Alternatives for At-Risk and Out-of-School Youth

Provides a summary of key features of programs and mentions several programs as example

Fehlerkulturen und Innovationserfolg: Eine vergleichende empirische Analyse

Das Themenfeld „Innovationskultur“ ist sowohl im betriebswirtschaftlichen Forschungskanon als auch auf der Gestaltungsagenda des Innovationsmanagements etabliert. Jedoch sind weder eine empirische Absicherung der Erfolgsrelevanz von Innovationskultur noch eine einheitliche Begriffsbestimmung derzeit erreicht. Mit diesem Beitrag wird vorgeschlagen, als substanziellen Kern von Innovationskultur den Umgang mit Fehlschlägen und Misserfolgen zu untersuchen: Was erwarten Promotoren, wenn riskante Innovationsvorhaben scheitern? Daten von 408 Produktinnovationsprozessen aus Hochtechnologieunternehmen werden verwendet, um (1) typische Fehlerkulturen zu beschreiben und (2) den Einfluss der Fehlerkultur auf den Innovationserfolg zu prüfen. Mit den empirischen Befunden sind populäre Postulate zur Gestaltung fehlertoleranter Innovationskulturen kritisch zu hinterfragen: Gezeigt wird, dass fehlerintoleranten Innovationskulturen nicht pauschal innovationshemmende Wirkungen zuzuschreiben sind. Vielmehr weist die Regel der Fehlerintoleranz Funktionalitäten auf, die in der Managementdebatte über Faktoren des Innovationserfolgs nicht ausreichend gewürdigt werden

Bedingungen betrieblicher Innovationsprozesse

Überlegungen zum Managementkonzept der Lernenden Organisation nehmen seit Jahren einen breiten Raum in Wissenschaft und Praxis ein. Dabei avancierte das Konzept zum Hoffnungsträger für die Steigerung der Innovations- und Wettbewerbsfähigkeit von Unternehmen. Mittlerweile weist eine Reihe von Befunden darauf hin, dass es bei der Umsetzung der theoretischen Überlegungen in die Praxis zu großen Schwierigkeiten kommt. Während von wissenschaftlicher Seite häufig die Praktiker für Umsetzungsprobleme verantwortlich gemacht werden, deutet einiges auf fundamentalere Mängel im Konzept der Lernenden Organisation hin. In dem angefügten Beitrag werden zwei zentrale Missverständnisse herausgearbeitet.Considerations on the management concept of the learning organisation have taken a broad room in science and practice for years. The concept advanced to the 'carrier of hope' for the increase of innovative ability and competitiveness of enterprises. In the meantime a number of findings point out that difficulties arise at the interchange from theory into practice. While practitioners are frequently held responsible for these problems by the scientific side, it is rather indicated that there are fundamental deficiencies in the concept of the learning organisation. In the attached contribution two central misunderstandings are worked out

'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards

Popular Education: Adult Education for Social Change

Popular education is a form of adult education that encourages learners to examine their lives critically and take action to change social conditions. It is popular in the sense of being of the people. Popular education emerged in Latin America in the 1960s-1970s; Paulo Freire is its best known exponent. However, its roots may be found in the French Revolution, in workers\u27 education of the 1920s-1930s, and in such movements as the Highlander Folk School in Tennessee (Beder 1996; Jeria 1990). The goal of popular education is to develop people\u27s capacity for social change through a collective problem-solving approach emphasizing participation, reflection, and critical analysis of social problems (Bates 1996. pp. 225-226). Key characteristics of popular education are as follows: everyone teaches and learns, so leadership is shared; starting with learners\u27 experiences and concerns; high participation; creation of new knowledge; critical reflection; connecting the local to the global; and collective action for change (Arnold et al. 1985; Mackenzie 1993). This digest describes popular education methods, addresses challenges, and offers some insights for adult educators

JUVENILES AS VICTIMS OF SEXUAL VIOLENCE: COMPARATIVE VIEW BETWEEN ALBANIAN AND INTERNATIONAL LAW

Today we are faced with rapid technological developments. Thanks to this technology, the information that is received is diverse and now even juveniles have access to receiving information inappropriate for their age. Pornography, false models that create false beliefs in juveniles, or other inappropriate displays on the internet, are a danger that juveniles face every day. Different states have a different age of consent for sexual intercourse. Albania has set the age of 14 as the age at which sexual intercourse will not be considered abuse. The 14-year-old juvenile reaches sexual maturity, but does he or she have the intellectual capacity to understand the importance of the actions performed? In Albania, the Family Code does not allow marriage under the age of 18, except in special cases. The Civil Code does not allow you to perform legal actions without having the ability to act, which is acquired at the age of 18. Alcohol and tobacco cannot be consumed under the age of 18, nor can a driving license be obtained before this age. All of these are within the scope of the juvenile's intellectual capacity, which is assumed to be reached upon attaining the age of 18. Since there is an age limit of 18 years, the question naturally arises: Why is the limit so low for sexual intercourse? This paper focuses on the juvenile as a victim of sexual abuse. The choice of this topic comes precisely at a moment when our society has faced such situations, where juveniles have been sexually abused, and in many cases, have not found the protection and support of the family and the law

Ubiquitous learning architecture to enable learning path design across the cumulative learning continuum

The past twelve years have seen ubiquitous learning (u-learning) emerging as a new learning paradigm based on ubiquitous technology. By integrating a high level of mobility into the learning environment, u-learning enables learning not only through formal but also through informal and social learning modalities. This makes it suitable for lifelong learners that want to explore, identify and seize such learning opportunities, and to fully build upon these experiences. This paper presents a theoretical framework for designing personalized learning paths for lifelong learners, which supports contemporary pedagogical approaches that can promote the idea of a cumulative learning continuum from pedagogy through andragogy to heutagogy where lifelong learners progress in maturity and autonomy. The framework design builds on existing conceptual and process models for pedagogy-driven design of learning ecosystems. Based on this framework, we propose a system architecture that aims to provide personalized learning pathways using selected pedagogical strategies, and to integrate formal, informal and social training offerings using two well-known learning and development reference models; the 70:20:10 framework and the 3–33 model

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion

Aproximaciones a la deserción universitaria en Chile

Resumen La educación universitaria vespertina, en Chile, ha presentado en los últimos años, un acentuado crecimiento en su matrícula. Sin embargo, la interrupción de los estudios de quienes estudian en este horario de 19 a 23 horas (vespertino) ha sobrepasado la cifra promedio de deserción del sistema universitario chileno. Estos estudiantes se caracterizan por combinar responsabilidades familiares, laborales y académicas, presentando mayores niveles de deserción que los estudiantes que ingresan a la modalidad universitaria diurna, debido a las particularidades y situaciones que les rodean. En este contexto, esta investigación se propuso indagar sobre los factores que intervienen en las decisiones de abandono de los estudiantes universitarios con características no tradicionales, que asisten a programas de estudios vespertinos. Metodológicamente se optó por un diseño de investigación cualitativo de tipo exploratorio debido a la escasa investigación en la temática en el país. Para ello, se realizaron entrevistas semiestructuradas a diez estudiantes desertores vespertinos. Una vez sistematizada la información, se obtuvo cuatro dimensiones emergentes de análisis, que sintetizaron las lógicas y significados que intervienen en el fenómeno que afecta a este grupo específico. Los hallazgos sobre la decisión de abandono de los estudiantes vespertinos de características no tradicionales dan cuenta de los siguientes factores, según relevancia, condiciones y características personales, capital y desempeño académico, imprevistos y circunstancias adversas y experiencias con la oferta institucional