Because of Covid-19, the education sector in Bangladesh has been affected mostly since March 2020. Students are insisted to be engaged with digital devices now and then for learning. But a good number of students have failed to meet the challenges in the new-normal situation for various reasons and they have been out of education. The paper aims at examining the immediate and longer term impact of the Covid-19 pandemic on education up to the tertiary level in Bangladesh, and to focus on meeting the challenges in educational crisis in and after the new-normal situation. Besides these, the paper will analyse the government policy to overcome the crisis. It will try to indicate the future crisis in every level of education. It is an analytical research in nature. It will use mostly the secondary resources from every possible source so that it can give a guideline for future. The paper will also incorporate the teachers', students', and parents' roles during and onward pandemic situation.
Context: COVID-19 has disproportionately affected the autism community yet also provided an opportunity to improve education delivery. There are several policies to ensure education for autistic children, but there are still gaps that need to be filled. Policy Options: This policy brief analyses several interventions designed to create a more inclusive education environment for autistic children. The four policy options described and analyzed are: Teacher assistants focussing on children with special education needs, Peer Mentoring Interventions (PMI), Digitalization of Education, and Gamification. Recommendations: The analysis concludes that PMI and Gamification would be the most feasible to implement. PMI can improve the dynamic between autistic children and their neurotypical peers. Gamification enables personalization to educational needs and fluid transition to at-home education. Subsequently, the European Union already invests in gamification, making the step smaller to invest in gamification for inclusive education. Acknowledgments: We thank Prof Dr Katarzyna Czabanowska for the opportunity to explore this topic as part of the Leadership track in the Master Governance and Leadership in European Public Health. Authors' contributions: All authors contributed equally to this work. Conflict of interest: None declared Source of funding: None declared
International higher education as geopolitical power / Jenny J. Lee -- International education as soft power : a history of changing governments, shifting rationales and lessons learnt / Roopa Desai Trilokekar -- What do global university rankings tell us about US geopolitics in higher education? / Ellen Hazelkorn -- International accreditation as geopolitical space : U.S. practices as "global standards" for quality assurance in higher education / Gerardo L. Blanco -- Geopolitical tensions and global science : understanding US-China scientific research collaboration through scientific nationalism and scientific globalism / John P. Haupt & Jenny J. Lee -- Concepts for understanding the geopolitics of graduate student and postdoc mobility / Brendan Cantwell -- Exploring geopolitics in U.S. campus internationalization plans / ChrystalA. George Mwangi, Sean Jung-Hau Chen & Pempho Chinkondenji -- The lifecycle of transnational partnerships in higher education / Dale LaFleur -- Global positional competition and interest convergence : student mobility as a commodity for U.S. academic imperialism / Christina W. Yao -- Global competence : hidden frames of national security and economic competitiveness / Chris R. Glass -- Internationalizing the curriculum : conceptual orientations and practical implications in the shadow of western hegemony / Sharon Stein -- Where do we go from here? / Jenny J. Lee & Santiago Castiello-Gutiérrez.
Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET).
Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant.
Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. "Professional ethics and stance" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the topic of multicultural education. Teachers with relaxed profile reported having fewer skills than teachers with medium and reasonably tense profiles.
Conclusion: The current study suggests that the culturally diverse student population creates tensions for teachers in SSVET and - depending on the type of profile - for some teachers more than others. The most frequently experienced tension on professional ethics and stance in all profiles confirms that all teachers experience conflicts with regard to their own norms, values and convictions and those of their students on the one hand, and the standards of the labor market with its own specific requirements for professional ethics and stance as a third party on the other. For teacher educators, the profiles can be useful as a reflection tool during study and professional development, as different groups of teachers have been distinguished and some groups need extra training in all the tensions. In SSVET, teachers with the different profiles could support each other in the process of coping with the value-based tensions.
The University of South Carolina used an educational television format for an introductory braille course to reach a population of teachers scattered throughout the state. Results indicate that this format is a viable alternative to on-campus sessions. Three major components of the course were fifteen weekly television class sessions, five Saturday class sessions, and mastery testing on six unit tests. This article reports on the television course, how it was structured, the reactions of students and professor, and its feasibility for use in the future.
Most fields of study have introductory textbooks with the word "principles" in the title: "Principles of Economics," "Principles of Ecology," and many others. The principles explained in these textbooks are the core unifying and ordering concepts for their respective fields. They provide a frame of reference for students who are new to the field and taking the first steps toward mastering it. The abundance of "principles" textbooks and long history of the use of core principles in education suggest that a clear set of unifying principles may be a useful way to teach students how to productively think about and understand complex topics. This article identifies and describes a set of core principles for thinking about the future based on a review of more than 50 years of published futures research literature. The ten principles are as follows: The future is (1) plural; (2) possible, plausible, probable, and preferable; (3) open; (4) fuzzy; (5) surprising; (6) not surprising; (7) fast; (8) slow; (9) archetypal; and (10) inbound and outbound. The principles are described and their potential educational use is discussed. Core futures principles may be useful for introducing students of all ages to thinking about and preparing for the future.
Considers (88) S. 2528, (88) S. 2725. ; Considers legislation to extend Federal aid to public schools in economically depressed areas and in areas of major natural disasters. Includes "The Story of the Special Summer Schools," by the Chicago Public Schools (1963. p. 153-210). ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VII ; Considers (88) S. 2528, (88) S. 2725. ; Considers legislation to extend Federal aid to public schools in economically depressed areas and in areas of major natural disasters. Includes "The Story of the Special Summer Schools," by the Chicago Public Schools (1963. p. 153-210). ; Mode of access: Internet.
With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such. ; Published version
ObjectiveResearch shows that education favors mental health, in part, because it helps to develop a greater sense of control. To this point, however, it is unclear whether this process varies according to race and ethnicity.MethodsBuilding on previous research, we use data collected from a large probability sample of Texas adults to test the extent to which the education‐control‐distress (E‐C‐D) model varies across three race and ethnic groups, including whites, blacks, and Mexican Americans.ResultsThe results of our simple mediation analyses validate the E‐C‐D model for each race/ethnic group. Our moderated mediation analyses suggest that the indirect effect of education on psychological distress through the sense of control is comparable across race/ethnic groups.ConclusionThe mediating influence of the sense of control does not appear to vary according to the three race/ethnic groups included in the study.
