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Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions 技能形成制度的次国家差异:18个欧洲地区技能不匹配的比较分析
IF 0.8
European Education Pub Date : 2020-02-14 DOI: 10.1080/10564934.2020.1723421
Queralt Capsada-Munsech, Oscar Valiente
{"title":"Sub-National Variation of Skill Formation Regimes: A Comparative Analysis of Skill Mismatch Across 18 European Regions","authors":"Queralt Capsada-Munsech, Oscar Valiente","doi":"10.1080/10564934.2020.1723421","DOIUrl":"https://doi.org/10.1080/10564934.2020.1723421","url":null,"abstract":"Abstract This article adopts the skill ecosystem approach to the comparative analysis of skill mismatch across European regions within different skill formation regimes. Institutional arrangements of skill formation regimes are designed at national level. However, they are enacted in regions with very different Labor market and socioeconomic conditions, which mediate the relationship between the institutional setting and its effects on the mismatch between the supply and demand of skills in a given region. Our analysis draws on quantitative and qualitative data from an EU Horizon 2020 project on lifelong learning policies for young adults that compares 18 regions in nine European countries. The data analyses show the importance of regional demand side factors in explaining skill shortages and skill surplus, and the coexistence of low-skill and high-skill equilibria in urban regions with high levels of skill polarization. Skill formation regimes present divergent effects on skill mismatch depending on the availability of jobs in the region and the level of skills demanded by the local economy. These findings suggest that combining skill formation regime and skill ecosystem approaches in comparative education research can provide better suited explanations of skill mismatch at regional and sectoral level.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89187782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Hybridity in Higher Education: Oscillating Between Public and Private Sectors 高等教育的混杂性:在公立和私立部门之间摇摆
IF 0.8
European Education Pub Date : 2020-02-14 DOI: 10.1080/10564934.2020.1723423
Aristotelis Zmas
{"title":"Hybridity in Higher Education: Oscillating Between Public and Private Sectors","authors":"Aristotelis Zmas","doi":"10.1080/10564934.2020.1723423","DOIUrl":"https://doi.org/10.1080/10564934.2020.1723423","url":null,"abstract":"Abstract This article argues that the classical dualism between public and private universities turns out to be a terminological handicap for scholars who explore the current complexity of higher education landscapes. It focuses on the Cypriot public and private universities in order to illustrate specific manifestations of hybridity. The latter arise as these institutions oscillate between neoliberal-driven doctrines, European/international discourses, and local academic idiosyncrasies. This oscillation creates paradoxes, blurring the borders between public and private universities.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77864839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Collaboration between Higher Education Institutions Operating in the Czech Republic and the Non-Academic Sphere 捷克共和国高等教育机构与非学术领域的合作
IF 0.8
European Education Pub Date : 2020-01-02 DOI: 10.1080/10564934.2019.1694846
Libena Tetrevova, Vladimíra Vlčková
{"title":"Collaboration between Higher Education Institutions Operating in the Czech Republic and the Non-Academic Sphere","authors":"Libena Tetrevova, Vladimíra Vlčková","doi":"10.1080/10564934.2019.1694846","DOIUrl":"https://doi.org/10.1080/10564934.2019.1694846","url":null,"abstract":"Abstract The aim of the paper was to analyze and evaluate the importance, scope, and applied forms of collaboration between higher education institutions (HEIs) operating in the Czech Republic and the nonacademic sphere. Data was obtained through questionnaire survey with competent managers of HEIs (N = 76). The study shows that the managers of the monitored HEIs consider collaboration with the nonacademic sphere to be very important. It is perceived to be more important and developed to a larger extent at the national level. Most often it is developed in the form of practical training, internships, and field trips for students. The considered forms of collaboration are developed most by HEIs and faculties with technical, natural scientific, and medical specializations.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76570546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Learning Nation in Early Childhood Education: Multi-Sited Comparison between Pedagogies of Nation in Australia and Hungary 幼儿教育中的学习民族:澳大利亚和匈牙利民族教学法的多点比较
IF 0.8
European Education Pub Date : 2020-01-02 DOI: 10.1080/10564934.2019.1691015
Z. Millei, Sirpa Lappalainen
{"title":"Learning Nation in Early Childhood Education: Multi-Sited Comparison between Pedagogies of Nation in Australia and Hungary","authors":"Z. Millei, Sirpa Lappalainen","doi":"10.1080/10564934.2019.1691015","DOIUrl":"https://doi.org/10.1080/10564934.2019.1691015","url":null,"abstract":"Abstract This study investigates how nation is taught, learned, practiced, and performed in early childhood educational settings in Australia and Hungary. Analysis, based on comparative multi-sited ethnography, reveals nationhood as a taken for granted, unreflexively promoted framework for organizing social life. The “pedagogy of nation” operates in different ways in these two settings. In Australia, it draws on contemporary patterns of lifestyle, whereas in Hungary it rekindles past traditions within contemporary global flows of culture. The paper concludes by calling for the relevance of revealing everyday nationalism in institutions for young children and for reflexivity to trouble its exclusionary forms.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87685832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
An Improbable Identification? The Netherlands as a “Reference Society” within the Chilean Educational Policy-Making Debate (2014–2015) 不可能的鉴定?荷兰作为智利教育决策辩论中的“参考社会”(2014-2015)
IF 0.8
European Education Pub Date : 2020-01-02 DOI: 10.1080/10564934.2019.1694418
Cristina Alarcón
{"title":"An Improbable Identification? The Netherlands as a “Reference Society” within the Chilean Educational Policy-Making Debate (2014–2015)","authors":"Cristina Alarcón","doi":"10.1080/10564934.2019.1694418","DOIUrl":"https://doi.org/10.1080/10564934.2019.1694418","url":null,"abstract":"Abstract This paper investigated a policy-making debate in Chile, by examining the construction of the Netherlands as a new “reference society”. It focused on a reform agenda that aimed at a transformation of the neo-liberal school governance model. Based on the analysis of government documents, parliamentary debates, and media materials, the paper concludes that in addition to the consideration of PISA results the identification with the Netherlands served fundamentally as a political compromise solution.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84890089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The European Comparative Gaze 欧洲人的比较凝视
IF 0.8
European Education Pub Date : 2020-01-02 DOI: 10.1080/10564934.2019.1691014
Stavros Moutsios
{"title":"The European Comparative Gaze","authors":"Stavros Moutsios","doi":"10.1080/10564934.2019.1691014","DOIUrl":"https://doi.org/10.1080/10564934.2019.1691014","url":null,"abstract":"Abstract This paper discusses the comparative perspective of the European Modernity towards other civilizations, and the creation of comparative studies, and, for that matter, of comparative education. The paper argues that much of the debate on Eurocentrism neglects the fact that the European tradition includes also an inextricable self-reflective dimension, which has allowed for the emergence of impartial approaches to the study of overseas societies, and has established critique as a sine qua non intellectual stance. Through illustrations from the cultural history of Europe, the paper points to a rupture in the representational and cognitive closure, that characterized medieval Europe, regarding other cultures, which led to the awareness that, while human beings share the same features societies are instituted differently. However, from the 19th century on, foreign societies were to be gauged primarily through the lenses of “progress” and “development”, which became the main legitimating ideas of capitalist expansion. Nevertheless, as the paper concludes, self-reflectiveness is embedded in the European epistemological tradition – a tradition that needs to be advanced rather than ignored.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77953904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Creating Greeks and Greek-Americans: Geographic and Educational Identity Constructions at the Socrates and Koraes Greek-American Schools 创造希腊人和希腊裔美国人:苏格拉底和科拉埃斯希腊裔美国人学校的地理和教育认同建构
IF 0.8
European Education Pub Date : 2020-01-02 DOI: 10.1080/10564934.2019.1682461
Theodore G. Zervas, A. Papadopoulos
{"title":"Creating Greeks and Greek-Americans: Geographic and Educational Identity Constructions at the Socrates and Koraes Greek-American Schools","authors":"Theodore G. Zervas, A. Papadopoulos","doi":"10.1080/10564934.2019.1682461","DOIUrl":"https://doi.org/10.1080/10564934.2019.1682461","url":null,"abstract":"This paper reveals the complex intersectionalities of immigrant identity construction, nationalisms (and national exceptionalisms), and how Greek culture/language schools in the United States significantly influenced and created a Greek and Greek-American Identity. Drawing on the Chicago experience and the Socrates and Koraes Greek-American Schools, this paper interrogates the collaborative relationship between the Greek state, the Greek community in the United States and Greek culture/language schools. Part I of this paper discusses the spatial/scalar character of the construction of the Greek culture/language school phenomenon, and the role of the Greek state played in fixing the definition of “Greekness” by establishing a normative historiography and national identity for the homeland. Also considered in this part is the complex relationship of immigrant identity construction, nationalisms and the construction of Greek national identity using geography and history. Part II surveys the empirical dimension of the phenomenon of Greek culture/language education in the United States. Early Greek immigrant efforts sought to preserve a Greek cultural identity through the Greek culture/language schools. Over time questions arose on what type of Greek identity would be (or could be) preserved in the United States.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88110371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Pan-European Bologna Reform: An Analysis Based on Employer Perceptions in a Belgian Context 泛欧洲博洛尼亚改革:基于比利时背景下雇主感知的分析
IF 0.8
European Education Pub Date : 2019-09-17 DOI: 10.1080/10564934.2019.1643248
Eef Scheerlinck, Klaas De Brucker, Pamela Kerkhove
{"title":"The Pan-European Bologna Reform: An Analysis Based on Employer Perceptions in a Belgian Context","authors":"Eef Scheerlinck, Klaas De Brucker, Pamela Kerkhove","doi":"10.1080/10564934.2019.1643248","DOIUrl":"https://doi.org/10.1080/10564934.2019.1643248","url":null,"abstract":"The Bologna reform aimed at creating a more transparent system of comparable degrees. Taking a demand-side viewpoint, we discuss two types of employer perception, namely, whether Belgian employers perceive Bologna as successful in facilitating the comparison of degrees and whether they are satisfied with the knowledge and skills of those of their employees who have acquired the new degrees. The main conclusions are that Belgian employers do not perceive the comparability of degrees as having become more easy, employability of “academic” (research-grounded) bachelors remains problematic, and employers caution against the loss of practical skills. Finally, we elaborate three policy recommendations.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83440724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Toward Multilingual Tertiary Education in Ukraine: The Case of Zaporizhzhia National University 乌克兰高等教育的多语言化:以国立大学为例
IF 0.8
European Education Pub Date : 2019-07-29 DOI: 10.1080/10564934.2019.1642768
Nina Raud, Olga Orehhova, Oleksandra Golovko, Svitlana Zapolskykh
{"title":"Toward Multilingual Tertiary Education in Ukraine: The Case of Zaporizhzhia National University","authors":"Nina Raud, Olga Orehhova, Oleksandra Golovko, Svitlana Zapolskykh","doi":"10.1080/10564934.2019.1642768","DOIUrl":"https://doi.org/10.1080/10564934.2019.1642768","url":null,"abstract":"The article presents the results of a research into Ukrainian state and university language policies, and a Ukrainian university community’s potential to become multilingual in terms of its foreign language proficiency and attitudes toward multilingual tertiary education. The results allow assuming that Ukrainian state acts and university regulations allow for multilingual tertiary education. Ukrainian universities can develop their own multilingual models, as the case study of one top Ukrainian university (Zaporizhzhia National University) suggests.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89064933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Conditioned Entrepreneurialism: Strategic Responses of Universities in Latvia and Norway 条件性创业:拉脱维亚和挪威大学的战略应对
IF 0.8
European Education Pub Date : 2019-07-19 DOI: 10.1080/10564934.2019.1637266
R. Kasa, M. Elken, A. Paalzow, D. Pauna
{"title":"Conditioned Entrepreneurialism: Strategic Responses of Universities in Latvia and Norway","authors":"R. Kasa, M. Elken, A. Paalzow, D. Pauna","doi":"10.1080/10564934.2019.1637266","DOIUrl":"https://doi.org/10.1080/10564934.2019.1637266","url":null,"abstract":"Drawing on comparative data from five universities in Latvia and Norway, this article examines universities’ strategic responses to a policy environment that calls for more entrepreneurial approaches in organizing research activity in higher education. This study concludes that strategic responses of universities to pressures for entrepreneurialism vary not only depending on the national policy context but also depending on the institution’s profile. While universities in this study rarely defy some of the key elements of entrepreneurialism as proposed in the policy domains, their strategic responses are conditioned by local institutional realities.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82212440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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