(EGALITARINĖ) SOCIALIZACIJA VAIKYSTĖJE KAIP SĖKMINGOS MOTERS KARJEROS BIRŽINĖSE BENDROVĖSE PRIELAIDA

Author(s): Virginija Šidlauskiene,Rasa Poceviciene / Language(s): Lithuanian / Issue: 81/2018

Globally, gender equality in the boards continues on an upward trajectory with slow but positive progress – in 2016, nearly 19% of seats on the boards of the largest companies globally were held by women, up from about 14% in 2012, with 3 percent of this growth coming in just the last two years (Zehnder 2017). A leading country in this matter, Norway, has introduced its quota law in 2007 requiring boards of listed companies to have a gender balance of at least 40/60. The ten years result of this quota happens to be an increase in female board members from 6 percent in 2002 to 42 percent in 2016 (CORE 2017). The EU also tries to push for a quota for women on company boards so as to address the slow progress toward gender equality in the senior ranks of publicly listed businesses. Although 62.7% of new university graduates are women (graduating with Master’s degrees – 66.5%, and 58.9% graduating with doctorates) in 2014, they are outnumbered by men in leadership positions in the corporate sector in the Lithuania. When looking at the top executive positions, there are no women CEOs (Chief Executive Officers) in the listed companies in Lithuania. From December 2013 to September 2014, the share of women on boards (executives) in Lithuania increased by 2.8% (Šidlauskienė, Pocevičienė 2015). Thus, the current moment offers a strategic opportunity to proactively enhance gender equality and prevent any more widening of the gender and skills gaps.

(Jaki?) Doktorat i co dalej? Rzecz o wysoko wykwalifikowanych specjalistach w społecznościach lokalnych

Author(s): Wlodzimierz Olszewski / Language(s): Polish / Issue: 2/2014

When searching for the internal developmental dominants of the local societies, it is crucial to focus on highly qualified specialists with the scientific degree. The reflections presented in the article are focused on the models of obtaining the doctorate degree, indicating the barriers for further scientific career of the doctors from the outside of the academic environments as well as their activity aiming at introducing the social and cultural changes. I do also try to create the typology of doctors inside the local societies. The said reflections are related to the Polkowice sub-region and are the case study itself.

(Nie)moce kształcenia historycznego w Polsce. Głos w dyskusji

Author(s): Arnold Klonczynski / Language(s): Polish / Issue: 3/2015

There is an ongoing discussion on the crisis of humanistic education at universities. The causes of this phenomenon are considered to be the Bologna system introduced several years ago, the low qualifications of candidates, the introduction of the educational effects described by the National Qualifications Frameworks as well as the system of financing higher education institutions. One should remember in this discussion about the arguments for the maintenance of the Bologna system, which gives an opportunity to extend the offers of universities and to modify them. The academic community protests against the attempt to surrender the education to the discipline of the labour market. The commercialization of education is clearly visible in the presently used dehumanised terminology, in which universities ‘render educational services’ and education has become a service (production). The proposed solutions, e.g. the establishment of so-called ‘flagship universities’, may divide the academic community and lead to the crisis that will overshadow the present one.

(Nie)zdolność gimnazjalistów do owocnego przyjęcia bierzmowania

Author(s): Janusz Mastalski / Language(s): Polish / Issue: 24/2017

The author of the article answers the question: What do we mean by one’s inability to receive fruitfully the sacrament of Confirmation? It is a lack of the conditions necessary to multiply graces associated with a particular sacrament. It is a kind of resistance to the use of all the gifts that are connected with the reception of the sacrament. This inability causes one to become a person who wastes the power given by the Lord. The author then discusses the reasons for this inability and simultaneously shows the factors which can enhance a human being’s fruitful reception of the sacraments, especially of the sacrament of Confirmation. Among the factors of inability, the author includes: netoholism, phonoholism (addiction to the internet and the cell phone), defamilization (the undoing of the family), “irresponsibilism”, epidermal (superficial) religiosity, psychocide and spiritocide (the killing of the psyche and the spirit), intrusiveness of global trends and the lack of pastoral creativity for today’s youth. The author also reveals factors which can promote the ability of teenagers to make the sacrament of Confirmation effectively: the multiplicity of methods of evangelization, modern affirmation of integral development, “plasticity” of personality, the desire for community resulting from development, the longing for the sacred and the search for a way to live.

[Wybrane zagadnienia pedagogiki społecznej, Wojciech Sroczyński, Siedlce 2011, ss. 267]

Author(s): Krzysztof Dziurzynski / Language(s): Polish / Issue: 3/2012

Review of: Wojciech Sroczyński "Selected topics of social pedagogy". Siedlce 2011, 267 pp. by: Krzysztof Dziurzyński

20 év reform Angliában – A versengő iskolák és az esélyteremtés

Author(s): Eszter Neumann / Language(s): English / Issue: 4/2008

Eszter Neumann gives a review of the educational reforms that took place in the last two decades in England with a special focus on equity issues. The first part of the article gives a brief overview of the neo-liberal educational policies and explains the recent shift to centralization carried out with the use of knowledge-based regulation tools. Policies addressing disadvantaged students are embedded into larger programs that are meant to improve the quality of education in general. Next, the paper discusses the various interpretations and frameworks of equal educational opportunities that have been in use in the past 20 years through the analysis of specific educational programs which encourage the dissemination of innovative ideas and best practices in schools located in economically depressed areas. All in all, the question rises whether the policy goals of equity and educational excellence are conflicting or could be achieved parallel.

2013 Fen Bilimleri Dersi Öğretim Programina İlişkin Öğretmen Görüşleri

Author(s): Sinan Muhammet Bekmezci,Özlem Ates / Language(s): Turkish / Issue: V. 16/3/2018

This study aims to identify teachers' views on the science course curriculum updated in 2013. Descriptive survey research was used in this study. The sample of the research consists of science teachers (n=208) and elementary school teachers (n=104) working in Manisa. As data collection tools, a survey and a semi-structured interview form were used. According to the findings, most of the teachers think that the curriculum is an integrated program with daily life experiences, is suitable for students to be science literate, enables students to develop positive attitudes towards science, provides teachers with a freer practice opportunity and enables students to use their life skills. On the other hand, a majority of teachers reported complaints about the curriculum on grounds that there are time constraints impeding program objectives and that it is unable to stimulate students’ curiosity about scientific and technological developments. It is expected that this study contributes to the literature and curriculum updating studies.

25 Years of Change in Management Control Systems and Business Education in Estonia

Author(s): Ülle Pärl / Language(s): English / Issue: 1/2017

During the last 25 years, the Estonian economy has transitioned from a centrally planned economy to a market-oriented, globally open, highly competitive economy. Although during these years there has been fast growth and Estonians could tell a lot of success stories, research shows that management practices are still less advanced compared to those in enterprises from developed countries. Increased competition, openness and innovation increased the significance of more sophisticated management control systems (MCS). Researchers accentuate the role of managers and their education and training in using and developing more sophisticated MCS in companies. The objective of the current paper is to better understand how changes in the business environment, managerial training and education are connected to developments in MCS in Estonia. This article provides an overview of the statistics and studies completed in Estonia over the last 25 years. As this study shows, the last decade has brought a different level of internationalization and development in the business environment and business education. The problems associated with developments in MCS, using cloud technology, business education and managerial training are the same in Estonia as in developed countries. To develop the business and economic environment in the country, Estonian entrepreneurs need high-level data processing, analytical and financial education, and practical training courses.

30 години катедра „Предучилищна педагогика”

Author(s): Radka Gaydova / Language(s): Bulgarian / Issue: 2/2014

8. Sınıf Merkezi Sınavlardaki Matematik Sorularının TIMSS-2015 Bilişsel Alanlarına Göre Analizi

Author(s): Ahmet Delil,Bahar Yolcu Tetik / Language(s): Turkish / Issue: V. 13/4/2015

In this study, 435 Turkish 8th grade High School Entrance Examination (LGS), Level Determination Examination (SBS), Middle Schools Selection and Placement Examination (OKS), and Transition From Elementary to Middle School (TEOG) mathematics examination questions of the years 1998-2015 are classified and compared in terms of TIMSS-2015 cognitive domains. Document analysis is used in order to collect and evaluate the data. Findings reveal that, of the items between years 1998-2015, 29% are in knowing, 58% in applying and 13% in reasoning cognitive domain. The results are discussed in the light of Turkey’s performances in the past years’ TIMSS technical reports. Due to the dramatic changes in cognitive domains of the questions year by year, it is concluded that there was no framework that is followed by the high stakes test developers concerning 8th graders in Turkey, but there must be.

80 години от рождението на педагога Никола Георгиев Попниколов

Author(s): Trifonka Popnikolova / Language(s): Bulgarian / Issue: 2/2012

A 2006-os Országos kompetenciamérés tizedik évfolyamos adatainak elemzése

Author(s): Szilvia Barta / Language(s): Hungarian / Issue: 2/2009

A BEAUTIFUL LIFE AS AN END OF EDUCATION

Author(s): Christoph Teschers / Language(s): English / Issue: 6/2017

Following the theme of a conference held in Christchurch, New Zealand in 2016, this article explores the notion of “enabling students to live a beautiful life” as a possible end of education. A distinction is made between short-term, contextual aims in education and overarching, encompassing end(s) of education. Following Dewey, educational aims are considered to be manifold and to change over time within a socio-cultural context, whereas a proper end of education, if such a thing exists, could be seen as “the best possible realization of humanity as humanity.” Drawing further on the work of R. S. Peters, who contests the existence of any final end of education other than education itself, it can be seen that proposing such an end can be a challenging undertaking. Nevertheless, this article argues for a possible humanistic end of education, building on Schmid’s philosophical concept of the art of living in conjunction with the German notion of Bildung and Aristotle’s concept of phronesis, consolidating Peter’s and Dewey’s positions. An argument is made that a, if not the end of education would be to support every person as much as reasonably possible to develop their own art of living and live a good and beautiful life. Resulting implications for schooling, curricula and education systems are explored to show how education understood in such way transcends theory into practice.

A Bologna-rendszerű tanárképzés hazai vitapontjai: a kilengő mérlegelés

Author(s): György Hunyady / Language(s): Hungarian / Issue: 3/2009

The points of debate within teacher training in the Bologna system have led to differing evaluations. The radical reform concept put forward by the Ministry of Education and the markedly opposing opinions of Eötvös Loránd University clashed with each other in 2003, when the Hungarian model of teacher training within the Bologna system was born. In the course of the development of the Hungarian model, professional and organizational conflicts were resolved via compromise decisions; however, the resulting – and profound – changes brought about new tensions. This study points to the 5 main features (teacher training only at the master level, integrating professional and pedagogical knowledge, dual qualifications, the importance of empirical competence and organizational emphasis, volume and selection) of the model that has had its introductory phase in 2009; while it also presents the main objections against them, and lists and discusses the arguments in favor of revision. The history of the reform is, at the present time, too short and as yet unsettled for us to be able to draw final, empirical conclusions in relation to its direction and achievements. One thing is certain, however: the radical changes brought about in public and higher-level education make restoration of the form of teacher education present before the Bologna process impossible.

A cigány, roma tehetséggondozás intézményei

Author(s): Katalin R. Forray,Julianna Boros / Language(s): Hungarian / Issue: 2/2009

A COMPARATIVE PERSPECTIVE ON INITIAL TEACHER EDUCATION IN ROMANIA AND THE REPUBLIC OF MOLDOVA

Author(s): Otilia Dandara,Liliana Mata / Language(s): English / Issue: 1/2011

This study aims to develop a comparative analysis of educational policies in initial teacher education from Romania and Republic of Moldova. The theoretical background is elaborated starting on the general aspects of educational policies and the special issues from perspective of pre-service teacher education. Also, there is achieved a comparative analysis between initial teacher training programs from Romania and Republic of Moldavia related to the curricular documents. The results of study provide the background of implementing of the educational policies in initial teacher education from Romania and Republic of Moldova, as well as the prerequisites for initiating further research to improve the quality of training future teachers.

A Debreceni Egyetem Tehetséggondozó Programja 2001-től napjainkig

Author(s): László Balogh / Language(s): Hungarian / Issue: 2/2009

The elements of a complex talent support system that has become widespread worldwide are presented in the essay written by László Balogh, reviewing the nearly one-decade-long activities of the Talent Support Program of Debrecen University (DETEP), and outlining the new version developed on the basis of experiences that has been introduced recently. The main feature of this new system is that talents are sought by using new selection methods and in a wider context and systematic development is carried out in a more comprehensive and systemic way involving all branches of the university – naturally with a focus on students’ research societies and professional colleges. At the same time and as opposed to the old practice this system opens its doors and as a Regional Talent Point it aims at preparing gifted secondary school students for higher education studies.

A Debreceni egyetemisták értékvilága

Author(s): Béla Marián / Language(s): Hungarian / Issue: 2/2012

Only ten percent of students describe themselves as observant believers – that is, following the teachings of his/her denomination – which was the most distinctive factor between different groups of opinions revealed by the analysis. 61 percent of students belong to some kind of denomination, and 57 percent consider themselves believers to some extent (47% in its own way, 10% of which follow the teachings of his/her own Church). The value system had by non-religious students can be seen as an average. Apart from their lack of religious affiliation, there are no other distinguishing factors in relation to most students here. The group of university students who are religious to some extent can be divided to two groups based on different opinions held by them. The most important dimension of this separation is tolerance: the first group has an attitude of acceptance towards ethnic, social and cultural minority groups, while the second has a more exclusionary attitude. Tolerant religious students are more open and more susceptible to positive values than are their non-religious/less tolerant religious peers. Finally, also found was a fourth group of values: one tenth of students in Debrecen can be characterised as being very pessimistic, as having a negative psychological state and as being sceptical when it comes to positive values. The influence of the ‘spirit’ of the University of Debrecen can be seen in the difference between the older and younger students. In relation to a positive change, there is an indisputable role to be playing by someone’s maturing – though we should mention here that the university does orientate its students in the direction of more tolerance and having a stronger commitment to positive values.

A felsőfokú tanulmányok hatása a munkaerőpiaci reintegrációra

Author(s): Ágnes Engler / Language(s): Hungarian / Issue: 2/2010

A felsőoktatás társadalmi felelőssége a hallgatói értékkészletekben

Author(s): Zsuzsanna Veroszta / Language(s): Hungarian / Issue: 2/2010

In a student assessment of higher education value-variables, social responsibility factors regularly produced the lowest averages, and among the valuegroupings created as the result of student survey only persones with a detrimental educational-socio-demographical background showed some sensitivity towards the social aspects of higher education. Based upon an analysis of Bologna-relevant documents of the student organization of European higher education (European Students’ Union – ESU), we can say that the student organization’s opinions concerning social aspects is consistent: higher education is considered to be one of the public services, something available to everyone equally. Examining the development in time of the equality of opportunities and fairness – comprehensively, the social aspects – we experience a constant presence and strong amplification. The dominance of aspects of social responsibility can be seen, in detail, in documents from the student organization. It appears that the strong representation of these factors – and major critics when it comes to implementation – can both be connected to student organizations in the creation of the European Higher Education Area.