Suchergebnisse

Field education is considered by social workers to be the most crucial part of their professional preparation, as it allows students to engage with communities, apply theoretical concepts, and develop their skill sets. In Achieving Competence in Social Work Through Field Education, Marion Bogo synthesizes current and emerging knowledge on field education with the latest findings in the empirical literature.Bogo, an international leader in social work field education, has published extensively in the field. This new book delves into the rich theoretical and practical knowledge advancements of recent years to synthesize the processes that facilitate hands-on learning. With in-depth frameworks, approaches, and educational principles, as well as an appendix of evaluation tools, Bogo's writing is both insightful and widely applicable. Achieving Competence in Social Work through Field Education is accessible for faculty members, field instructors, and students who are looking to explore the possibilities of field teaching and learning in social work

Indigenous Australians have long been advocating for recognition of their languages, cultures and identities. They have sought the inclusion of their languages in schools to revitalize and maintain languages and cultural knowledge, and to take an active role in the education of their children. This paper provides an overview of Indigenous language programs and activities in education and looks to future directions and innovations that may strengthen languages in education, and in turn Australian languages. The paper argues that policy and practice for Indigenous language education interacts with policy and discourse for Indigenous languages, education outcomes and Indigenous policy more broadly. It identifies strengths and challenges for Indigenous languages, and examines national legislative frameworks, which would support Australia's languages into the future, a goal Australia has set itself. ; The work reported in this article was supported by funding from the Australian Government Cooperative Research Centres Program through the Cooperative Research Centre for Remote Economic Participation (CRC-REP).

Since the early 1990s, citizenship education has occupied a high profile in educational policies worldwide. Yet, this area has not received similar attention in Arabic countries as has been shown by some studies that have until now focused on this area. This article is a first attempt
to review the available literature in order to provide some indicators and insights regarding the current provision of citizenship education (CE) in Arab contexts. Specifically, the article starts by providing a brief geographical overview about Arab contexts and highlighting the right of
education as one of citizenship rights. This followed by discussing some difficulties about studying education in Arab contexts. Then debates about the meanings of citizenship and CE and its aims will be presented. After that, the approaches of introducing citizenship education, its content
and how it is delivered were discussed. The article ends by raising some challenges and drawing some conclusions.

In this essay, the author focuses on a variety of aspects of Arab education in Israel from a futuristic point of view. He examines probable future trends and needs, forecasts possible developments pending the anticipated just peace, and recommends certain changes. The discussion centers on the following themes: education for unity, education for diversity, education for equality

Introduction -- Methodological approach for Tibetan sociology of education -- Applicability of the structuration theory to Tibetan society -- Introducing Je Tsongkhapa to the field of sociology -- Interdisciplinary perspectives on Tibetan social structuration -- The social structuration of Tibetan society -- Setting Giddens and Je Tsongkhapa in dialogue: structuration in spiritual society -- The relation of education to Tibetan society -- Conclusion.

The continued growth of Internet-based technologies and the increasing emergence of mobile and wireless high-speed access dramatically affects the ways in which we work, learn, communicate, play and even govern our society. The constant availability of information and communication changes our views of our self and the social rules that govern our world. We no longer have clear demarcations of work and home or of school and recreation.These key issues and their current evolution are reflected within this book which contains contributions from all over the world, covering a whole range of social and human perspectives that are associated with these new and emerging technologies. Bringing together papers from the Second International Conference on Advances in Education, Commerce & Governance, this book will be of value both to newcomers to this area and also to established authorities as a summary of the current state of this important and growing domain.Specifically the book addresses a wide range of topics as diverse as: E-Commerce and E-Governance; data and information privacy; psychology; gender; culture and new learning

The paper briefly outlines the nature of contemporary Architecture Education in India and its present challenges with theoretically feasible solutions. It explores in detail the arduous position of architecture education owing to, privatization of higher education institutes in India, every changing demand of the technology driven industry and discipline, along with regional and cultural resources that should be explored academically for the enrichment of graduates. With the government's education policy of supporting privatization, a comprehensive role for the regulating body of Architecture Education becomes imperative. The paper provides key insights through empirical research into the nature of these roles and the areas which need attention in light of the problems. With the aid of critically acclaimed education model like Design Build, contextual retrofits for Indian institutes can be stressed for inclusion in the curriculum. The pairing of a private institute and public industry/research body and vice versa can lead to pro-economic and pro-social research environment. These reforms if stressed by an autonomous nationwide regulating body rather than the state will lead to uniformity and flexibility of curriculum which promotes the creation of fresh graduates who are adaptable to the changing needs.

This report presents some of the main results of research conducted on Education for Sustainable Development (ESD) in the Nordic countries – one of Iceland's presidency projects for the Nordic Council of Ministers initiated in 2019 under the heading A Common Path (Nordic Council of Ministers, 2018). Iceland's presidency focused on the UN Sustainable Development Goals (UNSDGs) with special attention to young people. This was emphasised by the Prime Minister of Iceland and the Minister for Nordic Cooperation who introduced the projects. The Icelandic Presidency will focus on issues concerning young people in the Nordic region – the generation born around the turn of the century beginning to make its way in life. We want to listen to young people and support projects that promote education, culture and health. (Nordic Council of Ministers, 2018, p. 5) The project presented in this report concerns the implementation of UN Sustainable Development Goal 4.7 in compulsory education in Denmark, Finland, Iceland, Norway, and Sweden. The aim was both to receive an overview of how well each of the Nordic countries had integrated the UNSDGs into their educational policies and practices. There are seventeen UNSDGs; Goal 4 concerns education specifically. The sub-goal on which we focused our research was UNSDG 4.7 which states: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development. As one can immediately see, the goal is broad and, therefore, a thorough mapping of its implementation was outside of the present project's scope. However, we attempt to outline a picture of how things stand in the Nordic countries, looking at legislation, curriculum, teacher education, and local implementation with the aim of identifying a "Nordic Perspective". We try to bring out not only how things stand in each country, but also to shed light on what is common and where things differ. The more we have worked on this, the more we are painfully aware of how our work does little more than scratch the surface. But in order to go deeper, one has to begin by scratching the surface. We hope that what we present here goes a little further than the bare surface and, more importantly, will help others to continue to dig deeper. ; Nordic Council of Ministers ; Edited

"who want to improve their understanding of the role of different educational and communication levels in the frameworks of information and knowledge societies, discussing ideas and thoughts about a distinction to be made on local culture that identifies all factors of the communication theories"--

2023 was a huge year for higher education policy.  What was once a sleepy, niche policy issue followed mostly by wonks like myself made headlines week after week, largely thanks to President Biden's misguided and illegal efforts to cancel student loans. So, for those of you who aren't higher education nerds like myself, here's my […]
The post Beth Akers’ 2023 Higher Education Year-in-Review appeared first on American Enterprise Institute - AEI.

Presents the current scenario of higher education in relation to gender differences in Mexico. Provides some demographic and social data to serve as context. Gives comparison against the higher education of other Latin American countries and the rest of the world as well as showing the professional situation of female graduates. Highlights the disadvantages for women, even at higher education level in a social order of male predominance. Considers the prospects for change.