Suchergebnisse

Intro -- Foreword -- References -- Preface -- Contents -- About the Authors -- From Living in Cultural and Linguistic Diversity to Equitable Outcomes in Education: An Introduction -- 1 Introduction -- 2 Book Overview -- 2.1 Part I: Language Policies and Practices -- 2.2 Part II: Racialized Discourses, Diversities, and Identities -- 2.3 Part III: Educational Equity and Equality-Provisions and Interventions -- 2.4 Confronting Social and Educational Inequality and Promoting Multiculturalism/Multilingualism -- References -- Part I: Language Practices and Policy -- Ethnicity and Equity: The Development of Linguistic Capital for a Subgroup of South Asian Individuals in Hong Kong -- 1 Language Learning in Hong Kong -- 2 Reunification and Stratification -- 3 The Research Setting and Approach -- 4 The Sample -- 5 Further Information on the Participants -- 5.1 Mar -- 5.2 Jas -- 5.3 Edi -- 5.4 Mr. T -- 5.5 Joe -- 5.6 Ni -- 6 Characteristics of the Participants' Familial Habitus -- 7 Characteristics of the Linguistic Habitus -- 8 Multilingualism and Language as a Common Denominator -- 9 Linguistic Imperialism and Utilitarianism -- 10 Class-Fraction-Based Language Practice -- 11 Inverse Immersion -- 12 Conclusion -- References -- Identity and Investment in Learning English and Chinese: An Ethnographic Inquiry of Two Nepali Students in Hong Kong -- 1 Introduction -- 2 Identity and Investment in Language Learning Research -- 3 Nepali Students and Language Education Policy in Hong Kong -- 4 The Study -- 4.1 Kina -- Identified as a Chinese Kid -- Being a Multilingual -- Being a Made in China Girl -- 4.2 Jankee -- Caught in Between -- Motivated in Investing in Chinese (Cantonese) -- Identification, Ownership, and Investment in English -- 5 Discussion and Conclusion -- References.

Malaysia is one of the multi-ethnic, multi-culture and multi-religious countries in Southeast Asia. Malaysia is a classic case where the state has used wide-ranging preferential policies to manage ethnic problems. As a matter of fact, because of the ethnic politics in Malaysia, the ethnic preferential policies affected most domains of this country, including social, political and economic areas, especially Chinese education in Malaysia. The objective of this paper is to examine Chinese education in Malaysia under Malaysian ethnic politics. Data of this article is based on two sources, primary data were collected through interviews and the informants were selected based on purposive sampling and snowball sampling, meanwhile, secondary data were collected from journal articles, newspapers, website pages and online resources. Hence, the authors focused on these qualitative data especially the informants' oral interviews to reach the research objective. Content analysis was used to analyze primary and secondary data. Findings of this study indicate that, there is no doubt that the development of Chinese education in Malaysia is closely related to Malaysian ethnic politics, though it has undergone a thorny way, it is not a problem to maintain the status quo of the Chinese education; however, it is impossible to seek a great breakthrough at the present stage. Nowadays, the development of Chinese education in Malaysia depends to a certain extent on the development of China and it has a positive correlation with the Malaysia-China relationships.

Education is universally recognized as an inviolable human right in the universal declaration of human rights. It is a chance for people to satisfy their innate desire to learn, and to prepare for future, and to enable them to make contributions to the future of the society. Therefore, bioethics education means education about, for and within democracy, based on full participation of the people within social, political and cultural affairs at all levels of government, concerning them as citizens. In the present era of high tech revolution, the great task of ethically based education is to reform the human mind. The way of life of human being may change during the 21st century. However bioethical issues impact upon all the people, the public should actively join the discussion. People have a right to reflect on their opinions in policy making; it could be argued that all have a duty to make responsible decision for the range of bioethical issues. Bioethics should be made a compulsory course with requisite attendance for the award of professional degrees. Studies have shown that making ethics an optional course in medical or professional colleges even school levels does not serve its purpose. Education and awareness are solutions to these bioethical issues. A structured curriculum is necessary for teaching of bioethics. Our decisions affect not only our individual life, but also our family, society, future generations and other living organisms. We all have a chance to study bioethics sometimes in our life.

This research raises democratization of Islamic education through application of Islamic Education Institution Management, SBM as a tool for educational institution to realize democratic Islamic education. Law No. 20 of 2003 concerning National Education System and quality assurance through 2005 Law on National Education Standard which all demonstrate the democratization of education. This study uses a qualitative approach by describing application of School-Based Management in Islamic educational institution, and analyzing that application of School-Based Management is a way of realizing democratic Madrasah. The results of the study showed that the reference of implementation of SBM in Madrasah starts from Law no. 2 of 1989, No. 20 of 2003, PP No. 19 of 2005 and PP No. 55 of 2007. The strategy of SBM implementation is autonomy, empowerment, independence and flexibility. While the stages of its implementation are by way of socialization, formulation of vision and mission goals, identification of challenges, identification of functions, SWOT analysis, alternative solutions, quality improvement plan, implementation of quality improvement, and evaluation and monitoring. Implementation of School-Based Management strongly shows the existence of democratization in education, this is reflected in principles of a democratic form of Islamic education including respect for the potential of Madrasah, dynamic curriculum and the creation of synchronization of educational institutions with community as customer.

Open Education does not occur in a vacuum; ergo, policies aimed at fostering sustainable growth of Open Educational Practices (OEP) must acknowledge that such practices sit within a wider landscape of socioeconomic and educational ecosystems aiming to widespread efforts to democratise access to research and knowledge; however, the development of national and institutional-level OER & OEP policies appears to lag behind, therefore, the main objective of the OE policy registry is to become a hub for benchlearning, supporting institutions and communities of practice to develop OE policies that promote ethical developments of OE (Atenas et al, 2019). Much discussion of the need for open education policy has occurred at the supranational level. International OE declarations (e.g. Cape Town Declaration, 2007; Paris Declaration, 2012; UNESCO-Recommendation, 2019) have called for an OE ethos to be embedded within wider education policy, as it is understood as a key spur to democratise access to quality education. Nowadays, a series of international initiatives are attempting to stimulate action on educational and scientific openness, including guidelines to foster sustainable policies. In some cases, nations and subnational governments have taken up the challenge of incorporating policy to enable open resources and practices into education policymaking agendas. What is less clear, and less straightforward to investigate, is the extent to which individual institutions are developing policies to support openness. Our session at OER20, reported on the current state of OE policies internationally, based on the OE Policy Registry dataset. Through engagement with the data held in the Policy Registry it has been possible to collect and examine a wide range of policy documents and sketch some key features of the OE policy landscape. Further auditing of this dataset is needed, in order that the registry can be used effectively to support policy benchlearning by OE advocates, researchers and policymakers. This session ...

In this paper I consider some important historical phases in the development of Adult Education in Portugal, in the attempt to compare past and present choices in this matter. I conclude that there is not only an evident element of discontinuity in the process of Adult education, but this process is also marked by advances and setbacks, which are closely related both to internal politics and ideology, on the one hand, and to international trends, on the other hand. ; info:eu-repo/semantics/publishedVersion

This paper aims to discuss the importance of trust in higher education management and organizational culture, in some of its advantages but also limitations.


Received: 23 September 2021 / Accepted: 11 November 2021 / Published: 3 January 2022

ABSTRACTThe more highly politicized nature of French, as compared to British universities can be explained only partially in terms of such cultural and Political differences as the greater strength of the revolutionary tradition in France and the more conservative tenor of French governments in the l960's and 1970's. Political tensions in French higher education are also in Dart the result of policy choices, notably the greater speed of expansion of enrollments in France as compared to Britain and the form of French university elections, which strengthened politicized unions.

Reports over the past two decades have documented concern that the growth of regulation on research is reducing scientific productivity. While much of the burden comes from mandated standards, institutions increase the burdens when they add elective rules. This study examines regulatory responses in higher education to the implementation of domestic unmanned aerial vehicles (UAVs) in the United States of America (U.S.). The variance in UAV policies provides insight into regulatory responses to a controversial emerging technology. All higher education institutions share a common mission of education, research, and service, although the amount of attention given to each varies. UAVs create similar risks across institutions. Moreover, all campuses are subject to identical Federal Aviation Administration (FAA) regulations. For this study, four educational institutions' UAV policies from all fifty U.S. states were examined. The policies were classified from none to highly restrictive. Consistent with expectations, the stringency of UAV regulations is related to the institution's structure and mission. Publicly funded institutions, particularly the land-grant universities with relatively more community outreach, had the most restrictive policies. Institutions in states with local government ordinances restricting UAVs also tend to have stricter policies. More stringent UAV rules exist in research-oriented institutions. Neither organizational size nor the existence of an aviation program affects institutional UAV policies. Because some of the policies adopted in higher education go beyond the rules mandated by the FAA, some may label the elective policies as being excessive "red tape" that thwart the institutional mission and stymie research.

Reports over the past two decades have documented concern that the growth of regulation on research is reducing scientific productivity. While much of the burden comes from mandated standards, institutions increase the burdens when they add elective rules. This study examines regulatory responses in higher education to the implementation of domestic unmanned aerial vehicles (UAVs) in the United States of America (U.S.). The variance in UAV policies provides insight into regulatory responses to a controversial emerging technology. All higher education institutions share a common mission of education, research, and service, although the amount of attention given to each varies. UAVs create similar risks across institutions. Moreover, all campuses are subject to identical Federal Aviation Administration (FAA) regulations. For this study, four educational institutions' UAV policies from all fifty U.S. states were examined. The policies were classified from none to highly restrictive. Consistent with expectations, the stringency of UAV regulations is related to the institution's structure and mission. Publicly funded institutions, particularly the land-grant universities with relatively more community outreach, had the most restrictive policies. Institutions in states with local government ordinances restricting UAVs also tend to have stricter policies. More stringent UAV rules exist in research-oriented institutions. Neither organizational size nor the existence of an aviation program affects institutional UAV policies. Because some of the policies adopted in higher education go beyond the rules mandated by the FAA, some may label the elective policies as being excessive "red tape" that thwart the institutional mission and stymie research.

Since the turn of the century, politicians in the Scandinavian countries have placed great emphasis on early childhood education and care. They have been especially concerned with lifelong learning in the field of language learning, early literacy, and numeracy. Almost all children between the ages of 1 and 6 years attend a preschool, and the quality of the learning environment is of great importance. This article presents a comparative study of student preschool teachers' conceptions of the knowledge that they claim to have acquired about children's early literacy throughout their bachelor education in Norway and in Sweden. The aim is to compare responses to a questionnaire administered to the student teachers and to examine the similarities and differences in the content of and goals indicated in the two countries' national plans for early literacy. This study is based on sociocultural theories and has a multimethod design. First, through a discourse analysis we examined the national plans for preschool teacher education in Norway and Sweden and studied similarities and differences. Second, we sent a questionnaire to all student preschool teachers at all universities and university colleges in Norway and at the University of Gothenburg. The differences between the Norwegian and Swedish education students were most obviously seen in their responses to the questions about how they work with early literacy. The discourse analyses showed that the national education plans for preschool teacher education in the two countries differ in certain instances but share common ground in others.

Es ist weder sinnvoll noch wünschenswert, die ökologischen Notwendigkeiten über die entwicklungspolitischen Notwendigkeiten zu stellen, oder über die Perspektive der Menschenrechte, der Rassen-, Geschlechter-, Friedens- und Armutsdiskussion. Ein umfassender Ansatz ist der einzig mögliche und nur er läßt sich mit der Realität der Schüler und Lehrer vereinbaren, die sich doch täglich mit all diesen Themen auseinandersetzen müssen. Innerhalb eines solchen Basiscurriculums können sicherlich einzelne Lehrplaneinheiten entwickelt werden, die eine tiefere Einsicht in die jeweiligen Teilgebiete ermöglichen. Einzelne Regionen, Schulen oder Gruppen von Schülern können sich in speziellen Gebieten weiterbilden. Das ist die Richtung, die derzeit die verschiedenen Lehrplankommissionen in England. Wales, Irland und Schottland einschlagen. (DIPF/Orig.)

PurposeThe purpose of this paper is to investigate the effects of national culture on the acceptance, and online interaction, of management education and training online using Hall's cultural classifications and Hofstede's cultural framework. Potential differences in perceptions of personal innovativeness and levels of online management education acceptance were examined.Design/methodology/approachFactor analysis, structural modeling techniques and independent sample t‐statistics were used to analyze samples collected from online management classes in the USA and Korea.FindingsResults suggest that high‐context and collectivism cultures are more conservative to the adoption of online management education and training and participation in online interaction. A second interesting finding is evidence of the significant difference of adoption likelihood of learning innovation and changes. It was clear that a nation's culture directly affects the manner in which participants engage, relate and benefit from online management education/training.Originality/valueThese insights may help multinational companies predict adoption of online management education and the appropriateness of online training across regional differences so as to formulate more effective online management education and training strategies by accommodating their cultural influences.