Education & Pedagogy

The application of technology in education has often been proposed as a positive support to improve access to and quality of education generally. However, research on technology in prison-based education is limited. This paper investigates the existing literature on educational programming in youth correctional institutions, and the role of technology in such programs, in Canada, Australia, and New Zealand -- three nations with a shared history of colonialism, overincarceration of Indigenous people, and similar programming priorities. We discuss the lack of technology-supported prison-based educational programming and provide insight into potential paths forward in the development of technology-supported education programs in correctional settings.

Once an epicentre of higher learning, Afghanistan has been constructed as ground zero for globalisation and competing militaristic projects. Focusing on the privatisation of higher education, this paper examines how military occupation instilled neoliberal economic and educational policies. With the rise of the private higher education landscape, the paper illuminates how Afghans grew dissatisfied with private higher education due to compromised educational quality, emphasis on economic profits and increasing alignments with foreign interests. The withdrawal of the US Military, unravelling of the neoliberal economic system, adoption of the America First agenda and increasingly restrictive educational policies for women have led to a state of free fall of higher education in the country.

Purpose: Higher education institutions are embedding education for sustainability in curricula, but there are many challenges slowing the process down. Design/methodology/approach: This paper uses reflections from stakeholders across eight disciplines to identify themes supporting EfS integration across disciplines, using collaborative autoethnography. Findings: The paper highlights unique challenges and opportunities in embedding sustainability education and potential institutional pathways to enable interdisciplinary approaches to embedding EfS. Originality/value: The paper highlights unique challenges and opportunities in embedding sustainability education and the role of institutional support in overcoming differing worldviews.

This study expands Tichavakunda's (2020) framework on Black placemaking in higher education to explore the experiences of racially and ethnically minoritized science, technology, engineering, and mathematics (STEM) students in an urban area during COVID-19. The findings reveal how students exercised agency, creativity, and collaboration with peers and faculty to navigate the crisis. Termed "responsive placemaking," this approach takes into account spatial and temporal factors in how students and institutions address educational disruptions. These strategies are crucial for fostering resilience in STEM education during present and future crises.

This article offers a critical analysis of the curricular development of the physical education (PE) area in primary education in the Balearic Islands. It examines the achievements and challenges encountered during the adaptation of the national framework to regional needs, emphasising teacher involvement, contextualisation, and the integration of local culture. It also highlights the effects of political instability, tight deadlines, and the lack of coordination across different educational levels. Finally, it proposes strategies for future curricular reforms aimed at enhancing coherence, equity, quality, and educational innovation.

Mentorship plays pivotal roles in initial teacher education, setting significant challenges for heterogeneous communication. This article shows how concept formation based on participatory analyses of systemic contradictions in mentorship can contribute to transformation of initial teacher education. Using the Change Laboratory formative interventionist method, university staff, school staff and student teachers collectively analysed the contradictions of mentorship and co-developed a new concept of 'tripartite professionalising community mentorship', which led to tangible changes in the teacher education programme. This study contributes to theoretical and practical advances towards sustainable mentorship activities and equitable futures in teacher education.

The climate crisis presents an unprecedented global challenge, which can also be an opportunity for Commonwealth ministers of education to demonstrate what science-driven, justice-centred, and civic-minded climate leadership can do to help put small island developing states and climate-vulnerable countries on a path to climate resilience and climate justice. This report provides a road map for how ministers of education can climate-proof education systems, implement a green learning agenda that builds skills for blue and green economies, and promote education for climate action through policy development, resource allocation and effective implementation. The recommendations also focus on the important issues of quality, equity and justice.

This document highlights major points detailed in the the full report, "Towards an Equal Future: Reimagining Girls' Education through STEM." The following questions are addressed: (1) How is the learning crisis affecting girls? (2) Why is STEM learning so important for girls? (3) What are the gender disparities in STEM education? (4) Why are girls under-represented in STEM? and (5) How can we transform opportunities for girls through gender-responsive STEM education? A call to action concludes the report. [EQUALS Global Partnership for Gender Equality in the Digital Age (launched by ITU and four founding partners) assisted in the preparation of this report. For the full report, see ED627513.]

Career and technical education (CTE), sometimes referred to as vocational education, provides occupational and non-occupational preparation at the secondary and postsecondary levels. CTE is a key element of the nation's workforce development system, providing students of all ages with both academic and technical skills to succeed in further education and future careers. Federal investments in CTE aim to increase the number of individuals with industry-recognized credentials in order to reduce unemployment, improve individual earnings, and benefit the nation's economy. This report provides a primer on CTE to support congressional discussion of initiatives designed to improve workforce development and to address some skills deficits that may exist in the workforce.

This presentation offers a systematic review of rural (PK-12) education technology literature. Drawing upon a social change framework (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. The initial mapping of included literature lies within two broad themes: distance education for rural learning and in-person use of technology as part of rural schooling. Further, preliminary narrative analysis across these themes reveals potentially problematic rhetorical structures leaning on what could and should be happening, rarely delving into the whys associated with actual technology use. To assist supporting rural schools work with technology for the betterment of rural students and communities, future scholarship needs are discussed.

The Education Scholarship Account Act allows parents to use the funds that would have been allocated to their child at their resident school district for an education program of the parents' choosing. The Act identifies student eligibility as well as approved educational expenses. The Act establishes procedures for parents to apply to the ESA program. The Act establishes procedures for an authority to oversee the ESA program. The Act also provides academic and fiscal transparency measures for participating families, schools and education providers. This document contains a model policy for education scholarship accounts (ESAs). Parents use ESAs to direct their children's education funding to the state-approved schools, courses, programs and services of their choice.

Civic and character education are both essential pillars that support the mission of public schools. Utah teachers and schools take this responsibility very seriously, and work diligently and creatively to provide content and pedagogy that supports effective civic and character education. This report is provided to the Utah State Legislature to highlight the methods used and the results being achieved, to instruct and prepare students to become informed and responsible citizens through an integrated curriculum taught in connection with regular school work.

The volume provides a comprehensive discussion of special education from across the globe. The volume includes chapters from major countries such as United States, Canada, United Kingdom, Russia and Japan as well as countries such as Nigeria, Israel and Pakistan. Discussions related to these countries will include information on origins of special education specific to that country, prevalence and incidence rates, trends in legislation and litigation, educational interventions, working with families, teacher training, a perspective on the progress of special education, and challenges that remain. [Individual chapters are indexed in ERIC.]

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). "What Career Clusters Are Recognized by the State? 50-State Comparison: Secondary Career and Technical Education" provides information on what career clusters are recognized by each state. Career clusters are a grouping of industry pathways identified and organized by states to structure CTE programs to meet student and industry needs. Each state has adopted clusters similar to the national career cluster framework to organize secondary CTE pathways. This resource does not include CTE information at the postsecondary level. [View the full "50-State Comparison: Secondary Career and Technical Education" here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]

This report outlines the Ministry of Education's achievements during the fiscal year ending March 31, 2011. It reflects the Ministry's progress over the past year; in particular their efforts to expand early learning programs, introduce flexibility in their education system through personalized learning, and inspire life-long learning for British Columbia families. This Annual Service Plan Report provides data and discusses the results related to the measures in the Ministry of Education "2010/11-2012/13 Service Plan."