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Learning to Judge Politics

Professor John Dunn (Interviewed by Professor Lawrence Hamilton)

John Dunn and Lawrence Hamilton

best despite its inequalities? If understood in a kind of median sense, would the United Kingdom not rank quite highly on general education levels and political comprehension? JD: Well, I don't know about general education levels. I dare say that

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Gender Parity and Equality in the Sultanate of Oman

A Case in Education for the Gulf Cooperation Council Countries

Faryal Khan and Maricel Fernandez-Carag

prepares and develops the general education curricula, based on the values of tolerance, justice, and equality, and attempts to develop the curricula to meet the requirements of the labor market. But there are some challenges in this regard, particularly

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Editorial

Brexit, Sustainability, Economics, Companies’ Responsibilities, and Current Representations

education systems in order to understand the symmetry between general education and higher education outcomes and to determine whether these outcomes are appropriate, for example, in the labor market. Furthermore, Khan and Fernandez-Carag outline strategies

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Searching for a New Way of Thinking about Society

A Noospheric Social Quality Orientation for Development toward Sustainability

Vyacheslav Nikolayevitch Bobkov and Nikolay Vyacheslavovich Bobkov

of general education and professional competence, as well as a rushed expansion of religious consciousness based on blind faith. The destructive consciousness of the more enlightened portion of society relies on market fundamentalism and neoliberalism

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Socialisms in the Tsarist Borderlands

Poland and Finland in a Contrastive Comparison, 1830—1907

Wiktor Marzec and Risto Turunen

. 52 See the entries on socialism, communism , social democracy, nihilism , and nihilists in Agathon Meurman, Sanakirja yleiseen sivistykseen kuuluvia tietoja varten [Dictionary of general education] (Helsinki: G. W. Edlund, 1883–1890), http

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Ayşe Durakbaşa, Rochelle Goldberg Ruthchild, Ana Pajvančić-Cizelj, Evgenia Sifaki, Maria Repoussi, Emilia Salvanou, Tatyana Kotzeva, Tamara Zlobina, Maria Bucur, Anna Muller, Katarzyna Stańczak-Wiślicz, Lukas Schretter, Iza Desperak, Susan Zimmermann, and Marina Soroka

general education, types of skills acquired (general or industry/market specific), vocational orientation, tracking, vocational specificity, occupational domains, and the level of gender segregation in expectations, choices, and labor market outcomes. In

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Adriana Zaharijević, Kristen Ghodsee, Efi Kanner, Árpád von Klimó, Matthew Stibbe, Tatiana Zhurzhenko, Žarka Svirčev, Agata Ignaciuk, Sophia Kuhnle, Ana Miškovska Kajevska, Chiara Bonfiglioli, Marina Hughson, Sanja Petrović Todosijević, Enriketa Papa-Pandelejmoni, Stanislava Barać, Ayşe Durakbaşa, Selin Çağatay, and Agnieszka Mrozik

education system that replaced it (75). One 49-year-old member of the transition generation reported, “The truth is that those who went to school during the [communist period] are people better prepared [for life]—both professionally and in their general