Suchergebnisse

The degree and basic trends in the elaboration of the problem researched have been analyzed (imperial stage, before 1917, trends being – philosophic-pedagogical, historical-educative; the Soviet stage, 1917 – 1990, trends being – historical-narrative, scientific proper, scientific-methodical; post-Soviet stage, 1991 – the beginning of the XXI-st cent., trends being – methodological-theoretic, historical-pedagogical, general didactic). The socio-economic factors and organizational-pedagogic prerequisites of polytechnic education idea genesis have been determined; its legislative and regulatory framework has been examined. The phased process of polytechnic education idea realization in the national school education of the XX-th century has been substantiated and characterized by its regularity, conceptualism variance, contradiction, instability, periodicity of ascension and decline. Its consecutive stages have been established: I (1901-1918) – search-empirical (polytechical illiteracy elimination as a prerequisite of socio-economic development); II (1919-1933) – experimental-innovative (school polytechnization in connection with the implementation of compulsory elementary education); III (1934-1957) – theoretic-analytical (pupils' polytechnic training during the period of compulsory 7-year-long education implementation); IV (1958-1983) – professional-manufacturing (specific sectoral and practical orientation of polytechnism on the stage of transition to the compulsory secondary education); V (1984-1999) – economic-reformist (polytechnic education idea modification in the context of general secondary education modernization on the basis of market model, shifting the emphasis on the pupils' educational work). The regularities, contradictions and the leading tendencies in the process of polytechnic education idea realization have been revealed. Its specificity has been characterized as reflected in preserving labor traditions (1901-1918); carrying out the industrialization and agronomization (1919-1933); scientific ...

Despite the importance of higher education and the role it plays in national development, higher education is experiencing downward trends in Ondo State, Nigeria. This perhaps explains the proliferation of literature on higher education subsector but there has to date been little systematic evaluation of the consequences of political influence on policy implementation in Rufus Giwa Polytechnic, Owo. This article assesses the political context of policy implementation in Rufus Giwa Polytechnic, Owo. Using qualitative method, this article finds evidence of political interference in the implementation of recruitment and funding policies of the polytechnic as the major factor responsible for the low performance in the polytechnic. The findings are relevant both for understanding the political context of policy implementation and also for providing the necessary strategies for effective policy implementation in the polytechnic in particular and higher education subsector in Ondo State, Nigeria in general.

Семеновська Л. А. IMPLEMENTATION OF THE IDEA OF POLYTECHNIC EDUCATION AS INNOVATIVE DIRECTION OF SCHOOL EDUCATION DEVELOPMENT IN UKRAINE / Л. А. Семеновська // Педагогічні науки : зб. наук. праць / гол. ред. М. І. Степаненко ; Полтав. нац. пед. ун-т імені В. Г. Короленка. – Полтава, 2018. – Вип. 72. – С. 78-82. ; The degree and basic trends in the elaboration of the problem researched have been analyzed (imperial stage, before 1917, trends being – philosophic-pedagogical, historical-educative; the Soviet stage, 1917 – 1990, trends being – historical-narrative, scientific proper, scientific-methodical; post-Soviet stage, 1991 – the beginning of the XXI-st cent., trends being – methodological-theoretic, historical-pedagogical, general didactic). The socioeconomic factors and organizational-pedagogic prerequisites of polytechnic education idea genesis have been determined; its legislative and regulatory framework has been examined. The phased process of polytechnic education idea realization in the national school education of the XX-th century has been substantiated and characterized by its regularity, conceptualism variance, contradiction, instability, periodicity of ascension and decline. Its consecutive stages have been established: I (1901-1918) – search-empirical (polytechical illiteracy elimination as a prerequisite of socio-economic development); II (1919-1933) – experimental-innovative (school polytechnization in connection with the implementation of compulsory elementary education); III (1934-1957) – theoretic-analytical (pupils' polytechnic training during the period of compulsory 7-year-long education implementation); IV (1958-1983) – professional-manufacturing (specific sectoral and practical orientation of polytechnism on the stage of transition to the compulsory secondary education); V (1984-1999) – economic-reformist (polytechnic education idea modification in the context of general secondary education modernization on the basis of market model, shifting the emphasis on the pupils' educational work). The regularities, contradictions and the leading tendencies in the process of polytechnic education idea realization have been revealed. Its specificity has been characterized as reflected in preserving labor traditions (1901-1918); carrying out the industrialization and agronomization (1919-1933); scientific fundamentalization and singling out polytechnic grounds of school subjects (1934-1957); professional bias and mechanization (1958-1983); automation and striving for labor intellectualization (1984-1999). The stages (initial, sufficient, high and advanced) and conditions of the process of polytechnic education idea realization have been determined; the progressive achievements of the XX-th cent. polytechnism in current conditions have been actualized (pedagogically expedient use of polytechnic individual and socially oriented potential of all secondary school subjects, especially general technical subjects, different labor types, class and out-of-class activities; establishing close cooperation of school and production on the terms of voluntariness and state support; involving pupils in real social and labor, cost accounting relations; joint efforts of school, family and the public in pupils' labor training and education etc.).

The Central European panic of the spring 1931 is often presented as a cause of the sterling crisis of September. But what was the transmission channel? This article explores how the continent's financial troubles affected Britain's banking system. The freeze of Central European assets created a liquidity strain for London merchant banks because they had accepted (guaranteed) the commercial bills of German merchants. I use new balance sheet data to quantify this shock and explore how the liquidity crisis contributed to the sterling crisis. The evidence demonstrates that international contagion was crucial in transmitting the 1931 global financial crisis.