Education & Pedagogy

Dual vocational education -- an efficient way to facilitate people's access to the labour market? Montenegro introduced the dual model of education in 2017/18, and the system was evaluated two years later. How is the system performing? How can it be improved? Do all the stakeholders involved in developing and implementing dual VET [vocational education and training] programmes possess the necessary capacities and capabilities to do so? This report -- which presents the evaluation methodology and its main findings -- tries to answer such questions and to formulate some recommendations.

The country profiles provide concise, reliable and up-to-date information on technical and vocational education and training (TVET) systems worldwide. They are the result of a collaborative process between UNESCO-UNEVOC and the TVET stakeholders in each country. TVET in Nigeria aims to assist the federal and state education authorities in their effort to revitalize, reform and expand the provision of skills, vocations, science and technology to meet the nation's present and future socio-economic needs. [Compiled in collaboration with the National Board for Technical Education, Nigeria.]

Mathematics education is highly regarded as a research field within our region, especially when compared to other fields within the broader education discipline. The field has been relatively cohesive, well organised and internationally influential in a universally strong field. Mathematics education research has developed and evolved in challenging times-- when other fields have become fragmented and lost vision--have we more to offer? This keynote paper considers the challenges we face as a field of research as we navigate our theoretical underpinnings and pedagogical practices, within both the mathematical sciences and broader education disciplines.

Education technology facilitates personalized learning and allows educators to better target instruction based on identified needs. Technology also improves the ability of education researchers to evaluate instructional approaches and interventions and provides policymakers information to aid in decision making. A majority of parents support the use of new technology and do not cite data privacy as a top tier education concern (compared to such issues as teacher effectiveness, standardized testing and school performance). Furthermore, data breaches in education are relatively uncommon. Nevertheless, several high profile incidents raised awareness of the amount of data being collected and the vulnerabilities where data are not properly secured.

This 50-State Comparison provides data on states' early care and education governance systems, with a focus on the agencies that oversee these programs, the level of alignment of these programs and the advisory entities for early care and education in the state. This data point shows whether there is an enabling statute, regulation, or executive order for each state. The name of the early care and education entity is provided for each applicable state. [View the full "50-State Comparison: Early Care and Education Governance" here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]

This resource provides data on state and systemwide developmental education assessment and placement policies. Depending on the unique higher education governance structure in each state, a state may have several policies included in this resource. System-level initiatives, programs and collaborations are excluded from this review. A few states did not identify an assessment and placement policy, but did identify a relevant developmental education policy; those states are noted as "No assessment and placement policy identified." [View the full "50-State Comparison: Developmental Education Policies" here: https://www.ecs.org/50-state-comparison-developmental-education-policies/.]

The ideology of whiteness has received little attention in mathematics education. In this paper, we develop a framework for documenting how whiteness shapes mathematics education as a racialized space. Drawing on the sociological concept of "white institutional space" (Feagin, Vera, & Imani, 1996; Moore, 2008), the framework examines mathematics education across institutional, interpersonal, and individual levels of analysis. The authors argue that this framework captures how ideological discourses of whiteness and colorblindness (Lewis, 2004) and racialized hierarchies of mathematics ability (Martin, 2009) are perpetuated through institutional structures and interpersonal relations in mathematics education. [For the complete proceedings, see ED583989.]

The civic education policy framework and gap analysis tool are intended to guide state leaders as they address the complexities of preparing students for college, career and civic life. They allow for adaptation to state- and site-specific circumstances and may be adopted in whole or in piecemeal fashion, according to states' individual circumstances. In addition to the civic education policy framework and gap analysis tool, this resource includes examples to demonstrate how current state efforts are leading to significant, positive changes in civic education for all students, P-20.

This paper addresses concerns about a European dimension in education that has been created by the enlargement of the European Union (EU) (the inclusion of Austria, Finland, and Sweden) and the gradual transformations of institutions into a future federal state. Sections of the paper include: (1) "Introduction"; (2) "Defining the European Dimension"; (3) "Europe as a Community of Values"; (4) "The European Objectives of Education"; (5) "The Content of a Solid General Education"; (6) "The European Dimension and Teaching Methodology"; (7) "Experiencing Europe"; (8) "Schools with a European Orientation"; (9) "European Teacher Training and In-Career Training"; and (10) "Conclusion." (EH)

Like other volumes in this series, this monograph follows a pattern that makes comparisons across systems easier. The history of the Bulgarian higher education system is given, focusing on the period after 1989. The legal basis for education in Bulgaria is analyzed, as is the evolving system of governance. The participation of Bulgarian education in European Union programs is outlined, and both student and faculty careers are described. This volume reflects the profound changes in Bulgarian education in the context of current economic, cultural, and social transitions. Three appendixes provide supplemental information about higher education institutions in Bulgaria, the supporting legislation, and the academic degrees that can be earned. (Contains 5 figures, 31 tables, and 59 references.) (SLD)

As countries in the vast Asia-Pacific region seek to re-engineer their education systems in order to cope with the rapid pace of economic and social change, an area of the school curriculum that is attracting increasing special attention is that of mathematics education. The work in this book identifies key issues regarding mathematics education in different parts of the world and considers whether these issues have implications for the future of mathematics education in the Asia-Pacific region. The assumptions, methods, and values that underpin contemporary mathematics education research are questioned, and important gaps in contemporary mathematics literature that need to be addressed are identified. (Contains 587 references.) (ASK)

This bibliography lists examples of books, dissertations, reports, and articles dealing with the broad field of multicultural education. The bibliography's major focus is on materials in English from recent years, especially materials that deal with educational objectives implicitly related to peace education, such as bias awareness, empathy, and tolerance. In the bibliography titles of documents are given in their original language--if the original language is English, French, or German, no translation is provided; in the case of other original languages, a translation of the title into English is added in square brackets. (BT)

This telephone survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Main findings were: (1) education is important, but its true value is not fully understood; (2) Ohioans appreciate the benefits of early childhood education and preparation for school; (3) individualized attention in the formative years is important; (4) the public perceives an educational crisis in Ohio; (5) some populations at risk may go unnoticed; and (6) Ohioans overestimate the number of adults who have completed a college degree. Detailed findings are presented in the areas of the value of education, special populations, early childhood education, the formative years, school facilities, higher education and access to college, and demographics. (EV)

This handbook describes parent educational rights mandated under federal rules and regulations of the Individuals with Disabilities Education Act, including the amendments of 1997 (IDEA), and the Bureau of Indian Affairs/Office of Indian Education Programs special education eligibility document. Each main topic is preceded by a box that contains a brief summary in clear and understandable language. The following topics are addressed: key special education definitions; free appropriate public education; prior notice to parents; parent consent; independent educational evaluation; educational surrogate parents; student records; mediation; complaint procedures; impartial due process hearing; attorneys' fees; private school placement; and discipline. (DB)

The National Environmental Education and Training Foundation (NEETF) commissioned the North American Association for Environmental Education (NAAEE) to prepare this report in order to provide the education community and the American public with information about successful environment-based education programs in the nation's schools. The report consists of a collection of case studies of schools in Texas, North Carolina, Wisconsin, Minnesota, Kentucky, and Florida that are using the environment to motivate students to learn and bring new life and meaning into their school experience. These studies document current evidence supporting the premise that, compared to traditional educational approaches, environment-based education provides academic performance across the curriculum. (SAH)