This thesis aims to describe the current state of employment of people over 50 in the Czech Republic, indicate the reasons and context of this situation and suggest possible solutions to the related issues. All these matters are explored within the context of the international development. The methods employed in this research are statistical analysis and the secondary analysis of documents. The research has brought evidence that Czech society has been changing enormously. Firstly, it is the ageing. And consequently, it faces the growing percentage of elderly people in the population, causing not only problems in the functioning of social protection systems, but also raising the necessity of changes in labour. Secondly, Czech society is undergoing a digital revolution. The increasing use of the Internet and new technologies transforms completely our way of living. The employment of people over 50 is becoming the economic necessity in our struggle to avoid the total collapse of social security systems, yet at the same time, it is complicated or sometimes even hindered by new demands on older workers by the digitalising economics. The importance of ICT competences and language knowledge grows constantly. However, elderly workers unfortunately lack these competences either entirely or at least...

Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c). / À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal.

Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.

This diploma thesis presents the concept of lifelong learning as an ambitious political project born in the field of international organisations at the beginning of the 1970s which now reaches far beyond the borders of national states and education policy. The sphere of education still remains the responsibility of national governments, however, even here strong globalising tendencies have occurred since the 1990s, as a result of which the national policy is more and more being influenced by supranational institutions. Although the concept of lifelong learning now serves as a common framework, it has been interpreted differently during its evolution and a consensus on what it exactly means and how it should be put into practice still does not exist. Based on analysis of key documents, this thesis aims to compare the view of lifelong learning held by the international organisation UNESCO with that of OECD, as two distinctive perspectives on this issue. The comparison draws on Rubenson's model (2004), which examines lifelong learning through three key categories representing the main actors of social life - the state, the market and civil society. As this topic has not been widely explored in the Czech Republic, this thesis aims to present a complete overview, including a critical assessment of both...

This thesis introduces issues of globalization in the context of work (not only employment) and education. Further, it follows up the impacts of globalization processes on forms of work and on (working) individuals. The topic of globalization is examined in more detail in the first part of the thesis with emphasis on different concepts and approaches to globalization. At the same time this part defines the contemporary globalization. Work as such is introduced by historical excursion and by a list of changes of work in modern society. There are also presented some of the experts' solutions or recommendations for the labour markets including solutions through long-life education and learning. In most cases the "pros and cons" of changes of work and the submitted solutions are confronted. Main findings of this study are: globalization brings contradictory conclusions which provide advantages and disadvantages to various people and groups; there is a link between globalized economy and working individuals; and at the same time that the link between globalization processes and education is in such a sense that changes in education are often derived from the ideas of economics.

Der Übergang Europas in die Wissensgesellschaft ist durch die massive Ausbreitung wissenschaftlichen Wissens und dessen Eindringen in den ökonomischen Produktionsprozess gekennzeichnet. Für die Teilnahme von Regionen an der Wissensgesellschaft ist die Ausbildung junger Akademiker und deren Integration in den regionalen Arbeitsmarkt von entscheidender Bedeutung. In dieser Perspektive wird in der vorliegenden Arbeit die Erwerbssituation und die regionale Mobilität italienischer Hochschulabsolventen aus dem Mezzogiorno betrachtet. Die Untersuchung erfolgt anhand von zwei methodischen Ansätzen. Im ersten empirischen Teil wird umfangreiches Datenmaterial, u.a. die Hochschulabsolventenbefragung des italienischen Statistikamts, ausgewertet. Hierbei zeigt sich, dass der italienische Mezzogiorno trotz vergleichsweise niedriger Absolventenzahlen von einer extremen Jungakademikerarbeitslosigkeit gekennzeichnet ist: Zudem verlassen viele junge Süditaliener vor Studienbeginn oder nach Studienende ihre Heimat, um in Nord- oder Mittelitalien eine Arbeit zu finden, so dass von einem regelrechten Brain drain gesprochen werden kann. Im zweiten empirischen Teil der Arbeit werden in einer hermeneutischen Perspektive sowohl die Erwerbssituation als auch die Mobilitätsbereitschaft von Hochschulabsolventen in Sizilien untersucht. Mit Hilfe von biographisch orientierten, themenzentrierten qualitativen Interviews wird der Versuch unternommen, die Handlungsrationalitäten zu verstehen, die sich hinter den hohen Arbeitslosenzahlen verbergen. Es wird gezeigt, dass die sozialen, kulturellen und institutionellen Rahmenbedingungen die Entstehung komplexer Aktivitätsnetze begünstigen, die den Verbleib in Sizilien auch bei einer unbefriedigenden Erwerbssituation ermöglichen und zu einem permanenten Hinausschieben der Wanderungsentscheidung beitragen. Für die regionale Entwicklung Siziliens, wie auch der übrigen Regionen des Mezzogiorno, kann sich aber gerade der Verbleib junger Hochschulabsolventen in der Unterbeschäftigung als Standortvorteil für wissensorientierte Unternehmen und somit als Entwicklungspotential erweisen. / Europe''s transition towards the Knowledge Society is characterised by major advances in scientific knowledge and its infiltration of the economic production process. To fulfil their role in the Knowledge Society, regions must ensure that young academics can be educated and integrated into the regional labour market. In this perspective the book analyses the employment situation and the regional mobility of young academics in the Italian Mezzogiorno using two different empirical approaches. The first part of this paper investigates the employment situation and regional mobility of young Italian academics using data sources provided by the Italian statistical office, Istat. Despite its comparatively small academic population, the Italian Mezzogiorno is marked by extremely high unemployment levels among young academics. Furthermore, a large number of young Italians from the South leave their home region before starting university or after graduation in order to find jobs in Northern or Central Italy. The second section of this paper draws on empirical evidence to analyse the employment outlook and high level of emigration among young Sicilian graduates from a hermeneutic perspective. With the help of biographical, problem-oriented qualitative interviews, the author attempts to understand the culturally embedded rationalities that inform statistical evidence. Sicily''s social, cultural and institutional framework is shown to promote the growth of highly complex networks of activity that encourage young unemployed graduates to remain in unsatisfactory work environments and constantly postpone their decision to migrate. On a more positive note, the continued presence of young underemployed university graduates may be considered beneficial to the regional development of Sicily, as well as other parts of the Mezzogiorno, if interpreted as a regional advantage for knowledge-intensive industries in their search for new locations.

There have been numerous calls for the radical transformation of public education in the United States. Reform initiatives are fuelled by the need to prepare students to meet the challenges of the networked knowledge society. This thesis examines the shaping of school culture within two public non-charter high schools, in different regions of the United States and with different socioeconomic characteristics, that are implementing the "New Technology" (or "New Tech") model of education: Pacific Coast High, a well-established New Tech school, and Midwest High, a school that recently transitioned to the model and is still in the process of culture change. This rapidly expanding school reform network includes 168 schools in the United States and 7 international sites in Australia. The New Tech Network, the organisation that provides training and support for these schools, explicitly emphasises the goal of changing the culture of education. They describe themselves as a network of schools that promotes a culture of trust, respect, and responsibility and uses project-based learning and "smart use" of technology to redefine teaching and learning. I employed an ethnographic multisite case study design to gain an understanding of the everyday experiences and practices of teachers, students and school leaders as they work through the process of implementing and maintaining the New Tech model. Fieldwork included six and a half months of participant observation of secondary classrooms, school meetings, professional development sessions, and New Tech training conferences as well as semi-structured interviews with teachers, students, and administrators. My analysis provides an understanding of the influence of local context, including historical background (local and national) and economic and political structures. The research findings indicate that a deliberate focus on 'culture-building', with particular values like trust, respect and responsibility, underpin and shape relationships, behaviours and educational practices, including the extensive use of ICTs. A multi-faceted approach to socialisation and enculturation, which includes extensive peer-to-peer support, is involved in inculcating values and shaping behaviours and practices. The New Tech model shifts the focus of education from a primarily individualist competitive endeavour (reflecting the broad cultural orientations of modern society in the United States) to a more collectivist approach, with students working in collaborative groups supported by the use of ICTs. Schools operate as learning communities with collaborative partnerships with the wider community. Pacific Coast High is an exemplar for the model in its fully implemented form, while Midwest High's transition to the model has been fraught with tensions as they navigate numerous context-specific challenges. I argue that real reform requires an intentional effort to change the culture of education and that pedagogy and culture have to necessitate the use of ICTs to more fully integrate them into the education process. I characterise the culture I observed in New Tech schools, particularly at Pacific Coast, as an 'ICT-facilitating school culture' with (1) a collaborative project-based focus and encouragement of students to communicate and find information themselves which pushes them to use ICTs, (2) a system of cultural values that, when internalised, operates as a means of social control, keeping students on task as they work independently and collaboratively, using ICTs, including social networking sites, and (3) an ideal classroom layout and technology infrastructure that facilitates the use of ICTs. I characterise the New Tech Network of schools as a revitalization movement, addressing the needs of a changing society by changing the culture of education.

This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal. / Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c).

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