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Презентация на тему The increase of international comparison – A Human Rights Perspective

OECD Organization of Economic Cooperation and DevelopmentPISA - Programme for International Student Assessment.IALS – International Adult Literacy StudyPIAAC – Programme for the International Assessment of Adult CompetenciesTALIS – Teaching and Learning International SurveyCERI – Centre for
The increase of international comparison – A Human Rights PerspectiveDr Rebecca Adami, Department of Education OECD Organization of Economic Cooperation and DevelopmentPISA - Programme for International Student GeneralizationContextual understandingQuantitative dataMore variables OECD ”At a glance” Political ReformsRTAnalysis – ideological explanationsDescriptive data Knowledge Economy“No other organization has been as globally influential in promoting the INTELLIGENCERTRTECONOMIC GROWTH? Rektor Henning L Håkanson vid Palmgrenska samskolan,“Hr Bergmans uttalande, att hela hans International comparison?Children as means or ends?Qualitative aspects of inteligenceWell beingSocial environmentCommunication 2016-10-13/Namn Namn, Institution eller liknande DEFINE VIOLENCEHOLISTIC VIEW OF ABUSE CHILDISMTO SEE STRUCTURES AND PREJUDICE AGAINST CHILDRENCHILDIST VIEWS INCORPORATED IN RESEARCHSEXISM, RACISM, THE ‘UNBARABLE’THE HOLISTIC VIEW OF ABUSE AGAINST CHILDRENDEFINITION OF EMOTIONAL AND PHYSICAL THE UNTHINKABLE IN EVERYDAY LIFE’CHILDREN DONT LISTEN’ ’CHILDREN ARE MANIPULATIVE’ ’SHE/HE ONLY Good Practise Beyond PISA – On CHILDISM And Children’s Rights
Слайды презентации

Слайд 2


Слайд 3 OECD Organization of Economic Cooperation and Development
PISA -

OECD Organization of Economic Cooperation and DevelopmentPISA - Programme for International

Programme for International Student Assessment.
IALS – International Adult Literacy

Study
PIAAC – Programme for the International Assessment of Adult Competencies
TALIS – Teaching and Learning International Survey
CERI – Centre for Education Research and Innovation
Education at a Glance annual publication


Слайд 4
Generalization
Contextual understanding

Quantitative data
More variables

GeneralizationContextual understandingQuantitative dataMore variables

Слайд 5 OECD ”At a glance”

OECD ”At a glance”

Слайд 6 Political Reforms
RT
Analysis – ideological explanations
Descriptive data

Political ReformsRTAnalysis – ideological explanationsDescriptive data

Слайд 7 Knowledge Economy

“No other organization has been as globally

Knowledge Economy“No other organization has been as globally influential in promoting

influential in promoting the social imaginary of the knowledge

economy as the OECD…The OECD has been centrally important in articulating and spreading this policy talk about the knowledge economy and the role education, innovation, and research must play in it.” (Cowen and Kazamias, p.445)

Слайд 8 INTELLIGENCE
RT
RT
ECONOMIC GROWTH
?

INTELLIGENCERTRTECONOMIC GROWTH?

Слайд 9 Rektor Henning L Håkanson vid Palmgrenska samskolan,

“Hr Bergmans

Rektor Henning L Håkanson vid Palmgrenska samskolan,“Hr Bergmans uttalande, att hela

uttalande, att hela hans skoltid var ett helvete, förvånar

mig. Jag minns tydligt, att både han, hans bror och hans far var mycket nöjda med skolan. Efter sin studentexamen har också Ingmar Bergman uppenbarat sig i skolan vid vår julfest, glad och nyter och av allt att döma utan någon känsla av agg vare sig mot skolan eller mot dess lärare. Saken ligger nog till på ett annat sätt. Den gode Ingmar var ett problembarn, lat men ganska begåvad, och att en sådan typ ej lätt inordnar sig i en dagligt ordnad studiegång, är naturligt. En sådan skola kan ej vara anpassad för drömmande bohémer utan för normalt funtade arbetsmänniskor.”
Aftonbladet, 3 oktober 1944

Слайд 10




International comparison?
Children as means or ends?
Qualitative aspects of

International comparison?Children as means or ends?Qualitative aspects of inteligenceWell beingSocial environmentCommunication

inteligence
Well being
Social environment
Communication


Слайд 11 2016-10-13
/Namn Namn, Institution eller liknande

2016-10-13/Namn Namn, Institution eller liknande

Слайд 13 DEFINE VIOLENCE
HOLISTIC VIEW OF ABUSE

DEFINE VIOLENCEHOLISTIC VIEW OF ABUSE

Слайд 15 CHILDISM
TO SEE STRUCTURES AND PREJUDICE AGAINST CHILDREN
CHILDIST VIEWS

CHILDISMTO SEE STRUCTURES AND PREJUDICE AGAINST CHILDRENCHILDIST VIEWS INCORPORATED IN RESEARCHSEXISM,

INCORPORATED IN RESEARCH
SEXISM, RACISM, CHILDISM
DISCRIMINATION, HARASSMENT AND DEGRADING TREATMENT
LACK

OF LEGAL MONITORING



Слайд 16 THE ‘UNBARABLE’
THE HOLISTIC VIEW OF ABUSE AGAINST CHILDREN
DEFINITION

THE ‘UNBARABLE’THE HOLISTIC VIEW OF ABUSE AGAINST CHILDRENDEFINITION OF EMOTIONAL AND

OF EMOTIONAL AND PHYSICAL VIOLENCE, ABUSE, MALTREATMENT
ADULTS EXPLANATIONS BASED

ON PREJUDICE AGAINST CHILDREN

Слайд 17 THE UNTHINKABLE IN EVERYDAY LIFE
’CHILDREN DONT LISTEN’
’CHILDREN

THE UNTHINKABLE IN EVERYDAY LIFE’CHILDREN DONT LISTEN’ ’CHILDREN ARE MANIPULATIVE’ ’SHE/HE

ARE MANIPULATIVE’
’SHE/HE ONLY CRIES TO GET HER/HIS WILL’


’CHILDREN DONT UNDERSTAND WHATS BEST FOR THEM’
’WHAT WOULD HAPPEN IF CHILDRENS VIEWS WERE TAKEN SERIOUSLY?’
’YOU CANNOT BELIEVE WHAT CHILDREN SAY’
’CHILDREN HAVE SUCH A LIVELY IMAGINATION’
’I DO WHAT I WANT WITH MY CHILD’
’NOBODY HAS THE RIGHT TO TELL ME HOW TO RAISE MY CHILD’


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