Search Results - Chiang Mai Journal of Science Vol. 49, No. 2 ( 2022-03)

2018-07-27

This report was commissioned by the European Science Foundation (ESF) in the framework of the Member Organisation Fora instrument (Member Organisations in Central and Eastern Europe) from the Aleksanteri Institute, the Centre for Russian and Eastern European Studies. The aim of the study was to identify and analyse the situation and challenges in research in Central and Eastern European Countries (CEEs), particularly concerning research conducted in Higher Education Institutes (HEIs) and in the field of social sciences. The main emphasis of the report is on state-run universities. The countries under examination are Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Romania, Slovakia and Slovenia. All these countries are members of the ESF with the exception of Latvia, which was included in the study because it was seen as an integral part of the area under investigation. The respective countries are new members of the European Union (EU). The information on each country is presented in one of the main sections in this report.

Sociology & anthropology ; Social sciences, sociology, anthropology ; Education ; Sozialwissenschaften, Soziologie ; Bildung und Erziehung ; Soziologie, Anthropologie ; Wissenschaftssoziologie, Wissenschaftsforschung, Technikforschung, Techniksoziologie ; Forschung, Forschungsorganisation ; Allgemeines zu den Sozialwissenschaften, Entwicklung und Geschichte der Sozialwissenschaften ; Sociology of Science, Sociology of Technology, Research on Science and Technology ; Research, Research Organization ; General Problems, History of the Social Sciences ; scientist ; funding ; social science ; Eastern Europe ; organization ; university ; Central Europe ; research and development ; science policy ; university policy ; research status ; structural change ; Hochschule ; Organisation ; Forschung und Entwicklung ; Sozialwissenschaft ; Forschungsstand ; Wissenschaftler ; Mitteleuropa ; Hochschulpolitik ; Wissenschaftspolitik ; Finanzierung ; Strukturwandel ; Osteuropa ; descriptive study ; documentation ; deskriptive Studie ; Dokumentation

final report, Abschlussbericht

2024-04-15

Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational teachers is needed. Approach: Since its introduction, the TPACK (Technological Pedagogical And Content Knowledge) framework of Shulman and Mishra and Koehler has been repeatedly used in the international research discourse as a framework for capturing teachers' professional knowledge. Given the infrequent reference to TPACK in the field of vocational education and training (VET), this theoretical article aims to adapt the TPACK framework for VET teachers. A literature review revealed the importance of developing an adapted TPACK framework that takes into account the peculiarities of the German vocational school system as well as the non technical personal service sector. Based on this research gap, an appropriately adapted TPACK framework was developed. The focus of this article lies on VET of nutritional science and home economics. Findings: After considering and analysing the requirements of the VET system in Germany in the context of digitalisation, it is suggested to adapt and enlarge the existing TPACK framework, thus creating an N-TPACK framework, taking into account "Networking and Collaborative Knowledge (NK)" as an aspect of essential VET teachers' professional knowledge. Conclusion: The present theoretical article considers the research desideratum of extending the TPACK framework by developing a theoretical N-TPACK framework as well as examining and discussing the various knowledge areas. Building on this theoretical article, a survey of the current status quo of these professional knowledge areas among (prospective) VET teachers in the subject area of nutrition and home economics is necessary, in order to provide orientation and to be able to derive recommended actions for an up-to-date and forward looking teacher education and training.

Bildung und Erziehung ; Education ; Vocational Education and Training, VET; Vocational Teachers; Skills and Knowledge ; Lehre und Studium, Professionalisierung und Ethik, Organisationen und Verbände der Erziehungswissenschaft ; Bildungswesen quartärer Bereich, Berufsbildung ; Training, Teaching and Studying, Professional Organizations of Education and Pedagogics ; Vocational Training, Adult Education ; Berufsbildung ; Ausbildung ; Digitalisierung ; Lehrer ; Kompetenz ; Qualifikationsanforderungen ; Lehrerbildung ; Bundesrepublik Deutschland ; vocational education ; training ; digitalization ; teacher ; competence ; qualification requirements ; teacher training ; Federal Republic of Germany ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-07-19

Die Selbst- und Fremdwahrnehmung von Körperlichkeit und Körperbildern erfährt durch digitale Technologien einen weitreichenden Wandel, der auch in die Techniken ihrer Produktion hineinreicht. Die Beiträger*innen kartographieren diese Entwicklungen und fragen nach ihren Voraussetzungen, Folgen sowie Möglichkeiten der Kritik. Im zweiten Band des "Atlas der Datenkörper" beschreiben sie den digitalen Körper am historischen und rezenten Bauhaus, analysieren das Phänomen seiner Mystifizierung und dekonstruieren den Datenkörper als politischen Gegenstand. Aus sowohl der Perspektive künstlerischer und gestalterischer Forschung als auch der Kunst-, Kultur- und Medienwissenschaft entsteht so ein umfassender, transdisziplinärer Querschnitt zum Verhältnis Mensch-Technik im digitalen Zeitalter.

Philosophie ; Philosophy ; Bauhaus; Mystifizierung; Bildwissenschaft; Medienkunst; Kunstwissenschaft; Visual Studies; Media Art; Fine Arts ; sonstige Geisteswissenschaften ; Other Fields of Humanities ; Digitalisierung ; Kultur ; Politik ; Bild ; Technik ; Körper ; Körperlichkeit ; Design ; Kunst ; Digitale Medien ; digitalization ; culture ; politics ; picture ; engineering ; body ; corporeality ; design ; art ; digital media

Sammelwerk, collection

2023-09-15

What kind of relationship do we have with artificial beings (avatars, puppets, robots, etc.)? What does it mean to mirror ourselves in them, to perform them or to play trial identity games with them? Actor & Avatar addresses these questions from artistic and scholarly angles. Contributions on the making of "technical others" and philosophical reflections on artificial alterity are flanked by neuroscientific studies on different ways of perceiving living persons and artificial counterparts. The contributors have achieved a successful artistic-scientific collaboration with extensive visual material.

Philosophie ; Philosophy ; Artistic Research; Technological Others; Avatars; Neuroscientific Investigations on Perception; Media Philosophy; Media Theory; Media Studies; Philosophy; ; Philosophie, Theologie ; Philosophy, Ethics, Religion ; Medien ; Film ; media ; film

Sammelwerk, collection

2024-08-09

In China, money, currency and payment transactions are manifestations of state sovereignty and political power. The primary objective of Chinese monetary policy is to maintain domestic stability, expand the scope of its own influence internationally, and reshape the global financial and monetary system to make it more compatible with the structures of the Chinese one-party state. China is pursuing the internationalisation of the renminbi on several tracks in small persistent steps and with a long-term perspective, but it has so far shied away from the decisive transition to convertibility. For the time being, the renminbi does not play a significant role on the global financial and currency markets. However, it is gaining ground as a trading, credit and reserve currency in Asia and the Global South. China is a pioneer in the development and introduction of digital central bank money. It is striving to play a leading role in the digitalisation of international payment transactions. Prospectively, the technology and infrastructure developed in China and the standards set for cross-border payments using blockchain and real-time transactions could replace the current international banking and clearing system in a cost-effective manner. The Chinese leadership believes that digital central bank money offers great potential: In terms of domestic policy, it creates further opportunities for surveillance and repression. Internationally, it would become easier for China and third countries to circumvent Western financial sanctions. In response to China's currency campaign, the European Union and the European Central Bank should step up their own efforts to internationalise and digitise the euro. Europe should avoid dependence on China when it comes to the future critical infrastructure of an interoperable system for international payments with digital central bank money. (author's abstract)

Wirtschaft ; Economics ; Renminbi; Wirtschaftsnationalismus; Politische Ziele; Stabilität; Außenpolitische Einflussnahme; Internationale Währungsordnung ; Volkswirtschaftstheorie ; National Economy ; China ; Währungspolitik ; Zentralbank ; Internationalisierung ; Digitalisierung ; internationaler Zahlungsverkehr ; Wirtschaftspolitik ; EU ; Europäische Zentralbank ; currency policy ; central bank ; internationalization ; digitalization ; international system of payments ; economic policy ; European Central Bank ; 10500

Arbeitspapier, working paper

2024-04-15

Context: Students with special educational needs in the area of learning (SEN-L) attend vocational trainings to be provided with qualifications for the labor market. Competences in arithmetic operations and comparing quantities such as weights and lengths are indispensable for obtaining a vocational qualification. Therefore, the study investigates whether students with SEN-L in Germany convert job-relevant quantities and master arithmetic operations accurately and with a certain speed before beginning vocational training. Methods: 152 students with SEN-L in pre-vocational training programs in southern Germany were examined using curriculum-related computer tests for formative assessment. Three skill-based tests were constructed as progress monitoring tests comparing weights and lengths and arithmetic operations including a speed component. Results: All newly developed tests meet the requirements of the Rasch model. Students' performance on the lengths test and the weights test correlates with a significant linear relationship (r = 0.64). Only weak correlations (r 〉 0.29 〈 0.45) are found between the performance in the arithmetic operations and the weights and lengths tests. For items in the weights and lengths tests, participants show on average significantly higher probability of solving than in the arithmetic operations test. Furthermore, students with SEN-L show slow processing speed (median processing speed weights test 6.37 seconds, lengths test 6.26 seconds, arithmetic operations test 33.97 seconds on average per item). The students solve more items of the weights and lengths tests correctly than of the operation test (median for weights 25 items, for lengths 24 items, for arithmetic operations 7 items). Conclusion: The majority of the students with SEN-L were not able to solve the expected number of items correctly and show that the participants' accuracy in dealing with arithmetic operations and quantity comparison is low. It can be assumed that this might lead to difficulties in mastering mathematical items in the context of vocational training. This is the case, in particular, where a certain speed is required (fluency). Math instruction in pre-vocational programs needs a stronger focus on building up and expanding arithmetic operations and quantities and has to be complemented by monitoring the learning process of students with SEN-L.

Bildung und Erziehung ; Education ; Mathematical Skills; Special Educational Needs in the Area of Learning, SEN-L; Pre-Vocational Training Programs; Vocational Education and Training, VET ; Sonderpädagogik ; Special Education for the Handicapped ; Berufsbildung ; pädagogische Förderung ; Berufsvorbereitung ; Kompetenz ; Mathematik ; Bundesrepublik Deutschland ; vocational education ; pedagogical support ; vocational preparation ; competence ; mathematics ; Federal Republic of Germany ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-08-05

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity - which comprise the majority of the research - the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

Bildung und Erziehung ; Education ; Curriculum Making; VET, Vocational Education and Training; Qualitative Research Review ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Berufsbildung ; Curriculumentwicklung ; Oberstufe ; Bildungspolitik ; Schweden ; vocational education ; curriculum development ; secondary education upper level (Oberstufe) ; educational policy ; Sweden ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-07-30

Purpose: Vocational educators in many countries enter teaching as a second career and authentic occupational expertise is seen as essential to good quality VET. The changing contexts of VET and the growing diversity of its learning populations also demand the development of teaching expertise. This dual professionalism is related to a unique combination of an occupational and a teacher identity, however, prior, and mainly qualitative research from a limited number of VET contexts suggests that often one side of this duality prevails. Our study aimed to explore the professional identity of vocational educators in Hungary and to identify some of the factors that might influence its formation. Methods: We applied a mixed method design, conducting a teacher survey (N=138) and semi-structured interviews (N=12). The quantitative and qualitative strands followed a parallel design, exploring the same topics but identity views and the organisational context were studied more deeply in the interviews. In the survey, we measured professional identity through a direct question about its type as well as questions about the importance of specific goals and teacher competence areas in vocational teaching. We used statistical and thematic analyses to study our quantitative and qualitative data. Results: Most vocational educators in our study identified as both a teacher and a professional, though the type of identity varied by gender and length of occupational work experience. Perceptions about the main goals in teaching revealed vocation/outcome-focused and student/education-focused goal orientations influenced by gender, qualifications and work experience, while our qualitative data also showed the impact of school culture and the wider socio-economic context. The goal orientations identified in the survey were more balanced for those with a dual identity, and they correlated with perceptions about the importance of different teacher competence areas, which were most influenced by whether or not the educator had obtained a pedagogical qualification. Conclusion: Our findings showed that although most vocational educators also in Hungary claim to have a dual identity, they often prioritise the development of occupational expertise as they believe it is what gives them credibility that is seen as essential to "good VET". Considering the significant impact we have found of teacher education and continued work in the occupation on identity views, it seems of utmost importance that policy and schools recognise and support the development of both occupational and teacher expertise, to ensure a balanced dual identity that seems best suited for vocational teaching.

Bildung und Erziehung ; Wirtschaft ; Education ; Economics ; Professional Identity; Dual Identity; Dual Professionalism; Teacher Competence; Vocational Education and Training, VET ; Bildungswesen quartärer Bereich, Berufsbildung ; Berufsforschung, Berufssoziologie ; Vocational Training, Adult Education ; Occupational Research, Occupational Sociology ; Berufsschule ; Lehrer ; berufliches Selbstverständnis ; Selbstbild ; Motivation ; Ungarn ; part-time vocational school ; teacher ; occupational identification ; self-image ; motivation ; Hungary ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-04-15

Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands. Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies. Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company. Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.

Bildung und Erziehung ; Education ; Vocational Education and Training, VET; Company Tutors ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Berufsbildung ; Ausbildung ; duales System ; Ausbildungsbetrieb ; Tourismus ; Spanien ; vocational education ; training ; dual system ; firm training apprentices ; tourism ; Spain ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-04-11

Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country's development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country's demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender. Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out. Findings: Innovative characteristics (β = 0.252, t = 5.041, p 〈 0.001), vocational self-concept (β = 0.386, t = 7.131, p 〈 0.001) and work readiness (β = 0.219, t = 3.787, p 〈 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships. Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and female students since gender is not a significant moderator. Overall, this study sheds light on the employability of vocational graduates and contributes towards improving career guidance and counseling practices for vocational students.

Bildung und Erziehung ; Education ; Vocational Education and Training, VET; Innovative Characteristics; Work Readiness; Vocational Self-Concept ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Berufsbildung ; Berufsschule ; Schüler ; berufliches Selbstverständnis ; Arbeitsbereitschaft ; Beschäftigungsfähigkeit ; Malaysia ; Südostasien ; vocational education ; part-time vocational school ; pupil ; occupational identification ; on call workers ; employability ; Southeast Asia ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-04-16

Purpose: This article examines the role of Vocational Education and Training (VET) in a green transition of industry. In the world of industry, battling climate change is often treated as a technical issue, but recent research on VET has tried to balance the technological paradigm with more human-centric approaches. The literature review addresses emergent VET research that presents various and partially competing perspectives on the purpose of VET in relation to climate change. Methods: We use an integrative literature review to investigate this complex topic. This technique is particularly useful for making sense of emergent research concepts, as well as various, and partially competing, theoretical and methodological approaches. It also allows us to incorporate literature from different countries and VET systems. The main search was performed in Scopus during March 2023, and included studies published within a timespan of eight years (2016-2023). Findings: Through a qualitative content analysis, we have identified five cross-cutting themes in the literature: Conceptualising ill-defined concepts of green jobs and skills; high-tech solutions in the movement towards a fourth industrial revolution versus inclusive growth for VET greening; towards sustainable work-based learning for green skills in VET; radical transformative approaches to a just green transition; and the co-creation of skill-formation ecosystems. The analysis has highlighted the ways in which VET can take on different roles in the green transition, and that these roles can be developed successively in parallel with a green transition in industry. In the development of the role of VET, it is also relevant to consider the contrast between transitional approaches and transformative approaches in VET research. While transitional approaches are recurrently marked by empirical research in specialised areas and subsystems within society, transformative approaches are characterised by a stronger focus on societal transformation (large-scale changes), power dynamics, and social justice. Conclusion: In conclusion, we suggest an analytical model that synthesises research on what role VET can play in a green transition of industry. The development model highlights that VET can take on different roles in a green transition and can gradually develop in parallel with a green transition in industry.

Bildung und Erziehung ; Education ; Climate Crisis; Green Transition; Industry 4.0; Vocational Education and Training, VET ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Klimawandel ; Industrie ; technischer Wandel ; Qualifikationsanforderungen ; Berufsbildung ; Umweltverträglichkeit ; Nachhaltigkeit ; Kompetenz ; climate change ; industry ; technological change ; qualification requirements ; vocational education ; environmental compatibility ; sustainability ; competence ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-04-15

Context: This article aims to determine the entrepreneurial skills of Vocational Secondary School students after the implementation of a new curriculum that promotes entrepreneurship courses in Indonesia. The authors believe that after taking such courses, students will be able to generate entrepreneurial skills. This study also explores the effect of demographic characteristics on students' entrepreneurship skills level, especially with respect to gender, school, and family. Approach: This study used a quantitative approach, with data collected through a questionnaire with five variables, that is, leadership, reflective communication, risk-taking, creatively innovative, and future orientation. Data were collected from 463 students who had taken entrepreneurship subjects that were chosen randomly. Data were analyzed using linear regression. Findings: 52.22% of our respondents had a moderate score for entrepreneurial skills, this is not in accordance with the expected learning outcomes, there are students who have entrepreneurial skills at a high level. With respect to creative innovation, in particular, a majority (53.15%) had a low score and 4.1% had a very low score. Moreover, family had a significant and positive effect on all dependent variables (leadership scores, reflective communication scores, risk-taking scores, creatively innovative scores, future orientation scores, and overall entrepreneurial skills scores). School demographic characteristics had a significant positive effect on the value of future orientation. These results indicate that private schools tend to strengthen the level of reflective communicative scores. Conclusion: The entrepreneurial skills of most vocational students are middling. This indicates that entrepreneurship subjects at Vocational Secondary schools have not been able to achieve their expected learning outcomes or help students develop entrepreneurial skills at a high level. Thus, further research is needed to determine the causes behind the problem. Schools are expected to be able to establish harmonious relationships by involving families to support the improvement of an informal learning environment that supports the mastery of entrepreneurial skills of vocational students.

Bildung und Erziehung ; Education ; Entrepreneurial Skills; Entrepreneurship Subjects; Vocational Education and Training, VET ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Berufsbildung ; Berufsschule ; Sekundarbereich ; Kompetenz ; Unternehmertum ; demographische Faktoren ; Indonesien ; Südostasien ; vocational education ; part-time vocational school ; secondary education ; competence ; entrepreneurship ; demographic factors ; Indonesia ; Southeast Asia ; 20100 ; 10600

Zeitschriftenartikel, journal article

2020-04-18

This study aims to evaluate the residents’ satisfaction with public housing in the Maiduguri metropolis. The study assessed the levels of quality of housing components, occupants' preference and satisfaction. The study adopted a quantitative approach and data were collected through a questionnaire survey from 265 household heads of the housing estate proportionately selected from the target population in Maiduguri metropolis. The data collected were subjected to descriptive and inferential statistics with mean ranking, frequency distribution and multiple regression analysis to achieve the research aim. The study showed that quality of building component, Condition of a bedroom, condition of living room, condition of the roof, condition of finishing and condition of the kitchen were ranked as very good and condition of the store, condition of the dining area, condition of garage and condition of toilets were good in the study area, while public housing quality and preference significantly influence occupants' satisfaction in Maiduguri metropolis. The research recommended that occupant peculiarities should be integrated into the design and development of housing estate. This will ensure that the satisfaction of the occupants is well co-opted in the development and therefore lead to higher satisfaction and functionality of the estates. The provision of facilities and amenities in public housing estates should be based on the occupant requirements and peculiarities. This will lead to the optimal utilization of the estate after development.

Soziologie, Anthropologie ; Sociology & anthropology ; Siedlungssoziologie, Stadtsoziologie ; Sociology of Settlements and Housing, Urban Sociology ; Nigeria ; Wohnen ; Zufriedenheit ; sozialer Wohnungsbau ; Westafrika ; residential behavior ; satisfaction ; public housing ; West Africa

Zeitschriftenartikel, journal article

2024-08-05

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices’ learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

Bildung und Erziehung ; Education ; Workplace Curriculum; Expertise; Workplace learning; Sales Representatives; Leadership Coaches; VET, Vocational Education and Training ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Arbeitsplatz ; berufliche Weiterbildung ; Kompetenz ; Fachwissen ; Qualifikation ; Bundesrepublik Deutschland ; job ; advanced vocational education ; competence ; expertise ; qualification ; Federal Republic of Germany ; 20100 ; 10600

Zeitschriftenartikel, journal article

2021-12-22

Given the patriarchal nature of the African society, females are often secondary. In patriarchal societies, men are viewed as forbearers of knowledge and hence dominate other considerations. A direct consequence therefore is structural discrimination of women, and small businesses are owned and managed by men. Youth unemployment is notably high in the Democratic Republic of Congo, and especially among females. Notably too, one critical factor that drives entrepreneurship start-ups is self-employment, often induced by unemployment. In patriarchal societies, not only are there few opportunities for women but also women face more constraints than their male counterparts. Inspired by the gap in the literature, this study utilizes the descriptive literature review approach to understand the problems, faced by young women when starting a business in Kinshasa, the Democratic Republic of Congo. Understanding this theoretical premise and from the perspective of the explored population is important given the criticality of entrepreneurship to economic growth (including unemployment and poverty reduction). In addition, this study would contribute to strategic policy change for achieving productive entrepreneurship. Finally, this study flags research directions for steering necessary research towards productive entrepreneurship goals.

Sozialwissenschaften, Soziologie ; Social sciences, sociology, anthropology ; small business; female entrepreneurship; Small and Medium Enterprises; gender ; Frauen- und Geschlechterforschung ; Women's Studies, Feminist Studies, Gender Studies

Zeitschriftenartikel, journal article

2023-10-13

The SDG Summit will take place on 18–19 September 2023 in New York. UN Secretary-General António Guterres has called it the "centrepiece" of the UN's work this year. Numerous reports for this year's mid-term review of the 2030 Agenda and the SDGs will lament the "lack of political will" to implement the SDGs. This research paper addresses the lack of analysis of country-level politics around the SDGs by assessing the political priorities of local elites in eleven countries. Alongside the specific findings for these countries, we present overarching conclusions on the significance of country-level politics for SDG implementation. Analysing political will and considering country-level constraints should be part of the mid-term review and inform the outcome of the summit. (author's abstract)

Internationale Beziehungen ; International relations ; Global; Agenda 2030 für nachhaltige Entwicklung; Sustainable Development Goals; Interdependenz im internationalen System; Entwicklungspartnerschaft; Entwicklungspolitische Strategie; Wechselbeziehung Entwicklungspolitik - Sicherheitspolitik; Prognose ; internationale Beziehungen, Entwicklungspolitik ; International Relations, International Politics, Foreign Affairs, Development Policy ; nachhaltige Entwicklung ; internationales Abkommen ; internationale Zusammenarbeit ; Entwicklungsplanung ; Entwicklungspolitik ; sustainable development ; international agreement ; international cooperation ; development planning ; development policy ; 10500

Forschungsbericht, research report

2023-09-25

The large-scale use of semantic transfer and inversion as rhetorical tactics is particularly prevalent in right-wing discourses and populist "alternative knowledge" production. The contributors to this volume analyze processes of re-semanticizing received meanings, effectually re-coding those meanings. They investigate to what extent rhetorical maneuvers serve to establish new and powerful belief systems beyond rational and democratic control. In addition to the contemporary rightwing and conspiracy narratives, the contributions examine the discursive fields around conceptions of human nature and the deep past, population politics, gender conceptions, use of land, identity politics, nationhood, and cultural heritage.

Politikwissenschaft ; Political science ; Hermeneutic Power; Identity Politics; Political Emotions; Right-wing Extremism ; politische Willensbildung, politische Soziologie, politische Kultur ; Political Process, Elections, Political Sociology, Political Culture ; Politik ; Sprache ; Populismus ; Neue Rechte ; Semantik ; politische Ideologie ; politische Theorie ; politische Soziologie ; Rechtsradikalismus ; Nationalität ; politics ; language ; populism ; The New Right ; semantics ; political ideology ; political theory ; political sociology ; political science ; right-wing radicalism ; nationality

Sammelwerk, collection

2024-08-05

Context: Faced with deep challenges with access to formal education, many West African countries are increasingly taking steps to reform their informal apprenticeship systems to make them a quality skills development alternative for their teeming youth. A review of the literature shows that although different countries in the region are deploying different reform strategies, what is emerging as a dominant reform model is the "dual training model" (DTM), a collaborative arrangement in which the task of training apprentices is shared between informal trainers (master craftspersons, under their respective trade associations) and formal vocational training institutions (FVTIs). This paper presents an outcome-process evaluation of a DTM-based apprenticeship reform programme piloted in Ghana. Methods: Designed as a case study, the paper adopts an interpretivist approach, relying on diverse sources of data, both secondary and primary. Secondary data includes journal articles, attendance registers of participants, memorandums of understanding, relevant media reports, websites, and official reports by all relevant actors. The primary data originated from in-depth interviews with fourteen (14) key informants, as well as from overt and covert observations of respondents. Results: At the outcome level, the paper shows that the programme has largely failed in transferring new skills or in changing dominant poor practices among trainees, foundational objectives of the programme. At the process level, the paper revealed deep flaws in implementation; these are discussed in detail in an attempt to clarify the programme outcomes. Conclusion: The paper concludes that although the dual training model remains a potentially viable reform model in informal apprenticeships, its success ultimately depends on the quality of implementation, which in turn depends on the strength and quality of inter-stakeholder collaboration in programme design and implementation.

Bildung und Erziehung ; Education ; Dual Training Model; Informal Apprenticeship; VET, Vocational Education and Training ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Ghana ; Westafrika ; Berufsbildung ; Ausbildung ; Reform ; duales System ; West Africa ; vocational education ; training ; reform ; dual system ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-04-15

Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to implementation, then relate these factors to actual implementation progress to determine how factors relate to progress. In this application of the framework, we examine whether implementation success requires high scores in every dimension. Methods: This is a mixed methods study. We conduct document analysis of key resources related to the structure and intention of the reform. We also statistically analyze a dataset of two rounds of interviews conducted during the pre- and early-implementation phases. These interviews include key stakeholders from the public and private sectors, and from national, regional, and local-level actors. We examine how the framework's dimensions and determinants relate to implementation progress. Results: The implementation of the law is moving forward in Serbia, making this a successful case of progress in policy implementation. Despite this progress, the factors for implementation are not all strong. We find that the content dimension of the framework is a barrier, capacity is unclear, and context, commitment, and clients - actors' engagement - drive implementation progress. Thus, although the implementation process is imperfect in its determinants, it is successfully progressing and already forming the new system. Conclusions: Based on our results we argue that - even if the framework describes factors that affect VET reform implementation - not all elements are necessary for VET reform implementation to progress. Policymakers can start without perfect implementation conditions and may benefit from striving for "good enough" across dimensions rather than perfect in any one dimension. We discuss potential mechanisms and identify pathways for future research, including moving in the direction of causal research.

Bildung und Erziehung ; Education ; Policy Formation; Case Study; VET, Vocational Education and Training ; Makroebene des Bildungswesens ; Macroanalysis of the Education System, Economics of Education, Educational Policy ; Serbien ; Berufsbildungspolitik ; Bildungsreform ; Berufsbildungsgesetz ; Politikumsetzung ; Change Management ; Serbia ; vocational education policy ; educational reform ; Vocational Training Act ; policy implementation ; change management ; 20100 ; 10600

Zeitschriftenartikel, journal article

2024-08-05

Purpose: The present study investigates the influence of demographic factors on the demand for Technical and Vocational Education and Training (TVET) in Pakistan. The government of Pakistan has implemented various skill enhancement programs to harness the demographic dividend. However, only a small portion of the workforce receives any form of TVET, contributing to a shortage of skilled workers in the country. Many industries, particularly in manufacturing and mining, face deficits in the skilled labour. Consequently, this study aims to examine the role of demographic factors in shaping the demand for TVET within the Pakistani context. Methods: For the TVET demand's estimation, this study employed the Pakistan Social and Living Standard Measurement (PSLM) dataset of 2018-19 by using binary logistic regression analysis (BLRA). The demographic variables include the household's income, household head's education, household size, male proportion of the target age group, household head's age, and region of the household. Findings: The findings indicate that households in the higher income category do not demand TVET. Moreover, if the head of the household is highly educated, then the household is less likely to participate in TEVT. So, the higher the socio-economic status, the lower the probability of demand for TVET from the better-off students. Further, this study also indicates that boys are more likely to participate in TVET-related degrees, while females are less likely to participate in TVET due to the non-availability of institutes and hostel facilities, poor transportation, the limited number of trades available for females, and security issues. Conclusion: The findings provide insightful evidence to support the idea that the higher the socio-economic status of households, the lower the probability of demand for a TVET degree or diploma. Similarly, children of parents with university education are less likely to pursue TVET-related degrees. The reason is likely attributed to the perception that TVET-associated degrees and diplomas are considered inferior due to their lower standing and prestige as compared to general or professional degrees. This study suggests that the attractiveness of TVET can be enhanced by improving the quality of TVET, improving labour market outcomes, and creating a pathway to general education. Overall, this study not only contributes to empirical analyses of socio-economic determinants in TVET demand but also suggests that its findings can be applied not only to South Asian countries but also to other comparable nations with similar cultural ties and affinities.

Bildung und Erziehung ; Education ; Vocational Education and Training, VET; Competency Based Training; Logit Estimation; PSLM Data ; Bildungswesen quartärer Bereich, Berufsbildung ; Vocational Training, Adult Education ; Pakistan ; Berufsbildung ; technische Ausbildung ; Ausbildungsförderung ; Fachkraft ; Arbeitskräftebedarf ; sozioökonomische Faktoren ; Bildungsnachfrage ; Südasien ; vocational education ; technical training ; government promotion of vocational training ; specialist ; manpower requirements ; socioeconomic factors ; demand for education ; South Asia ; 20100 ; 10600

Zeitschriftenartikel, journal article