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Within the context of increased global migration and mobility,
education occupies a central role which is being transformed by new
human movements and cultural diversity, flows, and networks.
Studies under the umbrella terms of migration, mobility, and
mobilities reveal the complexity of these concepts. The field of
study ranges from global child mobility as a response to poverty,
to the reconceptualising of notions of inclusion in relation to
pastoralist lifestyles, to the ways in which new offshore
institutions and transnational diasporas shape the educational
experiences of students, families, and teachers. At the heart of
this new research is a need to explore how identity, integration,
and social stratification play a role in the story of global
migration between and within the Global North and South. This
volume focuses on three major themes: poverty, migration, social
mobility and social reproduction; networks of migration within and
across national education systems; and higher education and
international student mobility, and the concerns and opportunities
that go along with this mobility. The international group of
researchers who have contributed to this book demonstrate how
educational institutions are part of a common global project
characterised by fluidity, how the social fabric of educational
institutions responds to demographic diversity, and how new social
differentiations occur as a result of human movement. By bringing
together these contributions, a number of important theoretical and
empirical methodological dimensions are identified that need more
attention within the growing field of migration and education
studies. This volume shows how mobilities and transnational
interconnectedness create multiple interactions that tie our
different educational projects together. This book was originally
published as a special issue of Compare: A Journal of Comparative
and International Education.
Given the current context of the experience of migration on schools
in England and Europe, and the competing policies and approaches to
social integration in schools, there is a need to understand the
connection between language development and social integration as a
basis for promoting appropriate policies and practices. This volume
explores the complex relationship between language, education and
the social integration of newcomer migrant children in England,
through an in-depth analysis of case studies from schools in the
East of England. The authors set this evidence against the
background of policy debates in the wider international setting,
including a critical discussion of assumptions underlying national
narratives of mainstreaming and assimilation. In the light of an
absence of national guidelines for appropriate practice in schools,
the authors outline a model of inclusive pedagogy for English as an
additional language (EAL) and a framework of home-school
communication to promote effective EAL parental engagement in
schools.
Within the context of increased global migration and mobility,
education occupies a central role which is being transformed by new
human movements and cultural diversity, flows, and networks.
Studies under the umbrella terms of migration, mobility, and
mobilities reveal the complexity of these concepts. The field of
study ranges from global child mobility as a response to poverty,
to the reconceptualising of notions of inclusion in relation to
pastoralist lifestyles, to the ways in which new offshore
institutions and transnational diasporas shape the educational
experiences of students, families, and teachers. At the heart of
this new research is a need to explore how identity, integration,
and social stratification play a role in the story of global
migration between and within the Global North and South. This
volume focuses on three major themes: poverty, migration, social
mobility and social reproduction; networks of migration within and
across national education systems; and higher education and
international student mobility, and the concerns and opportunities
that go along with this mobility. The international group of
researchers who have contributed to this book demonstrate how
educational institutions are part of a common global project
characterised by fluidity, how the social fabric of educational
institutions responds to demographic diversity, and how new social
differentiations occur as a result of human movement. By bringing
together these contributions, a number of important theoretical and
empirical methodological dimensions are identified that need more
attention within the growing field of migration and education
studies. This volume shows how mobilities and transnational
interconnectedness create multiple interactions that tie our
different educational projects together. This book was originally
published as a special issue of Compare: A Journal of Comparative
and International Education.
Dieses essential zeigt praxisnah, wie Innovation durch neue
Geschaftsprozesse gelingen kann. Dabei dient die vorgestellte
Methodik als Leitfaden, um ganzheitlich die notwendigen Aspekte der
Digitalisierung, des Change-Managements wie auch der
Personalentwicklung in die Geschaftsprozessmodellierung zu
integrieren. Anhand von Beispielen aus ausgewahlten
Kommunalverwaltungen stellen die Autorinnen die Methodik vor und
zeigen auf, wie es gelingt innovative Geschaftsprozesse zu
gestalten.
In diesem essential zeigen Claudia Schneider, Birgit Schenk und
Stefan Kraus am Beispiel des Bauhofs der Stadtverwaltung Herrenberg
praxisnah, wie sich Geschaftsprozesse, Organisationsstrukturen und
Menschen gleichermassen verandern mussen, damit wirkliche
Innovation eine Chance hat. Neue e-Services sowie neue Formen der
Zusammenarbeit und der Verantwortungsubernahme sorgen fur die
Steigerung der Leistungsfahigkeit der Organisation und die
Erhoehung der Arbeitgeberattraktivitat. Das Buch gibt wertvolle
Hinweise fur Entscheider, die sich auf den gleichen Weg machen
wollen.
In diesem essential zeigen Birgit Schenk und Claudia Schneider
praxisnah, wie das digitale Reifegradmodell auf dem Weg der
digitalen Transformation einer Verwaltung verwendet werden kann.
Dabei dient das Modell sowohl zur Bestimmung des Ausgangspunkts als
auch zur ganzheitlichen Steuerung von strategischen
Veranderungsprozessen. Anhand von Beispielen aus ausgewahlten
Kommunalverwaltungen stellen die Autorinnen das Modell vor und
belegen, wie es damit gelingt, Strukturen und Geschaftsprozesse zu
gestalten, die Organisationskultur zu entwickeln, das Lernen der
Organisationsmitglieder zu organisieren und somit den Weg zur
echten Smart City zu realisieren.
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