Education & Pedagogy

This study provides a detailed analysis of the education and skills systems in Serbia in the context of the green transition and gives some recommendations for their future development. The document comprises five chapters, starting with the introduction into the effects of climate change on human capital and the crucial role played by human capital in the green transition. The second part provides an overview of the perception of climate change among Serbians, as well as a review of the skills and education policies for climate action in Serbia, including both the position of Serbia within the international climate change policy framework and the national policies for green transition. The third chapter analyzes the performance of the education and training system in Serbia and tackles the challenges and opportunities related to the development of skills and jobs for the green transition. The fourth part reviews curriculum and government programs on climate change and green transition in Serbia, with specific sections devoted to primary and secondary schools, technical and vocational education and training, higher education and research and innovation system, and green education infrastructure. The final section provides conclusions, recommendations, and good practices that can be used for further development of relevant policies and projects. This note builds on the findings of the Western Balkans Climate Change and Development Report (CCDR), expanding the narrative on education and providing a focused, country-level analysis to guide Serbia's education and training system in supporting a green and climate-resilient transition. This note focuses on education and skills for both the green transition and climate-resilient development. [This report was supported by the Climate Support Facility (CSF).]

Despite the economic and social returns of higher education for rural individuals and communities, college enrollment and college completion rates remain low in rural areas. Families in these regions often cite barriers such as geography, finances, and fears of leaving home as obstacles to college attendance and completion. In addition, researchers have historically understudied rural higher education, leaving many rural colleges without concrete best practices that meet their unique needs. High-quality, pragmatic education research designed in partnership with rural communities is one strategy to help practitioners strengthen their ability to successfully support prospective and current college students in rural communities. For the first time, in 2024, the U.S. Department of Education's Institute of Education Sciences awarded its Rural Education Research and Development Center funding to a team focused on postsecondary education rather than K-12 education. The National Rural Higher Education Research Center, led by MDRC with research and practitioner partners across the country, will answer important questions about how to support rural students, rural colleges, and rural workforce development. This unprecedented effort reflects the great need for research to support rural students navigating all types of higher education, whether they are moving away to pursue a traditional on-campus bachelor's degree, commuting to a community college's small satellite campus for two classes at a time, or enrolling in a short-term training program aligned to local labor market needs. This brief discusses why the topic of rural higher education demands national attention, how rural education research has not yet met the needs of rural families, and how the eight constituent studies within the research center will contribute vital knowledge to help rural Americans achieve their postsecondary and economic goals.

This study explored the journeys of Formerly Incarcerated Latino Men (FILM) who are turning to higher education as a reentry support for their lives after being released from prison. Offering programs like higher education during reentry is not just about creating new paths and opportunities, something higher education already does for many. The insights uncovered within this study can inform those managing educational programs in correctional facilities and higher education institutions, as well as other leaders in higher education institutions who want to support FILM students, faculty, and practitioners in the field. Grounded in real-life experiences, this qualitative research study leaned on the methodology of phenomenology and LatCrit and transformative theory frameworks to shed light on the journeys of six FILM students across different California Community Colleges and California State University campuses. Through semi-structured interviews, FILM students were able to discuss their experience post-release and navigating their institutions of higher education. The study uncovers seven overarching themes that summarize the shared experiences and phenomena among the participants: (1) Pre-Incarceration Barriers, (2) Prison Education Barriers, (3) Positive Outcomes of Prison Education, (4) Barriers to Reentry into Higher Education, (5) Positive Outcomes of Higher Education, (6) Necessary Resources for Higher Education Reentry, and (7) Identity. In conclusion, the study proposes practical strategies tailored for FILM students navigating academic environments such as CCCs, CSUs, and UCs. Additionally, a thoughtful discussion of the implications for future research provides insights into avenues for further research to better understand the experiences of FILM populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Presents a conversation with John Disinger, a distinguished environmental educator, on environmental education and his career. (Contains 19 references.) (YDS)

Describes the new Franklin W. Olin College of Engineering's innovative approach to engineering education, including integrating art and entrepreneurship into the curriculum. (EV)

Describes how a handful of institutions are experimenting with computer simulations to offer hard science labs through distance education. (EV)

Discusses how the economic downturn crushed a promising plan to improve higher education in Missouri. (EV)

Presents a 30-word wordsearch puzzle on nucleotide sequences used in proteins in terrestrial organisms. (YDS)

The evolution of character education as part of curriculum over the centuries is discussed with focus on literature on psychological and ethical issues.

Presents a listing of industrial members of the American Society for Engineering Education (ASEE). Listings include industry name, address, and representatives. (SL)

Why we should base our physical education programs on current knowledge rather than common fads. (Editor)

Reports on Carlos Arce's study, one of the few available on this subject, of the rule of Chicanos in higher education. (JP)

Discusses the need to develop graphics courses for engineering programs. (SL)

Reviews 15 books that assess the state of education and suggest areas of reform. (IRT)

Presents practical issues and possible objectives in classroom strategy having a multicultural approach. (RL)