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This paper reports on a longitudinal study of developments in use of the Internet by science student teachers on Post Graduate Certificate of Education (PGCE) courses in five higher education institution – schools partnerships in England. These are one year, full time, teacher training courses for graduate scientists. The aim of the research was to examine changes in attitudes to, and use of, the Internet to support science teaching and the perceived challenges and barriers to practice in schools, against a background of high national expectations reflected in the qualification standards of the teacher education courses. The research has involved nearly 600 student teachers, representing between 7% and 8% of those training on PGCE science courses in England, and has employed mixed methods, with questionnaires serving as the main basis for analysing trends, and focus groups and case studies used to gain deeper insight to the particular issues identified. The process has been an iterative one, with the outcomes of each year's research being used to inform further research and course developments in the institutions involved. The findings indicate that attitudes and confidence in use of the Internet have improved over the period, with evidence of increased application directly in the classroom. However, in addition to some of the generic technological issues that may hinder developments in the use of ICT, there are continuing concerns relating to limited pedagogical guidance and availability of good role models. The implications of this for developments in science teacher education programmes are discussed.

U ovome radu razmatraju se mogućnosti i izazovi odgoja i obrazovanja usmjerenog prema razvoju učeničkih kompetencija. Polazeći od konteksta suvremenog društva, u okviru kojeg dolazi do usmjeravanja obrazovnih politika i njihovih sustava prema razvoju učeničkih kompetencija, te na temelju analitičkog razmatranja složenosti pojma kompetencije i pokušaja njegova određenja u kontekstu odgoja i obrazovanja, razmotrena su i deskriptivno određena temeljna obilježja odgoja, obrazovanja i kurikuluma usmjerenih prema razvoju učeničkih kompetencija, kao i prednosti i nedostatci takvoga pristupa obrazovanju. Pregledom domaće i strane literature te metaanalizom dosadašnjih razmatranja dolazi se do zaključka da je holistički pristup kompetencijama, u okviru kojeg se one određuju kao višedimenzionalna i transferalna kvaliteta djelovanja, najprihvatljiviji za kontekst općeg i obveznog obrazovanja i predstavlja svojevrstan potencijal za podizanje njegove kvalitete. Izazovi takvoga pristupa i njegova implementacija u odgojnoobrazovni kontekst hrvatskoga školstva složeni je zadatak za nadolazeću kurikulumsku reformu. Osnovni cilj trebalo bi biti ostvarenje pozitivnih obilježja i potencijala koje takav pristup nudi, osobito u smislu njegova doprinosa cjeloživotnom učenju i obrazovanju. ; Tis paper attempts to provide overview of the opportunities and challenges of education oriented towards the development of students' competencies. Based on a description of attributes of contemporary society, where educational policies and their systems are become focused to the development of students' competencies, and considering the complexity of this concept and attempts of its determination in the context of education, author considers fundamental characteristics of education and curriculum oriented towards the development of students' competencies, as well as the advantages and disadvantages of this approach to education. Based on a review of literature on the subject of competencies in education and meta-analysis of previous papers, the author fnds that the holistic approach to competencies, wherein they are defned as multidimensional and transferral quality of action, is the most suitable for the context of primary and compulsory education, and represents a unique potential to raise its quality. Te challenges of this approach and its implementation in Croatian educational context is a complex duty for the upcoming curriculum reform. Te main goal should be achievement of positive characteristics and potential that this approach offers, particularly in terms of its contribution to lifelong learning and education. ; Dieses Papier versucht, einen Überblick über die Chancen und Herausforderungen der Bildung zu geben, die auf die Entwicklung der Kompetenzen der Studierenden ausgerichtet sind. Auf der Grundlage einer Beschreibung der Attribute der zeitgenössischen Gesellschaf, in der sich die Bildungspolitik und ihre Systeme auf die Entwicklung der Kompetenzen der Schüler konzentrieren und die Komplexität dieses Konzepts und die Bemühungen ihrer Entschlossenheit im Rahmen der Bildung berücksichtigen, berücksichtigt der Autor grundlegende Merkmale von Bildung und Curriculum, die auf die Entwicklung der Kompetenzen der Studierenden ausgerichtet sind, sowie die Vor- und Nachteile dieses Bildungsansatzes. Auf der Grundlage einer Literaturrecherche zum Tema Kompetenzen in der Bildung und Metaanalyse früherer Zeitungen stellt der Autor fest, dass der ganzheitliche Kompetenzansatz, in dem sie als multidimensionale und übertragende Wirkungsqualität defniert sind, für den Kontext am geeignetsten ist Der Primar- und Schulpflicht und stellt ein einzigartiges Potenzial dar, um seine Qualität zu erhöhen. Die Herausforderungen dieses Ansatzes und seine Umsetzung im kroatischen Bildungskontext sind eine komplexe Aufgabe für die bevorstehende Curriculumsreform. Das Hauptziel sollte die Erreichung positiver Merkmale und Potenziale sein, die dieser Ansatz vor allem im Hinblick auf seinen Beitrag zum lebenslangen Lernen und Bildung bietet.

This article presents the situation of public education (its current problems) and proposes how collectively "you and I" should rebuild popular education: one in which learning is contextualized and tools are taken to achieve the goals. It is through social practices, in team working, being aware of the core problem, and resuming the importance of reading and writing, the way to a suitable public education for the group we belong to. ; El texto presenta la situación de la educación pública, su problemática actual, y realiza algunas propuestas de cómo en conjunto, "tú y yo", deberíamos reconstruir la educación popular, una educación en donde se contextualice el aprendizaje y en la que tomemos herramientas para alcanzar los objetivos propuestos. Es a través de las prácticas sociales, del trabajo en conjunto, de la concientización del problema central, y de retomar la importancia de la lectura y la escritura, como podemos encaminarnos a una educación pública adecuada para el grupo al que pertenecemos. ; Le texte présente la situation de l'éducation publique, sa problématique actuelle et réalise certaines propositions de comment, dans l'ensemble, "toi et moi", nous devrions reconstruire l'éducation populaire, une éducation où est contextualité l'apprentissage et dans laquelle nous utilisons des moyens pour atteindre les objectifs proposés. C'est au moyen des pratiques sociales,du travail conjoint, de la conscientisation du problème central, et de la reprise de l'importance de la lecture et de l'écriture que nous pouvons nous acheminer vers une éducation publique adéquate pour le groupe auquel nous appartenons.

University of Maryland, Baltimore. Social Work. Ph.D. 1992 ; The basic research question was why Saudi women are not working despite their educations and the government's need for their services (Saudi Arabia is the largest importer of foreign labor in the Arab world). With the recession period in the 1980s it became apparent that there was a pressing need for educated women to use their educational degrees appropriately and to contribute to the work force, thus meeting the women's increased personal needs and the government's need for labor. The research focused on the changes in modern Saudi women's roles and the ensuing problems. Empirical examination based on the concepts of modernization (particularly Riggs's prismatic theory), cultural lag, and status inconsistency theories framed the research. The research also examined Muslim women's roles and attempted to explain how in highly traditional societies, such as Saudi Arabia, religious and cultural norms suppress certain aspects of the modernization process by enforcing the role of women. Qualitative methods were used to conduct in-depth interviews with sixty-nine professional Saudi women (workers and nonworkers) in the city of (L) in the Kingdom of Saudi Arabia. The study examined factors such as professional work opportunities; motivational factors for seeking a college education and for choosing not to work outside the home; and professional employment; social restraints; degree of family support; religious, modernization, and individual factors. Findings indicated that the importance of motherhood and wife roles, women's motivations for college educations for goals other than careers, lack of economic need before the recession in the 1980s, absence of employment opportunities (women's jobs were saturated), limited fields of education available for women (education, social work, and recently, medicine), and religious restraints were the most important factors that influenced women not to work outside their homes. Implications for practice include a need ...

Se efectuó un examen general de los cambios de la educación universitaria, en especial de la formación de médicos, inducidos por el desarrollo del capitalismo, incluidas sus fases neoliberal y estatal bolivariana. Durante la presidencia de López Contreras, los programas de salud, el entrenamiento de los trabajadores del sector y las actividades realizadas correspondieron con la necesidad de hacer habitable al país y darle entrada a la contemporaneidad. Así se mantuvo hasta los setenta, cuando los intereses de las industrias muy relacionadas con el sector terminaron por imponer la atención especializada-hospitalaria, costosa y excluyente, en detrimento de la atención primaria de salud (APS), a pesar de la resistencia de sectores académicos y asistenciales patrióticos. Desde 1999, se ejecuta una propuesta de APS con la formación masiva de médicos integrales, pero en condiciones que aparentemente descuidan la calidad, lo que seguramente afectará los resultados. ; This paper deals with a study applied to the changes in university regarding medical education during the development of capitalism, including the phases of neoliberal capitalism and Bolivarian government. Under the Venezuelan presidency of López Contreras, health programs and medical education programs had the objectives of settling the country and introducing it to modern times. During the 1970s, private interests prevailed and the model of liberal practice of medicine was included. This meant high costs for population and social exclusion. Therefore, primary health care was diminished considerably, in spite of the efforts from academic and public health institutions. Since 1999, a new approach for primary health care has been under action through the mass implementation of the educational program of community medical doctors. This is apparently applied following poor quality standards which, in turn, may affect the results. ; Uma revisão geral das mudanças do ensino universitário, especialmente a formação dos médicos, induzida pelo desenvolvimento do capitalismo, incluindo seu estado Bolivariana e fases neoliberais teve lugar. Durante a Presidência de López Contreras, programas de saúde, a formação dos trabalhadores do sector e as actividades desenvolvidas, correspondem-se com a necessidade de fazer a vida no país e dar entrada para a contemporaneidade. Assim permaneceu até a década de 1970, quando os interesses das indústrias muito sectoriais acabaram impondo especializadahospitalaria, atenção cara e exclusiva, em detrimento dos cuidados de saúde primários (CSP), apesar da resistência dos setores acadêmicos e saúde patrióticas. Desde 1999, é executado uma proposta de APS com a formação maciça de condições médicas abrangentes que aparentemente negligenciar a qualidade, o que certamente afetará os resultados. ; 43-58 ; lft3003@ahoo.com ; Cuatrimestral

In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000–2003 and 2004–2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005–2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010–2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020 (2012). The basic innovations in approach and conception in the new "epoch" is outlined. (DIPF/Orig.)

Este artículo tiene como objetivo estudiar la evolución legislativa de la Educación Especial en España desde 1970 hasta 2006 y su aplicación práctica. Comprende el estudio de la temática desde la Ley General de Educación y Financiamiento de la Reforma Educativa de 1970, pasando por otras Leyes de Educación que consolidan la transformación de la Educación Especial: la Ley de Integración Social de Minusválidos de 1982, el Real Decreto de Ordenación de la Educación Especial de 1982, el Real Decreto sobre la nueva Ordenación de la Educación Especial de 1985, la Ley Orgánica General del Sistema Educativo de 1990, la Ley Orgánica de Calidad de la Educación de 2002, y la Ley Orgánica de Educación de 2006. Junto a esta evolución legislativa se recogen los aspectos del Movimiento de la Reforma de la Educación Especial en el mundo, con la implementación de la Escuela Integradora y la Escuela Inclusiva. ; The aim of this article is to study the legislative evolution of Special Education in Spain from 1970 to 2006 and its practical application. It includes the study of the matter from the General Law of Education and Funding of the Educational Revision of 1970, looking through some other Educational laws which consolidate the transformation of Special Education: the 1982 law on Social Integration of the Handicapped, the 1982 Royal Decree on the new Ordination of Special Education, the 1985 Royal Decree on the new Ordination of Special Education, the 1990 Act on the Educational System, the 2002 Act on the Educational Quality and the 2006 Act on Education. Beside this educational legislation aspects of the Reformation of the Special Education in the world Movement are also included, with the implementation of the Integrative School and the Inclusive School. ; Educación social

The neoliberal policies that were instituted in Mexico from the 90's transformed the relationship of Mexican citizenship with the various public universities of the Aztec country. Whereas in the previous decades the entrance to the public university had been legislated like a right to which all the citizens could accede, the neoliberal policies demanded that from that moment only the candidates who passed the examination with good grades and had good high school or high school grades from those who came. The decision had unexpected consequences for young people of the generation x and millennials since, being unable to access the public university, they turned to private universities, which in general culture were called "Duck University" because they were not considered good institutions for higher education. The emergence of several universities forced them to compete with each other in order to attract new students, based on innovative study programs, which were also profitable at the same time. Ironically, public universities seeing the success of these careers subsequently incorporated them into their enrollment, turning small private universities into experimental knowledge laboratories. ; Las políticas neoliberales que se instituyeron en México a partir de la década del 90 transformaron la relación de la ciudadanía mexicana con las diversas universidades públicas del país Azteca. Mientras que en las décadas anteriores el ingreso a la universidad pública había sido legislado como un derecho al que podían acceder todos los ciudadanos, las políticas neoliberales exigían que a partir de ese momento sólo entraran los candidatos que aprobaran el examen con buenas notas y tuvieran buenas calificaciones de la preparatoria o bachillerato de los que provenían. La decisión tuvo consecuencias inesperadas para jóvenes de la generación x y los millennials ya que al no poder acceder a la universidad pública recurrieron a universidades privadas, que en la cultura general fueron llamadas "Universidades Patito" por no ser consideradas buenas instituciones para la educación superior. El surgimiento de diversas universidades las obligó a competir entre ellas para poder atraer nuevos alumnos, a partir de programas de estudio innovadores, que al mismo tiempo fueran redituables. Irónicamente, las universidades públicas al ver el éxito que tenían estas carreras las incorporaron posteriormente a su matrícula, convirtiendo a las universidades privadas pequeñas en laboratorios experimentales de conocimiento.

У статті здійснено аналіз етапів реформування середньої освіти Великобританії. Висвітлено особливості структурних реформ, які впливають на процес становлення та розвиток освіти відповідно до законів ринкової економіки, що відбуваються в системі середньої освіти у Великобританії в середині ХХ століття і на початку ХХI століття протягом декількох політичних циклів, забезпечуючи тим самим їх узгодженість та ефективність. Схарактеризовано принципи конкуренції, механізми підвищення ефективності якості освіти. ; The article deals with the reforms of secondary education in Great Britain which are the doctrine of domestic comparativists. Recently, various aspects of the reforms and secondary education have been the subject of many dissertations. The current reform of secondary education experience of Great Britain is primarily due to the fact that there are active and successive changes that led to a significant improvement of the quality of its operations. The stages of reforms are primarily defined to justify government positions in various spheres and areas of social activity. The content and direction of educational reforms in the UK reflects the interests of the political forces that find themselves in power. The structural reforms taking place in the system of secondary education in the UK in the middle of the twentieth century and at the beginning of the XXI-st century had a continuous nature, lasted for several political cycles, thus ensuring their consistency and efficiency. In the middle of the XX-th century dramatic changes happened due to general processes of globalization that have affected the fundamentals of education. The cornerstone of all transformations in education is integration. The national education system steps into the era of continuous reform, whose main objective is to improve the quality of education in the process of convergence of national educational systems. One of the prerequisites for the successful development of any country is to ensure its future, largely depends on the current reform of the education system. The author stresses that neolabourists have chosen such guidelines for the reform of secondary education: 1) the development of education in accordance with the laws of the market economy is seen as the realization of a new national imperative of investing in the future of national economic prosperity; 2) awareness of the impossibility significant increase in government spending on social services and the simultaneous desire to comply with the ideas of social equality led to the implementation of the principle of "selective universalism"; 3) implementation of the principle of competition between schools in the state education sector; implementation of market mechanisms to improve the quality, efficiency and effectiveness of education; 4) competition is a response to the new strength and means to achieve balance. To improve the national system of secondary education in our country it is appropriate and necessary to study positive reforms of secondary education in the UK.

Bill introduced by the Texas House of Representatives relating to the creation of a micro-credential certification program for public school educator continuing education.

Avrupa Birliği, eğitim ve gençlik alanlarında üye devletlerin sorumluluklarına, kültür ve dil farklılıklarına saygı gösterirken, eğitimde kalitenin artırılması için üye ülkeleri ulusal politikalarını oluştururken işbirliği yapmaya teşvik etmektedir. Avrupa Birliği Eğitim ve Gençlik Programları, "Hayatboyu Öğrenme" ve "Gençlik Programları" olmak üzere ikiye ayrılmaktadır. Bu çalışmada öncelikle Avrupa'da eğitime ilişkin tarihi süreç ele alınarak, küreselleşme, bilgi toplumu ve eğitim kavramlarına değinilmiş ve Avrupa Birliği Programları'nın içeriği açıklanmıştır. Çalışmada, 2004 yılından itibaren Türkiye'de daha etkin yararlanılan Avrupa Birliği Eğitim ve Gençlik Programları'nın kurumsal alandaki yapılanmasını ve programa katılanlar üzerindeki sosyal, kültürel ve kişisel ve mesleki gelişime yönelik etkilerini ortaya çıkarmak amaçlanmaktadır. Bu amaç doğrultusunda, daha önce Erasmus programından faydalanan öğrencilere anket veri toplama tekniğinden faydalanarak sorular yöneltilmiş, genel olarak programa yönelik olumlu düşünceler ifade edilmiştir. ; The European Union respects the responsibilities of the member states in the fields of education, youth, culture and language differences and it encourages member states for cooperation while creating their national policies in order to enhance the quality of education. European Union Education and Youth Programmes are divided into two parts; Lifelong Learning (LLP) and Youth Programs. In this study, firstly, the developments in Europe related to education are mentioned not only from a historical perspective but also from a more current perspective depending on the concepts of globalization and information society. It is in this context that the European Union Education and Youth Programmes are analysed, which have been implemented more efficiently in Turkey since 2004. Then, the impacts derived from the implementation of these programs in Turkey on institutional structure as well as on the beneficiary students' social, cultural, and personal and professional development are searched on the basis of a questionnaire. The findings show a positive relationship between the use of Erasmus programme and the beneficiary students' social, cultural, and personal and professional development.

Building on Moje et al and Dyson's work within a Bakhtinian framework of dialogism and ethics of answerability, the paper argues the need for a critical humanities educator to create dialogic learning spaces within classrooms that would be engaging for students and where students would be encouraged to draw from their various 'funds of knowledge' in order to connect their 'school-world' with their other social worlds. The paper points out the interconnected nature of our knowing-in-the-world and suggests that all teachers, but especially teachers of critical humanities or social sciences adopt an adda-based pedagogy through a permeable curriculum for promoting wholesome, student-cantered learning in colleges and universities that would harness students' various 'funds of knowledge' both in and outside classrooms. The paper argues that even though the use of adda in the classroom, like other similarly negotiated curricula, does generate some challenges for educators, yet the benefits of using an adda-based pedagogy in the classroom far out-weigh its disadvantages in the creation of a democratic, equitable and engaging learning environment in classrooms. ; 1 ; 35 ; 59 ; 3 ; Kultura-Społeczeństwo-Edukacja