This open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. ...Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history. The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic. The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States.
This Open Access book summarizes the key findings from the second cycle of IEA’s International Computer and Information Literacy Study (ICILS), conducted in 2018. ICILS seeks to establish how well ...schools around the globe are responding to the need to provide young people with the necessary digital participatory competencies. Effective use of information and communication technologies (ICT) is an imperative for successful participation in an increasingly digital world. ICILS 2018 explores international differences in students’ computer and information literacy (CIL), namely their ability to use computers to investigate, create, and communicate at home, at school, in the workplace, and in the community. Participating countries also had an option to administer an assessment of students’ computational thinking (CT), focused on their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. The data collected by ICILS 2018 show how digital competencies can be assessed using instruments representing authentic contexts for ICT use, and how students’ CIL and CT skills relate to school learning experiences, out-of-school contexts, and student characteristics. Those data also show how learning technologies are used in classrooms around the world. Background questionnaires asked students about their use of ICT, and collected information from teachers, schools, and national education systems about the resourcing and teaching of CIL (and CT) within their countries. The results of ICILS 2018 will enable policymakers and education systems to develop a better understanding of the contexts and outcomes of CIL (and CT) education programs.
Politics of Quality in Education Jaakko Kauko, Risto Rinne, Tuomas Takala / Jaakko Kauko, Risto Rinne, Tuomas Takala
2018, 20180511, 2018-05-11
eBook
Odprti dostop
The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. ...Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations’ BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of quality assurance and evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers.
Teacher collaboration consists of many types of activities and interactions. This quantitative study examines how the effects of collaboration differ according to both the type and frequency of ...collaborative activity. TIMSS data was analyzed to determine whether five indicators of collaboration predicted student achievement, teacher job satisfaction, and teacher confidence in Japan and the United States. Collaboration during lesson planning was a significant predictor of student achievement in the United States. Time spent visiting other classrooms corresponded to higher job satisfaction ratings in the United States. The results provide insight into the effectiveness of different collaborative activities in each nation.
•Teachers collaborate in many different ways.•Different types of collaborative activities are associated with unique outcomes.•In the USA, collaboration during lesson planning predicts student achievement.
This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet ...the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) "2030 Agenda for Sustainable Development", which was unanimously adopted in 2015 by all UN Member States as a "plan of action for people, planet and prosperity". Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments. Comprendre l'Objectif 4 de développement durable (ODD) concernant une « éducation de qualité » des points de vue micro, meso et macro - Le présent article analyse l'accent mis actuellement au niveau mondial dans les politiques éducatives sur l'application de normes de référence, d'indicateurs et de cibles. L'auteure entend diffuser les connaissances sur les stratégies potentielles qui permettent d'atteindre le quatrième Objectif de développement durable (ODD 4) énoncé par les Nations Unies et visant une éducation de qualité. Les ODD font partie de « l'Agenda 2030 pour le développement durable », adopté à l'unanimité en 2015 par tous les États membres des Nations Unies (ONU) à titre de « plan d'action concrète en faveur de l'humanité, de la planète et de la prospérité ». La théorie sur la structure et l'agentivité forme un pilier central de cet article, car elle permet de séparer et d'aborder les dix cibles de l'ODD 4 sous l'angle des niveaux micro, meso et macro. Cette analyse explore l'idée que l'atteinte des cibles de l'ODD 4 constitue une responsabilité partagée entre individus, institutions d'éducation et de formation, et gouvernements en charge de la réglementation.
Zhang analyses the phenomenon of private supplementary tutoring from a global perspective. The expansion of such tutoring alongside schooling is among the striking global shifts since the turn of the ...century. In many countries over half of the relevant cohorts of children receive private tutoring, with that proportion in some locations exceeding 80%. The sector has far-reaching implications for social inequalities, (in)efficiencies in educational processes, study burdens on students, family finances, innovation, and employment. Yet greatly-needed government regulations have typically been slow to catch up with the phenomenon. Commentary in the volume juxtaposes countries with strong regulations with counterparts having weak regulations. Conceptually, the book considers forces changing the roles of multiple stakeholders, including governments, entrepreneurs, teachers, families and students. A useful read for students and researchers interested in comparative education and governance.
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