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  • 2005-2009  (21)
  • Dordrecht : Springer  (21)
  • Ann Arbor, Michigan : ProQuest
  • Education and state  (21)
  • Education  (21)
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Years
  • 2005-2009  (21)
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Author, Corporation
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  • 1
    Online Resource
    Online Resource
    International Handbook of School Effectiveness and Improvement (2007)
    Dordrecht : Springer
    Details
    ISBN: 9781402057472
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Springer International Handbooks of Education 17
    DDC: 371.2
    RVK:
    DB 2000
    Keywords: Education ; Comparative education ; Education and state ; Wörterbuch ; Schulentwicklung
    Abstract: This book reviews of the development, implementation and practice of the disciplines of school effectiveness and school improvement. Seven main topics are addressed: History of the school effectiveness movement over the last 25 years; Changes in accountability and standards; Leadership in school effectiveness; Changes in teacher education; Impact of Diverse Populations; Education Funding and its Impact; and Best Practice Case Studies. The contributors are active in school effectiveness research worldwide.
    Abstract: This handbook provides the most comprehensive international review of the school effectiveness and school improvement research in the twenty five years since the disciplines became prominent. The handbook contains chapters, not only from most of the key contributors to this research from the USA, the UK, Hong Kong and Europe, but also contains a number of chapters that document the progress of the field in regions of the world that are less known, including the Asian-Pacific region, Latin America, Africa and the Middle East. It contains the thoughts of not only the proponents of school effectiveness research, but those that have been critical of it. It documents the progress of the field over the past quarter century and clearly identifies the improvements in research techniques and the ability to consider context as a major feature. It provides both theoretical constructs and practical applications and case studies that are transnational and those that are local. Finally, it provides some possibilities for future research, policy and practice to guide the discipline into the next decade of change. The handbook provides a state of the art analysis of the complex issues facing schools, school systems, societies and nations that will support researchers, policy makers and practitioners in their search for ways to provide a high quality education to all students.
    Description / Table of Contents: Front Matter; 20 Years of ICSEI: The Impact of School Effectiveness and School Improvement on School Reform; Four Decades of Body-Surfing the Breakers of School Reform: Just Waving, Not Drowning; Generic and Differentiated Models of Educational Effectiveness: Implications for the Improvement of Educational Practice; Improving School Effectiveness: Retrospective and Prospective; School Effectiveness Research in Latin America; "Effective for What; Effective for Whom?" Two Questions SESI Should Not Ignore; Pursuing the Contextualisation Agenda: Recent Progress and Future Prospects
    Description / Table of Contents: A History of School Effectiveness and Improvement Research in the USA Focusing on the Past Quarter CenturyHistory of the School Effectiveness and Improvement Movement in Canada over the Past 25 Years; School Improvement in Latin America: Innovations over 25 Years (1980-2006); Growing Together: School Effectiveness and School Improvement in the UK; Educational Effectiveness and Improvement: The Development of the Field in Mainland Europe; School Effectiveness and Improvement in Asia: Three Waves, Nine Trends and Challenges; School Effectiveness and Improvement in Taiwan
    Description / Table of Contents: School Effectiveness and Improvement in Mainland ChinaThe Maturing of a Movement: Tracking Research, Policy and Practice in Australia; Schooling Reform: Reflections on the New Zealand Experience; History of the School Effectiveness and Improvement Movement in Africa; School Autonomy for School Effectiveness and Improvement: The Case of Israel; Recent Initiatives in School Effectiveness and Improvement: The Case of Turkey; Recent Initiatives in School Effectiveness and Improvement: The Case of the Islamic Republic of Iran; The Relationship Between Student Attainment and School Resources
    Description / Table of Contents: Accountability, Funding and School Improvement in CanadaCost and Financing of Education and Its Impact on Coverage and Quality of Services and Efficiency and Equity in Sub-Saharan African Countries; Resources and School Effectiveness and Improvement; School Effectiveness and School Improvement (SESI): Links with the International Standards/Accountability Agenda; Evolution of School Performance Research in the USA: From School Effectiveness to School Accountability and Back; Education Decentralisation and Accountability Relationships in Latin American and the Caribbean Region
    Description / Table of Contents: Equity, Efficiency and the Development of South African SchoolsPolicy Perspective on School Effectiveness and Improvement at the State Level: The Case of South Australia; Diverse Populations and School Effectiveness and Improvement in the USA; School Leadership, School Effectiveness and School Improvement: Democratic and Integrative Leadership; Leadership and School Reform Factors; The Emotional Side of School Improvement: A Leadership Perspective; Leadership and School Effectiveness and Improvement; Leadership Development for School Effectiveness and Improvement in East Asia
    Description / Table of Contents: Teacher Leadership: Barriers and Supports
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-5747-2
    URL: Volltext  (lizenzpflichtig)
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  • 2
    Online Resource
    Online Resource
    University Dynamics and European Integration (2007)
    Dordrecht : Springer | [Berlin : Springer
    Details
    ISBN: 9781402059711
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Higher Education Dynamics 19
    DDC: 378.4
    RVK:
    DM 2000
    Keywords: Education ; Education and state ; Education, Higher ; Political science ; Konferenzschrift 2006 ; Hochschulreform ; Europäische Integration ; Europäische Union ; Hochschulpolitik ; Bologna-Prozess ; Lissabon-Strategie
    Abstract: "The European University is under stress. It has become commonplace to argue that radical reforms are needed. The claim is that while environments are changing rapidly, European universities do not learn, adapt and reform themselves fast enough. Reform plans comprise the purposes of universities, i.e. definitions of what the University is, can be and should be, criteria for quality and success, the kinds of research, education., services and innovation to be produced, and for whom. Reform plans also include the universities' organization and financial basis, their governance structures, who should influence the future dynamics of universities, and according to what principles. In contrast, it can be argued that the currently dominant reform rhetoric is only one among several competing visions and understandings of the University and its dynamics. What is at stake is ""what kind of University for what kind of society"" and which, and whose values, interests and beliefs should be given priority in University governance and reforms? This book explores the visions underlying the attempts to reform the European University as well as two European integration processes (""Bologna"" and ""Lisbon"") affecting University dynamics. Above all, the book presents a framework for analyzing ongoing ""modernization"" reforms and reform debates that take place at various governance levels, not least the European level, and a long-term research agenda."
    Description / Table of Contents: Front Matter; European Debates on the Knowledge Institution: The Modernization of the University at the European Level; The Institutional Dynamics of the European University; A Rule-governed Community of Scholars: The Humboldt Vision in the History of the European University; An Instrument for National Political Agendas: The Hierarchical Vision; An Internal Representative System: The Democratic Vision; A Service Enterprise: The Market Vision; The Bologna Process: An Intergovernmental Policy Perspective; The Lisbon Process: A Supranational Policy Perspective
    Description / Table of Contents: "Europe of Knowledge:" Search for a New PactBack Matter
    Note: Includes bibliographical references (p. 215-235) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-5971-1
    URL: Volltext
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  • 3
    Online Resource
    Online Resource
    Successful Principal Leadership in Times of Change : An International Perspective (2007)
    Dordrecht : Springer | [Berlin : Springer
    Details
    ISBN: 9781402055164
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Studies In Educational Leadership 5
    DDC: 371.2012
    RVK:
    DK 1040
    Keywords: Education ; Education and state ; Education, Higher ; Schulleitung ; Internationaler Vergleich ; Aufsatzsammlung
    Abstract: This book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, and Sweden to Hong Kong. Bringing together case study research, the book helps explain what all successful principals do and the ways in which context shapes some of their work.
    Abstract: The leadership of school principals is an enormously powerful influence on the quality of schools and the learning of pupils. While the work of principals has been examined intensively over the past 20 years, almost no effort has been made to understand the role from an international or cross-cultural perspective. This book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, Sweden to Hong Kong. Bringing together case study research, the book helps explain what all successful principals do and the ways in which context shapes some of their work.
    Description / Table of Contents: 978-1-4020-5516-4_BookFrontmatter_OnlinePDF.pdf; 978-1-4020-5516-4_1_OnlinePDF.pdf; Starting with What we Know; 978-1-4020-5516-4_2_OnlinePDF.pdf; Successful School Principalship in Tasmania; 978-1-4020-5516-4_3_OnlinePDF.pdf; Models of Successful Principal Leadership: Victorian Case Studies; 978-1-4020-5516-4_4_OnlinePDF.pdf; Sustaining Success in Challenging Contexts: Leadership in English Schools; 978-1-4020-5516-4_5_OnlinePDF.pdf; Successful Leadership Based on Democratic Values; 978-1-4020-5516-4_6_OnlinePDF.pdf; Successful PrincipalshipThe Swedish Case
    Description / Table of Contents: 978-1-4020-5516-4_7_OnlinePDF.pdfCommunicative Strategies Among Successful Danish School Principals; 978-1-4020-5516-4_8_OnlinePDF.pdf; Successful Leadership: Does Context Matter and If So, How?; 978-1-4020-5516-4_9_OnlinePDF.pdf; Successful Principalship in Shanghai: A Case Study; 978-1-4020-5516-4_10_OnlinePDF.pdf; Against the Odds: Successful Principals in Challenging U.S. Schools; 978-1-4020-5516-4_11_OnlinePDF.pdf; Building and Sustaining Successful Principalship: Key Themes; 978-1-4020-5516-4_12_OnlinePDF.pdf; What We Learned: A Broad View
    Note: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-5516-1
    URL: Volltext
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  • 4
    Online Resource
    Online Resource
    Higher Education: Handbook of Theory and Research (2007)
    Dordrecht : Springer
    Details
    ISBN: 9781402056666
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Higher Education: Handbook of Theory and Research 22
    DDC: 378
    RVK:
    DV 2850
    Keywords: Education ; Curriculum planning ; Education and state ; Education, Higher
    Abstract: Part of a series which offers a compendium of integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. This book focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community
    Description / Table of Contents: Front Matter; A Career Out of Control (Maybe); Accountability, Assessment, and the Scholarship of "Best Practice"; Striving for What? Exploring the Pursuit of Prestige; 'Outsiders', Student Subcultures, and the Massification of Higher Education; Teachers' Nonverbal Behavior and its Effects on Students; The Pell Program at Thirty Years; The Political Economy of Redistribution Through Higher Education Subsidies; Adjusting for Nonresponse in Surveys; Neoliberal Policies and Community College Faculty Work; Signals and Strategies in Hiring Faculty of Color
    Description / Table of Contents: Marketing Sameness: Consumerism, Commercialism, and the Status QuoBack Matter;
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-5666-6
    URL: Volltext  (lizenzpflichtig)
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  • 5
    Online Resource
    Online Resource
    Lifelong Learning - Signs, Discourses, Practices (2007)
    Dordrecht : Springer | [Berlin : Springer
    Details
    ISBN: 9781402055799
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 8
    DDC: 374
    RVK:
    CP 5000
    RVK:
    DW 1000
    Keywords: Education ; Curriculum planning ; Education and state ; Education Philosophy ; Lebenslanges Lernen ; Lernpsychologie ; Aufsatzsammlung
    Abstract: This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education.
    Abstract: This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education. The text explores the different ways in which learning conveys meaning and is given meaning. Given this, lifelong learning therefore is a way, and a significant way, in which learning is fashioned. The text then explores the notion that, if learning is lifelong and lifewide, what precisely is learning as distinct from other social practices and how those practices are given meaning as learning.
    Note: Includes bibliographical references (p. 173-180) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-5579-X
    URL: Volltext
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  • 6
    Online Resource
    Online Resource
    Portraits of Influential Chinese Educators (2007)
    Dordrecht : Springer | [Berlin : Springer
    Details
    ISBN: 9781402055683
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: CERC Studies in Comparative Education 17
    DDC: 370.922
    RVK:
    DV 2105
    Keywords: Education ; Comparative education ; Education and state ; Education Philosophy ; History ; Humanities ; China ; Pädagogik
    Abstract: This book conveys an understanding of China s educational development from within. It does so through portraits of eleven influential educators whose ideas have shaped the educational reforms initiated by Deng Xiaoping in 1978. These eleven educators are portrayed in the context of their cultural heritage, families, communities and schools, offering their own deeply reflective interpretations of Chinese education. The book provides glimpses into the educational context of China s recent move onto the world stage.
    Abstract: This book conveys an understanding of China??'s educational development from within. It does so through portraits of eleven influential educators whose ideas have shaped the educational reforms initiated by Deng Xiaoping in 1978. These eleven educators are portrayed in the context of their cultural heritage, families, communities and schools, offering their own deeply reflective interpretations of Chinese education. The book provides glimpses into the educational context of China??'s recent move onto the world stage
    Description / Table of Contents: Front Matter; Creating the Portraits - An Interpretive Framework; Wang Chengxu - A Leading Figure in Comparative Education; Li Bingde - Pioneer of Learning Theory and Educational Experimentation; Zhu Jiusi - A Visionary University Leader; Pan Maoyuan - Founder of Higher Education Studies in China; Xie Xide - An Outstanding Scientist and Educator; Wang Fengxian - A Leading Philosopher of Education; Wang Yongquan - Higher Education Thinker and Leader; Gu Mingyuan - Comparative Educator and Modernization Theorist; Lu Jie - A Woman Educator of Standing
    Description / Table of Contents: Liu Fonian and Ye Lan - Influential Educators of Two GenerationsComparative Reflections on the Portraits; Back Matter;
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-5568-3
    URL: Volltext
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  • 7
    Online Resource
    Online Resource
    Governance and Performance of Education Systems (2007)
    Dordrecht : Springer
    Details
    ISBN: 9781402064463
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.207
    RVK:
    DI 1000
    Keywords: Education ; Education and state ; Educational tests and measurements ; Bildungswesen ; Organisationsentwicklung ; Governance
    Abstract: Educational systems are now more than ever faced with the challenge of improving their performance and proving that suitable measures are being taken to guarantee greater efficiency regarding equity. Bringing together a wide range of disciplines and experience in several countries, this book details possible models of governance and describes ways to measure their effects in terms of efficiency and equity.
    Abstract: Education has increasingly become the focus of public discourse and policy, with its methods, resources and achievements widely debated. As a result, educational systems are now more than ever faced with the challenge of improving their performance and of proving that suitable measures are being taken to guarantee greater efficiency regarding equity. This desire for better results requires that better methods for their measurement exist so that they can be better understood and, ultimately, improved. Several disciplines have already developed instruments for this purpose. The educational sciences have been particularly active in this field. Other disciplines, such as sociology, economics, management, information technology, and political science are also making significant contributions to the emergence of a better form of governance. Before one can benefit from these developments, one first must know about their existence and analyse and question them. The proposed book is unique in that it brings together a wide range of disciplines and experience from several countries. What are possible models of governance? How do we measure their effects in terms of efficiency and equity? What type of contribution can financial and information systems make? How do we adapt the prevailing culture to the challenge of better performance? These are some of the concrete questions to which this book provides an answer.
    Description / Table of Contents: Front Matter; Introduction: Governance and Performance of Education Systems; The New Regulation Forms of Educational Systems in Europe: Towards a Post-bureaucratic Regime; Comparing Higher Education Governance Systems in Four European Countries; Purpose and Limits of a National Monitoring of the Education System Through Indicators; Measuring and Comparing the Equity of Education Systems in Europe; The Economic Benefits of Improved Teacher Quality; Direct Democracy and Public Education in Swiss Cantons; School Factors Related to Quality: Multilevel Analysis for Three Swiss Cantons
    Description / Table of Contents: Are Swiss Secondary Schools Efficient?Funding Schools by Formula; A Cost Model of Schools: School Size, School Structure and Student Composition; The Potential of School Information Systems for Enhancing School Improvement; School Autonomy and Financial Manoeuvrability: French Principals' Strategies; Finnish Strategy for High-Level Education for All; Back Matter
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-6446-3
    URL: Volltext  (lizenzpflichtig)
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  • 8
    Online Resource
    Online Resource
    International Handbook of Urban Education (2007)
    Dordrecht : Springer
    Details
    ISBN: 9781402051999
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Springer International Handbooks of Education 19
    DDC: 370
    RVK:
    DU 2500
    Keywords: Education ; Education and state ; Stadt ; Bildungswesen
    Abstract: The universality of the problematics with urban education, together with the importance of understanding the context of improvement interventions, brings into sharp focus the importance of an undertaking like the International Handbook of Urban Education. An important focus of this book is the interrogation of both the social and political factors that lead to different problem posing and subsequent solutions within each region.
    Abstract: It is evident that urban education has become the central focus of educators at the present time. In the U.S., for example, almost one third of all school age children attend schools in large urban school districts. It is in these urban schools where the diversity of cultures and languages is highest and where student learning is most problematic. What has emerged from recent work to improve urban schools is the insight that there is no one-size-fits-all panacea. Rather, we have discovered that the local context shapes, in critically important ways, what will be effective at the school level. The universality of the problematics with urban education, together with the importance of understanding the local, or situated, context of improvement interventions, brings into sharp focus the importance and timeliness of an undertaking like the International Handbook of Urban Education. An important focus of the International Handbook of Urban Education will be the interrogation of both the social and political factors that lead to different problem posing and subsequent solutions within each region. An important question to be answered, for example, is what it takes in terms of resources, political will and policy actions to improve urban education.
    Description / Table of Contents: pt. 1, section 1. Africa ; section 2. Asia Pacific ; section 3. Western Europe -- pt. 2, section 4. Latin America ; section 5. North America ; section 6. United Kingdom.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-5199-9
    URL: Volltext  (lizenzpflichtig)
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  • 9
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    Online Resource
    School Knowledge in Comparative and Historical Perspective : Changing Curricula in Primary and Secondary Education (2007)
    Dordrecht : Springer | [Berlin : Springer
    Details
    ISBN: 9781402057366
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: CERC Studies in Comparative Education 18
    DDC: 375.006
    RVK:
    DP 1420
    RVK:
    DQ 3003
    RVK:
    DQ 5000
    Keywords: Education ; Comparative education ; Curriculum planning ; Education and state ; Sociology ; Aufsatzsammlung ; Grundschule ; Lehrplanentwicklung ; Sekundarstufe ; Internationaler Vergleich
    Abstract: In this special edited volume, scholars with diverse backgrounds and conceptual frameworks explore how economic, political, social and ideological forces impact on school curricula over time and place. In providing regional and global perspectives on curricular policies, practices and reforms, the authors move beyond the conventional notion that school contents reflect principally national priorities and subject-based interests.
    Abstract: School curricula are established not only to prepare young people for a real world, but also to beckon an imagined one anchored in individual rights and collective progress. Both worlds the real and the imagined increasingly reflect influential trans-national forces. In this special edited volume, scholars with diverse backgrounds and conceptual frameworks explore how economic, political, social and ideological forces impact on school curricula over time and place. In providing regional and global perspectives on curricular policies, practices and reforms, the authors move beyond the conventional notion that school contents reflect principally national priorities and subject-based interests. Some authors emphasize a convergence to standardized global curricular structures and discourses. Others suggest that changes regarding the intended contents of primary and secondary school curricula reveal regional or trans-cultural influences. Overall, these comparative and historical studies demonstrate that the dynamics of curriculum-making and curricular reform are increasingly forged within wider regional, cross-regional and global contexts.
    Description / Table of Contents: CONTENTS; List of Tables and Figures; Acronyms; Series Editor's Foreword; Dedication to Cecilia Braslavsky Juan Carlos TEDESCO; Acknowledgements; Introduction; THE CHANGING IDEOLOGICAL BASES OF THE SCHOOL CURRICULUM; 1 Educational Ideology and the School Curriculum; 2 The Worldwide Rise of Human Rights Education; CURRICULAR CONTENTS AND PRACTICES IN PRIMARY AND SECONDARY EDUCATION; 3 The Spread of English Language Instruction in the Primary School; 4 Educating Future Citizens in Europe and Asia; 5 Historical Competence as a Key to Promote Democracy
    Description / Table of Contents: 6 The Marginalization of Aesthetic Education in the School Curriculum7 Transmission of Values in Muslim Countries: Religious Education; 8 World Models of Secondary Education, 1960--2000; 9 Micro-politics and the Examination of Curricular Practices:; THE DYNAMICS OF CURRICULUM-MAKING AND CURRICULAR REFORM; 10 The Current Discourse on Curriculum Change: A Comparative Analysis of National Reports on Education; 11 The Dynamics of Curriculum Design and Development: Scenarios for Curriculum Evolution; 12 Socio-historical Processes of Curriculum Change
    Description / Table of Contents: 13 New Proposals for Upper Secondary Curricula inSCHOOL CURRICULA IN PERSPECTIVE: REFLECTIONS ON THE PAST, AND DIRECTIONS FOR THE FUTURE; 14 Cecilia Braslavsky and the Curriculum: Reflections on a Lifelong Journey in Search of Quality Education for All; 15 World Models, National Curricula, and the Centrality of the Individual; Contributors; Bibliography; Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-5736-6
    URL: Volltext
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  • 10
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    Graduate Attributes, Learning and Employability (2007)
    Dordrecht : Springer | [Berlin : Springer
    Details
    ISBN: 9781402053429
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Lifelong Learning Book Series 6
    DDC: 305.55
    RVK:
    DL 4000
    RVK:
    DW 1000
    Keywords: Education ; Education and state ; Education, Higher ; Education Philosophy ; Lebenslanges Lernen ; Aufsatzsammlung
    Abstract: Explains why generic capacities have become so important and presents an argument that the process of acquiring them is both lifelong and developmental. By using case studies and theoretical analyses, this book provides a comprehensive and contemporary coverage of the issues concerning generic abilities
    Description / Table of Contents: Front Matter; Introduction; Nature And Development of Generic Attributes; Graduate Attributes in an Age of Uncertainty; Graduate Attributes and Changing Conceptions of Learning; Graduate Employability and Lifelong Learning: A Need for Realism?; The OECD: Its Role in the Key Competencies Debate and in the Promotion of Lifelong Learning; Graduate Attributes and the Transition to Higher Education; Academics' Understandings of Generic Graduate Attributes: A Conceptual Basis for Lifelong Learning
    Description / Table of Contents: Skills Development: Ten Years of Evolution from Institutional Specification to a more Student-Centred ApproachLifelong Learning, Graduate Capabilities and Workplace Learning; Work-Based Learning, Graduate Attributes and Lifelong Learning; Generic Attributes and the First Job: Graduates' Perceptions and Experiences; Constructing Professionals' Employ-Abilities: Conditions for Accomplishment; Synthesis: A Lifelong Learning Framework for Graduate Attributes;
    Note: Description based upon print version of record
    DOI: 10.1007/1-4020-5342-8
    URL: Volltext
    URL: Volltext
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  • 11
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    Philosophical Perspectives on Lifelong Learning (2007)
    Dordrecht : Springer
    Details
    ISBN: 9781402061936
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 11
    DDC: 374.001
    RVK:
    DF 3000
    RVK:
    DW 1000
    Keywords: Education ; Curriculum planning ; Education and state ; Education Philosophy ; Aufsatzsammlung
    Abstract: This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning. Written in a straightforward understandable manner, the book examines in depth the range of philosophical perspectives in the field of lifelong learning theory, policy, practice and applied scholarship.
    Abstract: The aim of this book is provide an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning. The books is concerned to examine in depth the range of philosophical perspectives in the field of lifelong learning theory, policy, practice and applied scholarship, extending the scale and scope of the substantive contribution made by philosophical and theoretical approaches to our understanding of education. The book seeks to make an informed contribution to shaping, expanding and deepeni
    Description / Table of Contents: Front Matter; Lifelong Learning: Concepts and Conceptions; Lifelong Learning and the Politics of the Learning Society; Lifelong Learning and Vocational Education and Training: Values, Social Capital, and Caring in Work-Based Learning Provision; From Adult Education to Lifelong Learning and Back Again; 'Framing' Lifelong Learning in the Twenty-First Century: Towards a Way of Thinking; Lifelong Learning: Conceptual and Ethical Issues; Lifelong Learning: Beyond Neo-Liberal Imaginary; Widening Participation in Higher Education: Lifelong Learning as Capability
    Description / Table of Contents: Lifelong Learning: Exploring Learning, Equity and Redress, and AccessLifelong Learning and Democratic Citizenship Education in South Africa; Lifelong Learning and Knowledge: Towards a General Theory of Professional Inquiry; The Nature of Knowledge and Lifelong Learning; Reading Lifelong Learning Through a Postmodern Lens; Good Practice in Lifelong Learning; Philosophical Perspectives on Lifelong Learning: Insights from Education, Engineering, and Economics; Building a Learning Region: Whose Framework of Lifelong Learning Matters?; Changing Ideas and Beliefs in Lifelong Learning?; Back Matter
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-6193-6
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  • 12
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    Educational Research: Why 'What Works' Doesn't Work (2007)
    Dordrecht : Springer
    Details
    ISBN: 9781402053085
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Educational Research v.1
    DDC: 370.7
    RVK:
    DF 3000
    Keywords: Education ; Education Philosophy ; Education and state ; Education, Higher ; Aufsatzsammlung ; Forschung ; Pädagogik ; Praxis
    Abstract: Education and educational research are concerned with 'what works', to the exclusion of all other considerations. This book focuses on the problematical nature of the search for 'what works' in educational contexts, in practice as well as in theory
    Description / Table of Contents: The 'good practices' of Jozef Emiel Verheyenschoolman and Professor of Education at the Ghent University / Marc Depaepe, Frank Simon & Angelo Van Gorp -- Ovide Decroly, a hero of education / Angelo Van Gorp -- Why generalizability is not generalizable / Lynn Fendler -- The new languages and old institutions : problems of implementing new school governance / Daniel Tröhler -- Problematization or methodology / James D. Marshall -- The relevance of irrelevant research ; the irrelevance of relevant research / Paul Smeyers -- Expectations of what schientific research could (not) do / Kathleen Coessens and Jean Paul Van Bendegem -- Kuhnian science and education research : analytics of practice and training / Lynda Stone -- The international and the excellent in educational research / David Bridges -- Technical difficulties : the workings of practical judgement / Richard Smith -- The science of education -- disciplinary knowledge on non-knowledge/ignorance? / Edwin Keiner.
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-5308-5
    URL: Volltext  (lizenzpflichtig)
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  • 13
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    Recovering Informal Learing : Wisdom, Judgement and Community (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402053467
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 7
    DDC: 371.04
    RVK:
    DL 4230
    Keywords: Education ; Education and state ; Education Philosophy ; Informelles Lernen ; Informelles Lernen
    Abstract: Educational theory and practice have long been dominated by the requirements of formal learning. This book seeks to persuade readers through philosophical argument and empirical examples that the balance should shift back towards the informal. The arguments and examples derive from informal learning in diverse situations, such as leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration.
    Abstract: For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges.
    Note: Includes bibliographical references (p. 251-270) and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-5346-0
    URL: Volltext  (lizenzpflichtig)
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  • 14
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    Lifelong Learning, Participation and Equity (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402053221
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 5
    DDC: 374
    RVK:
    DL 4000
    RVK:
    DW 1000
    Keywords: Education ; Education and state ; Weiterbildung ; Lebenslanges Lernen ; Aufsatzsammlung
    Abstract: In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. Many communities, particularly in regional, rural and disadvantaged areas, can offer only limited educational options. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all.
    Abstract: In many countries, schools, universities and other traditional learning institutions are not providing for the educational needs of all members of the community. In many communities, particularly in regional, rural and disadvantaged areas, there are only limited options for people to undertake learning. Limited participation in learning has the danger of reinforcing people s alienation from mainstream education and from participation and inclusion in social institutions and economic and community life more generally. This book addresses the challenge of identifying effective ways of accommodating the learning needs of all people and in so doing achieving the goals of lifelong learning for all.
    Description / Table of Contents: Front Matter; Education and Equity: Perspectives From OECD; Ethical Issues in Lifelong Learning and Education; Participation in Learning: Why, What, Where and How do People Learn?; Attracting New Groups into Learning: Lessons from Research in England; Together for a Change: A Partnership Approach to Individual and Community Learning; Lifelong Learning for All: The Challenge to Adults and Communities; Older Learners and Engagement with the Labour Market; Overcoming Barriers that Impede Participation in Lifelong Learning; Men's Learning in Small and Remote Towns in Australia
    Description / Table of Contents: The Generation In-Between: The Participation of Generation X in Lifelong LearningYouth Transitions to Work and Further Education in Australia; Schools And Lifelong Learners; Lifelong Learning: Helping Address Disadvantage Through Community-Based Learning Projects; Lifelong Learning and the Arts: "The Arts are not the Flowers, But the Roots of Education"; Lifelong Learning, Family Learning and Equity; An Analysys of Problems, Issues and Trends in the Provision of Liflong Learning: Lessons Learned; Back Matter
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-5322-3
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  • 15
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    Work, Subjectivity and Learning : Understanding Learning through Working Life (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402053603
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 6
    DDC: 306.36
    RVK:
    DL 2000
    RVK:
    DL 4000
    RVK:
    DF 3000
    Keywords: Education ; Education and state
    Abstract: This book focuses on relations among subjectivity, work and learning that represent a point of convergence for diverse disciplinary traditions and practices. There are contributions from leading scholars in the field. They provide emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.
    Abstract: In recent year, efforts to understand learning for and throughout working life have moved away from a focus on workplace training to concerns about learning as a component and outcome of engaging in work and work-related activities and interactions. This shift acknowledges a broader set of workplace factors that shape workers' learning and development. Yet equally, it acknowledges that this learning through engagement is also necessarily shaped by the diverse ways that individuals elect to engage or participate in workplace activities. Central here is the issue of individuals' subjectivity and how this is shaped by but shapes engagement in work and, therefore, what learning flows from their participation. It is in considering the relations among subjectivity, learning and work that it is possible to advance both the conceptual and procedural bases for understanding learning through and for working life. Moreover, the focus on relations among subjectivity, work and learning represents a point of convergence for diverse disciplinary traditions and practices that are provided by the book's contributors. In this way, the contributions represent something of the emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.
    Description / Table of Contents: Work, subjectivity and learning / Stephen BillettEscaping/becoming subjects : learning to work the boundaries in boundaryless work / Tara Fenwick -- Subjected bodies, or embodied subjects : subjectivity and learning safety at work / Margaret Somerville -- Learning and experience / Henning Salling Olesen -- Dressing corporate subjectivities : learning what to wear to the bank / Kathryn Church with Catherine Frazee, Teresa (Tracy) Luciani, Melanie Panitch and Patricia Seeley -- The moving subject : shifting work(ers) across and beyond organisational boundaries / Hermine Scheeres and Nicky Solomon -- Exploring construction of gendered identities at work / Lena Abrahamsson -- Epistemological beliefs and their impact on work, subjectivity and learning / Christian Harteis, Hans Gruber, and Franz Lehner -- Personal agency and epistemology at work / Stephen Billett and Ray Smith -- Developing subjective identities through collective participation / Anneli Eteläpelto and Jaana Saarinen -- Action at a distance: governmentality, subjectivity and workplace learning / Richard Edwards and Katherin Nicoll -- Integrating life, work and identity : farm women transforming 'self' through personal struggle and conflict / Jan Allan -- Work, subjectivity, and learning in the diaspora : immigrant women of colour in white academe / Mary V. Alfred -- Workers, subjectivity and decent work / Catherine Casey -- Work, subjectivity and learning : prospects and issues / Tara Fenwick and Margaret Somerville.
    Note: "UNEVOC - International Centre for Technical and Vocational Education and Training , Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-5360-6
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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  • 16
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    Impossible Bodies, Impossible Selves: Exclusions and Student Subjectivities (2006)
    Dordrecht : Springer
    Details
    ISBN: 9781402045493
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Inclusive education--cross cultural perspectives v. 3
    DDC: 371.835
    RVK:
    DU 6000
    Keywords: Education ; Sociology ; Education and state ; Education, Higher ; Bildungswesen ; Diskriminierung
    Abstract: Brings sophisticated but accessible theoretical tools together with ethnographic data from real schoolsDemonstrates the inseparability of categories such as gender, sexuality, race, ethnicity, class, ability, disability, special needsDevelops tools for understanding the relationships between schools, subjectivities, and students as learnersWorks across national contexts to show the wide applicability of these toolsProblematises narrow understandings of inclusion found in contemporary policyExplores a new politics for interrupting educational inequalities
    Abstract: Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilise and elide gender, sexuality, social class, ability, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, privileges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.
    Description / Table of Contents: Who's in and who's out? Inclusion and exclusion, globalised education policy, and inequality; Rendering subjects: Theorising the production of the Self; Researching subjectivity and educational exclusions; Names and practices: making subjects in/of school; Excluded White-working-class-hetero-adult-masculinity; Excluded White-working-class-hetero-(un)femininity; Excluded Black femininity; Excluded 'specialness' (White-working class-hetero-(hyper-masculinity)
    Description / Table of Contents: Included and excluded? Middle class-White-queer-high ability-alternative youth-culture/Working class-White-Black-hetero-low ability-mainstream youth-cultureIncluded learners, impossible girls: The incommensurability of Indian-ness and desirable femininity; Included students, impossible boys: The 'racing' and 'specialing' of (un-)masculinity; Intelligible impossibility: The (un-)feminine subject-hood of a 'geeza-girl'; Good students, acceptable learners, intelligible girls: Class, race, gender, sexuality and the adornment of feminine bodies
    Description / Table of Contents: Between good and bad student, between acceptable and unacceptable learnerPracticing performative politics for inclusive education
    Note: Includes bibliographical references (p. 187-193) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-4549-2
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  • 17
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    International Handbook of Educational Policy (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402032011
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Springer International Handbooks of Education 13
    DDC: 379
    RVK:
    DI 1000
    RVK:
    DV 1000
    Keywords: Education ; Comparative education ; Education and state ; Aufsatzsammlung ; Bildungspolitik
    Abstract: This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform, substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
    Description / Table of Contents: Globalization and Educational Change: New Policy Worlds; Marketization in Education: Looking Back to Move Forward with a Stronger Critique; Multicultural Education in the United States and Canada: The Importance of National Policies; International Comparative Studies of Education and Large-Scale Change; A Changed Policy Environment for US Universities; The Implications of Policy Decisions on Practices in Early Childhood Education; Policy-Practice Connections in State Standards-Based Reform; Informed Consent? Issues in Implementing and Sustaining Government-Driven Educational Change
    Description / Table of Contents: School District-Wide Reform Policies in EducationFive Key Factors in Supporting Comprehensive School Reform; Knowledge Producers and Policymakers: Kissing Kin or Squabbling Siblings?; Linkages Between Federal, State and Local Levels in Educational Reform; Educational Governance Reforms: The Uncertain Role of Local School Boards in the United States; Accountability Policies and Their Effects; Parent and Community Involvement in Schools: Policy Panacea or Pandemic?; Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions
    Description / Table of Contents: Approaches to the Funding of Schools and Their Effects on CapacityFormulaic Approaches to the Funding of Colleges and Universities; The UK Policy for School Leadership: Uneasy Transitions; Educational Leadership in Policy Contexts That Strive for Equity; Accountable Schools and the Leadership They Need; The Recruitment and Retention of School Leaders: Understanding Administrator Supply and Demand; Teacher Certification Policy: Multiple Treatment Interactions on the Body Politic; Retaining Teachers in High-Poverty Schools: A Policy Framework
    Description / Table of Contents: The Cultural Context of Teachers' Work: Policy, Practice and PerformanceSchool Improvement Within a Knowledge Economy: Fostering Professional Learning from a Multidimensional Perspective; Teacher Informal Learning and Teacher Knowledge: Theory, Practice and Policy; No Teacher Left Untested: Historical Perspectives on Teacher Regulation; Teacher Professional Standards: A Policy Strategy to Control, Regulate or Enhance the Teaching Profession?; Triage or Tapestry? Teacher Unions' Work in an Era of Systemic Reform; Improving Research-Policy Relationships: The Case of Literacy
    Description / Table of Contents: Literacies in Early Childhood: The Interface of Policy, Research, and PracticeBalanced Elementary Literacy Instruction in the United States: A Personal Perspective; Evidence-Based State Literacy Policy: A Critical Alternative; Literacies in Adolescence: An Analysis of Policies from the United States and Queensland, Australia; Assessing Literacies; Literacies in Families and Communities; Literacies and Media Culture; Technology and Literacies: From Print Literacy to Dialogic Literacy; Adult Literacy Policy: Mind the GAP; Shaping Literacy Policy: From Abstract Ideals to Accountable Practices
    Description / Table of Contents: Literacy in Developed and Developing Countries
    Note: Description based upon print version of record
    DOI: 10.1007/1-4020-3201-3
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  • 18
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    Governing Knowledge : A Study of Continuity and Change in Higher Education A Festschrift in Honour of Maurice Kogan (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402035043
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Higher Education Dynamics 9
    DDC: 378
    RVK:
    AL 40000
    RVK:
    DM 1000
    RVK:
    AL 11800
    Keywords: Comparative Education ; Education ; Education and state ; Education, Higher ; Studium ; Governance ; Kogan, Maurice 1930-
    Abstract: " In this book, an international group of leading higher education researchers draw on a wealth of social theory and comparative, empirical research to analyse current developments and their implications. Different contributions focus on different levels of higher education, the system, the institution and the academic practitioner, in different national and international contexts. However, strong common themes bind these contributions together. They include not only the significance of massification, globalisation, neo-liberalism and managerialism for the governance of higher education, its knowledge and values, but also the complexities of change processes, the importance of context and history and the strength of the stabilities that remain.The inspiration for this work comes from the career and personal influence of an individual scholar, Maurice Kogan. A central feature of his work has been empirically grounded analysis of interconnections between knowledge, values, authority and power and how these are reflected in institutional structures and individual practices. As a historian as well as a political scientist, he has always insisted on locating contemporary developments in a longer term perspective. This volume is for researchers in higher education studies, students in postgraduate courses in higher education policy and management, higher education policy makers in national and international organisations, higher education institutional leaders, senior academics, managers and administrators. Professor Teboho Moja, New York University, USA: ""It will be an invaluable resource inter alia for higher education students, scholars, and institutional leadership."" ""The book could provide a major contribution to the field of higher education because of the different perspective different authors present and an array of issues as well as frameworks to discuss them.""""This book is bound for the desktops instead of the bookshelves of administrators, researchers, and graduate students. It is likely to be used time and again as readers explore new ways to transform education systems or institutions, meet their needs for program improvement, policy development, and general research. I expect that most readers will weave through the chapters (...) on an as-needed basis, until they have engaged all its excellent content."""
    Description / Table of Contents: Introduction; Distinctive Local Continuities Amidst Similar Neo-Liberal Changes: The Comparative Importance of the Particular; Higher Education in Times of Discontent?; Reform and Transformation Following Regime Change; Change or Continuity in Higher Education Governance?; The Governance and Management of Student Learning in Universities; New Patterns of Diversity in Higher Education: Towards a Convergent Knowledge; The Organisation of Knowledge: Imperatives for Continuity and Change in Higher Education; The Endurance of the Disciplines; Academic Identity and Autonomy Revisited.
    Note: Festschrift , Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3504-7
    URL: Volltext  (lizenzpflichtig)
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  • 19
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    Internationalizing Higher Education : Critical Explorations of Pedagogy and Policy (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402037849
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: CERC Studies in Comparative Education 16
    DDC: 370.116
    RVK:
    DV 1000
    Keywords: Education ; Comparative Education ; Education and state ; Aufsatzsammlung ; Hochschulbildung ; Vergleichende Erziehungswissenschaft
    Abstract: Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education. The increasing pace and complexity of global knowledge flows, and the accelerating exchange of educational ideas, practices and policies, are important drivers of globalization. Higher Education is a key site for these flows and exchanges. This book casts a critical eye on the internationalization of higher education. It peels back taken-for-granted practices and beliefs, explores the gaps and silences in current pedagogy and practices, and addresses the ambiguities, tensions and contradictions in internationalization. In this volume, scholars from a range of disciplines and regions critically examine the co modification of higher education, teaching and support for international students, international partnerships for aid and trade, and the impacts on academics' work.
    Description / Table of Contents: Introduction: Critical Engagements with the Internationalization of Higher Education; Enabling Transnational Learning Communities: Policies, Pedagogies and Politics of Educational Power; Knowledge in the Marketplace: The Global Commodification of Teaching and Learning in Higher Education; How the West is Done: Simulating Western Pedagogy in a Curriculum for Asian International Students; Hanging Together Even with Non-Native Speakers: The International Student Transition Experience; Internationalizing Chinese Higher Education: A Case Study of a Major Comprehensive University
    Description / Table of Contents: Internationalization of Australian Higher Education: A Critical Review of Literature and ResearchHigher Education Engaging with the 'Developing' World: The Case of the Virtual Colombo Plan; The Viability of Aid Scholarship-Funded Study in Australian Universities: The Case of Indonesia; Managerialism, Internationalization, Taylorization and the Deskilling of Academic Work: Evidence from an Australian University; International Policy Convergence in Higher Education: An Analysis from the Periphery
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3784-8
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  • 20
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    Meeting Basic Learning Needs in the Informal Sector : Integrating Education and Training for Decent Work, Empowerment and Citizenship (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402034275
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 2
    DDC: 371.38
    RVK:
    DL 4000
    Keywords: Education ; Education and state ; Antineoplastic Agents therapeutic use ; Neoplasms drug therapy
    Abstract: This anthology brings together basic facts and features about basic learning needs and skills of people working and living in the informal economy and presents case studies from different countries examining educational and training strategies for meeting these learning needs. It portrays the grave problems facing educational and training systems vis-á-vis informal sector workers, even as they look at holistic solutions that take into account principles of lifelong learning and innovations in informal, non-formal and formal adult learning, and show a growing awareness that education is a human right of fundamental significance to promoting decent work and humane living conditions. The size, diversity, and the strength and sheer tenacity of workers and owners in the informal sector as well as the stress on globalisation and technological changes have combined to bring about a reappraisal of the links between education and training and the informal labour market. The book looks at the interlinkages between EFA and work and takes the stance that promoting the right to basic education is crucial for overcoming oppression and indecent working conditions. Basic education in its current state is not imparting the necessary skills for entry to the labour market. In view of this gap, the case studies pose the crucial question of what essential skills and which basic learning needs have to be addressed for productive and decent work. Although this book mainly provides cases of learning programmes for the informal economy in countries in South Asia, Latin America and Egypt, the lessons learnt have much to offer to researchers, policy makers and practitioners working in other parts of the world.
    Description / Table of Contents: Introduction; Schooling and Basic Skills: Training Programmes and Challenges in the Informal Sector: Latin America; Informal Learning and the Role of Social Movements; The Informal Sector: Non-Formal Education Settings for Working Children; Institutional Support Structures and Modes of Skills Transmission; Gender and the Informal Economy in Latin America: New Challenges and Possible Answers for Labour Training Policies; Trade Unions and Adult Learning for Women Construction Workers in the Informal Sector; Skills Formation for the Informal Sector in Bangladesh: A Strategic Framework
    Description / Table of Contents: Training and Skills Development for Decent Work in the Informal Sector: Case Studies from South IndiaEducation, Training and Skills Formation for Decent Work in the Informal Sector: Case Studies from Northern India; Educational Reform for Linking Skills Development with Employment in Nepal; Training in Modest Housing Construction for Those Who Need it Most: An Example from Nicaragua
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3427-X
    URL: Volltext  (lizenzpflichtig)
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  • 21
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    International Handbook on Globalisation, Education and Policy Research : Global Pedagogies and Policies (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402029608
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 379.9
    RVK:
    DI 1000
    Keywords: Comparative Education ; Education ; Education and state ; Vergleichende Erziehungswissenschaft ; Bildungspolitik ; Globalisierung ; Bildungspolitik ; Bildungsreform ; Globalisierung ; Kulturvergleich
    Abstract: The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139)- UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus, offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; FOREWORD; PREFACE; ACKNOWLEDGEMENTS; OVERVIEW AND INTRODUCTION; Globalisation, Education and Policy Research; Globalisation and Higher Education; Globalisation, Education Policy and Change; Policy Issues: Gender, Equity, Minorities, and Human Rights; Education, Policy, and Curricula Issues; Curriculum and Policy Change; Globalisation, Education Policy and Reform: Changing Schools; Curriculum in the Global Culture; Index of Names; Index of Subjects
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-2960-8
    URL: Volltext  (lizenzpflichtig)
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