Education & Pedagogy

The COVID-19 pandemic has disrupted every aspect of society. In mid-April 2020, 192 countries had closed their schools, putting 9 out of 10 enrolled children out of school. These closures disproportionately affected marginalized children, worsening existing inequities across education systems worldwide. This brief draws on the experience of five UNICEF education country programmes supported by the Let Us Learn (LUL) initiative, to document tangible lessons in adapting education programmes to support the most marginalized children during school and learning centre closures. The evidence in this brief stems from a series of semi-structured interviews with Education and Child Protection specialists, as well as a document review of available COVID-19 response studies, in the five LUL-supported UNICEF Country Offices.

Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digitally-rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers. The COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training. This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice. [This report was funded by OPEC Fund for International Development and the German Federal Ministry of Education and Research (BMBF).]

The United States Department of Education's "Annual Performance Report" for fiscal year (FY) 2013 and "Annual Performance Plan" for FY 2015 provides information relative to the closeout of the "FY 2011-14 Strategic Plan" and formulation of the "FY 2014-18 Strategic Plan." This year the Department has consolidated its "FY 2015 Annual Performance Plan" (APP) with the "FY 2013 Annual Performance Report" (APR) in an effort to provide a more complete and meaningful picture of the Department's past performance and efforts to improve performance in coming fiscal years. The report is organized into the following sections: (1) Mission and Organizational Structure; (2) Overview; (3) Performance Results Details; (4) Performance Plan Summary; and (5) Appendices. [For the "U.S. Department of Education Strategic Plan for Fiscal Years 2011-2014," see ED529722. For the "U.S. Department of Education Strategic Plan for Fiscal Years 2014-2018," see ED593412. For the "U.S. Department of Education FY 2012 Annual Performance Report and FY 2014 Annual Performance Plan," see ED607810.]

Computer science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. Based on prior analyses and expert consultations, the authors selected 11-CS education country, state, and provincial case studies that may have lessons that can broadly apply to other education systems. These cases come from diverse global regions and circumstances and have implemented CS education programs for various periods and to different levels of success. As such, they have examined information to extract lessons that can lead to successful implementation. This study examines how England developed its CS education program of study. CS concepts have been part of the official English curriculum for over a decade, but reforms have encouraged wider participation in the last six years. Given that this is a relatively long period of implementation compared to many other countries' CS activities, this England case study can provide an understanding of how CS education activities can be improved over time.

The Virginia Plan for Higher Education, now in its sixth year, charts a course to make Virginia the best-educated state by 2030. The State Council of Higher Education for Virginia developed The Virginia Plan as part of its statutory role to "advocate for and promote the development and operation of an educationally and economically sound, vigorous, progressive, and coordinated system of higher education in the Commonwealth." This annual report is the final one of this six-year strategic plan. The Council reviewed The Virginia Plan's goals, strategies, measures and priority initiatives, and will make adjustments in early 2020. This report identifies past progress and future trends that the Commonwealth must address if it is to prosper and succeed in the next decade. [For "The Virginia Plan for Higher Education: Annual Report for 2018," see ED594501.]

Using the data from the "Chinese Urban Household Education and Employment Survey -- 2004," this article studies the performances of graduates of secondary vocational education compared with the graduates of secondary general education in urban China from the perspectives of social stratification, job-searching spell and the quality of employment. The analysis reveals that students from lower socioeconomic background are more likely to self-select into vocational secondary education compared to those enrolled in general secondary education. This difference disappears when they are compared to the secondary general graduates who do not make it to the tertiary education and enter the labor market instead. Furthermore, we do not find statistically significant difference between the two groups of graduates in terms of their income and occupational stratified level. However, the secondary vocational school graduates have a shorter job-searching spell. We suspect it is due to their better preparedness for the labor market. This study intends to respond to the debate in China surrounding the relative merits of general and vocational secondary education. [For the complete Volume 12 proceedings, see ED597979.]

In the 21st century, globalization has ruled the drive behind adult education. While adult education, throughout much of the world, historically has its roots in addressing social inequities and social justice, globalization has caused a shift into more economic driven approaches in years of late. Through experience and observation in the field of adult education there is a constant drive to provide stackable credentials and quick pathways to employment. It is important that adult education find balance with the demands of today's world and the foundation upon which it was built. An exploration of terms and approaches related to and relevant to adult education and critical thinking provide a springboard for its continued role in today's world. Adult education has a duty to continue to incorporate criticality and social awareness as a foundational function of its work. This can be done through a myriad of approaches that apply to the many various adult education settings. This work has great import to today's world and our future. [For the full proceedings, see ED597456.]

The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from "Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications" (2014), this paper examines the policy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention. [For the complete Volume 17 proceedings, see ED596826.]

This report was prepared by the Colorado Department of Higher Education (DHE) pursuant to 23-1-113.3 C.R.S. The information in this report is presented to inform the ongoing dialogue regarding preparation for college and the effects of remedial education or developmental education in Colorado. This report documents data gathered by the Colorado Department of Higher Education (DHE) for academic year 2015 (Summer 2014-Spring 2015) as required by statute. The report concerns students taking basic skills courses at Colorado's public higher education institutions. The report is submitted to the Education Committees of the Senate and House of Representatives, the Joint Budget Committee (JBC), the Colorado Department of Education (CDE), and each Colorado public school district superintendent. This report includes the following: (1) Highlights from academic year 2014-15; (2) Demographics; (3) Remedial rates by subject and course level; (4) Remedial course completion and costs; (5) First year retention; (6) Remediation by school district and high school; and (7) Reforming the system of remediation. The following are appended: (1) Additional Tables; and (2) Technical Information.

As many as 41 million Americans live in "higher education deserts" -- at least half an hour's drive from the nearest college or university and with limited access to community college. Many of these deserts are in rural America, which is one reason so much of rural America is less prosperous than it deserves to be. The lack of higher education access means fewer opportunities for going back to school or improving skills. Congress should work to eradicate higher education deserts. This report discusses how higher education "deserts" are handicapping rural America. The goal is to eradicate higher education deserts and ensure every rural American has higher education access. While it is unrealistic to establish a new college, community college, or university in every rural area that needs one, emerging models for delivering higher education potentially offer a creative, cost-effective and effective alternative. These new models can also expand the ability of workers to obtain high-quality occupational credentials, which in many instances are likely to be more practical, affordable and desirable than pursuing a two-year or four-year degree.

The many and varied challenges facing higher education include a culture of publish or perish, increased course loads without more pay or benefits, increased pressure on institutions to compete for students, budget cuts, a political atmosphere targeting higher education, and continued systemic inequities. Those who work in higher ed are under more stress today than ever before. It has never been more important to understand and address the emotional self at work in higher education. "The Emotional Self at Work in Higher Education" is an essential research publication that generates conversations around the practical implementation of healthy emotional workspace practices in the sphere of higher education and investigates tools, frameworks, and case studies that can create a sustainable and healthy work environment. It moves beyond addressing emotional intelligence to addressing the awakening of a greater sense of the emotional self. Featuring a wide range of topics such as distance education, mindfulness, and artificial intelligence, this book is ideal for educators, researchers, academicians, administrators, and students.

This chapter explores some of the key underlying forces impacting on teacher education internationally. The effect of globalization on curriculum and assessment processes with increased prescription and accountability, in particular on core skills such as literacy and numeracy, is evident. The construct of teacher education is identified as a policy problem in urgent need of reform. In the competitive world of education with each nation vying for top position on international achievement measures, distinctive responses are evident, yet the impact of globalization reveals a similarity in the responses across nations. The chapter illustrates how these common reform issues play out in a recognizable yet distinctive manner. In the final section of this chapter, six themes are identified from which teacher education globally may be portrayed and evaluated--professional status, the place of research as an evidence base, partnerships, governance, performability and accountability, and digitization. The themes present a common framework for teacher education on which international collaboration and comparative research can go forward to establish a needed evidence base. [For the complete volume, "Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education. Teacher Education, Learning Innovation and Accountability," see ED595068.]

Norwegian teacher education has been subject to numerous reforms in the last decade; the most recent one, requiring all teacher education programs to be at a master level, took effect from August 2017. The initiatives are policy initiated and heavily influenced by international trends characterized by an increasing demand for accountability. At the same time, the society, including politicians, are apprehensive to explicitly talk about external control and accountability. The tension between accountability and responsibility characterizes the Norwegian case. There is also a tension between traditional values and international accountability, between external and internal accountability/responsibility. Crooks's (2007) concept 'intelligent accountability' could be a way to balance accountability and responsibility requirements in Norway. The backdrop of the chapter is information from steering documents, the Norwegian Agency for Quality Assurance in Education (NOKUT), discussions with deans and teacher educators, and media, and personal experience as a previous head of teacher education. This chapter sheds light on the tension between mistrust and trust, accountability and responsibility in Norwegian teacher education. [For the complete volume, "Innovation and Accountability in Teacher Education: Setting Directions for New Cultures in Teacher Education. Teacher Education, Learning Innovation and Accountability," see ED595068.]

"Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies" presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn. This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls' education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID-19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn. The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls' education.

The work we present is an ongoing research project on school inclusion, its implications for education, and an analysis of quality indicators. The research's main objective is to analyze the beliefs and training needs that teachers have on inclusive education to consider some quality indicators for their training. The research was conducted at all levels of the Spain's education system, except for higher education, i.e., namely early childhood education, primary education, secondary education, baccalaureate, and training modules. The study uses a qualitative research approach. Interviews were conducted with an open-ended questionnaire, one per interviewee, except for the principal and head teacher, who were interviewed as members of the board. Based on the analysis of data, results, and conclusions, we propose quality indicators to guide teachers' training. The most relevant indicators are linked to the need to promote an inclusive educational model in which schools develop inclusive institutional projects, and teacher training is aligned with educational inclusion. This model is based on learning programs aligned with inclusive educational practices and needs and focuses on comprehension, democracy, and participation principles.