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Given the current situation with regards to the publication of the Development Orders to Improve University Teaching approved by Royal Decree 822/2021, which might affect degree mentions in Spain, this research focuses on a study of the form of the curriculum for the Mention in Music Education. To do so, we have selected public and private centres (n = 48) that are affiliated to the Conference of Deans of Education. We examined the offer of this specialisation on the degrees in Early Childhood Education and Primary Education, the distribution of subjects, and access requirements. In addition, the content of the subjects was classified. and the presence of specific placements and final degree projects was considered. The results show a reduction in credits and training capacity compared to the previous specialism. In addition, the more restricted offer of this mention in Early Childhood Education than in Primary Education is shown. The Kruskal-Wallis non-parametric test did not find any statistically significant differences in the availability of these courses in different autonomous communities. In the case of modules offered, it is apparent that both stages share the same musical categories (vocal, instrumental, auditory, musical language and rhythm, movement and dance, among others) but that the teaching load differs. Likewise, it was also found that few centres offer specific practicals and final degree projects for the mentions. For all these reasons, taking into account all of the foregoing is recommended in the event of any modification that could increase the number of credits with the publication of the afore mentioned orders. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

Social conditions of current life do not exactly constitute an ideal framework for the serene implementation of a balanced temporal perspective in the educational system. The article tries to contribute to: 1) substantiating the anthropological value of time, showing the decisive character that, in the current circumstances of accelerated change, the time domain has in the configuration of personal identity; 2) with a more applied nature and awareness of the interaction between time, power, and educational action, rethinking the meaning and scope of today's educational policy decisions. Methodologically, we adopt a hermeneutical approach in which we critically analyse the temporal perspective as a coordinate of personal and social experience, as well as the predominant patterns that explain and justify the connections between time, power, and education. We show how, within our individual possibilities, the balanced organisation of time contributes to achieving a successful personal identity, strengthening the ethical impetus of the educational task and transforming our lifestyle. However, the encounters and disagreements between time and education also depend on the horizons of meaning that we adopt at the collective level, which leads to power being seen as an explanatory variable. Rethinking time and education leads us to reconsider educational policy decisions, in which we simultaneously notice obstacles and innovative possibilities. The change in individual and collective lifestyles, linked to a balanced temporal orientation, is associated with complex interactive and not merely unidirectional socio-cultural dynamics. [ABSTRACT FROM AUTHOR]

The struggles for recognition, focused on cultural and identity issues until recently, are returning to public arenas in the form of struggles for legal recognition, precisely when we are witnessing, in the context of the post-2008 economic recession, a downward review of citizenship rights, in particular social and labour rights. This article discusses this issue by: first, associating education to the struggles for legal recognition, using the «moral grammar of social conflicts » of Axel Honneth; second, showing how education, connected to empowerment, may have an interesting role in the qualification of social actors involved in these struggles; third, defining the major articulations of this educational role in terms of empowerment. The article concludes by demonstrating the strategic role of empowerment, when promoted by education, in the struggles against the recession of subjective or citizenship rights. [ABSTRACT FROM AUTHOR]

Research over the past three decades consistently shows poor outcomes in education and employment for young people leaving care in England. Evidence indicates lower levels of education attainment and post-16 participation for young people in and leaving care in comparison to other young people and suggests a lasting impact, with care experienced adults at greater risk of social exclusion, being overrepresented in marginalised groups such as the long-term unemployed, homeless and prison populations and adults with mental health difficulties. This paper draws on recent research carried out with young people leaving care to explore the challenges they face in finding and sustaining participation in education, employment and training. It shows that support from formal and informal sources to address the practical, emotional and financial challenges is crucial to successful journeys and that young people's own motivation and self-belief are significant factors in increasing and sustaining participation. [ABSTRACT FROM AUTHOR]

One task of the philosopher, and of the philosopher of education in particular, is to examine critically the understandings embodied in the language of the social world which affect the policy and practice of education. It is within such a tradition that the philosopher Ludwig Wittgenstein declared: «my aim is: to teach you to pass from a piece of disguised nonsense to something that is patent nonsense». There is a lot of disguised nonsense in what educational policy makers say and in what educational researchers write. This I shall illustrate though the importance attached to such policies as: first, the need to produce a more skilled workforce; second, to distinguish between academic and vocational learning and courses; third, to raise standards especially in the light of the PISA international comparisons; fourth, to improve the quality of teaching. [ABSTRACT FROM AUTHOR]

The aim of this paper is to revisit the fundamental issue for educational philosophy and theory of how we might or should understand or define the term 'education' itself. I believe that this task needs further attention, for --although past analytical and other educational philosophers may seem to have said all there is to say on this question-- there can be no doubt that this basic conceptual question continues to be the prime source of the deepest and most persisting confusions in contemporary educational theorising and policy making. To this end, I shall in the first part of this paper identify and examine what I take to be the key analytical issues. In the second part, however, I shall say something about the nature of educational controversy and the sources of such controversy. [ABSTRACT FROM AUTHOR]