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1.
ABSTRACT

This paper contributes to discussions about the nature and scope of higher education (HE) business in light of some of the emerging ways in which countries seem to be reframing the impact of globalism. In particular, it develops a discussion about spatialities and temporalities of HE policy by drawing on the Kingdom of Bahrain’s distinctive approach to free markets, transnational capitalism, trade of international services and foreign influence. The paper draws on key HE policy documents and regulatory frameworks issued by the Higher Education Council in Bahrain. In the paper, we ask about priorities that drive HE investment in Bahrain, as well as their impact on the role of international input in HE policy building. We find that policymaking in Bahrain is driven by ‘nationalisation’ as a pragmatic strategy at the time of transition to a knowledge economy. We also find that these goals are transient, thus providing suggestions for policy analysis from the perspective of time intervals in a space.  相似文献   

2.
ABSTRACT

This article contributes to the literature by proposing a methodological approach that scholars in all research fields can use to develop high-quality explanatory typologies. We argue that every typology should be constructed using a systematic, transparent process and must have a strong theoretical foundation to validate its explanatory value. Drawing on Max Weber’s typology theory, we apply our approach to construct three ideal types of vocational education and training (VET) programs. By bypassing heterogeneous context conditions, our typological approach enables us to compare VET programs based on the criteria that are relevant to an explanation of youth labor market outcomes. We build on Niklas Luhmann’s theory of social systems, which helps elucidate the significance of the linkage between actors from the education and employment systems in VET. The first ideal type, with maximal linkage, entails equal power-sharing between both kinds of actors. We expect such a VET program to have the most favorable outcome. The other two ideal types, in which one system has all the power, result in either undesirable youth labor market outcomes, such as unemployment or skills mismatch, or lack of access to further education.  相似文献   

3.
This article analyses moves towards good multilevel governance approaches in Vocational Education and Training (VET) as an effective way to improve VET policy making in transition and developing countries, focusing on the Southern Neighbourhood of the EU (ENPI South). The centralised approaches in public administration and to VET governance still prevail in this region. The new modes of governance applied by the EU in the policy area of education and training are based on the Open Method of Coordination (OMC). They are a source of inspiration to improve VET governance, taking into account the complexity of VET policies and systems. According to current European and international experiences, the most effective, relevant and attractive VET models and systems are demand‐driven. They rely on the effective and accountable participation of both state (national/local public actors) and non‐state VET stakeholders (e.g. employers, sectoral actors, unions) in decision‐making and policy implementation processes. This could also pave the way towards self‐governed and performance‐based VET provider institutions which would give quicker responses to rapidly changing labour market skills, competences and qualification needs. Thus, this means putting in practice more and better inclusion and effective cooperation and coordination of regional and local voices of VET actors and developing stronger social partnerships to engage employers, unions and civil society in shaping and investing in skills development. Furthermore, the role of methodological tools for VET governance is not only to provide an analytical ground to capture data and structure further policy advice. These tools can also be used as ice‐breakers to improve collaboration, inclusiveness, multi‐participation and trust‐building among policy makers as they work together on very sensitive issues such as reviewing country VET governance models, modes and institutional arrangements, and/or planning policy thinking and/or learning for implementing coordination mechanisms for VET policy making. The European Training Foundation (ETF) has implemented a methodology to map, analyse and self‐assess good multilevel governance in VET, inspired by how EU governance soft tools in education and training are being used. This methodology has been applied to the Governance for Employability in the Mediterranean (GEMM) project in the ENPI South region, which is a regional project implemented by the ETF and financed by the European Commission's Directorate General for Neighbourhood and Enlargements Negotiations (NEAR).  相似文献   

4.
ABSTRACT

Official policy texts in England have long assumed that students make their Higher Education choices in an individualized, rational and context-free manner. Under the Conservative-Liberal Democrat Coalition government (2010–2015), a greater emphasis was placed on accomplishing higher levels of widening participation in elite institutions. Those who do not progress to such institutions, or to HE at all, are presented as having ‘low aspirations’. Using data from an ESRC funded narrative inquiry of socioeconomically underrepresented Further Education students’ HE decision-making and choices, I demonstrate how they aspired highly while initially showing competitive and individualized choice strategies. However, financial constraints led to the renegotiation of their aspirations over time, leading them to compromise for ‘reasonable’ rather than ‘preferred’ HE options. Subsequently, this had negative impacts upon the participants’ subjectivities. The article provides support for arguments against current individualized conceptualizations of ‘aspiration’ presented by policy, and proposes approaches to move away from this.  相似文献   

5.
International student assessments have become the ‘lifeblood’ of the accountability movement in educational policy contexts. Drawing upon Stuart Hall’s concept of representation, I critically examined who comprises epistemic communities responsible for developing the Organization for Economic Co-operation and Development’s Assessment of Higher Education Learning Outcomes economics strand. Through my analysis, I identify homogeneity among test-makers, missing voices, and western concepts as represented ideas that become fixed and circulated through policy channels. In an era of accountability and comparison, comparative international student assessments are becoming increasingly normative in educational settings. As scholars, policymakers, and educators use these test results, we must critically examine who is responsible for producing these tests.  相似文献   

6.
ABSTRACT

Amid debates about the role and impact of global university rankings (GURs), very few have closely examined how GURs media outlets construct meanings of higher education (HE) in their visual representations. We critically examine publicly available visual media of students in the Times Higher Education World University Rankings and US News and World Report websites. Drawing on Stuart Hall’s heuristics of representation and attending to visual grammars, we argue whiteness maintains its racial hegemony in GURs’ student imagery through its flexibility and in/visbility. Furthermore, whiteness is entangled with other systems of oppression, particularly patriarchy, homonormativity, and heterosexuality. We suggest that GURs rankings media are not simply constructing and informing us about the quality and excellence of HE, but simultaneously teaching us how to view students, often reproducing oppressive racialized and gendered ideologies. We end with methodological implications of visual cultural studies in comparative education.  相似文献   

7.
This article summarises the main conclusions of the ‘Maastricht study’: Achieving the Lisbon Goal: The Contribution of VET ( Leney et al., 2004 ), which the UK Qualifications and Curriculum Authority (QCA), in collaboration with the Institute of Education and other international partners, prepared for the European Commission's DG Education and Culture in 2004. Based on the self‐assessment reports prepared by the Directors‐General for VET (DGVTs) of 31 European countries, and on independent expert reviews of the national and international literature on VET, the report analysed the contribution of VET to achieving the Lisbon goal and influenced the framing of the Maastricht Communiqué which the European education ministers agreed in December 2004. This summary of the findings of the report is organised under the following sections: 1) The potential of VET as an aspect of European cooperation; 2) The current state of play and progress of VET towards achieving the Lisbon goal; 3) Innovation in VET teaching and learning; and 4) Conclusions.  相似文献   

8.
ABSTRACT

Based on an ecological view of teacher resilience, the paper investigates perceived difficulties and resources among vocational education and training (VET) teachers as a first step for investigating teachers’ resilience. Given the substantial shortage of theoretical and empirical studies on this population, more research on resilience among VET teachers is necessary and relevant. In this exploratory qualitative study, interviews with VET teachers in Switzerland (n = 37) sought to identify the specific challenges faced by teachers, the resources to be addressed. As well as confirming the different critical challenges and protective factors emerging from the literature review, the results identify difficulties and resources specific to VET teachers in Switzerland. In terms of critical challenges at a macro-contextual level, teachers’ low social recognition is emphasised. Moreover, exposure to curricular reforms generates stress and pressure related to the required standardisation of content and subject changes. At a micro-system level, we detected teachers’ frustration in relation to students’ low vocational motivation and maturity and specific emerging instructional challenges in vocational subject teaching. In terms of resources, teachers perceived the possibility of diversifying their professional role by alternating school and extracurricular activities as a supportive factor. The results provide a basis for more extensive quantitative study investigating relationship among adversities and resources and resilient strategies.  相似文献   

9.
Abstract

While other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on how IOs’ epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/power that inform the why (or logic) of these IOs’ epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of ‘delinking’ from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE.  相似文献   

10.
Amid growing debates around international assessment tools in educational policy, few have critically examined how students themselves are cast in policy tool production processes and discourse. Drawing on Stuart Hall's concept of representation, we show how higher education (HE) ‘students’ are constructed, fixed and normalized by the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education Learning Outcomes (AHELO) initiative. Based on an analysis of AHELO texts, we argue that the OECD, during the early stages of test production, fixes and circulates the meaning of ‘students’ as represented objects. We identify and analyze two distinct representational practices at work in AHELO texts: classifying and organizing, and marking. We posit that by fixing images of the student as an object of learning and as a consumer–investor subject, the OECD creates ‘usable’ representations of ‘students’ to claim jurisdiction over teaching and learning in HE and to justify intervention through standardized testing.  相似文献   

11.
ABSTRACT

Is there a need for a new field within Peace Education that looks at the complex dynamics of transitional societies in the post-truth era? What formal and informal pedagogical strategies might be best suited for transforming ‘emotional anti-peace mindsets’? Drawing on practical examples from the complex political contingencies in Colombia, this article positions the concept of Peace Process Pedagogy within discussions in Critical Peace Education and Critical Contemplative Pedagogy. It encourages critical pedagogues to develop strategies to dismantle misinformation about peace policies, to engage in open conversations about emotions, and to work with embodied action.  相似文献   

12.
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

13.
Abstract

We examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity.  相似文献   

14.
Abstract

Citizenship and competence are both contested concepts, and both have maximal and minimal versions which may be contradictory or complementary. Beth concepts have assumed a prominent place in discourses on the post‐compulsory curriculm and the development of life and work trajectories in early adulthood. Maximal concepts of citizenship allow consideration of the processes by which young adults make their transitions to full participation in society, with reference to the life course and the social structures of inequality. Tensions are created between individual potential and capacities and the institutional, social and labour market structures within which young adults are active. In England, Vocational Education and Training (VET) is now dominated by competence‐based approaches which seek to regulate behaviour through outcomes. In Germany, VET serves the broader purpose of preparing young people for citizenship. Some cultural assumptions behind these differences are revealed in ongoing comparative studies, whose findings are discussed with reference to complementary and contradictory trends in Competence and Citizenship, and the need for future models which bring together maximal versions of both.  相似文献   

15.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.  相似文献   

16.
ABSTRACT

Nearly two decades have passed since the Open Educational Resources (OER) movement was launched. Its success in Brazil can be illustrated with the establishment of a UNESCO Chair in Open Education in 2014, in one of the country’s most prestigious universities. Crucially, OER were included in the 2014–2024 National Education Plan, a key piece of national educational legislation, as a category of educational technologies framed as tools. Assuming metaphors such as this play a key role in the ways we think, speak and act, this article presents a critical perspective on OER in Brazil. Examining the implications of the main metaphors used to construe OER in local media and academic sources, the text argues that these metaphors reflect hegemonic discourses on educational technology, concealing the non-neutrality of technological artefacts, obscuring issues concerning curriculum and pedagogy, and overlooking actual local needs. The article discusses issues concerning local OER advocacy, positioned in respect to specificities of a context where education, albeit a constitutionally established right, may be poised to undergo radical changes in the near future.  相似文献   

17.
Abstract

This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational policy Kia Eke Panuku, we argue that such a claim is not established and it is the development of an epistemic identity which is more likely to be the means for Māori to attain educational success.  相似文献   

18.
Abstract

The authors review the concept of Tong Shi (通 识) in ancient Chinese philosophical texts, illustrate the Chinese cultural attributes unique to the characters Tong and Shi, and confirm that the name and essence of Tong Shi Education has a clear directivity and irreplaceable coverage to university general education in contemporary China. To use Tong Shi to refer to general education can facilitate the establishment of a modern higher education concept that deeply rooted in Chinese traditions. Based on substantial historic sources, the authors also argue that Tong Shi Education as an educational concept that links both the past to the present and has global significance, was created out of the internal requirements of China’s reforms as Chinese universities are facing modern transformations.  相似文献   

19.
Abstract

The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16?years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p?<?0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations.  相似文献   

20.
ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.  相似文献   

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