Suchergebnisse

The purpose of this study is to analyse the educational policies for Syrian school-aged refugees in Turkey. In this study, we identified the policy priorities for refugees by first examining the theoretical approaches to refugee education and the common problems observed for refugee education in different countries. Using this framework, we assessed refugee students' access to education and the studies on providing quality education to school-aged refugees through an examination of the relevant legislation and research reports. This study draws attention to both the progress in this area (the development of school facilities, financial support for teachers and the provision of school supplies) and its deficiencies (the exclusion of students from outside the camps from education, staff shortages, problems preparing appropriate curricula along with special trainings and events to promote students' socio-cultural adaptation and the shortage of psycho-social support services for traumatized students).

Part 1. Scientific-Technological Developments and Educational Paradigms -- Chapter 1. Challenges Facing the Philosophy of Education in the 21st Century (Khosrow Bagheri Noaparast) -- Chapter 2. Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore (Mehmet Ulukütük) -- Chapter 3. The Impacts of Online Education on Ecology of Learning and Social Learning Processes (Cahit Bağcı) -- Chapter 4. The Concept of Change and the Teachers' Role on the Implementing Technological Transformation at School (María-Elena Gómez-Parra & Bashar Daiss) -- Part 2. Education in The Context of New Culture and Society ConceptionsChapter 5. Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge (Aorun Rasiah) -- Chapter 6. Does Religious Education Have a Future in 21st Century? Anthropological Analysis of The Tradition of Islamic Education in Contemporary Times (Mohammad Talib) -- Chapter 7. Conceptions of Society and Education Paradigm in the 21st Century (Aynur Erdoğan Coşkun)Part 3. New Learning, School and Teacher Considerations -- Revisiting Effective Instructional Strategies for 21st Century Learners (Asil Özüdoğru) -- Chapter 9. Current Trends in School Management: School Leadership in Education 4.0 (Münevver Çetin & İsmail Karsantık) -- Chapter 10. New School Designs and Sustainable Development (Beatriz Amann) -- Chapter 11. 21st Century Teacher Competencies and Trends in Teacher Training Arife Gümüş.

This open access book explores the agenda of education policies in the 21st century. In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined. In the second part, the effects of changes in the economy on education policies and economies' demands from educational institutions are examined. In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed. In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective.

This open access book reviews the effects of the twenty-first century scientific-technological and social developments on the educational theory. The first part handles the subject, focusing on technology and educational philosophy. In the second part, the implications of new human and social conceptions towards the education paradigms are examined. In the chapters of the last part of the book, more practical dimensions of education are discussed. Transforming school designs, school management, learning-teaching approaches and teacher competencies are discussed in the context of broader social, cultural and technological changes.

Dünya genelinde yükseköğretimdeki genişlemeyle birlikte eğitim talebinde bulunacak kişiler açısından kurumların kalitesini algılamanın ve sistemsel açıdan küresel yükseköğretim sektörü içerisinde edinilen becerilerin transfer edilebilirliğini sağlamanın önemli bir sorun haline geldiği görülmüştür. Bu doğrultuda yükseköğretim kurumlarının kalite güvencesi sunması temel bir beklenti haline gelmiştir. Bu çalışmada, yükseköğretim kurumlarından eğitim fakültelerindeki akreditasyon süreçleri ve deneyimlerinin irdelenmesi amaçlanmıştır. Bu kapsamda öğretim üyelerinin akreditasyon süreçlerine ilişkin genel algıları, yaşadıkları sorunlar, sürecin olumlu tarafları ve süreçle ilgili önerilerin ortaya konulması amaçlanmıştır. Araştırma yöntemi olarak nitel araştırma yöntemlerinden fenomenoloji deseni benimsenmiştir. Akreditasyon çalışmalarında yer alma ölçütü kullanılarak çalışma grubu oluşturulmuş, çeşitliliği sağlamak adına hem vakıf hem devlet üniversitelerinde çalışan, idari görevi olan ve olmayan öğretim üyeleri ile görüşülmüştür. 7'si İstanbul, 2'si Zonguldak ve 3'ü de Eskişehir illerinde yer alan eğitim fakültelerinde görev yapan toplam 12 öğretim üyesi çalışma grubunda yer almıştır. Yarı yapılandırılmış görüşmeler neticesinde elde edilen veriler, betimsel analiz tekniği kullanılarak çözümlenmiş ve yorumlanmıştır. Görüşmeler sonucunda veriler üç ana tema başlığı altında toplanmıştır. Bu temalar, öğretim üyelerinin akreditasyon sürecinde karşılaştığı sorunlar, sürecin olumlu yanları ve süreçle ilgili öneriler şeklindedir. Temalara ait en yüksek frekansa sahip "ekstra evrak ve iş yükü sorunu", "eğitim içeriğine olumlu katkı", "deneyimli kurumlarla iletişim önerisi" kodları sonuç olarak ortaya çıkmıştır.

The study aims to provide insights into Turkish national education policies toward immigrant communities based on the experiences of Meskhetian Turkic high school students who migrated to Turkey. The study was done qualitatively and carried out via in-depth interviews with 10 Meskhetian Turkic students attending 12th grade at various high schools in İstanbul. According to the findings of the research, students sometimes felt discriminated against and had difficulty expressing themselves because they did not know the local language. Participants perceived teachers as having an inclusive attitude but commented that they could not get enough support from the guidance service. Meskhetian students stated that they needed to be better supported financially and believe that they should be included in the school activity calendar and cultural studies to promote their culture. Educational policymakers should be aware that ensuring positive educational experiences for historically interconnected communities like Meskhetians will help future economic, social, and political cooperation.

Part I: Political Actors and Education Policy -- 1. Transformation of the Nation-States and Education -- 2. When Models Become Monopolies: The Making of Education Policy at The World Bank -- 3. Comparing Educational Reforms in Turkey and Brazil Through Prospects for the 21st Century -- Part II: New Political Economy and Education -- 4. So Equal Yet So Different: Comparison of Accountability Policies in the Global Education Reform Movement: The Case of the United Kingdom and Spain -- 5. Improving the Transition from Higher Education to Employment: A Review of Current Policies -- 6. General Education Versus Vocational Education: Vocational Education and Its Future -- Part III: Internationalization in Education -- 7. International Schools in The Context of Cultural Diplomacy: Actors and New Approaches -- 8. New Trends in International Education: Impact of COVID-19 and Digitalization on Higher Education and Student Mobility -- 9. International Schools and Educational Programs: A Critical Analysis from a Cultural Perspective -- 10. Exploring International Joint and Dual Degree Programs and Transnational Higher Education: Ideas and Possibilities during COVID-19 -- 11. The International Transfer of Education Models: Crafting the Neoliberal Citizen through Regionalization and Re-westernization in Trinidad and Tobago.