Suchergebnisse

The turn of the 21st century has marked several changes in many social processes in the whole world including Europe and Latvia, such as the disappearance of antiquated professions and creation of completely new ones, which is related to replacing students´ professional orientation with career education.Rapid development and changes in the job market, unemployment, constantly increasing information about jobs and educational paths cause confusion, indecision and disinformation for schoolchildren choosing their own career. This demands from the school to be able to develop the student`s ability to make decision about their future choices.To understand why the term "career education" has replaced the term "professional orientation", which was used in the 20th century, this article analyses the essence of both concepts in relation to social processes and political stances in different eras.

Originally published in 1974, this book is a valuable contribution to the literature about the African context of public administration. The application of research to public administration and the communication of research findings are discussed in depth. All aspects of the subject are presented: non-university based, non-academic institutes as well as undergraduate and post-graduate programmes. The book concludes with some non-African comparisons from Australia, France, the USA and UK.

With special focus on laying the foundations for a European Education Area by 2025, "The first European Education Summit˝, held on 25 January 2018, aimed at determining how quality, inclusive and values-based education can fight the current challenges and contribute to a successful Europe. Although the primary competence for education policies lies with the Member States, the European Commission has explicitly advocated that joint efforts should be made to strengthen the European identity through education. In particular, a number of initiatives were proposed in order to foster employability in the common market, improve the international competitiveness, promote common values and develop critical thinking for an active citizenship. For all these reasons, this paper aims at determining how Croatian legal education, taking into account its tradition, can contribute to achieving those objectives. Therefore, by analyzing its history and tradition, the first part of the contribution will try to identify the specific features of Croatian higher legal education. Keeping in mind that the success of the process is often influenced by various social, political, economic and historical factors, the central part of the paper will examine the importance of education for shaping the national legal culture and, consequently, efficient harmonization. Considering the challenges that the Croatian educational system is currently facing, as a conclusion, an attempt will be made to offer some preliminary solutions in the debate on how the potential of education can be used to ensure the goals of the European Education Area.

This article analyses the relationship between the politics of education and language, and armed conflict and ongoing peace process in Myanmar. It discusses the state education system, which since the military coup of 1962 has promoted the idea of the country based on the language and culture of the Bamar (Burman) majority community, and the school systems developed by ethnic armed groups which oppose the military government. Ethnic opposition education regimes have developed mother tongue-based school systems. In some cases, the Mon for example, these broadly follow the government curriculum, while being locally owned and delivered in ethnic languages; in others, such as the Karen, the local education system diverges significantly from the Myanmar government curriculum, making it difficult for students to transition between the two systems. This article explores the consequences of these developments, and how reforms in Myanmar since 2011 — including the peace process, which remains incomplete and contested — have opened the space for educational reform, and the possible "convergence" of state and non-state education regimes. Ethnic nationality communities remain determined to conserve and reproduce their own languages and cultures, adopting positions in relation to language and education which reflect broader state-society relations in Myanmar, and in particular ethnic politicians' demands for a federal political settlement to decades of armed conflict. The article concludes that sustainable resolution to Myanmar's protracted state-society conflict is unlikely to be achieved until elites can negotiate agreement on ethnic language and teaching policies.