Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Can higher education policy-making be imaginatively theorized?

Higher education and state

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Mêlons-nous tous de ce qui nous regarde ! Tout citoyen doit pouvoir prendre sa part dans le débat d'aujourd'hui sur l'école, sans simplisme, sans approximations faciles, sans à priori mais bien en toute connaissance des enjeux et de leur complexité. La société a l'école qu'elle mérite ; l'école ne peut pas tout mais, sans elle, on ne peut rien. Or, aujourd'hui, sur qui peut-elle espérer s'appuyer pour réussir sa mission ? Il y a nécessité de retrouver un consensus social. Notre société doit se rassembler autour de son école et non se déchirer à son propos, elle doit lui redonner sa juste place et participer avec elle à sa réussite. C'est le pari de l'auteur qui pose des jalons pour avancer. En se plaçant tout à tour du côté des élèves, des parents, des enseignants, de la société et de ses attentes, il analyse page après page, la diversité des situations et leur complexité : images qui font sens, petites scènes quotidiennes et pris-sur-le-vif significatifs, commentaires précis et documentés qui allient l'expérience du praticien à la force des références théoriques. Enseignant et formateur qui n'a pas perdu espoir dans l'institution scolaire, il engage les adultes, professionnels et parents, à se mobiliser pour l'avenir de nos enfants.

Education and state

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Education represents a key sector for the development and advancement of any society. In Montenegrin political and economic discus education dominates as a key resource of the overall development. In this context, in the last decade, substantial efforts have been made, as well as significant resources allocated, in order to improve and modernize national education system. Permanent intention of the education system is to uphold further development of Montenegro as civic, democratic and social justice state, based on the rule of law and to provide key contribution to economic and social development of the country, especially through fostering and further advancement of human rights and fundamental freedoms. The textbooks still represent the main teaching tool, through which students gain adequate knowledge and skills. Importance and power of the textbooks is great indeed, because it legitimately provides for transfer of socially desirable knowledge, values and behavior patterns to young generations. For that reason it is important that equality, tolerance and social acceptance of LGBT persons are to be found in them. Teaching communication is realized through textbooks. It is gradually complemented by other means and achievements of information technology. We can conclude that in the last decade Montenegrin textbooks have undergone significant qualitative development in terms of the content, structure, graphic and visual equipment and total visual identity. Every textbook is based on the course curriculum. Even though the educational system is mainly centralized, and relatively limited number of people is involved in creation of educational policy and preparation of textbooks, it can be said with full certainty that Montenegrin course curricula are mainly widely set and that they provide to the authors of textbooks enough creative freedom and space for affirmation of gender and sex education and topics necessary for development of flexible personality, willing to understand and accept students different from themselves. The fact that not all authors have used in a reasonable and professional manner given freedom is another issue. It is certain that all of them, in a given moment, gave their best. However, we should take into consideration their limitations, limited knowledge and experiences, gained to a large extent in undemocratic and closed political and educational system. Education and textbook policy in Montenegrin circumstances cannot be viewed separate from the overall political, social and economic context. That is why we can say that curricula and especially accompanying course textbooks are not neutral. The topic of interest of this analysis is ignored and not mentioned in the overall political context. It is a topic that falls into the category "secondary", "other" and "less important". This approach is continued and manifested in the education system as well. If the textbooks were completely neutral and professional they would, without reservations, be equally oriented, with appropriate contents, to adoption and respect of all human rights and freedoms. In that manner the textbooks would in much more concrete and efficient way work on prevention of misunderstanding, intolerance, discrimination and creation of future social cohesion. . "Keeping quiet" approach that is mainly present in our textbooks when it comes to LGBT phenomenon is not in accordance with proclaimed objectives of public education. However, it is fully in line with the existing political milieu and public opinion, projected by decades' long unfounded treatment of different sexual orientations, existence and inclusion of LGBT persons. In that context, the textbook is recognized as an instrument aimed at "internalizing partial positive social values, facts or norms of social life, which proceeds from the specific interests of those who initiate and organize educational process, and neglects or only seemingly advocates the interest of students". Content analysis of the textbooks has shown that Montenegrin textbooks in general promote human rights and provide, relatively successfully, basic guidelines for the development of the democratic political culture of the young. However, the textbooks mostly neglect presentations and discussion about numerous socially sensitive topics, such as, among other, the rights of persons belonging to sexual minorities, different sexual orientations, samesex communities and families. Montenegrin textbooks do not have negative contents regarding sexual orientation, but are mainly ignoring this issue. Thus, Montenegro is a more positive example in this context as compared to some regional examples, such as Croatia, Bosnia and Herzegovina and Serbia where there are registered examples of inappropriate and openly discriminatory and scientifically unfounded opinions. Transition and European integration of the country put additional responsibility before the textbook policy and approaches. This is indeed a chance to remove some of perceived inadequacies. When there is political and professional will, the existing institutional framework, and this is very important and commendable, enables fast and efficient completion of the teaching process, more substantial involvement of LGBT topics and full integration of LGBT issues in all relevant, already approved, textbooks through their new reprint editions. The Government of Montenegro has announced that all approved textbooks will in the reprint editions be adapted to linguistic spelling and grammar of the Montenegrin language.2 This is, maybe, quite realistic, operational and financially viable opportunity for adequate integration of LGBT phenomenon in textbook contents discussed in this analysis.

Adult education and state.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Qu'entend-on par « marchés scolaires » ? Comment fonctionnent-ils au jour le jour et quel est l'impact de cette politique sur l'efficacité et l'équité de l'école ? Les trois auteurs, sociologues de l'éducation et spécialistes des politiques éducatives, utilisent les résultats des recherches interna­tionales pour répondre à ces questions. Explicitant une triple forme des marchés scolaires (marchés « privés », quasi-marchés et marchés plus officieux), ils étudient ces marchés en action en mettant en évidence l'importance des contextes locaux et des interactions sur la durée. Ils analysent aussi les motifs et les conséquences des choix des parents et des interdépendances compétitives entre établissements, ainsi que les principaux modes de régulation de leur action. À la question centrale, « les marchés scolaires produisent-ils plus de liberté et permettent-ils plus d'innovations pédagogiques ou créent-ils une ségrégation accrue ? », les auteurs répondent de façon nuancée, en montrant que les effets de ce mode de coordination de l'action éducative varient en fonction des cadres nationaux et des dispositifs locaux

School choice --- Education and state. --- Social aspects.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Higher education and state --- Education, Colonial