Suchergebnisse

The high level of income and wealth distribution in the world is recognized as a phenomenon that leads to negative economic and social consequences. The imperfection of redistribution levers in the economy has created conditions for the concentration of resources, material goods and wealth in small population groups. Today, the economic system is not focused on majority of the population, and therefore the high level of inequality and its consequences for economic growth, well-being and human development cannot be ignored. In this context, too high economic inequality in Lithuania is one of the most sensitive problems of the country; Lithuania is an anti-leader in the European Union according to economic inequality. Conventionally, economic inequality is measured using such methods as distribution of income and consumption of the population, however, to find out the real level of inequality, wealth diversity should be studied as well. The main purpose of this article is to identify and emphasise wealth diversity as an inseparable part of economic inequality in Lithuania and, as a result, the poor quality of life and obstacles in the way of economic progress as well as to compare wealth inequality with income inequality in Lithuania. The authors organised a representative poll of Lithuanian citizens and used a certain survey to collect information about the dwelling-places or other types of assets owned by the respondents as well as to evaluate wealth diversity in the country. The results show that the edge value of the assets owned by the representatives between I and X deciles differs by 16.9 times. However, comparing the average prices of dwelling-places in deciles I and X, the difference amounts to 7.2 times. Assessing all types of assets, including accommodation, land, durable goods, etc., it has been revealed that the distribution of wealth exceeds the limit of income and consumption distribution established by various statistical organisations and by the authors themselves. The decile ratio (in relation to deciles I and X) equals to 40.8, thus, it considerably exceeds the level of income and consumption inequality.

The high level of income and wealth distribution in the world is recognized as a phenomenon that leads to negative economic and social consequences. The imperfection of redistribution levers in the economy has created conditions for the concentration of resources, material goods and wealth in small population groups. Today, the economic system is not focused on majority of the population, and therefore the high level of inequality and its consequences for economic growth, well-being and human development cannot be ignored. In this context, too high economic inequality in Lithuania is one of the most sensitive problems of the country; Lithuania is an anti-leader in the European Union according to economic inequality. Conventionally, economic inequality is measured using such methods as distribution of income and consumption of the population, however, to find out the real level of inequality, wealth diversity should be studied as well. The main purpose of this article is to identify and emphasise wealth diversity as an inseparable part of economic inequality in Lithuania and, as a result, the poor quality of life and obstacles in the way of economic progress as well as to compare wealth inequality with income inequality in Lithuania. The authors organised a representative poll of Lithuanian citizens and used a certain survey to collect information about the dwelling-places or other types of assets owned by the respondents as well as to evaluate wealth diversity in the country. The results show that the edge value of the assets owned by the representatives between I and X deciles differs by 16.9 times. However, comparing the average prices of dwelling-places in deciles I and X, the difference amounts to 7.2 times. Assessing all types of assets, including accommodation, land, durable goods, etc., it has been revealed that the distribution of wealth exceeds the limit of income and consumption distribution established by various statistical organisations and by the authors themselves. The decile ratio (in relation to deciles I and X) equals to 40.8, thus, it considerably exceeds the level of income and consumption inequality.

This article was motivated by recent development in Indonesian society whose religious and cultural diversity has raised a lot of racial issues that lead to tension and suspicion among communities in the Sungai Penuh, Kerinci Regency, Jambi province on Sumatra Island. The impact could potentially trigger conflict, damage, inconvenience and could further threaten national unity and national integration. This article gives an overview that religion (Islam) has a very positive philosophy that in fact humans are created in religious and cultural diversity. Diversity is the law of God, something that is commonplace, rule of time, a must, and divine grace to be grateful for, a form generosity from God to humans as the strength, the reason to do good. The government together with the community has been able to build harmony in diversity, creating peace, moderation, compassion, love of peace, tolerance, avoiding conflict, so as to build the country as planned. In socializing the attitude of harmony, the government can do it through formal and non-formal ways, eventually people can implement it in their daily lives. Thus, the government and the public can establish harmony in diversity, creating peace, security, order, justice, tranquility, comfort as well as brotherhood and compassion. The government together with the community can come together, foster mutual cooperation to achieve the goals the country's development. This paper also recommends to religious communities with diverse cultures to always build harmony as one of the solutions in creating peace and free from conflict, as well as serving as capital to build the country, nation, state and religion.

This article aims to provide readers with guidelines for developing an appropriate educational inclusion (IE). It is part of the study of real cases analyzed from the Ecuadorian regulations and contrasted with a theoretical foundation about special educational needs (NEE). This reflection begins with the elaboration of a reference on the Ecuadorian legislation regarding IE and NEE. Three (3) experiential cases are presented based on the Ecuadorian educational context. Each case is analyzed in the light of the Ecuadorian regulatory framework and according to the theoretical basis of the NEE. This is to determine the relevance of IE that is developed in each case. From the individual and comparative analyses of the cases, several conclusions are determined on how EI is implemented in Ecuador. There is no intention to generalize the reality of Ecuadorian education about the treatment of NEE; rather, the study seeks to highlight scenarios that can be found within other educational institutions. In this context, the purpose of this article is to generate a reflective process about educational inclusion and its reality in Ecuadorian education. ; El presente artículo tiene como objetivo brindar a los lectores lineamientos para desarrollar una adecuada inclusión educativa (IE). Se parte del estudio de casos reales analizados desde las normativas ecuatorianas y contrastadas con un fundamento teórico sobre las necesidades educativas especiales (NEE). Esta reflexión comienza con la elaboración de un marco referencial sobre la normativa ecuatoriana en cuanto a IE y NEE. A continuación, se presentan tres casos reales vividos en el contexto educativo ecuatoriano. Cada caso está analizado a la luz del marco normativo ecuatoriano y de acuerdo con la fundamentación teórica de la NEE. Así se pretende determinar la pertinencia de la IE desarrollada en cada caso. A partir del análisis individual y comparativo de los casos, se determinan varias conclusiones sobre cómo se está llevando la IE en el Ecuador. En ningún caso estas conclusiones pretenden generalizar la realidad de la educación ecuatoriana en torno al tratamiento de las NEE, sino más bien pretenden evidenciar algunos de los escenarios que se podrían dar dentro de otras instituciones educativas. En este contexto, la finalidad de este artículo es generar un proceso reflexivo sobre la inclusión educativa y su realidad en la educación ecuatoriana.

Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools. © 2020, The Author(s).

Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools. ; C1 [Herzog-Punzenberger, Barbara; Altrichter, Herbert] Johannes Kepler Univ Linz, Linz Sch Educ, Linz, Austria. ; [Herzog-Punzenberger, Barbara] Univ Innsbruck, Innsbruck, Austria. ; [Brown, Martin; Burns, Denise; McNamara, Gerry; O'Hara, Joe] Dublin City Univ, Dublin, Ireland. ; [Nortvedt, Guri A.; Skedsmo, Guri; Wiese, Eline] Univ Oslo, Oslo, Norway. ; [Skedsmo, Guri] Schwyz Univ Teacher Educ, Goldau, Switzerland. ; [Nayir, Funda] Pamukkale Univ, Denizli, Turkey. ; [Fellner, Magdalena] Danube Univ Krems, Krems An Der Donau, Austria.

Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.