Education & Pedagogy

The primary objective of this study is to examine the relationship between education aid and different levels of schooling, specifically primary, secondary, and tertiary education, from a gender perspective, with a particular focus on Sustainable Development Goal (SDG) four. The study is structured into three main parts: the analysis of female outcomes, the analysis of male outcomes, and conducting a comparative analysis of results between females and males. Firstly, the study analyzes the impact of education aid on completion rates for females and males at the primary level, net enrolment rates for females and males at the secondary level, and gross enrolment rates for females and males at the tertiary level. Subsequently, a comparative analysis of the female and male outcomes is conducted. The study drew data from a 19-year panel (2002-2020) of fifty low and lower-middle-income countries. The system GMM (One-step GMM and Two-step GMM) was utilized for the analysis. Both methods demonstrated a favorable correlation between education aid and primary and secondary education. However, the results suggest that males benefit more from education aid than females at primary and secondary levels. Additionally, the findings for the tertiary level demonstrate that the relationship between tertiary education aid and tertiary education is not optimal. The primary contribution of this study lies in its focused examination of the impact of a specific level of educational aid on particular educational outcomes, with a special emphasis on gender considerations within a comprehensive framework aligned with SDG four.

Purpose: Many studies point out that a complication in the professional training is connected with the division of education into the formal and non-formal part. There is a need to integrate these two components to achieve a greater learning effect. The aim of the study is to find out whether students perceive non-formal education as important and to identify which form of extracurricular education they prefer. The aim of this study is to find the relationships among the variables of the educational process of young people. Design/methodology/approach: Around 844 Czech secondary and tertiary students participated in the study. The participants expressed their attitudes towards non-formal education through a questionnaire. Welch's ANOVA test and Games-Howell's Post-Hoc test were used to verify the hypotheses. Pearson's correlation coefficient was used to determine correlation relationships. Findings: Students perceive non-formal education as important. The importance was perceived significantly least by high school and beginning university students in technical fields. Digital forms of education are favoured by students. Significant differences in this area are connected with the different field of study. Students are interested especially in the particular area of non-formal education that is connected with their field of study. Originality/value: The study provides desirable results in relation to the possible adaptation of education to the needs of students. The article reminds that digital education is promoted because of its flexibility and changing competencies. Specific forms of non-formal education will be appropriate to differentiate according to the fields and the age of students.

The essence of higher education is to cultivate innovative talents for the society. Hence, higher education institutions (HEIs), on the one hand, need to respond to social needs and government policies. On the other hand, they need to keep pace with the times and improve the details of teaching to improve the effectiveness of education. In this paper, several combination education examples in HEIs about safety education and innovation education are shown to encourage students to realize innovations in technique during their laboratory experiments on electrospinning. To obtain professional knowledge and traditional professional skills, students are taught to implement electrospinning, an advanced technique for treating polymers, in the research laboratory. Safety education is also taught, during which the students are encouraged to play their subjective roles and ponder on how to apply innovations for safe, effective, and innovative implementation. The students apply a series of small technological innovations for the spinneret, which is the most innovative part of an electrospinning system. They can modify the spinneret for safer, more energy-saving, and more convenient operations of the single-fluid blending, coaxial, triaxial, and side-by-side electrospinning processes. Moreover, the innovations can deepen their professional knowledge of electrospinning and stimulate their enjoyment of innovations. Safety education on electrospinning can be a powerful tool for promoting technological innovations in students and increasing their awareness of related safety issues. The reported protocols in this paper show a new way for conducting combined education in HEIs on advanced techniques.

The purpose of this study was to examine the sociological aspects of music education and perspectives of university music education professors in five continents in relation to remote learning during the COVID-19 pandemic. The concepts of community of practice and agency were used to investigate the social interaction, socialization, and collective impact of people and experiences observed in university-level music education in different parts of the world. As the global pandemic completely changed the conditions on university campuses and music education programs, each participant-author provided 1) an overview of the parameters of virtual and in-person instruction implemented by select institutions, 2) sociological aspects of music education in select institutions, and 3) the social, emotional, and mental health of students, faculty, and staff amidst the pandemic. As the conditions of the global pandemic had consequential impacts on music education programs at institutions of higher education in Brazil, Canada, Israel, Norway, and the United States, each university implemented varied models of instruction to address remote learning. Changes in conditions, circumstances, and sociological aspects of music education had an impact on the socialization, physical presence, and interaction, as well as on the social, emotional, and mental health of students, faculty, and staff. Universities need to broaden and secure services available to students, faculty, and staff that will cultivate supportive environments of learning, instruction, socialization, and communities of practice within music education departments and across the university.

Purpose: This study investigates the distribution, integration and practices of university accelerators in higher education institutions of a developing country. Next, this study proposes a pedagogic mode that combines theoretical and experiential learning to enhance higher education institutions' ability to co-create and deliver an entrepreneurial learning environment for its students, graduates, and academic staff. Design/methodology/approach: This study applied a multi-methods design. The quantitative design collected secondary data of entrepreneurship education programmes and university accelerators by browsing websites of 39 Malaysian higher education institutions in June 2023. The qualitative design collected primary data in the form of narratives of practices of university accelerators and secondary data in the form of descriptions of practices of university accelerators from selected exemplar entrepreneurial universities. Findings: Twenty-five higher education institutions, consisting of 15 public higher education institutions and 10 private higher education institutions, have some form of university accelerator initiatives. However, there is a lack of evidence to suggest integration of entrepreneurship education programmes and university accelerators in Malaysian higher education institutions, with the exception of a few higher education institutions. Lastly, this study found heterogeneity in the characteristics and outcomes of different university accelerators in Malaysian higher education institutions. Research limitations/implications: This study is exploratory and subjected to the availability and accuracy of published information on the websites and in the reports of Malaysian higher education institutions surveyed. Originality/value: This study contextualises university accelerators in a developing country where this type of research is scarce and contributes to the body of knowledge by replicating prior empirical analyses.

School-Based Agricultural Education (SBAE) has served students with special needs for decades. The impact of Career and Technical Education (CTE), such as SBAE, can lead to higher earning potential, increased employment rates, and career exploration opportunities for students with special needs. However, many agricultural educators feel unprepared to differentiate instruction for students with special needs. This study examined SBAE teachers' professional development needs related to special education integration. In addition, the study evaluated statistical differences in how male and female agricultural educators value the importance of special education integration and their ability to implement it into professional practice. The instrument utilized fourteen competencies needed for educators to effectively teach students with special needs. A census of (N = 204) educators in three states--New Mexico, Utah, and Montana--was conducted with a response rate of 36.27% (n = 74). The findings indicated that while SBAE teachers recognize the importance of special education, they feel unprepared to implement it effectively. Furthermore, research objective two found that male agricultural educators value the importance of special education significantly less than female educators. Based on these findings, the researchers suggest offering professional development that emphasizes the importance of special education integration into SBAE. Furthermore, research exploring SBAE's impact on the career trajectory of students with special needs and specific strategies to maximize its effect is needed to ensure effective and efficient instruction for diverse learners.

The term "authenticity" is pervasive in the education literature in general and specifically in the design education and engineering education literature; yet, the construct is often used un-reflected and ill defined. The purpose of this paper is (1) to critically examine current conceptualizations of authenticity as principles to design learning modules and environments within engineering education and (2) to propose a systematically derived model of authenticity. The context of the project is toward pre-college engineering education yet findings are applicable across the lifespan of engineering education. A systematic literature review guided by procedures set forth by the Centre for Reviews and Dissemination was conducted in the engineering education literature to synthesize the findings. Based on an initial sample of papers (n = 36) a rubric was developed to identify authenticity and authentic experiences in engineering education. Using the developed rubric, a total pool of 1058 references was evaluated using the rubric with 88%-100% inter-rater reliability for each category of authenticity. A frequency analysis of references revealed that the majority of work is seen in undergraduate education, and only 14 instances of authenticity in engineering education appeared at the K-12 level. The proposed model of authenticity includes two additions to existing models introducing impact authenticity and value authenticity. The findings and the model are described. Implications include the use of different types of authenticity to provide more appropriate and promising principles for better design of engineering curricula and standards for curriculum developers and professional development providers, including more use of authenticity in the K-12 classroom. (Contains 8 tables and 1 figure.)

This article presents the reflections of Kelli R. McCormack-Brown, recognized as the 2011 American Association for Health Education (AAHE) Scholar at the American Association for Health Education conference in 2013. Recognition of peers is the highest honor a health educator can receive and is the culmination of many years of challenges and triumphs throughout one's health journey. The author also reviews the future of health education in higher education by reporting what is happening with health education baccalaureate programs and accreditation. The "2012-2013 Occupation Outlook Handbook" reports continued employment growth for health educators, but the author asks: Can we improve undergraduate health education programs? One means of improving health education programs is to provide undergraduate research opportunities for students. Undergraduate research experiences spark the enthusiasm and light the fire for students who may never have thought about research or furthering their career along that pathway. The author also adds that as important as undergraduate and master's programs are for preparing future health education practitioners and beginning to stir the desire in these young professionals for scholarship and the creation of new knowledge, doctoral programs are essential to the future of health education research, practice, and policy. She encourages all to reflect on their strong health education history and foundation as they look to the future, noting there are many choices ahead and, like fellow health education colleagues before, they will be challenged with making important decisions that will impact the profession's future.

This special issue of Research in Comparative and International Education investigates the spread and development of two-year and community college institutions worldwide. While not all post-secondary education falls within the scope or definition of community colleges, both post-secondary and community college education tend to serve the needs of their local communities by bridging the gap between largely academic education and technical training. These institutions may be called by different names and may not be structured the same in all international contexts, but their core missions remain surprisingly consistent. The balance in emphasis between more academic versus more technical curricula and coursework in post-secondary education and community colleges often depends on the community context and student needs. In the case of community colleges there is also the added emphasis on providing all members of a particular community with learning that is open and accessible. The students that post-secondary education and community colleges serve come from various socioeconomic backgrounds, ages, races, cultures, and genders, but are often skewed towards those who are disadvantaged to some degree compared to others in higher education. Whether they provide these students with remedial education, technical training, the ability to transfer to four-year colleges or universities, or lifelong-learning opportunities, post-secondary education and community colleges adapt and model themselves differently around the world to meet these various community needs. This special issue identifies and analyzes some of the ways that post-secondary education and community colleges have developed and implemented their educational missions in different international contexts, but for similar purposes.

This paper examines education in China from 1949 to 1979. Education plays a key role in Chinese society. The main goal of Chinese educational policy is to produce workers with both socialist consciousness and culture. The Chinese conception of education is very broad and includes the regular school system, work-study education, and informal mass education. The paper quotes significant points from the "Common Program," the first tentative constitution adopted in 1949. The educational achievements in China between 1949 and 1966 are then reviewed and assessed. In 1949 China declared war on illiteracy. Efforts were undertaken to make the Chinese written language easier to learn. Romanization was used as a tool to aid pronunciation of the Chinese characters. The written Chinese characters were also simplified by reducing the number of strokes. Nurseries, kindergartens, and primary and secondary school education were expanded. Vocational and specialized schools were opened. In 1949 there were 207 higher educational institutions. By the mid 1960s there were 400. On May 7, 1966, Mao issued the famous "Directive on Education" which has served as the basis for all subsequent revolutionary activities in education. The reforms and innovations which occurred between 1966 and 1976 are described. For example, the down-to-the-countryside program was launched in 1968 and continues to be one of the key policies of China. The dilemmas encountered during the Cultural Revolution decade are also examined. The paper concludes with a description of the contemporary revised educational approach, 1977-1979, and the national emphasis on the "Four Modernizations." (RM)

The Governor's Commission on Higher Education and the Economy's assessment of the Connecticut system and ways that the educational needs of the economy and the state can be met during a period of declining enrollments and fiscal constraints is presented. Working committees of the commission studied governance and management; business, labor, and education; and academic quality and access. The needs assessment included public hearings. Specific areas of concern include: governance, planning and budgeting, facility/capital plans, operating plans, special plans, skilled labor requirements, education for employment, cooperative programs, apprenticeship programs, academic standards, funding adequacy, tuition and financial assistance, minority access to higher education, access for the handicapped, transfer from two-year to four-year institutions, educational technology, and innovative programs. Among the commission recommendations are the following: replacement of the Board of Higher Education by an 11-member Board of Governors composed exclusively of public members with no ties to state or independent Connecticut colleges; the development of a comprehensive management and budgeting process that includes five-year operating plans; the establishment of a Committee on Technological Change that would help analyze long-term employment trends; and indexing tuition and financial assistance to inflation. Appendices include a summary of studies and actions addressing problems of higher education in Connecticut; information on enrollments, capacity utilization and full-time enrollment for specific colleges, tenure, responsibilities of the Board of Higher Education and the proposed Board of Governors, average faculty salaries, and tuition and fees. (SW)

Perspectives on cooperative programs between higher education and business and professional associations are presented in three papers. In "New Frontiers for Higher Education: Business and Professions," K. Patricia Cross traces three alternatives for higher education in its relationships with other adult education providers: parallel operations, competition, or cooperation. Presently there are degree-granting corporation programs that accept nonemployees as students and inservice programs of industrial firms that accept only employees. Four models of cooperation with industry that range from industry's to higher education's control over content and teaching methods are described, and existing cooperative programs are identified. In "A Role for Colleges in Corporate Training and Development," Ernest A. Lynton describes the needs for education in the corporate sector, the types of programs currently used, and opportunities for improvement. Taking a corporate viewpoint, he argues for pedagogical and organizational changes in the university to strengthen educational partnerships with industry and discusses the benefits that will result for both corporations and higher education through improved cooperative programs. In "Partnerships in Continuing Education for Professionals," Philip N. Nowlen and Milton R. Stern consider the scope of professional continuing education, providers of professional education, different learning modes and settings, and advantages and problems of cooperative programs between higher education institutions and professional associations. Advantages include an improved association program, greater awareness of university capabilities, the generation of collegiality between association and university personnel, and improved professional competence. (SW)

This document reports on a congressional subcommittee's review of the federal role in education. The review included visits to 15 states and testimony from more than 225 principals, teachers, and other education stakeholders. The committee's purpose was to identify the steps that lead in the direction of either excellence or failure. The subcommittee found that successful schools and school systems were not the product of federal funding but instead were characterized by parents involved in the education of their children, local control, emphasis on basic academics, and dollars spent on the classroom. The central theme of the findings is that the federal government cannot consistently replicate success stories in the form of federal programs. Rather, the government should empower parents by reducing the family federal tax burden; encourage parental choice in education; return federal elementary and secondary education funds to states and local school districts through flexible grants; use federally funded education programs only for methods backed by reliable, replicable research; streamline and consolidate federal education programs; and reform or eliminate ineffective and inefficient programs. In short, the federal government should serve education as a research and statistics- gathering agency, disseminating findings and enabling states to share best practices with each other. The report was adopted by the subcommittee by a vote along Republican-Democrat party lines of 5-2. The 17 page minority report, "Crossroads Hearings: A Republican Assault on Public Education," is printed as an appendix. (RJM)

This document contains four issues of a quarterly annotated bibliography of documents and projects in progress from Australia's VOCED database that are available through Australia's National Vocational Education and Training Clearinghouse Information Network. Introductory materials include the following: national, state, territory, and polytechnic clearinghouse addresses; objectives of the clearinghouse network; information about locating, contributing, and requesting documents; submission forms; and sample entries. Each issue focuses on a particular subject: vocational education and training (VET) research (number 35), international information in vocational education (number 36), VET and indigenous students (number 37), and returns on investment in training (number 38). Document entries contain the following items: master file number; TAFE (technical and further education) document number; author(s); title; publisher, date of publication, and pagination; abstract; descriptors, keywords, and/or identifiers; and availability and source. Project entries contain the following: master file number; Project in Progress number; contact person; project title; project summary; project status and cost; descriptors, keywords, and/or identifiers; and contact address. Entries in each issue are grouped by some or all of the following categories: Australian Capital Territory, New South Wales, Queensland, South Australia, Tasmania, National Centre for Vocational Education Research, Victoria, Western Australia, Australian National Training Authority, Council of Adult Education, New Zealand, International, and UNEVOC. Concluding each issue are title, author, corporate author, and subject indexes. (MN)

Technology education in Taiwan begins with craft work at the elementary school level, and the most important point is the practical application. All junior high school students are required to take the Living Technology course. Content includes technology and life, information and communication, construction and manufacturing, and energy and transportation. The technology education curriculum in senior high school is Living Technology. Its content is the same as that for junior high school. Issues to be resolved in the new senior-high-school technology education curriculum are: that these courses are not articulated with college-entry requirements; that creating a realistic learning environment for these courses is not well supported; and that challenges resulting from the new curriculum (such as teacher training and upgrading textbooks) need to be addressed. Technology education programs are not institutionalized in elementary teachers' colleges. Taiwan has a complete and formal system to train Living Technology teachers. Special features are fitting the educational reform trend and transforming teacher education policy into an open public vision; teacher education in a changing and adaptive stage; and traditional normal education system in transformation. Challenges in technology teacher education are the new teacher education system vs. old educational environment and the urgency of improving the inservice training system. (Alternating pages are in English and Chinese.) (YLB)