Education & Pedagogy

There has been a steady decline in the number of secondary and tertiary students studying mathematics and science. Rural schools also report a shortage of qualified teachers in these disciplines. This paper describes the steps taken at the University of New England (UNE) to improve the provision of mathematics and science education (MS) in rural Australia. Initiatives such as the use of an online interactive digital classroom by rural NSW schools presenting MS contexts based on a SMART (sustainable, management, and accessible rural technologies) Farm will be presented. Research to improve teacher confidence and competence in these areas will be discussed along with the steps being taken to develop a Higher Education Research Facility (HERF) which will support research and engagement in the STEM domain.

Faced with intensified global education competition, universities and other Higher Education institutions are implementing Total Quality Management (TQM) to keep rivals at bay. Meanwhile, research interest in TQM in Higher Education is growing. This paper reviews the achievements and limitations of extant research on TQM in Higher Education, and discusses directions for future research. The paper finds that extant research focuses on (1) teaching and learning but neglects research and industry engagement; (2) an isolated factor (e.g., teacher) but neglects other factors (e.g., facilities); (3) the Higher Education sector in advanced countries but neglects the Higher Education sector in developing countries; and (4) TQM as a phenomenon but neglects theory development and integration. Future research needs to address these limitations, adopt a more holistic perspective, and take a more inclusive and comprehensive approach to TQM in the Higher Education sector.

This exploration of challenges and barriers to inclusion in Nepal elaborates a conceptual framework for education development in a diverse society. As Nepal is a highly diverse, caste-based, multi-ethnic, and multi-linguistic society with very low development indicators, the article focuses on barriers to education and related issues across different socioeconomic groups. A systematic review of the relevant literature forms the basis for the design of a practical approach to education development for this diverse society in light of education policy trends in Nepal since 1950. The five proposed steps for education policy formulation and implementation include an in-depth analysis of the existing situation and outcome assessments. The proposed approach will enable local governance institutions to design and implement pragmatic provisions for education development at local level in the context of a new constitution that mandates local government management of school education.

This article provides an overview of the literature on special education law and policy and teacher preparation for special education technology use and identifies current issues, focusing on four key obstacles regarding the status of special education technology access and implementation: (a) the mismatch between legal requirements, policy recommendations, and the supports students with disabilities actually receive in schools; (b) the limited professional knowledge about special education technology and few meaningful options for making improvements to this professional body of knowledge; (c) the rapid pace of innovation in terms of availability of new apps, products, and hardware; and (d) the inherent conflicts between the commercial nature of special education technology and best special education technology practice. Recommendations, resources, and actionable ideas toward transformative change are shared with hopes for equitable and meaningful special education technology access and implementation for students with disabilities.

Regional higher education growth in non-federal states has not attracted much academic attention. This paper is one of the first attempts to explore China's latest higher education expansion and its systematic and regional impact from the perspective of multi-level governance. This article argues that the state had explicitly utilized the Commanding Heights Strategy to diffuse the higher education authority to sub-national level and promote regional growth. The Central authorities allowed the Ministry of Education establishing a vertical elite coalition to command the heights of tertiary institutional hierarchy and key resources for tertiary development. In addition, the state used both financial incentives and sectoral incentives to mobilize resources for regional expansion. The Commanding Heights Strategy shapes China's response to the higher education trilemma of costs, access, and quality. Under this strategy, the unprecedented tertiary expansion has expanded college access, but at the expense of affordability, quality, and a large and increasing regional variation.

Following the exponential rise in publications on mindfulness in education and the emergence of some critical perspectives on this field, this paper articulates three roles of mindfulness practice in education: Mindfulness in, as and of education. The three are developed based on an examination of the practice as it is shaped by two different socio-historical narratives, which in turn manifest in different modalities of implementation and aims in the contemporary educational field. While much of the field is governed by 'mindfulness in education' within economic-therapeutic interventions, equal attention is given to 'mindfulness as education' as reflected in a whole school approach and to 'mindfulness of education' in which the practice radicalises the ethos of critical pedagogy. Describing these three roles, the paper introduces readers to the practice itself, offers a framework for understanding its associations with a variety of educational aims, and critically discusses these associations as well as the diverse pedagogical possibilities that this practice brings to contemporary and future education.

This paper draws on the theoretical lens of diffraction to conceptualize a new approach to transrational peace education theory and praxis in the post-2016 posttruth political era and Industry 4.0 economic period. The paper reviews foundational concepts and approaches from key founders of the field -- Paulo Freire and Betty Reardon -- before turning to two contemporary peace education scholars -- Wolfgang Dietrich and Hilary Cremin -- to investigate the contributions of recent scholarship toward diverse diffractive possibilities for transrational peace education. In this sense, diffraction offers pluralistic views and transformative possibilities for transrational peace education in varied contexts. Transrational peace education builds upon peace education to integrate affective and aesthetic perspectives into peace education theory and praxis. Before concluding, we offer some theoretical implications and pedagogic responses for scholars seeking to work at diffractive transrational intersections. The contribution of the paper is toward theorizing new perspectives for transrational peace education theory and praxis in the 21st century.

This paper uses a Probit regression model to empirically examine the characteristics of participants in upper-secondary technical and vocational education (TVE), relative to upper-secondary academic schools. Using a nationally representative dataset from China, this study finds that compared with academic schools, participants of upper-secondary TVE tend to come from relatively disadvantaged family backgrounds, particularly in terms of parental education levels. Given TVE enrols a significant proportion (38%) of students at the upper-secondary level, these findings call for government policies aimed at improved equality in education access. This study also finds that students of secondary specialised schools, the most selective type of TVE schools, are more likely to be females. This first empirical study on TVE enrolment in China, the largest developing country, significantly adds to the literature on vocational education.

This paper investigates the impact of higher education characteristics on economic performance. Despite a relatively plethoric literature, there is still a clear lack of understanding of the interaction of teaching and training with knowledge, innovation and economic performance; the heterogeneity across levels of economic development; and the mediating role of innovation and knowledge. The existing literature on higher education policy, economics and innovation helps us identify four key higher education characteristics relating to size, funding, subsidies and mismatching. Cross-country education, patents and publications data are used to estimate the direct and indirect effects of the four higher education characteristics on economic performance. We draw a number of conclusions, including the desirability of subsidies and greater access to higher education, and the non-desirability of the 'Ivory Tower' system. We also find a significant difference in the interaction of higher education characteristics with economic performance across levels of economic development.

The current period of change in America brings to bear on the quality of vocational education a complex array of interrelated conditions and factors. Some of the more important of these variables are demographic shifts; economic conditions; technological innovation and change; and conditions specific to the educational enterprise itself, including improvements in equity, access and retention, competency-based education, lack of discipline, lack of financial support, low standards, qualifications of administrative and instructional personnel, and lack of up-to-date equipment for vocational training programs. A renewed and serious commitment to excellence by leaders in vocational education has the potential of fostering sound improvements with far-reaching implications. This commitment can be extended through the effective use of networks of substantial influence that are available to vocational education leaders. Action related to a renewed commitment to excellence will require the pooling of human, material, and physical resources within the educational community and with the private sector. Furthermore, excellence in vocational education will require continued federal government leadership. (YLB)

The booklet summarizes recommendations of the New Jersey Education Study Commission regarding program options, the role and functions of the child study team in the local setting, teacher training, and special education funding. Recommendations for program options focus on a categorical system based on educational needs: (1) general education program with intervention, (2) general education program with related services, (3) part-time special education program, and (4) full-time special education program. Recommendations regarding the child study team fall into the areas of consultation, prevention, intervention, and assessment. Among recommendations for training and development are strengthened practicum components, enforcement of the requirements for a Comprehensive System of Personnel Development, and set-aside of P.L. 94-142 funds for inservice training. Among recommendations regarding funding are determination of costs on a program basis, emphasis on early prevention of handicapping conditions, and provision of state aid during the same year as that of service delivery. A discussion of recommendations follows each of the four topic areas. (CL)

Issues concerning the enrollment of adults in degree programs in countries belonging to the Organisation for Economic Cooperation and Development are considered. Of concern are policies and institutional practices that affect adult participation in degree studies. The growing importance of continuing academic and professional education is addressed, along with the impact of new information and telecommunication technologies and their importance for distance higher education and independent study. In addition to an overview of adult demand for education and training and the role of higher education, attention is directed to: participation rates of adult students; characteristics of adult students; organizational policies and practices (e.g., admissions, part-time and distance modes and methods of study, credit transfer); and financial support to institutions and students. Comprehensive country surveys were completed by a number of countries (including Austria, Canada, France, West Germany, Ireland, Sweden, the United Kingdom, and the United States), while partial information was obtained from Australia, Finland, and Japan. (SW)

In this presentation on how teacher education programs should reflect cultural diversity in order to attract and retain minority students, 10 premises are set forth on the needs and shortcomings of the present system of educating teachers. A discussion of goals for reflecting cultural diversity in teacher education programs emphasizes the necessity of empowering rather than disabling minority students, and considers ways in which the faculty can meet the needs of the students. It is suggested that knowledge of differences in learning styles and matching learning styles with compatible teaching styles has far-reaching implications for teacher education programs. An outline is given for implementing goals that reflect cultural diversity in teacher education programs. It is stated that, when equal educational opportunities are provided, the results will pay great dividends, enrich society, put a greater value on pluralism, and minorities will more willingly decide to participate in teacher education programs. (JD)

The central question of this book is, how can schools that are already overloaded with assignments from society find the time and techniques to produce effective citizens? Six chapters examine this problem. Chapter 1 documents the need for civic education and the problems related to providing an effective civic education. Chapter 2 explores the many different interpretations of citizenship education and determines that it stems from all educational experiences. A discussion of the different content areas and approaches associated with citizenship education is presented in chapter 3. State mandates and the place of citizenship education in the elementary, junior high, and high school curricula are outlined in chapter 4. Methods of providing hands-on experience to students through youth participation programs are outlined in chapter 5. The concluding chapter discusses ways to use the bicentennial celebration to revitalize citizenship education. A five-page list of references is provided, and the book concludes with 21 recommendations for strengthening civic education. (SM)

This report concentrates on the specific educational phenomenon of popular education in Brazil. It highlights the social context and the frequent political controversies that surround it. The first section depicts the popular education movement with respect to its self-image. Part II describes the societal groups involved. Part III discusses in an historical and goal-related sequence the different forms through which popular education advanced. Some important data about Brazil's educational system in general are offered in part IV. The fifth section is comprised of three subchapters that attempt a differentiation between fundamentalist and realist viewpoints. The key controversies of the movement are discussed: collaboration with the state, the type of teacher required, and nondirectiveness versus manipulation. The last section sums up the findings and asks if Brazil's popular education endeavor comprises the elements of a new pedagogy. A glossary, supplementary tables, and a bibliography are attached. (YLB)