Suchergebnisse

This article will argue that an important prerequisite for the successfuldevelopment of Georgia is the harmonious coexistence ofdifferent cultural representatives, this will be possible if the interculturaleducation will be fostered. Educational systems and institutionsare socially responsible for the creation of such teachingprocess which will prepare persons to be tolerant towards peopleof different nationalities and to increase their value of differences.An intercultural education is the obligatory precondition toachieve these goals.This paper analyzes the legislative and on-the-ground situation ofintercultural education in Georgia. The main research questionsare what progress has Georgia made in this direction and what arethe main challenges?The research is partially based on secondary source analysis: articlesof various researchers, reports of different non-governmentalorganizations which work to enhance multiculturalism and interculturaleducation on Georgia, and the analysis of various books.

In this paper, I will investigate the correlation between educational philosophy, educational attainment, the drop out rate and crime. I suggest that insufficiencies in funding and the current educational philosophy leads to practices that increase the likelihood of dropout, and that dropping out is related to the commission of crime. I understand that there is much more to this topic than I will be addressing here, for example, adult re-education and continuing education, correctional education, and other such types of post-adolescent educational programs. So to cover an area that deals with the greatest number of students, but does not get too broad in scope, I will focus this paper on public education.

Does a more educated population spur regime-challenging mass protest? It is commonly argued that educated individuals are more likely to collectively challenge governments through protests and that this may explain why education is associated with democratization. While many studies have investigated education's effect on conventional political participation (voting, petitioning, etc.), it is not known whether education levels affect contentious mass protest. This article argues that education increases the frequency of mass protest, by alleviating collective-action problems and motivating mass opposition, particularly in autocracies. These links are investigated at the subnational level in Africa, by mapping over 600,000 survey respondents to spatialized protest-event data. We present evidence that areas with more educated populations have higher levels of protest activity, and we find mixed evidence consistent with both opportunity- and grievance-related mechanisms driving this relationship. We proceed to identify the causal effect of education by using the location of colonial-era Christian missions to instrument for local education levels.

Linguicism, the domination of one language at the expense of others, is a reflection of an ideology, associated with racismo. The majority of almost 200 states of the world are officially monolingual, yet, these states contain speakers of sorne 4,000 to 5,000 languages. A comparative analysis of the success of educational programs in different countries in reaching the goals of bilingualism, shows that most European and europeanized countries do not organize the education of minory children so that they will succeed in becoming bilingual. Instead, the ohildrem themselves, their parents, their group and their culture are blamed for the failure. In the author's opinion, it should be the duty of the educational systems globally to help these children to become bilingual. To counteract linguicism, a dec:laration of children' s linguistic human rights is proposed. The autor concludes that it is not a question of information but one of power structure. Thus, it is the job of linguists to produce information, but unless the right questions are asked in their research and why, their arguments might be supporting linguicism and racismoA linguistic science wich is aware of these political involvements can only be militant. And it is the tudy of linguists in their respective countries and regions to assume responsability for this task, this struggle for the defense and development of their own language and cultures. (posúace to L-J. Calvet, Linguistique et Colonialisme).

"The nine chapters in this book explore how the Italian education system responded to distance learning during the first wave of the pandemic. The impact of the hard lockdown on both teaching and learning revealed the inherent weaknesses of a system in which digital technology had only recently been introduced and highlighted the relevant inequalities in their access and use. While students, teachers and families adapted (albeit with difficulty) to the new learning and teaching routines, the institutions faced the challenge of ensuring quality and equality. By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom"--

Preschool policy is motivated by the notion that early childhood care and education increases school readiness, which, in turn, provides a foundation for lifelong advantages and greater success in adulthood. We question the degree to which this simple skill-building model is an effective framework for preschool policy: while investments in preschool education boost school readiness in the short run, some recent studies show that initial gains either quickly disappear or turn negative. Taking advantage of end-of-preschool gains requires considerable effort toward optimizing classroom learning experiences, integrating the learning goals of preschool and K–12 schooling, and pushing for new discoveries about early-life skills and capacities that preschools are uniquely positioned to target. Supporting parental employment and access to affordable childcare also benefit child development, so we argue that the preschool policy portfolio should include mechanisms that more broadly expand childcare access to support family capacities.

The theoretical principles which should shape policy towards the funding of higher education are discussed and recommendations of the UK Dearing Report and the UK Government's response are assessed. Lessons for Australia conclude.

Ursachen und Bedingungen der Einzelschulwahl -- Theoretische Überlegungen zur Einzelschulwahl in der Zweigliedrigkeit -- Schulische Angebots- und Nachfragestruktur -- Präferenz für wohnortnahe Schulen -- Verwendete Informationen und genannte Schulwahlpräferenzen

En las últimas décadas, la igualdad de género ha recibido considerable atención. Las políticas de igualdad y no-discriminación auspiciadas por las Naciones Unidas (1979, 2015) han contribuido a crear un nuevo orden de género que exige la inclusión de las cuestiones de género en la docencia universitaria. Sin embargo, a pesar de las declaraciones y desarrollos legislativos, la incorporación de la perspectiva de género en la formación universitaria sigue estando ausente en los planes de estudio e ideario de las facultades casi de forma generalizada. A través de este estudio se diseña y analizan las propiedades psicométricas del índice de Evaluación Sensible a la Formación en Igualdad de Género (ESFIG). Participaron en el estudio un total de 601 estudiantes de último curso de los grados en maestro (educación infantil y primaria) y máster en profesorado educación secundaria elegidos por disponibilidad, 72% mujeres y 28% hombres, con una edad media de 24.31 años que representaban el 61% de las tres cohortes. Los análisis factoriales exploratorio y confirmatorio mostraron que una estructura trifactorial (Inclusión del Género en el Currículum, Sensibilización Institucional a las Políticas de Igualdad y Conciencia de Desigualdades) es adecuada cuando los informantes son los propios estudiantes. Se discute la utilidad del índice como instrumento evaluativo del estado de la transversalización del género en la docencia universitaria y su potencial para ser usado en investigaciones futuras en otros campos, ramas de conocimiento y titulaciones.