Education & Pedagogy

The call for more expansive access to bilingual education is grounded in a comprehensive synthesis of evidence on the benefits of bilingual education, bilingualism, and biliteracy for students and the larger social fabric. Many studies find that access to bilingual education programs has a medium to large positive impact on students' academic achievement, while also supporting a higher likelihood of being reclassified out of English learners (EL) status to fluent English proficient. Importantly, the benefits of bilingual education and bilingualism go beyond academic and English language outcomes, with benefits for students' home language development, cognitive functioning, social-emotional and sociocultural outcomes, and students' future employment and earnings. This paper looks at the next 25 years of education and policy making regarding students classified as EL. Given the strong research evidence on the benefits of bilingual education and need to address barriers to opportunity experienced by English learners, this paper strengthens the case for federal, state and local education policy and action that looks toward the implementation of bilingual education as the standard service--rather than exception--for EL-classified students.

The Education and Training (ET) 2020 Working Groups (WGs), involving over 400 experts from Member States' administrations and other stakeholders, are one of the main instruments in the toolbox of the Strategic Framework for European cooperation in education and training (ET 2020). Through mutual learning and the identification of good practices, they provide advice and expertise to the European Commission in the preparation of legislative proposals and policy initiatives, and support Member States in addressing the key challenges of their education and training systems and common priorities agreed at European level. The thematic nature of the Working Groups reflects the times and are in-step with the challenges and opportunities across Europe such as the COVID-19 pandemic, social inclusion, the digital transformation, and the importance of lifelong learning. This report provides the objectives of, key themes covered by, major outputs of, and details about each of the seven ET 2020 Working Groups (2018-2020): (1) Working Group on Early Childhood Education and Care (ECEC); (2) Working Group Schools; (3) Working Group on Higher Education; (4) Working Group on Vocational Education and Training; (5) Working Group on Adult Learning; (6) Working Group on Digital Education: Learning, Teaching and Assessment (DELTA); and (7) Working Group on Promoting Common Values and Inclusive Education.

Education is among the sectors with devastating impact of COVID-19 pandemic. Before the pandemic, the Nigerian education system has adopted purely, face-to-face approached to teaching and learning in primary and secondary schools. Primary and secondary school learners were not allowed to own any digital gadget such as phone or computer, neither were they allowed to be seen with such in the schools. With the emergence of the lockdown condition and school closure, following the COVID-19 pandemic, both teachers and learners were helpless about how to continue learning in the face of the pandemic. This study investigated the challenges posed by, and the impacts of COVID-19 on Education in Nigeria. A sequential exploratory mixed method design was adopted for the study. Results showed that the challenges of education during the COVID-19 pandemic include school closure, poor learning, unequal access to education opportunities and poor skills. Further, the pandemic negatively impacts education, causing poor school enrollment, inequality in education, poor achievement, poor school health and challenges in school assessment and transition. It was concluded that COVID-19 has negatively affected education in Nigeria. Implications for practice policy and practice of electronic learning (e-learning) were discussed.

Success in mathematics contributes to children's future career and lifelong financial security. There have been reports that dual-language education conveys academic advantages in mathematics achievement, although there is debate. This study aimed to investigate whether dual-language education benefits children's mathematics achievement and examine executive functions as a potential mechanism through which dual-language education influences math achievement. Fourth grade children (n = 465; aged 9-10 years) attending either dual-language education or mainstream education programs within the same school were tested on both mathematics achievement and executive functions. Results showed that children in the dual-language education program had higher math scores as well as higher executive functions performance. Executive functions also significantly mediated the relation between education program and mathematics achievement, providing support for executive functions as a mechanism through which advanced mathematics performance is achieved. All analyses controlled for primary caregiver education. Attrition rate of the education program as well as bilingual proficiency were considered in the analysis. Results suggest that bilingual experience gained from a dual-language program may benefit children's executive functions and that dual-language education may be an effective program for children's mathematics achievement through cognitive advantages that contribute to academic success.[This is the online version of an article published in "International Journal of Bilingual Education and Bilingualism."]

"Getting Prepared 2018" examines Minnesota public high school graduates from the classes of 2009-2017 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. The report utilizes analysis resulting from linking student level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. Twenty-two percent of 2015 public high school graduates enrolling in postsecondary enrolled in one or more developmental courses within two years of graduating high school. Overall developmental education rates for recent high school graduates declined between 2009 and 2015. Almost all graduates enrolling in developmental education (97%) enrolled at Minnesota State Colleges and Universities. Disparities in enrollment in developmental education also exist for students of color, non-English speakers and lower income students. [For "Getting Prepared 2017: Recent High School Graduates and Development Courses," see ED583057.]

This paper explores liberation movement theory from educational and historical standpoints. Liberation movement theory is defined as a theory in which the oppressed seek personal, political, and social development through freedom from domination. In this paper, liberation, non-formal education, and popular education are learning theories that are viewed from the lenses of Paulo Freire and Amílcar Cabral. The more specific focus is Latin American liberation movement theory with emphasis on Guatemala (Latin America) and Guinea-Bissau (Africa). Historically, both Guatemala and Guinea-Bissau have been heavily involved in the liberation movement using various strategies of non-formal learning and popular education. Paulo Freire and Amílcar Cabral operationalized these strategies in the 20th century. This paper further explores the Latin American liberation movement of the twentieth century as it relates to education for liberation in order to deeply engage in how and why marginalized groups learn what they value as an education, and what they constitute as an education that liberates. This paper concludes with a comparison of both Guatemala and Guinea-Bissau to analyze how these nation-states have contemporarily operationalized liberation movement theory, and to explore if the tenets of this theory have promoted contemporary education for democratic participation in Guatemala and Guinea-Bissau. [For the full proceedings, see ED597456.]

In 2011, the USAID Education Strategy set forth an ambitious agenda to help solve one of the most pressing challenges facing developing countries: the lack of access to quality education for children and youth. Through this strategy, with a focus on measurable outcomes and ambitious targets, USAID transformed the conversation in the sector from counting inputs and activities to measuring results and redefining the scale USAID should be striving for in their collective work. The 2011-2015 Education Strategy put forward three strategic goals to drive USAID's education investments and mobilize the global community: (1) All Children Reading (ACR)--Improve reading skills for 100 million children in primary grades by 2015; (2) Higher Education and Workforce Development (HEWFD)--Improve the ability of tertiary and workforce development programs to produce workforces with relevant skills to support country development goals by 2015; and (3) Education in Crisis and Conflict (EiCC)--Increase equitable access to education in crisis and conflict environments for 15 million learners by 2015. This report presents the results and accomplishments achieved to date under the 2011-2015 USAID Education Strategy. In addition to reporting on the scale of USAID programming and progress toward the numeric targets of the strategy, this report also reflects on major achievements under the 2011-2015 Education Strategy to date and identifies lessons learned about its design.

In spite of efforts to improve the quality of early childhood education for girls and boys globally, incorporating a gender perspective--particularly in teacher policies--remains a gap, including in China. This inattention to early childhood poses an additional barrier for countries to achieve quality education and the United Nations Sustainable Development Goals. In China, gender parity in primary and lower secondary education was achieved almost a decade ago. However, gender-based inequalities in education processes and outcomes--e.g., biased sex ratio at birth, different education aspirations, labor market discrimination, and restricted female leadership--persist as a result of deeply entrenched gender stereotypes that are formed early in life. The next step to improving gender equality in China is to provide a quality, gender-sensitive education for a harmonious and sustainable society. Fortunately, the Chinese government is promoting gender equality in schools and is set to develop policies in early childhood education and teacher quality. This paper highlights the gaps and opportunities in bringing gender equality into early childhood teacher policy in China. Drawing from a review of global examples, the paper concludes by outlining aspects at the education system and pedagogical levels to ensure gender-responsive teaching and learning for all kindergarten children so China can build upon its sustainable approach to gender equality and education development.

The Higher Education Act of 1965 (HEA; P.L. 89-329), as amended, authorizes a broad array of federal student aid programs that assist students and their families with financing the cost of a postsecondary education, as well as programs that provide federal support to postsecondary institutions of higher education (IHEs). Programs authorized by the HEA provide support for higher education in several ways, including providing support to students in financing a postsecondary education, with additional support and services given to less-advantaged students; providing support to students pursing international education and certain graduate and professional degrees; and providing support to IHEs in improving their capacity and ability to offer postsecondary education programs. This report provides a brief overview of the major provisions of the HEA, organized by title and part. Appendix A of this report provides detailed appropriations figures for HEA programs, from FY2015 through FY2018. Appendix B gives a brief overview of the General Education Provisions Act, which applies to the majority of federal education programs administered by ED, including those programs authorized by the HEA. Finally, Appendix C provides information related to the eight comprehensive reauthorizations that the HEA has undergone. Other CRS reports provide more detailed discussions and analyses of the major HEA provisions.

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (Leading the Way Access. Success. Impact.) and the Council (Fulfilling the Vision 2015-2020). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's Leading the Way master plan. [For the 2017 Higher Education Report Card, see ED592855.]

This regional dossier aims to provide a concise description of the European minority language, Turkish in Greece, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [Unless otherwise stated, academic data refer to the 2016/2017 school year.]

This regional dossier aims to provide a concise description of the European minority language, Hungarian in Romania, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. This information serves several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions in their own region. Every Regional dossier begins with an introduction about the region concerned, followed by six sections that each deals with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [Unless otherwise stated academic data refer to the 2016/2017 school year.]

This book examines issues of identity; positionality; community; value and relevance, to explore where transnational higher education is headed and what form it may take moving forwards. Transnational higher education has traditionally been viewed through the lens of access. Now, the authors argue, higher education must think more closely about impact and legacy as changing patterns of student recruitment, reduced options for mobility and the need to establish value for money will be at the heart of the next stage of evolution. Drawing on international case studies from Europe, the Middle East and Central Asia, the book outlines the past, present and future of higher education working across national boundaries, and the extent to which this represents the globalisation of the university sector. The book opens with an analysis of the role of the university in both local and global contexts, moving on to explore policy and collaboration and then looking at emerging trends and activity in international higher education. The final section draws directly from students, to give their perspective and understanding of the core themes throughout the book. This volume will have a wide readership amongst higher education scholars, undergraduate and postgraduate students and policy makers.

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The purpose of this bulletin is to present a selected working bibliography of practical usefulness to students and others interested in the education of native and minority groups. The field is a relatively new one in American education, and so far as information is available, this is the first effort to formulate a bibliography concerned with it. The primary purpose is to assist students of education and others interested in securing information or in pursuing studies concerned with the education of native and minority people living under the sovereignty of the United States. It is hoped that increased knowledge of conditions and progress influencing education will lead to better mutual understandings and further scientific studies of social and educational problems. These results should lead to more intelligent functioning of the school systems established throughout the outlying territories. This bibliography is arranged under seven classifications, as follows: (1) A general approach to problems concerned with native and minority groups; (2) How certain foreign governments are meeting these problems; (3) The education of Indians in continental United States; (4) Alaska and native Alaskans; (5) Education in the American West Indies; (6) Education in the Philippine Islands; and (7) Hawaii and other Pacific insular parts. An index is also included. [Best copy available has been provided.]