The paper A systemic-interactionist model to design a competency-based curriculum presents a theoretical model for the competence development in school. Various definitions of concepts have been suggested: competence, curriculum design, cognitive content, actional content and attitudinal content.Regarding the term of competence, although it is increasingly vehiculated today in specialty literature, but also in educational practice, there is no widely accepted definition of it, considered to be a reference in education. Therefore, there is a great variety of perspectives to define competence which may lead to the risk of confusion among experts, responsible for the design of educational programs based on training and competence development, but also among practitioners, those who implement competency-based training programs.The paper represent a plea for designing a competency-based curriculum and for a new and challenging approach, which highlights the need of a deep reconsideration of the curriculum, in order to adapt it to the actual paradigms of educational sciences and of the new educational realities.
This article aims to analyse, from a theoretical point of view, the aspects that define the education for sustainability in the context of global development policies. In this context, the phrase “sustainable education” has been described in the context of the relationship between indicators that measure the quality in education and the long-term solutions offered by the education providers to specific problems related to some fundamental areas of sustainability: social, environmental and economic. The current study aims to give arguments for an explanatory paradigm that has been taken into account which is the following: education for sustainability is a predictor of quality education.
The paper aims to examine the relationship between leverage and firm growth and the impact of fiscal policy on this relationship using a panel data quantile regression approach. Employing a sample of gazelles from emerging Europe for the 2006–2014 period, we find that debt overhang negatively affects firm growth only for the lower growth quantiles. In addition, we found that the negative effect is higher for the gazelles located in countries with lower corporate income effective tax rates. However, for the higher growth quantiles, the impact of debt on firm growth is positive and statistically significant. Our results reconcile the mixed results of the previous studies and have practical implications for financing strategies in emerging markets.
The article aims to analyze, from a theoretical point of view, the aspects related to the presence of lifelong learning in the knowledge society, as a contribution to the perfection of human personality, but also as a mean to achieve balance and performance individually, professionally and socially. The features of the society we claim from the perspective of modern times will be highlighted, characterized, as a whole, by a dynamism and an unprecedented information-technological evolution, with a difficult future to predict. In this context, man must constantly improve, be adaptable and perform, and the key to success is to invest in quality education (we refer here to any kind of educational influence), education that must - or should - overlap with throughout life. The study aims to define lifelong learning, focusing on possible conceptual confusions, to establish the features of this education, as well as possible ways to achieve, but also warnings, which could generate possible errors, with effect on proper development and personal and social satisfaction.
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