Crisis in Education

I want to begin this chapter with a personal example of some recent international politics surrounding school reforms. I have just returned from spending a semester as a Visiting Professor at the University of Melbourne in Australia. During my time in Melbourne, I was asked to give a lecture to school principals and teachers in which I was to critically reflect on the policies that were being proposed in education and on how we could make schools more responsive to communities there and elsewhere.

A while ago, an Eastern European in the Soviet Era visiting the University of Wisconsin-Madison made a comment that Westerners are always living in crisis as part of their democracies. The comment is mentioned here to draw attention to the need to think more historically about the present and the conditions that make its seem different and as possible to consider under siege, tension and conflict.

A hegemonic discourse in today’s world--in what I would call the New Cosmopolis-- appears to A hegemonic discourse in today’s world--in what I would call the New Cosmopolis-- appears to be the global economic crisis, otherwise referred to as the crisis of “neoliberal capitalism” (SeeFinancial Times, 9,10,11/1/2012). Yet, according to certain social scientists, “the crisis is deeper,it is mainly a social and political crisis, a crisis of (social) structures, values and significations” which refer to “the representative polity/political system as it has become crystalized in theWest in the last two centuries”( Economou, 2009:11). To this, we would add that an intrinsic characteristic of the crisis of the “liberal representative democracy” is a “Paideia Crisis”, a crisis of education.

The symbiosis education of nature and humanity is based onAbstractThe symbiosis education of nature and humanity is based onharmonious symbiosis of human and nature, human and culture, as well asculture and culture, which fully considers the close relations among naturalresource, humanistic ecology, and sustainable development of human beings,

In this chapter the meta- modern approach to education is regarded as a means for transcending the crisis in education and the misfortunes of the modern and post-modern educational paradigms. It is argued that metamodernity gives rise to one’s obligations to self as well as to the institutions’ obligations to learners, as persons and moral citizens.

The article critiques three dominant models of globalization with refer- ence to education and governance. The author argues that globalization is an expression of neo-liberal ideology, which defines and guides politi- cal, economic, educational and cultural organization.

Facing the phenomenon of cultural reproduction, the state needs to adopt active policies to achieve the emancipative function of education – to free working class students from structural constraints.

Education systems do not fall in place just out of the air, and do not have an incidental structure or nature, but they are the outcome of contextual forces shaping education. Various schemes have been devised to analyse these forces (cf. Wolhuter, 2001), and the one that will be used in this chapter is the one used by Steyn (2014)

The number of foreigners in Japan has increased since the 1980s. This is primarily because of the influx of “newcomers,” immigrants who arrived in Japan from that period onward. On the other hand, “old comers” or “old residents” refers to descendants of foreigners who arrived from Japan’s former colonies of Korea and Taiwan.

This chapter examines the links between schools, civic engagement, and narratives of the self in the American neoliberal reform era. We build on previous studies analyzing declining trends in civic engagement among the working class in the wake of rising inequality and the implementation of neoliberal educational reform.

This review study explores the available data relating to the impact of financial crisis and subsequently applied austerity measures on the health care, social services and health promotion policies in Greece. It is evident that Greece is affected more than any other European country by the financial crisis. Unemployment, job insecurity, income reduction, poverty and increase of mental disorders are among the most serious consequences of crisis in the socioeconomic life.

The Paper presents and analyses some of key findings of the recently completed EEA-funded large-scale research Project entitled ‘NEETs2’ (EEA Grants/GR07-3757), which was completed in 2016. The paper initially emphasizes on the relation between youth unemployment and NEET rates both in the EU and Greece.

The tension between universalism and cultural pluralism has a long history which, instinctively, makes us look back to the classical antiquity of the Mediterranean region and the history of Europe since the beginning of the middle ages. Articulating this observation, we take into consideration that retrospective views to other continents and regions of the world may lead to comparable insights.

The research on China’s ethnic minority education focuses on the hot issues of the studies about the policies and the scientific theories of ethnic minority education, including the study on the policy of ethnic minority education , the study on the relationship between the inheriting of the traditional culture of ethnic minority and school education, the study on the curriculum reform of basic education in ethnic minority areas, the study on bilingual education in ethnic minority areas, etc.

Questionnaire data from a cross-sectional study collected in 2014 of 7.464 undergraduate students from ten countries (Austria, Canada, Germany, Greece, Hungary, Italy, Poland, Russia, Switzerland, and Ukraine) in 16 universities were used to explore the prediction of hostility against Muslims following Sidanius’ & Pratto’s dominance theory (2003; 2009)

The trouble with comparative educationists is that they are biased towards investigating the exotic. For example, ‘Learn from the workers, soldiers and peasants’ is a succinct statement that redefined universities in China, as well as shaping a number of personal disasters for those whose lives the mantra interrupted (or indeed destroyed). Comparative educationists did a great deal of work on that eastern exoticism - Mao’s China - which admittedly seemed at that time slightly more interesting culturally and politically than the dull and murderous totalitarianism of Stalin’s Russia.

The paper takes stock of the state of universities in Europe relative to the rest of the world. It presents objective indicators showing that the quality of European universities lags considerably behind those in other countries, especially relative to the United States. The reasons European universities are laggards in the world league are identified. An example of the collapse of a European university system is given, along with the reasons for the collapse.

Higher education in East Africa has been changing fast over the last 30 years both in terms of enrolments and institutional diversification. The present paper intends to outline the achievements that have been registered while highlighting the crisis facing the region’s Universities such as the decline of quality due to massification, the relevance of curricula and the precariousness of research.

Higher education in East Africa has been changing fast over the last 30 years both in terms of enrolments and institutional diversification. The present paper intends to outline the achievements that have been registered while highlighting the crisis facing the region’s Universities such as the decline of quality due to massification, the relevance of curricula and the precariousness of research.

An issue that has concerned Greece for the last few years is the emigration of its scientific human resources abroad. It is about a phenomenon that had begun before the elation of economic crisis and everything points to the fact that it will culminate during the next period of time. The brain drain phenomenon mainly refers to the migration of well-educated and talented people such as researchers, academics, skilled professionals as well as students.

The present study deals with the role of modern education today in relation to teacher education worldwide. This relation is strongly connected with influences between education/school and the State as well as with modern political , cultural, social and economical crisis which is considered as educational crisis too.

School has always been an area where different kinds of crises converged: adolescent and youth crisis and frustration, teachers’ fatigue obsolescence and devaluation of parental role and ambivalent State responses. At this area, where multiple crises coexist, the recent Greek government-debt crisis was added as well. Although it started as a financial crisis, the Greek debt crisis has already affected the whole social structure, value system, as well as the daily lives of ordinary people. Since any kind of "crisis" is connected directly or indirectly with the feeling of insecurity, it’s easily understood that the size and depth of the crisis of the wider environment has also crucially affected any kind of certainty and constant.

Crisis in education must necessarily include the crisis of childhood and childrearing. Education varies according to the ages and regions, but it is premised on the existence of children. In almost all societies, parents and families take on the responsibility of nurturing, nursing, and socializing children, and education also encompasses the process of cultural transmission from one generation to the next.

This paper attempts to examine the perceptions of primary school teachers and principals in Greece. Based on the research findings and on the school educators and leaders’ suggestions, it recommends strategies for handling conflicts in their work environment. In particular, the study was conducted during the school year 2010-2011 using anonymous questionnaires, which were administrated to school teachers and school principals in primary education throughout the thirteen (13) educational regions in Greece.

This paper gives consideration to global trends and recent developments in education systems, particularly as they relate to schools and school leaders operating in high stakes accountability cultures. The importance of leadership for organisation success is noted alongside a number of other key within-school factors such as teacher quality. Successful leaders are differentiated from highperforming leaders and the notion of «leadership for learning» is outlined. This leads to a discussion of the nature of learning – leading learning for what? – and the accountability pressures that make its enactment increasingly problem- atic whilst, in some cases, leading to undesirable practices.

This paper gives consideration to global trends and recent developments in education systems, particularly as they relate to schools and school leaders operating in high stakes accountability cultures. The importance of leadership for organisation success is noted alongside a number of other key within-school factors such as teacher quality. Successful leaders are differentiated from highperforming leaders and the notion of «leadership for learning» is outlined. This leads to a discussion of the nature of learning – leading learning for what? – and the accountability pressures that make its enactment increasingly problem- atic whilst, in some cases, leading to undesirable practices.

Ray Kurzweil is an American author, computer scientist, inventor and futurist and Bill Gates, Microsoft, calls Ray, “the best person I know at predicting the future of artificial intelligence.” Ray is amazing at predicting a lot more beyond just artificial intelligence. Some of his predictions for the next 25+ years are92: By the 2020s, most diseases will go away as nanobots will become smarter than current medical technology, normal human eating will be replaced by nanosystems, self-driving cars will begin to take over the roads, and people won’t be allowed to drive on highways.

This paper attempts to study the blurring distinction between TVET and academic Higher Education (HE) and the prerequisites to create stronger ties between these sectors by improving the chances of permeability and facilitating learning pathways.

Undoubtedly, the issue of youth unemployment constitutes one of the most urgent and crucial issues in Modern Greece. At the same time, the establishment of the memorandums, the aggravated phenomena such as financial recession, “brain drain”, the educational and social inequalities depicting both the depth and the width of crisis in current Greece are issues which currently prevail.

New modes of governance have increased both the importance and the activity of education and training in the lifelong learning perspective in EU Member States. The Open Method of Coordination: (OMC) is a model of multilevel governance which contributes as a policy making process in the transnational coordination at the EU supranational governance level and influences national policy priorities and agendas in the education and training policy area.