Suchergebnisse

The president of Russian Federation in his annual message to Federal Assembly addressed the tasks of education of next generation and of training of human resources who will work in national economy. The article assesses trends of school and university education, political and economic aspects of interaction of employers and employees in the labor market, refers to some features of psychology and psychologics (a newly suggested term) of public consciousness and behavior. ; В очередном ежегодном послании Президента России Федеральному Собранию в едином ключе сформулированы задачи обучения и воспитания подрастающего поколения, показана острая необходимость ориентации всей системы образования на подготовку достойной трудовой смены в стенах общеобразовательной школы и высших профессиональных учебных заведениях. С этих позиций автор статьи оценивает тенденции развития школьного и вузовского образования, восстановление воспитательных функций, политические и экономические аспекты взаимодействия субъектов рынка и труда. В том числе касается некоторых особенностей психологии и психологики (новый термин) общественного сознания и общественного поведения.

A review essay on books by (1) Elizabeth H. Debray, Politics, Ideology & Education: Federal Policy during the Clinton and Bush Administrations (New York: Teachers Coll, 2006); (2) Paul Manna, School's In: Federalism and the National Education Agenda (Washington DC: Georgetown U Press, 2006); (3) Patrick J. McGuinn, No Child Left Behind and the Transformation of Federal Education Policy, 1965-2005 (Lawrence, KS: U Press Kansas, 2006); & (4) Gail L. Sunderman, James S. Kim, & Gary Orfield, NCLB Meets School Realities: Lessons from the Field (Thousand Oaks, CA: Corwin Press, 2005).

Children's Rights explores the relevance of children's participatory rights in education, particularly at a time when there are competing demands in meeting the rigid curriculum frameworks whilst taking into account children's entitlement to participate in matters affecting their lives. It engages with theoretical and practical models of participation with an aim to support reflective practice. The chapters are informed by wider academic debates and examples from research and everyday practice in early year settings, making it an accessible read for students, practitioners as well

The United Nations involvement in the Congo crisis can be viewed in various perspectives. It is a significant example of the UN's peace-keeping activities and a formidable test of Secretary-General Dag Hammarskjùld's concept of preventive diplomacy. From the viewpoint of legal analysis, it shows the flexibility of the Charter. In terms of the UN's institutions, it demonstrates both the potentialities and the perils of the development of the executive capacity of the SecretaryGeneral. In addition, in the Civilian Operations of the United Nations Operation in the Congo (abbreviated as ONUC, the initials of Organisation des Nations Unies au Congo), it has another, less widely known facet Alongside efforts to contain, ease, and ultimately eliminate the political-military crisis in the Congo, the United Nations has undertaken through ONUC's Civilian Operations emergency and longer-term functions which can most appropriately be called "statepreserving" and "state-building."

Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs' must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses on tensions identified between the bureaucratic environment of ITE and the legislation of 'reasonable adjustments' for students with additional needs. Discussion highlights the expertise that PsTs with additional needs can bring to inform institutional and sector-wide work to advance equity and inclusion in ITE. Our research shows that graduate employability of peoples with additional needs in HPE teacher education relies on the inclusive interpretation and application of the professional standards for teachers. We advocate further research to increase knowledge(s) supporting (i) the representation of people with additional needs in HPE teaching and (ii) inclusive practice in HPE ITE courses.

This research deals with the terms integrating status and inclusion by addressing their concept in linguistic dictionaries as well as studies of researchers in the education, pedagogy and didactics, with reference to the various designations of integrating situations, types and characteristics of inclusion. Where the pedagogy of integration was one of the contemporary approaches to education that raised problems in its relationship to competence. The research concludes with the link that exists between the two linguistic and idiomatic concepts for status and integration, as well as considering inclusion as a criterion for achieving competency.

This paper traces the history of madrassahs (Islamic seminaries) in South Asia from their inception in the 12th century until the end of colonial rule in 1947. The paper argues that many of the pre-colonial rulers of South Asia, including the Mughals (1526—1857), played key roles in promoting education and providing patronage of various educational institutions, including madrassahs. The policies of British colonial rule (1757—1947), however, made the most indelible marks on madrassah education, not only directly, wherein their policies have impacted on the structure, functions and curriculum of madrassahs, but also indirectly, through the prompting of responses from the ulama and the Muslim community that determined the contours and the content of madrassah education. The paper examines the roles of various strands of madrassah education, and the interplay of politics and curriculum of various major madrassahs. The paper demonstrates that madrassah as a concept and as an institution has come a long way, that its contents and contours have undergone changes, and that as an institution it has largely remained embedded within the society.

The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and subsequent interviews were conducted with the principals and physical education teachers. Unique characteristics were exhibited by each of the 4 schools. The settings for extracurricular physical and sports activities varied by school type (residential or nonresidential). Findings indicated that the general trend in physical education has changed from a focus on sports performance to health-promoting activities. There were opportunities for teachers to revise curriculum programs to further promote the health and academic success of students who are deaf or hard of hearing.

By the turn of the 20th century, nation-building reformers in Spain tried to stimulate schooling expansion to improve (or at least dignify) Spain's position in the international arena. However, in this paper we find that democratic imperfections help explaining the modest spread of primary schooling after the 1902 reforms. Regression results show that the lack of effective electoral competition and political patronage lowered public primary education spending across Spanish provinces in 1902-22. Voter turnout had a positive impact but it was not big enough to compensate for this negative effect.

Technological progress, or in other words, the digital revolution, a name that more clearly describes the speed and manner in which this process takes place, is changing our world in multiple areas and across multiple levels. Due to the complexity and the organization of the formal education system, the implementation and the use of technological resources does not take place sufficiently and at the same speed in all schools. The entry of technology into teaching depends on the users' capabilities and technical resources, i.e. on each individual teacher and the technological equipment at his disposal (Nart, 2016). And while the offer of digital tools for creating, performing and sharing music has become widely available and financially acceptable to the general population, which according to Savage (2007) has accelerated the process of technological change in music, the usage of technology in schools with traditional music practice is very rare (Mills Murray, 2000). The availability of ICT resources in music schools, such as technological equipment and licensed computer programs designed to assist learning and teaching in the users' mother tongue (especially those intended for music education), the lack of teachers' competencies required to use technology in teaching, as well as the absence of methodological frameworks that could support planning and executing of such lessons are the main reasons for this delay of technology implementation in the music education system. According to a 2018 study by the Organization for Economic Co-operation and Development (OECD), more than 60% of teachers said that they did not feel ready to use digital technology in teaching. By contrast, in a public consultation launched by the European Commission in 2021 on the new Digital Education Action Plan (2021-2027), over 60% of teachers stated that they had improved their digital skills and that the crisis caused by COVID-19 forced them to use technology more than usual. In the near future, it is realistic to expect that ICT will be integrated into the usual music teaching curriculum (Crow, 2005). Teachers should advance from being the passive users of digital tools to becoming the digital innovators capable of using technology to improve their teaching skills and consequently achieving greater success with learning outcomes (Koehler Mishra, 2005).But how much is technology changing us as music teachers? How much is our teaching changing? And formal music education in general? What is good about this change and what is not good for our students? We are discussing and emphasizing the benefits that technology provides in music teaching, however, certain special demands, that such education requires, technology cannot fulfil yet. For instance, demonstrating proper body posture, along with correct arm and hand position, avoiding injuries while performing music (Waddell Williamon, 2019) or delivering online teaching at a high artistic level (Adileh, 2012). These are all actions that, in addition to multidimensional activities, presuppose a "live" teacher (Ruismäki Juvonen, 2009), a "live'' model observed and followed by the students with more of their senses than just sight and hearing. Through the method of interviews with music school teachers, we will try to find answers to the questions posed here and some additional ones. The aim of this paper is to encourage the scientists and teachers in music education to think about and find the best solutions for optimal and purposeful use of new technological achievements.

The recent recession has led to an ongoing crisis in the youth labour market in Europe. This timely book deals with a number of areas related to the context, choices and experiences of young people, the consequences of which resonate throughout their lives.