Suchergebnisse

This report contains educational statistics in respect of Indians and covers the whole range of educational institutions from pre-primary to tertiary level, except for certain departmental and private colleges and educational training centres such as agricultural and forestry colleges, mining training centres, the Trade School for Adults, the South African Police College, the Merchant Navy Academy and other colleges giving specialised in-service training

본 연구는 연방체제와 연방사회 간 합치(congruence) 여부에 초점을 맞춰 연방주의가 교육복지에서 어떻게 구현되었는지 또는 구현되는데 실패했는지 미국 사례에 조명하고자 한다. 구체적으로 공식적 제도에 근거한 연방국가와 민족-언어에 근거한 다양성이 표출된 사회구조를 가리키는 연방사회가 불합치하면 교육복지에서 어떤 연방주의로구현되는지 시대별로 검토하고자 한다. 이에 본 논문은 우선 연방주의를 건국이념으로채택한 미국이 다른 연방국가와 대조적으로 헌법상 교육 권한의 소재지를 주정부에게명기함에도 불구하고 교육복지에서 연방정부가 소규모이나 점진적으로 권한영역을 확대하는 근거를 살펴보고자 한다. 특히 미국의 교육 및 교육복지는 민족-언어의 동질성이 크지 않음에도 불구하고 대칭적 연방주의로 발전했고, 그 부산물로 헌법에도 명시되지 않은 교육 권한이 제한적이기는 하나 점차 연방정부로 이전하는 양상을 보인다. 따라서 본 논문은 연방주의를 작동시키는 주요 동력으로서 사회적 요인, 보다 정확하게민족-언어적 이질성에 일차적으로 초점을 맞춰 교육 연방주의의 정치 사회학을 연대기적으로 재조명하고자 한다. 그리고 미국 연방주의를 교육복지에 초점을 맞춰 연방제의운용 단면을 살펴보고자 한다. ; In this paper, I propose to explore the political sociological aspect of federalism in education welfare in America. Specifically, I intend to illuminate the misfit between federal system and federal society by providing the historiography of education welfare in U. S. In doing so, I plan to put emphasis on the role of societal factors, or more precisely, the ethno-linguistic patterns, in influencing the workings of the American federal system. Unlike other federal states, U.S. eventually evolved into a symmetrical federalism in education welfare where the federal demarcations were drawn independently of the underlying social structure despite her lack of ethno-linguistic homogeneity. In this paper, I first contrast across 7 federal states and strive to explicate how American federalism stands apart from her counterparts. Then, I look into how the meager federal department of education occasionally but gradually managed to tread on states' right in providing education and education welfare. I conclude by putting the American education welfare in perspective. ; OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000040203/2 ; SEQ:2 ; PERF_CD:SNU2013-01 ; EVAL_ITEM_CD:102 ; USER_ID:0000040203 ; ADJUST_YN:Y ; EMP_ID:A076716 ; DEPT_CD:216 ; FILENAME:2013세계지역연구논총 31집3호_이옥연.pdf ; DEPT_NM:정치외교학부 ; SCOPUS_YN:N ; CONFIRM:Y

Govoriti o odgoju i obrazovanju znači promatrati ih u kontekstu društva a njihove promjene u kontekstu društvenih promjena. Pod društvenim kontekstom podrazumijevamo obilježja društva kao što su: socijalna struktura društva (sistema), brzina društvenih promjena, raspolaganja društvenom moći, sustav vrijednosti, modernizacija škole, globalni društveni kontekst itd. i njihov utjecaj na obrazovne promjene. Odnos društva i obrazovanja nije politički problem, iako se tako prezentira kao pitanje obrazovnih reformi, nego je u biti sociokulturni problem kao problem razvoja društva. To znači da se ciljevi promjena u obrazovanju definiraju u kontekstu ciljeva društva. Za promjene u obrazovanju važno je utvrditi društvena očekivanja utjecaja obrazovanja na društvo kao i na mlade. U predmodernim društvima glavni cilj odgoja i obrazovanja bio je uklapanje mlade populacije u društvo i prilagođavanje društvu. Dakle, kulturna reprodukcija samoga društva. Kao društva s niskim i sporim stupnjem promjena imala su i niske (skromne) zahtjeve za promjenama (reformiranjem obrazovanja). Moderno društvo, pogotovo ono na današnjem stupnju razvoja, proživljava brze promjene i zahtijeva obrazovanja koje će više ubrzati društvene promjene, poglavito one koje omogućavaju brži razvoj u društvu i društva u cjelini te osposobiti generacije za aktivnu ulogu u društvu. Ako društvo shvaćamo kao stalnu promjenu socijalnih odnosa i struktura, onda su i obrazovne promjene (reforme) permanentno društvena potreba. U prilogu se govori o nekim obilježjima i promjenama društva te utjecaju na obilježja obrazovanja, ali i na kulturne promjene. ; Education may not be analyzed without studying the social context; similarly, educational reform may not be examined without a better understanding of the context of social changes. Social context is defined as a set of social characteristics, such as: key social changes and the speed thereof; value systems within a society; impact of society as a system on education as one of its subsystems. The relationship between society and education is not a political one, even though it is often portrayed as such, especially when the emphasis is placed on the issue of educational reform. It is rather a socio-cultural problem, connected to the issues surrounding social development. Therefore, the goals of educational reform must be defined within the wider context of social goals. In order to conduct changes in education, it is important to define what the society expects from education. In premodern societies, the main goal of upbringing and education was to socialize young people into the wider society. In other words: social reproduction. Being of a low and slow level of change, they had a low-level demand for educational reforms as well. Modern societies, and especially highly developed contemporary ones, undergo fast changes and demand education that will accelerate social changes and enable a more rapid development within certain areas of the society, as well as the society as a whole. If society is understood as a place of constant change in social relations and structures, then educational changes (reforms) ought to be considered a permanent and crucial aspect thereof. We will further discuss several social characteristics and changes, as well as the impact of those changes on both education and culture.

Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.

Problem je ovoga istraživanja nedovoljno učinkovit način obrazovanja vođa u poslovnim školama. Iako je potreba za vođama u svijetu sve veća, vjeruje se da je neadekvatno obrazovanje u poslovnim školama doprinijelo sustavnom nedostatku vodstva, što je dovelo do financijske i moralne globalne krize. Smatra se da poslovne škole u svojim obrazovnim programima premalo pažnje posvećuju etici i sustavu vrijednosti. Međutim, uz univerzalne principe vodstva, svako društvo i kultura moraju definirati svoje potrebe vodstva i "otkriti" svrhu, način djelovanja i upotrebu moći. Stoga je cilj ovoga istraživanja izraditi prijedlog učinkovitog kurikuluma za obrazovanje vođa u hrvatskim poslovnim školama. Šira je društvena svrha aktualizacija teme vodstva i obrazovanja za vodstvo kao nasušne potrebe hrvatskog društva na svim razinama. Za potrebe teorijskog dijela rada provedeno je sekundarno istraživanje znanstvene i stručne literature, stranih i domaćih autora. Objašnjeni su pojam, definicije i karakteristike vodstva te iznesen povijesni pregled raznih teorija i pristupa vodstvu. Naveden je kratki pregled istraživanja o učinku kulture i njezinom utjecaju na obrazovanje za vodstvo. Opisan je primjer dobre prakse u kreiranju i praćenju uspješnosti obrazovnih politika i strategija te neki obrazovni programi vodstva i njihov utjecaj na razvoj vođa. Na temelju spoznaja dobivenih iz provedenog sekundarnog istraživanja, kreiran je prijedlog kurikuluma za obrazovanje vođa koji nedostaje u Hrvatskoj. Predloženi višeslojni model temelji se na multidisciplinarnom znanju utemeljenom u tradiciji poslovnih škola i humanističkih znanosti, tako da potiče razvoj analitičkih, konceptualnih, međuljudskih i praktičnih vještina. Posebna je važnost dana praksi, coachingu i mentorskom pristupu kao alatima pomoću kojih se studentima omogućava iskustveno učenje. Inovativnim vježbama i praksom studente se priprema da budu transformacijski vođe koji će znati učinkovito komunicirati viziju i misiju svojim suradnicima i sljedbenicima. Posebno je naglašena globalna perspektiva i potreba za integracijom etike i sustava vrijednosti u svaki dio obrazovnog procesa. ; The focus of this study is on leadership education in business schools which is not effective enough. Although the global demand for leaders is growing, it is believed that the inadequate education in business schools contributed to the systemic failure in leadership that led to the current global financial and moral crisis. It is thought that business schools do not pay enough attention to ethics and the system of values. However, in addition to the universal principles of leadership every society and culture has to define their own leadership needs in order to 'discover' the purpose, mode of operation and use of power. Therefore, the aim of this research is to propose an effective curriculum for leadership education in Croatian business schools. A broader social objective is to promote the topic of leadership and education for leadership as the fundamental need of the Croatian society at all its levels. Secondary research of scientific and professional literature by Croatian and other authors was conducted for the theoretical part of the paper. The concept, definitions and characteristics of leadership are explained and a historical overview of various leadership theories and approaches is given. The paper gives a short overview of the research on culture and its impact on leadership education. An account of good practice is given concerning the establishment and monitoring of educational policies and strategies and some educational programmes for leadership and their influence on the development of leaders. A curriculum proposal is formulated for the education of Croatian leaders on the basis of insight gained from the secondary research. The proposed multilevel model is based on the multidisciplinary knowledge founded in the tradition of business schools and humanistic sciences so that it stimulates the development of analytical, conceptual, interpersonal and practical skills. Special importance is placed on practice, coaching and mentoring as the tools for students to learn from experience. By means of innovative assignments and practice students are prepared to become transformational leaders who will be able to effectively communicate the vision and mission to their co-workers and followers. Global perspective is emphasised as well as the need to integrate ethics and the system of values in every aspect of the educational process.

The aim of the article is to present the development of the TILKA education model. This new L1 and L2 teaching model integrates language and literature teaching through research and activity, as well as the principles and methods of intercultural education and transactional analysis. Our main research question during the model development was how nonviolent communication can be included into the intercultural language teaching. The analysis of various discourses (science, tourism, politics, literature) with regard to intensity modification has shown that verbal aggressiveness can be related to the expression of intensity modification. Building the competence of nonviolent communication with the use of specific intensity modificators can be included into the language teaching model as one of the most important intercultural goals. ; Cilj članka je predstaviti razvoj odgojnog modela TILKA. Taj novi model nastave materinskog/prvog i stranog/drugog jezika s jedne strane obuhvaća poduku jezika i književnosti s pomoću istraživanja i aktivnosti, a s druge spaja smjernice i metode interkulturnog odgoja i transakcijske analize. Naše najvažnije istraživačko pitanje vezano je uz nenasilnu komunikaciju koja bi mogla postati sastavni dio interkulturne jezične nastave. Da bismo odgovorili na pitanje kako uključiti nenasilnu komunikaciju u okvir interkulturne jezične nastave, analizirali smo četiri različita diskursa (znanost, turizam, politika, književnost) iz perspektive modifikacije intenziteta. Analize su pokazale da je verbalna agresija povezana s modifikacijom intenziteta u jeziku. Kod nenasilne komunikacije modifikatori koji jačaju intenzitet prisutni su samo onda kad postoje realna potreba i mogućnost da se pojača argument. Inače se više upotrebljavaju modifikatori za slabljenje argumenta koji uspostavljaju neku racionalnu distancu prema sadržaju i primatelju poruke. Kompetencija nenasilne komunikacije sa specifičnom upotrebom modifikacije intenziteta može biti uključena u jezičnu nastavu kao jedan od najvažnijih interkulturnih ciljeva.