Suchergebnisse

Uiters belangrike narratief oor skooltaalvoorkeur het hom tussen 2006 en 2010 in Suid-Afrika afgespeel. Hierdie gebeurtenisse het diep in die Suid-Afrikaanse onderwys- en taalwêreld ingesny, en ook in die buiteland belangstelling gelok. Die koerante het volledig daaroor berig: oor die hofsake, die skoolhoofde, die skole, ouers en die leerders. Maar hoe gemaak as onderwyskundiges, sosiolinguiste, taalbeplanners, taalhistorici en vaklui van aansluitende dissiplines later die punte van hulle vingers op die besonderhede van daardie gebeurtenisse wil lê?

This brief synthesises the IECEU project's most essential findings on the effectiveness of European Union (EU) missions in four Africa countries: Libya, South Sudan, the Democratic Republic of the Congo (DRC) and the Central African Republic (CAR). It describes the main elements and impact of the EU missions in these countries, identifies key strategic and operational shortfalls and offers recommendations on how the EU can improve its effectiveness in future conflict prevention and crisis management missions. The EU missions investigated differ in scale, length, objective, budget, priority and context. However, the EU missions presented in this brief share the main characteristic that they have all been deployed under the union's Common Security and Defence Policy (CSDP)2 with the explicit intent of improving the overall security situation and addressing conflicts in Africa. This brief will start by providing a short overview of each case, describing the conflict(s), security situation, mission objectives and obstacles. In this way, it compares the overall effectiveness of EU operational conflict prevention across the four African countries and discusses what lessons can be learned from them. The brief does not include all factors needed to answer thisquestion, but highlights the IECEU project's most significant findings in these cases.

In this article Nel's argument that ministries (in the building up of the local congregation) need each other to facilitate the discovery and development of identity is tested. The role that the integration and coordination of ministries in a systems approach play in the discovery and development of a missional congregation's identity is investigated and research is done to see whether scholars agree with Nel's theory that all the ministries can facilitate identity finding and identity development. This empirical research (quantitative as well qualitative) was conducted among the ministers of the Highveld Synod of the Dutch Reformed Church. Hundred and thirty nine of the 144 ministers agreed to take part in the quantitative research, followed by partly structured interviews with 16 randomly selected ministers. During the empirical study (which formed part of PhD research) every attempt was made to obtain data in connection with the understanding ministers have regarding the building up, identity and missional being of a congregation as well as the integration and coordination of the ministries that are present in their congregations. Most of the ministers are aware of the fact that they need to develop their congregations as missional congregations, but the ministers do not always have the knowledge and experience to make the move. It was clear that not all the ministers understand the role that the ministries play in identity finding and identity development. Nel's theory has therefore been affirmed by the empirical research. The research has shown that some of the ministers seem to show a flawed understanding that identity is a relational reality. At the same time there exists quite possibly a defective understanding that a congregation's reason for existence originates in its identity, and it is clear that the role that the integration and coordination of the ministry play in the discovery and development of the identity are not fully understood. INTRADISCIPLINARY ANA/OR INTERDISCIPLINARY IMPLICATIONS : ...

How are school meals organized in the Scandinavian countries? And in what ways can new pedagogical practice lead to better school meal programs for students and a better understanding of the importance, for health and sustainable development, of the food offered through schools? Learning Through Food and Meals in Primary School takes a look at school meal programs in Denmark, Sweden and Norway with the objective of providing educators and teacher-education students an understanding of school meals from public health and nutritional perspectives, as well as a sense of the potential for teaching through school meals.

The book is written in Danish, Swedish and Norwegian, and is structured in three parts, presenting new research from each of the three countries. Thematically, the chapters range from studies of different school meal initiatives to analyses of the social, democratic, and pedagogical significance of school meals.

Through the different contributions, the book presents both experiences of how teaching through food can be done in a practical sense and an argument for its importance in an overall pedagogical and didactic perspective.

The book will be relevant for anyone who is interested in food and meals served in primary schools, such as teachers, researchers, politicians and school administrators.

The authors include researchers, educators and primary school administrators. Learning Through Food and Meals in Primary School has been edited by Dorte Ruge (UCL University College, Denmark), Frøydis Nordgård Vik (University of Agder, Norway), and Johanna Björklund and Sara Frödén (Örebro University, Sweden). The anthology has been made possible with the support of Nordplus Horisontal, project LEARNFOOD. The illustrations on the cover of the book are by Elisabeth Werngren (Sweden) and Marie Madsen (Denmark). - Hvordan er skolemåltiderne organiseret i de skandinaviske lande? Og på hvilken måde kan ny pædagogisk praksis give eleverne et bedre skolemadstilbud og en bedre forståelse af skolemadens betydning for sundhed og bæredygtig udvikling? Læring gennem mad og måltider i grundskolen præsenterer viden om skolemad fra Danmark, Sverige og Norge. Formålet med antologien er at give pædagoger, lærere og studerende indenfor læreruddannelse, folkesundhed og ernæring viden om skolemad, og om hvad læring gennem måltider kan være. Bogen er skrevet på dansk, svensk og norsk. Den er inddelt i tre dele, som præsenterer ny forskning fra hvert enkelt land. Tematisk spænder indholdet fra studier af forskellige skolemadsordninger til forskning i skolemåltidernes sociale, demokratiske og pædagogiske betydning. Gennem de forskellige bidrag præsenterer bogen både erfaringer med, hvordan læring gennem skolemåltider kan foregå i praksis, og en begrundelse for, hvorfor dette er vigtigt i et helhedsorienteret pædagogisk og didaktisk perspektiv. Bogen er relevant for alle, som er optaget af mad og skolemåltider i grundskolen, herunder lærere, forskere, politikere, skoleledere og rektorer. Forfatterne omfatter både forskere og lærere, pædagoger og skoleledere i grundskolen. Læring gennem mad og måltider i grundskolen er redigeret af Dorte Ruge (UCL Erhvervsakademi og Professionshøjskole, Danmark), Frøydis Nordgård Vik (Universitetet i Agder, Norge) samt Johanna Björklund og Sara Frödén (Örebro Universitet, Sverige). Antologien er støttet af Nordplus Horisontal, projekt LEARNFOOD. Illustrationer på omslag er udarbejdet af Elisabeth Werngren (Sverige) og Marie Madsen (Danmark).

In this chapter we outline the Danish and Scandinavian experiences with coalition governments and coalition governance. We do so by first briefly describing the historical path that has led to the political system we see working today in these countries. Then we tell about the political culture and institutional factors that lead to coalition governments. In the third section, we look at the nature of political agreements. We discuss the preconditions for coalition governments or coalition governance and its pros and cons. We focus on the trade-offs between including different interests into legislative coalitions and the possible lack of clarity of responsibility or of party identity that this inclusion entails. ; In this chapter we outline the Danish and Scandinavian experiences with coalition governments and coalition governance. We do so by first briefly describing the historical path that has led to the political system we see working today in these countries. Then we tell about the political culture and institutional factors that lead to coalition governments. In the third section, we look at the nature of political agreements. We discuss the preconditions for coalition governments or coalition governance and its pros and cons. We focus on the trade-offs between including different interests into legislative coalitions and the possible lack of clarity of responsibility or of party identity that this inclusion entails.

The regional powerhouse, South Africa, has since the introduction of the nonracial democratic dispensation in 1994, played a central and important role in the formation of both the regional and continental security architecture. With the establishment of the Southern African Development Community (SADC) in 1992, one of the central areas of collaboration for the community was envisioned to be security, understood within a broadened human security framework. Security was therefore from the outset one of the cornerstones of integration in the SADC. It was believed that the formation of a security community would help dismantle the enmities that had plagued regional relations during the apartheid era. For some parties, institutionalisation of relations pointed to a means of stabilising and disseminating a particular order. Such institutions depict the power relations prevailing at the time of their establishment, which, however, can change over time (Cox 1981:136). The integration ambition surrounding security correlated with the ambitions of South Africa, the new democratic government in the regional powerhouse. South Africa and its overall foreign policy ambitions desired the pursuit of peace, democracy and stability for economic growth and development in the region and within South Africa itself. Since South Africa's acceptance into the SADC in 1994, the organisation has attempted to set up the required institutional framework to enable co-operation on security, both in terms of narrow military co-operation and regarding designated 2 softer security issues, such as migration and cross-border crime. The military cooperation moved forward in the early years after 1994 with the 1996 decision of creating an Organ for Politics, Defence and Security Co-operation (OPDSC)1 and later the signing of the Mutual Defence Pact (MDP) in 2003, and eventually the creation of the Strategic Indicative Plan for the Organ (SIPO) in 2004, which operationalised the OPDSC (SADC 2004). However, the actual military cooperation, e.g. military exercises, came close to a standstill. Several developments obstructed military co-operation of which the evolving crisis in Zimbabwe and the subsequent withdrawal of donor support to, for instance, the Regional Peacekeeping Training Centre (RPTC) in Harare are but two examples. The RPTC constituted the backbone of the co-operation, but political differences between member states illustrated during the Zimbabwean crisis and following the mandate of the interventions in especially the DR Congo and partly Lesotho in 1998 all contributed to regional tensions.2 Despite the crisis, SADC members, and in particular South Africa, declared that the organisation would be able to form a regional stand-by brigade for the use of the African Union (AU) as part of its wider security architecture. On 17 August 2007, the SADC declared its stand-by-force operational at a large parade in Lusaka, Zambia and at the same occasion signed a memorandum of understanding on the SADCBRIG (SADC 2007). According to the timeline provided by the AU, the brigade should be fully operational by June 2010. Former South African deputy foreign minister Aziz Pahad stated after the launch that this was an important step, but that now there was much to be done securing joint levels and types of training, interoperability, etc. (Pahad 2007). The question that continues to linger is to what extent this brigade is operational and for what purpose. Is this new regional military formation in its present form just a paper tiger, or is it "real progress" and an example of "successful" regional cooperation and integration? This article scrutinises the security co-operation and integration in SADC and asks whether an apparent lack of common values between SADC member states are blocking the security integration process, the creation of a security community, and thereby the establishment of an effective stand-by brigade, the so-called SADCBRIG. The article furthermore attempts to scrutinise the role played by South Africa in establishing the SADCBRIG.