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Bildungs(miss)erfolg aus der Sicht der Kapitaltheorie Pierre Bourdieus -- Erklärungsmodelle der Hindernisse für den Bildungsaufstieg von Kindern und Jugendlichen aus Migrantenfamilien -- Typenbildung: Bedingungen und Handlungsstrategien für den Bildungsaufstieg

Adult and lifelong mathematics education has multiple dimensions and the approaches represented in our discussions embraced, besides mathematics, a range of disciplines (psychology, sociology, politics, pedagogy, anthropology and androgogy), and a spectrum of concerns about inclusion – along lines of gender, class, ethnicity, age and language group.

The Department of Mechanical Engineering Enterprise Management at the Faculty of Mechanical Engineering of the Czech Technical University in Prague has its own doctoral programme, and runs postgraduate and master's courses. The Department is engaged in a great deal of research in the field of marketing, financial and mainly operations management. A new Production and Operations Management programme was started in 1997. The programme consists of: Management of Change and the Importance of Innovations, Forecasting and Operations Strategy, Design of Work Systems, Total Quality Management and Inventory Control, Material Requirements Planning and Just-In-Time Systems, Logistics and Practical exercises. The study programme is organised in two stages, winter and summer semesters. The study programme has a strong international orientation. The teaching goal is to prepare students for dealing with real-world settings and implementing the most effective up-to-date practices. The Department aspires to lead in research, and in developing modern concepts and tools. Research is being conducted in the mechanical engineering industry under a grant from the EU LEONARDO programme. We invite you to email with questions or to schedule a visit to the Department at any time.

Education update including websites and notable journal articles.

This paper analyzes regional public education policy in the presence of mobile workers. Labor market integration leads to fiscal competition, shifting the whole burden of taxation to immobile workers. In the case of mobile skilled workers, this results in income inequalities and inefficient low investment in human capital. This is even more pronounced if politicians are partly self-interested. In contrast, if unskilled workers are mobile, all households receive the same net earnings. In this scenario, a benevolent government ensures an efficient level of human capital investment, while partly selfish politicians choose to invest too little in education.

This chapter explores the goals of the Equality Act and educational leadership as dictated by government policy in relation to school leaders, and as part of this, considers the role of higher education institutions in promoting race equality in educational leadership in higher education. The chapter questions whether such a state is desirable and achievable in twenty-first century Britain particularly at a time when greater emphasis is given by universities to student (rather than staff) experience and NSS scores/league tables which promote student experience, and conducting race equality impact assessments are no longer a compulsory requirement. In examining the relevance of social justice in educational leadership, the chapter is less concerned with leadership styles or roles and focuses instead on White constructions/perceptions of who can occupy leadership positions. As such, the chapter explores the implications for universities in facilitating diverse but equitable leadership in higher education from a social justice perspective.

After WW II, the great clash between the concepts of a largely private market based world, and a world of centrist socialism seemed to have been won by the forces of State Socialism in a variety of forms from the total absolute centrist dictatorship in the Soviet Union and China to more moderate versions such as those in Sweden, France, Italy or India.The leadership in both China and India both believed that centrist authority and control was vital in managing their vast, chaotic countries, and both felt that this centrist control should be exercised by a small self chosen elite. In China, that elite took the form of a Chinese Communist Party (CCP) dictatorship under Mao Zedong, who could only see the world in terms of enormous revolutionary conflict.In India, the elite were more benign and not as militant. Power was held as a matter of "right" by a combination of Socialist theorists and economists and high caste Brahmins who never doubted their own correctness. [1] This elitism led to a set of negative attitudes about the education of the masses, some of which still persist. First, starting with the period of British rule, education of any kind was simply not seen as a role of governments, except possibly at the lowest levels, and this attitude was shared by the British themselves and by the senior figures in Indian government and society.

Introduction: This research is within the field of physical activity, immigration and youth. There have been numerous qualitative studies, within the European context, which have mostly concentrated on case studies (Walseth & Fasting, 2004; Walseth 2008; Hertting & Karlefors; Fundberg, 2012; Lundvall, 2009) and fewer quantitative studies (Kreuwel et al, 2006; Kouli & Papaioannou, 2009; Hatzigeorgiadis et al, 2013; Elbe et al, 2016). These studies have created basic knowledge in this particular field and have shed light on different aspects of sports and integration. There are, however, very limited number of studies that have researched interventions using the participants knowledge and specific needs in order to make a real impact in the community.Aim and theoretical framework: Critical participatory activist research (PAtR) is a method that can utilize the situated knowledge of the commu- nity members and create lasting impact. Through participatory activist research, community members are active participants in contributing and creating knowledge which is then utilized to enhance the community itself and instigate action within the community. Moreover, such enquiry will contribute to the wider research and promote research implications in the communities (lisahunter, emerald & Martin, 2013; Schinke & Blodgett, 2016).PAtR alternate approach to subjectivity of knowledge and grassroots participation is a fresh perspective in contrast to 'expert-driven' research which reinstate the dynamic of dominance and oppression (Schinke & Blodgett, 2016). PAtR has its roots in participatory action research (PAR) and critical theory, hence it emphasizes that research is not a neutral activity and it is always political, working to maintain or change dominant power relations. PAtRis an accessible and interrelated approach that works alongside the notion of doing justice "with" and "by" those who are oppressed using practices that confront dominant and cultural norms (lisahunter et. al. 2013).The goal ...

AbstractPublic school curricula have traditionally treated conflict as a body of knowledge rather than an opportunity for skill development. Increasingly, however, programs that feature mediation, cooperative learning, and cross‐cultural communication have become more common. Those designing conflict resolution (CR) curricula must carefully consider purpose, audience, and outcomes. This paper provides a framework for reflection, offers some guidelines for writing and implementing CR curricula, and includes examples of current elementary and secondary programs and practices.