Marketising Slovene adult education policies and practices using mechanisms of the Europeanisation of education

This article addresses the issue of marketisation in the field of adult education by reflecting on the Europeanisation of education currently taking place through the establishment of European adult education policies. The article argues that Europeanisation fosters marketisation of adult education and commodifies valuable knowledge and desirable forms of neoliberal subjectivity. An analysis of Slovene adult education policies from 2004-2015 reveals how a European economised vocabulary is being implemented in Slovene adult education policies and practices. The main argument of this article is that these practices are shaped through financial mechanisms that marketise the adult education field. This results in new relationships between governing bodies within the field, the unstable and decreasing role of public adult education institutions and the prevailing role of private providers of adult education, who offer training programmes to meet labour market needs. (DIPF/Orig.)

Editorial. Marketization and commodification of adult education

The editorial presents the articles of this issue on the topic of marketization and commodification of adult education of which some are conceptual and some empirical. (DIPF/Orig.)

The murky waters of neoliberal marketization and commodification on the education of adults in the United States

We approach marketization and commodification of adult education from multiple lenses including our personal narratives and neoliberalism juxtaposed against the educational philosophy of the Progressive Period. We argue that adult education occurs in many arenas including the public spaces found in social movements, community-based organizations, and government sponsored programs designed to engage and give voice to all citizens toward building a stronger civil society. We conclude that only when adult education is viewed from the university lens, where it focuses on the individual and not the public good, does it succumb to neoliberal forces. (DIPF/Orig.)

As redes sociais e a participação política no âmbito do marketing político do Governo Federal Brasileiro entre 2011 e 2014 : atuação do Ministério da Educação no Facebook

A democracia contemporânea vem, ao longo das últimas décadas, recebendo cada vez mais influência dos meios de comunicação em seus processos. Com o surgimento e propagação da Internet, os governos tem precisado se adaptar e se preocupar com a transparência de suas ações e com as inúmeras vozes de atores sociais cada vez mais conectados, informados e munidos de ferramentas, por meio das quais, podem realizar comunicações de grande alcance de forma rápida e eficaz, sem o intermédio de grandes meios de comunicação. Com o objetivo de observar a relação entre o governos e cidadãos por meio das redess sociais online – um dos principais meios por onde a sociedade, hoje, tem se comunicado e se mobilizado sobre inúmeras, inclusive, políticas – esse estudo analisou como o Ministério da Educação do Brasil (MEC), órgão responsável pelo planejamento e desenvolvimento de políticas públicas para educação no país, trabalha sua comunicação com o cidadão por meio do Facebook e como utiliza essa ferramenta no processo de implementação e avaliação de suas políticas. O trabalho foi realizado por meio do estudo exploratório e da análise qualitativa dos dados colhidos na página MEC no Facebook entre anos de 2011 e 2014, período do primeiro mandato da presidente Dilma Rousseff. Com a análise, observou-se que o MEC modificou bastante a forma como se comunica por esta rede social, recebendo, inclusive, aparente melhor infra-estrutura para esta tarefa. Sua mudança de postura no Facebook deixa claro o interesse e a busca pela participação dos cidadadãos no desevolvimento de suas políticas públicas. Por outro lado, mostra que essa participação é, de certa forma, limitada pela atitude do MEC de não desenvolver diálogo com o cidadão, mantendo-os sempre a certa distância.

Educación para el Desarrollo y Marketing Social: Análisis de la campaña de sensibilización y formación de “InteRed” en la Academia Santa Teresa de Málaga

La Educación para el desarrollo y la ciudadanía global demanda nuevas formas de comunicación efectivas e influyentes, adaptadas a los nuevos tiempos. El marketing social incluye componentes de sensibilización y educativos para cambiar un comportamiento particular en la sociedad. Ambas materias se unen para hacer posible cambios sociales en un mundo altamente interconectado. El presente trabajo analiza el impacto de las campañas de sensibilización (celebración del Día de la Solidaridad) y formación en Educación para el Desarrollo, realizadas por InteRed en el colegio Teresianas de Málaga. En el primer caso se encuestaron a 59 adultos y en el segundo más de 200 niños/as de primaria. Las encuestas fueron diseñadas por profesionales del sector. Los resultados fueron satisfactorios en ambas campañas, sensibilizando al público asistente en el primer caso y desarrollando una actitud crítica-participativa en el segundo, encontrándonos con posibles prácticas de mejoras.

The Academic-enterprise experiences framework as a guide for design education

The establishment of support platforms for the development of a new culture in design education, in order to achieve both research exploitation and its results, as an approach to the industrial community, challenges higher education institutions to rethink their functioning, divided between investigation on their own initiative or on demand, and its usefulness / practical application. At the same time, through design education, how can they be the engine that aggregates all these frequently antagonistic interests? Polytechnic institutes are predisposed to collaboration and interdisciplinarity. In our course of Technology and Design of Furniture, the availability of a production unit, testing laboratories, and expertise in engineering, design and marketing, encourage the development of a holistic project. In order to develop such knowledge, we adapt three important ways of thinking in designing interactions influenced by the traditional approach, namely, 1) identifying and understanding a design problem, i.e. a market need, 2) defining the design process and knowing what can be used for design education, i.e. opportunities for design education, and 3) sustainability of this framework and design projects' alignment with education in the same field. We explain our approach by arguing from the academicenterprise experiences perspective. This concept is proposed as a way to achieve those three ways of thinking in design education. Then, a set of interaction attributes is defined to explain how engineering and product design education can enhance meaningful relations with manufacturers, stakeholders and society in general. A final discussion is presented with the implications and benefits of this approach. The results suggest that through academic-enterprise partnerships in design, several goals such as students' motivation, product design innovation and potential for knowledge transfer to industries can be achieved.

Creación de marca mediante la utilización de mecanismos estratégicos comunitarios y marketing

El presente documento pretende mostrar la manera como se debe ejecutar la creación de marca mediante la utilización de mecanismos estratégicos comunitarios y marketing. El objetivo del estudio se basa en encontrar los mecanismos adecuados para el desarrollo y creación de una marca enfocándose en el análisis de las principales prácticas y modelos desarrollados en el área del marketing, examinando el impacto que la marca pueda generar en la comunidad en la cual la organización está incluida, estableciendo además un conexión directa con el modo de vida de los consumidores. Durante el desarrollo del documento se demuestra que las estrategias de marketing aplicadas por cada compañía, sirven para construir una relación estrecha y fuerte con todos los agentes involucrados en la construcción de una marca, principalmente con los clientes, ya que la forma más efectiva de establecer relaciones a largo plazo, es enfocándose exclusivamente en las necesidades desarrolladas por los consumidores, y a partir de ellas ajustar los valores (misión, visión, cultura organizacional, objetivos) de la organización. Estas estrategias comunitarias son también influenciadas por varios factores internos y externos a la organización, los cuales deben ser tenidos en cuenta al momento de elegir la estrategia adecuada. Los mecanismos estratégicos que desarrollan las empresas pueden cambiar significativamente de un sector comercial a otro, la importancia de las necesidades que se deben suplir y el consumidor final se deben evaluar desde un aspecto comunitario, entendiendo como comunidad como el conjunto de grupos sociales y comerciales que tienen relación directa o indirecta con la empresa. Con la investigación llevada a cabo acerca de las estrategias que deben aplicar las compañías se concluye que las marcas reflejan la imagen que la empresa transmite a sus compradores estableciendo una relación emocional entre los consumidores y la marca desarrollada, además de estimular la oferta y demanda del negocio. Se espera que por medio de la obtención de información teórica y conceptual, se pueda aclarar la manera como se puede desarrollar la creación de una marca por medio de la correcta utilización de mecanismos estratégicos comunitarios y de marketing.

SAP-Related Education - Status-Quo and Experience

Integrating Enterprise Systems solutions in the curriculum of not only universities but all types of institutes of higher learning has been a major challenge for nearly ten years. Enterprise Systems education is surprisingly well documented in a number of papers on Information Systems education. However, most publications in this area report on the individual experiences of an institution or an academic. This paper focuses on the most popular Enterprise System - SAP - and summarizes the outcomes of a global survey on the status quo of SAP-related education. Based on feedback of 305 lecturers and more than 700 students, it reports on the main factors of Enterprise Systems education including, critical success factors, alternative hosting models, and students’ perceptions. The results show among others an overall increasing interest in advanced SAP solutions and international collaboration, and a high satisfaction with the concept of using Application Hosting Centers.