scholarly journals Democratisation of educational systems through participatory approaches in US schools and universities

2021 ◽  
Vol 23 (7) ◽  
pp. 99-121
Author(s):  
N. V. Gavrilova ◽  
D. Schugurensky

Introduction. This article examines the modern educational approach in the field of liberal arts and practical finance, democratisation of the decision-making system in educational institutions through the active engagement of students on the example of US schools and universities. This approach is based on initiative, or participatory budgeting, i.e. students are involved in the process of allocation of budgetary funds of schools and universities. Such participatory practice has educational and administrative objectives, as it serves to improve the quality management in educational institutions through the involvement of students in major decisions. Taking into account the fact that students are the key beneficiaries of the education system, their opinions lead to increased efficiency in educational institutions.Aim. On the basis of real cases, the current research is aimed to identify and describe participatory techniques that can integrate the teaching of theoretical knowledge in the field of civil society with the formation of practical skills in this area.Methodology and research methods. Desk research method of analysing primary and secondary sources (websites of educational institutions, academic publications, and articles in the media) and the field sociological method of expert interviews were used. Expert interviews with representatives of schools and universities, teachers, officers from educational institutions, consultants from the Participatory Budgeting Project, the leading consulting organisation in North America were conducted.Results. The results of the study reveal several participatory techniques for students’ engagement in the allocation of budgetary funds of schools and universities that are applied in New York and Arizona. The identified and described technologies of participation contribute to the formation of students’ knowledge of socio-economic disciplines, practical finance and civics, project management skills, as well as an increase in civic engagement.Scientific novelty. The present study expands the ideas about how to improve the process of teaching social and economic disciplines at schools and universities, practical finance and project management. The method of improving the efficiency of educational institutions through democratic practices is identified.Practical significance. In the future, the proposed approach can be applied in Russian educational institutions.

2011 ◽  
pp. 1223-1230
Author(s):  
Diane Chapman

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and John Hopkins University, were offering these nontraditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.


Author(s):  
Diane D. Chapman

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technologydriven. However, it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.


2011 ◽  
pp. 1149-1155 ◽  
Author(s):  
Diane Chapman

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.


Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.


Ekonomika APK ◽  
2021 ◽  
Vol 319 (5) ◽  
pp. 46-56
Author(s):  
Olha Kovalenko ◽  
Liudmyla Yashchenko

The purpose of the article is to improve approaches to assessing the effectiveness of innovative activities of the food industry and its individual subsectors to identify prospects for development and problems that can hinder the sustainable development of this area of production and the country as a whole. Research methods. The article uses the methods of theoretical generalizations and comparisons, which made it possible to comprehensively consider and generalize methodological approaches to assessing the effectiveness of innovation in industries. When systematizing the calculated data by the intensity of innovation costs, the methods of statistical classification and grouping were used. To achieve the goal of the study, the methodology for assessing the level of manufacturability of industries has been improved (the OECD methodology is taken as a basis), which made it possible to re-evaluate the effectiveness of innovative activities in sub-sectors of the food industry with an emphasis on the computerization of production. Research results. The article presents a methodical approach to assessing the effectiveness of innovation in the food industry. The study is based on the OECD methodology for assessing the manufacturability of industries, which is to calculate the weighted average cost intensity of R & D. The application of this approach to the food industry has confirmed the too low level of its innovative manufacturability. It was found that due to the lack of relevant statistics on R&D expenditures, it is difficult to assess the effectiveness of innovation in certain sectors of the food industry. It is proposed to solve this problem with the help of capital investment indicators, which are invested in the software of industries and are directly related to the level of computerization of technological processes. The obtained indicators of the intensity of software costs are ranked in descending order and divided into three groups according to the level of computerization, which characterizes the efficiency of innovation, as its level increases profits and profitability in industries. This will contribute to the goals of sustainable development of the country (including goals 2 and 9) and increase the competitiveness of the food industry. Scientific novelty. A methodological approach to assessing the effectiveness of innovative activities of sub-sectors of the food industry in Ukraine is proposed, which will contribute to the formation of a new look at the research methodology of this area of knowledge. Practical significance. Designed for professionals in the field of food industry economics, scientists, teachers, graduate students and students of higher educational institutions. The results of the study can be used by experts to assess the level of manufacturability of industries. Tabl.: 3. Refs.: 30.


1977 ◽  
Vol 159 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Marilyn Gittell

The demand for community participation in education has resulted in many school systems adopting some form of decentralization. In many cases, this “participation” has been illusory. The decentralization which occurred did not result in increased decision making power being allocated to the community, but rather in merely physically decentralizing the existing school bureaucracy. The current situation in New York City provides a number of insights into what can be expected as school budgets are cut as a result of fewer resources and decreases in school enrollments. The community school boards, which had no input into the collective bargaining process, are now pitted against the professional educational establishment — the Board of Education and the United Federation of Teachers. Both in New York City and elsewhere, those who control the school bureaucracy have excluded the community from playing a significant role in the policy-making process. The governance structure of American education must be changed so that the community will have greater control over its educational institutions. Properly instituted, community control is an instrument of social change. If adequate provision is made for the technical resources to carry out this new role, citizen participation has the potential for providing new insights into our concepts of professionalism and our general theories of educational expertise.


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