-in-education policy through formulation of a comprehensive language development plan and the production of sociolinguistic surveys at both national and community level to aid teachers in determining which language or languages to use as media of classroom instruction in a given locality.

[only abstract and keywords in English; full article, abstract and keywords in Lithuanian] This article analyzes how gender equality discourses shape the opportunities for boys to choose non-traditional professions in the care economy (kindergarten teachers, teachers in the elementary schools, social workers, nurses etc.). Research on gender equality in education examines the paths for girls in physical and technological sciences (STEM) and highlights the impact of gender stereotypes and the traditional perceptions of gender roles on women in choosing careers in this field. As some comparative research in the EU has shown, numbers of women in "male-dominated" professions increased in the last two decades. Nevertheless, the men's move to care professions is very slow due to the lack of support for boys to choose non-traditional/atypical professions (Scambor et al. 2013). By applying discourse analysis, this article examines the content (texts and visuals) of the methodological material for vocational counseling (www.mukis.lt). It suggests that a gender-neutral and gender-differentiated conceptualization of profession preferences, motivation and representation are present in the content of vocational material, while the gender-pluralistic approach tends to be absent. Care professions in general are almost invisible in the content of vocational training materials (the silence discourse) and represented only by women. These tendencies suggest the reproduction of gendered norms and understandings about different gender roles in society. The discourse regarding men's engagement in care professions is still underdeveloped in Lithuania. ; [straipsnis, santrauka, reikšminiai žodžiai lietuvių kalba; santrauka ir reikšminiai žodžiai anglų kalba] Šiame straipsnyje pateiktos profesinio orientavimo metodinių priemonių turinio analizės įžvalgos, siekiant atskleisti, kaip lyčių lygybės diskursai konstruoja galimybes vaikinams rinktis profesijas, susijusias su globos sfera (darželių auklėtojai, ikimokyklinio ugdymo mokytojai, socialiniai darbuotojai, slaugytojai ir kt.). Lyčių nelygybės švietime problematikos tyrimai dažnai akcentuoja lyčių stereotipų ir kultūrinių normų poveikį moterims renkantis vyrų dominuojamus fizinius ir technologinius (STEM) mokslus. Lyginamojoje ES šalių studijoje apie vyrų vaidmenis lyčių lygybės politikoje (Scambor et al., 2013) prieita prie išvados, kad merginų užimtumas "vyriškose" švietimo srityse gerokai išaugo, o vaikinams trūksta paramos rinktis netipines vyrų profesijas. Straipsnyje, taikant kritinę diskurso analizę profesinio orientavimo metodinių priemonių medžiagos turiniui (www.mukis.lt) tirti, atskleista, kad vadinamosios globos profesijos yra nematomos karjeros ugdymo turinyje. Karjeros ugdymo medžiagoje, skirtoje mokytojams ir moksleiviams, vyrauja lyties požiūriu neutralus ir lyčių skirtumus pabrėžiantis diskursai, kurie reprodukuoja tradiciškai suvokiamas kultūrines nuostatas apie merginų ir vaikinų karjeros pasirinkimus, motyvaciją ir reprezentaciją. Iš esmės reprodukuojama horizontali lyčių segregacija, merginoms priskiriant globos sferos, o vaikinams – aukštųjų technologijų, transporto ir kt. "vyriškąsias" profesijas. Tokiu būdu lytis dekonstruojantis diskursas nėra integruotas profesijų pasaulyje.

This study investigates the relationship between individuals' religious bias and trust in religious others and how this relationship is conditioned by education and the use of digital media in the context of Pakistan. Although recent studies conducted in Western democracies suggest that social media have potentially contributed to the growth of religious and racial cleavages, the impact of these platforms remains understudied in non-Western, predominantly Muslim societies such as Pakistan. Our analyses of the World Value Survey (WVS) data from Pakistan show that, not surprisingly, religious bias negatively predicts trust in religious others. However, the informational use of digital media platforms (i.e., the Internet and social media) moderates this relationship, indicating that this negative association becomes insignificant among heavy digital media users. This relationship is further contingent on education, suggesting that less educated people benefit more from the informational use of digital media. The findings are discussed in relation to the extant literature on the role of digital media and education in facilitating religious trust.

This article describes the situation of higher education in Argentina, Chile and Mexico; their differences, normativities, admission requirements, programs, approaches, trends and patterns that have developed these countries to adapt them into the neoliberal and globalization patterns. Moreover, this circumstance revealed the beginning of the university in these Latin American countries through a tour of its transitions and adjustments to new economic and political contexts. Also, it aims to give a broader perspective of the academic offer in higher education in these countries, which in recent years have attracted students who wish to join higher education taking advantage of scholarships as those offered by Argentina to foreigners. ; Este artículo expone la situación de la educación superior en Argentina, Chile y México, sus diferencias, normatividades, requisitos de ingreso, programas, enfoques, tendencias y los modelos que han desarrollado estos países para su adaptación hacia los modelos neoliberales y de globalización. Este panorama devela el inicio de la universidad en estos países latinoamericanos y da un recorrido por sus transiciones y ajustes ante nuevos contextos socioeconómicos y políticos. Además, pretende dar una perspectiva más amplia de la oferta académica de educación superior en estos países, que en los últimos años han atraído a estudiantes que desean ingresar a la educación superior aprovechando becas, como las ofrecidas por Argentina a los extranjeros.

Proponents of the transformative potential of the United Nations Principles for Responsible Management Education (PRME) claim that their adoption could lead to a "paradigm change" in business schools, thus addressing many of the sustained critiques of the sector in recent years. However, this claim and the PRME themselves have to date not been subjected to systematic scrutiny from a Critical Management Education perspective. Applying a critical discourse analysis methodology, this article evaluates how business schools and management education are positioned in key PRME documentation and the Sharing Information on Progress reports of U.K. business school signatories to the PRME. A key finding is that the PRME discourse assumes and promotes a problematic understanding of management education that includes a positioning of business schools as servants of the corporate sector. The impact of this and other assumptions undermines any "paradigm change" claim. Conclusions identify potential discursive and organizational strategies to nurture a more critical, learning-centered PRME discourse.

In 2011, Indigenous Initial Education teachers in Oaxaca, Mexico, for the first time participated in an alternative teacher professional development effort (called a diplomado) to initiate communityappropriate bilingual programs for pregnant mothers and infants under 3 years old. Collaborating with parents and village authorities, the goals were Indigenous language revitalization/ maintenance and quality Initial Education, prioritizing communal values and Indigenous (non-Western) socialization practices. The teachers conducted various research tasks, one of which - the photographic and narrative documentation of young children's spontaneous learning opportunities in their communities - is analyzed here. A finding of this study is that even very young infants in their spontaneous activities display early indications of responsible actions toward others that develop into caring for community. This effort to communalize Initial Education faces two intense oppositional pressures in Mexico today. For decades federal school policy has imposed on Indigenous teachers and communities Westerninfluenced views of developmentally appropriate ECEC, such as age grouping in care and school facilities and prioritizing teacher-organized and supervised activities. For Rogoff (2003), the imposition of Western views of ECEC denies the cultural nature of human development. In Oaxaca, only the Western view counts; the Indigenous perspective has been officially marginalized.Recently, another layer of imposed federal and state school reforms places Indigenous teachers at risk. Now teacher preparation, hiring, and retention will be assessed by national standardized tests of teacher professional knowledge, without consideration for rural life experience, knowledge of community practices, or Indigenous language competence.This article describes the status of communalized ECEC programs in Oaxaca given government repressions, and teacher resistance to these repressive school reforms.

The poor cannot afford education if they are left to pay for it themselves. Furthermore, given the right political structures government schools can deliver accountability and a good quality of education.