Exploring Educational Inequalities in Romania

Author(s): Ana-Maria Zamfir,MOCANU Cristina / Language(s): English Issue: 1/2016

In the recent period, social inequalities have become a research topic of great interest for many scientists in the world. The participation of individuals to education is an important determinant for their access to subsequent opportunities, especially labor market opportunities. Moreover, an important number of studies show that education is one of the most influential factors that explain the amount of resources available to individuals in all their life cycles. In this context, reducing school dropout and increasing the share of individuals graduating from higher education represent national objectives for Romania. This article aims to analyze factors that explain differences in participation to education. A special attention will be given to urban-rural gaps in educational attainment. While taking into account main theoretical developments in the field of educational inequalities, empirical data are analyzed in order to provide a clearer picture on the factors that influence the access of individuals to higher education in Romania. Results are useful for policy makers and managers in the education field for better designing policies and study programs that are inclusive and provide better life chances to all individuals.

Perspektiva roditelja kao doprinos konceptualizaciji kvalitete života obitelji i razvoju podrške zajednice u Hrvatskoj

Author(s): Natalija Lisak / Language(s): Croatian Issue: 1/2015

Summary of Doctoral thesis

De la istorie naţională la istorie europeană în şcolile româneşti

Author(s): Emilian COLCERU-MIHUL / Language(s): Romanian Issue: 11/2016

As of 1989, Romania officially separated itself from communism, expressing its option for democracy. This meant a new change of paradigm, in which education for democracy and European values (Romania expressing its wish to join the European Union) were preferred to the old nationalistic point of view. The contents of the discipline switched to an integrated study of Romanian and universal (mainly European) history. This new approach encountered a great deal of obstacles, discussed in this paper. Another challenge which the study of history has been confronted with is that the outburst of new informational media, as well as the development of technology, has put classical education in a difficult position: in order to continue to fulfill its goals, it has to adjust to the new realities. The teaching of history is, therefore, confronted with a methodological dilemma: should it continue to offer students a series of undeniable truths which contribute to the development of civic and patriotic personalities or should the history class be seen as an environment of “daring”, of provocations in order to encourage the student to discover himself those aspects from the past that allow him to understand the present?

Uniwersytet a kształcenie masowe. Od idei uniwersytetu do ideologii kształcenia na poziomie wyższym

Author(s): Andrzej Boczkowski / Language(s): Polish Issue: 3/2014

The idea of university has evolved from its very beginning in the Middle Ages, but in the last two or three decades it has become the subject of revolutionary changes. These changes have become an ideological justification assigning a totally new, difficult to precisely define, social role to the university – at present only one of many higher education institutions. Different definitions of this role are contained and reflected in the concept of the “entrepreneurial university”. Like other contemporary ideological approaches, this concept glosses over the important problem of the sham and superfluous nature of mass education on the higher level, which is leading to a decrease in the quality of education decrease in many fields of study. The “entrepreneurial university” defines the quality of teaching and learning in a spirit which is in contradiction not only to the ancient idea of university, but also to the basic social functions of education. The contemporary ideas of university and the stances taken on them – from acceptance and promotion of the “entrepreneurial university” to criticism of this concept, through to the search for new ideas – leave quite a lot of space for some diagnostic reflection on the present situation of universities and/or higher education in general. This paper is an attempt to develop at least a small part of this space.

Educational Justice as Respect Egalitarianism

Author(s): Krassimir Stojanov / Language(s): English Issue: 46/2016

The goal of this paper is to identify and justify a normative principle that allows for an identifi cation of inequalities incompatible with educational justice. To reach that goal, three alternative versions of egalitarianism are discussed: luck egalitarianism, threshold (minimalist) egalitarianism, and respect egalitarianism. Respect egalitarianism can be closely linked to the model of epistemic justice, which was recently the subject of intensive, far-reaching discussions in the fi eld of philosophy of education. This paper argues that the approaches of both luck egalitarianism and threshold egalitarianism are inadequate to satisfy its aim. Luck egalitarianism entails the ‘bottomless pit problem’ that seems to be conceptually and politically unsolvable. Additionally, luckegalitarians tend to interpret education as a positional, distributive good whose primary value is extrinsic. This stance ignores that education is foremost concerned with the growth of knowledge – a non-positional good whose worth is primarily intrinsic. On the other hand, threshold egalitarians do not offer a conceptual means of discriminating between just and unjust educational inequalities that lie above the capability threshold required by individuals to participate in the political life of society and/or to live a life of dignity. The approach of respect egalitarianism avoids these shortcomings. According to this approach, the most crucial form of educational injustice is treating select groups of students with disrespect by disregarding their beliefs, experiences, ideals, and achievements, as well as their knowledge-ability. Educational injustice appears as a lack of both empathy and cognitive respect toward students. To overcome this educational injustice, educational institutions should design and implement forms of teaching that equally include the beliefs and experiences of all students. Teachers should use these beliefs and experiences as a point of departure for addressing academic classroom content. Social, economic, and knowledge inequalities between students would no longer be an issue of educational injustice if principles of respect in formal education were fully implemented.

GEOPOLITIČKO KODIRANJE BOSNE I HERCEGOVINE U OBRAZOVNOM SISTEMU

Author(s): Sead Turčalo / Language(s): Bosnian Issue: 2/2016

Post-war state-building in Bosnia and Herzegovina was largely encouraged and framed through the actions of the international community. One of the segments of this process in which the international actors took the coordinating, but not a proactive role, was education. By reducing its activities to coordination, it ignored the obstructive potential which an ethnically segmented school system can have on the state-building process. This has created the ground for the formation of students as subjects that will perpetuate the geopolitical visions of Bosnia and Herzegovina which the ethno-political establishment exploits to the end of ethno-mobilization. In this article, through our own and existing analyses of textbooks from the so-called national group of subjects, we intend to show patterns of forming students as real geopolitical subjects. Through a system of education structured in this way, structural violence against the Other became the norm within which imaginative geographies and narratives of the country were developed according to the dominant view of the majority.

Kryzys uniwersytetu: przykład brytyjski

Author(s): Joanna Figiel / Language(s): Polish Issue: 03/2015

HISTORY AS A SCHOOL SUBJECT IN THE “SECOND CHANCE” PROGRAMME FOR FUNCTIONAL BASIC EDUCATION OF ADULTS IN SERBIA

Author(s): Dragica Koljanin,Paulina Čović / Language(s): English Issue: 2/2016

The implementation of comprehensive educational reforms which include adult education is taking place in Serbia. The bases for the reforms are new approaches to education and learning, because rapid changes in all spheres of life have opened up the need for lifelong learning and education. However, the moment when society recognized the need for an institutional and organized form of adult education was preceded by a long development path in the second half of the twentieth century. This paper will examine the role of history as a subject in primary education of adults within the Second Chance project. History as a subject is undeniably important for development of one`s identity and understanding of the present in order to prepare to be a responsible part of society. Considering that Serbia has in the past been faced with the problem of illiteracy, there will be a brief overview of adult education in the second half of the twentieth century.

HIGHER EDUCATION AND ECONOMIC GROWTH: SWEDISH EVIDENCE FROM MULTIVARIATE FRAMEWORK

Author(s): Saša Obradović,Nemanja Lojanica / Language(s): English Issue: 2/2016

In this article, we investigate the long and short run relationship between higher education and economic growth in multivariate framework for Sweden, for the period from 1971 to 2013, by using ARDL approach. Toda-Yamamoto procedures of Granger non-causality test were applied to detect the direction of causality in the relationship between economic growth and higher education. We found that unidirectional causality between higher education and real GDP per capita, exists. This relationship is positive, but not mutually reinforcing.

Новое положение иностранных языков в системе образования, ориентированного на глобальную гражданственность

Author(s): Nadezhda Ivanovna Almazova,Ekaterina Alekseevna Kostina,Liudmila Petrovna Khalyapina / Language(s): Russian Issue: 4/2016

The article presents the observation of modern directions in research devoted to the problem of changes of the goals in language education, oriented on preparation for effective intercultural and multicultural communication. The purpose of this article is to analyze the influence of the process of globalization on the goals of teaching foreign languages, to describe the ideas of a new approach to the system of foreign language teaching aimed at developing a new type of competence – multicultural and to present its practical results. The authors point out that multicultural competence is characterized here as a new perspective in the theory of linguistic education which is based on cognitive linguistics and focused on the fact that teaching foreign languages is not only a language code acquisition. An important component of teaching is a conceptual world picture of native speakers belonging to different cultures. Two aspects are underlined in the article: 1) the growth of the role of foreign language teaching as education for citizenship [4], 2) confirmation of the new position of foreign language teaching as education for global citizenship. The most important part of the authors’ methodology is an interdisciplinary and integrating approach which includes the theoretical course “Intercultural and multicultural communication” + the theoretical course “Cultural aspects of interpretation” + the practical course “Foreign language (English)”. The results proved the idea that the development of multicultural competence provides the formation of necessary knowledge and skills helping students to become global citizens.

Организационно-педагогические условия внедрения раннего обучения иностранным языкам в Республике Казахстан: опыт, проблемы, перспективы

Author(s): Bakhytgul Asylbekovna Zhetpisbayeva,Meiramgul Asylbekovna Zhetpisbayeva,Gulnaz Koshkinbaevna Tleuzhanova,Kuanish B. Adanov,Gulden Nurmambekovna Akbayeva / Language(s): English Issue: 4/2016

The article aims to show the problem and decisions of early foreign language teaching. An early start of learning a foreign language has become one of the priorities in the practice of teaching the subject. Currently, in many pre-school educational institutions in various centres, children from an early age familiarize themselves with a foreign language. Integrative activities provide additional opportunities for diversified preschool education, for the development of not only the language, but also the general skills. The urgency of the problem of learning a foreign language in preschool and elementary school is substantiated by scientific evidence of the need to make the most sensitive period for learning a foreign language. The problem of how to teach a foreign language pre-school children, not completely solved either in our country or abroad, while many Methodists are showing great interest in it. Unfortunately, today in Kazakhstan there is no single methodological platform of early foreign language teaching, which led to the arbitrary choice of pre-school and secondary educational institutions of foreign educational programs and training materials, without relating them to domestic conditions for foreign language teaching. This problem has led to the need for detailed consideration of organizational - pedagogical conditions of implementation of foreign languages at early age in Kazakhstan. The authors made the analysis of international experience, which is correlated with the state of early foreign language education, typical of modern Kazakhstan. On the basis of the comparison problematic aspects of this process are indicated and presented in the form of the organizational and pedagogical conditions of foreign language teaching at early stage in Kazakhstan. Moreover, considerations of organizational and pedagogical conditions are in complex. The authors' analysis of the problem has allowed presenting the degree of implementation of and prospects for the implementation of the organizational and pedagogical conditions of the implementation of foreign languages at early stage in the Republic of Kazakhstan.

O DAROVITOSTI I PREPOZNAVANJU DAROVITIH UČENIKA

Author(s): Hikmet Hekić / Language(s): Bosnian Issue: 62/2015

The article relates about the phenomenon of gifted children in schools. The term gifted is defined explicating its forms as well and the problems in identifying gifted students are also discussed. Keeping in view the school practice which shows that being gifted is most often a problem of those who are gifted but also a problem to the surrounding in which they live, it is necessary to employ variety of the forms of class work in order to provide challenges and the scope for their development. The work in schools has so far been oriented by generally accepted “average” criterion as the criteria of estimating student’s potential. There is a variety of forms and methods that can be applied in working with gifted pupils. However all can be reduced to three, most commonly applied: homogenous grouping, acceleration and enrichment of the class work for gifted pupils. It is known that every child is born with one or more potential gifts. It is important to recognise gifted children as movers of our society, by this we do not mean that they need “elitist” approach they must be provided with the scope for development of their abilities with due respect to every individual personality The work with gifted pupils must be carried out with respect to all the complexity of educational and upbringing process. These children must be provided the opportunity for all-round development and growth.

Around the Bloc: Latvia Targets ‘Disloyal’ Teachers

Author(s): TOL TOL / Language(s): English Issue: 10/18/2016

Amendments to the Education Act foresee dismissing teachers untrue to the Latvian state and Constitution, sparking fears of censorship.

Vrednovanje izvannastavnih aktivnosti: pogled iz studentske perspektive

Author(s): Bojana Ćulum,Vilma Kotlar / Language(s): Croatian Issue: 7/2014

Many studies conducted in the past 30 years point to a significant contribution of extracurricular activities to the development of generic skills in children and young adults. At the same time, the connection between key competences related to lifelong learning, academic success, and personal development growth affected multiple student development theories. In order to meet the aim of education policy of lifelong learning, with a particular aim of contributing to the academic success and student employment, many universities are developing models of the assessment of extracurricular activities. Research about assessment of extracurricular activities at Croatian universities, conducted through five half-day deliberative workshops with 102 students, brings forward their perspective and recommendations of assessment models. Research shows that students recognize the importance of devotion to extracurricular activities, and, in doing so, critically think about the types of activities and competences that should be assessed. They assume that it is necessary to have a differentiated assessment of activities based on their connection with the field of study and based on the type of activity. As the most appropriate way of assessment, students suggest a model of activity track in the diploma supplement, but if the activity is related to the curriculum, they would like to obtain an appropriate number of ECTS credits. There are conflicting opinions concerning assessments of students’ activity in student governance bodies.

Is Media Literacy Still One of the Priorities for Policy Makers? Interview with David Buckingham and Alexander Fedorov

Author(s): David Buckingham,Alexander Fedorov / Language(s): English Issue: 2/2016

The interviews focus on the key question whether media literacy is still in the spotlight of contemporary society. The past decades has seen rapid development of professional and academic interest in the field of media literacy. The theoretical and practical issues that have dominated the field for many years have already drawn attention to the importance of this concept for the individual and for the society. In fact, the introduction of media education in schools and other areas of public life is still being confronted with many challenges. Moreover, the wide range of related problems is becoming less in the centre stage of policy making – at the European and non-European level alike. The interviews address questions about the priorities of educational policy, which should not be focused only on the topics that can directly contribute to economic growth and job creation. Particularly today, at the times of global conflicts and societal as well as cultural transformations, it is very important to develop the critical thinking of citizens – of course, in relation to the media and their society-wide actions and agendas.

Kauno konservatorijos veikla pokario metais

Author(s): Tamara Vainauskienė / Language(s): Lithuanian Issue: 1(42)/2006

The development and work of the Kaunas State Conservatoire during 1944–1949 is analysed. The Kaunas State Conservatoire was closed in 1943, and after its reorganization in 1944 reforms were taken according to the main concepts of Soviet music higher schools.The author analyses the problems of reorganization of the Kaunas State Conservatoire in detail: the reconstruction of its economic basis, changes in its structure, organization of studies, research work of its staff, the number of students and teachers, documentation.According to the materials of Lithuanian state archives, the Kaunas State Conservatoire after the reorganization was a different kind of higher music school. The Kaunas State Conservatoire was a separate school, part of the multi-stage musical training system of Lithuanian in the postwar years. The Kaunas State Conservatoire was organized as an ideological educational scientific and methodical center. In the prewar years it had a multi-stage musical training system. Musical training in the prewar Kaunas State Conservatoire was based on traditions of empiric pedagogics.The prewar traditions of pedagogics were developed in the Kaunas State Conservatoire in postwar years. However, the Soviet concept of training musicians gradually became predominant in the Kaunas State Conservatoire in the postwar years.

НОВЫЙ ЗАКОН ОБ ОБРАЗОВАНИИ В РОССИЙСКОЙ ФЕДЕРАЦИИ

Author(s): Olga Aleksandrovna Cheparina / Language(s): Russian Issue: 4/2014

This article examines the main changes in the legal regulation of educational relations, stipulated by the Federal law No. 273-FZ “On Education in the Russian Federation” of December 29, 2012. The article discusses the trends in the legal regulation of relations in the sphere of education and analyzes the advantages and disadvantages of this Federal Law.

Gdy słowa wiodą na manowce. Krótka rzecz o pułapce polskiej metodyki

Author(s): Dorota Klus-Stańska / Language(s): Polish Issue: 2 (33)/2016

The text is an attempt to analyze the language of the Polish core curriculum for primary schools and the language of teaching methodology, created by the core curriculum, as a source of stereotype thinking about school and the (im)possibility of change in the model of education. In this perspective, the language of government documents appears as a significant barrier to changes in the educational system, perpetuating traditional teaching, and leading to the blocking of the development of students.

Envisioning Incentives for Improving University Governance: A Ghanaian Perspective

Author(s): Bernard Bekuni Boawei Bingab,Joseph Ato Forson,Oscar S. Mmbali,Theresa Yaaba Baah-Ennumh,Joshua-Luther Ndoye Upoalkpajor / Language(s): English Issue: 2/2016

The incentive to strengthen university governance system has three implications: (1) improving the quality of the university education system, and thus providing students and the general public value for money, (2) enhancing the utilization of resources invested in university education, and (3) contributing significantly to the formation of human capital, quality of public leadership, and best services to the society. However, there are limited studies on how this can be realized in Ghana. This is a qualitative study seeking to explore the following questions: What is needed to ensure desirable university governance? And how can it be achieved? In-depth interviews and documentary research were used to collect data from twenty-three participants. The study examines key governance issues such as funding, accountability, infrastructure, trust, and regulation. The study contextually contributes to the literature on university governance and management by bringing to the fore the incentives needed to enhance it for a better output to meet the development needs of the Ghanaian economy and the African continent with similar challenges as a whole.

Selected aspects of institutional early childhood education and care in Warsaw – the perspective of professionals and low-income parents

Author(s): Małgorzata Karwowska-Struczyk,Olga Wysłowska / Language(s): English Issue: 2 (33)/2016

The article presents results of research into low income parents as well as professionals involved in the education, care and upbringing sectors. It concerns access to toddler care and preschool, the costs of sending children to such institutions, support for parents on low incomes, as well as the demands parents have of these institutions. The authors carried out two group interviews with parents, as well as three individual interviews with workers from the institutions. In the final part of the article, the results of the research are presented along with recommendations for politics concerning the sectors of education, upbringing and care of children from the ages of 0 to 6.