Suchergebnisse

The aim of this paper is to present effective and enduring models of public diplomacy applied in education all over the world. International education as major contributor to soft power and as an important area of public diplomacy can create a lot of advantages, such as to produce commercial value, to promote a nation's foreign policy priorities and interests and to contribute to a country's economic development and investment. Successful educational systems in countries like the US, the UK, Canada and recently China, have proved the role and relevance of their impact to national interest and international soft power goals. A soft power agenda applied by a certain public policy can transform positive experiences from student mobility and intellectual and social relationships at academic levels into influential values, culture and ideas on the global stage in order to enforce a country's image and its vital interests. The main question of the study is to identify the main factors that can make a country to obtain a strong reputation in education. Another question is to find out whether there are common factors between different international education systems which are aligned to a certain public policy applied by different countries. A third question will be arise around the methodology of public diplomacy can be followed in order to become a reputational leader in education. The methodological approach is based on bibliography, published case studies and personal experience. The results of this study can provide a systematic roadmap of valuables and processes which can be applied by countries aiming to build an international image in education.

The Finnish Ministry for Foreign Affairs (MFA) has funded non-governmental organizations' projects for development communication and development education for over 30 years. The research topic of this thesis is founded on the idiosyncrasies of promoting and funding global education through the MFA. The Ministry for Foreign Affairs supports global education projects as a part of its development policy, with funds from development appropriations. The argument is, that for citizens to contribute to and monitor the discussion on development and development cooperation, skills and opportunities to learn about development cooperation are required. This rationale is aligned with international policies, for example, on the global partnership goal of United Nations' Millennium Development Goals. The theoretical investigation of this thesis is founded on development policy and global education policy. The aim of this thesis is to investigate the possible issues of promoting and funding global education projects as a part of development policy. Finnish global education projects funded by the MFA are under pressure of both development policy and global education policy. This thesis investigates the two policies and constructs a framework in which to analyse the development communication and global education instrument. The non-governmental organizations applying for funding need to articulate the aims of their global education project in alignment with Finnish development policy. The intention of the thesis is to find how global education and development policy are compatible, and what kind of issues this might involve. By researching project applications through a relevant framework, these questions can be made explicit. To answer these questions, this thesis consists of a qualitative, abductive content analysis of 17 global education projects from 15 different Finnish non-governmental organizations. Content analysis of this thesis is based on an interpretative, abductive process between the data and theory, from which new meaning can be extrapolated. The applications were approved for two-year funding by the Ministry for Foreign Affairs, for the years 2012–2013 and 2013–2014. In relation to document research, this thesis utilizes Prior's (2008) framework on understanding documents both as a resource and as a topic. In this research, the applications are positioned within the theoretical framework of global education and development policy, which is established in the beginning of the thesis in a scholarly manner. A qualitative content analysis is then conducted, with approaching the documents through relevant categories for analysis. Converging themes, and justification for funding global education within the MFA, are present in the conceptualization of education for global responsibility. The idea of an imperative for global justice conjoins development policy together with global education, as presented in the project applications. Similarly, the idea of a shared partnership in development provides linkages to global education. However, the practice of development communication is more close to development policy. It is debatable whether development policy of the MFA is more suitable for projects of development awareness and campaigning. In this sense, promoting global education as a part of development policy fosters a certain kind of global education, which might lack a critical perspective. The findings of this thesis indicate that the Ministry for Foreign Affairs is a justifiable administrator of the development communication and education instrument. However, coining global education with development policy can influence approaches to global education. The funding instrument is based on MFA's development policy which focuses but also limits approaches to global education. Global education has been topical for the past decade in Finnish educational policy. It has also increased its foothold according to the 2016 national core curriculum draft and UNESCO suggestions for post-2015 education agenda on development. This thesis adds to the debate whether global education projects should be administrated through the Ministry for Foreign Affairs and what kind of issues this involves. ; Suomen ulkoasiainministeriö (UM) on rahoittanut kansalaisjärjestöjen viestintä- ja globaalikasvatusprojekteja jo yli 30 vuoden ajan. Tämän tutkielman aihe perustuu viestintä- ja globaalikasvatuksen tukemiseen ulkoministeriöstä käsin ja siihen liittyviin erikoispiirteisiin. Suomen ulkoasiainministeriö tukee globaalikasvatusprojekteja kehitysyhteistyövaroin osana UM:n kehityspolitiikkaa. Perusteluna tälle pidetään sitä, että kansalaisten tulee tietää kehitysyhteistyöstä voidakseen osallistua kehityspoliittiseen keskusteluun. Tämä vaatii taitoja ja mahdollisuuksia oppia kehitysyhteistyöstä, jotta kansalaiset voivat seurata ja valvoa kehitysyhteistyökeskustelua. Kyseinen päättely on myös linjassa kansainvälisesti hyväksyttyjen Yhdistyneiden kansakuntien vuosituhattavoitteiden kanssa. Tämän tutkielman tavoitteena on tarkastella mahdollisia kysymyksiä joita liittyy globaalikasvatusprojektien tukemiseen kehityspolitiikan osana. Suomalaiset globaalikasvatusprojektit joutuvat vastaamaan sekä kehityspolitiikan että globaalikasvatuksen haasteisiin. Tämä tutkielma hyödyntää kehityspolitiikan ja globaalikasvatuksen politiikkalinjauksia sekä käsitteitä, joista rakennetaan viitekehys viestintä- ja globaalikasvatustuen tarkasteluun. Kansalaisjärjestöt jotka hakevat rahoitusta globaalikasvatusprojekteihinsa, joutuvat seuraamaan Suomen kehityspolitiikan linjauksia. Tämä tutkielma ottaa selvää siitä miten globaalikasvatus ja kehityspolitiikka voivat olla yhteensopivia ja millaisia kysymyksiä niiden kohtaamiseen liittyy. Tutkimalla projektihakemuksia merkityksellisessä viitekehyksessä nämä kysymyksen voidaan tuoda näkyville. Vastatakseen näihin kysymyksiin, tämä Pro gradu -tutkielma sisältää kvalitatiivisen, abduktiivisen sisällönanalyysiin 17:stä globaalikasvatusprojektista 15:ltä eri kansalaisjärjestöltä. Tämän tutkielman sisällönanalyysi perustuu tulkinnalliseen, abduktiiviseen prosessiin tutkimusaineiston ja teorian välillä. Sisältöanalyysin avulla nostetaan esille uusia näkökulmia ja merkityksiä. Kaikki tutkielmassa käytetyt hankehakemukset hyväksyttiin kaksivuotiseen rahoitukseen vuosille 2012–2013 ja 2013–2014. Dokumenttien tutkimukseen (document research) liittyen tämä tutkielma hyödyntää Priorin (2008) viitekehystä, jossa dokumentit ymmärretään yhtäältä aineistoksi (resource) sekä toisaalta itse aiheeksi (topic). Tutkielmassa hankehakemukset on sijoitettu globaalikasvatuksesta ja kehityspolitiikasta muotoutuvaan teoreettiseen viitekehykseen. Tämä viitekehys on esitelty tutkielman alkupäässä. Aineisto on analysoitu kvalitatiivisella sisällönanalyysillä luokittelukategorioita apuna käyttäen. "Kasvatus globaaliin vastuuseen" on yksi merkittävä käsitteellistäminen, jossa yhteisiä teemoja ja oikeutuksia globaalikasvatuksen tukemiseen UM:n kehitysyhteistyövaroista esiintyy. Globaalin oikeudenmukaisuuden imperatiivi liittää kehityspolitiikan yhteen globaalikasvatuksen kanssa, tavalla joka esiintyy myös globaalikasvatusprojektien hankehakemuksissa. Samoin idea jaetusta kumppanuudesta kehitysyhteistyössä luo yhteyksiä globaalikasvatukseen. Toisin kuin globaalikasvatuksen kohdalla, kehitysviestintä on osa-alue joka liittyy lähemmin suoraan kehityspolitiikkaan. On aiheellista kysyä josko UM:n kehityspolitiikka soveltuu paremmin kehitystietouteen ja kampanjointiin liittyvien projektien tukemiseen, kuin globaalikasvatuksen tukemiseen. Globaalikasvatuksen tukeminen kehityspolitiikan osana mahdollistaa tietynlaisen globaalikasvatuksen tukemisen, josta saattaa puuttua kriittinen näkökulma. Tutkielman tulokset osoittavat että ulkoasiainministeriö on aiheellinen taho hallinnoimaa viestintä- ja globaalikasvatustukea. Kuitenkin, globaalikasvatuksen ja kehityspolitiikan liittäminen saattaa vaikuttaa tuettavien globaalikasvatusprojektien lähestymistapoihin. Tuki-instrumentti perustuu UM:n kehityspolitiikkaan, joka ohjaa sekä myös rajoittaa lähestymistä globaalikasvatukseen. Globaalikasvatus on ollut ajankohtainen aihe viime vuosikymmenellä suomalaisessa koulutuspolitiikassa. Globaalikasvatus on myös tullut näkyvästi esille uudessa 2016 opetussuunnitelman luonnoksessa ja UNESCO:n suosituksissa post-2015 agendalle. Tämä tutkielma osallistuu keskusteluun siitä, pitäisikö globaalikasvatusprojektien hallinnointi olla osana UM:n toimintaa ja siihen millaisia kysymyksiä tähän liittyy.

Includes index. ; The higher education of women / by Janet E. Hogarth -- Teaching as a profession for women / by Beatrice Orange -- On the education of the artistic faculty / by Louise Jopling -- Women and journalism / by Mary Frances Billington -- Some pros and cons of theatrical life / by Madge Kendal --Medicine as a profession for women / by Ethel F. Lamport -- Public work fo women on local government boards as factory inspectors / by Margaret H. Irwin -- Sanitary inspecting / by Mabyn Armour. ; Mode of access: Internet.

Critical doctoral education? Crossing boundaries between different types of knowledge, different formal positions and institutional settings, and between political action and analytical reflection. The amount of graduating doctoral students have grown significantly over the last decades. PhD's are increasingly being employed in many types of jobs in various sectors. For many universities doctoral education is an important strategic investment and a way of both recruiting talented researchers and of engaging with external partners in private and public organisations. Doctoral education is organised differently at universities, regulated by national laws and international standards. Also, whether and how doctoral education is practiced in line with the universities' pedagogical traditions for bachelor- and master education varies. For universities like the CEA partners that "focus upon student-centered learning, critical thinking, interdisciplinary teaching and research, and social engagement" it is relevant to reflect on how these traditions and ambitions are met in doctoral education.

Presented is an overview of the complex decision-making process determining policies affecting higher education in the US. Postsecondary education is characterized by intense diversity; illustrative issues are presented from the institutional, state, national, & transnational levels. A number of different visions of what the U should be have been combined to produce the US U's modern form. W. H. Stoddard.

Does education matter for growth? Which type of education investment (primary, secondary, or tertiary) matters most? Is there a relationship between growth or innovation and the governance of higher education? This paper surveys recent attempts at answering these questions. It first contrasts the 'Lucas approach,' whereby growth is affected by the accumulation of human capital, with the 'Nelson?Phelps approach,' whereby growth is affected by the stock of human capital and by its interaction with the underlying process of technological innovation. Then the paper argues that growth in countries that are close to the world technological frontier benefit more from tertiary education, whereas countries that lie below the frontier benefit more from primary and secondary education. Finally, the paper discusses the relationship between innovation and the governance of universities.

Originally published in 1975 Education and Social Action, examines the possibility and value of effecting links between community service and the curriculum in various sectors of higher education. It describes what has been done in each of several disciplines in giving students the opportunity to carry out work of direct social utility within the context of the curriculum. It examines the benefits and the problems experienced by students, their teachers, and analyses the social and educational issues involved. The book derives links between the work of Community Service Volunteer in fostering links between Community Service and the curriculum, not only in schools but in institutions of higher education.

Intro -- Preface of the Series Editor -- Education in Between the Established and the Possible -- References -- Editors' Introduction: Tensioned Dialogues and Creative Constructions Between Culture and Education in Cultural Developmental Key -- Introduction -- Culture in Education -- Education in Culture -- Format of the Book -- Content of the Book -- Part I: Perspectives on the Challenge of Globalization -- Part II: Constructing Culturally Responsive Education -- Part III: Educational Cultivation of Personal Lives -- References -- Contents -- About the Editors -- Perspectives on the Challenge of Globalization -- 1 Education, Competition, and Cultural Development -- 1 The Promise of Enlightenment -- 2 De-Moralizing Education -- 3 Competition -- 4 Globalization and Rationality -- 5 The Meaning of Bildung -- 6 Inspiration from Non-western Education -- 7 Local Cultures -- References -- 2 What Is Disruptive About Disruptive Behavior? -- 1 Introduction -- 2 Outcome-Oriented Education -- 3 Disruptive Behavior in the Outcome-Oriented School -- 4 Control, Self-management, and the Taming of the School -- 5 Changed Attitudes Toward Disruptive Behavior -- 6 Concluding Discussion -- References -- 3 Bildung, Motivation, and Deliberative Democracy in Primary Education -- 1 Introduction -- 2 From Whence We Came -- 3 Democratic Citizenship as an Educational End -- 4 Deliberative Democracy as the Model of Democracy -- 5 Habermas and Motivation -- 6 A Matter of Motivation -- 7 Faith and Religious Practices as a Central Motive in 4th and 5th Grade -- 7.1 Ramadan and Koran School -- 7.2 Discussions Around Faith and Different Religions Practices in "Christianity Studies" -- 7.3 Challenges and Potentials-In a History Lesson -- 8 On the Possibility of Deliberative Participation in School -- References.

Did you ever wonder whether education has a role to play in preparing our societies for an age of artificial intelligence? Or what the impact of climate change might be on our schools, families and communities? Trends Shaping Education examines major economic, political, social and ...

Includes index. ; Mode of access: Internet. ; Gift of Inter-Cooperative Council.

The report is categorized into three categories: (I) Background, (II) Bilingual Education Act and (III) Selected Issues.