Integral Ecology and Educational Policies

2020 ◽  
pp. 72-86
Author(s):  
Giovanni Patriarca ◽  
Diana M. Valentini
Keyword(s):  
Environmental Degradation ◽  
Point Of View ◽  
Educational Policies ◽  
Education Policies ◽  
Integral Ecology

Education plays a major role in enabling us to become more active in the building of a better society, attacking the structural causes of inequality that creates an inhuman culture of waste and—from an ecological point of view—generates a unacceptable negligence with the care of our common home, causing environmental degradation and other disastrous consequences. This chapter explores integral ecology and education policies through axiological convergences with SDG4.

scholarly journals Educational policies in Central and Eastern Europe: legacies of state socialism, modernization aspirations and challenges of semi-peripheral contexts

2018 ◽  
Vol 16 (4) ◽  
pp. 385-397
Author(s):  
Katarzyna Gawlicz ◽  
Marcin Starnawski
Keyword(s):  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Educational Policies ◽  
Educational Systems ◽  
State Socialism ◽  
Special Issue ◽  
Education Policies ◽  
Historical Experience ◽  
International Assessment ◽  
East West

The article introduces a special issue of Policy Futures in Education on changes and challenges in educational policies and systems of Central and Eastern Europe (CEE). The countries in the region share some characteristics, such as their historical experience with the authoritarian–socialist or communist rule and its impact on education policies, as well as their long-lasting economic semi-peripherality. Differences within the region are also discussed in the article: from macro-level economic gaps to relative dissimilarities of education systems’ structures, as well as international assessment benchmarks. The articles in this issue present analyses of educational policies in Belarus, Croatia, Hungary, Poland, Russia and Ukraine. A theme that emerges most clearly across these texts is the complexity of East–West relationships. Read together, the contributions serve as a call for a more nuanced and contextualized look at CEE. Transformation of educational systems that entails the interplay of past legacies and borrowed policies can bring about troubling outcomes, exacerbated by the entanglement of education in a wider agenda.

scholarly journals Rethinking Global Jinzai Policy: Exploring University Students’ Attitudes

2020 ◽  
Vol 2019 (1) ◽  
pp. 160
Author(s):  
Beni Kudo ◽  
Giancarla Unser-Schutz
Keyword(s):  
University Students ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Private University ◽  
Educational Policies ◽  
Education Policies ◽  
English Language Education ◽  
Students Attitudes

Discussions on English education policies often focus on their reception by teachers. However, this can overlook what students think about policy, and students’ support of policies may be crucial to their success. This is especially relevant to English education at universities, given the autonomy that university students have. To understand what students think about policies, a survey on certain aspects of Japanese educational policies and English language education was conducted at a private university. The survey focused on students’ attitudes towards guroubaru jinzai or global workers, a buzzword in Japanese EFL policies. Overall, students reported interest in becoming global workers, but they did not feel that this was realistic for themselves. This suggests that to gain the support necessary from students for their own cultivation as global workers in line with current EFL policies, it may be necessary to show the relevance to their own lives, from their own perspectives. 文科省の英語教育におけるポリシーの１つは「グローバル人材育成」であるが、大学英語教育では、学習に対する学生の主体的な意識や態度が重要である。中堅大学の学生を対象とした調査の結果、彼らは「国際的に活躍することが現代社会で求められている」と認識している一方、「そのような人材になることは自分にとって現実的ではない」と考えていることが分かった。理由の１つは「英語に対する自信のなさ」であるが、同時に「英語学習」には興味を持つ学生も多かった。「グローバル人材の必要性の認識」と「英語学習に対する興味」を利用することで、中堅大学の学生にとっても文科省のポリシーの実現が可能であると考えられる。

scholarly journals Albania and the Education Policies of Italy from the Beginning Until the End of the 30s of the Twentieth Century in Archival Documents and in the Albanian Press in General

2021 ◽  
Vol 10 (3) ◽  
pp. 80
Author(s):  
Jani Sota ◽  
Lindita Lutaj
Keyword(s):  
World War I ◽  
Education System ◽  
Point Of View ◽  
World War ◽  
Education Policies ◽  
National Education ◽  
Archival Documents ◽  
Individual Type ◽  
The One ◽  
The Individual

This paper is dedicated to the education policies of Italy for the expansion and consolidation of Italian schools in Albania, from the point of view of archival documents and the Albanian press at that time. The study focuses primarily on the efforts of the Italian government to organize the education system, establish schools, prepare programs and textbooks, equip schools with the necessary acts, etc., as an attempt to outline the European profile of education in Albania after 1912. As a part of the general analysis on the effects of the Italian schools on the life of Albanian society, would undoubtedly be the analysis of the "individual" type that it produced. On the one hand, the changes after the World War I generated a complex, renewed and more productive national education, but on the other hand, it was highly dependent on the Italian-Albanian education policies, and consequently, oriented towards a more open education system which promoted the cultural tendencies and aspirations of the Albanian nation. New democratic developments in Albania, gave us the opportunity to shed light on Italian-Albanian education policies within the context of the Italian-Albanian relations. Thanks to this, prominent figures left in oblivion, their work for the spread of new pedagogical ideas and the development of Western schools are given the acknowledgment that they deserve. The tendency to embrace and adapt those policies to the conditions of Albania of that time, reflect the important phenomenon of its developments and intellectual thought, so that the school could help more in the civilization and education of the Albanian society.   Received: 12 January 2021 / Accepted: 31 March 2021 / Published: 10 May 2021

scholarly journals Konsep dasar kebijakan pendidikan

2021 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Fadiyah Elwijaya ◽  
Vivi Mairina ◽  
Nurhizrah Gistituati
Keyword(s):  
Education Policy ◽  
Behavioral Approach ◽  
Educational Policies ◽  
Educational Goals ◽  
Literature Study ◽  
Education Policies ◽  
National Education ◽  
Political Approach ◽  
Study Methodology ◽  
Operational Concept

<p>Education policy is important in the process of achieving national education goals so that an understanding of the basic concepts of education policy is needed in order to produce pro-active education policies and problem solving. The purpose of writing this article is to examine the scope of education policy which consists of the meaning of education policy, components of education policy, characteristics of educational policies and implementation of educational policies. This writing methodology uses literature study methodology. The writing of this article was carried out by reviewing 26 journals related to education policy. The results of the study found that education policy is a policy related to the education sector in the process of elaborating the vision and mission of education in order to achieve educational goals through strategic steps in the implementation of education. The education policy component consists of five, namely objectives, plans, programs, decisions, and impacts. The characteristics of education policy are that of having educational objectives, fulfilling legal-formal aspects, having an operational concept, being made by the authorities, being able to be evaluated and having a systematic approach. The approach to implementing educational policy consists of a structural approach, a procedural and managerial approach, a behavioral approach and a political approach.</p>

scholarly journals Compulsory Educational Policies in Rural China since 1978: A Macro Perspective

2020 ◽  
Vol 2 (1) ◽  
pp. 159-164 ◽  
Author(s):  
Jian LI
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Educational Development ◽  
Rural China ◽  
Compulsory Education ◽  
Educational Policies ◽  
Urbanization Process ◽  
Education Policies ◽  
Short Article ◽  
Rural And Urban

Since 1978 China has implemented a series of educational policies for shaping rural compulsory education in order to improve its quality and competitiveness. This short article takes a macro perspective to review the rural compulsory education policies in contemporary China. Specifically, the macro perspective concentrates on examining the historical urbanization process of basic education in rural areas and the four stages of compulsory educational development in these regions. The article suggests that China has made tremendous contributions on closing the rural and urban gaps in recent years, but challenges remain to be solved.

Asbestos in automotive waste. Contemporary recycling methods of waste from automotive industry

2018 ◽  
Vol 19 (4) ◽  
pp. 27-32
Author(s):  
Marta Wójcik
Keyword(s):  
Waste Management ◽  
Environmental Protection ◽  
Hazardous Waste ◽  
Environmental Degradation ◽  
Automotive Industry ◽  
High Efficiency ◽  
Natural Sciences ◽  
Point Of View ◽  
Current State ◽  
Inappropriate Utilization

Increasing requirements concerning the environmental protection and waste management result in the development both new and effective recycling methods of various fractions of waste. From the technical and natural sciences point of view, the utilization of hazardous waste is essential. The inappropriate utilization of hazardous waste causes the environmental degradation. Particularly harmful waste is asbestos using not so long ago in many sectors of economy, including automotive industry. Despite of the ban of production and exploitation of asbestos, waste containing asbestos minerals are still in the environment. The necessity of the utilization of asbestos waste leads to the development of high-efficiency recycling methods with the application of different technologies. This paper shows the current state of knowledge concerning the asbestos waste with particular reference to the automotive industry. The recycling methods of asbestos used both in laboratory and industrial scale are also presented.

Roma Social Inclusion through Higher Education Policies in Romania

2015 ◽  
pp. 213-231
Author(s):  
Delia Bîrle ◽  
Daniela Crişan ◽  
Elena Bonchiş ◽  
Laura Bochiş ◽  
Carmen Popa
Keyword(s):  
Social Inclusion ◽  
Academic Staff ◽  
Good Practice ◽  
Educational Policies ◽  
Academic Learning ◽  
Education Policies ◽  
Higher Education Policies ◽  
Depth Analysis ◽  
The University ◽  
Intellectual Elites

The chapter explores whether the educational policies introduced by the Romanian Government during the last twenty years are examples of good practice for other European countries facing the issue of Roma integration. The authors raise the question of whether the voices of Roma intellectual élites, who represent the “products” of those educational policies, are strong enough to drive the Roma minority towards common and sustained efforts for their social integration. What are the cross products of these educational policies? Additionally, they consider the case of Roma students within the University of Oradea in Romania and examine their attitudes towards academic learning, motivational factors, academic self-efficacy, faced difficulties, and potential ways to achieve higher rates of student retention. For a more in-depth analysis of the role and impact of those policies and the possible challenges/difficulties encountered, the authors interviewed several decision makers, such as academic staff, NGO representatives, and current/former Roma students. The chapter concludes with suggested solutions for detected difficulties.

Assuming diversity and difference in the educational process. Limits, opportunities, consequences

DIALOGO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Constantin Cucos
Keyword(s):  
Public Speaking ◽  
Educational Process ◽  
Point Of View ◽  
Educational Policies ◽  
Cultural Characteristics ◽  
Guiding Principle ◽  
Micro Level ◽  
Traditional Pedagogy

The traditional pedagogy is built following a homogeneous, unitary public speaking from a cultural, ethnic, linguistic, spiritual point of view. In fact, the school was designed to serve a monolithic community with members presenting the same relief and socio-cultural characteristics. In the meantime, the design and operation of a ‘community’ have changed. The community is no longer historically linear, undifferentiated, or congruent by ethnic or spiritual lineage. Not to mention the fact that socio-economic unevenness leads to cultural stratification or belonging to different value positions. The class of students brings together dissonances or contrasts that can hardly be modeled or managed by the action frameworks or procedural assumptions of yesteryear. Educational policies at the macro or micro level have also changed, satisfying particular needs or situations that were traditionally not taken into account. What would be the guiding principle for adopting and implementing options when it comes to taking on the different and differentiating in training? By what strategies and ways can the requirement of respecting diversity be met? What are the constraints, limits, and obstacles - objective, technical, circumstantial - that may arise in activating this principle? What are the consequences of dissipation and fragmentation of values or actions from the perspective of didactic teleology and praxeology? These are some questions to which we propose some answers in this intervention.

Language-in-education policies in the Catalan language area

AILA Review ◽  
2008 ◽  
Vol 21 ◽  
pp. 31-48 ◽  
Author(s):  
F. Xavier Vila i Moreno
Keyword(s):  
Language Learning ◽  
Point Of View ◽  
Language Policies ◽  
Education Policies ◽  
Language Area ◽  
Definition Of ◽  
Language Areas ◽  
The Impact ◽  
Near Future ◽  
Learning Language

The territories where Catalan is traditionally spoken as a native language constitute an attractive sociolinguistic laboratory which appears especially interesting from the point of view of language-in-education policies. The educational system has spearheaded the recovery of Catalan during the last 20 years. Schools are being attributed most of the responsibility for the (failure of integration) of past and current immigrant waves. There is a historical, demolinguistic and political fragmentation of the linguistic area of Catalan because at least 8 different national and sub-national authorities have a say in the definition of language policies in education. This circumstance has led to the establishment of a number of school models which deal differently with each of the challenges described before. In this contribution, an overview is produced of the main school models which are currently running in the Catalan language areas from a comparative perspective, highlighting their points in common and their differences. The article also provides a summary of available research results in connection with language learning, language practices, the impact on social integration and cohesion, and on academic achievement. It does review some of the challenges that will have to be faced by each system in the near future.

scholarly journals Examining the indexes of the journal of announcements between 1980 -2014 in terms of Fullan's Educational Change Model

2017 ◽  
Vol 7 (2) ◽  
pp. 313-348 ◽  
Author(s):  
Sezen Tofur
Keyword(s):  
Teacher Learning ◽  
Educational Change ◽  
Large Scale ◽  
Educational Policies ◽  
Change Model ◽  
Education Policies ◽  
Frequency Distributions ◽  
Five Dimensions ◽  
Level Of Importance

The aim of this study is to examine Turkish education policies between the years 1980-2014 through the indexes of Journal of Announcements in terms of Fullan's Educational Change Model. Document analysis, a qualitative research method, is used in the study which examined the issue between the years 1980 - 2014. Written documents are examined in terms of five dimensions of the Educational Change Model. Thirty-three indexes of the Journal of Announcements published after 1980 were analysed through the codes for the agenda items focused. Frequency distributions were obtained and percentages were calculated. The findings show that the most emphasized issues are related to the dimensions of 'curriculum studies' and 'improving the working conditions'. The least emphasized issues are related to 'teacher learning' and 'personal developments of teachers and administrators'. As a result, the documents could not exhibit long-term, consistent and large-scale initiatives in terms of the agenda items. Accordingly, it can be argued that it is hard to develop long-term, consistent, large-scale reforms and educational policies that support such initiatives in Turkey. Besides, it can be stated that in structuring and development of educational policies, all dimensions of educational change should be attached the same level of importance and studied as a whole.

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