Entre 2015 y 2017 se llevó a cabo en Colombia una reforma a las políticas de formación inicial de maestros. Se analiza el proceso de implementación de dicha normatividad empleando la metodología de ...estudio de caso múltiple con cinco instituciones en Bogotá y se examinan las consecuencias que tuvo para estos programas: encarecimiento y reducción de estudiantes. Se evidencia que la implementación de la reforma estudiada desestimuló la formación inicial de docentes en filosofía. Los cambios implementados evidenciaron fracturas en la legislación y un fracaso en la estrategia de mercantilización de la educación, pues en un contexto inequitativo como el colombiano, para resolver los problemas de la educación no es suficiente con regular el mercado educativo.
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to ...achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.
•We reviewed undergraduate research experience (URE) models from the last decade.•Summarized the strengths and limitations of these URE models.•Highlighted successful models that could be implemented ...in different disciplines.•Depicted gaps in research for the effective execution of URE models worldwide.
Undergraduate research experiences (UREs) impart a great deal of knowledge to undergraduate students, enhance the research capital of institutes, and authenticate the country's educational outcomes. To effectively assimilate these benefits, the URE designers have proposed many different learning models. However, there is little work done to assess and compare the effectiveness of these varying learning models being adopted in various disciplines. Hence, this article provides an educational research review on the effective pedagogical models in URE to enhance the research experiences of undergraduate students. We initially screened 331 articles and finally compared 67 studies between 2011 and 2021 ranging in different disciplines to understand and weigh out the influence of these URE models with a special focus on the ones in STEM (science, technology, engineering, and mathematics) related fields. This study also indicates the factors that mediate a constructive relationship between students and specific URE models like the Course-based Undergraduate Research Experience (CURE) model in juxtaposing with other traditional and hybrid URE models. Most models have been implemented to biology-related fields and experienced in the United States (U.S.). This depicts a gap in research for the effective implementation of URE in other STEM fields and other countries. Moreover, the CURE model was found to be an effective practice providing large-scale research opportunities to students. However, it is majorly focused on the life sciences field and needs more extensive research in the other disciplines. Also, being comparatively a newer form of URE, there is room for more research in developing this model. While other traditional and hybrid models demonstrated positive characteristics, large reforms are needed for their efficient implementation. Finally, we summarize the strengths and limitations of the URE models from the last decade to highlight the practically successful models for future designers to be implemented in different disciplines.
In the implementation of national educational reform, evaluation reports frequently evaluate change to teachers' practice as limited. Information about the role that teachers' beliefs play in this ...process of change is absent from the discussion. This article explores the literature to design a framework through which teachers’ beliefs in the process of reform may be examined to identify their impact. The resultant framework is applied to research about Nepali primary school teachers undergoing reform in Kathmandu, Nepal. The findings are useful for designers of teacher professional development in reform contexts and educational leadership to differentiate between training requirements and alternative socio-cultural solutions to assist teachers to implement change.
•Factors teachers identify as impacting their implementation of reform.•The role of teacher beliefs in the implementation of educational reform.•A framework to examine the role of teachers' beliefs in the process of reform implementation.
Neste artigo, as noções de inovação curricular e de relação teoria-prática, presentes em textos acadêmicos e documentos oficiais para a formação de professores no Brasil, são problematizadas, ...possibilitando a emergência de uma história curricular do presente, com foco nas reformas educacionais dos anos 1990/2000. No diálogo com Michel Foucault e Thomas Popkewitz, elementos do discurso pedagógico ganham duração e potência e expressam um sistema de raciocínio que cria regras e produz verdades para essa formação no país. Inscreve-se como uma contribuição ao debate teórico-metodológico sobre as reformas educacionais em tempos de democracia, assumindo a relação entre conhecimento e poder, nestas ondas reformistas recentes, como capaz de estruturar nossas percepções e práticas sociais.
The aim of the study is to investigate what ideas those involved in the implementationof educational change (teachers, school management, and pedagogical leaders) inSlovakia have about successful ...curriculum reform, what attributes they assign to it, and whatcharacteristics dominate their ideas. Using the quantitative-qualitative Q-methodology design,five different opinion clusters have been identified, each of which can be interpreted against thebackground of the post-2008 Slovak experience of failed attempts at educational reform.
Entrepreneur of the Self Smith, Michael D
Comparative & international higher education,
03/2024, Volume:
15, Issue:
5S
Journal Article
Peer reviewed
Calling on the Foucauldian notion of entrepreneurial Selfhood, this thesis intends to uncover lived accounts of neoliberalism in Japanese higher education. Indeed, as a member of the Top Global ...University Project (TGUP), the host institution enacts openly neoliberal reform as one of the 37 ‘élite’ universities driving Japan’s academic reputation and human capital output. The global pivot toward neoliberal marketization has been subjected to fierce scholarly critique; however, despite these efforts, empirical phenomenological accounts of the Japanese entrepreneurial Self present a notable gap in the available literature that this thesis, in part, seeks to address. Drawing on interpretive phenomenological analysis, I hope to understand how the inculcation of specific neoliberal values, soft skills, and capitals (self-reliance, individuality, discipline, foreign language proficiency, cosmopolitanism) connect personhood and citizenship locally, specifically for nine learners (f=6, m=3) at a TGUP institution. Initial findings indicate that, in a nested terrain of shadow education, New Public Management, and hyper-competitive credentialism, graduation from brand-name colleges represents the final step for ‘responsible’ graduates to emerge as globally-orientated human capital. To achieve this journey, participants reported instances of entrepreneurial Selfhood from as young as elementary school, where the doxic pressures of Japan’s enterprise ontology compel youths to credentialise through prestige-graded private education, and the for-profit ‘shadowed’ learning providers facilitating admittance to these institutions.
In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural ...historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need. Drawing on examples from joint-work among universities, schools, and communities in a variety of teacher education programs, they highlight the possibilities and complexities in pursuing more democratic work in teacher education.
Why is creativity important to engineering and engineering education? The value that creativity and innovation offers lies in their ability to facilitate the development of novel and effective ...technological solutions to problems stimulated by change. There is, however, a disconnect between creativity, innovation, and engineering. Educational programs focus excessively on narrow and deep technical specifications, with little or no room in the curriculum for developing the ability to think and act creatively. Unless this disconnect is addressed through holistic changes to engineering education, we risk producing engineers who are ill-equipped to tackle the problems sparked by increasingly rapid change in society.
Full text
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
We draw on 120 years of biographical data (N = 120,764) contained within Who's Who—a unique catalogue of the British elite—to explore the changing relationship between elite schools and elite ...recruitment. We find that the propulsive power of Britain's public schools has diminished significantly over time. This is driven in part by the wane of military and religious elites, and the rise of women in the labor force. However, the most dramatic declines followed key educational reforms that increased access to the credentials needed to access elite trajectories, while also standardizing and differentiating them. Notwithstanding these changes, public schools remain extraordinarily powerful channels of elite formation. Even today, the alumni of the nine Clarendon schools are 94 times more likely to reach the British elite than are those who attended any other school. Alumni of elite schools also retain a striking capacity to enter the elite even without passing through other prestigious institutions, such as Oxford, Cambridge, or private members clubs. Our analysis not only points to the dogged persistence of the "old boy," but also underlines the theoretical importance of reviving and refining the study of elite recruitment.
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