Education & Pedagogy

In today's evolving economy, state policymakers, education leaders, workforce system leaders and employers are all looking for opportunities to meet rapidly changing workforce needs. Economists project that shortages of workers with postsecondary education -- some college, an associate degree, bachelor's degree or higher -- could lead to nearly $1.2 trillion in lost revenue over the next decade. To mitigate the shortage and avoid economic losses, both existing and future workers will need more education and training. The World Economic Forum projects that at least 54% of workers will need significant work-relevant education in the next five years -- with over half of these individuals requiring six months or more of education and training. State policymakers recognize the economic imperative to ensure that education and training are connected to jobs. In response, they are forging stronger connections between education, workforce and employers at state, regional and local levels. Policymakers are also acting to expand secondary and postsecondary career and technical education, promote access to postsecondary programs and engage employers through work-based learning and apprenticeships. Yet systems and initiatives are not always fully connected; and access to postsecondary education continues to be out of reach for many people, especially individuals from a lower socioeconomic status. This Policy Brief, informed by a group of education and workforce leaders, explores three principles to guide policy considerations for state leaders working to develop intentional, outcomes-focused connections between postsecondary education and work.

This book analyses the nexus between ideology, the state, and education reforms worldwide. The research evinces the neo-liberal ideological imperatives of current education and policy reforms and illustrates the way these shifts in the relationship between the state and education policy are affecting current trends in education reforms and schooling around the globe. With this as its focus, the chapters represent hand-picked scholarly research on major discourses in the field of global education reforms. Offering a compendium of the very latest thought on the subject, this book is, like the others in the series, a state-of-the-art sourcebook for researchers, practitioners and policymakers alike. Not only do the chapters offer a timely analysis of current issues shaping education policy research; the work also contains ideas about future directions that education and policy reforms could take. By doing so, it provides a comprehensive view of the diverse and intersecting discourses on globalisation and policy-driven reforms in education. The book draws on recent studies in the areas of globalisation, education reforms, and the role of the state. Respective chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms, ranging from critical theory to historical-comparative research, they focus on globalisation, ideology and democracy, and examine both the reasons for and outcomes of education reforms and policy change.

The Commissioner of Education offers summary statistics and discussion on state school systems' enrollment, average daily attendance, school property, teachers, revenues, and expenditures. The commissioner also includes University College School, London; Master W.H. Widgery's report on the International Educational Congresses held during the Paris Exposition in 1889. The section on the exhibition and the congresses on special studies gives statistics and addresses primary schools, training schools, secondary and technical instruction, education control, teaching morality, training colleges, and educational museums. The section on the congresses on primary and secondary education discusses German state control of education; teaching as profession; French education progress as well as the French primary education system; and the Sorbonne. The congress on secondary and higher education section covers five questions considered by the congress: secondary studies extent and sanction; international equivalence of studies and degrees; relative weight given to classics, modern languages, and science; teaching methods for modern languages and science in girls' schools; and the place of economic and social science of education. The secondary and superior education congress section covers ancient and modern languages and science secondary instruction, girls' education in living languages and sciences, and the inauguration of the new Sorbonne. Additional chapters cover the education systems and 1888-90 operations of Scotland, England, France, London, Paris, Germany, Prussia, Austria-Hungary, Norway, Denmark, and an overview of education in Europe and America. [For Volume 2, see ED618702.]

The brief description of education in Latin American presented here is based on information available to the Office of Education, much of it in unpublished form, and provides an overview of the general situation of education in Latin America. Document contents include: (1) Introduction: Some Background Factors--historical, sociological-anthropological, and economic, and the demand for education; (2) Educational administration, organization, and structure; and (3) Some problems of Latin American education--quantitative factors, illiteracy, educational level of adult population, school enrollment, absenteeism and school dropouts, physical shortages, teacher shortages and deficiencies, qualitative factors, and higher education-some special factors and problems. In this paper effort has been made to set forth some of the principal facts of Latin American education and the major problems related to its future development. In addition to material deficiencies and needs in this regard, it has seemed at time in the past that more enthusiasm and greater determination on the part of Latin American governments and people would go far in making education the key to their economic and social development. In recent years, however, there have been encouraging indications of progress in this direction. Of particular current note has been the growing recognition of the essential values of education, as evidenced in the Punta del Este Charter establishing the Alliance for Progress and subsequent efforts to apply and implement its recommendations. [Best copy available has been provided.]

This study attempts to show the parts played by the State departments of education relative to general comprehensive programs of adult education, illiteracy eradication, and Americanization; adult-education programs of the Works Progress Administration and the National Youth Administration; educational programs of the Civilian Conservation Corps camps; adult-education radio programs; public-forum programs; educational programs in State prisons; and rehabilitation. The general purpose of the study is to present information showing: (1) The legal administrative status of the various fields of adult education; (2) the provisions made for a State supervisory personnel; (3) the objectives sought and the supervisory procedures most commonly and successfully followed; and (4) the major difficulties seen by the State school authorities as retarding or blocking progress in each field. In order to better understand what State departments of education are doing and have done in the field of adult education, efforts will also be made to throw some light on the historical development of existing programs and activities, to show the direction of the discernible trends, and to suggest the present scope of such education. Since the problems of supporting the programs of adult education are of prime importance to their development and progress, facts concerning the State's part in financing this field will also receive attention. Individual chapters contain footnotes. [A section on vocational rehabilitation by H. L. Stanton is included. Best copy available has been provided.]

The aim of this paper is to reflect on what the changing context brought about by the Pandemic mean and can mean for the repositioning and reinvigoration of Comparative and International Education in 2023. The paper commences with the Sustainable Development Goals and the Incheon Declaration, as the vision humanity has set for itself for 2030. The paper then maps out the gap between the reality of education globally in 2015, when the goals were set, and the vision for 2030. The intervention of the COVID-19 Pandemic increased that gap. This paper argues that at the same time the Pandemic brought with it an opportunity to redesign education in the world, benefitting from the opportunities offered by technology. The paper further argues that in effecting such a redesign of education in the world, the scholarly field of Comparative and International Education has a pivotal role to play to -- to connect to the theme of this book and of the conference of which this volume is the proceedings of papers presented -- to use education experiences of the Pandemic and post-Pandemic times, to learn to not only recover education to its pre-Pandemic state, but to ensure the recovery has enough momentum to move beyond the pre-Pandemic level, surging towards the goals set for 2030, i.e. building new better education systems. [For the complete Volume 21 proceedings, see ED629259.]

This purpose of this qualitative exploratory case study was to explore how general education teachers from southern Arizona perceive collaborating with special education teachers when co-teaching in their inclusion classrooms. The theoretical foundation for this research involved Lev Vygotsky's social development theory. The research questions focused on general education teachers' experiences with collaborating with special education teachers, and their perceptions on inclusion classrooms. Detailed responses were collected from 25 general education teachers through either an online in-depth questionnaire, an individual interview, or a focus group interview. Six themes emerged that focused on general education teachers collaborating with special education teachers to support students with special needs, new knowledge acquired from special education teachers, a lack of time to collaborate with special education teachers, inclusion is beneficial for students with special needs, co-teaching benefits in inclusion classrooms, inclusion classroom setbacks with regards to students with special needs. This research found that general education teachers had positive experiences collaborating and co-teaching with special education teachers, and students with special needs benefited academically and socially from inclusion classrooms. However, there were also downsides that include the lack of time spent collaborating, and a lack of support from administration. Overall, in order to build positive partnerships between general education and special education teachers, both educators must communicate affectively and include administrators for more support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This policy profile on education in New Zealand is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics. This profile reviews the current context and situation of the New Zealand's education system and examines its challenges and policy responses, according to six policy levers that support improvement: how to raise outcomes for all in terms of (1) equity and quality and (2) preparing students for the future; how to raise quality through (3) school improvement and (4) evaluation and assessment; how the system is organised to deliver education policy in terms of (5) governance and (6) funding. This country profile draws on OECD indicators from the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS) and the annual publication "Education at a Glance," and refers to country and thematic studies such as OECD work on early childhood education and care, teachers, school leadership, evaluation and assessment for improving school outcomes, equity and quality in education, governing complex education systems, vocational education and training, and tertiary education.

This policy profile on education in Turkey is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics. This profile reviews the current context and situation of the Turkey's education system and examines its challenges and policy responses, according to six policy levers that support improvement: how to raise outcomes for all in terms of (1) equity and quality and (2) preparing students for the future; how to raise quality through (3) school improvement and (4) evaluation and assessment; how the system is organised to deliver education policy in terms of (5) governance and (6) funding. This country profile draws on OECD indicators from the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS) and the annual publication "Education at a Glance," and refers to country and thematic studies such as OECD work on early childhood education and care, evaluation and assessment for improving school outcomes, equity and quality in education, governing complex education systems, vocational education and training, and tertiary education. References and further reading are included.

This policy profile on education in Norway is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics. This profile reviews the current context and situation of the Norway's education system and examines its challenges and policy responses, according to six policy levers that support improvement: how to raise outcomes for all in terms of (1) equity and quality and (2) preparing students for the future; how to raise quality through (3) school improvement and (4) evaluation and assessment; how the system is organised to deliver education policy in terms of (5) governance and (6) funding. This country profile draws on OECD indicators from the Programme for International Student Assessment (PISA), the Teaching and Learning International Survey (TALIS), the Programme for the International Assessment of Adult Competencies (PIAAC) and the annual publication "Education at a Glance," and refers to country and thematic studies such as OECD work on early childhood education and care, evaluation and assessment for improving school outcomes, equity and quality in education, governing complex education systems, vocational education and training, and tertiary education. References and further reading are included.

This groundbreaking volume describes unprecedented changes in education across Latin America, resulting from the endorsement of Indigenous peoples' rights through the development of intercultural bilingual education. The chapters evaluate the ways in which cultural and language differences are being used to create national policies that affirm the presence of Indigenous peoples and their cultures within Mexico, Ecuador, Peru, Bolivia, and Guatemala. Describing the collaboration between grassroots movements and transnational networks, the authors analyze how social change is taking place at the local and regional levels, and they present case studies that illuminate the expansion of intercultural bilingual education. This book is both a call to action for researchers, teachers, policy-makers and Indigenous leaders, and a primer for practitioners seeking to provide better learning opportunities for a diverse student body. This book contains the following chapters: (1) Indigenous Intercultural Bilingual Education in Latin America: Widening Gaps between Policy and Practice (Luis Enrique López); (2) Partnerships to Promote the Education of Indigenous Citizens (Regina Cortina); (3) Intercultural Bilingual Education in the Andes: Political Change, New Challenges and Future Directions (Bret Gustafson); (4) The Tension between Western and Indigenous Knowledge in Intercultural Bilingual Education in Ecuador (Carmen Martínez Novo); (5) Indigenous Students as Graduates of Higher Education Institutions in Mexico (Sylvia Schmelkes); (6) Beyond Cultural Recognition: Training Teachers for Intercultural Bilingual Education in Guatemala (María José Aragón); (7) Indigenous Leaders and the Challenges of Decolonization in Bolivia (Luz Jiménez Quispe); and (8) Political Discourse and School Practice in Multilingual Peru (Laura A. Valdiviezo).

Albert Einstein is credited with saying that the most important component of education is the development of students' character. While debate exists as to the delivery of character education in the public schools, it must be recognized that not all students have a support system outside of the schoolhouse. Consequently, when character development is not fostered within the home setting, this responsibility falls to the schools. Additionally, 36 states have enacted legislation that either mandates or encourages the inclusion of character education instruction in the schools' curriculum. To address this need as well as comply with legislative mandates, teachers must first be provided the skill set to effectively incorporate character education in their respective classrooms. Teacher education programs bear this responsibility; however, the authors and publishers of textbooks marketed and sold for teacher education do as well. This study analyzed the content of eight introduction to education textbooks to determine the extent to which character education was presented to teacher candidates. The results revealed that the expansive topic of character education was largely silent in these textbooks. The information presented was found to be narrow in scope and breadth. Strong recommendations were offered for consideration by programs of education, professors, authors, and the publishing industry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The extent and significance of the American undertaking to provide for or promote free public and universal education among the minority groups and native populations now living under our flag, large numbers of whom are citizens or potential citizens of our Republic, can be appreciated only in the light of the entire situation involved. This bulletin discusses the education of certain racial groups in the United States and its territories. It is organized into the following sections: Section I: Scope and nature of the educational problems considered; Section II: Education of the principal outlying possessions: (1) Hawaii; (2) Porto Rico; and (3) Philippine Island, 1920-1930; Section III: Work of the Office of Education for the natives of Alaska (William Hamilton); Section IV: Indian education in the 48 States (W. Carson Ryan, Jr.); and Section V: Education of Negroes in the United States (Ambrose Caliver). (Contains 9 tables, 8 figures, and 26 footnotes.) [This bulletin was written with the collaboration of John H. McBride, Jr., W. Carson Ryan, Jr.; William Hamilton, and Ambrose Caliver. Best copy available has been provided.]

"The Condition of Education" summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from early childhood education to graduate and first-professional programs; (2) student achievement and the longer-term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, parental and community support for learning, and public and private financial support of education at all levels. The 2002 edition also includes a special analysis that examines private schools, how they differ by type (Catholic, other religious, and nonsectarian), and how they differ from public schools.

The national policies and implementation mechanisms for girls' primary and women's basic education in the following Asian countries were examined: Lao People's Democratic Republic; Nepal, Thailand; Indonesia; and India. The analysis focused on the following issues: (1) goals and progress; (2) national policies; (3) strategies (strengthening nonformal education; targeting ethnic minority and rural women; launching innovative programs; cultivating gender sensitivity; making education compulsory; introducing preschooling; recruiting and training women teachers; relating to girls); and (4) outstanding issues (valuing girls' education; managing the entry of private schooling; party politics compromising education; the slow pace of decentralization; inadequate funding). The following were among the 14 national and international recommendations that emerged from the study: (1) strengthen girls' and women's education as a tool of empowerment and poverty alleviation; (2) nurture horizontal communication between ministries to foster a cohesive, gender-responsive approach by government to education; (3) adopt participatory methods; (4) develop mechanisms to harness the successful learning from micro projects; (5) promote public dialogue on the value of girls' education; (6) initiate systematic monitoring and evaluation of girls' and women's learning outcomes; (7) provide needed training and support to women in gender-test roles; and (8) develop and apply a gender lens for international funding and interventions. (Contains 48 footnotes.) (MN)