Littérature scientifique sur le sujet « Education – Political aspects – Europe »
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Articles de revues sur le sujet "Education – Political aspects – Europe"
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Chatburn, Thomas Edward. « European Musicians in Conference, Strasbourg 1985 ». British Journal of Music Education 3, no 1 (mars 1986) : 91–100. http://dx.doi.org/10.1017/s0265051700005155.
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As musicians from no less than twenty-two European states gathered at Strasbourg in September to discuss Contemporary Music, one began to realise that Europe, in 1985, had already moved beyond the familiar concept of a political and commercial federation. Historically, however, and motivated only by musical opportunity, musicians had for centuries largely regarded Europe as one patch ever since it became possible to travel. But in recent times it has become clear that the new Europe and European organisations which have emerged may, one day, have far-reaching effects upon many aspects of musical life which have hitherto evolved locally or nationally at different paces and in response to widely differing circumstances. By means of this and other conferences, therefore, Europe is beginning to give expression to corporate artistic concerns, and attempting to do so with a single voice as independent nations are gradually transformed into member states and ultimately, one might anticipate, into regions. This process and the means by which it is accompanished (e.g. the organisation of large European conferences) is also viewed cynically by some as political inevitability being transformed into desirability.
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Velm, Ivan Matveyevich. « The role of the Protestant Reformation in increasing education in Europe ». KANT 41, no 4 (15 décembre 2021) : 139–44. http://dx.doi.org/10.24923/2222-243x.2021-41.26.
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The purpose of the study is to determine the role of the Protestant Reformation in increasing the education of European society in the XVI-XVII centuries. The article discusses the reasons for the flourishing of education and science in this era. Scientific novelty is manifested in a comprehensive study of the consequences of the Reformation, which, mutually influencing each other, eventually led to an increase in the level of education in Europe. As a result, it was established that the Reformation democratized the spiritual, political and socio-economic aspects of life, introduced the principles of freedom of conscience, faith without mediation, encouragement of entrepreneurship, universality of education, the need for each person to study the Scriptures independently, personal responsibility to God and others, which contributed to the development of science and education, as well as the formation of a new public consciousness.
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Oganisjana, Karine, et Harry Matlay. « Entrepreneurship as a Dynamic System ». Industry and Higher Education 26, no 3 (juin 2012) : 207–16. http://dx.doi.org/10.5367/ihe.2012.0100.
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Entrepreneurship, as an important aspect of modern economic thought, is often described as facilitating innovation, job creation and national prosperity. Given the current economic conditions in Europe, entrepreneurship growth and small business development are seen as synonymous with economic recovery and growth. Consequently, in recent years entrepreneurship has climbed steadily towards the top of political agendas in Eastern, Central and Western Europe. In turn, entrepreneurship education has emerged as the most cost-effective and speedy way to increase both the quality and quantity of entrepreneurs entering an economy. The education and development of entrepreneurial students has become a topical and much debated European issue, despite the conceptual vagueness and controversial aspects highlighted by entrepreneurship education researchers. In this article the authors postulate that entrepreneurship represents more than an accumulation of relevant knowledge, skills and attitudes. Instead, entrepreneurship is envisaged as lifelong learning and conceptualized in terms of the continuous development of an individual's key entrepreneurial competences. Thus, entrepreneurship education emerges as a dynamic system of lifelong learning steps and entrepreneurship components which are to be developed holistically in order to enhance its impact on entrepreneurial outcomes.
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Vinding, Niels Valdemar. « An American Example of Islamic Chaplaincy Education for the European Context ». Religions 12, no 11 (5 novembre 2021) : 969. http://dx.doi.org/10.3390/rel12110969.
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Against the background of increasing political and academic interest in imam and chaplaincy training and education in Europe, this article argues that the value and purpose of such education remains situated in an alignment between educational provider, student-participants, and employer–stakeholder expectations. These expectations are primarily about Muslim students’ learning and development, requirements and standards of employers, and contributions to community and society, and only secondly, the educations aim at meeting political expectations. The article explores aspects of Hartford Seminary’s success with its programme and alignment of education content and environment with student expectations and the labour market demand. This is supported theoretically by the input–environment–outcome assessment model. The structural and contextually embedded criteria for excellence are discussed and problematised, pointing both to the marginalisation of other drivers of education development that are not market aligned and to strategies of embedding religious authority with chaplains in institutions rather than with imams in mosques. In conclusion, the article highlights the self-sustaining logics that drive educational development but also points to corroborating social, economic, and welfare reasons for quality imam and chaplaincy education.
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Schratz, Michael. « The European Teacher : Transnational Perspectives in Teacher Education Policy and Practice ». Center for Educational Policy Studies Journal 4, no 4 (31 décembre 2014) : 11–27. http://dx.doi.org/10.26529/cepsj.183.
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The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits ofwhat it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.
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MARTIN LLORENTE, OSCAR. « ARTISAN MOBILITY IN PREINDUSTRIAL EUROPE AND MOBILITY WITHIN THE EUROPEAN HIGHER EDUCATION AREA ». DYNA 96, no 6 (1 novembre 2021) : 567–71. http://dx.doi.org/10.6036/9993.
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This research work performs a comparative study between the artisan mobility in the preindustrial Europe and the mobility within the European Higher Education Area (EHEA), emphasizing key aspects of the EHEA associated with mobility such as employability, technological transfer, social cohesion and receptiveness to new ideas. It can be concluded that, indeed, artisan mobility in preindustrial Europe was as a precedent for mobility within the EHEA, in the context of engineering education, from the detailed study of (a) movements of skilled artisan institutionally organized by states and political authorities, (b) tramping system, whose institutional backbone shows a clear parallelism with the organizational framework that supports the mobility within the EHEA, and that also contributed to overcome problems of information asymmetry in the labour market between local employers and itinerant workers, and consequently to solve problems of journeyman unemployment, (c) journeyman mobility as a teaching program integrated into the craft guild framework, which could restrain the information asymmetry in the commodity market by giving traceability and additional validation to the artisan instruction, and (d) minority migrations, which acted as a spur for the mobility within the EHEA because they allowed Europe to be aware of the importance of tolerance and receptiveness to new ideas. Keywords: Technology transfer; Employability; Labour mobility; EHEA; Preindustrial Europe
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Skoryk, Maryna. « THEORETICAL ASPECTS OF THE TRANSFORMATION OF THE INSTITUTE OF CORRUPTION IN EASTERN EUROPE ». Baltic Journal of Economic Studies 5, no 1 (22 mars 2019) : 201. http://dx.doi.org/10.30525/2256-0742/2019-5-1-201-206.
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The purpose of the article is to substantiate the essence and structure of corruption as a separate institution in an institutional environment that has a deviant, anti-social orientation. To describe the influence of informal institutions on corruption in Ukraine. To propose constructive proposals for the use in domestic practice regarding the mechanism of overcoming corruption, which in the future will bring Ukraine to sustainable economic development. Methodology. The study we conducted is based on a systematic method that considers all elements of corruption in unity and development. The research used the following general scientific methods of scientific knowledge, namely: the method of analysis (means of combating corruption); synthesis (generalization of the main causes of corruption in Ukraine); method of induction (the impact of corruption on society); the method of hypotheses (when building a mechanism for overcoming corruption); and empirical method (own observations of the author on the situation in the state). Results. Corruption in Eastern Europe is a consequence of the spiritual, economic, and political crisis of society. Corruption demoralizes citizens and destroys their trust in the state. The mechanism of overcoming corruption is considered from the standpoint of neo-institutionalism. The author stresses that corruption is an informal institution. The system will start to change after the state’s economic development, and the main condition is the promotion of culture, which makes it impossible for an institution to be corrupt. To act and start such propaganda should be the education of future generations. Investing in education will raise its level, give a new class of professionals who will go to work in private business and government. Worthy wages will make you think about the desire for easy profit. The author conducts a qualitative analysis of corruption through methodological tools of neo-institutionalism. It is proved that the fight against corruption at all levels exists as a complex hybrid of institutional mechanisms of regulation, the impact of which primarily affects informal institutions, and then formal ones. For example, the purpose of a bribe is to obtain a profitable contract. A bribe is an informal institution that is an agreement between an official and a citizen. But a contract signed with a bribe is a formal document (legal). As a result of such corruption actions, formal institutions are not violated but act as a means of implementing informal arrangements. Practical implications. Taking into account the historical, economic, and mental component of Eastern European countries, analysing the foreign experience of the countries, the formation of a national idea in the subconscious of the society, which will be aimed at building the state, should come to the fore. It is necessary to break down stereotypes, raise confidence in power and law. Such measures are possible only through the reform of education, the upbringing of young people in the personal negative attitudes to corruption. An active civil society that supports various strategies aimed at reducing corruption. Sanctions are important, so punishing corrupt officials is an important part of any effective anti-corruption effort. Therefore, the Criminal Code of the country should clearly indicate the responsibility for any manifestation of corruption. The mass media must conduct a serious information company: report on detention and investigation and display social advertising (not as a part of a political advertisement). Value/originality. The influence of informal institutes on corruption in the eastern part of Europe is substantiated and the mechanism of its overcoming is proposed, the use of which will ensure the gradual economic development of the state.
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Butkiewicz, Tomasz. « The national philosophical anthropology of the third reich political elite ‒ selected aspects ». Res Politicae 12 (2020) : 133–49. http://dx.doi.org/10.16926/rp.2020.12.09.
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From anthropological perspective, the appearance of the „New Man” resulted from externalization of the National Socialism ideology. The image evolved from the political process taking place on the turn of the nineteenth and the twentieth centuries in the Hohenzollern Empire, in the Weimar Republic, and finally, in the Third Reich. This way, by promoting education of the new generations grounded in the national philosophical anthropology, the Germans modified their own image. This modification concerned the exceptional Arian features of the German national physiognomy. Thus, the characteristic type of a human, which was exclusively attributed to German society, was formed. Ideologically the image of this anthropological type influenced the hygienic approach of the nation and it contributed to evolution of sterile genetic heritage. According to these anthropological directives the Homo Nordicus X Dinaricus type was distinguished, which consequently, in its assumptions led to indication of the Nordic race, the Nordids. From that point, a kind of breeding process of the „New Man” had been taking place, and it resulted in creation of new National-Socialist identity. The concept of the New and, since then, also Political Man was a clear evidence of this breeding process. The created ideal reflected ideological and educational methodology of formation of the future nation’s elite. National Socialism constituted a fertile ground for formation and exploitation of its potential. The cult of the body was a very significant aspect of education, in which the German physiognomy was affiliated with the Nordic race. In other words, the breeding process was conducted by forming the malleable model on the basis of an ideal design. The typology of the Germans as athletic blue-eyed and blond-haired strongmen was based on the conviction that the Nordic race was superior to other peoples of Europe. The purpose of this typology was not only to determine the features of the race but also to build its aesthetic visual reception. In this respect, the existence of the „New Man” was strongly determined by the reality of the 1933‒1945 period.
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Marjanović, Tatjana. « HOW THE BOLOGNA PROCESS HAS CHANGED THE CLASSROOM / KAKO JE BOLONJSKI PROCES IZMIJENIO UČIONICU ». Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no 23 (10 novembre 2020) : 70–85. http://dx.doi.org/10.46352/23036990.2020.70.
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The Bologna process is generally described as a joint effort of European education policy makers and universities in creating a common higher education area in Europe aimed at increased student and staff mobility, as well as overall comparability and compatibility of higher education systems across Europe. The large-scale reforms have inspired and generated volumes of academic publications from a number of perspectives, e.g. economic, legal, political, and so forth. What seems to be lacking at this point is a more practical investigation into how the Bologna process has transformed the education systems of some of its less visible member countries such as Bosnia and Herzegovina. More specifically, the aim is to show how the reforms have affected what goes on in the classroom by comparing select aspects of studying in both pre-and post-Bologna times at one of the country’s universities. Examples have been given of courses taught and taken at the University of Banja Luka’s English department pre-and post-Bologna to draw a parallel between some of the coursework and examination requirements now and then.
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Sanchez-Sanchez, Gabriel, et Marek Krawiec. « Mediating in intercultural communicative challenges issued in the language classroom : a new objective in training programs for new teachers ». Lingua Posnaniensis 60, no 1 (1 juin 2018) : 95–105. http://dx.doi.org/10.2478/linpo-2018-0007.
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Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.
Thèses sur le sujet "Education – Political aspects – Europe"
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Baldwin, Rowenna Jane. « Rethinking patriotic education in the Russian Federation : invitations to belong to 'imagined communities' : (a case study of St Petersburg) ». Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/47099/.
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The thesis discusses how patriotic education is openly promoted by the government in contemporary Russia through a series of programmes, entitled the ‘State Programme for the Patriotic Education of the Citizens of the Russian Federation’, promoted since 2001. However, this thesis presents the argument that patriotic education cannot fully be understood through examination of these formally organised initiatives. Instead, the thesis contributes towards a rethinking of patriotic education as a communicative process whereby multiple ideas of the nation are delivered to young people, both in formal and informal settings. The thesis argues that this promotion of patriotic education is connected to long-standing debates on nations and nationalism in Russia, but also places these within the more general discourse on nations and nationalism, in particular Anderson’s (2006) definition of the nation as an ‘imagined community’. The thesis is positioned within, and contributes to, more recent arguments surrounding the need to examine everyday ideas of the nation, but maintains a sense of the role played by elites in producing ideas of the nation by intercepting state-produced ideas represented within the education system. Importantly, the three-stage research design maps not only the delivery of these state ideas, but also accesses how these ideas are received and articulated by young people themselves, thus contributing to an understanding of cultural production. This is achieved through triangulation of three qualitative methods: analysis of textbooks, classroom observation, and semi-structured interviews with teachers and students, conducted in St Petersburg. The data generated demonstrates that young people articulate both a sense of local and national belonging, cultivated just as much through their surroundings (historic buildings etc.) as through formal education. The thesis contributes to studies of (Russian) youth by demonstrating that young people negotiate with formal and informal ideas of belonging as they formulate their own understandings and expressions of belonging.
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Maes, Renaud David. « L'action sociale des universités à l'épreuve des mutations de l'enseignement supérieur en Europe ». Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209345.
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Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.
Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.
Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished
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Renard, Philippe. « Les politiques de l'enseignement supérieur en Europe : de l'intégration à l'harmonisation ». Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.
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Saillard, Sébastien. « Les institutions et aspects juridiques relatifs au contrôle aérien en Europe : Eurocontrol ». Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60706.
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The European Organization for the Safety of Air Navigation (Eurocontrol) was created in 1960 for the centralization and harmonization of air traffic control, to meet the new requirements of increasing air traffic. The primary functions of Eurocontrol were modified because of the reluctance of several European member States to transfer their control on ATC. But air traffic was still increasing and is deemed to increase until the next century. The problem remains unsolved. Today, a new political trend in favor of Eurocontrol is emerging. This trend is shared by most of the European States as well as other organizations as the European Community and the European Civil Aviation Conference.The main legal aspects of Eurocontrol are analysed in this thesis, as well as its cooperation with other organizations involved. Eventually, the future of Eurocontrol is analyzed with respect to future air navigation systems (FANS) based on satellite technology.
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Zhelo, Inessa. « Impact of Economic, Political, and Socio-Demographic Factors on the Parliamentary Election Outcomes in Central and Eastern European Countries ». Thesis, North Dakota State University, 2008. https://hdl.handle.net/10365/29712.
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This study determines how economic, political, and socio-demographic factors impact the parliamentary election outcomes in central and eastern European countries in transition period. A one-way fixed-effect method has been applied to analyze two main economic models. The dependent variables are share of the Western-oriented and traditional-oriented parties. Data of sixteen countries have been used in the thesis. According to the results of this study, it is possible to conclude that outcomes of parliamentary elections in central and eastern European countries depended on political and socio-demographic factors from I 990-2001. Factors such as loans, received from the United States, per capita in the pre-election year, as a measure of external pressure, and share of agriculture in GDP, as a measure of country`s level of development, demonstrate consistent significance in both variations of the model.
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郭國全 et Kwok-chuen Kwok. « The political economy of educational investment : a review and an appraisal ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.
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Idema, Timo. « Brain power : the political economy of higher education ». Thesis, University of Oxford, 2011. https://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e.
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This dissertation disputes conventional interpretations of the comparative political economy literature on higher education. In particular, I challenge the common assumption that access to higher education is structured by income. Instead, based on insights from the relevant psychology, sociology and economics literature, I argue that a child's probability of entering higher education is predominantly a function of her abilities, and that her abilities are strongly related to her parents' level of education. I develop a theory of the distributive politics of higher education solidly grounded in this relationship. The result of this model is the counter intuitive hypothesis that the initial expansions of higher education benefit the children of more highly educated parents. Moreover, more highly educated families are the net beneficiaries of free higher education and generous subsidies. Extensive survey evidence from Britain, Australia, Canada and Sweden of higher education policy preferences confirms this picture of the politics of higher education as a zero-sum distributive game between highly and lesser educated families. In order to analyse the consequences of these preference patterns for higher education policy, I develop a theoretical and empirical measure of voting power for multi-party systems. Voting power measures how many votes a party stands to gain from converting and mobilising voters by distributing resources from one group to another. Using data from 15 EU countries, I show that parliaments and cabinets, on average, stand to win more votes from pleasing highly educated voters than from targeting less educated voters. Furthermore, the conversion imperative is much stronger than the mobilisation imperative. Statistical analyses show that variations in the voting power of highly educated individuals over the government help to explain variations in higher education policy across countries and within countries over time. All in all, the theoretical and empirical analyses presented in this dissertation represent a significant contribution towards understanding the specific distributive politics of higher education, and the political economy of redistribution more generally.
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Phelan, Anne M. « An examination of teaching as practical political activity ». Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08082007-120009/.
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Chambers, Carmel M. « Rhetoric in British Columbia : an analysis of its influence upon adult education and women ». Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25364.
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The topic under consideration is the rhetoric of British Columbia's political leaders and their strategic use of language whereby the government maintains its position of power and authority, implements its own ideological priorities, even if unpopular, and deprives the opposition of its ability to effectively mount a counter strategy. Aspects of political philosophies, human nature, scientific knowledge, education, and alternate feminist political philosophical views are presented. Brief sketches of Constitutionalism, The Rule of Law and ideological bases of modern political systems, liberalism and socialism, are considered in the context of a political spectrum that spans communism to fascism. An analytical framework adapted from the classical rhetoric of Aristotle and the new rhetoric of Kenneth Burke is used to examine the rhetoric and actions of the political leaders of British Columbia. Findings indicate that the strategies employed are effective and persuasive to the dominant majority of the populace. Components of strategy are identified which are deemed necessary in order that a democratically elected government may pursue successfully, a revolutionary political ideological change in its philosophy. Priorities and areas of social concern are identified in terms of their esteem for the present government leaders. The market principle and technology are the sacred cows. Education of a liberal kind, women, the welfare state, are a sow's ear. One recommendation is that adult education unite with movements that espouse and practice like philosophies so that it is strengthened and rejuvenated in its mandate and not precipitated to bend to the prevailing political ideology.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Markoviti, Margarita. « Education and the Europeanization of religious freedoms : France and Greece in comparative perspective ». Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/813/.
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A European consensus on the centrality of education for the guarantee and promotion of religious freedoms has emerged over the last two decades. Initially articulated in the human rights discourse of the European Convention on Human Rights and Fundamental Freedoms and subsequently elaborated through the Council of Europe’s Recommendations, Declarations, Research Projects and Reference Books, this frame of reference forms a normative and legislative basis for states in Europe. Long national traditions of particular approaches to the ‘protected spaces’ of religion and education, however, render the development of common policies and practices amongst states problematic. This thesis examines the impact of the European framework of freedoms of religion and education on states’ education systems. An important contribution to the scholarship of social constructivism and interpretivist studies, the thesis contextualizes the research question within the conceptual framework of Europeanization. The nature and extent of the Europeanization process are approached through the structured comparative study of two cases: France and Greece. The respective educational provisions towards religion classify these countries as two of the hardest critical cases in this area of Europeanization in seemingly opposing ways. The thesis utilizes discourse analysis of the key documents of national education, including an analysis of the crucial findings of field research that investigates the social reality of religious freedoms in the educational settings of the selected cases. The conclusions denote a discrepancy between a degree of ideational convergence in the national discourse and the discernible divergence that characterizes the practical approaches to religious freedoms in the education systems of France and Greece. The limited and differential impact of the European norms reveals the particular national factors that prove resilient to external forces of normative and policy change in the fields of religion and education. By challenging the views on the transformative impact of the European recommendations, the thesis critically raises the question on the reconsideration of the origins, the objectives and the limitations of the complex of religious rights norms in Europe.
Livres sur le sujet "Education – Political aspects – Europe"
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Giordani, Joseph. L' Europe et l'éducation. Nice : CRDP Nice, 1991.
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Negotiating political identities : Multiethnic schools and youth in Europe. Burlington, VT : Ashgate, 2010.
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Dónall, Ó Riagáin, dir. Voces diversae : Lesser-used language education in Europe. Belfast : Cló Ollscoil na Banríona, 2006.
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Dimou, Augusta. "Transition" and the politics of history education in Southeast Europe. Göttingen : V&R unipress, 2009.
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The educational thought of the classical political economists. Lanham : University Press of America, 1985.
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Erziehung und Demokratie : Europäische, muslimische und arabische Länder im Dialog. Berlin : Akademie Verlag, 2009.
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"Transition" and the politics of history education in Southeast Europe. Göttingen : V&R unipress, 2009.
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Hu, Adelheid, et Patrick Grommes. Plurilingual education : Policies - practices - language development. Amsterdam : John Benjamins Publishing Company, 2014.
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Reed-Danahay, Deborah. Education and identity in rural France : The politics of schooling. Cambridge [England] : Cambridge University Press, 1996.
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1953-, Edwards Lynne, Munn Pamela, Fogelman K. R, Unesco Institute for Education et Council of Europe, dir. Education for democratic citizenship in Europe : New challenges for secondary education : report of the Seventh European Conference of Directors of Educational Research Institutions held in Nitra (Slovakia) 27-30 October 1992. Lisse [Netherlands] : Swets & Zeitlinger, Academic Pub. Division, 1994.
Trouver le texte intégralChapitres de livres sur le sujet "Education – Political aspects – Europe"
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Bergan, Sjur, et Irina Geanta. « Toward a Permanent Bologna Secretariat ? » Dans European Higher Education Area : Challenges for a New Decade, 483–99. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_30.
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Abstract The question of a permanent Bologna Secretariat has been raised both within and outside of the BFUG, mostly after the 2015 Ministerial conference and as an element of the discussion of “the EHEA after 2020”. So far, discussions have mainly identified a number of obstacles. The article explores both political and practical aspects of establishing a more permanent Bologna Secretariat. Politically, whatever structure is chosen for the Secretariat needs to enable Ministers, the BFUG, and other key actors to develop and implement their priorities for the EHEA for the next period, realistically 2023–2030, since a permanent Secretariat cannot be established already from 2020. The organization of the Secretariat will have a clear impact on the shape of the EHEA and its policy making bodies and structures. The paper outlines the key tasks for the Secretariat, its formal status and considerations for deciding on its location; financial, staff; governance issues; and relations between the Secretariat and the authorities of the country hosting it as well as with those of the countries hosting Ministerial conferences.While the paper does not argue that a “permanent” Bologna Secretariat is the only possibility, it does explore and propose solutions to key obstacles and demonstrates that if it is judged politically desirable to establish more permanent Secretariat, it is practically possible to do so. The paper also lays a solid basis for developing such a Secretariat”.
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Lamb, Richard. « Macmillan and Europe ». Dans Harold Macmillan Aspects of a Political Life, 75–94. London : Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230376892_6.
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Dahlin, Bo. « The Social and Political Aspects of Education ». Dans SpringerBriefs in Education, 113–24. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58907-7_6.
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Thomass, Barbara. « Citizenship and Public Broadcasting in Europe ». Dans Citizenship and Political Education Today, 141–57. London : Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230522879_9.
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Trifunovska, Snežana. « Political and Security Aspects of Minorities in Croatia ». Dans Minorities in Europe Croatia, Estonia and Slovakia, 21–38. The Hague : T.M.C. Asser Press, 1999. http://dx.doi.org/10.1007/978-90-6704-537-7_2.
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Martynova, Marina. « Political Aspects of the Russian Minority in Estonia ». Dans Minorities in Europe Croatia, Estonia and Slovakia, 85–104. The Hague : T.M.C. Asser Press, 1999. http://dx.doi.org/10.1007/978-90-6704-537-7_5.
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van Ham, Peter. « US Policy Toward Northern Europe : Political and Security Aspects ». Dans The NEBI Yearbook 2000, 275–87. Berlin, Heidelberg : Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-58337-7_18.
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Extra, Guus. « Language Policy and Education in the New Europe ». Dans Language Policy and Political Issues in Education, 1–17. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02320-5_26-1.
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Extra, Guus. « Language Policy and Education in the New Europe ». Dans Language Policy and Political Issues in Education, 331–47. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02344-1_26.
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Perry, Laura B. « Democratic Aspects of Communist and Post-communist Schooling in Central and Eastern Europe ». Dans Logics of Socialist Education, 155–71. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4728-9_9.
Texte intégralActes de conférences sur le sujet "Education – Political aspects – Europe"
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Cortoni, Ida. « DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING ». Dans International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.
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"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."
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Sabo, Helena maria. « DEVELOPMENT OF ICT EDUCATION IN ROMANIA ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-136.
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Abstract. Computerized education is a pedagogical strategy adapted / adaptable to the policy model education in the post-cultural model of society. At the operational level, the process involves the concept of assimilation and exploitation of new information technologies in activities designed to level the educational system in the context of specific activities. This are: computerized and “computerial” literacy; ownership of knowledge in the studied disciplines of profile information, making management education, application of computer assisted instruction, teaching method or as a special educational means integrated into any teaching strategy. Cumulative contributions show that important progress has been achieved in Europe, particularly in the development of ICT in education, while one is notable heterogeneity of practices and policies presented in agreement with different political priorities, ideals and educational funding. In Romania, a characterization in general terms, might read: The educational system will undergo significant changes, as the main orientation and design of a system of permanent education. As routine tasks in any field of activity will be taken over by computers, the individual will have more free time to train. At this training will add competition increasingly harshness, which will require the use of leisure time for qualification. In essence, computerization is not limited to teaching a new method, which would enter into the traditional methods. Through their social role, designated the concept of “computer culture” signifies transforming computerization of education system by education, not only as a form of organization, but also as contents. Finally we should mention that the importance and complexity of the process of computerization of education requires attention to the state level. It is appropriate to develop a concept of implementing information technologies in education that would reflect all aspects of the process, its directions and propose to exploit resources, that Romania has already today in an efficient way.
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Tascovici, Daliana ecaterina, Robert gabriel Dragomir et Eliza consuela Isbasoiu. « VALUES WITHIN THE EUROPEAN DIMENSION OF EDUCATION - A CASE STUDY ON THE FOREIGN LANGUAGES LEARNING IN ROMANIA ». Dans eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-140.
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The proposed paper aims at presenting the present situation as concern the challenges the pupils are taught about during their university and pre university courses on one hand, the necessity of the labour market and the European new paradigms in the educational policies on the other hand. From all the values taken into consideration, we focus mainly on the familiarization of the European inhabitants with the usage of the foreign languages. Firstly, we refer to the values within the European dimension of education, as they were established by the European Commission for every state. Here we make reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talk about the new paradigms met with the new political and social situation. Here we stress the importance of knowledge, but also of competences and values people have to achieve. In order to fulfill this task, the usage of the TIC and of the educational resources gained for every type of educational issue should be intensified. We also mention the series of activities that help learning the common language for a European citizenship and the defining of the new types of educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect is to establish the defining of the problem mentioned at the beginning. For that we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to different categories of respondents: students, employed, unemployed, discriminated categories and so on) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.
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Komanovics, Adrienne. « HUNGARY AND THE LUXEMBOURG COURT : THE CJEU’S ROLE IN THE RULE OF LAW BATTLEFIELD ». Dans The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22413.
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After the introduction of the then Article F.1 TEU by the Amsterdam Treaty, later supplemented by the Nice Treaty, Hungary has earned the dubious reputation to be the first Member State against which an Article 7 TEU procedure has been triggered. While the predominantly political process is apparently stalled for the time being, the Court had to deal with various aspects of the deteriorating rule of law situation. Although forming part of an undeniably fragmented approach, the Court’s judgments nevertheless clearly attest the retrogressive developments in Hungary since 2010. The analysis of the Court’s jurisprudence is based on the qualitative measurement of the rule of law indicators drawn up by the Venice Commission of the Council of Europe. The identification of the cases pertinent to our investigation presents a challenge by itself as there is no label attached to a case dossier titled “rule of law”. In addition, several relevant cases deal with issues which prima facie do not have a bearing on this topic. Thus, e.g. the case relating to the radical lowering of the retirement age for Hungarian judges apparently revolves around age discrimination in the workplace while in fact these measures were politically motivated and had an adverse effect on judicial independence. The subject-matter of the cases identified so far range from the independence of the judiciary and regulatory bodies to the functioning of NGOs and higher education institutions; from the criminalisation of assistance for asylum seekers to the judicial challenge of the conditionality regulation. Most cases are infringement proceedings initiated by the European Commission but the Court was also turned upon through preliminary reference or actions for annulment. By analysing the submissions of the parties, the opinions of the Advocate General as well as the Court’s assessment thereof, the paper aims to evaluate the role of the Court: its potential and the limitations. While not denying the Court’s contribution to the provision of consistent responses against the systemic threats against EU values, there are various institutional and procedural constraints hampering the Court’s ability to secure compliance in the subject area.
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Kunrath, Kamila, et Michail Beliatis. « Design for impact (D4i) : a framework for teaching sustainability in engineering design ». Dans SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona : Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1424.
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Sustainability has become an integrative part of engineering education since it is not possible to discuss sustainable development without also talking about innovation capability. Political and environmental frameworks request for a drastic change in the industrial landscape and also in the way design is carried out. This paradigm change forces new approaches to education that align with the prospects of the industry and also embed considerations related to the Triple Bottom Line (i.e. economic, ecological, socio-cultural elements). Addressing the complexity of sustainability requires innovative practices for teaching and learning, leading to new methodologies that aim to develop the broad sets of competencies required from the students. In Engineering Design, theories and methods related to sustainability have been mainly focused on the Design for X elements, material circularity, and product lifecycle leaving behind the importance of contextualized knowledge of regulations, or human-related aspects that motivates the students to tackle these challenges. Therefore, this study proposes a holistic approach that encompasses a broader understanding of what educators can exploit for capacitating future engineers in sustainability-related complex problemsolving. The framework highlights three main areas to be considered when teaching sustainability for Design Engineers: i) Context & Resources, ii) Human factors & Competencies, and iii) The D4i design process. A simplified version of this framework in class as a lecture-workshop format are presented and discussed along with multiple directions for future research.
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Romić, Danijela, et Jelena Dujmović Bocka. « STRENGTHENING THE ACTIVITIES OF YOUTH ASSOCIATIONS IN THE EUROPEAN ENVIRONMENT : CERTAIN LEGAL AND SOCIAL MATTERS ». Dans The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22438.
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In the previous ten years in the EU, the youth have become one of the priority groups that is being strengthened for more intensive involvement in the life and development of society. Research has shown that the youth are quite uninterested in getting involved in political and social activities that contribute to the development of the community and society. The still current pandemic caused by Coronavirus Disease (COVID-19) has further “pushed” the youth into the virtual world because they are now forced to conduct their daily activities (for example, schooling, additional education) in an online environment. The youth, otherwise avid fans of technological achievements, are now trapped in their homes with computers, smartphones and other technological aids, thus losing direct contact with their peers and adults, remaining deprived of some of the socializing effects of the teaching process and are at risk of complete alienation. EU Youth Strategy 2019-2027 addresses youth organizations, as one of the key actors that strengthen the competencies of the youth and promote their social inclusion. Youth associations and associations for the youth, in addition to providing various services and programs for the youth, strengthen empathy among the youth, raise awareness of the youth on the needs of society and, through the development of additional competencies, empower them to actively participate in community life. This paper presents the results of the part of the research created within the Youth Activation Network project. The research was conducted using the focus group method, where the respondents were representatives of youth associations and associations for the youth from entire Croatia. Research questions were focused on trying to identify and differentiate youth associations and associations for the youth from other associations, ways to activate and involve the youth in the work of associations, and assess the current legal framework of associations. The results obtained from the implementation of focus groups were transcribed, processed in Dedoose computer program and presented in the paper according to main research issues. For results analysis, content analysis method was used, as well as comparison method and contrast method. The results of the research show that it is necessary to legally define work with the youth so that it can be used as one of the distinguishing criteria of youth associations and associations for the youth. Associations involve the youth as volunteers, users and service providers, and empower and motivate them to further engage in social activities. The biggest problems pointed out by the representatives of associations are related to the ways of financing the work of the associations. Although some respondents pointed out certain shortcomings, research results indicate that the existing legal framework for the work of the associations is satisfactory, while its amendments could further complicate the work of youth associations. The revocation of the complex consequences of the pandemic requires the active involvement of all factors in society, where active and engaged, socially responsible and empathetic youth can be the bearers of change and improvement.
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Cisko, L. « GREENING OF EUROPE – ECONOMIC CONSEQUENCES AND LEGAL-POLITICAL ASPECTS ». Dans Economic trends : new opportunities and threats. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-158-9-18.
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AKTAMOV, Innokentii. « EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PRC : REGIONAL ASPECTS ». Dans Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-40-41.
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BYURAEVA, Yulia. « INSTITUTIONAL AND REGIONAL ASPECTS OF MODERNIZATION OF HIGHER EDUCATION ». Dans Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-198-200.
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Alexandrache, Carmen. « SOCIAL STEREOTYPES AND POLITICAL IDEOLOGY – ASPECTS REFLECTED ON THE HISTORY TEXTBOOKS ». Dans 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2772.
Texte intégralRapports d'organisations sur le sujet "Education – Political aspects – Europe"
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Haider, Huma. Fostering a Democratic Culture : Lessons for the Eastern Neighbourhood. Institute of Development Studies, août 2022. http://dx.doi.org/10.19088/k4d.2022.131.
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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.
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Romero, Antonio. The Political Dialogue and Cooperation Agreement and relations between European Union and Cuba. Fundación Carolina, février 2022. http://dx.doi.org/10.33960/issn-e.1885-9119.dtff01en.
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This document makes an assessment of the Political Dialogue and Cooperation Agreement (PDCA) between Cuba and the European Union (EU) in its four years of validity, and of the evolution of political and economic relations between both parties. The analysis is structured in five headings that address the background, determinants and significance of the PDCA between Cuba and the EU; the main elements discussed in the political dialogue —and in thematic dialogue— between the two parties since 2018, and the central aspects of trade, investment and cooperation relations between Cuba and the EU. The report concludes that, unlike the United States, the EU is able to support the complex process of economic and institutional transformations underway in Cuba, in four fundamental areas: i) technical assistance and advice for the design and implementation of public policies, macroeconomic management, decentralisation and local development; ii) cooperation to fight climate change and transform Cuba’s productive and technological structure; iii) the promotion and encouragement of foreign investment flows from Europe, targeting key productive sectors; and iv) the exploration of financial opportunities for Cuba through the European Investment Bank (EIB) under the current PDCA.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), juillet 2021. http://dx.doi.org/10.19088/k4d.2021.129.
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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Willis, Craig, Will Hughes et Sergiusz Bober. ECMI Minorities Blog. National and Linguistic Minorities in the Context of Professional Football across Europe : Five Examples from Non-kin State Situations. European Centre for Minority Issues, décembre 2022. http://dx.doi.org/10.53779/bvkl7633.
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Football clubs are often analysed by scholars as ‘imagined communities’, for no fan of any team will ever meet, or even be aware of most of their fellow supporters on an individual level. They are also simultaneously one of the most tribal phenomena of the twenty-first century, comparable to religion in terms of the complexity of rituals, their rhythm and overall organizational intricacies, yet equally inseparable from economics and politics. Whilst, superficially, the events of sporting fixtures carry little political significance, for many of Europe’s national and linguistic minorities football fandom takes on an extra dimension of identity – on an individual and collective scale, acting as a defining differentiation from the majority society. This blogpost analyses five clubs from non-kin state settings, with the intention to assess how different aspects of minority identities affect their fan bases, communication policies and other practices.
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Mayfield, Colin. Higher Education in the Water Sector : A Global Overview. United Nations University Institute for Water, Environment and Health, mai 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), mai 2021. http://dx.doi.org/10.19088/k4d.2021.094.
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The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
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Yilmaz, Ihsan, et Nicholas Morieson. Civilizational Populism Around the World. European Center for Populism Studies (ECPS), juillet 2022. http://dx.doi.org/10.55271/pp0012.
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This article addresses an issue of growing political importance: the global rise of civilizational populism. From Western Europe to India and Pakistan, and from Indonesia to the Americas, populists are increasingly linking national belonging with civilizational identity—and at times to the belief that the world is divided into religion-based civilizations, some of which are doomed to clash with one another. As part of this process, Hinduism, Buddhism, Islam, and Christianity have all been commandeered by populist parties and movements, each adept at using the power of religion—in different ways and drawing on different aspects of religion—to define the boundary of concepts such as people, nation, and civilization.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, juillet 2022. http://dx.doi.org/10.46661/rio.20220727_1.
Texte intégralRésumé :
This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry : Evidence from Nigeria. Research on Improving Systems of Education (RISE), juillet 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.
Texte intégralRésumé :
Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Arora, Sanjana, et Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.
Texte intégralRésumé :
This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.