Information and Communication Technology (ICT) have taken revolution in modern education. Students are not only dependent on textbooks but they also want to get more knowledge beyond the textbooks. ICT helps them to access large learning content through World Wide Web. Recent advances in online education and Massive Open Online Courses (MOOCs) have enable democratization of education, allowing everyone to receive the same high quality education whether they live in any part of the world. MOOCs are very popular source to provide quality education in free of cost or very less cost. Now MOOCs are very useful to create online courses for technical and vocational education. In this paper we have describe the planning and implementation of MOOCs for technical and vocational education.
The article provides an explanatory critique of the engagement of Education International in the Teaching and Learning International Survey (TALIS), a programme coordinated by the Organisation for Economic Co-operation and Development. Drawing on research interviews, I adopt the framework advocated by Isabela and Norman Fairclough for analysing political discourse as practical argumentation, and the concept of institutional power resources. I show that the engagement of Education International in TALIS represents a strategy of getting involved in the politics of knowledge as a lever for teacher voice in transnational governance. On this basis, I discuss the space for challenge in transnational education governance, with a focus on the power capacity of Education International and the implications of enhancing institutional power resources within the context of an unfolding education policy field that is transnational in scope, thickening in its trajectory, and pluri-scalar in its nature.
The article provides an explanatory critique of the engagement of Education International in the Teaching and Learning International Survey (TALIS), a programme coordinated by the Organisation for Economic Co-operation and Development. Drawing on research interviews, I adopt the framework advocated by Isabela and Norman Fairclough for analysing political discourse as practical argumentation, and the concept of institutional power resources. I show that the engagement of Education International in TALIS represents a strategy of getting involved in the politics of knowledge as a lever for teacher voice in transnational governance. On this basis, I discuss the space for challenge in transnational education governance, with a focus on the power capacity of Education International and the implications of enhancing institutional power resources within the context of an unfolding education policy field that is transnational in scope, thickening in its trajectory, and pluri-scalar in its nature.
This article examines knowledge and skill development during early adulthood when the individual has severed ties with formal education and entered the world of work. Focusing on a cohort of young men from the National Longitudinal Surveys, the paper examines the economic and social forces influencing participation in various forms of postschool education and training. A recursive model is used to explore skill development patterns over the lifecycle. Attention is focused on the role of early human capital development and its influence on the cost and incentives for subsequent skill development in the adult working years. The findings point to the cumulative nature of skill development over the lifecycle with some important implications for efforts to reduce economic and social inequalities for blacks and whites.
Students of color and anecdotal pedagogy: a success story / Alexis Mootoo -- Multicultural advising: creating supportive academic advising spaces for all students / Chloe Robinson, Tomicka Williams -- Valuing social responsibility in the era of data analytics: a process model for effective practice / Melissa Irvin -- Equity and social justice: supporting and serving contemporary learners in a changed higher education climate / Sheri Rodriguez, Lorraine Ricchezza -- Culturally responsive teaching and mentoring for African American males attending postsecondary schools: diversity beyond disability / York Williams -- Towards socially responsible higher education: "closing the gap" initiatives / Calley Stevens Taylor, Mary-Alice Ozechoski -- Equipping higher education leaders to manage corporate interests / Morgan Clevenger -- Students' perceptions of academic advisors: literature review / Leroy Hawkins -- Increasing trauma informed awareness and practices in higher education / Kristen Doughty.
Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond the
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Introduction. The territory of Lower Volga occupies a special place in studying the cultural genesis of Eastern Europe. Prominent cultures of the Eneolithic and Early Bronze Age were formed there and played an important role in the formation of the Volga-Ural hearth of cultural genesis. Equally important is the problem of the origin of the Caspian culture, with which researchers associate the beginning of the spread of cattle breeding and the emergence of the first copper products in the Volga steppe. Methods and discussion. The researchers expressed quite similar views on this issue. The process of Caspian culture origin in the Lower Volga region was considered as autochthonous with the participation of northern components. The substrate basis was the Oryol culture, and the superstrate was the societies of the Volga region forest-steppe. The comprehensive analysis of Volga steppe materials allows offering an alternative view of the Caspian culture genesis. The appearance of several features (collar-like thickening, a combed stamp, the technique of increased spin, producing economy, the dominance of quartzite raw materials for the manufacture of tools, the technique of forced squeezing in the receipt of logs, the emergence of producing farming in the form of cattle breeding, etc.) is associated not with the northern foreststeppe and forest-steppe, but with western components. The comparative analysis of radiocarbon dates of the forest-steppe and steppe Volga, Northern Caspian Sea and Don area supports this version. The chronological priority is fixed for materials of the Don area and Azov region. It is in these areas that the leading features characteristic of the Caspian culture appeared earlier. Results. The earlier complexes of the Caspian culture were formed in the Northern Caspian about 5700 BC. Later its penetration into the Lower and forest-steppe Volga Basin was recorded.
