Suchergebnisse

"Netzwerke von mehrstufigen Ausbildungswegen mit Arrow'scher Filterfunktion können unterschiedliche Grade an horizontaler Mobilität aufweisen. Dabei stellt sich die Frage, wie wünschenswert Mobilität innerhalb des Netzwerks ist. In dieser Arbeit wird auf verschiedene mögliche Gefahren hingewiesen, die mit Mobilität verbunden sind. Betrachtet wird ein Netzwerk aus verschiedenen Filtern, das Akteure erfolgreich durchlaufen müssen, wenn sie sich für eine bestimmte Position qualifizieren wollen. Es werden dabei festgelegte Ausbildungspfade von aufeinander folgenden Filtern betrachtet, zwischen denen eine gegebene Anzahl von Akteuren zu Beginn wählen muss. Betrachtet werden ex-ante völlig homogene Akteure. Die Aspekte unterschiedlicher sozialer Herkunft und andere Ungleichheitsaspekte, aber auch Probleme asymmetrischer Information bleiben somit ausgeklammert. Verschiedene externe Effekte können dazu führen, dass die Mobilität zwischen Filterpfaden innerhalb des Netzwerks von Pfaden den Erwartungsnutzen aller Teilnehmer im Filternetzwerk senkt. Die Ergebnisse haben dabei strukturelle Ähnlichkeit mit dem so genannten 'Braess-Paradox' im Bereich der Verkehrsplanung." (Autorenreferat)

Purpose: The purpose of this article is to discuss about precolonial and colonial education and the development of the education systems in the postcolonial Africa. The paper will deal with the questions whether there were any education systems in precolonial Africa and motives for introducing the colonial education systems. Further the relation of the colonial education systems with the needs of the local society, the postcolonial education systems and their future will be analysed. Methodology: Postcolonial perspective is a theoretical frame for the study. A desk-research was conducted to identify and select the relevant literature. Content analysis was used as a method to understand, analyse and interpret the literature. Findings: The results of the literature review show that there were socialization mechanisms before colonialism in African societies. Education introduced in its modern form by missionaries was supposed to serve mainly religious purposes and to train low level functionaries by colonial states. Instead of focusing on local realities education was used to teach the glories of the colonial countries, spread their language and culture as well as introduce a new way of life by condemning all that was native. After independence the inherited colonial education systems continued isolating the masses who had no access to the colonial languages. Unique contribution to theory, practice and policy: Findings of this study shows some limitations in African education systems. It is necessary that education policy makers and other concerned stakeholders´ to increase the use of local languages to reach the society at large, to focus on contents relevant to their contexts, to provide both theoretical and skill-based education useful for development of society and to aim towards educating productive, conscious, critical and democratic citizens.

Purpose: The purpose of this article is to discuss about precolonial and colonial education and the development of the education systems in the postcolonial Africa. The paper will deal with the questions whether there were any education systems in precolonial Africa and motives for introducing the colonial education systems. Further the relation of the colonial education systems with the needs of the local society, the postcolonial education systems and their future will be analysed. Methodology: Postcolonial perspective is a theoretical frame for the study. A desk-research was conducted to identify and select the relevant literature. Content analysis was used as a method to understand, analyse and interpret the literature. Findings: The results of the literature review show that there were socialization mechanisms before colonialism in African societies. Education introduced in its modern form by missionaries was supposed to serve mainly religious purposes and to train low level functionaries by colonial states. Instead of focusing on local realities education was used to teach the glories of the colonial countries, spread their language and culture as well as introduce a new way of life by condemning all that was native. After independence the inherited colonial education systems continued isolating the masses who had no access to the colonial languages. Unique contribution to theory, practice and policy: Findings of this study shows some limitations in African education systems. It is necessary that education policy makers and other concerned stakeholders´ to increase the use of local languages to reach the society at large, to focus on contents relevant to their contexts, to provide both theoretical and skill-based education useful for development of society and to aim towards educating productive, conscious, critical and democratic citizens.

The education system is one of the crucial institutional arrangements that shape young people's school-to-work transition. This chapter explores to what extent different aspects of education systems across countries are associated with the likelihood to become long-term NEET. The way the vocational education and training is organised differs across countries. The way education systems are providing vocational education and training depends on the combination of school- and work-based education. The chapter suggests a significant interaction with gender; women living in countries with highly stratified education systems are more likely to become long-term NEET compared to males living in countries with highly stratified education systems.

Changing education systems -- City challenge in England: Drawing the lessons -- Information classification: General -- Schools challenge Cymru: A catalyst for change? -- Developing a regional self-improving school system: Collaboration, competition and transition -- The Scottish attainment challenge: Addressing poverty related outcomes -- New challenges: Managing change in an educational market place -- Addressing barriers to change -- A research-based approach.

Over the first U.N. development decade the Third World has made rather faster progress, as measured by the growth in national incomes, than had been expected. Nevertheless, though the average income per capita has risen by about 50 per cent since 1960 (with total income having almost doubled), these increases have been very unequally distributed both between and within countries. This has led to the conclusion, now widely held, that growth-oriented development strataegies are alone unlidely to solve the problem of poverty. Similarly, there has been a move away from the confidence placed upon the growth of national income per capita as an effective index of social welfare. There has therefore been a quickening interest, particularly on the part of multilateral and bilataeral donor agencies – notably the World Bank, I.L.O., O.D.M., and S.I.D.A. – in promoting changes in domestic policies within the Third World which would focus more upon increasing the welfare of the poorest groups.