Suchergebnisse

As students are bearing an increasing proportion of the costs of their participation in higher education, increasing attention has been paid nationally and internationally to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured? This volume explores the latest thinking, research and practice on this topic from across the globe. Acknowledging that institutions of higher education, along with national governments and international organizations, are closely concerned with the answers to these questions, the authors demonstrate how it is critically important to be able to demonstrate convincingly and transparently how students have progressed, and what measurable skills and knowledge they have acquired.

1. Development of island community schools. - 14,6 S. : Tab.; 2. Framework for action to meet basic learning needs: Republic of Maldives. - 31 S. : graph. Darst., Tab., Lit.; 3. The Edhuruge. - 15 S. : Lit.; 4. Basic education and literacy programme. - 16 S. : Tab

Purpose
The purpose of this paper is to identify challenges in education for sustainable development (ESD) implementation in teacher education institutions (TEIs) in Vietnam and propose some appropriate solutions to advance ESD in training teachers toward sustainability.


Design/methodology/approach
The authors interviewed ten lecturers and 75 students in five TEIs across Vietnam and organized focus groups to obtain qualitative data which were coded to identify themes and provide quantitative results for analysis.


Findings
ESD-related topics were included in both formal and non-formal education. However, there remains a wide gap between ESD cognition and ESD teaching capacity among teacher trainees due to the prevalence of top-down pedagogy, large classes and poor facilities. Through strengthening collaboration among multiple stakeholders, TEIs should achieve more effective ESD approaches.


Research limitations/implications
Future research is required to examine the role of non-formal educational educators, NGOs, for instance, in training teachers about ESD.


Practical implications
Low-cost initiatives generating from the paper may be applied in higher education institutions, particularly in training teachers across developing countries.


Social implications
The paper analyses the key role of lecturers in ESD implementation and promotion which should be useful for ESD educators.


Originality/value
The paper points out current challenges in ESD implementation in TEIs in Vietnam and suggests some solutions which may be applied in ESD teaching education in other developing countries.

This research focuses primarily on unwrapping the philosophy of pedagogy of architectural education in fine art and design institutions. Architecture plays an important role in society fictionally, culturally, socially, economically, and politically. Analyses of and criticality about architectural education is necessary in terms of challenging existing building, and contemplating building innovations for a sustainable future. Investigating teaching models at the college level in two different design and fine art institutions, one in the United States and the other in China offers in-depth exploration of teaching purposes and techniques. The methodologies of this research include literature research, autographic research at one of the education sites, class and critique observations in the other school, and interviews with educators and students from both institutions. This thesis explores three major questions: What are the particular philosophies behind the architecture curricula at these institutions of higher education? What are the major critical issues in the evaluation of the students' work and progression through the curriculum? What are educators' and students' thoughts on teaching and learning experiences in these art and design institutions? This study recognizes that the model of architectural education varies from each school, program, studio, and educator. Firstly, educators have different philosophies for teaching in the studios because of their educational background, experiences, interests and socio-political positions. The diversity of approaches to teaching and breadth of content of educators' ideas, while reflective of the current state of the field of architecture and design, can cause miscommunication and disconnection between studios and between faculty and students. Secondly, as the jury system is essential to the tradition of education architects as necessary to the staged evaluation of students' performance and maturation, this research finds that the review systems differ in these two institutions. The contrast between China's and the United States' critique systems calls to attention the need to look critically at differing assessment systems in art and design institutions as measurements of outcomes in architecture. This research does not aim to provide solutions or seek to advise how to improve the architectural education models, but rather, to have a better understanding of why content is a certain way and why specific curricula are essential to the teaching of the discipline of architecture in these two schools. More importantly, this research intends to raise awareness of the need for critical thinking by educators and students in both institutions as part of applying critical discourse to the teaching and learning of architecture.

The 3rd International Conference on e-Learning "Optimizing and Empowering Online Education" 23-24 November 2011, Bandung, Indonesia Democratising Education Through Open Education Resources (OER): The Commonwealth Experience by Professor Asha Kanwar, Commonwealth of Learning // SLIDE 1 It is an honour to be invited to the ICel 2011 Conference on 'Optimizing and Empowering Online Education'. I am very grateful to the organizers for giving me this opportunity to bring to you some perspectives on how Open Education Resources (OER) can be harnessed to democratize education by increasing access, improving quality, cutting costs and reaching the unreached. // SLIDE 2 I represent the Commonwealth of Learning, an intergovernmental body, established by Commonwealth Heads of Government and located in Vancouver, Canada with an office in Delhi. Our motto is 'learning for development'. // SLIDE 3 We work in 54 Commonwealth Member States in all the regions of the globe as you can see from this map, and most of my examples will be from these countries.

This study aims to assess the convergences and divergences of Special Education and Social Education in a school context, seeking to investigate the relationship between these two domains in a school context and understand how Higher Social Education Technicians (TSES) and teachers of Special Education perceive these relationships in the work they develop with students. A sample composed of seven Special Education teachers and seven Higher Social Education Technicians (TSES) from different geographical areas of Portugal was studied. As a data collection instrument, we used the questionnaire and semi-structured interview. The results obtained made it possible to sustain the relationship and complementarity between Special Education and Social Education, looking at the student as a whole, considering the educational, social, personal, cultural and psychological dimensions.

A collection that provides comprehensive coverage of a complex theme which is of interest to those involved in the fields of philosophy and education alike.

Verantwortliche Managementausbildung und Bildung für nachhaltige Entwicklung sind Aktivitätsschwerpunkte der Vereinten Nationen (Global Compact, Principles for Responsible Management Education, UN Dekade Bildung für nachhaltige Entwicklung). Die Hochschulen stehen vor der Aufgabe, Ethik und Nachhaltigkeit in die Ausbildung zu implementieren. Was heißt es konkret, ethisches Handeln in den Curricula zu berücksichtigen oder moralische Urteilskraft auszubilden? Welche Themen sind zu berücksichtigen, welche Probleme zu behandeln? Welche Anforderungen stellt die Praxis? Der vorliegende Band befasst sich mit diesen Fragen mit Blick auf die betriebswirtschaftliche Hochschulausbildung. Im ersten Teil werden Zugänge aus der Perspektive von Philosophie und Wirtschaftstheorie sowie aus der Praxis erörtert. Der zweite Teil thematisiert Prinzipien, Konzeptionen und Beispiele von Ethics Education. PD Dr. Michaela Haase lehrt Unternehmens- und Wirtschaftsethik an der Freien Universität Berlin und an der Universität der Künste in Berlin.

Economic crisis generates social exclusion which is generally attributed to failure at school or to the inadequacy of educational provision. Studies are then carried out with regard to the economic impact of education which, in turn, centres educational debate more and more around the question of increased productivity. This paper puts forward proposals for the clarification of decision making and intervention process in education and their relation to the problem of development Thus, the concepts of education, citizenship and development will be examined along with their functions, links among them and their relation to social reproduction. In periods of unemployment new forms of development are sought; the employment crisis is linked to the search for growth. Educating for knowledge and for life means that citizenship should be thought not just in books but through the experience of participation Educational objectives in periods of growth and periods of crisis and the level of participation of individual citizens in current political and social arenas are looked into, and, finally, the question is raised as to whether we are witnessing the end or; on the contrary, a renaissance of citizenship and it values.

Meetings, dialogues and understandings between education and democracy are analyzed, highlighting conceptions and contributions that educational processes make to the democratic project, understood as a socio-political commitment that requires cementing the formation of conscious, critical, ethical and participatory citizens in the recognition of values of coexistence, respect and permanent search for balance and social development, on the basis of which it is necessary to dimension education from gambling and narratives theoretically and operatively sustained in the principles of integral formation, which rescue complex dimensions of the human person, this implies a permanent review of the organizational models that structure educational institutions.

Intro -- Contents -- Foreword / A Much-Needed Project / Michèle Lamont -- ONE / Education in a New Society: Renewing the Sociology of Education / Jal Mehta and Scott Davies -- PART ONE / THEORETICAL PERSPECTIVES -- TWO / Social Theory and the Coming Schooled Society / David P. Baker -- THREE / The Deepening Interpenetration of Education in Modern Life / Scott Davies and Jal Mehta -- FOUR / An Institutional Geography of Knowledge Exchange: Producers, Exports, Imports, Trade Routes, and Metacognitive Metropoles / Steven Brint -- FIVE / Professional Education in the University Context: Toward an Inhabited Institutional View of Socialization / Tim Hallett and Matt Gougherty -- PART TWO / SUBSTANTIVE CONTRIBUTIONS -- SIX / Talking Pigs? Lessons from Elite Schooling / Shamus Khan -- SEVEN / What's Up with Assessment? / Richard Arum and Amanda Cook -- EIGHT / College and University Campuses as Sites for Political Formation: A Cultural-Organizational Approach / Amy Binder -- NINE / Digital Badges and Higher Education in a New Society: A Bersteinian Analysis / Michael Olneck -- TEN / Research Universities and the Global Battle for the Brains / John D. Skrentny and Natalie M. Novick -- PART THREE / OLD THEMES, NEW PERSPECTIVES -- ELEVEN / The Expansion of the "School Form" and Deepening Inequality / David Karen -- TWELVE / Reopening the Black Box of Educational Disadvantage: Why We Need New Answers to Old Questions / Janice Aurini and Cathlene Hillier -- THIRTEEN / Schools as Great Distractors: Why Socioeconomic-Based Achievement Gaps Persist / Douglas B. Downey -- FOURTEEN / Race and White Supremacy in the Sociology of Education: Shifting the Intellectual Gaze / John B. Diamond -- FIFTEEN / Race, Ethnicity, and Cultural Processes in Education: New Approaches for New Times / Natasha Kumar Warikoo.

During the 2008 legislative session, the General Assembly faced a $30 million reduction in Education Improvement Act (EIA) revenues for the current fiscal year and for Fiscal Year 2008-09. The legislature prioritized funding by eliminating funding for several localized programs. Despite these revenue reductions the General Assembly supported full funding of the Education Finance Act and maintained funding for the Child Development Education Pilot Program and the Education Accountability Act.

In the thesis the aim is to investigate different aspects of what teachers value when grading in Swedish physical education (PE) and to analyses how sociological background factors impact students' grades. Grades in PE have included aspects other than those prescribed in the grading criteria, for instance motivation and effort. Teachers sometimes find their value-setting difficult to articulate and refer to a "gut feeling". In order to explore both explicit and implicit forms of value-setting, the Repertory Grid interview technique is employed. The thesis includes four sub-studies, three interview studies with Swedish PE teachers and a fourth study based on registry data from the Swedish National Agency for Education. The data of all students leaving nine-year compulsory school in 2014 (n=95317) is analysed to explore how sociological background factors, such as migration background, parents' education, school provider and gender, affect PE grades. The results reveal aspects of grading that are not detectable in the official description of the grading assignment and highlight problems that teachers need to address when grading. Four themes are discerned in the teachers' grading practices: motivation, knowledge, confidence and social skills. The implementation of a new national curriculum with specified knowledge requirements seems to improve the alignment with the national criteria, but there is still a gap between policy and practice. The knowledge requirements for movement are often interpreted as performances in competitive sports, even if the teachers try to find other interpretations. The odds ratio for getting a higher grade in PE is greater for the variables migration background and parents' education than for the other investigated variables. The concepts formulated by Bernstein are applied to explore the relations between teachers' grading practices and cultural and political influences and to discuss how the tensions between different interests could affect teachers' grading. The conclusion is that the gap between policy and practice confirmed in this study is related to tensions between the interests and purposes of different agents, all of whom strive to influence steering documents and practice. Cultural and political influences need to be considered and facilitate discussions about how to understand which knowledge is valued in PE and who has better possibilities to assimilate it. ; Fulltexten (kappan) är korrigerad enligt erratabladet efter disputationen. ; Forskningslinjen Utbildning