This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the 'affective-moral' to the 'social-political', drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls's ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice.
Service-learning has been shown to be effective in preparing students to live and work in a diverse and rapidly changing society, especially when it is based on a democratic partnership between university students and community participants, resulting in mutuallybeneficial learning. Yet, in cases where the community is often regarded as less equal due to debilitating socio-economic circumstances, there is a real danger the engagement turns into more of a charity rendering experience, rather than promoting deep learning for all involved. This article reports on our attempts to create a service-learning experience that allowed students and community youth to learn with and from each other. Data were generated in four cycles of a participatory action research design, using visual, art and text-based strategies. The thematic analysis indicated that the process gave participants a better understanding of each other's lived realities; that it helped to level out unequal power relations; and that the reciprocal learning boosted development on personal and professional levels. The knowledge we share in this article will help others to know how to design and implement a valuable and mutually beneficial service learning experience not only in Creative Arts education; but in any discipline where students engage with community.
With the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, service-learning rejects the banking model of education, where the transferences of information from kwledgeable teachers to passive students is conducted in 45-min increments. It subverts the tion of classroom as graveyard rows and rows of silent bodies for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Kwledge of the pedagogy and how to implement it in candidates' future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the tion of educational reform.
Between 2000 to 2010, forests were lost at an average of 5.2 million hectares per year across the globe (FAO 2010). Though the drivers of deforestation and forest degradation vary, agricultural expansion is responsible for an estimated 80% of this loss (Kissinger et al. 2012). As forests are lost so are all of the knock-on economic, environmental, and social benefits of ecosystem services provided by those forests (e.g. sequestrating carbon dioxide, regulating hydrological systems, maintaining soil quality, preventing erosion, and hosting biodiversity). In fact, it is estimated that land-use change (mostly deforestation and forest degradation in the tropics) accounts for approximately 20% of annual greenhouse gas (GHG) emissions when reforestation and afforestation are excluded (Houghton 2013), or about 11% of global emissions when they are included (Searchinger et al. 2013).1 This is a common occurrence especially in developing countries with high rates of population growth, where land is intertwined with livelihood and governments are forced to make tough choices between competing land uses. Within this context, payment for ecosystem services (PES) is a powerful tool for enhancing economic, environmental, and social returns from investments in integrated ecosystem management, including forest regeneration, agricultural landscapes, agroforestry, silvo-pastoral systems, etc. It provides financial incentives for ecosystem services that are not usually monetized and paid for in the traditional market. PES schemes internalize externalities by creating new marketplaces for ecosystem services. These schemes provide a new source of income for land management, restoration, conservation, and sustainable agricultural activities. However, implementing and sustaining PES schemes over time is not a simple task.
This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the 'affective-moral' to the 'social-political', drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls's ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice. ; Este artículo trata de elaborar un modelo alternativo y habilitador de aprendizaje-servicio para la educación para la ciudadanía global (EpCG) que ayude a los estudiantes a relacionarse entre sí de manera más justa. Nuestro modelo enfatiza al estudiante-ciudadano global como un sujeto político autónomo, cambiando la preocupación por lo "afectivo-moral" hacia lo "socio-político", aprovechando las ideas de justicia propagadas por John Rawls. Tres principios que utilizamos para reformar la EpCG son: 1) minimizar el interés propio en las decisiones morales; 2) respetar la diversidad de opiniones, el legítimo conflicto de intereses y el derecho a decidir; y 3) el reconocimiento de los demás como sujetos autónomos. Este modelo puede estructurar los intercambios Sur-Norte y Sur-Sur como alternativas a los modelos Norte-Sur y también puede ser útil para mejorar las dimensiones de aprendizaje-servicio de la ciudadanía a nivel nacional. El trabajo comienza con un análisis del aprendizaje de servicio para la EpCG y algunas de las oportunidades y desafíos encontrados en modelos de transferencia Norte-Sur que se usan comunmente. Después de eso, se discuten las ideas de Rawls sobre la justicia y los términos justos de la cooperación para la comunicación intercultural, y se trazan tres principios para un modelo alternativo para la EpCG. Cada principio tiene implicaciones educativas, aunque cada uno también plantea nuevos desafíos pedagógicos. El trabajo concluye con reflexiones sobre el tipo de ciudadano global que resulta y las implicaciones de nuestro modelo para los estudiantes, su visión del mundo y acciones para la justicia social.
Globalisation has moved nations to take steps to meet the demands of an increasingly competitive employment market. The Vietnamese Government has introduced a number of initiatives to equip its labour force with the necessary knowledge and skills, one of which is requiring teachers to change their teaching methods toward constructivist pedagogies. This study focuses on pre-service teachers' learning in Vietnam, where a 'large power distance' is widely practiced in education. This article reports on part of the action research study, showing the influences of 'large power distance' on pre-service teacher learning in Vietnam. The findings show that the 'large power distance' in Vietnamese culture generated both negative and positive influences during the teacher learning process. The findings contribute to the discussions about the role of teacher educators in promoting change for better education in Vietnam. Keywords: Constructivist pedagogies, power distance, pre-service teachers, teacher learning, Vietnamese teachers.Cite as: Nguyen, H.T.M. (2016). The influences of 'power distance' on pre-service teacher learning in Vietnam. Journal of Nusantara Studies, 1(2), 38-49. http://dx.doi.org/10.24200/jonus.vol1iss2pp38-49
This is a conference paper. ; Implemented by Catholic Relief Services (CRS) and financed by The Leona M. and Harry B. Helmsley Charitable Trust, the Kom-Yilma (happy, healthy child) project promotes improved hygiene practices throughout 108 "WASH-friendly" schools in the provinces of Bam and Sanmatenga in Burkina Faso. In order to effectively involve local stakeholders, including teachers, students and parents, CRS has incorporated innovative participatory practices into the Kom-Yilma project's Monitoring, Evaluation, Accountability and Learning (MEAL) system. The local communities and government stakeholders play a central role in assessing the school's progress towards project goals (through community self-assessments and joint monitoring visits), which not only increases local ownership of the project, but also contributes to sustainable behaviour change.
The present economic realities, the effects of globalization, the thirst for innovation and the public's demand for improved services have led many developing states to review their approaches to service delivery. Most public service managers and professionals spend most of their time dealing with the day-to-day pressures of delivering services, operating and reporting to senior managers, legislators and agencies. They have little or no time to think about innovation, which would ease the pressures and burdens of service delivery. The intention of this paper is to point out the fact that capacity building is the bedrock of new public management development. This paper proposes that innovation management could be used as a form of organizational learning capability in challenging the maze of diplomacy and negotiation with experienced multinational extractive industries for the benefit of developing states. This could be achieved through excellent public investments and nurturing capability, from which they execute effective innovation processes, leading to new service innovations and processes, and superior service performance results. To achieve this objective, extensive literature on innovation management and organizational learning was consulted and the need for future research. In trying to unpack the discussion in the paper, the New Public Management Theory (NPMT), which is a pro-private sectors human resources management is proposed, though other available theoretical positions are explored taking into consideration the lapses entrenched in NPMT.
This is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 4th January 2016, available online: http://www.tandfonline.com/10.1080/13573322.2015.1127802. ; This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs' development was influenced by various communities of practice, particularly their school placements' PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs' development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.
Learning from agri-environment schemes in Australia is a book about the birds and the beef — more specifically it is about the billions of dollars that governments pay farmers around the world each year to protect and restore biodiversity. After more than two decades of these schemes in Australia, what have we learnt? Are we getting the most out of these investments, and how should we do things differently in the future? Involving contributions from ecologists, economists, social scientists, restoration practitioners and policymakers, this book provides short, engaging chapters that cover a wide spectrum of environmental, agricultural and social issues involved in agri-environment schemes.
Emergency alert systems serve as a critical link in the chain of crisis communication, and they are essential to minimize loss during emergencies. Acts of terrorism and violence, chemical spills, amber alerts, nuclear facility problems, weather-related emergencies, flu pandemics, and other emergencies all require those responsible such as government officials, building managers, and university administrators to be able to quickly and reliably distribute emergency information to the public. This paper presents our design of a deep-learning-based emergency warning system. The proposed system is considered suitable for application in existing infrastructure such as closed-circuit television and other monitoring devices. The experimental results show that in most cases, our system immediately detects emergencies such as car accidents and natural disasters. ; N/A
The INNOWEST project has used peer learning under "Twinning Advanced" to exchange common challenges and experiences from new and existing innovation services. This has resulted in this Design Option Paper (DOP) which presents options, guidelines and implementation alternatives that three EEN - Enterprise Europe Network partners in three regions would recommend to other innovation support service agencies. In particular, the DOP address EEN partners in Europe, primarily in Sweden, Germany and the UK (Scotland)The first part of the DOP contains a background on and description of the challenge addressed by the DOP. This part outlines the need for a governmental intervention, state the rational for addressing the challenge and give contextual information for the solution or approach presented.The second part is followed by a description, evaluation and analysis of related measures that have been studied and an overall guide to the applicability of the document including e.g. target audience, contextual requirements (experiences or current schemes that helps, commitments politically, legally and economically to make the effort feasible etc). ; Call: H2020-INNOSUP-2014-5 Type of Action: CSA-LS Acronym: INNOWEST Current Phase: Grant Management Number: 680934 Duration: 1 September 2015 - 30 April 8 2016 This project was supported by the European Commission ; INNOWEST
Este estudio tuvo como objetivo plantear y discutir los datos sobre la integración de las actividades de salud cursos de enseñanza y de servicios que se ofrecen en la Universidad Federal de Bahía (UFBA), la presentación de las prácticas de los escenarios y las principales di cultades que existen en la relación entre la universidad y los servicios salud. Este fue un estudio cualitativo de carácter exploratorio descriptivo, mediante un cuestionario como herramienta de investigación aplicada a los coordinadores de los cursos de salud seleccionados. La selección fue leyendo el proyecto político pedagógico, se seleccionaron los siguientes cursos: enfermería, terapia física, terapia del habla, la medicina, nutrición, odontología y salud pública. Los resultados indicaron ocho tipos de actividades de integración docencia-servicio, 57 escenarios de práctica y las principales di cultades. Se concluyó que estos cursos están pegando a los cambios en la formación académica en la salud, en vista del gran número de unidades básicas de salud en el proceso de servicio de la enseñanza. Por lo tanto, se hace hincapié en que la UFBA incluye actividades en la atención de salud que permiten la integración en la educación en el proceso de la educación superior, aunque hay algunas di cultades en esta relación indicada por los coordinadores. ; is study aimed to raise and discuss the data about the integration of health courses teaching and service activities o ered at the Federal University of Bahia (UFBA), pre- senting scenarios practices and major di culties existing in the relationship between the university and the services of health. is was a qualitative study of descriptive explo- ratory character, using a questionnaire as a research tool applied to the coordinators of selected health courses. e selection was by reading the political pedagogical project, the following courses were selected: nursing, physical therapy, speech therapy, medicine, nu- trition, dentistry and public health. e results indicated eight types of teaching-service integration activities, 57 scenarios of practice and the main di culties. It was concluded that these courses are sticking to changes in academic training in health, in view of the large number of basic health units in the teaching service process. us, it emphasizes that the UFBA includes activities in health care that enable the integration-education in the higher education process, although there are some di culties in this relationship indicated by the coordinators. ; Esse estudo teve como objetivo levantar e discutir os dados acerca das atividades de integração ensino-serviço de cursos de saúde oferecidos na Universidade Federal da Bahia (UFBA), apresentando os cenários de práticas e as principais di culdades existentes na relação entre a uni- versidadeeosserviçosdesaúde.Tratou-sedeumapesquisaqualitativa,decaráterdescritivoexploratório,utilizando-seumquestionáriocomo instrumento de investigação aplicado aos coordenadores dos cursos de saúde selecionados. A seleção foi mediante a leitura do projeto político pedagógico, sendo selecionados os seguintes cursos: enfermagem, sioterapia, fonoaudiologia, medicina, nutrição, odontologia e saúde coletiva. Os resultados indicaram 8 tipos de atividades de integração ensino-serviço, 57 cenários de prática e as principais di culdades. Concluiu-se que esses cursos estão aderindo às mudanças na formação acadêmica em saúde, tendo em vista o grande número de unidades básicas de saúde que integram o processo de ensino serviço. Dessa forma, ressalta-se que a UFBA contempla atividades na área de saúde que viabilizam a integração-ensino no processo de formação superior, embora existam algumas di culdades nesta relação apontadas pelos coordenadores.
Experiential learning refers to learning from experience or learning by doing. Universities have explored various forms for implementing experiential learning such as apprenticeships, internships, cooperative education, practicums, service learning, job shadowing, fellowships and community activities. However, very little has been done in systematically trying to integrate experiential learning to the main stream academic curriculum. Over the last two years, at the authors' university, a new program titled UNI-X was launched to achieve this. Combining academic curriculum with experiential learning pedagogy, provides a challenging environment for students to use their disciplinary knowledge and skills to tackle real world problems and issues through inter-disciplinary approaches and activities. A course designated as UNI-X involves external partners from corporate, non-profit or government-sector organisations. The course requires the student to learn knowledge and skills during the classroom sessions and then to apply them in solving a real-world project proposed by the partners. The instructor along with the industry partner plays an active role in the project design, mentoring and assessment. In this paper contribution, the authors share their experience in designing a Data Warehousing and Business Analytics (DWBA) course to include experiential learning activities. The paper describes in detail the content, pedagogy, in-course project, challenges and lessons learned when introducing experiential learning into an existing course. Thus providing one pathway for Information Systems (IS) professors to adapt their analytics course to include experiential learning activities.
Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
