Bibliothekskatalog

Kozma, Tamás [Hrsg.]
¬The¬ Bologna process in Central and Eastern Europe

Wiesbaden
, Springer VS , 2014 , 377 Seiten
Schlagworte:
Mitteleuropa, Osteuropa, Bologna-Prozess The Bologna Process opened a new chapter in the history of the European higher education. The idea of a common European Higher Education Area was developed in Western Europe and accelerated increasingly there in the second half of the 20th century, as a phenomenon of globalization. For the post-communist states in Eastern Europe the complete change of the political system made it possible to join the European Union and the Bologna Process. These changes had an impact not only on the educational policies but also on the educational system and the educational culture as well.This book shows the changes in the higher education of ten countries in Central and Eastern Europe: Croatia, the Czech Republic, Hungary, Poland, Romania, Slovakia, Slovenia, Serbia and Ukraine. The country studies are supplemented with an international and a historical comparative analysis, to point out the special features of the implementation of the Bologna aims in the region. (Verlag)

Bibliothekskatalog

Bowl, Marion
Adult education in changing times

policies, philosophies and professionalism

Leicester
, niace , 2014
Schlagworte:
Großbritannien, Neuseeland, Erwachsenenbildung, Lebenslanges Lernen, Erwachsenenbildner, Politik, Ökonomie, Geschichte, Praxis Of importance to all educators, practitioners and academics in adult education, training and lifelong learning, Adult Education in Changing Times explores the realities of adult education practice in the current economic and political climate, set against the backdrop of the changes in philosophy, policy and practice over the past thirty years. In addition to examining the broader international picture, the text draws on recent specific research into the careers of 62 adult educators in England and New Zealand. It presents their perspectives on how their values, work and career expectations have been affected by funding and policy pressures in an increasingly insecure environment, and how they manage and respond to the contradictions between their beliefs and the expectations placed upon them. The text draws out the implications for adult education and lifelong learning and examines how they can be used to inform future training and development, policy and practice. This is an original, accessible and up-to-date account of practice that will advance critical discussion of professionalism in adult education internationally. (Verlag). Contents: Acknowledgements. Introduction. Section One: Historical and political contexts for adult education; Chapter One: From adult education to lifelong learning: A changing global landscape; Chapter Two: England and New Zealand: Two national contexts for adult education; Chapter Three: Professionalism, professionalisation and continuing professional development in the adult education arena. Section Two: Adult educators' working lives researched; Chapter Four: Researching perspectives on adult education policy and practice; Chapter Five: Adult educator philosophies and values; Chapter Six: A 'non-career': Occupational identities and career trajectories; Chapter Seven: Confronting the dilemmas: Accommodation and resistance; Chapter Eight: The bigger picture: Strategy and advocacy. Conclusion: Lessons for changing times. Bibliography. Index.

Bibliothekskatalog

Assmann, Aleida
Auf dem Weg zu einer europäischen Gedächtniskultur?

Wien
, Picus , 2012 , 70 Seiten
Schlagworte:
Europa, Politische Bildung, Vergangenheitsbewältigung, Judenvernichtung, Stalinismus, Geschichtsbewusstsein, Kollektives Gedächtnis Haben die Nationen Europas eine Chance auf Fortbestand? Oder werden sie, wie der Philosoph Ernest Renan einst meinte, in einer europäischen Konföderation aufgehen? Was hält Europa im Innersten zusammen? Aleida Assmann stellt sich diesen Fragen und begibt sich vor allem auf die Spur einer gemeinsamen europäischen Erinnerungskultur. Dabei macht sie als gemeinsamen europäischen Bezugspunkt den Holocaust und dessen Überwindung aus ? seit 2005 beispielsweise ist der Eintritt in die europäische Holocaust-Erinnerungsgemeinschaft eine Beitrittsauflage der EU. Auch der Stalinismus und der Kalte Krieg und deren Aufarbeitung beziehungsweise Nicht-Aufarbeitung sind Bausteine auf einem Weg hin zur dialogischen Erinnerung, in der das dem Nachbarn zugefügte Leid ins eigene Gedächtnis mitaufgenommen wird. Somit entsteht ein gemeinsames historisches Wissen. Aleida Assmann tritt für die dialogische Erinnerung als Instrument zur Überwindung der Geschichte der Gewalt und zur Zusammenführung der europäischen Nationen ein. (Verlag)

Bibliothekskatalog

Robak, Steffi [Hrsg.]; Käpplinger, Bernd [Hrsg.]
Changing configurations in adult education in transitional times

international perspectives in different countries

Frankfurt am Main [u.a.]
, Lang , 2014 , 244 Seiten
Schlagworte:
Erwachsenenbildung, Weiterbildungsforschung, Institutionalisierung, Professionalisierung, Weiterbildungsangebot, Weiterbildungsplanung, Lebenslanges Lernen, Übergang , Strukturwandel, Internationaler Vergleich, Aufsatzsammlung Change and transition are prominent buzzwords in the discourse upon adult education. International conferences like the European ESREA triennial research conference 2013 in Berlin focused on these terms. But is to deal with change and transitions really something new for adult education? What is new? What has changed? Which kind of transitions do we experience and how can we systematically observe and analyse them as researchers nowadays? This anthology wants to stimulate an exchange beyond buzzwords and European perspectives and investigate what these terms could mean for research in terms of institutionalisation and professionalization in adult education in different national contexts. Therefore, distinguished scholars were invited to contribute to this anthology. (Verlag)

Bibliothekskatalog

Strietholt, Rolf [Hrsg.]
Educational policy evaluation through international comparative assessments

Münster [u.a.]
, Waxmann , 2014 , 245 Seiten
Schlagworte:
Bildungsforschung, Bildungspolitik, Student, Bildungsniveau, Internationaler Vergleich, Aufsatzsammlung One of the most salient findings from the field of education is that there are huge national differences in student achievement as shown in in international comparative studies like PISA and TIMSS. The shockingly large gap between the highest performing countries (mostly in East Asia) and many European countries corresponds to a difference in attainment of two years of schooling. Although this finding has been replicated in several studies, the reasons for and consequences of such differences are currently not well understood. This book is a collection of essays and studies by leading experts in international comparative education who demonstrate how international comparative assessments can be used to evaluate educational policies. The volume is organized into two parts that address, first, theoretical foundations and methodological developments in the field of international assessments, and, second, innovative substantive studies that utilize international data for policy evaluation studies. The intention of this book is to revisit the idea of ?using the world as an educational laboratory?, both to inform policy and to facilitate theory development. (Verlag)

Bibliothekskatalog

Göhlich, Michael; Engel, Nicolas; Höhne, Thomas; Kraetsch, Clemens; Klemm, Matthias
Grenzen der Grenzüberschreitung

zur "Übersetzungsleistung" deutsch-tschechischer Grenzorganisationen

Bielefeld
, transcript , 2014 , 352 Seiten
Schlagworte:
Deutschland, Tschechische Republik, Bildungseinrichtung, Kulturelle Einrichtung, Internationale Kooperation, Interkulturelles Lernen, Kulturelle Identität, Grenzgebiet, Sprache, Übersetzung, Sozialeinrichtung, Organisationskultur Europa wächst zusammen - so ein gängiger politischer Slogan. Diese Studie zeigt: In vielen Fällen sind es Organisationen, die in innereuropäischen Grenzregionen die konkrete internationale Zusammenarbeit vorantreiben. In diesem Buch untersucht ein Forschungsteam aus Linguisten, Pädagogen und Soziologen, auf welche Weise den Bildungs-, Kultur-, Sozial- und Verwaltungseinrichtungen im bayerisch-böhmischen Grenzraum die grenzüberschreitende Zusammenarbeit gelingt. Die Forscher zeichnen nach, wie Organisationen geisteswissenschaftliche Expertise einsetzen, um zwischen den Kulturen, Sprachen und Rechtsräumen zu »übersetzen«. (Verlag)

Bibliothekskatalog

Ackermann, Daniela [Mitarb.]; GESIS - Leibniz-Institut für Sozialwissenschaften; Rammstedt, Beatrice [Hrsg.]; Helmschrott, Susanne [Mitarb.]; Maehler, Débora B. [Mitarb.]; Klaukien, Anja [Mitarb.]
Grundlegende Kompetenzen Erwachsener im internationalen Vergleich

Ergebnisse von PIAAC 2012

Münster [u.a.]
, Waxmann , 2013 , 232 Seiten
Schlagworte:
Erwachsenenbildung, Internationaler Vergleich, Erwachsener, Kompetenz, Bevölkerung, Messung, Arbeitsmarkt, Qualitative Sozialforschung, Deutschland, OECD Dieses Buch stellt verschiedene Forschungsansätze zum Thema Lernen vor. Der Leser erhält einen Einblick in die wichtigsten theoretischen Konzepte, physiologischen Abläufe, in situative Voraussetzungen sowie verschiedene Anwendungsmöglichkeiten und praktische Umsetzungen. Dieses Wissen über das Lernen - vermittelt oder selbst angeeignet - ist eine Voraussetzung erfolgreichen Handelns. Lernende können so die Vorbereitung, die Organisation, die Koordination und die Kontrolle ihrer Lernprozesse eigenverantwortlich und selbstgesteuert festlegen. (Verlag)

Bibliothekskatalog

Global University Network for Innovation
Higher education in the world 5

knowledge, engagement & higher education : contributing to social change

New York, NY
, Palgrave Macmillan , 2014
Schlagworte:
Universität, Internationale Kooperation, Hochschuldidaktik, Hochschulbildung, Netzwerk, Wissen, Sozialer Wandel, Soziale Frage, Curriculum Inhalt: TEAM INVOLVED IN THE PREPARATION OF THIS PUBLICATION LIST OF FIGURES, TABLES AND MAPS LIST OF ABBREVIATIONS USED IN THIS PUBLICATION ABOUT THE AUTHORS GUNI PRESENTATION UNESCO'S INTRODUCTION UNITED NATIONS UNIVERSITY'S INTRODUCTION UNIVERSITAT POLITECNICA DE CATALUNYA BARCELONATECH INTRODUCTION A POEM FOR THE GREAT TURNING EDITORS' INTRODUCTION: KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION - CONTRIBUTING TO SOCIAL CHANGE PART I. THE CONTEXT I.1 Global challenges I.2 Rio+20: 'The Future We Want.' The first global agenda of the XXI century I.2.1 Rio+20: dynamics, governance and sustainable development goals I.3 The world we imagine I.4 Personal transformation and the consciousness revolution. Conscious life design in the holistic-biocentric evolutive model I.5 Higher education in the world: main trends and facts I.6 Timeline of the main statements of community-university engagement PART II. GLOBAL ISSUES ON KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION II.1 Community-university engagement II.1.1 Community-university engagement - global terms and terrain II.1.2 Engagement and partnership of higher education institutions with society: experiences, learning and worries II.1.3 The architecture of engagement: financing the institutional structures that support community- university partnerships II.2 Knowledge in a new era II.2.1 Redesign progress now! The use of knowledge for a reconceptualized human progress II.2.2 The challenges of knowledge in a knowledge democracy II.2.3 Enlarging the conception of knowledge: the dialogue between ancient knowledge and sciences II.3 Knowledge for and with society II.3.1 Knowledge democracy, cognitive justice and the role of universities II.3.2 Community and civil society as sources of knowledge II.3.3 Shifting to intelligent societies II.4 University social responsibility: a mature and responsible definition II.5 Engagement beyond the third mission: the experience of Albukhary International University II.6 Rebuilding university social engagement PART III. RESEARCH ON KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION III Community-university engagement initiatives: trends and progress PART IV. REGIONAL DEVELOPMENTS IV.1 Moving beyond the ivory tower: the expanding global movement of engaged universities IV.1.1 Global networks on community-university engagement IV.2 Knowledge, engagement and higher education in Africa Inside View IV.2.1 Community-university engagement in South Africa Inside View IV.2.2 Knowledge, engagement and higher education in Eastern Africa Spotlight Issues IV.2.3 Theatre for development in support of health service delivery in rural Nigeria Spotlight Issues IV.2.4 Implementing the third mission of universities in Africa: contributing to the millennium development goals Spotlight Issues IV.2.5 Women's empowerment and community engagement IV.2.6 Networks on community-university engagement in Africa IV.2.7 Good Practices IV.3 Knowledge, engagement and higher education in the Arab States Inside View IV.3.1 The universities of Palestine and regional engagement Inside View IV.3.2 Knowledge, engagement and higher education in Qatar Inside View IV.3.3 University initiatives in the Arab world: spotlight on Jordan Inside View IV.3.4 Knowledge, engagement and higher education in Morocco Spotlight Issues IV.3.5 Poetry, higher education and social movements Spotlight Issues IV.3.6 The Inclusive Neighborhood project as a case study of civic engagement in Beirut, Lebanon IV.3.7 Networks on community engagement in the Arab states IV.3.8 Good Practices IV.4 Knowledge, engagement and higher education in Asia and the Pacific Inside View IV.4.1 The nexus between knowledge, engagement and higher education in Australia: responding to the complex challenges of our time Inside View IV.4.2 Knowledge, engagement and higher education in India Inside View IV.4.3 Community-based learning: context as text Spotlight Issues IV.4.4 Addressing ageing issues through elder learning in the Asia-Pacific region IV.4.5 Networks on community-university engagement in Asia and the Pacific IV.4.6 Good Practices IV.5 Knowledge, engagement and higher education in Europe Inside View IV.5.1 Knowledge production, regional engagement and higher education in Poland Inside View IV.5.2 Community-university engagement and social responsibility: community service practices by Turkish higher education institutions Spotlight Issues IV.5.3 The experience of the National Co-ordinating Centre for Public Engagement in the UK Spotlight Issues IV.5.4 OECD reviews of higher education in regional and city development IV.5.5 Networks on community-university engagement in Europe IV.5.6 Good Practices IV.6 Knowledge, engagement and higher education in Canada and the USA Inside View IV.6.1 Research and training beyond the university walls Spotlight Issues IV.6.2 Bringing community and university scholars together on a national stage: the Canadian Community-University Exposition experience Spotlight Issues IV.6.3 Strategic initiatives to impact the institutionalization of community engagement at a public research university IV.6.4 Networks on community-university engagement in North America IV.6.5 Good Practices IV.7 Knowledge, engagement and higher education in Latin America and the Caribbean Inside View IV.7.1 Knowledge, engagement and higher education in the Caribbean Inside View IV.7.2 Extramural studies and experiences of learning and service-learning against the logic of university marketization in Brazil Inside View IV.7.3 The social responsibility of higher education in Chile: Aequalis, the higher education forum Spotlight Issues IV.7.4 The role of the university in the transformation of a territory of poverty Spotlight Issues IV.7.5 The Social Entrepreneurship Lab Spotlight Issues IV.7.6 The Indigenous Intercultural University network - a place for dialogue on knowledge IV.7.7 Networks on community-university engagement in Latin America and the Caribbean IV.7.8 Good Practices PART V. FUTURE VISIONS AND AGENDA FOR ACTION V.1 Transformative knowledge to drive social change: visions for the future PART VI. FURTHER READING VI Recommended bibliography on community- university engagement.