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This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals' perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner's (2005) bioecological system theory as a raster, which gives a didactic view on the principals' governing of the SAEC. Three themes were identified in the principals' perspectives, which are "the core aim of the work in the SAEC," "the staff's approach" and "pupils' democratic learning." The results suggest that the perspective of the principals is characterized by having the pupil in focus. (DIPF/Orig.)

This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals' perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner's (2005) bioecological system theory as a raster, which gives a didactic view on the principals' governing of the SAEC. Three themes were identified in the principals' perspectives, which are the core aim of the work in the SAEC, the staff's approach and pupils' democratic learning. The results suggest that the perspective of the principals is characterized by having the pupil in focus.

The aim of this paper is to discuss the issue of regional integration and regional identity-building in Southeast Asia. The idea is to problematise the quest for a regional identity by relating the efforts of integration to the issues of multi-ethnicity, national identity-building and multicultural societies in times of globalisation. The article consists of three broad themes intending to capture the complexity of regional identity-building: regionalism and regional cooperation; tensions by diversity; and dilemmas of regional identity-building in multi-ethnic societies illustrated by Laos and Burma/ Myanmar. This analysis is explorative in character and attempts to combine different bodies of literature in order to better understand some of the contradictory processes related to regional identity-building in Southeast Asia. A tentative conclusion is that without an accommodating, inclusive and pluralistic society, the creation of a common regional identity will remain an elitist political project. Adapted from the source document.

From the outset in the mid-1980s the international response to HIV/AIDS has been characterised by an emphasis on the human rights aspects of the pandemic, and on recognition of the pivotal role of civil society actors (CSOs). But how the rights-based conception of HIV/AIDS and the international legitimation of CSOs play out at the local level depends not only on the vertical coordination between global and local levels but also on government-CSO relations and the understanding of the pandemic in individual countries. South Africa and Cambodia provide comparative examples of 'glocalised' responses to HIV/AIDS. Both countries were among the hardest hit in their respective regions. But, while the South African government was slow to acknowledge the severity of epidemic, the Cambodian leadership quickly initiated a comprehensive response to it. The two cases illustrate how opportunity structures at the international and national levels created different local responses to HIV/AIDS, with significant consequences for the epidemic over time. Adapted from the source document.

One of five Knowledge and Innovation Communities (KICs), was launched in Europe in 2014 and has its focus on exploration, extraction, mineral processing, metallurgy, recycling and material substitution of raw materials. To reach the vision, where the European Union's industrial strength is based on a cost-efficient, secure, sustainable supply and use of raw materials, a new generation of skilled people entering industry, universities and research needs to be developed. Today's technical MSc graduates in raw materials and especially primary resources (i.e. exploration, extraction, mining and mineral processing and metallurgy) best suits large companies where they often act as specialists and experts. For small to medium enterprises as well as for our future engineers other skills than technical are necessary. As a part of the KIC Raw Materials, the education project "The implementation of CDIO in raw material programmes" started in 2016. The project focuses, during 2016-2017, on (WP1) faculty- and (WP2) pilot case development. There are no academic institutes in Europe that have yet applied CDIO for primary resource related MSc programmes. This paper describes an education project within the KIC Raw material and presents key outputs with implementing CDIO in mining and metallurgy related programmes.

EIT Raw Materials, one of the six Knowledge and Innovation Communities (KICs) initiated by the EIT (European Institute of Innovation and Technology) and funded by the European Commission, has the mission to boost competitiveness, growth and attractiveness of the European raw materials sector via radical innovation and guided entrepreneurship. It aims to significantly enhance innovation in the raw materials sector by the sharing of knowledge, information and expertise. This must generate a significant impact on European competitiveness and employment by driving and fostering innovation and empowering students, entrepreneurs and education partners driving toward the circular economy. To reach the vision, where the European Union's industrial strength is based on a cost-efficient, secure, sustainable supply and use of raw materials, a new generation of skilled people entering industry, universities and research needs to be developed. Today's technical MSc graduates in raw materials and especially primary resources (i.e. exploration, extraction, mining and mineral processing and metallurgy) meet the technical standards required by the raw materials industry across the full raw materials value chain and best suits large companies where they often act as specialists and experts. For small to medium enterprises as well as for our future engineers, other skills than technical are necessary. EIT Raw Materials will educate people that will have an intra- and entrepreneurial mind-set and will be able to develop their functions in new working environments, fostering the entrepreneurial and innovation skills, knowledge and attitudes needed for the entre- and intrapreneurs of tomorrow The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving — Designing — Implementing — Operating (CDIO) real-world systems and products. There are no academic institutes in Europe ...