E-education, information investors in people for relaunch economy

The paper addresses the issue of modern concepts of "e-education and e-learning", plus the models and the recovery of investment. The following are educational approach focusing on e-learning, using principles androgogic system E-learning, models for implementation of e-learning, plus a comparative analysis of standards and norms of global e-learning. Insertion peculiarities of international standards for e-learning(defining the standards and norms of international e-learning, the use of e-learning on the job market and the realization of e-learning focused on the correlation between strategic business objectives, infrastructure and evaluation system preparing staff). End of paper plays Six-Sigma methodology and the recovery of investment specific e-learning, the level of competence of the actors in the e-learning paradigm and implementation and benefits of online learning.e-education, web-based learning, open and distance learning, androgogic model of e-learning

Quality standards for the self-learning of languages through the Internet

[DE] There is a very large supply of online resources for the self-learning of languages available at present on the Web. This abundance is due to a series of demands in society nowadays, such as the need for mobility, life-long learning and, therefore, self-learning. At the same time, there is a great interest in the proposal of universally accepted standards and norms that ensure product quality. In this paper the latter issue is discussed in order to check whether the existing collections of standards and norms include or may be applied to Web-based resources for the self-learning of languages.S207211178

The Reflexive Properties of Corporate Governance Codes: The Reception of the 'Comply or Explain' Approach in Slovenia

The Slovenian Corporate Governance Code for Public Joint-Stock Companies was adopted in March 2004. Using a systems-theoretical approach, we examine the extent to which the implementation of the Code has resulted in the kinds of 'reflexive' learning processes which the 'comply or explain' approach aims to bring about. The adoption of the Code has already had an impact on the wider legal system, triggering certain changes in the body of core company law, and assisting the process of adjustment to EU-level norms. On the whole, companies' implementation strategies are strikingly similar both in terms of the contents of deviations as well as in the type of disclosure and explanations for deviations. At the same time, the quality of disclosures is low, with effective comply-or-explain declarations representing only a small minority of disclosures. On this basis, the Code has been more effective, to date, in legitimating Slovenia's adjustment to transnational norms and standards, than in stimulating institutional learning.corporate governance, comply or explain, disclosure, reflexive law, EU law, transplants, Slovenia

Measures of Pleasures

Measuring culture originated in cultural anthropology, but all social sciences contributed to comparative cultural studies. Tracing critical approaches towards a measurement of cultural values one is bound to strip the biases and stereotypes bare and to invade numerous academic fiefs. Hofstede defined interdisciplinary cultural dimensions but failed to anchor studying of culture's consequences in the academia. Measuring culture (rituals, patterns, business recipes, symbols, standards) we end up measuring values and competence in management of knowledge and skills, of norms and behaviours, cutting many corners of established disciplines. Demanding, but should we fail to do so, our cross-cultural experiment with the European integration could result in the corrosion of character and bowling alone.integration;knowledge management;bias;cross-cultural measurements;learning standardscomparing values

Prosocial Norms as a Positive Youth Development Construct: A Conceptual Review

Prosocial norms like reciprocity, social responsibility, altruism, and volunteerism are ethical standards and beliefs that youth development programs often want to promote. This paper reviews evolutionary, social-cognitive, and developmental theories of prosocial development and analyzes how young people learn and adopt prosocial norms. The paper showed that very few current theories explicitly address the issue of how prosocial norms, in form of feelings of moral obligations, may be challenged by a norm of self-interest and social circumstances when prosocial acts are needed. It is necessary to develop theories which put prosocial norms as a central construct, and a new social cognitive theory of norm activation has the potential to help us understand how prosocial norms may be applied. This paper also highlights how little we know about young people perceiving and receiving prosocial norms and how influential of school policies and peer influence on the prosocial development. Lastly, while training of interpersonal competence (e.g., empathy, moral reasoning, etc.) was commonly used in the youth development, their effectiveness was not systematically evaluated. It will also be interesting to examine how computer and information technology or video games may be used in e-learning of prosocial norms

Learning levels and gaps in Pakistan

The authors report on a survey of primary public and private schools in rural Pakistan witha focus on student achievement as measured through test scores. Absolute learning is low compared with curricular standards and international norms. Tested at the end of the third grade, a bare majority had mastered the K-I mathematics curriculum and 31 percent could correctly form a sentence with the word"school"in the vernacular (Urdu). As in high-income countries, bivariate comparisons show that higher learning is associated with household wealth and parental literacy. In sharp contrast to high-income countries, these gaps decrease dramatically in a multivariate regression once differences between children in the same school are looked at. Consequently, the largest gaps are between schools. The gap in English test scores between government and private schools, for instance, is 12 times the gap between children from rich and poor families. To contextualize these results within a broader South Asian context, the authors use data from public schools in the state of Uttar Pradesh in India. Levels of learning and the structure of the educational gaps are similar in the two samples. As in Pakistan, absolute learning is low and the largest gaps are between schools: the gap between good and bad government schools, for instance, is 5 times the gap between children with literate and illiterate mothers.Primary Education,Education For All,Tertiary Education,Secondary Education,Teaching and Learning

The management of user fees and other fundraising initiatives in self-managing public schools

In view of redressing past imbalances created by the apartheid regime and achieving equity in funding public schools, the post-1994 government introduced the Norms and Standards for School Funding policy that severely reduces state funding to schools located within affluent areas. However, the South African Schools Act, No. 84 of 1996 makes provision for school governing bodies (SGBs), responsible for financial and physical resource management of schools, to supplement state funding. In order to ensure that effective teaching and learning takes place, self-managed SGBs secure funding from parents, corporates and the broader community through school (user) fees, donations and unconventional fundraising projects. These additional funds enable SGBs to provide schools with state-of-the-art physical resources, and to employ teaching and non-teaching staff not provided for in the post-provisioning norms determined by the department of education. Using quantitative research, this study aimed to determine how self-managed SGBs manage funds through user fees and other fundraising initiatives. Findings revealed that governing bodies of most self-managed schools were able to secure substantial funding from school fees and other fundraising initiatives, and managed the funds effectively and efficiently.Keywords: financial management; norms and standards; quintiles; resource management; school fees; school funding; self-managemen

Knowledge of official ethical standards and tolerance towards corruption: An exploratory study

Corruption is often defined as a deviant conduct from established legal and formal norms and expected ways of behaving in the exercise of official duties and the discharge of official responsibilities. Readiness to tolerate corruption will hinge primarily upon the evaluator’s understanding of what those ethical standards are. This means that citizens’ willingness to accept corruption as something “normal” to the functioning of democracy or “beneficial” to economic development is likely to be affected by how knowledgeable they are about the ethical standards of governing public office. Such knowledge can be instilled by academic and experiential learning. So, we question to what extent citizens’ knowledge of official ethical standards affect their tolerance towards corruption? Based on new individual level data collected from six focus groups conducted in Portugal, we show a possible negative association between the appropriate knowledge of official ethical standards and tolerance towards corruption. The results are exploratory, but sufficiently interesting to test our hypothesis with a larger sample.info:eu-repo/semantics/publishedVersio

The Normative Order of the Internet: A Theory of Rule and Regulation Online

There is order on the internet, but how has this order emerged and what challenges will threaten and shape its future? This study shows how a legitimate order of norms has emerged online, through both national and international legal systems. It establishes the emergence of a normative order of the internet, an order which explains and justifies processes of online rule and regulation. This order integrates norms at three different levels (regional, national, international), of two types (privately and publicly authored), and of different character (from ius cogens to technical standards). The author assesses their internal coherence, their consonance with other order norms and their consistency with the order's finality. The normative order of the internet is based on and produces a liquefied system characterized by self-learning normativity. In light of the importance of the socio-communicative online space, this is a book for anyone interested in understanding the contemporary development of the internet.

Evolving Standards for Academic Publishing: A q-r Theory

This paper develops a model of evolving standards for academic publishing. It is motivated by the increasing tendency of academic journals to require multiple revisions of articles and by changes in the content of articles. Papers are modeled as varying along two quality dimensions: q and r. The former represents the clarity and importance of a paper's main ideas and the latter its craftsmanship and polish. Observed trends are regarded as increases in r-quality. A static equilibrium model in which an arbitrary social norm determines how q and r are weighted is developed and used to discuss comparative statics explanations for increases in r. The paper then analyzes a learning model in which referees (who have a biased view of the importance of their own work) try to learn the social norm from observing how their own papers are treated and the decisions editors make on papers they referee. The model predicts that social norms will gradually but steadily evolve to increasingly emphasize r-quality.