Social inequity and educational expansion in Slovenia     

Sergej Flere  Miran Lavrič 《Educational studies》2005,31(4):449-464

The study examines the relationship between social inequalities (stratificational, gender and other disparities) and schooling, including academic attainment, longitudinally, in Slovenia. The issue is indicated most clearly at the tertiary education level. The basic finding is the parallel between educational expansion and the diminution of social inequalities as measured by standard parameters. This was particularly evident in the 1990s. Inequalities are measured in terms of gender, parental education and occupation. The impact of parental education proves to be an indicative, observable and longitudinally comparative measure. Parental occupational status is also clearly linked to their children’s scholastic attainment, although there are difficulties in the formation of occupational strata. Further considered is the impact of school reforms over a lengthier period of time; there was not, however, any detectable impact. School and welfare policies, even financing, have little significance. There are clear indications that social disparities at school are continually regenerated, despite the decline established by standard measures. New forms of social disparities appear, through which the privileged ensure the continuation of privilege.  相似文献   

Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies     

Jozef Miškolci  Lucia Kováčová  Martina Kubánová 《欧洲教育》2017,49(1):71-88

Based on a social constructivist theoretical framework, this research study examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. For this purpose, data from two selected educational policies and five focus groups conducted in five regions in Slovakia were analyzed. The findings demonstrate that the Roma are constructed negatively as irresponsible dependents and deviants not valuing education and incapable of making wise decisions about their lives. These findings can be considered relevant for policy formulation processes because proinclusive policies may sabotage their own goals if negative social constructions of a certain societal group are embedded in them.  相似文献   

Das Volksbildungswesen der Sowjetunion (UDSSR)     

Aleksej I. Markuševič 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):381-384

Ohne Zusammenfassung  相似文献   

Does the Institutional Type Matter?: Slovak Higher Education on Its Way to Diversity     

Čaplánová  Anetta 《Tertiary Education and Management》2003,9(4):317-340

The paper focuses on the issue ofthe development of new institutional types inSlovak higher education. It is based on theempirical research conducted in 2001 among thesample of university graduates in Slovakia. Themain focus of the paper is the comparison ofpublic, non-state and private higher educationwith respect to their background, academicexperience and first labour market experienceafter graduation. The discussion of theseissues has shown that the road of Slovakia toan institutionally diversified higher educationsystem is still at its early stages. However,graduates from existing private highereducation institutions are competitive on thelabour market, and the same is true forgraduates from non-state (church) highereducation. The results of the study can be usedas an argument in favour of furtherdiversification of institutional types in thecontext of Slovak higher education.  相似文献   

From Green to Red Tomatoes or Is there a Shortcut by which to Change the Conceptions of Teaching and Learning of College Teachers?     

Barica Marentič‐Požarnik 《Higher Education in Europe》1998,23(3):331-338

No general shift from a teaching to a learning paradigm in higher education is possible without a parallel change in the conceptions that college and university teachers have of teaching and learning‐‐from teaching, conceived as transmission and reception of knowledge, to teaching as facilitation of student learning. Staff development and action research can play a useful role in “defreezing” the existing conceptions and attitudes. But for a substantial change in teaching practices in the direction of learning of high quality to occur, more substantial changes in organization, curricula, funding, staff recruitment, and professional development policies are needed. The international academic community can play an important role in this paradigm shift by presenting models of good practice as well as exchanges of experiences and incentives. Such assistance is especially important for small countries in transition, like Slovenia.  相似文献   

The impact of Nordic adult education ideas on the development of a democratic society in Lithuania     

Margarita Teresevičienė  Elena Trepulė  Edita Trečiokienė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):443-463

This article analyses the role of the cooperation with and the influence of the Nordic countries on the development of a democratic society in Lithuania through adult education since the reinstatement of its independence from Soviet regime in March 1990 to the present. The authors focus on three main areas: (1) the training of Lithuanian adult educators; (2) the establishment and development of NGOs; and (3) the implications for a Lithuanian policy of adult education. Within the framework of Nordic-Baltic cooperation established among five Nordic and three Baltic countries (NB8) in 1992, Lithuanian adult educators seized the opportunity to visit Scandinavian institutions and projects. Experiencing Nordic adult education ideas has resulted in a marked shift in Lithuanian adult educators’ values, methodology and careers; and in the establishment of a series of very influential umbrella associations as well as hundreds of NGOs in Lithuania which work with adults and support functioning democratic values in society. This shift is related to the civic responsibility and active participation growing out of the bottom-up approaches of group work, cooperation, discussions and learning circles which are so inherent in the Nordic tradition of adult education. The internalisation of new democratic values was more complicated than expected for many Lithuanian politicians, adult educators and NGO leaders in terms of how political decisions were perceived and implemented. Furthermore, the influence of the Nordic-Baltic cooperation in adult education may also be traced in adult education policy implications in Lithuania. Some changes in the policies of contemporary Lithuania have not been successful and even failed to promote a democratic society.  相似文献   

Application of functional derivatives to analysis of complex systems     

Zdeněk Beran  Sergej Čelikovský 《Journal of The Franklin Institute》2013,350(10):2982-2993

The application of the functional derivatives to the mathematical modeling of complex systems is studied here. The connection of functional derivatives with total differentials in Banach spaces is shown. Local and global existence theorems for the linear equations in total differentials are proved. Consequently, a total integrability conditions are derived for the case of linear equations with the functional derivatives. Some illustrative examples are included.  相似文献   

Approaches to learning of first-year and fifth-year student teachers: are there any differences?     

Iris Marušić  Ivana Jugović  Darko Lončarić 《欧洲师范教育杂志》2017,40(1):62-75

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Inclusive education – Empirical experience from Serbia     

Jasmina Kovačević  Dragana Maćešić-Petrović 《International Journal of Educational Development》2012

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Using quantitative data in World Bank per-student funding reform projects: data,designs and dilemmas in transition countries     

Rosalind Levačić 《比较教育学》2014,50(3):340-356

Since the late 1980s, education systems have increasingly moved to allocating funding for general education by means of a per-student formula. The trend started with developed economies and moved to transition and developing economies, where the World Bank has promoted the adoption of per-student funding (PSF). But promoting a particular reform, such as PSF, by including it in a package of sector-specific development projects funded by World Bank grants or loans, and employing local and international specialist staff do not guarantee successful implementation. This paper examines experience with implementing PSF to school level in transition countries, comparing varying degrees of success to date (2013) in Bulgaria, Moldova and Kosovo. The paper considers the dilemmas inherent in designing PSF formulae for schools, how this played out in each of the countries and the reasons for varying success in implementation.  相似文献