Education & Pedagogy

The promotion of US-Indian higher education partnerships affects those students who are most marginalized. This article explores the development, implementation, and reception of such partnerships to meet the needs of students who remain on the borders of educational access in India. This article addresses the ways higher education policies systematically universalize the marginalization of certain students, explores the impact of how policies of partnerships will address the needs of such students, and seeks to explore how administrators in higher education institutions see the growth of such partnerships shifting the status quo of privilege and power. Through the evaluation of policy papers, historical documents, media reports, survey data and informal conversations with stakeholders, the findings will address the underlying consequences and effects on higher education policy development in India. This article seeks to deconstruct the directions such relationships might take and consider the impact on students who remain on the periphery of higher education in India.

The provision of public resources to manage the expansion of the higher education system in the Philippines has been inadequate, and this has given rise to many private providers entering the HE domain. The proper regulation of higher education in the country is important if the Philippines is to respond to the challenge of producing the skills it needs for economic development. A Commission on Higher Education document of 2012 reiterated the mandate given to all higher education institutions in the Philippines to build a quality nation and to contribute to its global competitiveness. This mandate includes the need for the higher education system to produce graduates with analytical and problemsolving skills, among others. Perhaps the best one can hope for is that policies of this kind can provide an overarching framework and a general context for the development and strengthening of higher education institutions in order to make them relevant to the needs of the society in which they are situated.

This article deals with the features of the Philippine educational system. Additionally, brief and concise information will be given on how the educational system came into existence, the organization and the structure of the system itself. This paper also tackles the obstacles and problems observed in the past and up to the present, and gives possible solutions to these. We also made sure to give some useful recommendations and suggestions on how the education system can be improved, which were enlightened by the steps taken by some wealthy neighboring countries in the region. Based on the study, further understanding of the shortcomings of the country, not only in education but also in the essential aspect of nationalism, were found. The originality of this work can be seen in the brief explanation of the Philippine educational system, as well as its historical aspects, and the detailed comparison of different eras of the educational system.

In 2003, the International Baccalaureate Diploma Programme (IBDP)--a program implemented in thousands of schools globally--introduced a human rights course (Makivirta, 2003). This curriculum is the first of its kind to hold potential widespread influence on human rights education in the formal education sector. In this study, I analyze the curriculum's efficacy in achieving the goals of human rights education. I examine the IBDP's human rights revised syllabus (2008) for the three components of Article 2.2 of the United Nation's Universal Declaration on Human Rights Education and Training (United Nations General Assembly, 2011): "Education About Human Rights," "Education Through Human Rights," and "Education For Human Rights." I hypothesize that the course sufficiently covers human rights content but lacks pedagogical practices grounded in human rights principles and does not orient students towards advocacy. The results of the curricular analysis confirm my hypothesis, indicating that the IBDP's course falls short in promoting Education Through and For Human Rights.

A perennial debate in the economics of education is whether human capital or screening/signalling theories best explain the value of schooling and hence the private demand for, in particular, higher education. Human capital theory proposes that formal training such as that offered by higher education institutions improves the productive capacity of individuals. Screening theory, on the other hand, posits that the value of higher education credentials flows primarily from their value as signals to potential employers of the abilities of the holders of such qualifications. Following the application of Wiles' (1974) test and regression analysis this case study finds that it is probable that both human capital and screening theories account for the economic value of higher education in the perceptions and experiences of a local cohort of recent Durban University of Technology graduates. This finding, in spite of its empirical support, relies on a certain amount of intuition necessitated by technical and analytical constraints that are discussed in the paper.

This paper compares public-private partnerships (PPPs) in education in post-war Singapore and Hong Kong. After the Second World War the Singapore government shied away from PPPs, while the state in Hong Kong collaborated extensively with the non-state sector in education. Singapore was a small city-state flanked by two Muslim nations, and its post-war regime faced challenges from the Malayan Communist Party. These pressures curbed the state's involvement with missionary and Chinese bodies in education. Hong Kong, however, was a mono-racial society without any anti-Chinese neighbours, and its authorities were seldom challenged by a militant antagonist. Thus, its government was freer to involve non-state agents in education. This study reveals that PPPs are viable only when suitable non-state partners exist and when the state does not believe that such undertakings would expose the school system to an antagonist. It also urges scholars in future to explore the socio-political preconditions for PPPs.

This paper is concerned with the twinning of sustainability with priorities of economic neoliberalization in education, and in particular via the mobility or diffusion of education policy. We discuss the literature on policy mobility as well as overview concerns regarding neoliberalism and education. The paper brings these analyses to bear in considering the uptake of sustainability in education policy. We ask to what extent sustainability as a vehicular idea may be twinning with processes of neoliberalization in education policy in ways that may undermine aspirations of, and action on, environmental sustainability. Toward the end of the paper, we draw on data from an empirical study to help elucidate how the analytic frames of policy mobility can inform our analyses of the potential concerns and possibilities of sustainability as a vehicular idea. In particular, we investigate how sustainability and related language have been adopted in the policies of Canadian post-secondary education institutions over time. The paper closes by suggesting the potential implications of the proceeding analyses for policymakers, practitioners, and researchers concerned with sustainability in education policy.

Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All of the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life and sufficient financial support. Student life integration, especially peer study groups, and university staff training were emphasised along with structural modifications needed for campus facility access. They understood the importance of education, especially as women with disabilities, and the impact educated women with disabilities have as role models for young women, those with disabilities and without.

The purpose of the present investigation was to examine how a collective knowledge-creation-oriented approach to doctoral education is being adopted in research within the field of education. The authors interviewed nine leaders of national centres of excellence in science research and 12 education professors whose research communities cultivate collective practices of doctoral education. In order to examine how the collective practices differ from the individual ones, the authors also interviewed nine education professors from well-known Finnish and other European universities engaged in supervising traditional monograph theses. Three principal features of the collective model (CM) of doctoral education were distinguished: (1) pursuit of collectively shared research objects; (2) pursuit of externally reviewed co-authored journal articles; and (3) focus on collective supervision. The results indicated that the principal features of the CM can be productively implemented in research in the field of education despite certain challenges and constraints addressed in this report.

Transnational education (TNE) is becoming a phenomenon in the world of education in many countries. Morocco is included. The flourishing and spreading of many foreign educational institutions, products, and activities is becoming noticeable. As an Islamic nation, Morocco has long maintained its business and educational ties with different foreign nations. It has also maintained its traditional means of education alongside the adapted European style of education which spread all over the country following its independence. Given that reality, this paper will seek answers to the following concerns: --To what extent does transnational education have an impact on local and national culture, identity and gender issues? -- Are there inherent tensions between the external providers and the local cultural setting, and the conservative and liberal political parties? -- What would be the future of TNE and educational design in Morocco? In addition to the above concerns, the issue of external vs. local educational products is an extremely complex issue that is worth investigating.

A challenge for historians of education is to explain the ways in which the development of education has been a gendered process. The literature tends to focus on primary and secondary schools; the role played by religious orders; the experiences of female teachers; ideological influences on curriculum; and the preparation of young girls for their role in society. Few historians, however, have examined vocational education and the impact of its "social efficiency" orientation on girls. The literature that exists tends to treat both systems separately, and little effort has been made to compare the impact of both systems on girls' opportunities within the society in which they lived. This omission in the literature is significant as such a comparison facilitates insights regarding state policies and priorities for the education of girls, the impact of social class, and national and local circumstances. This article compares both systems of education in Ireland and their impact on girls during the period 1930-1960.

In this study, the development of prospective early childhood teachers' competencies during teacher education is investigated. In detail, early childhood teachers' beliefs about the relevance of competencies, their competence-related self-concept and objective measures of knowledge regarding language and language development were assessed. Altogether the sample consists of 1120 prospective early childhood teachers of different educational tracks in Germany (professional schools and universities), half of the sample at the beginning and the other half at the end of preservice teacher education. Descriptive analyses give insight into perceived relevance and competence-related self-concepts in various domains and language-related knowledge at the beginning and the end of teacher education. Multilevel analyses show that differences in subjective and objective competence-facettes between beginners and graduates as well as between students of different educational tracks exist. Implications for early childhood teacher education are discussed.

Three teacher education programs were studied to explore the process of integrating computer technology into the curriculum. The focus of this study was to define the stages that schools, colleges, and departments of education experienced as faculty and students moved from lower to higher levels of computer technology use and integration. Data were gathered at the participating sites from three sources: teacher education faculty members, key informants, and focus groups. In-depth interviews were conducted with the key informants and with focus groups (administrator, key informant, faculty member(s), computer technology support person, and student). The gathered data were used to answer the research question: What are the defining characteristics of the stages of development that departments of education experience as they infuse computer technology into the teacher education curriculum? The findings of this research resulted in the emergence of a Five-Stage Model for computer technology integration into teacher education programs: pre-integration, transition, development, expansion, and system-wide integration.

Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum.

The potential of the higher education system to act as an agent of growth and development in Nigeria is being challenged by the long-standing problems of limited access, inadequate financing, poor governance, declining quality and relevance. Thus, this paper provides an overview of the trends and nature of public funding of higher education in Nigeria. The arguments in this paper support increased public investment in higher education for many reasons. First, most societies believe that education is a public service; hence, its provision is not and needs not be justified on economic ground alone. More so, schooling, especially at the tertiary level, has a large number of direct beneficial effects beyond raising economic output, such as lowering child mortality, hedging options and non-market returns among others. The paper however recognises the fact that government alone cannot provide all the resources needed to increase access into and promote quality of higher education, thus the need for alternative financial mechanisms to complement public funds in higher education.