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2. Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), De Philippis, Marta, and Rossi, Federico
- Abstract
This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
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- 2019
3. Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
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Kuroda, Kazuo, Yuki, Takako, and Kang, Kyuwon
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Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]
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- 2010
4. The Global Competition for Talent: The Rapidly Changing Market for International Students and the Need for a Strategic Approach in the US. Research & Occasional Paper Series. CSHE.8.09
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University of California, Berkeley, Center for Studies in Higher Education, Douglass, John Aubrey, and Edelstein, Richard
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There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)
- Published
- 2009
5. Vision, Invention, Intervention: Celebrating Adult Education. Conference Proceedings. Papers from the Annual Conference of the Standing Conference on University Teaching and Research in the Education of Adults (25th, Winchester, England, United Kingdom, July 11-13, 1995).
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Standing Conference on Univ. Teaching and Research in the Education of Adults. and Bryant, Ian
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The papers in these proceedings include a number of themes such as enduring and progressive social change, good practice and positive outcomes, and strategies of survival, resistance and subversion. They are: "Achievement, Personal Development, and Positive Outcomes" (Viv Anderson); "Raising Standards" (Paul Armstrong); "Multicultural Education for Adults" (Burjor Avari); " Four Congratulations and a Caveat" (Roseanne Benn); "Issues in the Supervision of Dissertation Research Conducted by Continuing Education and Training Professionals in South East Asia towards a Masters Degree of the University of Sheffield" (Geoff Chivers); "Continuing Education and the Public Understanding of Science" (Martin Counihan); "Silver Lining" (Eileen Daggett); "Conversing Internationally" (Chris Duke); "A Study of the Competence Levels of the Heads of Adult Education in Turkey" (Ahmet Duman); "Vision, Provision, and Television" (Darrel Dymock); "Women's Studies and Adult Education" (Jane Elliott); "Living with Competence" (Paul Garland); "Where Has Schon Led Us?" (Mary Gobbi); "Using a Self-Selected Support Group as a Strategy for Survival" (Christine Hibbert, Antoinette Middling, Frances Scourfield); "Journey through the Looking Glass" (Cheryl Hunt); "Multiplying Visions and Using Similitudes'" (Christine Jarvis); "Experimental Archaeology in Education" (David Johnston); "We're Still Here" (Rennie Johnston); "Holding Up the Mirror" (William Jones); "Participative Environmental Research and the Role of Continuing Education" (David Knight); "Making a Mark" (Carol Lee-Mak, Janice Malcolm); "The Creative Management of Biography" (Danny Mashengele); "From Distance Learning to Computer Supported Cooperative Learning" (David McConnell); "Autobiography in an Academic Context" (Margaret Millar et al.); "Exchanging Places, Trading Learning" (Nod Miller, Miriam Zukas); "Fiftysomething" (Penny Muter, Peter Watson); "Happiness Is a Thing Called Subversion" (Kirit Patel); "Vision, Policy, or Accident?" (Keith Percy); "Discourse and Culture" (Julia Preece); "Democracy and Personal Empowerment" (Ian Roffe, Carolyn Inglis); "German Adult Education in East Germany after Unification" (Marion Sporing); "Starting with Self" (Alistair Thomson); "Telling the Story of the Self/Deconstructing the Self of the Story" (Robin Usher); "Two Cheers for Special Needs Provision in Adult Education" (Peter Watson); "Re-Visioning the Self" (Linden West); "Using Vocational Competences To Develop an Alternative Framework for Modern Language Teaching" (John Wilson, A. Ibarz); "NVQs [National Vocational Qualifications] and Individuals" (Jonathan Winterton, Ruth Winterton); and "Coming of Age" (Alexandra Withnall). (YLB)
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- 1995
6. Association for International Agricultural and Extension Education 1994 Conference Papers. Annual Conference (10th, Arlington, Virginia, March 24-26, 1994).
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Association for International Agricultural and Extension Education. and Steele, Roger E.
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Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)
- Published
- 1994
7. Johan Vilhelm Snellman's-Finnish Philosopher, Writer, Diplomat-Statement 'Science Centers for All'
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Aydin, Abdullah
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"Go to temples of science and ideas of Europe. Imitate the Tugendbund, 'the Union of Virtue', of which thousands of German youth are the members. Always keep the rule of 'Fit soul is in fit body' in mind" (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman's statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman's statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of "cultural institutions will be a big part of human life" (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.
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- 2019
8. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
- Published
- 2024
9. Examination of the International Scope of Papers Presented at the International Society for Music Education Research Commission Seminars, 1988-2006
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Price, Harry E., Madsen, Clifford K., Cornacchio, Rachel, and Webb, Marie
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The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)
- Published
- 2010
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10. Teaching and Research in International Law in Asia and the Pacific. Report of a Regional Consultation Meeting Including Nine Country Status Surveys (Seoul, Republic of Korea, October 10-13, 1984). Social and Human Sciences in Asia and the Pacific. RUSHSAP Series on Occasional Monographs and Papers, 11.
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United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.
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Information on teaching and research in international law for countries of the Asia-Pacific region is presented in proceedings of a 1984 conference sponsored by the United Nations Educational, Scientific, and Cultural Organization. In addition to a regional overview, suggestions are offered for promoting regional cooperation in international law. Challenges in the teaching and study of international law, problems areas for students graduating in international law, and problems of the profession are considered. Status reports for nine countries on teaching and research in international law are provided by conference participants as follows: Australia (James Crawford), India (M. L. Upadhyaya), Indonesia (Komar Kantaatmadja), Japan (Onuma Yasuaki), Republic of Korea (Chi Young Pak), Pakistan (M. A. Mannan), The Philippines (Adolfo S. Azcuna), Sri Lanka (A. R. B. Amerasinghe), and Thailand (Vitit Muntarbhorn). Appendices include: a conference program, list of participants and brief introductory conference addresses by Jae Hoon Choi, E. Hyock Kwon, Bong-shik Park, and Yogesh Atal. (SW)
- Published
- 1985
11. English as a Foreign Language and Motivation for Learning: A Comparative Perspective
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Vonkova, Hana, Moore, Angie, Kralova, Katerina, and Lee, Jo-Yu
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In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords "EFL" and "motivation" in the "Web of Science" database for 2020. In total, we found 61 Social Sciences Citation Index (SSCI) articles. Asia prevails, especially Eastern Asian Chinese speaking regions (Mainland China, Taiwan, and Hong Kong). Policies in Asian regions such as China and Taiwan highly support EFL. There is the aim to develop Taiwan into a "bilingual nation". Likewise, the European Union promotes the establishment of the so-called European Education Area within which studying and training should be accessible and profitable for people living in the EU. Spain remains the European country with the highest number of EFL motivation publications. There were only a few papers from the Americas. In South America, we see evidence of the beginnings of a CLIL push, which has the potential to lead to expanded EFL motivation research in these previously under researched areas. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
12. Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis
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Anamica Maan and Kapil Malhotra
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This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.
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- 2024
13. National Statement for Engaging Young Australians with Asia in Australian Schools
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Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
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"Engaging Young Australians with Asia" is a national policy statement which supports "The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century." These goals promote understanding of the value of cultural and linguistic diversity, and possessing the knowledge, skills and understanding to contribute to, and benefit from, such diversity in the Australian community and internationally. The "Statement" identifies the broad knowledge, understandings, values and skills required to engage with Asia in the context of existing policies and practices in teaching and learning. It is based on the understanding that, across all learning areas, studies of Asia and Australia will achieve a status comparable with other studies traditionally included in the curriculum. "Engaging Young Australians with Asia" has been prepared by the Asia Education Foundation (AEF) and builds on "Studies of Asia: A Statement for Australian Schools" (Second Edition, 2000). It reflects the significant work undertaken since 1993 by all education jurisdictions and schools across Australia in integrating the study of Asia across learning areas, including Asian languages. It draws on this experience to outline six interlinked elements for education jurisdictions, schools and teachers which are optimal to assist all Australian students gain such essential capabilities from their schooling. These elements are: teaching and learning, curriculum resources, teacher professional learning, engaging parents and community, teacher education and quality assurance. The statement integrates responses from a widely representative consultation of school education stakeholders including parents, business leaders, education sectors, classroom practitioners, school principals, curriculum leaders, teacher educators and Asian Studies academics. (Contains 16 footnotes.)
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- 2006
14. Distance Open Learning in the Developing Asian Countries: Problems and Possible Solutions. ZIFF Papiere 117.
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Fern Univ., Hagen (Germany). Inst. for Research into Distance Education. and Ramanujam, P. R.
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Problems facing distance open learning in the developing Asian countries were examined, and possible solutions were proposed. The prominent features of distance and open learning in 10 developed nations were identified. Existing distance education (DE) systems in developing nations in Asia, Africa, and Latin America were reviewed and found to share the following features: inadequate finances; poor communication and infrastructural facilities; the absence of clear governmental policies; limited use of audiovisual media; a shortage of experts to develop multimedia courses; a lack of financial and academic autonomy for distance teaching institutions; and distance education's low social and academic status because of quality issues. The review indicated that blindly copying Western models of DE is more dangerous than evolving indigenous models for developing countries. The future of DE in developing countries was shown to depend primarily on the ability of DE institutions to respond to the specific needs of learners at different levels. The following actions were recommended for improving DE in developing Asian countries: (1) review existing institutional structures and governance; (2) evaluate existing methods of teaching and learning and existing support systems; and (3) recognize the potential of information communication technologies and evolve appropriate policies for distance open learning. (Contains 30 references.) (MN)
- Published
- 2001
15. Adaptive Resilience and Creativity: Learning Cities Mobilizing COVID Responses, Expanding Networks
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Raymer, Annalisa L. and Hughes, Jessica A. H.
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Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]
- Published
- 2021
16. Skills Development and Climate Change Action Plans: Enhancing TVET's Contribution. Education 2030
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) and United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France)
- Abstract
Climate change is an ongoing process that, at the current pace of such activities, cannot be avoided. Tools have been proposed to deal with climate change focus on adaptation and mitigation. Strengthening national and international awareness of and commitment to reducing the impact of climate change has become the only viable option to ensure the sustainability of life on Earth. The Paris Agreement entered into force in 2016 with the aim of bringing all nations together in a common goal of combating climate change and adapting to its impacts. According to the Agreement, every party should submit a climate plan laying out its adaptation and mitigation targets. Technical and vocational education and training (TVET) has the potential to play significant roles in these plans. The smooth transition to green societies and economies relies on amongst others the knowledge, skills and competencies to promote sustainable development. Effective education and training for sustainable development pivots on governance and vision, and the ability to empower people in an inclusive manner to act in favour of sustainable development. It also relies on the ability to train, upskill, reskill and empower those that can take advantage of the job growth and job creation potential in a changing economy. This discussion paper compiles and reviews relevant information regarding the country submissions (Nationally Determined Contributions and National Communications) which lay out adaptation plans and the policies created in fifty-seven selected countries. The aim is to summarize key information that can help assess the ongoing and potential contribution of TVET to the realization of these plans. The analysis made through this discussion paper has helped to generate a set of approaches for climate change adaption, through the education and training lens. These approaches can be used to advance the discussion in strengthening the technical and vocational skills development component in country climate adaptation plans. [This report was written in collaboration with Uthpala Sankalpani.]
- Published
- 2021
17. Technical and Vocational Education and Training for Disadvantaged Youth
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany), Alla-Mensah, Joyceline, Henderson, Holly, and McGrath, Simon
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Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at '4As': availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network.
- Published
- 2021
18. Mathematics Anxiety as a Mediator for Gender Differences in 2012 PISA Mathematics Scores
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Cox, Jennifer and Jacobson, Erik
- Abstract
Although gender differences in mathematics are smaller than they have been in the past, prominent voices still attribute these differences to a variety of fixed individual factors, such as genetic characteristics of men and women. We hold the alternative view that these differences can be ultimately attributed to malleable factors. From this vantage, societies could influence gender differences in mathematics by changing students' experiences in school. In this study, we built on prior work suggesting that mathematics anxiety causes lower mathematics scores. In particular, we found that mathematics anxiety entirely explains the gender differences evident in mathematics scores from the 2012 US Programme for International Student Assessment (PISA). Furthermore, we found that gender moderates the mediating role of mathematics anxiety: math anxiety is more detrimental for male than for female students. Because math anxiety is a malleable individual characteristic, we conclude that gender differences reveal more about gendered societal experiences than they do about innate characteristics of men and women. [For the complete proceedings, see ED629884.]
- Published
- 2020
19. Bringing the Learning Home: Examining the Course-Level Impact of International Professional Experience
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Fitzgerald, Ange and Bradbury, Ondine J.
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Within an ever-increasing time of globalisation, globalised learning and international mobility, international professional experience can provide a range of opportunities for personal and academic growth. Perhaps unsurprisingly, pre-service teachers commonly attest to the positive impact of international placements. What is less well understood is the impact on the learning and teaching that occurs at the university curriculum level prior to and after an international placement. An emergent aspect of this research and the focus of this paper is the impact of these experiences in terms of what they offer the university teaching and learning context. To gain a further understanding of the extent of these impacts, a set of reflective narratives from 10 pre-service teachers and seven teacher educators were gathered and analysed using inductive, thematic analysis. The findings showed that for pre-service teachers and teacher educators that context both culturally and educationally were paramount. The reflections highlighted the impact on the development of a range of general capabilities for both sets of participants. Additionally, international placement experiences increased levels of reflection for both pre-service teachers and teacher educators, which led to further understanding and refining their teacherly identity.
- Published
- 2023
20. Effect of Sports Health and Exercise Research on Olympic Game Success: An Analytical and Correlational Survey
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Sahin, Süleyman and Senduran, Fatih
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The aim of this study is to investigate the effects of countries' development level in sports medicine, exercise and sports performance on their success in Olympic Games. Within this purpose, 1027 papers that were published between 2010 and 2018 in the journal of Sports Medicine, of which impact factor was 7.074 in 2017, were examined in analytical and correlational terms considering the first author and total author numbers. Pearson Correlation was utilized to find out the relationships between the papers from various countries and their success at Olympic Games. Regarding the number of medals won by the countries in the 2016, 2012 and 2008, Olympic Games were found significantly correlated with the number of first author (r = 0.73) and total author (r = 0.74).
- Published
- 2020
21. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
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Wodon, Quentin
- Abstract
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
- Published
- 2020
22. Some Reflections on the Challenges and Opportunities of the CCP Asia and Australia's Engagement with Asia in the Australian Curriculum
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Henderson, Deborah
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Three decades ago, Stephen Kemmis (1990) argued that curricula provide insights into how nations and states interpret themselves and how they want to be interpreted. He also noted that 'debates about curriculum reveal fundamental concerns, uncertainties and tensions which preoccupy nations and states as they struggle to adapt to changing circumstances' (Kemmis, 1990, p. 32). This empirical paper draws from the literature to review the inclusion of the Cross-Curriculum Priorities (CCP) as one of three basic dimensions of the Australian Curriculum. In doing so, this paper argues that the CCPs can be viewed as indicative of the curriculum challenges Kemmis canvassed and it raises questions about how particular approaches to curriculum can be integrated into subject-based curricula. In particular, the discussion focuses on the CCP of Asia and Australia's Engagement with Asia as a contested form of knowledge in the current curriculum, together with some of the challenges and opportunities Geography teachers face in planning to implement this CCP.
- Published
- 2020
23. Application of Blockchain Technology in Higher Education
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Fedorova, Elena P. and Skobleva, Ella I.
- Abstract
Emergence and development of the blockchain technology, which is able to transform into "a most powerful disruptive innovation", shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees' competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.
- Published
- 2020
24. Bibliometrics of Scientific Productivity on Physical Activity in Children and Adolescents with Autism Spectrum Disorder and Down Syndrome
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Cossio Bolaños, Marco, Vidal Espinoza, Rubén, Pezoa-Fuentes, Paz, Cisterna More, Camila, Benavides Opazo, Angela, Espinoza Galdámez, Francisca, Urra Albornoz, Camilo, Sulla Torres, Jose, De la Torre Choque, Christian, and Gómez Campos, Rossana
- Abstract
The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.
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- 2022
25. Higher Education as a Field of Study: An Analysis of 495 Academic Programs, Research Centers, and Institutes across 48 Countries Worldwide
- Author
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Chan, Roy Y.
- Abstract
The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from "Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications" (2014), this paper examines the policy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention. [For the complete Volume 17 proceedings, see ED596826.]
- Published
- 2019
26. Mapping Inclusive Education 1980 to 2019: A Bibliometric Analysis of Thematic Clusters and Research Directions
- Author
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Methlagl, Michael
- Abstract
The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.
- Published
- 2022
27. Digital Transformation in the Education Sector Due to the Impact of COVID-19
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Jimenez-Pitre, Iris, Molina-Bolivar, Geomar, and Pitre, Rodrigo Gamez
- Abstract
A documentary review was conducted on the production and publication of research papers on studying the variable Digital Transformation, Education and COVID-19. The bibliometric analysis proposed in this document aims to know the main characteristics of the volume of publications registered in the Scopus database from 2020 to 2022, achieving the identification of 464 publications in total. The information provided by this platform was organized using tables and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced through qualitative analysis. Among the main findings of this research, it is found that Spain, with 49 publications, was the country with the highest global production. The area of knowledge that made the most significant contribution to the construction of bibliographic material related to the study of Digital Transformation, Education and COVID-19 was the area of Social Sciences with 253 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 54% of the total scientific production.
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- 2022
28. Action Competencies for Sustainability and Its Implications to Environmental Education for Prospective Science Teachers: A Systematic Literature Review
- Author
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Husamah, H., Suwono, Hadi, Nur, Hadi, and Dharmawan, Agus
- Abstract
Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.
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- 2022
29. The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review
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Khaizaar, Nur Izzatie and Hidayat, Riyan
- Abstract
The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.
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- 2022
30. A Systematic Review of Flipped Learning Approach in Improving Speaking Skills
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Santhanasamy, Cassandra and Yunus, Melor Md
- Abstract
Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils' speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils' speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils' speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils' speaking skills from various levels of education.
- Published
- 2022
31. The Culture of Administration and the Administration of Culture: Educational Administration in the New World Order.
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Bates, Richard
- Abstract
A "regional order," let alone a "world order," will be very difficult to achieve. In fact, global disorder has persisted throughout the last century. This paper describes concerns about the existing world order and delineates some of the apparent alternatives. Problems involved in revitalizing civil society in order to counteract the market-dominated structures of global capitalism are outlined. Educational organizations and educational administration achieve their ends through the trafficking of culture and knowledge through three main message systems--curriculum, pedagogy, and assessment. Nation-states are obligated to: (1) exercise a proper care for their citizens; (2) guarantee the integrity of civil society; and (3) guarantee the integrity and operation of markets. The paper suggests that a more modest aim is needed--the negotiation of difference--rather than the construction of a new world order or even a new regional order. In this sense, educational administration is a social, political, and above all, a cultural act through which some of the operations and defenses of the nation-state are achieved. The role of the administrator is to provide circumstances under which the negotiation of difference can occur and to support the professional development of teachers upon which such negotiation depends. (Contains six references.) (LMI)
- Published
- 1997
32. Resource Exploitation and Consumption in the Frame of Education for Sustainable Development in German Geography Textbooks
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Kowasch, Matthias
- Abstract
This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.
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- 2017
33. 'Asia Literacy' through Research-Oriented School-Engaged Teacher Education: From Volunteer Mandarin Teaching-Assistants to Volunteer Teacher-Researchers
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Australian Teacher Education Association (ATEA), Singh, Michael, and Zhao, Da Cheng
- Abstract
This paper explores the possibilities for building research-oriented, school-engaged teacher education through the professional learning of volunteer teacher-researchers. Volunteerism in education covers a broad spectrum of people and activities ranging from working in school canteens to supporting language and literacy programs. This paper reports on the professional learning of volunteer Mandarin teaching assistants as they develop into volunteer teacher-researchers. Situating this study in relation to Australian National Asian Languages and Studies in Schools Program, this paper draws on concepts from "Asia literacy" for its theoretical framework. A review of the research literature points to a need to value volunteers' contributions to teaching experience as a way of promoting volunteerism in schools. Elements of the research method for the study reported here include the project's focus, the participants and their selection, and ethical protocols. The analysis of evidence explores the transition through the work-integrated professional learning of these volunteer teacher-researchers, tracking their development through a collection of 28 documents. The discussion section uses the concept of "Asia literacy" to analyse the value of this research-oriented, school-engaged teacher education program. (Contains 4 tables.)
- Published
- 2009
34. Teacher Education: Crossing the Cultural Borders of Australia and Asia
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Australian Teacher Education Association (ATEA) and Salter, Peta
- Abstract
Becoming "Asia literate" is a pivotal part of the federal government's "Education Revolution". The federal government asserts that "equipping young Australians with the knowledge and skills to communicate and work with our regional neighbours...such skills must be a core element of an Australian school curriculum" (Gillard, 2008), especially in a climate of globalisation. Cultural intelligence, as suggested here, is of economic value, as intercultural knowledge and understandings are vital to preparing an Australia workforce that is globally competitive, and in particular, can capitalise on the economic opportunities available in Australia and region. There are, however, increasingly problematic issues surrounding the implementation of curriculum that fosters intercultural understanding between Australia and Asia, the presence of which ultimately questions how teacher-educator programs can prepare graduates to engage effectively in crossing such cultural borders. Using curriculum documents and a selection of teacher education, this paper explores how the concept of being "Asia literate" resides in current federal government policy, and in particular, it explores the tensions around the development of an "Asia literate" curriculum in terms of ideological differences with traditional Eurocentric approaches to education and what is known about effective cultural education. It then identifies and discusses the challenges for teacher-educator programs to equip graduates to realise these curriculum needs. The dilemma of introducing "another" or "other" culture without enforcing unnecessary division or creating insurmountable borders is complex. In light of this, Said poses a critical question: "Is the notion of a distinct culture (or race, or religion, or civilisation) a useful one, or does it always get involved either in self-congratulation (where one discusses one's own) or hostility and aggression (when one discusses the "other")?" (p.325-326) Fostering intercultural understanding is crucial to becoming "Asia literate", however an approach that implicitly or explicitly promotes a division between cultures and communities is problematic, especially as the "National Statement for Engaging Young Australians with Asia in Australian Schools", approved by the Ministerial council on Education, Employment, Training and Youth Affairs in 2005, highlights that: "our future is inextricably linked to the strength of the relationships and understandings that we forge with Asian countries" (AEF, 2006). On the basis of this analysis, the paper identifies and addresses three key implications for teacher educators in the context of the federal government's "Asia literate" policies. First, it investigates what knowledge base teachers need to ensure cultural awareness development of students immersed in "Asia literate" curriculum. Then, it explores how teacher educator programs can prepare teachers for this challenge. The paper closes with reflections on what import existing teacher educator programs place on the "Asia literate" focus, as available in current programs, and raises questions on the implications of the representation and circulation of "Asia literate" knowledge in the tertiary setting. (Contains 1 note.)
- Published
- 2009
35. ESP Student Feedback - A Tool to Develop Both Students' and Teachers' Competences
- Author
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Dima, Viorela-Valentina and Stefan, Laura Raluca
- Abstract
The current paper investigates how ESP teachers and learners may benefit from feedback exchange during the learning process. The article is a qualitative analysis of student feedback provided for ESP classes by learners from a Romanian economic university -- i.e. the Bucharest University of Economic Studies. Responses refer to: the development of (general and business) English skills, enhancing self- and peer awareness, benefits of peer cooperation. The analysis is undertaken by an interdisciplinary team comprising an English teacher and a psychologist and discusses the relevance of such assignments for the development of students' and teachers' competences. We place our analysis against the background of research on (language) teacher competences and (language) learner competences in professional frameworks developed in Europe, Asia, Australia, North America, highlighting the complex teacher and learner/ graduate profiles required across the world, as well as the contribution of feedback exchange skills to this profile.
- Published
- 2021
36. Augmented Reality in Education: An Overview of Twenty-Five Years of Research
- Author
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Avila-Garzon, Cecilia, Bacca-Acosta, Jorge, Kinshuk, Duarte, Joan, and Betancourt, Juan
- Abstract
Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
- Published
- 2021
37. A Worldwide Journey through Distance Education--From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic
- Author
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Pregowska, Agnieszka, Masztalerz, Karol, Garlinska, Magdalena, and Osial, Magdalena
- Abstract
Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers' and students' points of view in both secondary and higher education.
- Published
- 2021
38. Raising the Achievement of Immigrant Students: Towards a Multi-Layered Framework for Enhanced Student Outcomes
- Author
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Volante, Louis, Klinger, Don A., Siegel, Melissa, and Yahia, Leena
- Abstract
Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students' achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.
- Published
- 2019
- Full Text
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39. Including Asia in the Arts Curriculum: A Terra Incognita.
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Australian Inst. of Art Education, Melbourne. and Grafton, Lee
- Abstract
The "new reality" of Australia's involvement with Asia has brought an added urgency to the call for curriculum inclusions that ensure appropriate and positive levels of Australian engagement with countries of the Asian region. This paper discusses the "Delors" report and considers its "Learning To Know, Learning To Do, Learning To Live Together and Learning To Be" framework in the context of the Asian-Pacific's place in Australian arts education. Highlighted is the Asia Education Foundation (AEF), established in 1992 as a national organization to promote Asian studies in Australian schools. (BT)
- Published
- 1999
40. Indicators for a Broad and Bold Education Agenda: Addressing 'Measurability' Concerns for Post-2015 Education Targets
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Open Society Foundations (OSF)
- Abstract
This paper and the four commissioned works on which it is based are guided by the important question: How can we start valuing practices and outcomes of teaching and learning that are difficult to reduce to numbers? As the process of developing indicators for the Post-2015 education targets unfolds, some of the targets are at risk of being dropped on account of being 'un-measurable.' However, excluding more holistic but harder to assess educational targets will inevitably remove vital focus from some of the most important aspects of high quality education provision. Three education targets, developed by the Education for All Steering Committee (EFA-SC) and the Open Working Group on Sustainable Development of the U.N. General Assembly (OWG), are the thematic foci of this paper: (1) Relevant Learning Outcomes; (2) Knowledge, Values, Skills, and Attitudes to Establish Sustainable and Peaceful Societies; and (3) Teachers and Safe, Inclusive, and Effective Learning Environments. These three targets are at risk of being excluded from the final formulation of the Sustainable Development Goals (SDGs) in response to practical concerns about the number of targets being excessive as well as concerns that targets such as these "rely too much on vague, qualitative language rather than hard, measurable, time-bound, quantitative targets." This report also highlights some of the main ideas put forward by the authors of the four commissioned papers. The annex to this document briefly describes the commissioned papers and presents the indicators proposed by the authors. [For the commissioned papers, see "Capturing Quality, Equity & Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015" (ED610009), "Goals and Indicators for Education and Development: Consolidating the Architectures" (ED609905), "Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development" (ED609982), and "Indicators for All? Monitoring Quality and Equity for a Broad and Bold Post-2015 Global Education Agenda" (ED609988).]
- Published
- 2015
41. Goals and Indicators for Education and Development: Consolidating the Architectures
- Author
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Open Society Foundations (OSF) and Lewin, Keith M.
- Abstract
The purpose of this paper is to review recent developments related to the development of indicators of educational progress in the context of the Post 2015 deliberations to generate a new international architecture for educational investment through to 2030. There have been a plethora of suggestions and several parallel consultation processes since 2012 to revise and replace the goals for education and development agreed at the World Education Forum in Dakar (UNESCO, 2000) and enshrined in the Millennium Development Goals (United Nations, 2000). This process is now converging on the two frameworks that are the subject of this analysis. Specifically, there are now seven goals that the Education for All Steering Committee has developed which were consolidated in the May 2014 Muscat Agreement (UNESCO, 2014); and the ten goals produced by the Open Working Group on Sustainable Development of the U.N. General Assembly (UN General Assembly, 2014). These goal statements overlap and are largely consistent with each other but contain some significant differences. This paper reconciles the differences and develops sets of possible indicators building on the work of the Indicators Technical Advisory Group (TAG-EFA, 2014) and the UN Statistical Commission (UNSC, 2014). The paper is organized in six parts. Part 1 analyses the strengths and weaknesses of the existing goals and targets for education and development to frame subsequent discussion in the context of the evolution of Education for All since 1990. Part 2 offers a necessary clarification of the relationship between goals and objectives, and targets and indicators. Part 3 reviews and discusses the process of developing indicators that are fit for purpose. Part 4 highlights characteristics of different types of indicator. Part 5 develops a list of preferred goal statements from the Muscat Agreement and OWG goals, links these to a discussion of existing and proposed indicators, and consolidates promising indicators that could be used to assess progress. The last part of the paper collects together forward looking conclusions that profile key issues that will shape how new indicators are devised to monitor the sustainable development goals for education.
- Published
- 2015
42. Formalising Informal Learning: Assessment and Accreditation Challenges within Disaggregated Systems
- Author
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McGreal, Rory, Conrad, Dianne, Murphy, Angela, Witthaus, Gabi, and Mackintosh, Wayne
- Abstract
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the "OER universitas" (OERu) concept. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
- Published
- 2014
43. Comparison of Student Learning Outcomes Assessment Practices Used Globally
- Author
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Carter, Shani D.
- Abstract
Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.
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- 2019
44. The Praxis of Teaching Artists in Theatre and Dance: International Perspectives on Preparation, Practice and Professional Identity
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Anderson, Mary Elizabeth, Risner, Doug, and Butterworth, Michael
- Abstract
This international study investigated the experiences and attitudes of teaching artists whose work is rooted in theatre, dance, and closely-related disciplines. Based on survey data from teaching artists working in Australia, New Zealand, Southeast Asia, United Kingdom, and the United States (n = 172), the paper illuminates participants' perspectives on preparation, practice and professional identity. Emergent themes include: (1) teaching artist training and preparation, (2) work contexts and populations served, and (3) work challenges and obstacles. Following discussion of key survey findings, three case studies based in higher education settings in the USA, UK and Southeast Asia are presented. Hagman's (2005) framework for multiple fields of subjectivity at work in aesthetic experience is employed to illustrate the ways in which the intrasubjective, the intersubjective, and the metasubjective fields of subjectivity inform each teaching artist's practice and professional identity. The paper concludes with an analysis of themes in light of current discussions on reflective practice and implications for teaching artist "praxis". (Contains 7 footnotes.)
- Published
- 2013
45. Proceedings of the CIAE Pre-Conference (61st, Las Vegas, Nevada, November 4-6, 2012)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.
- Published
- 2012
46. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
47. Women and Graduate Management Education (2012). GMAC[R] Data-to-Go Series
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Graduate Management Admission Council (GMAC)
- Abstract
This paper provides statistics on women and graduate management education for 2012. This paper contains two parts: (1) Women in the Business School Talent Pipeline; and (2) Women in Business. "Women in the Business School Talent Pipeline" discusses: (1) GMAT[R] Examinees; (2) B-School Demand from Younger Women; (3) MBA, Masters & Other Intended Degrees; and (4) Female Quants (Interest in Quantitative and Specialized Degrees). "Women in Business" discusses: (1) Jobs; (2) Value of Graduate Management Education; (3) Industry Preferences; (4) Study-Work-Life Balance; and (5) Geographic Focus and Regional Comments. (Contains 7 resources.)
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- 2012
48. Challenges of Learning English in Australia towards Students Coming from Selected Southeast Asian Countries: Vietnam, Thailand and Indonesia
- Author
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Nguyen, Cao Thanh
- Abstract
The paper will explore the challenges students from selected South East Asian countries (Vietnam, Thailand and Indonesia) face while studying English in Australia before entering into Australian University courses. These students must contend not only with different styles of teaching and learning, but also with the challenge of adapting to a new culture. The study was conducted at one of the largest language institutions in Melbourne (affiliated with a major University), and the results collected draw on the English learning experiences of nine students (three Vietnamese, three Thai and three Indonesian) and two language teachers. Semi-structured interviews were adopted as the primary data collection method, and this allowed the major problems that these students experience while studying English for University entry to be identified. The findings of this paper include reasons why Vietnamese, Thai and Indonesian students find it difficult to study in Australia, and possible solutions for overcoming these difficulties and improving the English proficiency of students from these countries.
- Published
- 2011
49. Sport Management: Who We Are and Where We Are Going
- Author
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Stokowski, Sarah, Paule-Koba, Amanda L., Huml, Matt R., Koch, Mark C., and Li, Bo
- Abstract
Due to the popularity of sport, the need to have sport management programs that properly train practitioners is justified (Pedersen & Thibault, 2014). However, with 505 sport management bachelors programs worldwide ("Degrees in Sports," n.d.) housed in various academic units, there is little consistency within the field of study. This paper strives to explore the field of sport management and to better understand sport management faculty members' perceptions of the discipline. Grounded in Foucault's (1971) theory of discourse, total of 154 sport management faculty members worldwide participated in the study. The data revealed there is a lack of consistency within the field regarding faculty members' perceptions of sport management. This study offers a vital, first step in an empirical examination of a critical phenomenon in the sport management academy.
- Published
- 2022
- Full Text
- View/download PDF
50. The Kuznets Curve of Education: A Global Perspective on Education Inequalities. CEE DP 116
- Author
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London School of Economics & Political Science, Centre for the Economics of Education, Morrison, Christian, and Murtin, Fabrice
- Abstract
Education is recognized to be a key factor of economic development, not only giving access to technological progress as emphasized by the Schumpeterian growth theory, but also entailing numerous social externalities such as the demographic transition (Murtin, 2009) or democratization (Murtin and Wacziarg, 2010). If the evolution of world distributions of income and longevity over the last two centuries have been described by Bourguignon and Morrisson (2002), changes in the world distribution of education have remained unexplored until now, despite their major importance. How has global education inequality evolved over the twentieth century? How should it be measured? Up to now, existing studies on education inequality have had limited spatial and time coverage. For example, Castello and Domenech (2002) and Thomas et al. (2001) provide a descriptive analysis of years of schooling inequality for a broad panel of countries, but their study starts only in 1960. Also, they remain at the country level and do not consider the world distribution of years of schooling, which takes into account educational differences both within and between countries. In contrast, this paper depicts the world distribution of education over 140 years, improving and extending the database recently released by Morrisson and Murtin (2009), which focuses on average years of schooling. The authors provide both average years of schooling and the distribution of education as summarised up by four quantiles in each country. Importantly, this new database is cross-validated by historical data on illiteracy rates. Then, they describe average stocks of primary, secondary and tertiary schooling by region since 1870, and estimate world inequality in years of schooling, which has been dramatically reduced since 1870. Focusing on the measurement of education inequality, this paper raises an important methodological issue. The authors show that a substantial share of inequality in years of schooling can be mechanically explained by a single component of the distribution of education, namely the population that has not attended school, subsequently called the illiterate population. Actually, they find that the observed decrease in inequality in years of schooling over the XXth century is almost entirely explained by the decline in illiteracy. They believe that this result, derived both theoretically and empirically, could help to reconsider an empirical fact discussed in the literature on education inequality (see Berthelemy (2006)), namely the cross-country negative correlation between the average of and the inequality in years of schooling. This correlation mainly reflects the negative and mechanical correlation between average schooling and the illiteracy rate. In line with a recent macroeconomic literature (see for instance Hall and Jones (1999)), the authors then turn to human capital as defined by Mincer (1974), in order to confer a monetary dimension to education. They propose estimates of the world inequality in human capital, examining several definitions for human capital. They focus on one functional form in particular, which accounts for the existence of diminishing returns to schooling. It is the only one that can account for the cross-country negative correlation between Mincer returns to schooling and average years of schooling, as described by Psacharopoulos and Patrinos (2004). At the national level, they find that that human capital inequality within countries has increased then stabilized or even decreased in most regions of the world. When plotted against average years of schooling, human capital inequality within countries has clearly followed an inverted U-shape curve, namely a "Kuznets curve of education". At the global level, they also find that human capital inequality has increased from 1870 to approximatively 1970, then has decreased. They interpret these findings as a consequence of mass education and the existence of diminishing returns to schooling. (Contains 6 tables, 6 figures and 14 footnotes.)
- Published
- 2010
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