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1.
An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good.  相似文献   

2.
The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (N = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning.  相似文献   

3.
Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed.  相似文献   

4.
Formal diplomas and certificates have been accepted as proof that students may receive exemption for parts of their educational programme. Nowadays, though, it is socially desirable that informal and non-formal learning experiences are also recognised. Assessment of prior learning (APL) addresses this issue. In APL, the candidate's knowledge, skills or competences required in informal and non-formal learning are measured against a standard to determine whether they match the learning objectives. Although APL is frequently used in workplaces and vocational education, it is practised less in universities, and research is lacking in this context. This study aims to evaluate the first APL procedure in an academic computer science programme, and an adjusted APL procedure in an educational science masters programme. This is done from the perspective of the APL candidates, tutors and assessors, using the theoretical framework by Baartman et al. (2006). The computer science participants comprised 23 candidates from a police software company, four tutors and four assessors. From educational science, nine candidates, two tutors and two assessors participated. The results show that the APL procedure in educational science is viewed significantly more positively than that in computer science; further, the computer science assessors differ considerably from the other participants in their perceptions relating to the quality criterion ‘cognitive complexity’. Explanations for the difference between the two programmes are discussed in this article and assessor and tutor training highly recommended.  相似文献   

5.
This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) the association between social background and early socio-emotional and cognitive competences at age 5 and (2) the relative and independent contributions of early socio-emotional and cognitive competences to educational and socio-economic attainment in adulthood. A multi-dimensional (multiple exposure, multiple outcome) approach is adopted in conceptualising social background, childhood competences and adult outcomes by age 42. Indicators of social background include parental education, social class, employment status, family income, as well as home ownership, enabling us to test which aspects of socio-economic risk uniquely influence the development of early competences. Indicators of childhood competences include directly assessed cognitive competences (i.e. verbal and visual motor skills), while measures of socio-emotional competences include hyperactivity, good conduct, emotional health and social skills, reported by the child’s mother at age 5. Adult outcomes include highest qualifications, social class and household income by age 42. The findings suggest that multiple indicators of social background are associated with both socio-emotional and cognitive competences, although the associations with socio-emotional competences are less strong than those with cognitive competences. We find significant long-term predictive effects of early cognitive skills on adult outcomes, but also independent effects of socio-emotional competences, in particular self-regulation, over and above the role of family background. The study supports calls for early interventions aiming to reduce family socio-economic risk exposure and supporting the development of cognitive skills and self-regulation (i.e. reducing hyperactivity and conduct problems).  相似文献   

6.
Gaps in education attainment between high and low achieving children in the primary school years are frequently evidenced in educational reports. Linked to social disadvantage, these gaps have detrimental long‐term effects on learning. There is a need to close the gap in attainment by addressing barriers to learning and offering alternative contexts for education. There is increasing evidence for beneficial impacts of education delivered outdoors, yet most programmes are un‐structured, and evidence is anecdotal and lacks experimental rigour. In addition, there is a wealth of social‐emotional outcomes reported yet little in the way of educational attainment outcomes. The current study explores the educational impact of a structured curriculum‐based outdoor learning programme for primary school children: ‘Wilderness Schooling’. A matched‐groups design: Wilderness Schooling (n=223) and conventional schooling (n=217), was used to compare attainment data in English reading, English writing and maths, collected at three time‐points: Pre‐ (T1) and post‐intervention (T2) and at a 6‐week follow up (T3). Data show that children in the Wilderness Schooling group significantly improved their attainment in all three subjects compared to controls. Trajectories of impact indicated attainment continued to increase from baseline in the following weeks after the intervention concluded. These results allow the case to be made for the core curriculum to be conducted outdoors to improve children's learning. However, it is important to consider that there are likely to be various components of the intervention that could form a theory of change essential to reported outcomes.  相似文献   

7.
Developing learning programmes to enhance the formation of generic skills is an international concern in education and training policy. This paper provides a broad survey of the development of generic skills policy in England from 1975 to 2002, drawing on both the economic and educational literature. It demonstrates that, despite an evident demand for generic skills in the English economy, successive waves of education and training policy intended to stimulate the supply of such skills have failed to deliver the desired results. Such failure is accounted for using a policy instruments and institutions framework. This suggests that the failure of generic skills policy can be attributed to a combination of weak policy design, the interaction of generic skills policy with other market‐led reforms of education and training in England, and broader exogenous socio‐economic trends. The paper concludes that current initiatives to develop key skills for all 16–19 learners in England are unlikely to succeed without substantial changes in the current education policy environment.  相似文献   

8.
Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student teachers should acquire during their initial teacher education. This explains why this study aimed at developing and validating a competence framework for secondary mathematics student teachers in Spain. Building on existing models and international frameworks, a preliminary list of competences was drawn up. The validation process was based on a Delphi method. In addition experts expressed their opinions about the formulation of the chosen competences. A comprehensive framework of 33 competences for secondary mathematics student teachers could then be validated.  相似文献   

9.
abstract

The concepts of core, generic or key skills are now ubiquitous in educational discourse and an integral part of recommendations for education and training programmes from school to university. It is our contention that ‐‐ in the sense of free‐standing, context‐independent abilities ‐‐ such skills are without philosophical or empirical support and are entirely illusory. Although the ideas of integrated core units or common learning experiences underpinning the post‐school curriculum have some educational justification, the pursuit of general transferable core/key skills is a wasteful chimera‐hunt and should now be abandoned.  相似文献   

10.
Although grades are still considered important signifiers of graduates’ quality, greater attention has been paid to other measures of learning outcomes in higher education. This shift in attention is attributed to an increased focus on study quality, employability, quality development and accountability. This article examines how grades relate to different measures of self-reported learning outcomes in engineering, health programmes and education programmes. Longitudinal data from national surveys in Norway are analysed in combination with data from public registers. Self-reported learning outcomes are related to student engagement and factors indicative of effective educational practices, while grades are related more to student background characteristics. Self-reported learning outcomes therefore measure individual gain or value added, using the personal starting point as a reference In this regard, this paper argues that it is important to critically discuss what kind of measures should be used as learning outcomes.  相似文献   

11.
《师资教育杂志》2012,38(1):77-91
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12.
Recent government policy has emphasised links between the acquisition of social skills by children and young people and their educational attainment. This study aims to fill a gap in the literature about the contribution of school‐based group work programmes to developing children’s social skills. National Society for the Prevention of Cruelty to Children (NSPCC) Children’s Services Practitioners ran four groups for a total of 38 Year Seven children from mixed ethnic backgrounds in two high schools in the North of England between 2004 and 2007, designed to improve children’s self‐esteem, social skills and behaviour. Parents were involved in identifying objectives and evaluating outcomes. The NSPCC’s aim was to deliver programmes jointly with non‐teaching staff and to train them to take responsibility for delivering future programmes. Pre‐intervention and post‐intervention Behaviour Rating Index for Children questionnaires identified small but significant improvements in teachers’ and parents’ assessments of children’s behaviour. Qualitative data referred to improvements in children’s self‐esteem. However, evaluation data showed that the groups struggled to cope with children with very disruptive behaviour, for whom a wider range of interventions and continuing support were required. Key variables included the quality of liaison between the NSPCC and school staff and the provision of suitable venues. Challenges included harmonising education and social work perspectives and expectations, and avoiding disruption to school curricula.  相似文献   

13.
With this article we intend to fill a large gap that exists in the field of educational research – examining the history of teaching. We chose a critical historical moment that initiated the great labour transformation in the exercise of the teaching profession. In this context, we investigated the pedagogical benefits introduced by the Portuguese educational system by the class regime promulgated in the 19th century with the reform that introduced the class system, enacted in the nineteenth century.

This change is a landmark in the history of teaching. We tried to study what had changed in the workplace to realise the division of teaching. How did teachers relate to each other and to their work in each working system? What social links are required by each of the working systems and what implications do they have for how teachers behave? What place (role) does the teacher play in the production chain? What skills (competences) are required in their working position?

The system change that was enacted in the nineteenth century created a new division of labour that called for dynamic labour, diametrically opposed to the traditional and established practice. This curriculum revolution not only brought new demands in teaching but also had consequences in terms of professional identity. From that point forward, being a teacher no longer had the same reference, “if you know – you do it well”. This has radically changed. Being a professional in education is no longer a purely individual act involving inter-subject intervention. They now have to act inter-individually with the intention of being multi-, inter- and trans-disciplinary. They have to break through subject boundaries and dualities. The professional skills required by the job in the new employment scheme launched a new challenge in learning (teacher training) and in the exercise of the profession. Reflection on the new type of qualifications is still necessary and remains to be explored. Are the educational workers aware of this?  相似文献   

14.
Future health care professionals will require self‐directed learning skills. e‐Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e‐learning within educational programmes. The aim of this study was to determine if extra‐curricular online referencing and anti‐plagiarism lectures would be utilised and would ultimately improve 1st‐year undergraduate health sciences students’ performance in written assessments. A series of six online archived multimedia lectures (asynchronous) were offered. Adult learning theory principles guided the resource design. Pre‐ and post‐testing of knowledge, attitudes and computer skills was carried out. In‐person tutorials and online email support were also offered. Less than 36% (self‐report) of students accessed the online resources. The poor uptake revealed in this study is consistent with a number of other studies. These findings indicate the need for more careful scrutiny of the learning theory applied in e‐learning design. Prochaska's transtheoretical model is suggested as a framework with strong potential for e‐learning initiatives.  相似文献   

15.
Abstract

This paper offers a strategy for the development of successful work‐based learning programmes within higher education. It identifies and addresses the key challenges facing such development. Firstly, whether it is possible to develop a work‐based learning programme which provides an effective learning experience at higher education level and which draws upon opportunities within the workplace. Secondly, whether work‐based learning programmes are an appropriate vehicle for structuring and accrediting the continuing development of the workforce. In addressing these challenges, we examine the design and quality assurance of a work‐based learning programme for qualified social workers, placing particular emphasis on the development of an appropriate learning model. We consider some of the criticisms levelled at competence‐based education and argue that work‐based learning programmes composed of learning outcomes achieved entirely through practice can be compatible with the aims of higher education.  相似文献   

16.
Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.  相似文献   

17.
New learning approaches are now required to meet changing needs and develop appropriate skills and capabilities, often addressed as 21st century skills. In the last decade, design thinking has gained in popularity in higher education. This article describes the design thinking approach, its principles and models, various design thinking tools and their application in pedagogy. It presents the findings of an international study evaluating the creation and implementation of a culture‐based blended‐learning course for adult learners who are developing their 21st century skills by applying innovative teaching/learning methodologies, such as case studies, webquests and design thinking tools. Two hundred and twenty‐seven learners participated in the course and responded to a questionnaire to evaluate the learning platform, the English course developed, the teaching/learning methodologies applied and the development of their 21st century skills applying innovative learning tools. The findings highlight the benefits of the design thinking approach to skills development and point to the impact of the course content and layout and certain design thinking tools applied in developing 21st century skills.  相似文献   

18.
The demands of modern industry contexts (so‐called Industry 4.0) are going to reshape the working world of future engineers. It seems obvious that these technological developments will affect higher education institutions with increasing intensity. For years, there has been a vivid discussion on the IT competences, which need to be developed by students in order to face emerging technology changes. To tackle the question regarding industry expectations towards future engineers, in this article a remote laboratory at a German university is analysed to identify potentials for future‐oriented teaching and learning in the light of the required competences for “Working 4.0”. Current scientific studies and industry agendas about Working 4.0 competences are identified, connected learning objectives are derived and the focused remote laboratory is linked to these objectives. As a result, it can be shown that this educational setting has the potential to reflect the complexity of Working 4.0. However, the results also show that the examined laboratory addresses only some of the competences in the context of Industry 4.0. Furthermore, it is argued in how far industry demands serve as the only basis for educational development efforts. The scientific studies and the industry agenda offer a limited and more political perspective on educational development. Nevertheless, based on the research in this article, it can be argued that remote labs (and online labs in general) have the potential to lift traditional laboratory‐based engineering education to a modern engineering education 4.0.  相似文献   

19.
Abstract

The benefits of positive, active relationships between families, schools, and the community (not only in the academic outcomes of the children, but also in the family’s and school’s wellbeing) have, up to now, had plenty of supportive evidence. Nevertheless, experience shows that there are many difficulties involved in making participation a reality. Education regulation acknowledges the importance of family participation at school, but neither implementation methods nor the concept of participation are clearly defined. Spanish initial teacher education curriculum programmes include, only in a marginal form, competences and skills that would prepare teachers to become involved in a collaborative relationship with families and the community. This article addresses the training of professionals in education from the perspective of the competences, skills, and knowledge demanded to engage in collaborative work with families and the community. It was conducted through a comparative analysis of the curriculum programmes of Spanish Universities, with a special focus on curriculum content and competences, and on the formal organisation of the initial training of pre-service teachers.  相似文献   

20.
In this article the author discusses some critical issues in the design and implementation of training programmes for future educational administrators in Africa. Such issues include the determination of skills and competencies required by these administrators, the sociocultural awareness resulting from exposure to the training programme, the discernment of educational purposes, specialisation by sector and function, education for responsible and ethical behaviour, and problems related to the organisation of training programmes, and the certification and placement of the new crop of educational administrators. The discussion focuses on public education systems generally, but draws on the author's impressions and observations about English-speaking Africa.  相似文献   

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