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Maarten Matheus van Houten 《Journal of Vocational Education & Training》2018,70(1):130-147
The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates. 相似文献
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Junhong Xiao 《Distance Education》2018,39(2):259-274
AbstractThis reflection focuses on the position of distance education in today’s global higher education. Firstly, it identifies three types of convergence of distance and campus-based education – dual mode, add-on/blended, and full convergence – arguing that the last type has yet to be fully realized due to the complexities involved. It then critiques the interplay between the two, concluding that despite being influenced by campus-based instructional delivery in its early days, distance education is now influencing campus-based education. Implications of convergence are also discussed. Arguably, distance education universities should be proud of the increasing presence of distance education in campus-based universities and have confidence in maintaining their advantages. As for campus-based universities, a systems approach is needed if they intend to take advantage of this ‘unorthodox’ mode of education. Finally, it is suggested that both campus-based education and distance education are at the center of higher education because they are now equally conventional. 相似文献
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Societies need to make sure that the next generation is ready and capable to take over in due time, be it in working life, culture, civil society, politics or families. Therefore, society at large and specifically state governments need to assist the efforts of families and local communities. Such provisions have been the basic premise for general educational theories for centuries, when education was often named Democratic and Comprehensive Bildung. At present, this premise needs re-conceptualization, because societies are moving dramatically towards opening up for interactions and relations with the widest possible area: the globe. Many societal challenges have effects across nations, calling for trans-national coordination, management and solutions,—for homogenized and standard based policy making. At the same time, inspiration from multiple sources produce conflicting visions and rival discourses about what the purposes of and the means for education should be.In this paper we analyze and discuss two contemporary, fundamentally dissimilar discourses on education and their theoretical and societal roots. Our main method is discourse analysis. We argue for inclusion of a global world-view in national education. We shall be critical, however, to the technocratic turn and the homogenization of education per se and argue for a Democratic Bildung perspective in education for world citizenship. 相似文献
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《Journal of moral education》2012,41(1):51-72
Traditional approaches to character education have been viewed by many educators as an attempt to establish self control within students to habituate them to prescribed behaviour and as nothing more than a ‘bits‐and‐pieces’ approach to moral education. While this is accurate for many character education programmes, integrated multi‐dimensional character education embraces both moral education and character formation. Students learn to identify and process social conventions within the core values of the school and community and have opportunities to learn practical reasoning skills in schools where character education is integrated into all aspects of the schooling process. Reported in this article are several studies, including two large‐scale experimental investigations, that show integrated character education results in an improved school environment, student pro‐social and moral behaviour, and reading and maths test scores. Schools become more caring communities; student discipline referrals drop significantly, particularly in areas related to bullying behaviour; and test scores in moderately achieving schools increase nearly 50%. 相似文献
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Shadow education, also widely known as private tutoring or supplementary education, has attracted increasing research attention in the past two decades. The global expansion of shadow education, as well as its penetration to different educational stages and social classes, are believed to have far-reaching implications for the overall educational landscape. However, despite a steadily growing body of literature, no study to date has systematically reviewed the influences of shadow education from an ecological perspective. Therefore, borrowing Bronfenbrenner's ecological systems theory, this paper aims to provide a comprehensive overview of how shadow education influences different levels of educational ecosystems (i.e. individuals, micro-, meso-, exo-, and macro-system). Based on 74 empirical studies published between 2000 and 2020, the review reveals complex influences exerted by shadow education on multiple systems (e.g., students, mainstream schooling, families, and larger socioeconomic structures), contributing to a more sophisticated understanding of this phenomenon. The paper then discusses how the rise of shadow education creates significant changes to the ecology of education in which it operates, and concludes with implications for future practice and research. 相似文献
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Daniel Alvunger 《Teachers and Teaching》2018,24(4):332-349
In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education. 相似文献
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This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case-studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. The authors argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new ‘professional multilingualism’. 相似文献
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Alan Reid 《Environmental Education Research》2009,15(2):129-153
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COVID-19 triggered mass innovation that grew flexible learning modalities and pathways that can be built upon in future sector plans to make education systems more resilient. These tools must be paired with investments in the people expected to use them and strengthened data systems. To ensure plans are rooted in ever-pressurised budgets, Education Ministers will increasingly need to turn to economic analysis. Expansion of partnerships will be necessary to secure greater and more innovative forms of finance but also affordable digital learning solutions. If these opportunities are seized alongside the disruption wrought by the pandemic, they can equalize opportunities and accelerate progress. 相似文献
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The introduction of spaces that encouraged the participation of Aboriginal and Torres Strait Islander peoples in higher education became a reality in the early 1980s. Since then, Aboriginal and Torres Strait Islander educators and leaders have worked tirelessly to find their ‘fit’ within the Western academy, which continues to impose a colonial, Western educative framework onto Aboriginal and Torres Strait Islander peoples. More recently, universities are attempting to move towards a ‘whole of university’ approach to Aboriginal and Torres Strait Islander higher education. To achieve such a major shift across the academy, Indigenous values, perspectives and knowledges need to be acknowledged as a strong contributor to the environments of universities in all core areas: student engagement, learning and teaching, research and workforce. In a move to achieving a ‘whole of university’ approach which revolves around Aboriginal culture and knowledges, the Wollotuka Institute at the University of Newcastle developed a set of cultural standards, as part of an international accreditation process, to guide a culturally affirming environment for Aboriginal and Torres Strait Islander students and staff. This environment acknowledges the unique cultural values and perspectives of Aboriginal and Torres Strait Islander peoples. In this paper, the authors explore, from an Indigenous Standpoint, the creation of a university environment that privileges Aboriginal values, principles, knowledges and perspectives. The paper exposes how traditional Aboriginal Songlines, particularly in Aboriginal education, were disrupted, and how the creation and emergence of a contemporary environment of Aboriginal educational and cultural affirmation works towards the re-emergence of Songlines within higher education. 相似文献
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Peta Salter Jacinta Maxwell 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):15-30
The structure of the Australian national curriculum encompasses engagement with ‘intercultural education’. Significantly, the context from which the curriculum was developed was heavily influenced by a multiculturalist ideology in which notions of cohesion and harmony were dominant. Therefore, those working with the curriculum need to understand the limited ways in which ideas of ‘diverse’ culture might be constructed. As a cultural text this curriculum is a place of encounter between teachers and the various influences on the curriculum document itself. We assert that the perpetuation of ideographs in the context and text of the curriculum, underpin how ‘intercultural understanding’ is positioned in the Australian Curriculum, and limit the narrative possibility of this encounter. It is essential to identify and interrogate such ideographs if we are to be cognisant of the complex politics of national curriculums and opportunities to ‘re-open’ the place for encounter. 相似文献
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Maritza De La Trinidad 《History of education》2015,44(3):316-338
This essay traces the bilingual education movement that began in Tucson through the efforts of local teachers, university faculty and educational leaders. It is argued that Mexican Americans and their allies played a crucial role in promoting the merits of bilingual education at the local, state and national levels. Their advocacy of Spanish-for-Spanish-speakers programmes as a culturally relevant means of improving educational outcomes for Mexican American students led to a push for bilingual education with the support of the National Education Association. The work that educators from Tucson accomplished focused national attention on the education of Mexican Americans and ultimately contributed to the passage of the Bilingual Education Act of 1968. This legislation sparked a national movement to expand bilingual education programmes throughout the Southwest and other parts of the nation. 相似文献
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Tanya Davies 《British Journal of Religious Education》2019,41(2):124-133
As a result of globalisation, the boundaries that once limited the trade of ideas and culture have largely dissolved. In Australia, the fruits of intercultural exchange have largely been enjoyed, yet this expansion of Australian interaction with diverse Others has posed a perceived threat to some. This parallel expansion and contraction of cultural engagement demonstrates the need for Australia to represent diversity more adequately as a part of our society. A central point of tension in this discussion is religion. This paper reports on a study that explored the question: Why is it so hard to talk about religion in public classrooms? This narrative inquiry attempts to unpack some of the challenges facing Australian educators at present. This study brings out the conflicting priorities and pressures of the secular system against student needs and puts forward an argument for the development of social literacy education that addresses education about religion in Victorian public schools. 相似文献
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Re‐imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems 总被引：2，自引：0，他引：2
Susan L. Robertson 《比较教育学》2005,41(2):151-170
Using critical discourse analysis as a methodology for analysis, this paper sets out the nature and form of the challenges directed to the compulsory schooling sector by the knowledge economy that is contained in key policy and related documents put out by the OECD, the World Bank and the UK government. The OECD and the World Bank’s policy agendas are increasingly important in setting policy and programme agendas for the developed and developing countries respectively; however there are important differences between the two institutions regarding how education should be redesigned. The World Bank’s redesign of education favours the market and individualism as the means for developing knowledge and skills for the knowledge economy. The OECD, however, while concerned with human capital formation, rejects the market model in favour of an institutionally embedded liberalism to overcome the problems posed by tacit knowledge. The UK, on the other hand, has promoted the idea of personalized learning. The paper suggests that this idea is particularly problematic for developing a system of innovation for the economy that is dependent on high levels of social interaction.
The first half of the twenty‐first century will, I believe, be far more difficult, more unsettling, and yet more open than anything we have known in the twentieth century. I say this on three premises; none of which I have time to argue here. The first is that historical systems, like all systems, have finite lives. They have beginnings, a long development and finally, as they move far from equilibrium and reach points of bifurcation, a demise. The second premise is that two things are true at these points of bifurcation; small inputs have large outputs (as opposed to times of the normal development of the system, when large inputs have small outputs); and the outcome of such bifurcation is inherently indeterminate. The third premise is that the modern world system as a historical system has entered into a terminal crisis and is unlikely to exist in 50 years. However, since its outcome is so uncertain, we do not know whether the resulting system (or systems) will be better or worse than the one in which we are living, but we do know that the period of transition will be a terrible time of troubles, since the stakes of the transition are so high, the outcome so uncertain, and the ability of small impacts to affect the outcome so great. (Wallerstein, 1999, p. 1) 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):733-755
This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. The NEF was a movement connecting lay enthusiasts for educational reform with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. Use is made of Bourdieu's concepts of field, forms of capital and habitus to analyse the strategies of agents at the conferences and their relation to developments in the disciplinary field. The NEF is also considered from the perspective of social movement theory as a non‐class‐based movement of opposition. Seven international conferences on education are discussed plus others in South Africa and Australia. The themes are discussed and their social composition is analysed both in terms of the countries represented and the participation of members of the academy. The origins of the NEF are traced from the Theosophical Fraternity in Education and the leading roles of Beatrice Ensor and Elizabeth Rotten are considered in the framework of habitus. Discussion of the work of Ferrière, the third founder of the NEF, reveals a distinction between philosophical and moral conceptions of education and ones associated with positivism. The location of psychology in this binary is also revealed. Accounts of the conferences held in the 1920s reveal a strong commitment among the leaders of the NEF to the fostering of international understanding and a world consciousness through education and Support for the League of Nations. This and other elements of the NEF's ideology are characterized as a heretical discourse. Tensions between members of the academy and the other participants are highlighted and the heterogeneity of the audiences are identified as a source of strength as well as friction. The following section addresses the change of emphasis of the NEF in the 1930s in response to the worsening international situation and the involvement of leading figures from the academy. The NEF's position on research in education and the need to bring teacher training into the academy was made explicit at the conferences held in South Africa, Australia and New Zealand. These involved bureaux of education research, which were financed by American foundations, and the combination of the NEF's network with this money is considered in terms of the field's development and the consequences for the competition for prestige and other forms of capital. The conclusion reviews the extent to which these conferences contributed to the development of the field and to the necessity for historical accounts of its development to take account of the dimensions analysed by Bourdieu's conceptual framework. 相似文献