Готові списки джерел за темами / Education and globalization – europe

Добірка наукової літератури з теми "Education and globalization – europe"

Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 27 липня 2024

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями

Оберіть тип джерела:

Зміст

Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Education and globalization – europe".

Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.

Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.

Статті в журналах з теми "Education and globalization – europe"

1

Horváth, Attila, and Ottó Mihály. "Globalization of education and Eastern Europe." Prospects 20, no. 2 (June 1990): 145–54. http://dx.doi.org/10.1007/bf02196316.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Ozkok, Zeynep. "Financing Education in Europe: The Globalization Perspective." Economics & Politics 29, no. 1 (October 13, 2016): 69–90. http://dx.doi.org/10.1111/ecpo.12085.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Van der Wende, Marijk. "Reframing Global Engagement." International Higher Education, no. 90 (June 6, 2017): 10. http://dx.doi.org/10.6017/ihe.2017.90.9807.

Повний текст джерела
Анотація:
Globalization has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Higher education has opened up to the world and become more engaged at the global level. But how will this process continue with the current backlash against globalization in Europe and the United States, and what will be the impact of other major geopolitical trends such as the rise of China?
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Van der Wende, Marijk. "Reframing Global Engagement." International Higher Education, no. 90 (June 6, 2017): 10–12. http://dx.doi.org/10.6017/ihe.2017.90.9996.

Повний текст джерела
Анотація:
Globalization has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Higher education has opened up to the world and become more engaged at the global level. But how will this process continue with the current backlash against globalization in Europe and the United States, and what will be the impact of other major geopolitical trends such as the rise of China?
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Papadakis, Nikos Eystathios, and Maria Drakaki. "Prometheus bound? European initiatives and trends on Higher Education and their association with economic competiveness, skills and employability." Advances in Social Sciences Research Journal 8, no. 12 (December 19, 2021): 105–11. http://dx.doi.org/10.14738/assrj.812.11377.

Повний текст джерела
Анотація:
Globalization and increasing internationalization of Higher Education has clearly resulted in a persistent demand for the further transformation of Higher Education Institutes (HEIs), towards competitiveness and contribution to development. What is actually in stake is the employability, while another key issue is the harmonization with the economy and the labor market. That raises, of course, a lot of issues concerning the gradual transformation of the Higher Education and the relation between Higher Education and Society at Large. Globalization has affected all the abovementioned, which is crystal clear in large scale initiatives, in Europe, such as the “Bologna Process” and the subsequent development of the European Higher Education Area, in the case of Europe. Given all the abovementioned, the present article mainly focuses on the European trends, transformations and initiatives in Higher Education, related to HEIs’ active and potential contribution to economic development and the enhancement of graduates’ employability and skills.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

UVALIC´-TRUMBIC´, STAMENKA. "Globalization and Opportunities for Development in Higher Education in South East Europe." Higher Education in Europe 28, no. 3 (October 2003): 315–16. http://dx.doi.org/10.1080/0379772032000119964.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Green, Andy. "Education and globalization in Europe and East Asia: convergent and divergent trends." Journal of Education Policy 14, no. 1 (January 1999): 55–71. http://dx.doi.org/10.1080/026809399286495.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Ibe, Patrick Ik, ANGELA CHEKWUBE EKOH-NWEKE, and AUGUSTINE OBELEAGU AGU. "The Influence of Globalization on National Education Policies in Nigeria." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 807–19. http://dx.doi.org/10.31686/ijier.vol8.iss8.2590.

Повний текст джерела
Анотація:
Globalization is one of the most widely contested phenomena by scholars because of its complexity, elusive nature and attribution for its positive and negative outcomes. Historically, globalization and education are very interrelated. This paper will look at the influence of globalization on National Education Policies in Nigeria. The process of globalization began as early as the fourteenth century or at least with emergence of capitalism in the sixteenth century which resulted in the creation in Europe and USA of national education systems. This process continued and resulted in the transfer of these national education systems by colonial powers on other nations, and eventually to the establishment of the globalization institutions and instruments (WB, IMF, UNESCO, UNICEF). The paper will argue that Nigeria since the introduction of national system of education under colonialism, has always been a recipient of her education policies. The country has not been able to articulate/formulate an endogenous education policy. All opportunities (military to civilian, civilian to military) had always ended in the reproduction (expanding or contracting) of the existing policy. Nigerian education policy makers should try to domesticate globalization and related processes by purposefully interacting with globalization demands as policies are being formulated and implemented. The paper will be presented according to the following themes/sections. One will be conceptualizing globalization and coming up with explanations/definitions for a shared understanding of this complex concept. Two, will be the examination of all the education policies against adequacies and relevance to Nigeria’s needs. Three, will be recommendations on how to indigenize modern education policies.
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Першукова and Oksana Pershukova. "Global English as a mean of intercultural communication and its influence on the development of multilingual education in Europe." Modern Communication Studies 2, no. 4 (August 20, 2013): 25–30. http://dx.doi.org/10.12737/815.

Повний текст джерела
Анотація:
The article deals with the analysis of the important scientific papers on the problems of multilingualism in Europe from the point of view of the impact of globalization of English as a means of intercultural communication. The author gives an analysis of the factors of globalization processes that actualize the problem of development and determine the characteristics of the modern multilingual education.
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Isaac N. Obasi and Akinpelu O. Olutayo. "Globalization, the Bologna Process and African Universities: Limits and Contradictions of Market-oriented Higher Education Reforms." Journal of Higher Education in Africa 7, no. 1-2 (May 30, 2009): 159–87. http://dx.doi.org/10.57054/jhea.v7i1-2.1606.

Повний текст джерела
Анотація:
One of the greatest challenges posed by neo-liberal capitalist globalization is com- petitiveness. The birth of the Bologna Process in 1999 and the launching of the Erasmus Mundus in 2004 were serious attempts by Europe to make its higher education one of the most competitive systems in the world. Both initiatives were aimed at enhancing the compatibility and comparability of European higher education among its members as well as its attractiveness to other regions of the world. The implementation of the Bologna Process has, however, exposed the limits and contradictions of market-oriented higher education reforms. The experience of Europe has shown that neo-liberal higher education reforms under globalization can be manipulated as dictated by the exigencies of national interests. Europe has declared higher education a public good to be made equally accessible to all and to remain a public responsibility. This paper contends that Africa has a lot to learn from the implementation of the Bologna Process. Furthermore, the paper raises policy concerns about the implications of the implementation of the Erasmus Mundus so far from 2004 to 2008, as some evidence suggests that the students benefiting from the Erasmus Mundus programme may end up being part of the brain drain rather than brain gain for Africa. This would therefore hinder rather than promote African development, which the programme ostensibly aims at achieving. Consequently, the paper recommends that policy-makers in Africa should be weary of attempts to use the Bologna Process and the Erasmus Mundus programme as a subtle and new launching pad promoting the brain drain in Africa. The paper also calls on Africa political leaders to uphold the Accra Declaration on GATS and the Internationalization of Higher Education in Africa (2004), a policy that would greatly help to check the excesses of neo-liberal higher education reforms under globalization.
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Дисертації з теми "Education and globalization – europe"

1

Exarchou, Sofia. "Cosmopolitanism or Something Else? : A comparative educational research on primary school policies between Greece and Europe." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132188.

Повний текст джерела
Анотація:
In the 21st century, cosmopolitanism has become an ever emerging concept, as scholars turn to this worldview with the hope to address the unavoidable impacts of globalization. Simultaneously, the new educational trends in Europe in combination with the ongoing socio-political changes create new needs that demand a more cosmopolitan interference. With this in mind, the present research attempts to examine whether and how cosmopolitan ideals are promoted through education policies in Europe and to what extent these cosmopolitan ideals succeed to reach national policies and school practice in a country as Greece. To this end, the author conducts a qualitative multilevel study between Europe and Greece and bases her study on two research methods: interviews and document analysis.     The interview and document analysis that follows leads to a comparison not only between the European and the Greek context but also between the policy and practice level that spawns a better and deeper understanding of how education promotes and can promote cosmopolitanism. The findings of the research highlight that the dilemma of whether to employ an ethnocentric or cosmopolitan educational approach can be acute. Parallel to that, the conflicting conceptions of cosmopolitanism between Greece and the European Union tend to render the moral aspects of education quite numb. Finally, the research closes with some recommendations for the future and suggestions for further studies.
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Xu, Liang. "Developing management education in EU: towards globalization or localization." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943269.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Shannon, William. "National Policies for the Internationalisation of Higher Education in New Zealand: A Comparative Analysis." Thesis, University of Canterbury. National Centre for Research on Europe, 2009. http://hdl.handle.net/10092/3437.

Повний текст джерела
Анотація:
Research has observed an ever-increasing emphasis which is placed on the international dimension in higher education. This thesis is particularly interested in the question, why internationalisation? It constitutes a case study of the rationales driving the national policies for the internationalisation of higher education in New Zealand, the findings of which are compared with those of the seven European countries (Austria, Germany, Greece, the Netherlands, Norway, Portugal and the United Kingdom) analysed as part of a recent European Union 5th Framework Programme project. The available research suggests that economic rationales increasingly drive internationalisation and the first phase of the above project reaffirmed that this was the case at the national level in those countries analysed. This thesis provides an opportunity to corroborate this research and assess whether the same is true in New Zealand. Above all, it intends to contribute to an improved conception of the phenomenon of increasing internationalisation in higher education from which informed discussion and critical debate about its future can take place.
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Dogan, Derya. "The Erasmus Programme In The Internationalization of Turkish Higher Education." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429019768.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Szyszlo, Peter. "Mapping the Borderland of the Knowledge Society: Strategic Global Partnerships and Organizaitonal Responses of Universities in Transition." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37983.

Повний текст джерела
Анотація:
Globalization has motivated universities to calibrate institutional responses for strategic purposes. Yet, specific challenges remain for Ukrainian National Research Universities insofar as the interplay between global and (post-)Soviet knowledge discourses reveal a dual framework, whereby adaptive responses to globalization and entrenched state-centered logics run parallel, and often in conflict, with one another. This study took a critical approach to identify and interpret how the phenomenon of internationalization manifested in the development of strategic partnerships, was translated and re-contextualized into structural innovations, and resulted in systemic institutional change. The thesis delves into the institutional behaviour of three flagship universities in Kyiv, Ukraine and their respective doctoral schools. The selected universities – Kyiv-Mohyla Academy, Kyiv Polytechnic Institute and Taras Shevchenko National University of Kyiv – represent a mixture of organizational types which fall into one or more of the three education archetypes, including the Humboldtian, Soviet and Anglo-American models. These governance models allow for differentiation of institutional interpretations of internationalization and a means of capturing the various ways in which university actors negotiate their spaces of action and translate higher education discourses into practice. The analysis addresses issues of ‘hybridity’ which is not evident in this categorization. The study attempts to problematize internationalization anew by shifting focus on non-linear accounts of the phenomenon in order to comprehend the complex, multi-faceted and often contradictory ways the process plays out across different university landscapes. The inquiry employs conceptualizations combining the Delta Cycle for Internationalization (Rumbley 2010) and a new institutional approach (North 1990). The study is structured as a single-case embedded case study design as described by Yin (2015). Data were collected via 45 semi-structured interviews with university actors and higher education stakeholder agencies, including: senior administrators, mid-level leaders, faculty members and doctoral candidates. The data were supported by scholarly literature, official documents, reports, strategy papers, grey materials, policy statements, field notes. as well as university and ministerial websites. These data were analyzed for content and triangulated according to a modified content analysis approach. This study expands and contributes knowledge on the internationalization of higher education by distinguishing variations of how the phenomenon manifested within different university settings. It examines the place of the university as an organization that not only produces and disseminates knowledge, but assimilates and adapts global knowledge to national needs. Finally, the inquiry explores internationalization as an academic innovation and a process of institutional change which shapes academic identities and legitimizes the university as a global actor.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Ochola, Anne Brenda. "Representing African Migrants' experience in Europe: A study of narratives on the Surprising Europe website." Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133637.

Повний текст джерела
Анотація:
Migration is a continuous process in an increasingly globalized world and African migrants have for a long time migrated to Europe mostly for economic reasons. Due to biased reporting of life in Europe by both western and African media as well as half-truths by Africans living in Europe who seldom tell the whole story of their lives abroad; a lot of African migrants arrive in Europe with a very idealistic image. African migrants thereby risk a lot in pursuit of a better life in Europe. When they finally arrive, a lot of their idealistic expectations are not met, forcing them to be filled with regret and the wish that they had known the full truth before migrating. This study examines an online platform (Surprising Europe’s website), that connects African migrants by inviting them to share stories about their migration experiences in an effort to better inform those intending to migrate. The use of interviews of the producers to better understand the project as well as their intentions, and a narrative analysis of all the 30 articles on the website are analysed. The results indicate that the danger of telling one sided stories contribute to the existing narrative of a western idealistic image of “gold lying on the streets”; as well as an illustration of the authors exhibiting a transformation from people who were formerly Surprising Europe’s audience, now constructing narratives in a collaborative way with the producers. The website therefore demonstrates how an online platform for mediated communication can be used to offer fragmented identities as well as a sense of belonging, offering a voice to the previously voiceless despite their migration status.
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Dovhopol, H. A. "Internationalization and globalization of education." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10563.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Holz, Christopher Friederich. "Globalization, business interests and development of continental free trade agreements." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://catalog.hathitrust.org/api/volumes/oclc/49061043.html.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Jacobsen, Carey Mae. "Globalization, Global Citizenship, and Catholic Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104047.

Повний текст джерела
Анотація:
According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Because Catholic school systems are "among the largest and most significant" religious educational institutions (Marshall, 2018, p.185), Catholic educational leaders should be part of a dialogue to improve the quality of education. Furthermore, it is vital that these dialogues address phenomena impacting the quality of 21st century education. Among critical phenomena impacting 21st century education is globalization (Darling-Hammond, 2010; Friedman, 2005; Zhoa, 2009). In this qualitative study, phenomenological methodology was used to examine experiences and perspectives of Catholic school administrators regarding the phenomenon of globalization. Specifically, the study explored understandings of Catholic school administrators within the Diocese of Richmond, Virginia regarding globalization, global citizenship, and global competencies. Further, this study investigated current practices fostering global citizenship within the Catholic school system. Purposeful sampling of individuals who serve in administrative roles in Richmond diocesan schools, including Junior Kindergarten (JK)-8, JK-12, and 9-12 levels, was used to identify 11 participants who met study inclusion criteria. Consenting individuals were invited to participate in a semi-structured interview regarding the phenomena of interest. Upon completion, participant interviews were transcribed and coded for analysis using qualitative methods consistent with phenomenology. Themes regarding globalization, global citizenship, and global competencies within the Catholic education system were identified. The results and findings of this qualitative study, including implications for educational leaders and recommendations for future studies, were summarized.
Doctor of Education
According to the National Catholic Education Association (NCEA, 2020), 2 million children attend K-12 Catholic schools in the United States. Among religious educational systems in this country, Catholic school systems are particularly significant. Thus, Catholic educational leaders should be part of a dialogue to improve the quality of education. Globalization is a phenomenon that impacts the quality of 21st century education. In this study, the researcher explored perspectives and experiences of Catholic school administrators regarding globalization and global citizenship. This study also investigated current practices fostering global citizenship within a Catholic school system. Administrators in Richmond diocesan schools, including Junior Kindergarten (JK)-8 and 9-12 levels, participated in interviews. The researcher identified themes regarding globalization, global citizenship, and global competencies within the Catholic education system. The results and findings of this study will be used to improve the quality of Catholic education programs.
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Antonsich, Marco. "Territory and identity in the age of globalization: The case of Western Europe." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273650.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Книги з теми "Education and globalization – europe"

1

Oonk, Gerrit Hendrik, and Ralf Maslowski. Internationalisation in secondary education in Europe: A European and international orientation in schools : policies, theories, and research. Charlotte, NC: Information Age Pub., 2011.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Trajectories in the development of modern school systems: Between the national and the global. New York: Routledge, 2015.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Martínez, Luis David Prieto, and Carmen Helena de Peña. La internacionalización de la educación superior en América Latina y Europa: Retos y compromisos. Bogotá, D.C: Pontificia Universidad Javeriana, 2012.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

The Common European Framework of Reference: The globalisation of language education policy. Bristol: Multilingual Matters, 2012.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Research Centre for Islamic History, Art, and Culture, ed. Globalisation and images of the other: Challenges and new perspectives for history teaching in Europe : report and presentations of the symposium organised by the Council of Europe and the Research Centre for Islamic History, Art and Culture (IRCICA), Istanbul, 30 November - 1st December 2008 = Mondialisation et images de l'autre : défis et nouvelles perspectives pour l'enseignement de l'histoire en Europe : rapport et présentations du symposium organisé par le Conseil de I'Europe et le Centre de recherches sur l'histoire, l'art et la culture islamiques (IRCICA), Istanbul, 30 novembre - 1er décembre 2008. Istanbul: IRCICA, 2009.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Dooly, Melinda. Working with children and youth for the future: Their hopes, fears, and reality. New York: P. Lang, 2010.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Roger, Dale, and Robertson Susan L, eds. Globalisation and europeanisation in education. Oxford, U.K: Symposium Books, 2009.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Ghouati, Ahmed. Processus de Bologne et enseignement supérieur au Maghreb. Paris: Harmattan, 2011.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Artamonova, M. V. Reforma vyssheĭ shkoly i Bolonskiĭ prot︠s︡ess v Rossii: (chastnyĭ vzgli︠a︡d metodista). Moskva: Ėkonomika, 2008.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Canning, Mary. Higher education financing in the new EU member states: Leveling the playing field. Washington, D.C: World Bank, 2007.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Частини книг з теми "Education and globalization – europe"

1

Barrett, Beverly. "Background on Higher Education Policy in Europe." In Globalization and Change in Higher Education, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52368-2_1.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Green, Andy. "Education and State Formation in Europe and Asia." In Education, Globalization and the Nation State, 29–51. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230371132_3.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Bienkowski, Wojciech. "Institutional Determinants of the Development of Private Higher Education in Europe." In The University in the Age of Globalization, 187–201. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137023032_9.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Fortes, Mauricio, Barbara M. Kehm, and Tokozile Mayekiso. "Evaluation and Quality Management in Europe, Mexico, and South Africa." In Globalization and Its Impacts on the Quality of PhD Education, 81–109. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-569-4_5.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Tezuka, Yoshiharu. "Dynamics of the Cultures of Discontent: How Is Globalization Transforming the Training of Filmmakers in Japan?" In The Education of the Filmmaker in Europe, Australia, and Asia, 171–87. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137070388_9.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

Повний текст джерела
Анотація:
AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
Стилі APA, Harvard, Vancouver, ISO та ін.
7

do Amaral, Marcelo Parreira. "Comparative Case Studies: Methodological Discussion." In Landscapes of Lifelong Learning Policies across Europe, 41–60. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96454-2_3.

Повний текст джерела
Анотація:
AbstractCase Study Research has a long tradition and it has been used in different areas of social sciences to approach research questions that command context sensitiveness and attention to complexity while tapping on multiple sources. Comparative Case Studies have been suggested as providing effective tools to understanding policy and practice along three different axes of social scientific research, namely horizontal (spaces), vertical (scales), and transversal (time). The chapter, first, sketches the methodological basis of case-based research in comparative studies as a point of departure, also highlighting the requirements for comparative research. Second, the chapter focuses on presenting and discussing recent developments in scholarship to provide insights on how comparative researchers, especially those investigating educational policy and practice in the context of globalization and internationalization, have suggested some critical rethinking of case study research to account more effectively for recent conceptual shifts in the social sciences related to culture, context, space and comparison. In a third section, it presents the approach to comparative case studies adopted in the European research project YOUNG_ADULLLT that has set out to research lifelong learning policies in their embeddedness in regional economies, labour markets and individual life projects of young adults. The chapter is rounded out with some summarizing and concluding remarks.
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Ydesen, Christian. "Globalization and Localization in the Shaping of the Danish Public Education System: Recontextualization Processes in Four Historical Educational Reforms." In Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms, 85–109. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3009-5_5.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Nester, William R. "From Feudal to Modern Europe." In Globalization, 19–25. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117389_4.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Jacoby, Wade, and Sophie Meunier. "Europe and Globalization." In Research Agendas in EU Studies, 354–74. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230279445_15.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.

Тези доповідей конференцій з теми "Education and globalization – europe"

1

Bolborici, Ana-Maria, and Teofan Narcis Axinte. "Education and Internationalization of Higher Education in Disruptive Times." In 6th International Scientific Conference – EMAN 2022 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eman.2022.155.

Повний текст джерела
Анотація:
In recent years, most countries around the world, particularly in Europe, have mainstreamed internationalization at the national and in­stitutional levels. Europe is seen around the world as a best-practice case for internationalization, but nowadays with significant challenges hav­ing to regard the new realities: as the outbreak of the COVID-19 pandem­ic and the situation in Ukraine, but also the massive impact of the refugees who come over the previous waves of immigrants and which can be meet all over Europe. In this study, we present the tendencies of internationali­zation in higher education. If, until today, the globalization of economies and societies influenced the internationalization of higher education, today the disruptive times determine the enhanced importance of knowledge to find solutions to these issues. This study presents the pillars of the European internationalization strategy, as regards European Higher Education com­pared with other regions of the world, and gives a few good-practice cases in internationalization.
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.

Повний текст джерела
Анотація:
Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Schumacher, Hermann, and Michael Hoffmann. "Globalization in Engineering Education: the German Experience." In 29th European Microwave Conference, 1999. IEEE, 1999. http://dx.doi.org/10.1109/euma.1999.338415.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Švogžlys, Povilas, and Eugenijus Chlivickas. "Globalization Impact on Investments: Challenges and Solutions." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.016.

Повний текст джерела
Анотація:
Globalization is certainly a widely debated topic nowadays. It is one of the main features characterizing contemprorary society. This phenomenon affects the most significant social, economic, technological, political and cultural processes. Rising living standarts and technological progress are changing consumer behavior, needs and main priorities. Purchasing decisions are determined not only by price or physical and technical characteristics of the item, but also by global trends which can directly affect consumer behavior. This publication presents analysis of globalization impact on investments. Given the fact that the real estate is one of the most important investments in our life, the study has focused on the European Union residential real estate markets. The methods of scientific literature analysis, statistical data evaluation and synthesis has been applied for the research presented in this paper.
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Constantin, Ion. "The Ethical-Religious Dynamics in the Context of Europe’s Globalization." In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.30.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Floris, Francesco, Marina Marchisio, Carla Marello, and Lorenza Operti. "Bridge the gap between high school systems with less than twelve years of schooling and European Universities." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9494.

Повний текст джерела
Анотація:
The phenomenon of globalization that concerns the modern era, pushed by technological evolution, has led to several changes in the field of education. Not only are education policies of the single States adapting by directing towards European models: the possibility for a student to choose a university is increasing all over the world, too. In order to facilitate students who want to enroll at a European university and who come from countries with less than 12 years of compulsory schooling, our University designed the Foundation Programme. This is an additional year that allows to earn 60 ECTS to reach the 12 years of schooling, a basic requirement for university access in Europe. The main feature of this project is that it is delivered online; this allows to reduce the costs of enrollment and allows students to attend it directly from home in their country. The design, structure and methodologies of the project are described and discussed in this article.
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Vasilachi, Serghei. "Globalization and economic consequences of multilingualism." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.27.

Повний текст джерела
Анотація:
Languages can build bridges between people, giving them access to other countries and cultures and enabling them to understand each other better. Knowledge of foreign languages plays a vital role in increasing employability and mobility. Multilingualism also improves the competitiveness of the EU economy. Due to the lack of language skills, companies lose international contracts and the mobility of skills and talents is hampered. In order to develop the skills required in the labor market, the European Commission cooperates with stakeholders in education and entrepreneurship.
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Melnikas, Borisas. "Innovation management studies: technological advance and challenges of globalization." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.33.

Повний текст джерела
Анотація:
The essence, principles, the needs and opportunities of the improvement of the innovation management studies, as well as main priorities and trends of the innovation management specialists education and training systems development are investigated and discussed. Main problems and improvement priorities in the field of innovation management studies, particularly – under contemporary conditions of globalization and in the context of the needs of technological advance, are identified and analyzed. A complex analysis of current situation and of the development of innovation management studies and of innovation management specialists education and training systems modernization processes and problems is presented. Special attention is paid to innovation management specialists education, training and development under contemporary conditions and challenges of globalization, knowledge based society creation, European integration and the European Union’s enlargement, as well as to the needs of the improvement of innovation management studies in accordance with the processes and priorities of the high technology sectors development and activation of the technological advance in general. The absence of well-founded general and special principles of innovation management studies and innovation management specialists education, training and development, as well as the absence of special principles of innovation management studies under contemporary conditions of globalization and in the context of the needs of technological advance could be defined as an especially important scientific, practical and research problem. An in-depth analysis of innovation management specialists’ development principles and practical experiences in the area of innovation management specialists education and training is provided.
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Kvedarienė, Audronė, Laima Švedienė, and Giedrė Švedaitė. "Creation and Implementation of High Technologies in Lithuania under Conditions of Globalization." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.068.

Повний текст джерела
Анотація:
The development, dissemination and implementation of high technologies in Lithuanian market is a complex process within national innovation system. The comprehension of trends in the global market requires investigation of implications of regionalization, globalization and internationalization phenomena. EU policies significantly support R&D though the efficiency of innovation commercialization is not far reaching comparing with the leading countries in high technologies development, dissemination and implementation. To overcome this European paradox and social, environmental challenges, EU Commission ascertained Innovation Union 2020 Strategy. The objective of this article is to explore the EU regionalization impact on Lithuanian high technology development, dissemination and implementation performance, therefore the value chain theories relevant for the global markets aspect are reflected.
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Chitiga, Georgiana. "The transition towards a sustainable economy." In International Scientific-Practical Conference "Economic growth in the conditions of globalization". National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cecg.iii.2023.17.19.

Повний текст джерела
Анотація:
The paper aims to analyze the need to transform the global economy into an economy with low CO2 emissions, a "decarbonized" economy, an economy with low climate risk, finally becoming a sustainable economy. The transformation of the economy will extend over a long time horizon and, as a result of the limits and resistance factors of the current economic system, it will not take place quickly, essential transformations being necessary in all areas of activity, but also in the way of thinking, the lifestyle, education, health and political organization. The recent global economic crisis, the registration of the continuous and irreversible damage to the environment, with negative effects, including on human subjects, have demonstrated the capacity and reduced reaction limits of the economic system to the environmental instabilities. Analyis performed proves that treating and studying the governance of sustainable development is particularly complex. Determining the choice of appropriate public policies is all the more obvious as the sectoral dimension used in public administration mainly needs to be changed, giving way to integrated and horizontally coordinated approaches. Also, the increase in the degree of globalization and integration entails a vertical integration of public policies that will have to include converging objectives of sustainable development. There is a need for a policy focused on a functional productive industry, with jobs in Europe, a policy beneficial for European society; the products, their applications, but also the employees, represent the foundation of a prosperous European society, energy efficient, with low carbon emissions.
Стилі APA, Harvard, Vancouver, ISO та ін.

Звіти організацій з теми "Education and globalization – europe"

1

Stulz, Rene. Financial Globalization, Corporate Governance, and Eastern Europe. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11912.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.

Повний текст джерела
Анотація:
Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Jallade, Jean-Pierre. Secondary Education in Europe: Main Trends. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0007900.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Orozco, Manuel. Worker Remittances: The Human Face of Globalization. Inter-American Development Bank, February 2010. http://dx.doi.org/10.18235/0008701.

Повний текст джерела
Анотація:
This report is a comparative study of worldwide transfer costs to nine countries in Europe, Asia, and Africa, and specifically at costs for immigrants to send money from major sending countries including from the United States. It also compares these international trends with costs and trends of sending money to Latin America.
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28342.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Reia-Baptista, V., A. Burn, M. Reid, and M. Cannon. Screening Literacy: Reflecting on Models of Film Education in Europe. Revista Latina de Comunicación Social, RLCS, June 2014. http://dx.doi.org/10.4185/rlcs-2014-1015en.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Merrien, François X. Reforming Higher Education in Europe: From State Regulation Towards New Managerialism? Inter-American Development Bank, May 2000. http://dx.doi.org/10.18235/0010752.

Повний текст джерела
Анотація:
The present study describes the changes in the traditional European model of higher education, its successes as well as failures. The remarkable expansion of higher education in Europe during the postwar period was the result of a shared belief in the virtue of higher education per se. The traditional model of higher education assumes a stable relationship of fair exchange between the State and the academics: the State gives power to the academics in the belief that in this way it will receive in return the forms of knowledge, basic research, and advanced education that will be of most value to itself. In Europe-as was the case in Latin America-the policy of developing the higher education sector was supported by the elite and by the middle classes, both of whom considered higher education to be a means for training professional workers and a way to enhance economic development and social mobility. The 1980s marked the beginning of some radical changes on the two continents in terms of higher education. This evolution can be associated with a shift from a more interventionist, Keynesian welfare state to a more neoliberal and supervisory State. This shift meant diminution of the belief that bureaucratic institutions could respond correctly to society's needs and increased currency of the belief in the virtues of markets or quasi-markets. The aim of the study is not to compare trends in Europe with those in Latin America. Nevertheless, it is interesting to note that from the beginning of the 1970s radical changes were also introduced into the Latin American systems of higher education, partially for economic and political reasons.
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Krueger, Dirk, and Krishna Kumar. US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education. Cambridge, MA: National Bureau of Economic Research, September 2003. http://dx.doi.org/10.3386/w10001.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Wood, Jonas, Leen Marynissen, Jessica Nisén, Peter Fallesen, Karel Neels, Alessandra Trimarchi, Lars Dommermuth, Ruben Van Gaalen, Martin Kolk, and Pekka Martikainen. Regional variation in women’s education-fertility nexus in Northern and Western Europe. Rostock: Max Planck Institute for Demographic Research, November 2021. http://dx.doi.org/10.4054/mpidr-wp-2021-021.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Krueger, Dirk, and Krishna Kumar. Skill-specific rather then General Education: A Reason for US-Europe Growth Differences? Cambridge, MA: National Bureau of Economic Research, January 2003. http://dx.doi.org/10.3386/w9408.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Також вас можуть зацікавити розширені добірки на тему "Education and globalization – europe" для конкретних типів джерел:
Статті в журналах Дисертації Книги
Ми пропонуємо знижки на всі преміум-плани для авторів, чиї праці увійшли до тематичних добірок літератури. Зв'яжіться з нами, щоб отримати унікальний промокод!

До бібліографії