Holger Daun
Datos Biográficos
| ID | 1548828 |
|---|---|
| NOMBRE | Holger Daun |
| NOMBRES | Holger |
| APELLIDO | Daun |
| FIRMA | DAUN H |
| AFILIACIONES | Stockholm University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 23 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1995 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2011 |
| ÍNDICE H | 2 |
Globalization, EU-ification, and the New Mode of Educational Governance in Europe
The nature of European education systems and their respective modes of governing education were principally determined by factors internal to individual countries until the early 1980s. After the extension of the European Union and the acceleration of globalization, European countries have adopted some features that exist in many countries around the world and that are proposed by the European Union (EU) and other international and supranational …
Childhood learning, life skills and well‐being in adult life
Education is not easily converted into human capital and well‐being in low‐income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an o…
Education in Europe and Muslim Demands for Competitive and Moral Education
State, Market, and Civil Forces in the Governance of Education
Privatisation, Decentralisation And Governance In Education In The Czech Republic, England, France, Germany And Sweden
Primary Education in Sub-Saharan Africa--a moral issue, an economic matter, or both
Generally, it is argued that economic factors explain changes in literacy and enrolment rates in sub-Saharan Africa. This article demonstrates that educational indicators vary as much with religious factors, i.e. degree of Islamisation and Christianisation, as with economic factors. Forty years ago, strongly Christianised countries had higher rates of literacy and primary school enrolment than strongly Islamised countries, regardless of economic …
Teachers needs, culturally-significant teacher education and educational achievement in an African context — the case of Guinea-Bissau
National Forces, Globalization and Educational Restructuring
(1997). National Forces, Globalization and Educational Restructuring: some European response patterns. Compare: A Journal of Comparative and International Education: Vol. 27, No. 1, pp. 19-41
Teachers' predictions and pupils' destinies
Privatisation, Decentralisation And Governance In Education In The Czech Republic, England, France, Germany And Sweden
Primary Education in Sub-Saharan Africa--a moral issue, an economic matter, or both
Generally, it is argued that economic factors explain changes in literacy and enrolment rates in sub-Saharan Africa. This article demonstrates that educational indicators vary as much with religious factors, i.e. degree of Islamisation and Christianisation, as with economic factors. Forty years ago, strongly Christianised countries had higher rates of literacy and primary school enrolment than strongly Islamised countries, regardless of economic …
Education in Europe and Muslim Demands for Competitive and Moral Education
State, Market, and Civil Forces in the Governance of Education
Teachers needs, culturally-significant teacher education and educational achievement in an African context — the case of Guinea-Bissau
Teachers' predictions and pupils' destinies
Childhood learning, life skills and well‐being in adult life
Education is not easily converted into human capital and well‐being in low‐income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an o…
National Forces, Globalization and Educational Restructuring
(1997). National Forces, Globalization and Educational Restructuring: some European response patterns. Compare: A Journal of Comparative and International Education: Vol. 27, No. 1, pp. 19-41
Teachers' predictions and pupils' destinies
Teachers needs, culturally-significant teacher education and educational achievement in an African context — the case of Guinea-Bissau
National Forces, Globalization and Educational Restructuring
(1997). National Forces, Globalization and Educational Restructuring: some European response patterns. Compare: A Journal of Comparative and International Education: Vol. 27, No. 1, pp. 19-41
Primary Education in Sub-Saharan Africa--a moral issue, an economic matter, or both
Generally, it is argued that economic factors explain changes in literacy and enrolment rates in sub-Saharan Africa. This article demonstrates that educational indicators vary as much with religious factors, i.e. degree of Islamisation and Christianisation, as with economic factors. Forty years ago, strongly Christianised countries had higher rates of literacy and primary school enrolment than strongly Islamised countries, regardless of economic …
Privatisation, Decentralisation And Governance In Education In The Czech Republic, England, France, Germany And Sweden
Education in Europe and Muslim Demands for Competitive and Moral Education
State, Market, and Civil Forces in the Governance of Education
Childhood learning, life skills and well‐being in adult life
Education is not easily converted into human capital and well‐being in low‐income countries, because these countries do not have a high degree of economic and labour market differentiation that makes it possible to convert acquired knowledge and skills. Consequently, to have completed primary or even secondary education does not necessarily lead to a better life situation than some types of Islamic education. This paper reports findings from an o…
Globalization, EU-ification, and the New Mode of Educational Governance in Europe
The nature of European education systems and their respective modes of governing education were principally determined by factors internal to individual countries until the early 1980s. After the extension of the European Union and the acceleration of globalization, European countries have adopted some features that exist in many countries around the world and that are proposed by the European Union (EU) and other international and supranational …
Economics (8 obras) · Political science (6 obras) · Sociology (6 obras) · Global Educational Policies and Reforms (5 obras) · Economic growth (4 obras) · Poverty, Education, and Child Welfare (4 obras) · Corporate governance (3 obras) · Law (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras)