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On the tenth anniversary from the death of Professor Cesare Scurati, this volume revamps research and reflection on the conceptual, methodological, and operational contribution that this scholar has offered to education at many levels, from childhood to schooling, from life-wide education to the style and ethics of being an intellectual and a teacher. The richness of the pedagogical fresco accomplished by Scurati pertains to the liveliness of a cultural season – the second half of the Twentieth century –, in which educational ideologies and epistemological fences were overcome. Despite all its contradictions and limitations, in this era Scurati achieved productive and humanistic interpretations of education and schooling. In his studies, Scurati effectively tried to improve the situation of several educational ecosystems, intertwining academic reflection and professional training, educational research, analysis of concrete institutional practices, and inspiration from abroad, especially the Anglo-Saxon world. The volume is composed by three sections: the first, Readings, offers some interpretations on the work of Cesare Scurati; the second, Paths, looks deeply on his inquiry on school systems, especially in the curricular perspective and with regards to children education; the third, Environments, gathers contributions on the multiple contexts of the so called life-wide education. The volume, therefore, proposes a non-anecdotal memory of a master, still capable of sparking interests, and promote ideals for the progress of the world.

Cesare Scurati, Italian education in the 20th century, school, education, school curricula, life-wide education, theory of education

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Drawing from doctoral level research on how best to teach business education to college students, Discourses on Business Education at the College Level illustrates new and proven ideas for engaging students. Sixteen authors from New York University's Steinhardt School of Culture, Education, and Human Development describe their experiences in upgrading and expanding the quality of the business education experience. Business school instructors can use this edited collection to draw inspiration and learn specific techniques to bring their courses to the cutting edge of curriculum. Topics range from teaching accounting, financial literacy, marketing, and teamwork to gamification, improving international student and intern experience, not-for credit education, and virtual workplace learning.

Business education --- Business --- Commercial education --- Education, Business --- Education --- Study and teaching --- E-books --- Business education. --- Business schools. --- MBA. --- Master of Business Administration. --- New York University. --- PhD student output. --- accounting. --- business. --- collaborative publication. --- college business education instruction. --- college business school curricula. --- curriculum design. --- economics. --- education research. --- improving business education. --- learning outcomes. --- management. --- methodology. --- pedagogy. --- postgraduate education. --- research on college business students. --- teaching.

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Educators believe that they are adequately preparing youth for the labor market while at the same time employers lament the students' lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. Using economics and psychology literature to define four skills sets-socio-emotional, higher-order cognitive, basic cognitive, and technical-this paper reviews the literature that quantitatively measures employer skill emand, as reported in a preference survey. A sample of 27 studies reveals remarkable consistency across the world in the skills demanded by employers. While employers value all skill sets, there is a greater demand for socio-emotional skills and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across region, industry, occupation, and education level. Employers perceive that the greatest skills gaps are in socio-emotional and higher-order cognitive skills. These findings suggest the need to re-conceptualize the public sector's role in preparing children for a future labor market. Namely, technical training is not equivalent to job training; instead, a broad range of skills, many of which are best taught long before labor market entry, should be included in school curricula from the earliest ages. The skills most demanded by employers-higher-order cognitive skills and socio-emotional skills-are largely learned or refined in adolescence, arguing for a general education well into secondary school until these skills are formed. Finally, the public sector can provide programming and incentives to non-school actors, namely parents and employers, to encourage them to invest in the skills evelopment process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.

Ability. --- Academic Learning. --- Access and Equity in Basic Education. --- Achievement. --- Adolescence. --- Adolescents. --- Adult Literacy. --- Adults. --- Applied Skills. --- Attitudes. --- Basic Knowledge. --- Basic Literacy. --- Basic Numeracy. --- Basic Skills. --- Body Language. --- Caregivers. --- Child Development. --- Childhood Evelopment. --- Children. --- Classroom. --- Cognition. --- Cognitive Development. --- Cognitive Skills. --- Cognitive Test. --- Communication. --- Computer Literacy. --- Computer Skills. --- Concepts. --- Creativity. --- Critical Thinking. --- Curricula. --- Curriculum. --- Decision Making. --- Developmental Psychology. --- Disadvantaged Children. --- Early Childhood Development. --- Early Childhood. --- Early Enrichment. --- Early Stimulation. --- Educated Workers. --- Education for All. --- Education Institutions. --- Education Policy. --- Education Providers. --- Education Sector. --- Education System. --- Education. --- Educational Achievement. --- Educational Infrastructure. --- Educational Sciences. --- Educators. --- Effective Schools and Teachers. --- Effort. --- Elementary School. --- Emotional Development. --- Ethics. --- Exams. --- Experience. --- General Education. --- Girls. --- Global Education. --- Groups. --- Head Start. --- High School. --- Higher Education Institutions. --- Higher Education. --- Human Development. --- Information Processing. --- Instruction. --- Intelligence. --- Interventions. --- Investment. --- Job Training. --- Knowledge. --- Language. --- Leadership. --- Learning Outcomes. --- Learning. --- Levels of Education. --- Life Skills. --- Literacy Survey. --- Literacy. --- Memory. --- Needs. --- New Entrants. --- Numeracy. --- Nutrition. --- Oral Communication. --- Participation. --- Pedagogical Methods. --- Perception. --- Performance. --- Personality Traits. --- Personality. --- Preschool Education. --- Primary Data. --- Primary Education. --- Primary School. --- Primary Schooling. --- Problem Solving. --- Professional Knowledge. --- Psychology. --- Reasoning. --- Regional Education. --- School Activities. --- School Climate. --- School Clubs. --- School Curricula. --- School Curriculum. --- School Improvement. --- School Schools. --- School Setting. --- School. --- Schooling. --- Schools. --- Science. --- Secondary Education. --- Secondary School. --- Skill Acquisition. --- Skill Evelopment. --- Skilled Workers. --- Skills Acquisition. --- Skills Evelopment. --- Skills for Employment. --- Skills. --- Students. --- Study. --- Teacher Qualifications. --- Teacher. --- Teaching Methods. --- Teaching. --- Thinking. --- Training Programs. --- Training. --- Understanding. --- Values. --- Vocational Education. --- Women. --- Work Experience. --- Writing. --- Youth.