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Deals in comprehensive fashion with a diverse array of objective and subjective social indicators and shows how these indicators can be used, potentially, to inform and perhaps guide social policy. Written with clarity and authority, it will be of paramount interest to those concerned with the interpretation and analysis of social indicators and to those interested in their use. For the former, it serves as an illuminating introduction to some of the analytical tasks that lie ahead in the study of social indicators. For the latter, it provides a solid foundation upon which future policy analysis may be based.
This book provides an insight into the ideas of one of the world’s greatest sociologists: Niklas Luhmann. It explains, in clear and concise language, the basic concepts of Social Systems Theory and their application to the specific case of the Education System, which was considered by Luhmann as a primary subsystem of modern society. It illustrates the complex and sophisticated thinking that characterises Luhmann’s work and explains that Luhmann’s theory has given an important and original contribution to the study of education from a sociological point of view. His contribution has some resonance in recent social constructionist and relational approaches to education, as well as in studies of educational interaction. In addition, research methodologies, in particular mixed methods strategies, draw heavily on epistemological issues. The book finally argues that educationists can appreciate the extent of Luhmann’s contribution to the field of education, although their perspective cannot be fully harmonised with, nor reduced to, the sociological one. This divergence of perspectives can stimulate pedagogy to call into question its conceptual framework as well its approach to social situations in the classroom.
Includes many original contributions by an assembly of distinguished social scientists. They set forth the main features of a changing American society: how its organization for accomplishing major social change has evolved, and how its benefits and deficits are distributed among the various parts of the population. Theoretical developments in the social sciences and the vast impact of current events have contributed to a resurgence of interest in social change; in its causes, measurement, and possible prediction. These essays analyze what we know, and examine what we need to know in the study, prediction, and possible control of social change.
East Asia is at the heart of the global economic transformation, and the countries of the region are witnessing rapidly changing labour markets, alongside the pressure to cut production costs and lower taxes in order to become successful ‘competition states’. These changes have resulted in increased welfare demands which governments, organizations and agencies across the region have had to address. This book examines welfare regimes in the Greater China region, encompassing mainland China, Hong Kong, Macao and Taiwan. In so doing, it explores the ways in which the rapid growth and internationalisation of the economy across Greater China is presenting new social policy challenges that governments, social welfare organizations and agencies in the region are having to respond to. Rather than simply describing and categorising welfare systems, the contributors to this volume add to our understanding of how one of the major economic transformations of the contemporary era in East Asia is shaping welfare provision in the region. In turn, in this context of economic change, they examine the new strategies and measures that have been adopted in order to reduce the heavy burden on the state in terms of welfare provision, whilst also attempting to diversify funding and provision sources to meet the pressing welfare needs. Based upon extensive fieldwork by leading scholars of social policy, this book will appeal to students and scholars of Asian social policy, comparative development and social policy, social welfare and Chinese studies.
The so-called Bologna process is one of the most disputed and influential long-term policy changes the European Union has ever succeeded to start. It has harmonized European higher education systems and, at the same time, deeply changed concepts about what the core of Europeanness is. This book discusses various aspects of this transformative and influential “soft policy” process. The Bologna process, initiated over 20 years ago, confronts us with fundamental questions about the European integration process that is facing the greatest challenge in its history to date. The goal was to increase the comparability and competitiveness of European higher education structures, their quality and outcomes. But how successful was this endeavour? This book discusses different aspects of this reform, national interests, globalization trends, competition and cooperation within higher education and the influences of harmonization on the Europeanness of the young generation. Globalizing Higher Education and Strengthening the European Spirit will be a key resource for academics, researchers, and advanced students of Education, Education Policy, Social Sciences, and European Studies. The chapters included in this book were originally published in Innovation: The European Journal of Social Science Research.
This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students. The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montréal Reykjavik, Sacramento, and Turku. It shows that, in all countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance. Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.