Process Of Institutional Adaptation Research Articles

ЄВРОПЕЇЗАЦІЯ ОСВІТИ УКРАЇНИ: СУТНІСТЬ ТА НАСЛІДКИ ВПЛИВУ

The article reveals the essence of the process of Europeanization of education in Ukraine. It examines the concept of «Europeanization», analyzes the mechanisms of Europeanization («vertical» and «horizontal» Europeanization), the main political actors of Europeanization (the Council of Europe and the EU). The typology of ‘Europeanization’ is applied within four broad categories: as an historical process; as a matter of cultural diffusion, as a process of institutional adaptation; and as the adaptation of policy and policy processes. The article studies the mechanisms of Europeanization which are basically differentiated between ‘vertical’ and ‘horizontal’ Europeanization. Vertical mechanisms demarcate the European level where policy is defined (mainly European Union and the Council of Europe) and the domestic level, where policy is implemented. Horizontal mechanisms involve a different form of adjustment to Europe based on the market or on patterns of socialization.Europeanization is connected with the European dimension in national arenas of politics and policies: common policies (tariff union, competition regulations of the common market, monetary policy, trade) and of shared competence (social policy, agriculture etc.).In the article the main political actors in education policy - Council of Europe and EU - are analysed. The Council is determined by three fundamental democratic values: human rights, pluralist democracy and the rule of law. Themes of the Council’s activities in education have focused on five areas: education policies and reforms, education for democratic citizenship, modern languages, history teaching. The European dimension includes the following issues: European identity and European citizenship; student mobility, school links and exchanges; non-formal education; intercultural education; interfaith dialogue, in-service teacher training.An overview about four broad phases in an economic and social context is presented: 1957–1971 – ‘Pre-History’ of Education and Training; 1971–1992 – the Foundation Years for Cooperation in Education; 1992-2000 - the Emergence of the Concepts of Lifelong Learning and KnowledgeBased Society; 2000-2006 - the Lisbon Strategy for 2010 and Lifelong Learning.The eight competences are identified which include: communication in the mother tongue; communication in foreign languages; basic competences in maths, science and technology; digital competence; learning to learn; interpersonal, intercultural and social competences, and civic competence; entrepreneurship; and cultural expression. The last part of the article is about education for sustainable development. It looks at the perspective of the EU through meeting the needs of the present generation without compromising the ability of future generations to meet their needs.

Institutional change and innovation system transformation: A tale of two academies

This paper investigates interactions between institutional adaptation and the transformation of science and innovation systems by analysing change and adjustment in post-socialist science academies. Two leading examples are examined: the Chinese Academy of Sciences (CAS) and the Russian Academy of Sciences (RAS). A heuristic framework of institutional change markers is applied to the analysis of nanotechnology research in both countries. We draw on bibliometric sources, interviews and secondary sources. We find that while the two Academies share a common past as the dominant research agents in their respective systems, their current positions and trajectories now differ. The nanotechnology case shows that CAS has adapted to China's modernisation, engaged in central government policy initiatives, and interacted with other research performers. CAS remains central to the Chinese research system, and has rejuvenated and expanded its resource base. RAS, on the contrary, has taken a protectionist stance: it still dominates the Russian research system and has a strong nanotechnology position, enforced by its gatekeeper control over journal publication. Nevertheless, RAS has faced difficulties in internal modernisation, leading to the external imposition of reforms and further role diminishment. The paper offers comparative insights into processes of institutional adaptation and highlights how key institutions can influence system transition.

The Social Sciences in Non-Western Studies

The involvement of the social sciences in non- Western studies has been growing in spite of the institutional and intellectual conflicts between area studies and disciplinary studies. The process of institutional adaptation is illustrated by reference to the postwar development of non-Western stud ies. The intellectual conflict springs from the fact that the definitions and classifications of major world areas, including the division between "Western" and "non-Western," do not correspond to the definitions and classifications in any social science discipline. The several disciplines have a differential proneness to area studies, and the problem of integrating them for study of a particular area has no simple, uniform solution. Evidence is presented to show how the study of non-Western societies and civilizations is generating new and fertile hybrid disciplines in anthropology and is giving a comparative and international dimension to the other social sciences.