Search results for "Education policy"
showing 10 items of 141 documents
Digital competence in teacher education: comparing national policies in Norway, Ireland and Spain
2021
This paper explores the development of policies dealing with teachers' digital competence in Norway, Ireland and Spain. Using a documentary research approach, the study analysed relevant policy documents from each country over a thirty-year period to the present day. Analysis of the documents highlights historical differences and similarities in how technology in education policies developed during that period and differences in how teacher education was addressed. Despite these differences, the analysis indicates a convergence in recent years towards a common understanding and the importance of teachers' digital competence influenced by supranational frameworks. The paper discusses the pot…
The New Soviet Man With a Female Body: Mother, Teacher, Tractor Driver…
2020
Naujojo žmogaus sukūrimo idėjos užuomazgų galima rasti senovės Graikijoje ir Romoje, taip pat utopistų, švietėjų kūriniuose, teologiniuose tekstuose, tačiau ši ideologema galutinai susiformavo XIX a. pabaigoje, o bandymai ją realizuoti praktiškai sietini su (para)totalitarizmo įsigalėjimu. Vienas iš žinomiausių tokių bandymų pavyzdžių – siekis sukurti Naująjį sovietinį žmogų. Šis bandymas nuo kitų skiriasi komunistine ideologija, kuri kiekvienam reiškiniui suteikia „papildomų reikšmių ar funkcijų“ (Prozorov, 2013, p. 210). Kitaip tariant, visus dalykus SSRS galima suprasti ir paaiškinti tik diktatūros tikslu – utopinė ateities visuomenė „komunizmas“, kurios vardu valstybė viską ir visus reg…
University language policies : How does Finnish constitutional bilingualism meet the needs for internationalisation in English?
2018
In this article, we discuss the position of Finnish constitutional bilingualism in higher education in the context of internationalisation in English, by focusing on two universities: one dominantly monolingual (Finnish), one dominantly bilingual (Finnish–Swedish); in addition, both teach in English. This article investigates how discourses around language choices (language policy documents, selected staff and student interviews) construe these universities as monolingual, bilingual or trilingual, and what these discourses say about the universities as organisations themselves. Results suggest that, although lack of clarity remains regarding language choices in many practical situations, Fi…
Anthropology of Political, Social and Cultural Memory: Practices in Central and Eastern Europe: Program & Abstracts : International Scientific Confer…
2020
Analysing Intercultural Dialogue Through Conceptual Densities
2020
In this chapter, we exemplify our methodological approach to analysing ‘densities’ of interrelated concepts in European education policy documents. We scrutinize instances where many of the core concepts of intercultural dialogue appear in the documents at the same time. Four core educational themes and four longer excerpts from the selected policy documents are examined in more detail. The chosen documents deal especially with multilingualism, migration, history teaching, and lifelong learning. The analysis of the conceptual densities in the chosen excerpts indicates how the meanings of intercultural dialogue are constructed through the conceptual frameworks and co-occurrences of their cor…
Raising the summit or flattening the agora? The elitist turn in science policy in Northern Europe
2017
ABSTRACTThis contribution focuses on how one hegemonic idea – excellence – which has significant impact on science and higher education policy was translated in two Nordic countries: Norway and Sweden. Building on key concepts emanating from political science and organizational sociology, the article assesses how excellence was locally translated by policy makers, leading to the rise of a series of policy measures aimed at fostering excellence in science across the board. In doing this, we investigate a key empirical dimension: the policy mechanisms or instruments launched at national levels (two Nordic countries) in the form of centers of excellence.
Definitions and Contexts of Intercultural Dialogue in European Policy Documents
2020
In this chapter, we analyse how the concept of intercultural dialogue is both explicitly and implicitly used in European education policy documents. First, we explore how the concept is explicitly dealt with in the documents and how its meanings are produced in relation to other concepts and terms, such as culture, cultural heritage, identity, inclusion, empathy, tolerance, multiculturalism, citizenship, participation, and social responsibility. We pay special attention to the values and ideals conveyed by the education policy documents in general and these concepts in particular. Second, we discuss the thematic overlap of these concepts and how different concepts, terms, and conceptual exp…
Educational Pathways and Gender Differences in Labor Market Entry in France
2015
International audience
L'équité : un fil rouge des politiques éducatives nationales
2014
This paper aims to cover some at least of the most significant dimensions that can help document, based on a sampling of countries, the issues surrounding equity and children's right to attend school, to stay in school long enough and to receive appropriate education services to ensure access to adult life with the basic knowledge and skills that will give them a chance at a decent economic and social life. Above and beyond its quantitative observations, this analysis identifies connections with various active or passive education policies found in national education systems. Additionally,to the extent that they provide a better understanding of the situation and point out stumbling blocks …
The New Models of Public Policy on Early Childhood Education and Care in Spain
2016
Conceptualizing Early Childhood Education and Care (ECEC) as a right for all young children has gained legitimacy in Spain in recent years (Ancheta, 2008). In 2005, the Committee on the Rights of the Child (CRC) stated that young children have specific needs for nurturing, care and guidance (CRC, 2005), and determined that early childhood education should be provided as the right of children to develop personalities, talents and mental and physical abilities from birth (United Nations General Assembly [UNGA], 2011).