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Data Literacy is a germane competence for anyone or institution desirous to scale the challenges of the 21st century and be globally recognized. Data literacy is the ability of individual to identify, work with, analyze and communicate data effectively. It is perceived that there is a poor data literacy competence in higher institutions in developing countries. Researchers in the 21st century, for example, ought to possess skills and competencies to communicate through affiliated institutional email addresses; be active on platforms such as Google scholar and research gate; and, possibly own personal websites to drive teaching and learning. This paper, through qualitative analysis of existing literature, attempts to examine the interplay between data literacy and higher education in the 21st century. Data Literacy is relevant not only to individuals but also to higher education. The phenomenon data literacy is relevant to institutions of higher learning because institutions of higher learning are acknowledged centers of human resources training for national and sustainable development. The paper will be of significance to governments, policy makers, and administrators of higher institution in particular. Furthermore, the paper will be of benefit to scholars as data literacy continues to shape frontiers of teaching and learning across the globe in the 21st century.

"Developing Equitable Education Systems This book focuses on the need to develop education systems that are able to overcome the impact of social disadvantage. It provides a practical base for educators and practitioners to develop their individual ways of working and to create a sense of equity within their particular school context. As Government policy moves to extend the diversity of provision within school systems, this book encourages a whole school reform that will avoid the fragmentation of school systems, avoiding the creation of a situation whereby the improvement of one school leads to a decline in the performance of others. At an important time in global, political and educational change, this informative book will be an invaluable aid to anyone researching or working with education policy and politics. It will greatly interest anyone involved with the sociology of education as well as those professionals in organizations and companies guiding the future of education"-- Provided by publisher

Since its inception, the governments of 29 European countries (member states of the Bologna Declaration in 1999) had as their main target the creation of a common and coherent system of Higher Education Area in Europe (EHEA). The main intention for the creation of a 'European Education Area' was the fostering of student mobility and employability in order to strengthen competition and to make the European Higher Education more attractive. The main focus of this paper is the analysis of the National Periodic Reports for the period 2004-2009, the Albanian National Strategy for Higher Education 2014-2020, and a study on the presence of Quality Assurance Institutions in Higher Education, based on the report from the Education, Audiovisual and Culture Exécutive Agency. The methodology chosen by the authors of this paper is to divide into four groups the countries that have established a national or private Quality Assurance Institution as part of their higher education system in order to assess whether the existence/presence of such institutions act as key instruments to ensuring the quality of higher education. It is recommended that Albania even though listed in the group of countries establishing a National Quality Assurance Agency, can 'maybe' follow the model of those European countries that have established a further Private Quality Assurance Agency in addition to the National Quality Assurance Agency. It is believed that the further establishment of a carefully chosen private quality assurance agency (ENQA or EQAR) would ensure quality and guarantee transparency in higher education.

This study uncovers a relationship between the way a married woman chooses to style her name and the extent to which she expresses interest in continuing education. The woman who chooses an independent name style is more likely to express interest in further training. She may differ in self‐image from the woman who identifies herself by a dependent name style. Counselors who seek to help women through mid‐career transitions may come to see name style as an important indicator of women's attitudes and one which may, in turn, affect others' attitudes toward them.

Based on the author's The development of the state. cf. Pref. ; Bibliography: p. 369-389. ; Mode of access: Internet.

For the past few decades, there has been a worldwide interest in teaching about democracy and the provision of citizenship education in schools as a response to several global and societal challenges. The current discourse on citizenship education is characterized by a lack of research on teachers' perspectives and experiences. While numerous studies have investigated how students understand and respond to citizenship education, little research has been conducted on teachers. Informed by the need to critically understand the perspectives and experiences of teachers when teaching for citizenship education, this study explores how a sample of teachers in Austria and Portugal respond, interact and conceptualize notions of citizenship and how they navigate their teaching and practices in today's European classrooms. Inspired by Critical Pedagogy and situated within a transformative learning framework, the study looks into teachers' views and experiences when teaching for citizenship and puts forward a framework for thick and transformative citizenship education that links democracy with social justice. Data was collected from in-depth semi-structured interviews, documents and classroom observations and a qualitative content analysis was used for the analysis. Data reveals the essential role of teachers' personal beliefs, identities and dispositions in teaching about citizenship, which is not often addressed in teacher education. Findings also reveal an apolitical approach to citizenship, mainly represented by a tendency to emphasize a personally responsible conceptualization of citizen, which, in turn, undermines the citizen-in-context and overemphasizes the rational and linear approach to citizenship. Findings also highlight a lack of teacher preparation in this area of education as well as various challenges that teachers face in teaching for citizenship in increasingly diverse classrooms, persisting structural injustices and technical, test-driven educational policies and practices. The findings also suggest a ...

Globalization challenges Muslims and Christians in developing religious education in Indonesia. The problem of globalization has attacked the teaching of spiritual values. The output of religious education has recently shifted from the primary goal of education because of a disoriented religious education system. Intolerance, corruption, human rights violations, and all forms of moral decay that the Indonesian people are currently facing are manifestations of Indonesia's lack of religious education. This study uses library research with a comparative study design to analyze and solve problems of religious education from both an Islamic and Christian perspective. This study finally resulted in developing religious education in the global era of Indonesia; cooperation between the government and religious education is needed, it is necessary to integrate spiritual values, and the positive values of globalization, interfaith and interfaith dialogue must be included as part of religious education. Religious education institutions must be separated from commercialization, and the development of cooperation between Christian and Islamic educational institutions must be implemented immediately.

AbstractThe faster increase in education among women compared with men has been underexplored. Thus, using Chinese data, we evaluate the impacts of a plausibly exogenous increase in educational attainment on women's marriage decisions. An extra year of education does not change women's decision to marry and leads to a brief delay of 0.12 years in their marriage age on average, which is much smaller than the delay among men. Although more educated women and men both have improved labour market outcomes, which may have increased their patience, men experience larger income growth than women do. Moreover, declining physical attractiveness at least partly explains why the delay is less than 1 year. Overall, the results are more reliable after addressing the endogeneity issue.

Includes bibliography ; Although the concept of open government (OG) is increasingly applied in public policy around the world, there is as yet no systematized overview of OG implementation in the education sector, its advantages, and the possible risks. In order to fill this gap, this book clarifies the conceptual confusion around the term 'open government' and provides a working definition for the education sector. It elaborates a theory of change for OG implementation in two different contexts: where corruption is an exception, and where corruption is the norm in governance. It then maps out and assesses the characteristics of 34 recent OG initiatives conducted in the educational field worldwide. The book highlights that in countries with occasional corruption, OG is mostly used to meet stakeholders' education-related needs, but that in countries with systemic corruption, participatory initiatives often target the implementation or monitoring of a given policy. It concludes with some practical recommendations for IIEP's new research on 'Open Government in Education: Learning from Experience', launched as part of its 2018–2021 Medium Term Strategy.

Stage 6 of the German National Educational Panel Study (NEPS) 6 is devoted to the transition of young people from school to work. Stage 6 focuses in particular on the transition from school to vocational education and training and then to work (for tertiary education, see Chap. 16). In all Western societies, vocational education and training (VET) systems face a number of challenges, including the need to adapt to increasing skill requirements across the economy and to handle the danger of producing an "underclass" of low-skilled youth. This chapter presents the life-course approach for investigating school-leavers' pathways from school into the labor market within NEPS. Several factors shape young people's school-to-work transitions: their motivation and competence endowment, their decisions to apply for specific educational programs, the constraints they face regarding the opportunities for VET programs and the gatekeepers' recruitment behavior, the information and support youths may or may not receive from social networks, and the learning environments they encounter in firms and schools. We outline the basic theories that guide our research concerning these influences and discuss how we take them into account within NEPS Stage 6. Thus, we provide an overview of the study's research potential in the area of VET. For now, it is mainly the Scientific Use Files of Starting Cohort 4 (SC4) that provide ample opportunities for innovative interdisciplinary analyses - including analyses of students from special education schools. As the starting cohorts age, Starting Cohort 3 (SC3) has now also entered NEPS Stage 6 and its data on VET transitions will soon be available as well.

This book provides an overview essential for a proper understanding of effective approaches to PSHE education in secondary education and the valuable role it can play in promoting the health and wellbeing of adolescents. Coverage includes: . The importance and scope of PSHE education . The theory and research evidence for effective practice in the secondary school . School structures which support effective teaching and learning in PSHE education . Assessment for, and of, learning in PSHE education . The role of visiting experts in PSHE education . Overlaps with pastoral and therapeutic support.