Education & Pedagogy

The most important innovation in Ukraine's education in the past ten years has been the emergence and rapid development of the system of tuition-charging education. Today the question of the formation of a market of educational services is a very timely one from both the economic and the political point of view. This is linked to the decision of the Constitutional Court of Ukraine on charging for the use of textbooks in general education schools, and to the forthcoming examination of the constitutional representation of fifty people's deputies of Ukraine concerning the accessibility and nontuition character of preschool, complete general secondary, vocational technical, and higher education in state and communal educational institutions.

This book provides an overview of Singapore's higher education system, focusing in particular on its role in supporting and facilitating the city-state's economic development policies. It discusses the various components of Singapore's post-secondary higher education system, such as its public and private universities, polytechnics, institutes of technical education, private educational institutions, foreign universities, government-affiliated and private training institutions, among others, and explicates the linkages between higher education and economic development. Aside from educational institutions, this book also discusses the Skills Future scheme, which provides deep skills training to working adults in collaboration with the Singapore's various higher education providers.

This open access book shares a two-part conceptual framework for critical global learning which weaves together theory and practice. The author shares the outcomes of her research and experiences developing students' critical thinking skills within the context of global citizenship education. While rooted in literature and research findings, the book is personal and reflexive, as the author shares her experiences as a teacher trying, and sometimes failing, to support critical thinking development which allows readers to reflect on their own practice. The book will be of interest to academics working in higher education, initial teacher education, and global citizenship education.

This report provides information on the structure of mainstream European education systems, from pre-primary to tertiary level for the 2022/2023 school and academic year. It includes national schematic diagrams and a guide to reading the diagrams. It also contains a map visually showing the main organisational models of primary and lower secondary education in Europe: 'single structured education', 'common core curriculum provision' and 'differentiated lower secondary education'. The information is available for 39 European education systems covering 37 countries participating in the EU's Erasmus+ programme. [For the 2020/21 report, see ED610857.]

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). The entities or agencies where states house their CTE directors include K-12, postsecondary, workforce and independent CTE agencies. "Which Entity Houses the State CTE Director? 50-State Comparison: Secondary Career and Technical Education" reports that at least 36 states and the District of Columbia house their CTE director within their K-12 education system. This resource does not include CTE information at the postsecondary level. [View the full "50-State Comparison: Secondary Career and Technical Education" here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]

This paper is in response to a request from the California State Board of Education and the California Advisory Commission on Special Education. Its sections include a national overview of special education funding and provision, special education in California compared to the nation, a more detailed examination of state-level special education spending in California, and variations across the state's Special Education Local Planning Areas (SELPAs). The paper concludes with a discussion of the possibility of doing more with less in the provision of special education, presenting examples from two California districts where this appears to be occurring, and with a discussion of possible policy implications.

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 the states' primary entities and the specific divisions, offices, and units that oversee early care and education programs and services. [View the full "50-State Comparison: Early Care and Education Governance" here: https://www.ecs.org/50-state-comparison-early-care-and-education-governance.]

In 2004, the National Association of State Boards of Education (NASBE) released a "State Education Standard" focused on the issues and challenges facing rural schools. Ten years later, NASBE facilitated a study group on rural education to discuss what has changed and what new challenges require the attention of state education policymakers. This report details the Rural Education Study Group's recommendations for how state boards of education can address deficits, deploy existing assets, and enhance the capacity of rural areas to ensure all students are prepared for college, careers, and civic life.

The paper deals with the internationalization of higher education and its consequences both for education policy and educational practice in Russia. The internationalization is considered to be not only a political and social process but also a cultural phenomenon having a considerable impact on the modernization of education. Within this context the authors discuss three main directions of internationalization in education: student and staff mobility, academic partnership and syllabi with international dimension. The paper shows how the higher education institutions in Russia contribute to the development of internationalization working together with the universities, international associations and non-governmental organizations from different countries. [For complete volume, see ED567118.]

This paper discusses the future role of technology in arts education and addresses the impact of technology on teaching and learning in these content areas. The following topics are covered: (1) technology in arts education; (2) the link between learning and technology; (3) change in goals and purpose in arts education--curriculum, instruction, and assessment; (4) goals and standards for music, theater, visual arts, and dance; (5) professional development--support for improving educational outcomes; (6) technology's impact on teaching and learning in arts education; (7) improving educational outcomes; (8) connections to other schools, higher education, businesses, and communities; and (9) caution concerning technology's use. (MES)

This statistical volume provides the basis for the review in Volume I of the Education Sector Review (Egypt). Table 1 contains data on population, labor force, and macroeconomic framework 1990-2000, while table 2 contains social indicators 1990-2000, and table 3 contains population projection for various age groups. Tables 4-7 contain data on pre-primary education. Tables 8-49 contain data on basic and secondary education. Tables 50-98 contain data on higher education. Tables 99-107 contain data on public higher education. Tables 108-110 contain data on private middle schools. Tables 111-125 contain data on private higher education. (BT)

In 1994 with the initiation of Congress, the Office of Educational Research and Improvement (OERI) created a panel for the evaluation of educational programs in the content areas of mathematics, science, gender equity, educational technology, and safe, disciplined drug-free schools. In 1998, the Expert Panel on Mathematics and Science Education examined mathematics education programs and surveyed science curriculum frameworks. This document identifies two exemplary and seven promising science education programs based on the quality of the program, its usefulness to others, educational significance, evidence of effectiveness, and success. Contact information for each program is provided. Contents include: (1) Introduction; (2) The Review Process; (3) How To Use These Recommendations; (4) Evaluation Criteria; (5) Exemplary Programs; and (6) Promising Programs. (YDS)

This document summarizes and presents in edited form the proceedings of the 1972 ICET (International Council on Education for Teaching) World Assembly. The proceedings were based on the theme "Challenge and Innovation in Teacher Education." Speakers and participants dealt with the variety of problems, pressures, and changes faced by teacher educators. Seven major areas were discussed: challenge and innovation in teacher education; challenge and pressures for reform and innovation; systematic reforms in the structure, content and philosophy of teacher education; increasing the effectiveness of teacher education; innovations in curriculum, methodology, and organization; social realities--the context of innovative teacher education; and in-service education. Appendixes include a list of participants and the ICET constitution. (MJM)

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education this curriculum guide is the second in a series describing current, successful career education practices. Intended for elementary teachers and educators responsible for initiating a career education program at the elementary level, this monograph: (1) points out the need for career education, (2) explains the concept of career education, (3) provides guidelines for initiating career education at the elementary level, (4) lists suggested concepts to be developed in elementary career education, and (5) provides sample lessons, illustrating a means of incorporating career education into the elementary curriculum. Other booklets in this series are available as VT 020 082-VT 020 090 in this issue. (SB)

The major purposes of this study were to identify the attitudes of Ohio public school superintendents, vocational education supervisory personnel, and teacher educators regarding vocational education, and to determine their degree of acceptance of selected vocational education principles. The method of investigation employed an attitude scale which was developed into a questionnaire and sent to 166 Ohio public school administrators and 95 vocational education supervisors and teacher educators. Based on the analysis of this data, findings revealed that the attitudes of these educators were generally favorable toward vocational education. One conclusion of the study is that vocational education state supervisory and teacher education personnel were slightly more favorable towards vocational education than were public school superintendents. (Author/JS)