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Since tertiary education is the highest level of the sequentially structured formal education system, one can argue that universities should help their students to achieve the highest levels of literacy. In this sense, academic literacy comprises all skills necessary to competently read and write academic texts. Comparing different information and communication technologies in a historic perspective, it becomes obvious that digital media create new media formats and academic genres. Academic media literacy therefore could be interpreted as the competence to critically use and produce new types of academic artefacts. To be able to teach and train these skills, universities have to become more aware of the requirements of scholarly media use and media production.
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The article provides detailed presentations of entities and functions of the Cross-border Regional network for innovative development, the manner and methods of its functioning, and its significance for enhancing university-industry cooperation in innovative development. Special attention was devoted to proper implementation of the Triple Helix concept in the development of an innovative network.
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The need to reduce social inequalities in the transition to upper secondary school was one of the arguments for introducing lower secondary schools in 1999 in Poland. The new lower secondary schools extended the common comprehensive curriculum by one year and, in consequence, shifted the decision on choosing an upper secondary school, which was a crucial decision for continuing one’s further educational career in Poland. Three hypotheses were formulated on the impact of the reform on inequalities in Polish schools. The first two concern the importance of social origin for student performance and for the choice of upper secondary school, while the third addresses the effects of growing differences among lower secondary schools, especially in large cities. In order to test the hypotheses, PISA data were used from 2000–2012, which coincides with the period of introducing lower secondary schools in Poland. The PISA results demonstrate that after the reform, there was no decrease in correlations between school performance and socio-economic status of students. Likewise, the hypothesis of a persi-stent impact of social origin on upper secondary school choice also cannot be rejected. However, the increasing diversity of lower secondary schools did not lead to an increase in inequality in Polish education. The latter result has been confirmed by PISA data from eight European countries where the 15-year-old PISA students attend schools which are not divided into tracks. Between 2003 and 2012, the differences in performance among schools increased in most selected countries, but none of these countries saw an increase in educational inequality. The conclusions support the prominent hypothesis of Hans-Peter Shavit and Yossi Blossfeld about the persistence of inequalities in education. School reformers are helpless against stratification in society, which determines the educational attainment of children from different social classes.
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Modernity stands as a widely used term for social change as it involves modification in many forms in the society and the way people develop with different ideologies and movements. Standing on the other side of the traditional and historical, modernity brings new forms of development, communication and connectedness. In this paper, it would be discussed whether the globalization processes are leading to merge by the societies and raising a global modernity. Hence the influence of the West and the pilgrimages drawn from the other societies would be examined. Change is just an unavoidable part of the society seen as a reform, reaction or revolution. However, the historical processes of integration, innovation and development bring different questions and theories. In this paper, it would be referred on the integrative inclinations for merging societies, the understanding of modernity and globalization processes that emerge from the historical development and social change.
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Returns to Tertiary Education in Skills and Wages: A Cross Country Comparison. This paper is pursuing two main objectives. Firstly, to map the impact of higher education on shaping literacy and numeracy cognitive competencies. And secondly, to compare the financial returns to tertiary bachelor and master education and cognitive skills acquired at this level of education among 17 countries participating in the international survey of adult skills PIAAC (2011 – 2012). Particular emphasis is placed on assessing the returns to various fields of study. For the purpose of international comparison, structural modelling was applied. The results confirm that, conditional on age and gender, the contributions of the university degree to literacy and numeracy skills are greater in countries with high innovation potential (e.g. Finland, Japan) than in countries with low innovation potential (e.g. Russia, Slovakia). As expected, countries with a high innovation potential exhibit lower financial returns both at the level of bachelor studies (9-20 % salary increase) and master's degree studies (20-35 %). In contrast, in countries with a lower innovation potential the returns to bachelor studies fluctuates under the same conditions between 25-40 % of salary increase and master degree studies around 30-50 %. The increase of cognitive skills across the European countries is very similar, ranging around 10 % (conditional on education), providing that the increase in the numeracy competencies affects the wage conditions slightly more favorably than the increase in reading skills. Another important finding is that in countries with lower innovation potential, controlling for measured competencies, the returns to humanities and social-science disciplines often exceed (by around 8 %) the returns to technical subjects while in countries with the highest innovation potentials returns to technical fields is around 17 % higher than returns to humanities and social sciences. In the future it can be expected that in transitive countries, hand in hand with the economic development, the financial returns to university degree fields of study may change significantly.
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This paper investigates the aggregate relationship between cohort fertility and female educational attainment in Croatia. Numerous demographic studies have examined the link between fertility and the level of education. However, newer research indicates that the field of education might also play a role when trying to explain fertility behavior. We contribute to existing literature on macro-level factors related to reproductive outcomes by considering both the level and field of education as possible sources of cohort fertility differentials. The main goal of the present study is to assess the effect of structural changes in educational attainment on cohort fertility decline by means of demographic decomposition techniques. Our analysis is based on detailed 2011 Census data, which provide information on the number of livebirths by mother’s year of birth, birth order, marital status and educational attainment (i.e. the level and field of education). The results of our decomposition analyses reveal the dominance of the structural effect in explaining the overall completed fertility decline in Croatia. We assumed that the changing distribution of women by field of education at least partially accounts for the observed patterns in completed fertility but found no strong evidence in support of the outlined hypothesis
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The value transfer process of education (Simon 2016) is influenced by religiosity (Pusztai 2011). The role of educators in transmitting values is significant in the lives of students. In our study, we present the significance of value-mediated education by comparing the values ranked in five groups (Bacskai 2008) and ranked by teachers employed in the two sectors of the educational scene. We conducted our paper-based questionnaire survey among 16 teachers in the Trans-Tisza denomination among teachers of fourth-graders in 2020. To this end, we narrowed down the database of the representative national research on value-creating child education at the Mária Kopp Institute to the eastern region of the country. Our results confirmed that educational values useful for social capital for the individual and the community.
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The aim of our study is to investigate which educational values can be identified in the Hungarian child protection system and whether there are differences in the two large parts of the system – foster care and institutional care – in terms of educational values. Furthermore, we examine how child protection professionals and the children and young adults they serve to reflect on these values: what are these values, according to each actor, and how they are embedded in the care and education process. Our qualitative research findings show that structural problems in the child protection system are a key determinant of perceptions of fostering.
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The cultural learning realised in the national community culture comprises all the nonformal and informal learning events that happen in community cultural institutions as a result of self or partner organised work (cf. Juhász–Szabó 2016; Kozma et al. 2015). These learning events are realised actively (organisers, providers or partakers of regular or non regular learning opportunities) or passively (activities of external groups; exclusive location providers from floor area for venue and area rental), considering the requirements and demands of the local communities. Our empirical research’s most important outcome is that the opportunity-creating and disadvantage compensating functions of cultural learning realised in community culture, built on location specific needs and resources can be significantly identified based on the study results. The localisation aimed, local learning community focused, professional point of view in the community cultural peak institutions (N = 197), requires further development opportunities, but it is already measurable regionally.
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This study revisits the question of whether the effect of education on occupational position declines in affluent societies. Based on the European Social Survey datasets 2002–2016 we investigate, first, to what extent this relationship really declines. Second, we examine the effect of education and occupational position in cross-national settings, which have their own history and specific labor-market organization. Third, we test the hypothesis that the connection between education and occupational position for women has been stronger as compared to men. Using log-linear models we find scarce support for the prediction of a long-term decline in the market value of educational levels. As regards country-specific settings, the study shows that education had a higher impact on occupational position in Eastern and Mediterranean countries and especially appeared to have a lower impact in countries with liberal regimes. Our analyses demonstrate a consistently higher effect of education on occupational position among women.
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The article discusses issues concerning sensitive topics in diverse social research, primarily connected with sensitive field research. The authors first analyse issues concerning sensitive topics and then move on to discuss examples of socially sensitive research in difficult research-related situations and areas. They also focus on the complex situation of a social researcher conducting research in sensitive, socially, culturally and politically diverse contexts, including in the context of education.
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The article critically engages in teaching intercultural education in Poland—a country that is to a great extent homogenous in ethnic or religious terms. It starts with a brief overview of the complicated nature of intercultural education, followed by a case study of how intercultural education is studied and researched in Poland in a top academic journal dedicated to intercultural education. Quantitative content analysis shows that intercultural education is generally approached and unrelated to the local Polish context. The only exception is the borderland type of intercultural education. This leads to a conclusion that teaching intercultural education without a context—i.e. real-life experiences—proves to be a challenge in monocultural schools.
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Teachers’ Sense of Efficacy Scale (TSES) autorstwa Tschannen-Moran i Woolfolk Hoy jest narzędziem umożliwiającym pomiar przekonania o własnej skuteczności nauczycielskiej w wymiarze motywowania uczniów, nauczania i kierowania klasą. Metoda ta posiada dobre ugruntowanie w społeczno-poznawczej teorii Bandury. Zaprezentowane w niniejszym artykule polskie tłumaczenie krótkiej wersji tej skaliodzwierciedla trójczynnikową strukturę oryginału i posiada satysfakcjonujące właściwości psychometryczne. Mimo pewnych słabości narzędzie to wydaje się być przydatną miarą w badaniach psychologicznych podejmowanych wśród polskich nauczycieli.
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The author, based on general legal characteristics the disciplinary responsibility of te- achers. He points to the axiological roots of the provisions of the law supported by the jurisprudence of common courts. It analyses such issues as the educational goals of punishing teachers, which are the essence of performing public tasks recommen- ded by the state. Opportunities for the upbringing of an adult and the issue of moral requirements for candidates for the profession. The result od the deliberations are postulates based on the assumptions of ethical personalism of the concept of disciplina- ry responsibility of teacher and the creation of two procedures for proceeding before disciplinary committees.
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