Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was developed in a multi-step qualitative research process: two existing competence frameworks underpinning international ESD policies were compared and, based on the findings, an analytical tool to analyse competence dimensions was drafted as a two-dimensional matrix. This tool was tested on competence frameworks reported in the literature and on examples from practice in confrontation with related academic discussion. The analysis of sustainability competences with this tool illustrates the transformative dimension on a scale from holistic thinking through future orientation to achieving transformation, and the normative dimension that indicates the complementarity of the personal and systemic character of competences. The analysed competence frameworks include competences more or less evenly distributed in both dimensions; the competences in the socio-emotional learning domain were often associated with envisioning change and achieving sustainable transformation. As anticipating the future in an active way is relevant for sustainability-oriented HE programs, not only should this dimension of competences be afforded greater consideration, but pedagogies addressing the personal level should also be further investigated and implemented in HE.
Guiding documents under the 'PEC' acronym are commonly used in environmental education centres (EECs) in Spain. They are written documents that are seen as necessary tools to safeguard quality. In this study, we analyse the guiding documents of twenty-three EECs in the province of Girona (Catalonia, Spain) in order to understand their contents and detect strengths and weaknesses. The instrument used for document analysis is a rubric created for this purpose from the literature review. It includes four main sections: identity features, context analysis, formulation of goals and a plan of action. Each of these sections has associated items that have been used to analyse the guiding documents mentioned. The results show a great lack of information regarding evaluational aspects. They also show difficulties in defining the concepts of environmental education or education for sustainability and relating sustainability to the milieu of EECs.
R ESUMENLa fuerte expansión que han experimentado las nuevas tecnologías en España en los últimos años ha propiciado la creación de nuevos nichos de empleo a los que la parte feme-* Este artículo forma parte del proyecto " SOCIEDAD DE LA INFORMACIÓN EN IGUAWAD y PARA LA IGUALDAD: Desajuste entre participación y posición de Las mujeres en la investigación y eL empLeo TIC», dirigido por Internet Interdisciplinary, Universitat Oberta de Catalunya, a la cual lo autores agradecen la oportunidad que les ha brindado a través de la colaboración en dicho proyecto.
Spain has one of Europe's highest levels of occupational segregation by sex. Using data from the Spanish Working Conditions Survey, this article investigates the determinants of workers' probabilities of employment in male‐dominated and female‐dominated occupations. Combining Oaxaca‐Blinder decomposition technique with counterfactual analysis based on a sample of “hypothetical women”, the authors probe the unexplained components of the probability differentials they identify. While gendered labour market dynamics are found to account for the bulk of segregation, the strength of this effect owes more to “positive discrimination” favouring women in female‐dominated occupations than to discrimination against women in male‐dominated occupations.
El objetivo de este artículo es analizar la distribución laboral femenina en el año 2012 en el mercado de trabajo español, planteada desde una doble perspectiva: el grado de expulsión o rechazo que padecen las mujeres en las ocupaciones masculinizadas, y el grado de atracción o concentración de dicho colectivo en las ocupaciones feminizadas. Para ello —utilizando como base de datos la Encuesta de Población Activa (EPA)—, la metodología utilizada se basa en la descomposición de Oaxaca-Blinder sobre las probabilidades que tienen hombres y mujeres de pertenecer a una ocupación masculinizada o feminizada. La conclusión principal es que el nivel de concentración de las mujeres en las ocupaciones femeninas supera notablemente el grado de expulsión o rechazo de las ocupaciones masculinas
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