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Communication is an essential element of science, and while it is important in all scientific endeavors, it gains substantial strategic relevance in citizen science projects. For a school citizen science program to be successful, an adequate communication strategy needs to achieve a balance between learning objectives and the generation of scientific knowledge. In this community case study, we report on the communication strategies of an international network, namely, the citizen science program Científicos de la Basura (Litter Scientists), which collaborates with schoolteachers and schoolchildren to investigate anthropogenic litter on marine beaches and in rivers. The program has been active in Chile since 2007, and as of 2018, it had expanded to the 11 countries from the central and southern East Pacific. More than 40 teachers and collaborators from these countries work in this network making an effort to connect the research activities with the learning objectives of the school curriculum. The communication between the coordination team and the teachers includes three main elements (1 - design and planning; 2 - training and research; 3 - evaluation and sharing), with the following activities: (1a) regular internal communication within the coordination team to design, motivate and supervise adequate research projects, (1b) communication with teachers to design appropriate learning materials (co-creation) and get their feedback on the planned research activities, (2a) sharing the final research plan and transfer methodological skills through regular training of the teachers, (2b) responding to methodological questions by the teachers about the sampling, and coordinate data collection and validation, (3a) guiding teachers and schoolchildren in the evaluation and interpretation of their research results, and (3b) encouraging teachers and schoolchildren to communicate their scientific findings to the wider community. Intense internal communication and regular exchange with teachers guarantees successful learning and rigorous scientific information. The main challenges for the program are team capacity, socio-economic stability, internet access, and teachers’ workloads. Recommendations to achieve successful communication and good science are efficient team communication skills, customized contacts, collaborative work, guidance of field work, feedback from participants, and promoting the sense of community.

This article analyzes the essence of the term "continuity" and explains the prerequisites for the realization of the principle of continuity in upbringing a personality in the period of transition from preschool to primary education, taking into account modern realities. It argumentatively proves that continuity between two stages of education can be realized considering also the consistency of goals, values, approaches, methods, and forms of work, common ideas regarding environmental approaches, and the appraisal of children's educational achievements. [ABSTRACT FROM AUTHOR]

Previous research has analyzed the meaning and value of STEM education and explored both its current possibilities and future development. However, STEM education experts have not reached a consensus on the goals of STEM education, making its promotion more challenging. Thus, this study examined which particular STEM education goals should be emphasized through a survey questionnaire. The study employed a stratified random sampling method to collect survey data from secondary teachers of STEM-related courses (i.e., science, technology, and mathematics) in Taiwan. A total of 645 valid survey responses were collected and then analyzed by independent t-test and analysis of variance to examine teachers' perceptions about 17 critical competencies proposed as education goals relevant to STEM education. The findings revealed that STEM teachers generally had positive attitudes and high levels of acceptance toward implementing the 17 proposed STEM education goals through integrative STEM education. However, the proposed goal of "cultivating students' entrepreneurial capabilities" received lower scores and should not be used at the secondary level. It may be introduced as an important education goal in tertiary STEM education. In addition, STEM teachers with different backgrounds (e.g., STEM teaching experience, perceptions of STEM teaching methods) perceived the competency goals as having different levels of importance in STEM education. Teachers' willingness to teach STEM using a transdisciplinary integration method increases when they have access to sufficient resources and support. [ABSTRACT FROM AUTHOR]

From the founding of the first universities in the Middle Ages to the modern university in the period of globalization, universities have been created according to the prevailing social, cultural, economic and political conditions.Contemporary universities are faced with numerous demands from the external environment which expects social problems to be solved through education. In this context goals of education are also subject to constant redefinition and alignment with the needs of new social realities. The aim of the paper is to examine the implications of a socially relevant university from the perspective of two approaches: (a) concerns about the future of the university, the very idea of the university itself, and the reduction of the role of universities as critics of society; (b) the importance and necessity of opening a university to the community in order to contribute to society. Both approaches have been permeated within the analytical approach to the challenges facing the modern university, as well as within the study of the social relevance of the university which is linked to the third mission of the university. We then present the current initiatives that advocate the opening of universities towards the environment, the project Institutional Framework for the Development of the Third Mission of the University, as well as the Strategy for the Development of Education in the Republic of Serbia until 2020. Through elaboration of the relevant literature, we also present the pedagogical implications of a socially relevant university. In conclusion, we emphasize that the pluralism of analytical and critical approaches is the only adequate way to consider the relation of the university and its environment as a whole.

With each passing day, consumers, particularly students, expect more intelligent and personalized services. The key to providing such services is the concept of a personalized model. Applying appropriate personalized learning models to students is a process that is filled with many challenges. The main purpose of the current report is to explore the challenges that impede the design and implementation of models that are strictly customized to the interests of students. In order to achieve this goal, it is necessary to explore the contemporary factors that are essential in designing personalization models. The factors are mainly related to the requirements of the business towards professionalism among students, as well as the goals set by the state for the education improvement. In order to achieve this goal, it is also necessary to investigate the technologies by which the personalization of models is realized and by which successful implementation of the personalized models is ensured in the students' education. [ABSTRACT FROM AUTHOR]

It is a difficult and certainly troubling insight that some of the goals or competences under discussion in the context of inter- and transcultural learning can and must be seen as having little in common. They can even be considered as conflicting, contradictory or mutually exclusive – one may only reflect on the discrepant expectations connected with the goal of “critical thinking” (with regard to other cultures) on the one hand and the idea of “emphatic understanding” (of other cultures) on the other (cf. Breithaupt 2017). Such jarring of oppositional phenomena in educational contexts can be explored with reference to Helsper’s discussion of how any kind of teaching or learning in today’s modern, differentiated society takes place within a matrix of oppositional concepts and objectives (cf. Helsper 2002, 2010, Schlömerkemper 2017). Specifically, Helsper uses the term “antinomies” to indicate that pedagogic practice always entails a choice between different options, each “hailing,” so to speak, to be given prominence and each encompassing a different range of specific teaching and learning goals, strategies, techniques and practical steps. This article will apply the concept of pedagogic antinomies to current challenges in the fields of inter- and transcultural teaching/learning.

It addresses the heterogeneous masses of people with different levels of faith, lifestyle, and experience since the Qur'an was sent. People have different psychological structures and have different social positions. Despite this diversity, the Qur'an continues to affect humanity with the principles and methods it contains besides the magnificent rhetoric that it has in every century. In this study, it was tried to show the inspiration offered by the verses to all the educators. The fact that the education philosophy of the Qur'an is revealed with many examples of verses will enrich the thought agendas of today's educators. The rich heritage that has emerged through the systematic and perfect use of the most appropriate education and training methods for the human fitra, which we see as the secret of achieving the achievement of today's education systems in all educational activities, will be an important footprint for humanity. The education principles and methods used by the Qur'an while educating people are given wide coverage in the light of verses. [ABSTRACT FROM AUTHOR]

The article offers a concept of the development of new federal state standards for higher education. The distinctive feature of the proposed standards is to establish relations between the education objectives and disciplinary field of an education program. This allows to link more closely the developed standards to the international system of personnel training and contributes to the creation of a common education space both within the country and international cooperation. This can be ensured by making up catalogues with lists of disciplines and annotations of education programs. Applying to Russian conditions such catalogues canbe elaborated for aggregate groups of disciplines. An integrated quality assessment of learning outcomes includes a case study collection for evaluation of professional goals achievement. The ability to solve case study tasks can be considered as a main criterion of a graduate’s training quality.

The purpose of this article is to study the philosophical foundations of the "Sabean Mandaean" religion in order to extract their educational teachings. The research method is analytical and deductive. Using this method, the anthropological, epistemological, and axiological foundations of this religion have been studied. The main sources in this study are the Mandaean holy books, especially Genza Rabba and Drasha ed Yaḥya. Sabean Mandaean is a religious ethnic living peacefully alongside of Karoun, Dejla and Fourat rivers. For more than two thousand years ago, due the tension with Jews, they migrated from their main homeland, Palestine, to Mesopotamia and Khouzestan. The holy Quran has included them three times as the third great Devine Religion. Some of the Islamic scientists know them as ahlol-kitab, namely persons having a holly religious book. Their holiest religion book is Ganza Rabba which means the great treasure and that has written in Mandaean. In this religion, the existence is superior to the nature that created by God (Hai Rabbi). The most important characteristics of Hai Rabbi are the unity, Greatness and Creativity. The highest level of existence is called Alma Denhora (the world of light or the heaven), and the lowest level is called Alma Dehshokha (a world of darkness or hell). Human is consisted of two parts; Material (peghra or body) and immaterial (Roha and Neshmetha). The truth of human is his Neshmetha or the spirit which is on the contrary to the peghra which is immortal and eternal. The human is dignitary, free and responsible and has a Devine nature. Knowledge in Mandaean religion is important and has priority over faith and action. Manda, in its origin, means knowledge or cognition. Illiteracy is a great damage. Human being has miscellaneous tools to gain the knowledge. Feeling, heart and wisdom (Mana) are the tools that God has given the human beings. The origin of the Mandaean values is God (Hai Rabbi). And various values came in as commands in the Mandaean holy books, with great emphasis on cleanliness and peace and coexistence. Education in Mandaean religion is praised and important. Education is a religious duty for everyone and it is not limited to the certain age and it has emphasised for both boys and girls at the same time. Because there is clean spirit (Neshmetha) in the human, the Mandaean does not recommend physical punishment and inhumane methods in any way in education. In contrary, Doctrine of Mandaean recommends religious teachers to take the appropriate skills and teaching methods for educating people. The ultimate goal of education in the Mandaean is “Back to the world of light (Alma denhora) to approach to the God (Hai Rabbi)". To achieve this goal ,there are many objectives such as reflection and thinking, Purity , faith and good deeds and self-purification. Also in this article, educational principles have been extracting from their philosophical foundations. The article offered teaching methods based on the Mandaean religion and in the end it was pointed out features of Education Mandaean.

The purpose of this article is to study the philosophical foundations of the "Sabean Mandaean" religion in order to extract their educational teachings. The research method is analytical and deductive. Using this method, the anthropological, epistemological, and axiological foundations of this religion have been studied. The main sources in this study are the Mandaean holy books, especially Genza Rabba and Drasha ed Yaḥya. Sabean Mandaean is a religious ethnic living peacefully alongside of Karoun, Dejla and Fourat rivers. For more than two thousand years ago, due the tension with Jews, they migrated from their main homeland, Palestine, to Mesopotamia and Khouzestan. The holy Quran has included them three times as the third great Devine Religion. Some of the Islamic scientists know them as ahlol-kitab, namely persons having a holly religious book. Their holiest religion book is Ganza Rabba which means the great treasure and that has written in Mandaean. In this religion, the existence is superior to the nature that created by God (Hai Rabbi). The most important characteristics of Hai Rabbi are the unity, Greatness and Creativity. The highest level of existence is called Alma Denhora (the world of light or the heaven), and the lowest level is called Alma Dehshokha (a world of darkness or hell). Human is consisted of two parts; Material (peghra or body) and immaterial (Roha and Neshmetha). The truth of human is his Neshmetha or the spirit which is on the contrary to the peghra which is immortal and eternal. The human is dignitary, free and responsible and has a Devine nature. Knowledge in Mandaean religion is important and has priority over faith and action. Manda, in its origin, means knowledge or cognition. Illiteracy is a great damage. Human being has miscellaneous tools to gain the knowledge. Feeling, heart and wisdom (Mana) are the tools that God has given the human beings. The origin of the Mandaean values is God (Hai Rabbi). And various values came in as commands in the Mandaean holy books, with great emphasis on cleanliness and peace and coexistence. Education in Mandaean religion is praised and important. Education is a religious duty for everyone and it is not limited to the certain age and it has emphasised for both boys and girls at the same time. Because there is clean spirit (Neshmetha) in the human, the Mandaean does not recommend physical punishment and inhumane methods in any way in education. In contrary, Doctrine of Mandaean recommends religious teachers to take the appropriate skills and teaching methods for educating people. The ultimate goal of education in the Mandaean is “Back to the world of light (Alma denhora) to approach to the God (Hai Rabbi)". To achieve this goal ,there are many objectives such as reflection and thinking, Purity , faith and good deeds and self-purification. Also in this article, educational principles have been extracting from their philosophical foundations. The article offered teaching methods based on the Mandaean religion and in the end it was pointed out features of Education Mandaean.

The modern world is in constant movement, where the sudden and abrupt changes occur in the field of all types of human activity. Progress in the field of science, art, technology and electronics that took place in the 20th century and culminated at the end of the 20th and in the beginning of 21st century requires all community members to be able to welcome such a change, to adapt to them and to exploit the experience. Contemporary educational system must face the goals and tasks that accompany these social trends and changes. Teachers, professors and other educators, seek new roles and competencies to adapt. This paper elaborated the competence which principals and school managers must obtain in order to successfully perform their professional roles and to contribute to the goals and tasks of education to be implemented fully and in the most efficient manner. The paper also elaborated core competencies for a successful performance of functions of the principal: personal, development, professional, social and action competencies. In addition to that, I analyzed personality traits a principal needed to efficiently perform its duties and tasks that the community sets before school management. School principals, i.e., school managers, today play a key role in the organization and implementation of educational-correctional activities in schools. Only principals with high moral standards and competence, fully grown and emotionally stable will be able to perform their professional role in comtemporary school by contributing to the realisation of education purposes. [ABSTRACT FROM AUTHOR]

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Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities--e.g., earning one's own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others--although it is not possible to go more deeply into a pedagogical discussion. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities—e.g., earning one’s own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others—although it is not possible to go more deeply into a pedagogical discussion.

European countries are striving to increase secondary school completion rates as part of their labor market planning. Denmark has taken an approach that places youth education guidance counselors at the center of their efforts. Based on interviews with 25 counselors and 10 other education leaders, this article explores the role and practice of these Danish counselors in regard to meeting state education goals. While the counselors strongly support the country's high educational goal, they have concerns about its attainability, its across-the-board application, and coercive, or 'individual-blaming' elements of its implementation. Countries wishing to adopt this model should consider the fit between counseling philosophy and policy so as to avoid role conflict. [ABSTRACT FROM AUTHOR]

Modem education is deeply entangled in the contradictions between: reality and rationality; theory and practice; utility and truth; and flesh and spirit. This entanglement has resulted in an alienation of education, which is otherwise expected to enable man to become a true man rather than a living instrument. Education, once alienated, will distort human nature rather than cultivating a true man with his subjectivity. As a unique means of human development, education is ultimately intended to discipline, temper and shape human beings, helping them develop virtuous character, acquire rationality and necessary life skills and ambition, and obtain ability and wisdom to make practical inventions and theoretical innovations. To achieve this end, education should be tolerant, open and inclusive. In addition to providing rich material resources, it should also be based on an advanced and superior academic atmosphere and a totally new mode and notion characterized by a unification of cultivations of body, virtue and knowledge. [ABSTRACT FROM AUTHOR]

This study analyzed the relationship between aggressive behavior and academic goals in a sample of 2.022 Spanish students of Compulsory Secondary Education (CSE). Aggressive behavior was assessed with the Teenage Inventory of Social Skills (TISS), and academic goals were assessed with the Achievement Goal Tendencies Questionnaire (AGTQ). The results revealed that students with high aggressive behavior, in both sexes and for all academic grades of CSE, had significantly higher scores in social reinforcement goals than their peers with low aggressive behavior. Logistic regression analyses showed that high aggressive behavior was a positive and statistically significant predictor of high social reinforcement goals, in both sexes and for all academic grades of CSE. [ABSTRACT FROM AUTHOR]

This study compares the aspirations of students in further education (FE) colleges and non-FE post-compulsory settings. Within the context of a survey about their education, 928 students across 26 institutions were asked what their ‘hopes, goals and plans’ were, with space for five open responses. Coding of responses was based upon self-determination theory. Career aspirations were most frequently mentioned, followed by educational aspirations (approximately one quarter of responses for each). Students from FE settings mentioned career aspirations more frequently and educational aspirations less frequently than students in non-FE settings. Aspirations such as personal happiness and life satisfaction were also mentioned by students. The need for FE colleges to support students in developing high aspirations was highlighted. Furthermore, a wider framework of student aspiration for use in both research and educational practice is needed. [ABSTRACT FROM PUBLISHER]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using demographic multi-state, cohort-component methods, we produce projections for 120 countries (covering 93Š of the world population in 2005) by five-year age groups, sex, and four levels of educational attainment for the years 2005-2050. Taking into account differentials in fertility and mortality by education level, we present the first systematic global educational attainment projections according to four widely differing education scenarios. The results show the possible range of future educational attainment trends around the world, thereby contributing to long-term economic and social planning at the national and international levels, and to the assessment of the feasibility of international education goals.

• Adult learning outcomes show that in many developing countries half or less of young adults with primary schooling and no higher are functionally literate. • Achieving gender equality of schooling would produce only small improvements in women's literacy. • Gender equality of learning per year actually reduces women's literacy in some countries as once in school girls learn more than boys. • In nearly all countries steepening the learning profiles for all students to the best-performing of the ten countries produces the largest learning gains. Global education goals have many aims, among them universal basic schooling, universal literacy and numeracy, and gender equality. We use unique, nationally representative data on adult learning outcomes to examine the link between schooling and literacy in ten low- and middle-income countries. We simulate scenarios of increasing school grade attainment, increasing learning per year, and achieving gender equality, and examine learning outcomes in each. In six of the ten countries only about half or less of younger adults (aged 18−37) with primary completion as their highest schooling can read a few sentences without help. Simulations show that achieving universal primary completion would still leave many adults functionally illiterate: in India nearly a third of adults would still be unable to read. Our simulations further show that, while achieving equality of schooling attainment would produce improvements in women's literacy, in many countries this would still leave a third of women unable to read. Gender equality of learning per year produces very little gain as, once in school, girls' learning nearly matches that of boys. In nearly all countries steepening the learning profiles for all students to the best-performing of the ten countries would lead to greater gains in literacy for women than achieving gender equality in both schooling and learning. Achieving learning for all will require both eliminating gender gaps but also improving how much is learned while in school. [ABSTRACT FROM AUTHOR]