Education & Pedagogy

This article explores the conceptualisation of alternative education based on the lived realities of marginalised indigenous communities. By amplifying the voices of the Bettakurumba, Kattunayakan, Mullakurumba and Paniya communities, the article explores their vision for an alternative education system that promotes equality and justice, and the implications of such an alternative to the larger discourses on alternative education. The study foregrounds the lived experiences and perspectives of community members, utilising qualitative data gathered from focus group discussions and workshops involving 165 participants. The participants demand for an education that enables their children to navigate both their traditional environments and the modern world, fostering knowledge, dignity, character and contentment. Recognising that schools alone are inadequate, the article suggests reclaiming the village as a learning space and strengthening leadership within these communities. Furthermore, it outlines specific educational practices that can facilitate the development of a culturally relevant education system for Adivasi children.

The paper theoretically examines the standing of Ukrainian educational qualifications, especially technical and vocational education and training (TVET). It assumes that the existing low social standing of TVET is related to the meritocratic principle. In this sense, this study does not examine the case of Ukraine as an example to illustrate meritocracy but rather examines the case of Ukraine using the concept of meritocracy. It briefly shows how, on the ideal typical level, the merit principle in education-based meritocracies acts as a driver for the dysfunctional devaluation of TVET. After an overview of the Ukrainian education system, the paper examines the shift towards meritocratic logic in Ukraine. It then analyses how this shift influences the Ukrainian education system, educational aspirations, and recruitment strategies in the business world. The paper concludes that the widespread belief in meritocratic principles is an important influencing factor regarding the social devaluation of TVET in Ukraine.

In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected data from 82 special education teachers included by maximum diversity sampling using a semi-structured interview form. We conducted a content analysis using the MAXQDA qualitative data analysis program. As a result of the study, we identified six main themes as quality indicators in separate special education schools. These were teacher and administrator qualifications, school environment (social and physical), curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Moreover, several factors such as teachers with degrees in special education, materials, social perspective, evidence-based practices, family support, and individualised education programs were found to play an important role as quality indicators in separate special education schools. Improvements in quality indicators in separate special education schools can contribute to student outcomes.

The purpose of this article is to trace the academic lineage of models of inclusive education in Kenya, as some large international development organisations look to the region as a guide for disability inclusive education programs and projects. With the current focus on developing sustainable inclusive education systems in low-resourced countries in the global South, it is critical to situate this work within the constellation of inclusive education research that came from scholars, from both the global North and South, collaborating in Kenya. In this article, we highlight Kenya as a leader in inclusive education in low-resourced contexts, and we cite recent policies, laws, and research that make this disability inclusive development work innovative and progressive. Specifically, we describe foundational inclusive education teacher training modules and provide appendices with steps for how we applied this work to schools in rural western Kenya.

The 'googlization' of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google's digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examining the googlization of education across three countries -- The US, Australia, and The Netherlands -- focusing on the work by new and established intermediary actors which mediate platform power between private tech companies and public education systems. Our findings highlight five different types of intermediary work that broker dependence on Google in schools. The paper concludes by outlining how education researchers and institutions might reclaim public education by intervening in the googlization of education.

This paper seeks to address the wider questions of populism and its seeming contemporary rise within the specific context of the Philippines, regarding education. Starting from the assumption that neither politics nor education sits above cultures or spaces autonomously acting upon them but instead emerges with/because/against particularities; after a brief overview of populism, I explore the conceptual characteristics in context. This is informed from my own experiences of living and researching in the Philippines, including experience of the Mindanao conflict but also the failure of liberalism in the Philippines more generally, the failure of western education to 'develop' the nation and the reactions that led to the populists rise of Duterte. The paper offers an understanding of the complexities of populism and offers some hope to how education can meet the challenge through a specific example of critical participatory community education.

Though many individuals in the United States of America and worldwide identify as LGBTQ+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other identities), educational programs for allied health professions often do not adequately cover LGBTQ+ issues. The literature clearly identifies a dearth of LGBTQ+ information in undergraduate, graduate, and continuing education for allied health professionals. This lack of education and training causes real and perceived prejudice and discrimination by healthcare professionals against people who identify as LGBTQ+. Pertinent issues for people who identify as LGBTQ+ and the language used to refer to these individuals changes over time so the LGBTQ+ content that allied health education programs cover should be periodically reevaluated. This article summarizes the current state of education on LGBTQ+ issues in allied health professions education and suggests contemporary LGBTQ+ content that should be included in allied health professions education.

The transformational power of education is considered crucial to improving life outcomes. However, girls in rural India often still face barriers to learning. The literature notes economic and socio-cultural barriers to girls' education which both mediate, and are affected by, parental aspirations. This research explored the aspirations for girls' education of members of a grassroots microfinance organisation in rural Bihar through one-on-one interviews and focus group discussions. Economic factors, such as increased awareness of employment opportunities and changing financial situations enabled mothers to act on their pre-existing aspirations for daughters' education, supported by shifts in the requirement of higher levels of education for marriage. Mothers also emphasised the potential for education to enhance their daughters' wellbeing as influencing their aspirations. Therefore, policymakers must prioritise education that has a socially transformative agenda, as well as providing support to tackle economic and socio-cultural barriers to girls' education.

Promoting citizens' film literacy has become vital in enhancing public media literacy in today's ever-changing media environment. The public dissemination of film education has gradually become an established trend in China. At present, film education in mainland China focuses on the development of both film appreciation and creativity, involves a wide range of individuals and diverse educational methods, and spreads primarily across three areas: (1) university education; (2) primary and secondary education; and (3) public education. Despite this, teaching activities remain widely dispersed, regional development lacks balance, and there is a shortage of film and television production courses. This article argues that school-based film education in China should focus upon improving the curriculum system, improving the quality of teachers, and developing courses focused on creativity, while more socially focused film education outside of schools should focus upon establishing industry norms and encouraging healthy competition between institutions.

This study examines the key historical stages of the sustainable rural education policy development, including the stage of Rural Education Restoration and Adjustment Period (1979-1985); the stage of Comprehensive Reform Period of Rural Education (1985-2003); the stage of Rural Education Coordinated Development Period (2003-2018); and the stage of Rural Education Revitalization and Development Period (2018 to present). Along with the analysis, the policy characteristics of sustainable development of rural education policy in China concentrates on adhering to the unified leadership of the Party as the fundamental, adhering to the principle of comprehensive reform, adhering to the goal of serving rural development; adhere to promoting equity in education as the main task; and adhering to the construction of teachers as the key. In addition, policy problems on the sustainable development of rural education in China are also highlighted in this study. The conclusion and remarks are finally offered in the last.

This article considers selected Australian and international theories, policies, and practices of open and distance education, since ODLAA (formerly the Australian and South Pacific External Studies Association) was formed in 1973, through to the current post-pandemic period. It considers the shifting conceptualization of open education as Australian institutions responded to social and political challenges, particularly the Dawkins Reforms. Open education is discussed as a concept that emerged during the formation of the United Kingdom's Open University and which spread with the establishment of other open universities internationally, but not in Australia. It is argued that, alongside the rise of open university education, there were important developments in distance education theory. The article reviews the work of Börje Holmberg, Michael Moore, and Otto Peters and their influence on the policies and practices of distance education. More recent scholars' theoretical interpretations and adaptations are discussed alongside changes in Australian higher education policy and their effects on open and distance learning.

Awareness and interest in engineering entrepreneurship education has been steadily increasing, yet questions remain on what should be taught. There is a need for research to examine the impact of engineering entrepreneurship education with reference to existing theory and research, and from perspectives of different stakeholders. This study investigates the expectations and perspectives of multiple stakeholders towards learning outcomes in engineering entrepreneurship education, mainly including students from first and final years of higher education, along with educators and industry professionals. A survey instrument was adopted to investigate student expectations towards engineering entrepreneurship education learning outcomes. The quantitative phase offered preliminary findings to support the next phase of individual interviews with students, educators, and professionals from the engineering industry. Findings revealed diverse expectations, needs and preferences across individuals and stakeholder groups. Implications are offered for curriculum design and implementation of teaching and learning practices in this field.

The continued erasure of place and politics from modernity's education systems and disciplinary knowledges perpetuates racialised and ecological injustices and extractive relations. In this paper I affirm the necessity of using evolving methods of critical place inquiry and relocalisation in higher education to redress these erasures. I illustrate an approach which centres the geopolitical (place and politics entangled) in a critical, inventive and relocalising inquiry enacted on sites of the gold rush on Dja Dja Wurrung Country, Australia. This brings to notice and questions the relations of mining with the origin stories and narratives of the state and its education institutions. I draw attention to the proposition that higher education is moving towards a transitional space, the bardo, requiring the death of its old forms and preparing the ground for new forms to grow, and point to possibilities for supporting the death of higher education as we know it.

The use of Information and Communication Technologies (ICT) in education has expanded significantly worldwide. Many countries develop Educational ICT policies to promote national agendas for economic, social, and political growth. The implementation of ICT in education is designed to prepare students to assimilate into the global market, attain equal access to education, and to be technologically prepared citizens. Many African governments are therefore developing ICT policies to expand integration of ICTs in primary and secondary education. However, successful integration of ICTs requires concerted efforts across stakeholders, as well as consistency in policy implementation and evaluation. Although several Southern African countries have ICT policy blueprints for education, not much is known about the implementation of the policies on the ground. This study reviews educational ICT policy implementation, successes, and challenges in three Southern African countries: Angola, South Africa, and Zimbabwe.

The aim of this paper is to analyse teacher shortage in Croatia and ways in which educational policy reacts to teacher shortage in early childhood education and primary education. This paper presents descriptive study of current national shortage situation and a content analysis of national education policy documents. The data analyses reveal a significant shortage of early childhood education and care (ECEC) teachers. In the first phase of compulsory education there is no shortage of class teachers, while in the second phase of compulsory education exists a permanent shortage of all subject teacher profiles, predominantly from the STEM area. Key educational policy documents analysis reveals the lack of a national strategy for attracting teachers to the profession. Pending a systemic solution, preschool institutions and schools are forced to solicit and employ unqualified staff for teaching positions, whilst the consequences of employing non-professional staff remain uncertain.