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Consumers today are challenged by growing amounts of information and wider choices of products, requiring them to develop skills and knowledge for making good choices in complex markets. This publication examines the approaches that governments use to promote consumer education in OECD and some non-OECD countries, highlighting the policies and measures that have been particularly effective. It also analyses recent trends, the role of stakeholders, steps being taken to evaluate the effectiveness of current programmes and the principal challenges.
Consumer education -- Study and teaching. --- Consumer education. --- Finance, Personal. --- Consumer education --- Business & Economics --- Industries --- Study and teaching. --- Buyers' guides --- Shoppers' guides --- Consumer affairs departments --- Consumers' leagues --- Education --- Home economics --- Shopping
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Intercultural communication - Study and teaching --- Language and culture - Study and teaching --- Multicultural education - Study and teaching --- Applied linguistics - Study and teaching --- Intercultural communication --- Language and culture --- Multicultural education --- Applied linguistics
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School management --- United States --- Teachers --- Education --- -Education --- -Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees --- Educators --- Training of --- -Study and teaching (Higher) --- -Curricula --- -Training of --- Children --- Study and teaching (Higher) --- Curricula --- Teachers - Training of - United States. --- Education - Study and teaching (Higher) - United States. --- Education - Study and teaching (Higher) - United States - Curricula. --- United States of America
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Aptitude professionnelle --- Aptitudes professionnelles --- Beroepskwalificaties --- Capacité professionnelle --- Capacités professionnelles --- Competentieprofiel --- Déqualification (Sociologie du travail) --- Professional qualifications --- Professionnalisation --- Profiel competentie --- Qualification profile --- Qualifications professionnelles --- Savoir professionnel --- Savoirs professionnels --- Travailleurs -- Qualifications --- Vocational qualifications --- Teachers --- Enseignants --- Training of --- In-service training --- Formation --- Formation en cours d'emploi --- Education --- Study and teaching --- Formation. --- Teachers - Training of --- Education - Study and teaching
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L'enseignement de la philosophie est-il en "crise" ? On ne saurait, en tout cas, continuer d'écarter les faits car ils sont têtus et parlants : plus de 70% des élèves obtiennent au baccalauréat une note inférieure à 10. A l'agrégation, concours suprême de recrutement des professeurs, la moyenne à l'écrit n'atteint pas les 5/20 malgré de longues années d'études après le bac. Lors de la dernière session, sur 1400 copies de la première épreuve... 6 seulement ont obtenu plus de 12/20 ! Ces données brutes sont d'autant plus navrantes que les finalités de la philosophie et de son enseignement sont plus légitimes que jamais : en un temps où la vitesse de la communication l'emporte si souvent sur la patience du raisonnement, comment ne pas maintenir, et même développer, dès l'adolescence, l'idéal de penser sa vie par soi-même ? N'est-ce pas là la condition même de l'accession à la citoyenneté dès l'âge de dix-huit ans ? Que faire, dans ces conditions, pour que la philosophie cesse d'être la discipline maudite, celle qui fait peur, non par l'audace des pensées auxquelles elle donne accès, mais par la dureté de la sélection qu'elle risque de pratiques plus ou moins arbitrairement ?
Philosophy --- Philosophie --- Study and teaching (Higher) --- Study and teaching (Secondary) --- Etude et enseignement (Supérieur) --- Etude et enseignement (Secondaire) --- Study and teaching --- Learning --- Pedagogical content knowledge --- Education --- Etude et enseignement (Supérieur) --- Philosophy - Study and teaching - France --- Learning - Philosophy --- Education - Study and teaching
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Teachers --- Education --- Training of --- Study and teaching --- -Teachers --- #SBIB:316.334.1O250 --- #SBIB:AGGR --- Teacher education --- Teacher training --- Teachers, Training of --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Training of. --- Onderwijs: rol en opleiding van het personeel: algemeen --- Study and teaching. --- Teachers - Training of --- Education - Study and teaching
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Spirituality, education and society: An integrated approach argues the value of spirituality in education as a way to address the lived experiences and personal knowledge of students, with the goal of creating a more holistic, transformative educational process. This edited volume has a wide array of viewpoints which all point to the importance of spirituality in the authors’ personal lives, their communities and society at large. Spirituality is conceptualised as a base from which to challenge dominant forms of knowing, while in the process being able to center and engage with an important aspect of the student that has been missing from current evaluations – their spiritual selves.Within the diversity of this volume it becomes evident that spirituality cannot be confined to a singular definition and that educators must be willing to create spaces to foster spiritual growth and exploration if we are to break away from the commoditized, disempowering system that is so dominant today. This edited collection is a valuable resource for students, practitioners, educators and administrators who wish to engage in transformational schooling. Its multidisciplinary approach engages ideas around critical pedagogy, sociology of education, and inclusive schooling. There is an increasing need for exploring novel paradigms of studying education in the context of the dynamics that straddle social, economic and technological processes that have come to characterize the world in recent years. This book is a timely contribution in this respect as its focus transcends hitherto applied approaches that depend largely on western orientation. The book breaks new grounds in studying education and society that find significant relevance in societies that are marginalized by the dominant western understanding. The authors draw from the rich heritage of spirituality that is akin to the non-western social paradigms to develop a rigorous but creative concept of schooling. I am sure practitioners, researchers and students of education will find it a valuable source of practical and theoretical information that would widen their horizon of understanding of sociology of education. - Tom Mongare Ndege, PhD, Moi University, Kenya The editors have compiled a brilliant collection of essays. Each piece of scholarly work shows how spirituality is a paramount part of our everyday lives and is connected to teaching, learning, living and healing. This is a timely and most relevant work that is sure to spur critical dialogue and discussion. This collection shows that while the spirit may be wounded it can never be broken. - Erica Neeganagwedgin, PhD, University of Toronto.
Education. --- Religion. --- Religious education -- Study and teaching. --- Religious education. --- Religion --- Education --- Social Sciences --- Philosophy & Religion --- Religion - General --- Education, Special Topics --- Religious education --- Transformative learning. --- Study and teaching. --- Philosophy. --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Church and education. --- Religion and Education. --- Learning --- Critical pedagogy --- Religion and education. --- Education and church
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The papers in this book provide international perspectives on the possibilities for and challenges facing intercultural dialogue in education. These challenges are many in a world characterized by the tensions and demands of both global and local issues as well as regional conflicts. This is especially so as post-conflict deliberations are complicated by the cultural, religious and linguistic diversity within both small and large states. The authors here analyze the interplay between intercultural dialogue, education and the state, and reveal how educational experiences are able either to exacerbate problems, or mitigate them by promoting an intercultural dialogue of reconciliation as well as recognition of shared values. The mere act of collaborating in educational endeavor can itself have a positive impact. The outcomes of attempts at intercultural understanding are examined by educational researchers from high- and low-income countries, from the east and the west, and from both northern and southern hemispheres. The authors demonstrate the value of disciplined comparison of differing education societies, and detail the international research aimed at augmenting cross- and intercultural understanding. This exciting and wide-ranging volume has been facilitated by the World Council of Comparative Education Societies and affords compelling visions of the ways in which education can be a force for good in our highly diverse societies by fostering intercultural dialogue.
Education -- Study and teaching. --- Intercultural communication. --- Multicultural education. --- Education - General --- Education --- Social Sciences --- Study and teaching. --- Pedagogy --- Cross-cultural communication --- Intercultural education --- Education. --- Education, general. --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Culturally relevant pedagogy --- Anthropological aspects --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists, in particular the seminal thoughts of Jacques Derrida, Jacques Rancière, Giorgio Agamben, Jacques Lacan, Stanley Cavell, Maxine Greene, Giles Deleuze and Felix Guattari, and Judith Butler, it is argued that a democratic education in becoming has the potential to rupture pedagogical encounters towards new beginnings on the basis that teachers and students can never know with certainty and completeness. Consequently, it is argued that teaching and learning ought to be associated with pedagogical activities in the making, more specifically a pedagogy out of bounds, in terms of which speech and action would remain positively free, sceptically critical, and responsibly vigilant – a matter of making teaching and learning more authentic so that students and teachers are provoked to see things as they could be otherwise through an enhanced form of ethical and political imagination. It is through pedagogical encounters out of bounds that relations between teachers and students stand a better chance of dealing with the strangeness and mysteries of unexpected, unfamiliar, and improbable action.
Education -- Research. --- Education -- Study and teaching. --- Education --- Social Sciences --- Education - General --- Study and teaching. --- Research. --- Educational research --- Pedagogy --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Teaching. --- Democracy and education. --- Philosophy. --- Education and democracy --- Didactics --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge
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Movement education --- Dance --- Movement notation --- Study and teaching --- Dance. --- Movement education. --- Movement notation. --- Study and teaching. --- Recreation. Games. Sports. Corp. expression --- Fysica --- Ballet --- Bewegingsleer (fysiologie) --- Bewegingsleer (mechanica) --- Mechanica --- Dans --- Biofysica --- Bewegingsanalyse --- Bewegingsleer (fysica) --- Muziek --- Movement education - Study and teaching --- Dance - Study and teaching