Education & Pedagogy

China and South Korea are two neighboring countries and are both developing countries. Furthermore, the modern and contemporary higher education of these two countries originates from the middle and late 19th Century, so there are a lot of similarities between the two countries. However, although the origination period of modern and contemporary higher education of the two countries is almost similar, the developmental speed of higher education in these two countries is not totally the same due to the different strategic measures taken by the two countries in terms of developmental mode of higher education. Thus, study on differences between the higher education of these two countries and refer to the experience of South Korean higher education is of great and important realistic significance to improve higher education in China and promote and economic and social development. Through an analysis in the development history and educational system of higher education in South Korea, this article makes a comparison of the similarities and differences between China and South Korea in terms of the current condition and reform of their educational system so as to find out the gap between China and South Korea in terms of the higher education and explore a correct path for development of China higher education.

School-based sexuality education provides a means of disseminating valuable information about decision making and avoidance of risky behaviors that may result in an unplanned pregnancy or sexually transmitted infection; however, effective teacher training is required for efficacious sexuality education programs. The purpose of this paper is to describe changes in participants' perceptions and adoption of evidence-based sexuality education after attending a unique professional development opportunity for teachers of sexuality education using a Diffusion of Innovation Theory framework. Methods: A non-representative sample of 20 public school health education teachers (85% female) from across the state of Texas participated in the Sexuality Education Academy (SEA), and completed pre-, post-, and six-month follow-up Web-based surveys. Descriptive statistics and Wilcoxon signed-rank tests were used to measure change in perceptions and adoption of evidence-based sexuality education. Results: Statistically significant changes were found between pre- and post-test scores in "relative advantage," "compatibility," "complexity," and "observability." At six-month follow-up, participants indicated increased advocacy for and implementation of evidence-based sexuality education practices. Conclusions: Teacher training can improve sexuality education teachers' understanding, confidence and effectiveness in delivery of evidence-based sexuality education within school settings.

Like many countries, Australia has persistent rates of school exclusion, juvenile offending and recidivism. In response, there has been a growth of 'alternative education' provision -- interventions that support young people to engage with learning opportunities outside the conventional education system. While alternative education programs educate more than 70,000 students each year across Australia, evidence of their effectiveness is lacking. There is a need to expand understandings of how alternative education provision works in practice, and what models best fit the complex needs of different groups of young people. This paper reports on "Out Teach Mobile Education" -- an individualised alternative education program run by Save the Children, Tasmania. This unique program, operating out of a van, aims to engage young people, who have been involved with the criminal justice system, in further education and employment opportunities. In the paper, the young people involved identify how and why they believe the program works. The young people's perspectives provide valuable understandings of how 'meaningful education' in one specific program looks to the individuals involved. The article concludes by arguing that an authentic assessment of alternative education programs must include the voices of the young people whose lives these programs are aimed at improving.

Sexuality education is a trusted source of information and guidance for adolescents and young people on sexual health, sexuality and relationships, and it can improve the sexual health of this population. Such education is most effective when informed by the views of young people themselves; however, there is limited research that investigates young people's experiences of school-based sexuality education. This paper presents findings related to sexuality education from the Fifth National Survey of Secondary Students and Sexual Health, which surveyed 2,193 Australian Year 10, 11 and 12 students from diverse school systems. Descriptive analyses were used to describe the nature of sexuality education the students report having received. Chi-square and T-test analysis were used to determine associations between the relevance of sexuality education, the nature of sexuality education and demographic characteristics, as well as associations between students' knowledge of HIV, STIs and HPV and their receipt of sexuality education. Additionally, a thematic analysis of the open-ended qualitative responses was performed to provide additional context to the quantitative results. Findings from the study elucidate students' own perceptions of their school-based sexuality education and provide valuable insight for designing and implementing school-based sexuality education based on students' opinions and needs.

In recent higher education research, quality in education export action has been explored from the perspective of traditional education export countries such as the UK and USA. However, less attention is given to novice education export providers that rely on different educational traditions. In this article, we explore quality of education as it is done in one exported Finnish master's degree programme in teacher education in Indonesia. Our theoretical premise is based on the convention theory that relies on pragmatic sociology. The empirical data consist of 16 semi-structured students' and staff members' interviews gathered between the years 2016 and 2017 in Finland and in Indonesia. The results of this study stress the plurality of the quality factors that indicate the expectations by the students and the staff members, but also the priorities of the providers as to what is essential in exported degree-based education. From the perspective of convention theory, these considerations emphasize that the successful implementation of the exported master's degree programme in teacher education is based on the professional-academic convention (as research-based teacher education) that together with the civic-domestic convention (as societal impact, local traditions and Finnish approach to pedagogy) influenced the content of the educational programme through personal interaction.

The literature suggests that recent years have witnessed a fundamental shift in higher education internationalisation. This paper argues that a reorientation of policy, which is upheld through an initiative known as the Higher Education Sprout Project, indicates the fundamental shift in higher education internationalisation in Taiwan. The paper begins with an explanation of how the notion of world-class university induced elitism in East Asian higher education. Next, it reviews the last two decades of Taiwan's efforts on developing world-class universities. In particular, the paper explains how perceived domestic problems in higher education, such as an overemphasis on certain performance indicators and the resulting effects of homogenisation, and the phenomenon of emphasising research but neglecting teaching, are considered the consequences of emphasising global competition and the associated quest for building world-class universities. The paper argues that the recent policy change reveals an intention to uphold egalitarianism, thereby reaching a balance between fulfilling global ambition and addressing local needs in higher education. This intention highlights the political essence of internationalisation policy for higher education. It also reaffirms the significance of the global-local dynamics in higher education policy.

This critical discourse analysis examines the construction of an "appropriate" education by Florida administrative law judges in their special education final orders over time. The results indicate that despite each child being different, the construction of an appropriate education was uniform within the given time periods. Prior to the "Rowley" decision, the administrative law judges utilized their own judgment in constructing an appropriate education. This construction was based on whether or not the proposed Individualized Education Program was designed to meet the needs of the child. Each final order avoided discussing the law in detail, credibility, deference, or burden of proof. The results indicate that after "Rowley" and the Individuals with Disabilities Education Act (2004), the "Rowley" decision established an epistemic hierarchy. It gave deference to school districts--not parents--as experts. Additionally, after "Rowley" and the Individuals with Disabilities Education Act, the power of an administrative law judge to construct an appropriate education was constrained by the discourse in the "Rowley" decision. Throughout all three time periods, the administrative law judges all emphasized that students were not entitled to the best education possible.

President al-Sisi has declared 2019 to be the 'Year of Education', whereby a National Project is to be launched to reform the education system. These proposed reforms are crucial, yet the politics driving them and their implications for al-Sisi's regime remain unclear. Discussions surrounding how education is political and can help protect authoritarian regimes have largely been understated in the existing literature. This paper's objective is to encourage a critical outlook through utilising a Gramscian approach that considers education to be a politically contested domain. This approach views education as a hegemonic apparatus capable of developing consent through politically socialising the populace into accepting certain knowledge, attitudes and behaviour conducive to the regimes in power. By analysing the education system under Nasser, Sadat and Mubarak, I illustrate the extent to which education has been politicised through its attempts to serve and legitimise their regimes and objectives, and outline the challenges that hindered their abilities to protect their hegemony and assume complete control over education. Questioning the political, economic and socio-cultural basis on which the Egyptian education system is premised can enable us to avoid reproducing its existing problems, and importantly, reconsider the relationship between politics and education under al-Sisi's Egypt.

This dissertation assesses an innovation experience carried out by the RIECU network (Early Childhood Education Schools -Teachers' Centre- University). The aim is to enable children to investigate the wealth of their city's heritage through an inclusive proposal, due to the value of a paradigm of peaceful intercultural coexistence. 234 people participated: Early Childhood Education and Special Education teachers, advisers and children, as well as students and professors. The experience focused primarily on development of project to learn more about the monuments and main features of the three cultures that coexisted peacefully in the city of Córdoba. This project was assessed with the help of a mixed focus group in which all the parties involved participated. The data analyzed reveal that: (1) Children explored the main features of the monument assigned and the culture to which it belongs; (2) The innovation experiences positively impacted educational inclusion processes; and (3) Children did not acquire an overall understanding of the city as a paradigm of peaceful intercultural coexistence.

Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students' IEPs to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

Economic globalization not only brings opportunities to all countries in the world, but also brings crises and challenges. The solutions to crises and challenges also entrust education different missions. To this end, there is an urgent need to re-examine the purpose of education, to update the means of education and to change the role of education in order to respond to the logic of history, cultural orientation and the demands of the times, in accordance with the concept of equitable, viable and sustainable human and social development. Mainly from the 1970s, the education concept changes from lifelong education to the learning society. In the 1980s, the educational means from information technology into the virtual class, and then in the 1990s, the educational role with the economic globalization to the trade of educational service. Entering the 21st Century, the mode of educational development was from the Millennium goals to the sustainable development. The goal of sustainable development of human society depends on the sustainable development of education. The sustainable development of future education rests on the implementation of comprehensive, inclusive, just and quality education to ensure that all people have the opportunity to learn for life.

The 2015-2016 South African higher education students' movement proved historical for our country in bringing to our dinner tables: issues of higher education transformation and decolonisation; institutional culture(s); curriculum reform; the need to foreground and make inclusive assessment in education; the coloniality in our knowledge production, and more. Influenced by the emergence of the student movements and the critique they have brought to South African higher education, we bring to the fore the often silent critical reflections on the purposes of higher education in general, and in South Africa especially, as they relate to teaching and learning. We propose that the purposes of higher education in relation to teaching and learning ought to respond to (1) context, (2) democratic difference, and (3) cosmopolitan perspectives. We argue that discourses, phases and logics about South African higher education have tended to disregard and, at times, blur the context and differences as well as cosmopolitan perspectives. Using the notion of Ubuntu-Currere, we re-imagine how teaching and learning could respond to context, difference and cosmopolitanism with examples from the South African higher education experience.

For this review of educational policy in New Zealand, examiners from the Organisation for Economic Cooperation and Development (OECD) were asked to consider post-secondary education and its relationship with the school system and working life. In New Zealand post-secondary education embraces much more than in most other OECD countries since it includes upper secondary education. Part 1 of the report contains the examiners' report, which is organized around four main themes: school structures, curriculum, and examinations; preparation for the transition to working life; access and resources; and educational policy-making. The examiners record that New Zealand should be content with the current performance of its education system. At the same time, they perceive a need for some changes in priorities and direction. In particular, New Zealand, like many other OECD countries, may have to strengthen and further diversify its post-school education and training provision with a view to helping young people who leave school at 15 to cope with an increasingly competitive labor market. Part 2 of the report contains a record of the Paris review meeting at which the New Zealand delegation gave comprehensive answers to the questions posed by the examiners. A summary of the background report on the educational system in New Zealand provided the examiners is given in part 3. (RM)

Materials concerning the use of radio and mass communications for non-formal education and development are listed in a selected annotated bibliography, intended for those actively involved in non-formal education and development. Three sections contain annotated entries (which range from 1972-1983), each of which includes source information and notes languages in which publications are available. Section 1, on radio in non-formal education, lists 118 documents from 25 nations, including case studies; samples of scripts; pretest and survey instruments; and information on planning, organizing, financing, broadcast techniques, theoretical considerations, historical background, and evaluation. The programs listed range from local or regional campaigns to national mass campaigns, and from special non-formal education programs to highly structured radiophonic schools which supplement or even take the place of formal education. The second section describes 10 newsletters, from England, the United States, Australia, Spain, and Singapore, which focus exclusively on radio education or which regularly contain articles of interest on the use of radio and other communications media for formal and non-formal education. Section 3 lists 11 organizations, in Colombia, the Philippines, Gambia, England, Spain, the Netherlands, Nepal, Chile, and the United States, which can provide additional information for those working in educational radio broadcasting and development communication. (MH)

Although roots of adult education can be traced back more than a century, rural adult education is an emerging discipline in American education which has yet to develop an established research base. Recent research has established that rural adult learners look like, act like, and learn like urban adult learners, but their opportunities for participation in adult education programs are limited because of access, distance and travel, self-confidence, and affordability. Identified as providers of rural adult education are four-year colleges/universities, federal and state government agencies, private organizations, research institutes, regional libraries, state departments of education, two-year community colleges, and vocational-technical colleges. Research shows programming offers undergraduate degrees, job training and professional development, noncredit conferences and workshops, Adult Basic Education courses, rural focused curricula, and community development activities. Efforts to improve research on rural adult education focus on creating a complete picture of rural adult learners and educational providers, developing policy options more responsive to increased costs associated with delivering services to rural areas, examining collaborative models and methods of coordination that best serve rural communities, and studying successful rural adult programs. Research is also needed on the role of adult education as a mechanism to promote rural development. (NEC)