scholarly journals How National Institutions Shape Skilled Immigrants’ Chances of Getting Hired: Evidence from Harmonised Factorial Surveys with Employers in Germany and England

2020 ◽  
Vol 72 (S1) ◽  
pp. 351-373
Author(s):  
Felix Stumpf ◽  
Andreas Damelang ◽  
Martin Abraham ◽  
Sabine Ebensperger
Keyword(s):  
Research Design ◽  
Education System ◽  
Survey Design ◽  
Institutional Arrangements ◽  
Education Systems ◽  
Skilled Immigrants ◽  
Institutional Conditions ◽  
Institutional Settings ◽  
Institutional Contexts ◽  
Contexts Of Reception

Abstract This study provides novel insights into the institutional conditions under which skilled immigrants get hired for skilled jobs in different countries. We argue that immigrants’ hiring chances depend on the interplay between institutions in sending countries, which determine the type of education that immigrants bring, and institutions in receiving countries, which shape employers’ preferences for certain types of education. We develop a research design that considers this interplay and allows us to directly compare how education from sending countries with different institutional arrangements is rated by employers in two countries with widely divergent institutional contexts of reception, Germany and England. Using harmonised factorial surveys, we simulate hiring processes and evaluate the chances of German and English employers inviting foreign-educated immigrants to interviews for jobs commensurate with their education. The survey design makes it possible to experimentally vary the institutional settings in which immigrants acquired their education in the sending country, and isolate their effect on employers’ ratings. Our key finding is that immigrants from sending countries with highly standardised occupation-orientated education systems prevail in the hiring competition, irrespective of the education system in the receiving country.

Institutional characteristics of education systems and inequalities: Introduction II

2021 ◽  
pp. 002071522110615
Author(s):  
Christiane Gross ◽  
Andreas Hadjar ◽  
Laura Zapfe
Keyword(s):  
Education System ◽  
Institutional Setting ◽  
Institutional Characteristics ◽  
Education Systems ◽  
Comparative Sociology ◽  
Institutional Settings ◽  
Current State ◽  
Key Driver ◽  
State Of Research

The second special issue of International Journal of Comparative Sociology (IJCS) on the role of education systems as institutional settings on the reproduction of inequalities includes three papers that focus on stratification of the education system as key driver of educational inequalities, the role of digital inequalities in the school and beyond, as well as how students navigate through the institutional setting of the Taiwanese education system. While we already elaborated on the research program, conceptual framework, and methodological challenges in the first introduction (published in January 2021), we will deal with the current state-of-research in this second introduction.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

scholarly journals Tracing divergence in crisis governance: responses to the COVID-19 pandemic in France, Germany and Sweden compared

2021 ◽  
pp. 002085232097935
Author(s):  
Sabine Kuhlmann ◽  
Mikael Hellström ◽  
Ulf Ramberg ◽  
Renate Reiter
Keyword(s):  
Central Government ◽  
Institutional Settings ◽  
Containment Measures ◽  
Local Discretion ◽  
Institutional Contexts ◽  
Administrative Procedures ◽  
Decentralized Management ◽  
Cross Country ◽  
Legally Binding Regulations ◽  
Governance Modes

This cross-country comparison of administrative responses to the COVID-19 pandemic in France, Germany and Sweden is aimed at exploring how institutional contexts and administrative cultures have shaped strategies of problem-solving and governance modes during the pandemic, and to what extent the crisis has been used for opportunity management. The article shows that in France, the central government reacted determinedly and hierarchically, with tough containment measures. By contrast, the response in Germany was characterized by an initial bottom-up approach that gave way to remarkable federal unity in the further course of the crisis, followed again by a return to regional variance and local discretion. In Sweden, there was a continuation of ‘normal governance’ and a strategy of relying on voluntary compliance largely based on recommendations and less – as in Germany and France – on a strategy of imposing legally binding regulations. The comparative analysis also reveals that relevant stakeholders in all three countries have used the crisis as an opportunity for changes in the institutional settings and administrative procedures. Points for practitioners COVID-19 has shown that national political and administrative standard operating procedures in preparation for crises are, at best, partially helpful. Notwithstanding the fact that dealing with the unpredictable is a necessary part of crisis management, a need to further improve the institutional preparedness for pandemic crises in all three countries examined here has also become clear. This should be done particularly by way of shifting resources to the health and care sectors, strengthening the decentralized management of health emergencies, stocking and/or self-producing protection material, assessing the effects of crisis measures, and opening the scientific discourse to broader arenas of experts.

scholarly journals Opportunity management of the COVID-19 pandemic: testing the crisis from a global perspective

2021 ◽  
pp. 002085232199210
Author(s):  
Sabine Kuhlmann ◽  
Geert Bouckaert ◽  
Davide Galli ◽  
Renate Reiter ◽  
Steven Van Hecke
Keyword(s):  
Crisis Management ◽  
Global Perspective ◽  
Special Issue ◽  
National Politics ◽  
Institutional Reforms ◽  
Institutional Conditions ◽  
Institutional Settings ◽  
Windows Of Opportunity ◽  
Cross Country ◽  
Crisis Responses

This article provides a conceptual framework for the analysis of COVID-19 crisis governance in the first half of 2020 from a cross-country comparative perspective. It focuses on the issue of opportunity management, that is, how the crisis was used by relevant actors of distinctly different administrative cultures as a window of opportunity. We started from an overall interest in the factors that have influenced the national politics of crisis management to answer the question of whether and how political and administrative actors in various countries have used the crisis as an opportunity to facilitate, accelerate or prevent changes in institutional settings. The objective is to study the institutional settings and governance structures, (alleged) solutions and remedies, and constellations of actors and preferences that have influenced the mode of crisis and opportunity management. Finally, the article summarizes some major comparative findings drawn from the country studies of this Special Issue, focusing on similarities and differences in crisis responses and patterns of opportunity management. Points for practitioners With crises emerging in ever shorter sequences of time, governing turbulence and using crises for strategic institutional decisions has become an increasingly important issue for policymakers. Aiming at effective and proportionate responses, policymakers must take the institutional conditions, administrative traditions and relevant actor constellations of crisis management into account, which are key to learn from other countries’ experiences. Comparing these experiences and analyzing the politics of crisis governance from a cross-country perspective may help policymakers to identify strengths and weaknesses of their own national/regional approaches and to seize crisis-related windows of opportunity for institutional reforms at the national and international levels.

The major educational policies, models and ideas that have influenced Botswana’s education system

2018 ◽  
Vol 17 (3) ◽  
pp. 370-382 ◽  
Author(s):  
Mompoloki Mmangaka Bagwasi
Keyword(s):  
Education System ◽  
Educational Policies ◽  
Education Systems ◽  
Colonial Era ◽  
Western Education ◽  
Educational Thinking

Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

scholarly journals COMPARISON OF PRESCHOOL EDUCATION SYSTEMS IN SOUTH KOREA AND TURKISH REPUBLIC OF NORTHERN CYPRUS

2020 ◽  
Vol 3 (2) ◽  
pp. 129-137
Author(s):  
Seral Özturan ◽  
Didem İşlek
Keyword(s):  
South Korea ◽  
Education System ◽  
Comparative Education ◽  
Preschool Education ◽  
Educational Status ◽  
School Education ◽  
Ministry Of Education ◽  
Education Systems ◽  
Turkish Republic ◽  
Northern Cyprus

In this study; It is aimed to compare the pre-school education systems in South Korea and Turkish Republic of Northern Cyprus comparatively. The horizontal and descriptive approach used in comparative education studies for this purpose were used together. Using document analysis in the research; Pre-school education objectives, similarities in education system and similarities in the education system, from the Ministry of Education of  South Korea and Turkish Republic of Northern Cyprus from the Ministry of Education, the laws of countries, official pre-school education reports, education systems, articles and online databases, data on differences, skills desired to be acquired in the curriculum and educational status of teachers working in preschool institutions were obtained.  

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

scholarly journals Rational Irrationality Across Institutional Contexts

2015 ◽  
Vol 21 (1-2) ◽  
Author(s):  
Ryan H. Murphy
Keyword(s):  
Demand Curve ◽  
Institutional Arrangements ◽  
Governance Structures ◽  
Institutional Contexts ◽  
Better Than

AbstractThis paper considers how Bryan Caplan’s concept of rational irrationality may manifest in various political institutional arrangements, building off the demand curve for irrationality. Mob democracy, anarchy, autocracy, and constitutionally constrained democracy are the governance structures addressed. While anarchy is strictly better than mob democracy, under certain conditions, democracy, anarchy, or constitutionally constrained democracy may yield the best outcomes depending on the circumstances.

FEATURES OF RESEARCH, DESIGN AND OPERATION OF HYDROMELIORATIVE SYSTEMS IN THE AREA OF INTERNATIONAL AIRPORTS

2021 ◽  
pp. 30-35
Author(s):  
A. E. KASYANOV ◽  
Keyword(s):  
Research Design ◽  
Standard Error ◽  
Land Reclamation ◽  
Survey Design ◽  
Bird Species ◽  
The State ◽  
Moscow Region ◽  
International Airport ◽  
Nesting Sites ◽  
Reclamation System

The features of the survey, design and operation of irrigation and drainage systems in the area of the international airport «Zhukovsky» located in the Moscow region, Russia. Design surveys included an ornithological survey of the reclaimed area. Bird species, nesting sites and the number of nests were identified. The number of nests before reclamation averaged 200 ± 1.5 (mean ± standard error). Hydro reclamation in the airport area eliminated local swamping areas and nesting areas disappeared. Draining was carried out by open drains. The distance between the open drains is 120 m, the length is from 700 to 1200 m. There are no capital irrigation and drainage facilities. On the polder site the project provides for open drains and drains. The state of the land reclamation system has been deteriorating since 2001. Periodic waterlogging of a part of the polder area and the formation of a nesting area for black-headed gulls are noted. Airbus A321 aircraft fl y over the chicks while feeding at an altitude of 231.5 m, the size of which in the eyes of the chicks is comparable to the size of the parent gulls.

AI Diagnosis: Rise of AI-Powered Assessments in Modern Education Systems

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Diksha Yadav ◽  
Rajdeep Dey ◽  
Piyush Gupta
Keyword(s):  
Artificial Intelligence ◽  
Literature Review ◽  
Learning Outcomes ◽  
Current Literature ◽  
Education System ◽  
Assessment Tool ◽  
Education Systems ◽  
Modern Education ◽  
Integrative System ◽  
Comprehensive Literature Review

The literature on the limitations on the current archaic education system is limitless, the consequences of which have only been exacerbated in the current lockdown scenario. The timed evaluations have not only failed as an assessment tool during these times but research has shown there are increased rates of using unfair means and proctoring as a result. Not only was the system faulty to begin with, it is failing miserably under current lockdown situations. Simultaneously the current literature keeps positing that since technology has become an integral part of our life already, it would not be long before technology integrates with education and assessments. Taking into consideration the need and potential of an integrative system, this paper aims to explore how artificial intelligence can be effectively introduced into education and improve learning outcomes. The paper performs a Comprehensive Literature Review (CLR), and analyses data based on the framework developed by Onwuegbuzie and Frels (2015). The paper thus reviews literature with the aim to explore current models of AIEd and relevant psychological concepts relating to learning and career outcomes. 

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