The present study aims at highlighting some of the impacts that labour market an education mutually have on each other both in the context of economies in transition (even if they used to have long historic traditions related to pioneering in instruction and education at mass and elite level) and that of a steady and consequent capitalist state undisturbed by the storms of radical political changes and periods of totally negating the values and results created by former historic eras and communities.
The main idea is that the relationship between the labour market and education is that of a mutual demand and supply based corelation, permanently influencing each other, so no political or economic authority and power should miss taking this into consideration unless they want to fail.
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This study empirically investigates the link between the levels of formal education and economic growth in Greece during the period 1960-2009. The paper applies the Lucas approach (1988) and employs cointegration, error-correction models and estimates the effect of each educational level on economic growth. The empirical analysis reveals that there is a long-run relation between educational levels and gross domestic product. The overall results show that secondary and higher education has had a statistically significant positive impact on growth, while primary has not contributed to economic growth. The findings also suggest that there is evidence of unidirectional long-run causality running from primary education to growth, bidirectional long-run causality between secondary and growth, long-run and short-run causality running from higher education to economic growth.
The article deals with the study of crucial features and functions of the direction of pedagogical action in educational practices of Ukraine and the Russian Federation. Using the descriptional characteristics presented by scientists and pedagogues-scholars from the mentioned countries we have defined common and distinct features of the phenomenon under study, compared its structure and components. The analyzed definitions suggest that the direction of pedagogical action is based on the synthesis of theatrical and pedagogical art. The direction of pedagogical action is oriented toward methodical provision of modern trends in the development of humanistic education and creates relevant emotional field for the comprehensive development of personality. As a result, we have found out that the direction of pedagogical action in the Russian Federation is practice-oriented and is used as a method of emotional influence on pupil while solving educational tasks of a comprehensive secondary school. More common is the spectrum of using the direction of pedagogical action in the national systems of secondary and higher education where this phenomenon is mostly associated with the development of teacher professionalism, their pedagogical mastery that contributes to the organization of the educational process at a new level – a creative function that is oriented toward the establishment of efficient pedagogical interaction. Based on the results of the comparative analysis, we have concluded that comprehending the efficiency of using the direction of pedagogical action in the systems of secondary and higher education in Ukraine and the Russian Federation will contribute to a new level of organization of free pedagogical interaction where the author’s position of teachers may surely help to meet personal educational needs of their pupils and students.
The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).
The paper features a discussion on the legal conditions that regulate the aspects of working time, driving times, breaks and rest periods for professional drivers. The drivers’ knowledge of and compliance with the regulations were the subject of surveys conducted among thirty professional drivers. The study was conducted on a group of selected drivers (males) hired in a single transport company. The interviewees referred to their knowledge and its practical use in everyday work. The interviewees responded anonymously and voluntarily to the questions asked in the survey. These were persons of the age of 21 to 65 years old. 47% of all interviewees executed only national transports, whereas international transports were executed by 33% drivers. The interviewees included persons with basic, vocational, secondary and higher education. Most of them were persons with large occupational experience, working as a professional driver longer than 5 years, no persons with occupational experience between 11 to 19 years. The paper includes the specification of the survey methodology and analysis of the obtained results, with special attention paid to the reasons for the conscious and unconscious violation of regulations. The analysis results are presented in a graphical form.
Introduction. Satisfaction with life and its determinants are components of human well-being, which the individual assesses in the area of quality of life, based on the own adopted criteria. Of particular interest is the recognition of these factors in people who are struggling with chronic diseases such as ulcerative colitis.
Aim. The aim of the work was to get to know the level of life satisfaction as well as its determinants such as acceptance of the disease and generalized self-efficacy of patients with ulcerative colitis.
Material and methods. The prospective study included 102 patients with diagnosed ulcerative colitis, who were tested for the level of life satisfaction and the level of disease acceptance and generalized self-efficacy. Descriptive statistics, parametric and nonparametric tests were used for data analysis. Correlation analyzes for variables expressed in ordinal scales were made using r-Pearson correlation. Significance was assumed at the level of p <0.05.
Results. The level of life satisfaction, acceptance of the disease and generalized self-efficacy in the subjects were reduced. The level of life satisfaction was dependent on the level of self-efficacy and acceptance of the disease. The level of life satisfaction of the respondents correlated with the generalized own effectiveness and acceptance of the disease. A higher level of life satisfaction was obtained by respondents with a higher level of disease acceptance and convinced of effective coping with difficult situations. Men presented better results than women.
Conclusions. Satisfaction with life and its determinants in patients with ulcerative colitis were reduced. The respondents with vocational education achieved lower results than those with secondary and higher education. Women presented lower variable levels than men. The level of satisfaction was dependent on the acceptance of the disease and on the generalized own effectiveness.
.transcampus.org/journals , www.ajol.info/journals/jorind .
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Keller, K. R. I. (2006) Investment in primary, secondaryandhighereducation, and the effects on economic growth. Contemporary Economic Policy 24 , 18-34.
Li, H., & Hung, L
Jake Murdoch, Christine Guégnard, Dorit Griga, Maarten Koomen and Christian Imdorf
Careers of Ethnic Minority Youth in France: Success or Disillusion? Ethnicities 7(3): 445-474.
Brinbaum, Yaël, and Christine Guégnard. 2013. Choices and Enrollments in French SecondaryandHigherEducation: Tensions and Repercussions for Second-Generation Immigrants. Comparative Education Review 57(3) - Special Issue on Fair Access to Higher Education: 481-502.
Buchholz, Sandra, Christian Imdorf, Sandra Hupka-Brunner, and Hans-Peter Blossfeld. 2012. Sind leistungsschwache Jugendliche tatsachlich nicht ausbildungsfahig? Eine
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