Agli albori del processo di autonomia scolastica si respirava grande entuisasmo per le potenzialita che sarebbero potute derivare dall'avvio delle riforme del sistema di istruzione. Gli a albori, in ...realta, altro non erano che il risultato dell'onda lunga degli orientamenti europei in fatto di instruzione e, al cintempo, della maturazione del processo sul decentramento nazionale che ha trovato una sua prima definizione nella legge Bassanini del 1997.
Rich literatures across multiple disciplines document the association between increased educational attainment and improved health. While quasi-experimental studies have exploited variation in ...educational policies to more rigorously estimate the health effects of education, there remains disagreement about whether education and health are causally linked. The aim of this study was to conduct a systematic review and meta-analysis to characterize this literature, with a focus on quasi-experimental studies of compulsory schooling laws (CSLs). Articles from 1990 to 2015 were obtained through electronic searches and manual searches of reference lists. We searched for English-language studies and included manuscripts if: (1) they involved original data analysis; (2) outcomes were health-related; and (3) the primary predictor utilized variation in CSLs. We identified 89 articles in 25 countries examining over 25 health outcomes, with over 600 individual point estimates. We systematically characterized heterogeneity on key study design features and conducted a meta-analysis of studies with comparable health outcome and exposure variables. Within countries, studies differed in terms of birth cohorts included, the measurement of health outcomes within a given category, and the type of CSL variation examined. Over 90% of manuscripts included multiple analytic techniques, such as econometric and standard regression methods, with as many as 31 “primary” models in a single study. A qualitative synthesis of study findings indicated that educational attainment has an effect on the majority of health outcomes—most beneficial, some negative—while the meta-analysis demonstrated small beneficial effects for mortality, smoking, and obesity. Future work could focus on inconsistent findings identified by this study, or review the health effects of other types of educational policies.
•Studies disagree on whether educational attainment causally affects health.•We systematically review and meta-analyze quasi-experimental studies of compulsory schooling.•There is substantial heterogeneity across outcomes, settings, and analytic methods.•Education has mixed—but largely beneficial—effects on a range of health outcomes.
Of late there has been considerable interest in understanding international student mobility, and this has tended to focus on the perspective of the students who take part in this mobility. However, ...international students are part of a considerable migration industry comprised of international student recruitment teams, international education agents and other institutions selling an education overseas (such as the British Council in a UK context) and as yet there is little research which analyses these relationships. This paper investigates a series of interviews with international office staff to examine the methods they use to recruit international students, and in particular the relationship that they have with international education agents who work with them on a commission basis. It focuses on recent changes to the UK visa system which have led to a decline in the numbers of Indian students choosing to study towards a UK higher education. However, it also reveals that some universities have managed to avoid this trend. This paper investigates why this is the case, demonstrating that there is a need to think about the intersections between migration industries, visa regulations and international student mobility.
Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is ...required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps there are in the research that can be addressed. Published reviews were identified through a systematic search using the Education Resource Information Center (ERIC) and Web of Science (WoS) databases. A thematic analysis of 26 reviews revealed five main themes: attitudes towards IE, teachers' professional development in IE, IE practices, student participation and critical reflections on IE research. The conclusion is that for the implementation of IE, it is vital that there is professional development for teachers regarding evidence-informed IE practices which would lead to successful teacher experiences. In addition, suggestions for research into the attitudes of all students, with and without special educational needs, and school leaders are made, as well as some suggestions regarding students' academic participation in IE.
For individuals experiencing intimate partner violence (IPV), formal services, including community agencies, health services, or the criminal justice system, are critical resources. Understanding the ...specific barriers that hinder or prevent survivors from seeking help from formal services could reveal important implications for the development of services for IPV as well as for members of other organizations who encounter survivors. The authors conducted a systematic review of the literature to identify barriers to help-seeking from formal services for survivors. Ten electronic databases were searched for key terms related to IPV, help seeking from formal services, and barriers to help seeking. Articles were included in the review if they were U.S.-based, contained samples that were adults who had experienced IPV, and discussed barriers to seeking help from formal services. An initial search yielded 1,155 articles and after screening, 29 articles were included in the review. Data were extracted to reveal the state of the literature regarding help-seeking barriers for survivors. Six barriers to help seeking were identified as follows: (1) lack of awareness, (2) access challenges, (3) consequences of disclosure, (4) lack of material resources, (5) personal barriers, and (6) system failures. These findings demonstrate the need for continued education surrounding available services for IPV as well as the continued development of resources that can mitigate personal barriers that survivors may face. Furthermore, these findings illuminate the necessity to increase the access of services, particularly for non-English speakers, immigrants and refugees, individuals with disabilities, men, and LGBTQIA identified individuals.
Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also ...change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.
This study aims to elucidate the state of research on mobility within socio-educational and technical systems through a comprehensive analysis of primary sources. The methodology employed includes ...the examination of primary sources, followed by their generalization and systematization, culminating in the synthesis of models. The findings are threefold: Firstly, we trace the evolution of the concept of mobility through scientific literature spanning the 19th to 21st centuries. Secondly, we offer interpretations of various types of mobility within socio-pedagogical and technical discourses. Lastly, we propose an integrative model of mobility tailored for the information society. Our research contributes to the field by providing a theoretical grounding for the interrelation of different types of mobility within socio-pedagogical and technical systems. The practical significance of this study lies in its introduction of new sources on the topic of mobility into scientific discourse.
In modern democratic societies, one of the main roles of education is to promote critical thinking and open‐mindedness. However, this objective can sometimes be seen as clashing in many societies ...with another one of education's primary objectives—to inculcate in the younger generation a set of common values and beliefs that reinforces collective identity. The current article examines the tension between these two educational goals—fostering open‐mindedness and critical‐thinking skills, on the one hand, and promoting closed‐minded national identity, on the other hand, in the context of intractable conflicts. In particular, we offer an analysis of the unique challenges of nurturing open‐minded and critical thinking among students in the presence of processes and content common in education systems of conflict‐ridden societies. These challenges are discussed in relation to the role that open‐mindedness and critical thinking could play in promoting peace‐building processes were they not hindered by nationalistic educational approaches designed to ensure unwavering support of the conflict.
The Socratic seminar is a long-standing tradition in our education system, as it challenges students' ideas and values in an open forum where they can all participate. In this critical commentary, we ...discuss the values and barriers of Socratic seminars. We focus on three barriers: lack of institutional support, student exclusion, and student harm. Lack of institutional support for instructors can leave students exposed to harm when an instructor is unprepared to or anxious about navigating strong emotions and controversial commentary in the classroom. Teaching difficult topics is important and urgent in such a divided society, and we suggest pedagogical strategies for Socratic seminars to minimize harm and student exclusion, including scaffolding and low-tech solutions. We also acknowledge teacher anxiety and fear and encourage instructors to prepare themselves to intervene in those conversations and to support their students. We offer advice that has helped us collaborate to develop a critical practice, from self-reflexive writing to rehearsal.
During the home confinement caused by COVID-19, universities closed and all teaching became virtual, testing the sustainability of the education system. A total of 3080 Spanish university students ...participated in a survey to analyse how they have adapted to this situation, whether there has been a digital divide and how they have followed training activities. The results reveal that households have had to invest in ICT equipment and universities have offered support to vulnerable students. Students were not prepared for this change, found it difficult to follow the course online, spent more hours per day studying and achieved lower academic performance. Higher education institutions must ensure inclusive, equitable and quality education that reduces the digital divide, promoting sustainable activities.
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