Contents: The conceptual framework -- Educational outcomes and their impact on labor market outcomes -- Employment outcomes and links to the broader economic context -- Conclusion : how education can ...improve labor market outcomes.
This book questions some of our most ingrained assumptions, not only about the nature of teaching and learning, but about what constitutes education, and about the cultural determinants of what is ...taught.What if who you think you are profoundly affects what and how you learn? Since Descartes, teachers in the Western tradition have dismissed the role of self in learning. What if our beliefs about self and learning are wrong, and relevance of knowledge to self actually enhances learning, as current research suggests?Jane Fried deconstructs the Grand Western Narrative of teaching and learning, describing it is a cultural fishbowl through which we see the world, rarely aware of the fishbowl itself, be it disciplinary constructs or the definition of liberal education.She leads us on a journey to question the way things are; to attend to the personal narratives of others from ethnic, racial and faith groups different from ourselves; to rediscover self-authorship as the core task of learning in college; and to empower ourselves and students to navigate the disorientation of the Alice in Wonderland rabbit holes of modern life.This is a book for all educators concerned about the purpose of college and of the liberal arts in the 21st century, and what it is we should reasonably expect students to learn. Jane Fried both upends many received ideas and offers constructive insights based on science and evidence, and does so in an engaging way that will stimulate reflection.
Multilingual higher education Van der Walt, Christa
Multilingual Matters,
2013., 2013, 2013-04-12, Letnik:
91
eBook, Book
The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and ...this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia Garcia, the book extends strategies and techniques from bilingual education at school level to multilingual higher education.
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Andreotti illustrates how postcolonial theory is applied in the contexts of educational research/critique and in pioneering pedagogical projects. She offers an accessible and useful overview ...and comparison of theoretical debates related to critiques of Western/Northern hegemony.
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PART I: POSTCOLONIALISMS AND POSTCOLONIAL THEORIES Contextualizing Postcolonialisms and Postcolonial Theories Homi Bhabha's Contribution and Critics Gayatri Spivak's Contribution and Critics Comparative Framework: Selected Theories of Institutional Suffering PART II: ACTIONING POSTCOLONIAL THEORY IN EDUCATIONAL RESEARCH Contextualizing the Research Process Analysis of Policy I: Focus on Western Liberal Humanism Analysis of Policy II: Focus on Neoliberalism Analysis of Practice I: the Other Who Validates our Superiority Analysis of Practice II: the Other Who Should be Grateful for our Efforts Analysis of Practice III: the Other Who Desperately Needs our Leadership PART III: ACTIONING POSTCOLONIAL PEDAGOGIES Contextualizing Pedagogical Processes and Contexts Relativizing Western Knowledge Production in Spaces of Dissensus The OSDE methodology Engaging with Other Knowledge Systems: the Through Other Eyes Initiative Wrestling with Meaning and Life: Being a Mother of Immigrant Children
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VANESSA ANDREOTTI Senior Lecturer of Education at the University of Canterbury, UK.
This study is intended for non-Russian researchers wanting to get familiar with the education system of the Russian Federation and more generally for all those involved in education and education ...policy. It does not represent exhaustive information on the Russian education system and all problems and challenges existing there, but briefly describes its main features. The report has the following structure. The opening chapter provides an overview of the education system in Russia and briefly reviews the most evident emergent trends. Chapters two through five are devoted to description of education system by level. The chapters are arranged by ascending order of educational level and each chapter's present information in a progression from the most general to the most specific. First, data on the current state of education system is provided. They characterize the human and financial resources allocated to education; describe the network of educational institutions across the country, and show regional disparities of spending on education. Next in each section key problems and challenges are examined; the focus is mainly made on access to and quality of educational services. Third, information on recent and ongoing reforms in the education sphere addresses each subsector separately and defines features typical for each of them. Fourth, there is discussion of policy options and analysis of what can be improved in the Russian education sphere. Finally, section six is devoted to lifelong learning. First, the section focuses on the condition of and development trends in lifelong learning. Then it examines the state of policy, staff training including financing and coverage, and learning for socially deprived groups of people. The section concludes with policy options and possible measures for improvement.
An increasing number of developing countries are introducing School-Based Management (SBM) reforms aimed at empowering principals and teachers or at strengthening their professional motivation, ...thereby enhancing their sense of ownership of the school. Many of these reforms have also strengthened parental involvement in the schools, sometimes by means of school councils. SBM programs take many different forms in terms of who has the power to make decisions as well as the degree of ecision-making devolved to the school level. While some programs transfer authority only to school principals or teachers, others encourage or mandate parental and community participation, often in school committees. SBM has the potential to be a low cost way of making public spending on education more efficient by increasing the ountability of the agents involved and by empowering the clients to improve learning outcomes. By putting power in the hands of the end users of the service, SBM eventually produces better school management that is more cognizant of and responsive to the needs of the end users. This study reviews more than 20 country experiences with SBM in Latin America and the Caribbean, Africa, Asia, and the Middle East and North Africa, as well as more developed countries such as the United States, the United Kingdom, the Netherlands, Australia, and New Zealand. For each of these countries, a brief description of the SBM reform along with any evidence regarding its impact on a variety of indicators, from student test scores and dropout and repetition rates to parent and teacher perceptions of the reform??s benefits, is included.
Learning Futures Facer, Keri
Routledge, Taylor & Francis Group,
2011, 20110329, 2011-03-28, 2011-03-29
eBook, Book
In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. ...Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education.
Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including:
the emergence of new relationships between humans and technology
the opportunities and challenges of aging populations
the development of new forms of knowledge and democracy
the challenges of climate warming and environmental disruption
the potential for radical economic and social inequalities.
This book describes the potential for these developments to impact critical aspects of education - including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK's Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities.
An important contribution to the debates surrounding edu
Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. ...The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.
At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that ...contribute to inequitable educational outcomes of racially and ethnically diverse students.Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students varying social, psychological, physical and/or emotional needs.This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the whole student in the teaching and learning process.
Self-taught Williams, Heather A
2005, 20091120, 2009, 2007, 2009-11-20, 20050101
eBook, Book
Inhalt: In secret places: acquiring literacy in slave communities -- A coveted possession. literacy in the first days of freedom -- The men are actually clamoring for books. African American soldiers ...and the educational mission -- We must get education for ourselves and our children. advocacy for education -- We are striving to do buisness on our own hook. organizing schools on the ground -- We are laboring under many difficulties. African American teachers in freedpeople's schools -- A long and tedious road to travel for knowledge. textbooks and freedpeople's schools -- If anybody wants an education, it is me. students in freedpeople's schools -- First movings of the waters. the creation of common school systems for Black and White students -- Epilogue -- Appendix. African Americans, literacy, and the law in the antebellum South.
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