scholarly journals Trends in Tensions between Modelled Direction and Context in Education

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 5-31
Author(s):  
Ramutė Bruzgelevičienė
Keyword(s):  
Economic Growth ◽  
21St Century ◽  
Educational Outcomes ◽  
Industrial Development ◽  
Research Question ◽  
Added Value ◽  
Purpose Of Education ◽  
The World ◽  
The Impact ◽  
Discourse Coalition

The article continues the analysis of the problem of tensions between the modelled direction and the context in education in Lithuania in the stage of its development in the second decade of the 21st century. The selected aspect – the opportunity for the transformational purpose of education declared in documents on education while social groups assess education unfavourably. The research question – why are there tensions between the declared transformational purpose of education and the context of development of education. The research is based on the qualitative methodology of documentary analysis: purposefully selected document sources of discourse on educational matters are analysed. Data analysis and interpretation and discussion of approaches by comparing them with theoretical perceptions and insights of researchers lead to conclude the following: All approach coalitions analysed in the discourse recognise transformational impact of education as a system on an individual and society, but treat the content of the impact completely differently. The representatives of business and politics coalitions rely in the discourse on the perceptions of education as socialisation and development of society as economic growth, therefore they would consider education good, if individuals were formed in accordance with the requirements of the business coalition, with no opportunities to choose the learning area, provision of knowledge of exact sciences, digital literacy and entrepreneurship required for economic growth rates, training the capacity to sell skills, instilling values and behavioural models for taking care of oneself, so that young people would as soon as possible be able to become the quality “human capital” creating added value, while the education system and policy would serve business and industrial development. This discourse coalition uses pervading economic criteria in assessing the intellectual resources and processes of education, and educational outcomes, and would use these criteria for modelling further direction of teaching individuals and developing education. Individual participants of discourse who by their occupation belong to the business coalition are guided by the perception of the development of society as long-term sustainable progress, i.e. they assess not only economic growth, but also the distribution of goods resulting from sustainable progress and the stability of progress. Although individual approaches do not represent a strong position in assessing education, their concepts serve the basis for raising the problem of equality of income and opportunities in society, which has a significant impact on educational outcomes: income inequality causes inequality of opportunities due to which some part of the youth is socially marginalised or is forced to emigrate. The discourse coalition of philosophers, sociologists, and psychologists relies on the perception of education as empowerment of an individual and as personal liberation, development of society as increasing choice opportunities and the process of revealing the capacity to form the world. Approaches of this coalition focus on the humanist relationship with the growing individual as the perspective of the nation, on a human being nurtured on the humanist level as a civic, thinking, creative and democratic individual, on the cognition of the world as an intrinsic value and as the way to search for intelligence, on knowledge which serves values, and also on many other values which essentially represent the provisions of educational policies adhered to in Lithuania in the second decade of the 21st century. Tensions between the provisions modelled in education and the understanding of the role of education in society, assessment of the condition of education, and further direction in which education should develop during the period researched by groups implementing education policy and different groups of society occur due to conflicting theoretical concepts, on which individual groups of society rely.

Inter-country inequality as a dynamic process and the problem of post-industrial development

2018 ◽  
pp. 5-29 ◽  
Author(s):  
L. M. Grigoryev ◽  
V. A. Pavlyushina
Keyword(s):  
Economic Growth ◽  
Political Institutions ◽  
Industrial Development ◽  
Modern World ◽  
New Approach ◽  
Development Level ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
Post Industrial

The phenomenon of economic growth is studied by economists and statisticians in various aspects for a long time. Economic theory is devoted to assessing factors of growth in the tradition of R. Solow, R. Barrow, W. Easterly and others. During the last quarter of the century, however, the institutionalists, namely D. North, D. Wallis, B. Weingast as well as D. Acemoglu and J. Robinson, have shown the complexity of the problem of development on the part of socioeconomic and political institutions. As a result, solving the problem of how economic growth affects inequality between countries has proved extremely difficult. The modern world is very diverse in terms of development level, and the article offers a new approach to the formation of the idea of stylized facts using cluster analysis. The existing statistics allows to estimate on a unified basis the level of GDP production by 174 countries of the world for 1992—2016. The article presents a structured picture of the world: the distribution of countries in seven clusters, different in levels of development. During the period under review, there was a strong per capita GDP growth in PPP in the middle of the distribution, poverty in various countries declined markedly. At the same time, in 1992—2016, the difference increased not only between rich and poor groups of countries, but also between clusters.

Law Librarianship and Legal Information Provision in the 21st Century

2008 ◽  
Vol 8 (1) ◽  
pp. 4-10 ◽  
Keyword(s):  
21St Century ◽  
Legal Education ◽  
Legal Profession ◽  
Information Provision ◽  
Key Factors ◽  
Legal Information ◽  
The Past ◽  
The World ◽  
The Future ◽  
The Impact

AbstractIn this analysis of the future of our profession, Barbara Tearle starts by looking at the past to see how much the world of legal information has evolved and changed. She considers the nature of the profession today and then identifies key factors which she believes will be of importance in the future, including the impact of globalisation; the potential changes to the legal profession; technology; developments in legal education; increasing commercialisation and changes to the law itself.

scholarly journals Impact of foreign direct investment on economic growth in the world during 1975–2015

2018 ◽  
Vol 20 (91) ◽  
pp. 28-32
Author(s):  
B. B. Brychka
Keyword(s):  
Economic Growth ◽  
Literature Review ◽  
Regression Models ◽  
Trade Openness ◽  
Positive Influence ◽  
Linear Regression Models ◽  
Average Value ◽  
Gdp Growth Rate ◽  
The World ◽  
The Impact

The study is concentrated on examination the impact of FDI on economic growth in the World during 1975–2015. The study consists of four consecutive parts, including introduction, literature review, model and methodology, data, empirical results and conclusion. Each part of the study is focused on its own goals. According to the results of the literature review, there is positive influence of FDI on economic growth in various countries. Economic growth is one of the most important goals of any country. The country image on the international level is dependent on its economic power. Economic growth provides an opportunity to improve the living standards in the country. Most researchers conclude that there is a positive influence of FDI on the countries’ economic growth. However, the impact of FDI is strong in developing countries. Moreover, this relationship is stronger in countries with higher educational and technological level, trade openness and development of the countries’ stock markets. Economists often build regression models to estimate the relationship between the variables. In order to find the impact of FDI on economic growth, we are going to apply linear regression models. We take two variables as indicators of the countries’ economic growth, including current GDP expressed in U.S dollars, and annual GDP growth rate. Taking into account that the World’s GDP in current U.S dollar is a factor variable with the mentioned resulting variables, the regression equation looks as follows: The R-squared of the built model is 0.99, indicating that roughly 100% of changes in the World’s GDP is caused by the chosen factors. As it is seen from the SAS output, the residuals of dependent variable and factors variables are distributed normally among its average value. Thus, non-normality is not observed in the model. Taking into account the coefficients of the factor variables, the log GDP is most sensitive to the changes in trade as a percent of GDP. The log GDP is not quite sensitive to the changes in FDI, since the coefficient of 0.000128 means that increasing of FDI by one unit increase the logarithmic value of GDP by $ 0.000128.

scholarly journals World Domination Games and its Impact on the 21st Century

2017 ◽  
Vol II (1) ◽  
pp. 44-56
Author(s):  
Haseeb Ur Rehman Warrich ◽  
Muhammad Rehman ◽  
Sahrish Jamil
Keyword(s):  
Economic Growth ◽  
Twentieth Century ◽  
British Empire ◽  
21St Century ◽  
Profound Impact ◽  
The World ◽  
Sustainable Economic Growth ◽  
And Control ◽  
Great Game ◽  
Game Changer

No other element impacted the historical conditions of the preceding 100 years to such an extent as the war to secure and control the world's reserves of petroleum. Sustainable economic growth after 1873, that discouraged British Empire, arose mechanical economies in Europe. Central Asia remained the object of rivalries and machination by the giant countries of the Europe. World Domination Games started from Pillage Games that lead towards many “Games” such as Great Game, New Great Game, Game Changer and New Game Changer. All prefect countries desire to have a control over the world for the last two centuries. Their efforts turn into numerous clashes and clashes led towards wars. In the twentieth century wars transformed not only their names but also their genetics that has profound impact on the 21st Century. This laid foundation of the emerging new superpowers in every century.

Hope in the Unexpected: How Can Teachers Still Make a Difference in the World?

2010 ◽  
Vol 112 (2) ◽  
pp. 386-406
Author(s):  
Julian Edgoose
Keyword(s):  
Social Change ◽  
Research Question ◽  
Focused Attention ◽  
The World ◽  
Agents Of Change ◽  
Hard Times ◽  
The Impact ◽  
Background Context ◽  
Objective Research

Background/Context The central role of hope in teaching has long been acknowledged by authors such as Sonia Nieto and Larry Cuban, but hope has received little focused attention from scholars. This article seeks to compare multiple understandings of hope to examine how teachers can find hope in times of global crises that challenge the promise of a better future that is implicit in modern schooling. Purpose/Objective/Research Question/Focus of Study How can teachers find hope in hard times, when the usual promise of schools for a better future seems difficult to sustain? Research Design This article is an analytic essay. Conclusions/Recommendations This article concludes that while the long-dominant understandings of hope are inadequate for many teachers at times like these, Arendt's view of the hope that emerges in the unexpected occurrences of classroom life resonates strongly with the most rewarding and hopeful experiences of many teachers. Yet Arendt explains how the hope that teachers experience from these unpredictable and unexpected occurrences is not just a source of immediate reward, but rather contributes to political and social change. The article concludes with an account of Arendt's critique of historians’ narratives of social change and an affirmation of the impact that teachers can have as agents of change.

Critical Instruction, Student Achievement, and the Nurturing of Global Citizens

2015 ◽  
pp. 1308-1330
Author(s):  
Howard Menand
Keyword(s):  
Qualitative Research ◽  
Instructional Practices ◽  
21St Century ◽  
Research Question ◽  
Historical Background ◽  
Classroom Observations ◽  
Global Level ◽  
Global Citizens ◽  
The Impact ◽  
Classroom Level

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today's classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

Institutional Repository as a Knowledge Management Tool for the Enhancement of Library Visibility in the 21st Century

2021 ◽  
pp. 81-93
Author(s):  
Austin Tonderai Nyakurerwa
Keyword(s):  
Knowledge Management ◽  
21St Century ◽  
Research Data ◽  
Management Tool ◽  
Situational Analysis ◽  
Institutional Repository ◽  
Digital Repository ◽  
Institutional Repositories ◽  
The World ◽  
The Impact

The chapter focused on the institutional repository as a knowledge management tool that enhances the visibility of libraries in the 21st century. The researcher mainly relied on content analysis to gather research data. The researcher took a swipe on the uptake of institutional repositories the world over and an analysis of how an institutional repository could be used as a knowledge management tool was done. The researcher also conducted a situational analysis of the MSU institutional repository and assessed the impact of the digital repository on the visibility of the library. The author used the Webometrics Ranking of Universities in Zimbabwe to assess how universities are ranked in Zimbabwe.

Industrialization and The Family1

2018 ◽  
pp. 65-75
Author(s):  
Richard M. Titmuss
Keyword(s):  
Economic Growth ◽  
Social Work ◽  
Social Workers ◽  
International Conference ◽  
Human Needs ◽  
The Third ◽  
The Family ◽  
The World ◽  
The Impact

This chapter explores how there are at least three reasons why industrialization and the family is today an important subject for debate by an international conference of social workers. The first is an obvious one: the opportunities that it offers for discussion and analysis on a comparative basis. The second lies in the fact that the world is increasingly an industrial world and dominated in its values and goals by problems of economic growth. The third reason in supporting the choice of this particular subject for discussion is that social work is primarily an activity carried on in industrial, urban societies. The problems of human needs and relationships with which social work has traditionally been associated have had their origin in those societies experiencing the impact of industrialization.

Neoliberalism in Chile

2020 ◽  
Author(s):  
Alison J. Bruey
Keyword(s):  
Economic Growth ◽  
21St Century ◽  
State Policy ◽  
Economic Crises ◽  
High Unemployment ◽  
Pension Systems ◽  
Public Protest ◽  
The World ◽  
Privatization Of Education ◽  
Pinochet Dictatorship

Chile was one of the first countries in the world to undergo a transition to neoliberalism. Neoliberalism became official state policy in 1975, during the Pinochet dictatorship (1973–1990), during which time it generated two deep economic crises and historicall high unemployment. Since 1990, civilian administrations have continued to administer the neoliberal model, popularly referred to as el modelo, with selective reforms. Despite economic growth and reductions in poverty rates since 1990, el modelo has become ever more controversial. In the 21st century, public protest has increased as broad sectors of society negatively affected by the privatization of education, healthcare, and pension systems, among other ills, have organized collectively to express their discontent.

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