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Nina Zhuravska

REFERENCES 1. Бабин, І., Болюбаш, Я., Гармаш, А. (2011). Національний освітній глосарій : вища освіта [National Education Glossary: Higher Education]. К. : ТОВ “Видавничий дім “Плеяди”, 100 p. (in Ukrainian). 2. Варецька, О. (2005). Соціально-економічне підґрунтя трудової міграції населення України [Social-Economic Foundation of Labour Migration of Ukrainian Population]. Україна: аспекти праці [Ukraine: Aspects of Labour], No 5, pp. 34–39 (in Ukrainian). 3. Варецька, О. (2014). Питання походження та новизни компетентнісного підходу в освіті

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Ondřej Valenta

pracovnich sil ze třetich zemi. European Migration Network, Praha, březen 2013. [4] Castles, S., Miller, M. (2009): The Age of Migration. International Population movements in the modern world. Palgrave Macmillan, čtvrte vydani. 369 s. [5] Čaněk, M., Čižinsky, P. (2006): Migration policies and institutional settings in the Czech Republic. Přispěvek na konferenci Migration Policy Making, Turin: C9 Konference IMISCOE, květen 2006. [6] Černa, L. (2012): Policy Primer: Selecting the Best and Brightest. http

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Leila Sultanova

Abstract

Modern society is undergoing complex social, economic and political transformations of planetary scope due to globalization processes. One of the peculiarities of a modern globalization wave is an intercultural interaction that, in its turn, has resulted in multicultural education. Multicultural education is quite a new branch of pedagogical theory and practice. Its appearance is considered to be connected with a period of complex social and cultural transformations in the USA during 1960s-1970s. However, J. Banks, an American scholar, proves that multicultural education is closely related to African-American movement of the 19th-20th centuries. Having analyzed the history of origins of multicultural education and stages of its development presented in works by J. Banks and C. Grant we can conclude that the process is associated, predominantly, with migration, and originated as a means of racism prevention. In the course of time the essence of multicultural education was shaped. It became obvious that multicultural education must meet needs of representatives of both different races and social groups. Also, the implementation of multicultural education into practice depends on high-quality professional training of a pedagogue able to work in the context of multicultural society. According to A. Thomas contemporary multicultural education is needed when an individual strives to understand peculiar systems of values, perception, cognition and thinking of people from different cultural backgrounds, integrate new experience into his/her own cultural system and apply it to alien cultural field. Nowadays theory and practice of multicultural education in the USA are still actively developing. Quite high demand are researches of outstanding American scholars and pedagogues in the field of multicultural education, namely, J. Banks, C. Grant, S. Nieto, Ch. Sleeter and many others.

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Vasyl Zhukovskyi and Kateryna Simak

studying in Canada . Retrieved 11.05.2015 from : http://www.study.ua/story/ . 8. Sviatashchuk, I., Stadnyi, E. (2014). Academic migration. Retrieved 16.05.2015 from : http://www.cedos.org.ua/uk/osvita/akademichna-mihratsiia . 9. University of Calgary. (2015). About CISSA ( Centre for International Students and Study Abroad ). Retrieved 17.04.2015 from : https://www.ucalgary.ca/studyabroad/study-abroad/about-cissa . 10. Державний комітет статистики України [Statistics Ukraine]. (2005). Експрес-доповідь: Доктори наук станом на 1 жовтня 2005 p

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Ondřej Daniel

zdrojů. Praha: Ministerstvo pro místní rozvoj, Odbor řízení a koordinace NSRR, 2011, 24 s. [16] Mipex (Migration Policy Index) 2010 country results. http://www.mipex.eu/countries (14. 11. 2012)

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Zdeněk Kučera and Tomáš Vondrák

Odkazy [1] Inciativa Průmysl 4.0. Ministerstvo průmyslu a obchodu (2016). https://www.mpo.cz/cz/prumysl/zpracovatelsky-prumysl/prumysl-4-0-ma-v-cesku-sve-misto--176055/ [2] Arntz, M., Gregory, T., and Zierahn, U.: The Risk of Automation for Jobs in OECD Countries: A Comparative Analysis. OECD Social, Employment and Migration Working Papers, No. 189, OECD Publishing, Paris (2016). http://dx.doi.org/10.1787/5jlz9h56dvq7-en [3] Dopady digitalizace na trh práce v ČR a EU. OSTEU Discussion paper 12/2015. Úřad vlády České republiky (2015). https

Open access

Zdeněk Kučera and Tomáš Vondrák

Analysis. OECD Social, Employment and Migration Working Papers, No. 189, OECD Publishing, Paris (2016). http://dx.doi.org/10.1787/5jlz9h56dvq7-en [4] Dopady digitalizace na trh práce v ČR a EU. OSTEU Discussion paper 12/2015. Úřad vlády České republiky (2015). https://www.vlada.cz/assets/evropske-zalezitosti/analyzy-EU/Dopadydigitalizace-na-trh-prace-CR-a-EU.pdf [5] Dopady Průmyslu 4.0 na trh práce v ČR. Národní observatoř zaměstnanosti a vzdělávání, Národní vzdělávací fond, o. p. s. (2017). http://www.nvf.cz/dopady-prumyslu-4-0-na-trh-prace-v-cr [6

Open access

Sigrid Gjøtterud and Erling Krogh

] Swantz, M. L. (2008). Participatory Action Research as Practice. In P. Reason & H. Bradbury (Eds.), The Sage Handbook og Action Research. Participative Inquiry and Practice. Second Edition. London: Sage [34] Tacoli, C., & Mabala, R. (2010). Exploring mobility and migration in the context of rural-urban linkages: why gender and generation matter. Environment and Urbanization, 22(2), 389-395. doi: 10.1177/0956247810379935 [35] Taylor, E. W. (2009). Fostering Transformative Learning. In J. Mezirow & T. E. W. (Eds.), Transformative Learning