Education & Pedagogy

This paper provides a snapshot of educational and economic trends across South Asia with an exploratory and comparative approach. Before COVID-19, South Asia was the world's fastest-growing regional economy, concurrently achieving major strides in poverty reduction and access to education. Despite the region's economic and educational accomplishments, the countries of South Asia fall short of international benchmarks in public education expenditure, resulting in a persistent lag in educational quality that hampers individuals, the workforce, and overall economic productivity. The paper highlights themes in the literature, including context-specific evidence for the various theories of economic growth, the returns to education, and educational inputs (e.g., teachers and private schools) that highlight how spending can be leveraged to increase educational outcomes. In addition, it examines the relationship between education, poverty, and marginalization factors that explain why some populations are deprived of education and its benefits. We provide a broad perspective of the dynamics of the economics of education and the related challenges in this region. This discussion aims to enhance the understanding of the inefficiencies in South Asia's educational systems and, ultimately, in the development of the region's human capacities. [For the complete volume, "Annual Review of Comparative and International Education 2023. International Perspectives on Education and Society. Volume 48," see ED675066.]

This chapter presents an analysis of the constitutional definitions of the right to education. Four countries of the Southern Common Market are selected: Argentina, Brazil, Uruguay (member countries) and Chile (an associate State). A conceptual definition of the right to education -from the human rights-based perspective- is provided in order to analyze, from a comparative standpoint, the constitutional norms of each country. In recent decades, these countries have experienced recurrent school reforms which, as they are framed within legal definitions, have regulated the right to education as a premise for overcoming social inequalities. First, a definition of this concept is provided. Second, the national constitutions of each country are analyzed so as to identify the definitions they have in this field. Subsequently, a comparative discussion of the underlying regulatory definitions of the right to education is carried out. Finally, the scope and limitations that the constitutional texts of these countries have on the right to education are discussed, which allow for a better understanding of school reform processes that were carried out during the last decades and that had the right to education as an object of regulation and reconfiguration. [For the complete volume, "Annual Review of Comparative and International Education 2021. International Perspectives on Education and Society. Volume 42, Part A," see ED674941.]

Sustainable Development Goal (SDG) Indicator 4.2 calls for all girls and boys to have access to high-quality early childhood education by 2030. This global mandate establishes a new framework of accountability to increase access to preprimary education in low- and middle-income countries through measurement and reporting. As with other global indicators, however, the measurement of preprimary education access is more complex and nuanced than may be supposed. This data-oriented chapter delves deeply into the measurement of SDG 4.2 and explores the accuracy of the indicator being used: the adjusted net enrollment ratio, one year before the official age of primary entry. The chapter analyzes data from both education management information systems (EMIS) and household surveys to triangulate information about children's access to preprimary education before they begin primary school. The analysis concludes that the indicator used to measure SDG 4.2 is overestimating access to preprimary education, because it includes large numbers of children who enroll in primary school before the official age of entry. This suggests that parents "vote for preschool" by sending their under-age children to primary school when access to affordable preprimary is limited. Implications for SDG measurement and preprimary policy are discussed. [For the complete volume, "Annual Review of Comparative and International Education 2019. International Perspectives on Education and Society. Volume 39," see ED674880.]

This book analyses education policy trends that affects performing culture, academic excellence and global competitiveness in schools. It focuses on students' cultural identities and engagement, inclusive schooling, eliminating discrimination and discriminatory practices in the classroom, and relevant values education. One of the major effects of cultural and economic forces of globalisation is that schools and school leaders, like other educational organisations, having modelled their goals and strategies on the entrepreneurial business model. They are compelled to embrace the corporate ethos of efficiency, accountability, performance, and profit-driven managerialism. This corporate ethos reflects a dominant neo-liberal ideology, which exerts a powerful influence on major discourses of democracy, equality, social justice, and education, both locally and globally. By examining the education policy shifts in the use of major discourses concerning performing culture and education, this book offers a comprehensive synthesis of the intersecting and diverse discourses of globalisation, cultural diversity, performing culture, and education. It provides innovative ideas concerning the future directions for authentic models of globalisation, performance culture and students' motivation.

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

The Maryland State Board of Education and Maryland State Department of Education are developing a multiyear Strategic Plan that will be released in three phases leading up to June 2023. The Strategic Plan will anchor the vision, mission, values, priorities, enablers, goals, and flagship programs, initiatives, and strategies to realize the Blueprint for Maryland's Future promise of an excellent and equitable education for every student. This guidebook articulates the Phase 1 & 2 elements of the Maryland State Board and Department of Education's Strategic Plan: (1) The vision and mission for transforming public education in Maryland; (2) The values that inform the everyday practices and relationships with diverse communities and stakeholders; (3) The priorities that must be achieved to ensure a successful educational experience for every Maryland student, from early childhood to college and careers; (4) The enablers, or structural conditions, regarding data-driven decision-making, resource allocation, human capital, and support systems that need to be in place for the priorities to be achieved; (5) The goals that guide our direction in creating long-lasting, positive change in education; and (6) The metrics, or the data sources and data subsets, used to evaluate progress and establish baseline measures. [For the Phase 1 report, see ED627582.]

If colleges provide inaccurate or misleading information about, for example, their students' ability to transfer course credits to another college or qualify for a specific certification after graduation, students may have difficulty completing their degree, finding a job in their field, or paying back their student loans. Education is responsible for enforcing a prohibition against colleges making these types of statements, when it determines they meet the definition of "substantial misrepresentation." GAO was asked to review Education's oversight and enforcement of this prohibition. This report examines (1) how Education has organized its oversight activities and enforced this prohibition since the agency created its Student Aid Enforcement Unit in 2016, and (2) the extent to which Education has complete and updated written procedures for enforcing this prohibition. GAO reviewed relevant federal laws, regulations, and Education documents; analyzed Education data for fiscal years 2016 through 2021; and interviewed Education officials. GAO recommends that Education (1) complete written procedures for substantial misrepresentation investigations, including for selecting colleges and conducting investigations; and (2) update written procedures for imposing penalties, as appropriate, on colleges that engaged in substantial misrepresentation. Education agreed with GAO's recommendations.

Over the past several months, news headlines have been filled with stories that illustrate the realities of an underfunded public education system. All across British Columbia (BC), school districts are facing "tough budget decisions" and gaping budget shortfalls. BC continues to fall behind other provinces in funding. Funding for inclusive education, a key value of our provincial education system, remains woefully inadequate. The lack of investment into teacher recruitment and retention remains a chronic challenge that undermines the foundations of education in BC. To address these compounding challenges, the British Columbia Teachers' Federation (BCTF) respectfully submits the following three recommendations that are presented in this report for the 2023 provincial budget to the Select Standing Committee on Finance and Government Services: (1) Abandon the current path of austerity and increase educational funding to meet the real, identified needs of classrooms, schools, and school districts; (2) Provide dedicated funding for teacher recruitment and retention initiatives across all school districts to address the acute teacher shortage in BC; and (3) That the Ministry of Education terminate the consideration of a prevalence-based model for special education funding and align special education funding with identified special education needs, including targeted funding for early identification and designation of students with special needs and per-student funding amounts for high-incidence designations.

The Committee on Education and Labor met to hear testimony on "Examining the Policies and Priorities of the United States Department of Education." The U.S. Department of Education was making a budget request for Fiscal Year 2022 and the Committee wanted to examine the Department's priorities to support students, educators, and communities. Due to the COVID-19 pandemic, the Committee's hearing room was closed and it was conducted via Zoom. Opening statements were presented by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, a Representative in Congress from the State of North Carolina. The following witness presented a statement: (1) Miguel Cardona, Secretary, U.S. Department of Education. Additional material was submitted by members of the Committee including (1) articles; (2) letters; (3) questions submitted for the record; and (4) responses to questions submitted for the record by Secretary Cardona.

Finland has been widely regarded as one of the most successful education systems in the world. However, recent trends suggest that Finland's considerable achievements may be at risk. The country's performance in international student assessments has been declining over the past decade, as gaps among student groups and levels of school segregation have grown. In light of these developments, Finland is advancing a number of policies, notably under the umbrella of the Right to Learn (RtL) Programme, to improve quality and equity in early childhood education and care (ECEC), pre-primary and basic education. This analysis explores the Ministry of Education and Culture's (OKM) planned reforms in regard to the country's main education challenges and priorities. At the request of the Ministry, the analysis focusses on three main policy issues: (1) financing equity and quality in education; (2) expanding participation and strengthen quality in ECEC; and (3) equalising education opportunities through strengthening the local school policy. A final section looks at some of the cross-cutting issues that emerge from the OECD's analysis. This analysis offers policy considerations aimed at strengthening the design and implementation of the RtL Programme.

This paper discusses some of the key challenges and points of tension pertaining to leadership in higher education in Kenya. Effective leadership approaches are discussed including the context of why effective leadership is more important in Kenyan public higher education now than ever. The paper considers whether recent changes in higher education in Kenya--notably the increase in student populations; rapid increase in the number of public higher education institutions; major changes in the labour market and the steady reduction in the funding of public higher education institutions-pose fundamental challenges for the pattern of leadership and management in the institutions. Given the complex context within which higher education leaders in Kenya now work and the challenges posed by these recent changes, this paper reviews what might constitute effective leadership practices within the higher education context. The paper argues that public higher education institutions in Kenya need to develop new models of leadership to make sense of the highly complex political, economic and cultural landscapes of the modern world in general and Kenyan society in particular. In addition, the paper suggests that Adair's (1973) Action Centered dimensions of leadership could be applicable and that transformational leadership with its emphasis on distributed leadership styles and collegial decision making may offer such model.

Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

This article examines why universities need either happiness education or religion education. To discuss this study systematically, four research questions are stated. First, what are the concepts of religion and happiness? Second, what is the relation between religion and happiness? Third, why do universities need happiness education or religion education? Last, what are the implications for Korean universities? In order to defend the research questions, a descriptive content analysis method will be utilized with a cross cultural approach. As for the limitations of this study, the subject of happiness is adjusted the focus of two lenses of religion and education. The field of religion is limited to three major religions, such as Buddhism, Confucianism, and Christianity, which greatly influencing Korean religion and culture. This paper is especially focused on "The Analects" in Confucian Classics, "Dahmmapada" in Buddhist Sutras, and "The Gospels" in the Christian Bible. Additionally, education is directed the lens to South Korean higher education. One of research results is that educational administrators and policy makers in Korean higher education should design "Teaching & Research Happiness Frameworks," providing useful "happiness curricula" and "religious programs" for their students to boost their life satisfaction and well-being.

What works to increase Latino student success in higher education? Since 2005, "Excelencia" in Education has led the only national effort to recognize evidence-based practices that accelerate Latino student success in higher education through Examples of "Excelencia." Through this process, "Excelencia" recognizes programs that are intentionally serving Latino students across four levels: Associate, Baccalaureate, Graduate, and Community-Based Organizations. Over 14 years, "Excelencia" has recognized over 300 programs across the country that work for Latino students. This year's compendium includes 4 Examples of "Excelencia," 12 finalists and 20 Programs to Watch. The programs in this compendium are responsive to the strengths and opportunities their students face in preparing for, persisting in, and completing a college education. This year's recognized programs are increasing Latino student success through scholarships, undergraduate research opportunities, pathways to guide students, mentoring, and culturally responsive programming. [For the 2018 edition of this report, see ED593370.]

Education is considered a priority sector in Bangladesh and a means of socio-economic development by all citizens -- urban and rural, rich and poor. This attitude has created a demand for education which traditional systems have been unable to cope with, mainly in three ways -- they cannot reach the massive and circumstantial unreached and the associated curricula are either obsolete and irrelevant to the world of work or producing narrowly specialised graduates with limited future options. To address these challenges this paper argues that diversification of the secondary and higher secondary curricula through the introduction of vocational elements in open and distance learning (ODL), is necessary. Despite much research and literature on general, vocational and open and distance education individually, very little information is available with respect to integration of vocational and general education in open and distance learning. This paper outlines a study exploring the present scenario and assessing the need for integrating vocational elements at the secondary and higher secondary curricula in open and distance learning in Bangladesh. It is part of a larger study on distance education systems in three different countries. The research involved focus group discussions with the Bangladeshi community including students, teachers and guardians culminating a set of recommendations that may play an important role in reforming the ongoing system.