Education & Pedagogy

Purpose: English is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students' attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates' attitudes toward English-medium education based on their cultural identities to become global citizens. Design/methodology/approach: Under the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0. Findings: The results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity. Practical implications: The findings of the present study regarding students' attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students' positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students' openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized. Originality/value: The study is unique in the sense that it analyses undergraduates' attitudes towards English-medium education concerning students' cultural identities and global citizenship which have not been studied previously.

Many assume that a person's right to education terminates with high school, and that higher education is a luxury addition. The conversation about education changes in palpable ways once we focus on higher education rather than the education we ordinarily think that citizens are due when they are children and teenagers. We see more talk about competition for university places, standardized testing, and elite admissions. We parse out the differences between the benefits of education for the individual and the burdens of public financial support for such an education. The move from educational provision for children to educational provision for adults marks a troubling transformation in this public conversation: from one about how it can improve the lives of all individuals, to one preoccupied with fairness, competition, merit, personal responsibility, and the sharing of benefits and burdens. Problems of status, stratification, and selectivity capture as much, if not more, of our attention than the question of what higher education institutions should aim to achieve. But why should it be so different, when it is no less essential? Obtaining a higher education degree can change the course of a person's life, providing them with vast opportunities that they could not access otherwise--in fact for many it is a prerequisite for fulfilling their personal and professional goals, or even being able to just make a living. Yet it is almost always framed as privilege, not a right--and a privilege many spend years or even decades paying for after their studies have ended. Our higher education systems are built on the presumption that this is all as it should be: that pursuing higher education is a choice some people make, but not something to which all of us are entitled. Christopher Martin turns this view on its head by arguing that higher education is in fact an unconditional, absolute right of all citizens in a free and open society. As he argues, a closer look at the value of education in a free and open society reveals that many of the challenges we see in higher education today can be attributed to the failure to recognize higher education as an individual right. Using concepts and ideas from liberal political philosophy, Martin shows that access to educational goods play a key role in helping citizens realize their self-determined goals. Higher education should be understood as a basic social institution responsible for ensuring that all citizens can access these goods. The necessary corrective, Martin argues, is simple: we need to stop allocating higher education to some, and allocate it to all who choose to pursue it. A readiness and willingness to learn should be the only qualification. Higher education should offer opportunities that benefit citizens with different interests and goals in life. Its foundational moral purpose should be to help citizens of all backgrounds to live better, freer lives.

Europe's knowledge economies need high-level skills, the capacity to innovate and to support democratic societies. In this perspective, the main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. The evidence, conclusions and recommendations are intended to support European Union (EU) Member States in developing and improving policies that promote the relevance of higher education: for students; for graduates; for employers; and for society. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies (Canada [Ontario], the Czech Republic, Denmark, France, Germany, Ireland, the Netherlands and Spain) that included interviews with many national stakeholders, this study seeks to answer the following questions: (1) How is the relevance of higher education defined in different member states; (2) Which policy levers do member states use to promote higher education relevance; (3) Which national policies concerning higher education relevance appear to be effective and good practice examples; (4) Which indicators are informative in assessing higher education relevance at system level; and (5) How can an analytic and diagnostic tool be designed and developed that can provide a systematic assessment of the relevance of higher education systems? Key findings include the following: (1) Higher education is relevant when it contributes to personal development, sustainable employment and active citizenship; (2) Countries utilise a variety of policies to address higher education relevance; (3) Insight into the impact and effectiveness of HE relevance policies is limited; (4) Higher education relevance is assessed by many different indicators across Europe, however, the information gathered is scattered and its value not realised by most stakeholders; and (5) An analytic and diagnostic tool can be used to monitor national performance in higher education relevance and to stimulate transparency and policy debate. Based on the outcomes of this study, a number of recommendations are presented for national and EU policy-makers to promote the relevance of higher education. Recommendations include: (1) Governments should develop more explicit policy designs to boost relevance; (2) Stimulate the collection of evidence on the effectiveness of higher education relevance policies, and monitor, share and adopt successful policy practices; and (3) Governments as well as the European Commission should stimulate the collection of more robust data on the relevance of higher education. A bibliography is provided. [Related reports include: (1) "Promoting the Relevance of Higher Education. Executive Summary," ED586993; (2) "Promoting the Relevance of Higher Education. Annex 1: Country Case Studies," ED587043; (3) "Promoting the Relevance of Higher Education. Annex 2: Literature Study and Indicator Review," ED587045; and (4) "Promoting the Relevance of Higher Education. Annex 3: Country Fiches," ED587046.]

Europe's knowledge economies need high-level skills, the capacity to innovate and to support democratic societies. In this perspective, the main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. The evidence, conclusions and recommendations are intended to support European Union (EU) Member States in developing and improving policies that promote the relevance of higher education: for students; for graduates; for employers; and for society. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies (Canada [Ontario], the Czech Republic, Denmark, France, Germany, Ireland, the Netherlands and Spain) that included interviews with many national stakeholders, this study seeks to answer the following questions: (1) How is the relevance of higher education defined in different member states; (2) Which policy levers do member states use to promote higher education relevance; (3) Which national policies concerning higher education relevance appear to be effective and good practice examples; (4) Which indicators are informative in assessing higher education relevance at system level; and (5) How can an analytic and diagnostic tool be designed and developed that can provide a systematic assessment of the relevance of higher education systems? Key findings include the following: (1) Higher education is relevant when it contributes to personal development, sustainable employment and active citizenship; (2) Countries utilise a variety of policies to address higher education relevance; (3) Insight into the impact and effectiveness of HE relevance policies is limited; (4) Higher education relevance is assessed by many different indicators across Europe, however, the information gathered is scattered and its value not realised by most stakeholders; and (5) An analytic and diagnostic tool can be used to monitor national performance in higher education relevance and to stimulate transparency and policy debate. Based on the outcomes of this study, a number of recommendations are presented for national and EU policy-makers to promote the relevance of higher education. Recommendations include: (1) Governments should develop more explicit policy designs to boost relevance; (2) Stimulate the collection of evidence on the effectiveness of higher education relevance policies, and monitor, share and adopt successful policy practices; and (3) Governments as well as the European Commission should stimulate the collection of more robust data on the relevance of higher education. [Related reports include: (1) "Promoting the Relevance of Higher Education. Main Report," ED587026; (2) "Promoting the Relevance of Higher Education. Annex 1: Country Case Studies," ED587043; (3) "Promoting the Relevance of Higher Education. Annex 2: Literature Study and Indicator Review," ED587045; and (4) "Promoting the Relevance of Higher Education. Annex 3: Country Fiches," ED587046.]

A preliminary inquiry on "The contemporary judgment as to the culture element in education and the time that should be devoted to the combined school and college course." was authorized by the Council of Education of the National Education Association at the Boston meeting, 1903, and a committee was appointed. The brief recommendation of the committee was never acted upon by the council. At the Los Angeles meeting in 1907 the original subject was revived and a resolution was passed authorizing the appointment of a committee to make a preliminary inquiry and report. The entire committee of five proposed by the resolution were not appointed, but the chairman of the council requested James II, Baker, the original mover of the investigation in 1903 and a member of the first committee, to make a preliminary report at the next meeting, 1908, on the need of such an investigation. A questionnaire was sent to a large number of presidents of universities, superintendents of schools, and principals of high schools, professors of education, sociologists, and business men. The report contained a review of the whole field of inquiry; an appendix with questions, summaries, and extracts; and a bibliography prepared by the National Bureau of Education. The full report was published in pamphlet form by the National Education Association for the use of the committee of investigation; the review and a condensed summary were printed in the 1908 Proceedings of the National Education Association. However, thankfully, a new committee was formed, and given full audience to answer the important questions of time in education. This investigation was prompted by the seeming need of a comprehensive view of the whole field of American education. Special problems were discussed in a fragmentary way; without consideration of related questions and without hope of even temporary conclusions. The length of the college course, and the relation of the college to the university proper, was a leading topic. But this involved the question of the length of the whole period of general education, the waste in elementary education, the place of the secondary school, the relation of educational aims to civic needs and the ideals of our civilization, the definition of culture. Herein, lies our committees attempts at answering these, and other, questions. Appended are: A Preliminary report on need of investigation of the culture element and economy of time in education: (1) Introduction; (2) Questions, summaries, extracts; (3) Extracts, condensed and rearranged; and (4) Bibliography. An index is provided. (Contains 7 footnotes.) [Best copy available has been provided.]

The last decade has marked the European higher education with a particular dynamics. Today, after a decade of a «concerted» policy, national systems look much more convergent but new questions and dilemmas are emerging: about its nature and quality, about real impact of recent reforms in different countries as well as about its future. The book examines the impact of Europe-wide and global developments on national higher education systems. The authors try in particular to upfront issues of convergence and diversity, of equity and of the relationship of centres and peripheries in higher education. The book is an outcome of research collaboration between six institutes which developed a EuroHESC research proposal on the consequences of expanded and differentiated higher education systems. The following chapters are included: (1) Challenges for European Higher Education: "Global" and "National", "Europe" and "sub-Europes" (Pavel Zgaga, Ulrich Teichler, and John Brennan); (2) Imagining Higher Education in the European Knowledge Economy: Discourse and Ideas in Communications of the EU (Janja Komljenovic and Klemen Miklavic); (3) The Event of International Mobility in the Course of Study--The European Policy Objective (Ulrich Teichler); (4) The Impact of University Rankings on Higher Education Policy in Europe: A Challenge to Perceived Wisdom and a Stimulus for Change (Ellen Hazelkorn and Martin Ryan); (5) Diversification in Austrian Higher Education: A Result of European or National Policies? (Elsa Hackl); (6) The Effects of Europeanisation on Institutional Diversification in the Western Balkans (Manja Klemencic); (7) The Monolithic Un-intentionality of Higher Education Policies: On the Continuing Importance of Karl Marx, Joseph Stalin and the Minor Classics Less Known (Voldemar Tomusk); (8) "Hullabaloo in the Groves of Academe": The Politics of "Instituting" a Market in English Higher Education (Susan L. Robertson); (9) Higher Education Differentiation and the Myth of Meritocracy: The Case of the UK (John Brennan); (10) The Recognition of Prior Learning and Dutch Higher Education--At Cross-Purposes? (Leon Cremonini); (11) From System Expansion to System Contraction. Access to Higher Education in Poland (Marek Kwiek); (12) Higher Education Policy Dynamics in a Multi-level Governance Context: A Comparative Study of Four Post-Communist Countries (Martina Vukasovic and Mari Elken); (13) What Kind of University for What Kind of Society? Nation-States, Post-National Constellations, and Higher Education in the Post-Yugoslav Space (Jana Bacevic); (14) The Bosnian Puzzle of Higher Education in the Perspective of the Bologna Process (Tatjana Sekulic); (15) Reclaiming the Role of Higher Education in Croatia: Dominant and Oppositional Framings (Danijela Dolenec and Karin Doolan); and (16) Reconsidering Higher Education Reforms in the Western Balkans: "Policy Colonies" or "Policy Autarchies"? (Pavel Zgaga).

This document contains 35 papers from the program development section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following are among the papers included: "Using Quality Indicators to Create World-Class Curricula: From Concept to Application" (Curtis Finch, Timo Luopajarvi, Paivi Sutinen); "What Is Missing from ISO 9000 International Quality Standards Training in the United States?" (Paul Krueger); "West Virginia Instructional Technology Program Design for Economic Development" (Michael M. Murphy); "A Perception of the Software Process Model" (Albert H.S. Scott); "Design of Internet-Related Courses for IT (Information Technology) Professionals" (Y.K. Choi); "A TQM (Total Quality Management) Study of Faculty and Trainees' Perceptions of Public Vocational Training Institutions in Taiwan" (Li-Mei Huang); "Curriculum Development in Vocational Education: Achieving Balance and Coherence" (Christopher Parkin); "Providing Competency-Based Education for Industry and Its Effect on Classroom Education" (Chin-Yen Lin, Tsung-Juang Wang); "Competency Based Training: An Evaluation of a Post-secondary Teacher Education Program" (Dale E. Thompson, Cecelia Thompson, Betsy Orr); "Perceptions of Participants in a Multi-site Distance Learning Bachelor of Science Degree Program" (Betsy Orr, Dale Thompson, Cecelia Thompson); "A Study of Relation between Assessment Dimension and Management Outcomes--A Sample of Sinyi Real-Estate Company" (Stanley Tsan-Ying Lin); "Exploring a New Pattern of Vocational Education and Training" (Haicheng Yang, Tingrui Wang); "Transforming Educational Practice for a Transformed Employment Environment" (Jeanne Dawson); "Pre- and Post-Assessment in Occupational Courses" (Teresa Yohon); "Transforming Young School Leavers and Mature Unemployed into Skilled IT Workers--The IT Assistant Training in Hong Kong" (Yat-chen Li); "Discussion and Design of High Vocational Education" (Wenyi Qin, Yanchun Guo); "Teaching Statistical Problem Solving in Vocational Education" (Ken W. Li); "Structure and Cultivation of the Knowledge and Abilities of Students of Higher Vocational Technical Education" (Jiyao Zhou, Kaiyu Zhen, Weihua Liu); "Telling Stories in the Use of Portfolio Assessment in Higher Education: Some Implementation Issues" (Annie Y.W. Nicholson, Sharon Bryant); and "The Effects of the Whole Educational Experience on Graduate Employability and Further Study" (Kwok Hung Lai, Michael Hohn Pomfret). Most papers contain substantial bibliographies. (MN)