Education & Pedagogy

The higher education quality evaluation and assurance frameworks and their operating mechanisms of countries such as the United Kingdom, France, and the United States show that higher education systems, traditional culture, and social background all impact quality assurance operating mechanisms. A model analysis of these higher education quality assurance frameworks shows that quality assurance entities having clear and harmonious responsibilities and interest relations is a precondition to the good operation of higher education quality assurance mechanisms, and the model of internal self-discipline of the higher education institutions taking precedence and internal and external assurances integrating organically is a developing trend in higher education quality assurance.

This article explores how waste materials and waste practices figure in education, pointing to educational potentials of waste which have hitherto received little consideration in environmental and sustainability education practice and research. Building on empirical research on waste education in Danish schools and preschools, we discuss how an empirical and theoretical focus on waste as material and on waste practices moves beyond conventional approaches to waste in education. Seeking to overcome the shortcomings of habitual-behavioural and rational action approaches, we argue for an approach to waste education which encourages pupils to explore the socio-material aspects and trajectories of waste practices and waste materials.

Despite the possibility for mutual benefit, it seems that the fields of Disability Studies (DS) and teacher education have not communicated and collaborated in deep and meaningful ways. This exploratory study utilized an e-survey of 32 teacher education faculty members in the state of California to investigate how, if at all, teacher educators were utilizing DS in their curriculum. Results suggested that some teacher educators confuse DS with special education or rehabilitation. Furthermore, many teacher educators in general education teacher preparation programs indicated that disability issues were only covered in one course. The results of this study suggest the need for further meaningful collaboration and communication between the fields of DS and teacher education.

Legally, the ultimate criterion for eligibility under the Individuals with Disabilities Education Act (IDEA) is whether the child needs special education. A new decision by the Ninth Circuit Court of Appeals suggests that providing various interventions and accommodations in general education might mean that a child who meets the criteria for any IDEA classification and receives such services is eligible for an individualized education program. The scope of this new decision and the relationship between special and general education are subject to several questions. However, using various individualized approaches in general education, including response to intervention, may be worth the limited risk of a judicially reversed eligibility determination.

Advocacy efforts often contribute to broader Education Diplomacy goals. The Brazilian Campaign for the Right to Education coordinated an effort among diverse civil society stakeholders to ensure their voice was included in developing Brazil's National Education Plan (NEP). As a result of their advocacy strategy, civil society participated in negotiations with the National Congress and the Ministry of Education that resulted in the 2014 NEP. The authors discuss how this participatory process was possible and how Education Diplomacy is being used to implement the policies today to advance the right to education.

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing physical educators with sufficient knowledge and skills to implement a CSPAP and to foster physically literate individuals. This article describes the competencies needed for physical educators to implement CSPAP and synthesizes strategies and recommendations for infusing CSPAP concepts into PETE programs.

In light of calls for renewal in Islamic schooling in the West, this study reconceptualizes the notion that Islamic education promotes wholeness through "tarbiyah." The author conducted interviews with twenty principals of Islamic schools in the United States to understand these principals' perspectives regarding wholeness in education. The findings suggest that the principals strive for wholeness in education but may not be unified in understanding the components and implementation of whole child education from an Islamic perspective. An Islamic whole child education framework needs to be developed that encompasses the comprehensiveness and wholeness of "tarbiyah" as a framework for renewal.

Library and information science (LIS) education in Eswatini is not yet grounded. Although several interventions exist to improve the quality of LIS education in Eswatini, there have not been many attempts to systematically adapt and integrate massive open online courses (MOOCs) in LIS education. This article presents strategies that can be used in Eswatini to adapt and integrate MOOCs to enhance the quality of LIS education. These strategies are the first steps toward assisting higher education institutions in Eswatini to utilize the potential of MOOCs to improve the quality of LIS education.

These proceedings contain eight presentations related to research in the areas of marketing and distributive education: "Desired Student Preparation in the Job Application Process as Perceived by the Business Community" (Thomas Allen, Jr.); "Effective Marketing Techniques for Collegiate Business Education Programs" (Ralph Wray); "Alabama Marketing Professors' Ratings of Curriculum Content Areas in Marketing Education" (Michael Littman); "Creative Conference Planning" (Stephen Lucas et al.); "A Report of Standards for Marketing Teacher Education" (Wally Holmes, Jim Seward); "Texas Superintendents' and Principals' Perceptions of Vocational Student Organizations" (Marcella McComas); and "Matching Learning and Teaching Styles Makes a Difference, or Does It?" (Wally Holmes). (YLB)

A congress on continuing education and training attended by participants from more than 20 Eastern and Western European countries is summarized in this document. Topics discussed at the plenary sessions, panel discussions, and nine workshops included the following: cooperation between Eastern and Western Europe; the role of the social partners in continuing education and training; continuing education for managers; new objectives and tasks for trainers; employment and training projects for unskilled and semiskilled workers; qualification strategies for women; continuing education at the regional and local level; work, the ecological crisis, and continuing education; cooperation between Eastern and Western companies; and continuing education and training without frontiers. (KC)

This document presents the details of 10 projects concerning the education and training of the Palestinian people that were approved for funding by the Executive Board of UNESCO in October 1990. The objectives, justification, beneficiaries, and costs of each project are listed. The projects involve the following concerns: (1) Development of primary education; (2) Teacher-training development; (3) Science and mathematics curriculum; (4) Feasibility study--curriculum development; (5) Pre-school, literacy and education for the disabled; (6) Health and agriculture manpower development; (7) Community college development; (8) Paramedical, technology and engineering development; (9) Staff development programme; and (10) Improvement of management and planning. (DB)

The impact of homophobia on health education practice has received little attention until recently. As a profession, health educators have not yet adequately addressed lesbian and gay health issues. This paper defines homophobia and discusses the consequences of homophobia in health education and implications for practice. The health education needs of lesbians and gays are seldom met as a consequence of homophobia. Areas of particular relevance to health educators include heterosexual bias in sexuality education curriculum and textbook context, AIDS education, hate violence, adolescent suicide, and health education research on lesbian and gay topics. Strategies for eliminating homophobia include professional development of health educators and curriculum change at the university level. Fourteen references are included. (IAH)

This handbook assists vocational education personnel in planning, organizing, and implementing cooperative education activities. The handbook provides a basis for teachers, supervisors, and administrators in making decisions and standardizing cooperative education activities throughout Kentucky. The handbook's 11 sections are as follows: (1) cooperative vocational education; (2) the administrative process; (3) legal aspects; (4) using a co-op advisory committee; (5) public relations; (6) coordination process; (7) enrollment process; (8) placement process; (9) evaluation process; (10) related instruction; and (11) competencies required in the planning, organizing, managing, and the evaluation of a cooperative education program. Examples, forms, and figures are included in some sections. (NLA)

Early childhood education has always been considered important in Korea, with the education of the child valued highly, regardless of the parent's educational background or socioeconomic status. The main social facility for early childhood education outside home in Korea is called "Yoo Chee Won," which means kindergarten. This paper describes the country's approach to early childhood education. The bulk of the paper describes "Yoo Chee Won," including demographic trends fueling its growth, figures on its availability and use, its cost, and the requirements for parent support. The paper details the national kindergarten curriculum and teacher education requirements. A concluding section describes corporate support for early childhood education and the Samsung Center for Early Education and Development. (EV)

This publication explores the views of two present members of the International Peace Research Association: Abelardo Brenes and Takehiko Ito. Brenes and Ito answer 13 questions related to peace education issues in their individual interviews. Abelardo Brenes is a professor at the University of Costa Rica and a consultant to the University for Peace, and has coordinated the Central American Program for the Promotion of Human Rights and Peace Education. Takehiko Ito is an associate professor at Wako University in Tokyo (Japan), chairperson of the Committee on Research of Peace and Disarmament Education of the Japanese Scientists Association, and secretary of Japanese Psychologists for Peace. (Author/CK)