Education & Pedagogy

Strada Education Network is collaborating with Gallup, the world leader in consumer insights, to launch the Education Consumer Pulse. Through 350 daily interviews of U.S. adults ages 18 to 65, this three-year survey will create the largest set of education consumer insights in the nation to date. The author believes that understanding the consumer's perspective is critical to addressing the many issues facing postsecondary education faces today. As Strada Education Network looks to advance Completion with a Purpose, it is known that understanding these insights is essential to finding solutions that work for students and postsecondary education providers. Gallup and Strada Education examined nearly 90,000 interviews of U.S. adult education consumers to shape the first report titled "On Second Thought: U.S. Adults Reflect on Their Education Decisions." The report, the first in a three-year series, establishes a baseline of understanding of how consumers perceive their education experiences when reflecting on their past decisions. Results of this first report are briefly discussed in this article.

The Ministry of Human Resource Development (MHRD) has come out with the draft of 'National Education Policy (NEP) 2016' in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.

In recent years university education has undergone considerable change. In short, it appears to have adapted to the prevailing circumstances and it is even proving to be an essential resource in the optimization of professional, social, cultural, and economic concerns. All in all, the changes it has gone through have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of certain misgivings about the nature of this education, above all with regard to the role it plays in character education. This article undertakes a specific examination of this role, and in so doing it revisits a past in which essential philosophical ideas were being formulated about higher education. These ideas placed the education of the character at the heart of university education, and despite initial appearances, they can be readily accommodated within today's universities.

Distance education is a medium of teaching and learning that has grown significantly in the past 10 years as indicated by the number of higher education institutions that offer courses and/or full degree programs via distance learning. According to the National Center for Education Statistics (NCES) (1999), the number of degree-granting higher education institutions offering distance education courses increased from 33 percent in 1995 to 44 percent in 1997-98. More specifically, the use of computer-based technologies has increased from 22 percent in 1995 to 60 percent in 1997-98. The purpose of this review is to examine the overall attitude of higher education faculty toward teaching via distance education. This review also notes factors that motivate and deter faculty participation in distance education, specifically in a web-based, online format. Information regarding attitudes and specific reasons for participation in distance education can provide insight to administrators attempting to build distance education programming while supporting faculty.

Values make people live together and have common grounds. Value education, which starts in the family are, shaped by the environment that children live in. After children start school, they being to learn value education. School inculcates the values adopted by the community to the children. The most important executor of value is the teacher. If teachers have good values and are well informed about values, they can teach children in a better way. Children see their teachers as a role model and they behave like them. To students, teachers are excellent and qualified people. This study was performed to obtain the viewpoint of Physical Education Department students studying value education. This research is screening model and thus descriptive. The sample of the research is composed of 158 Physical Education Department students. In the result of the research, the students stated that they have enough information about values education. Teachers should be the role model in value education, and it should be taught as a course in universities.

Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the sub-sector's size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.

Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students' innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No. 12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes "Workshop + Project" as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance.

The study investigated the situation and views of the Education International (EI) member unions in Africa regarding the COVID-19 pandemic. The EI, a global body of education unions with over 32.5 million members in 384 unions across 178 countries in the world, is a critical global education stakeholder. It commissioned this study to obtain evidence to inform its policies about the pandemic. The primary data are based on the opinions of union leaders from 58 education unions in 34 African countries who responded to a semi-structured online questionnaire, while additionally, thirteen union leaders across the African countries and the Chief Regional Coordinator of the EI Africa Region were interviewed. The findings revealed a massive disruption of education, exacerbated educational inequalities, teachers' poor digital skills and lack of infrastructure, and increased vulnerability of the marginalized learners shut out of school. Recommendations were made for EI, African Union and Governments.

Rural areas are the product of the development of productivity to a certain stage. Generally, rural areas are geographical areas located outside of cities and towns. Studies have pointed out that there has been an education crisis that affects the country's development, and the rural population is the biggest victim of this crisis. The main reason is that cities have a significant advantage in allocating scarce educational resources; simultaneously, school education in rural areas is highly inconsistent with people's learning needs. "Education for All" is a concept proposed by UNESCO at the World Education for All Conference in 1990 for the world. Its ultimate goal is to meet the basic learning needs of all children, youth, and adults. It is true that under the promotion of education for all, rural education in various countries of the world has developed to a certain extent, but compared with developed regions or urban areas, the quality of rural education is still worrying. This commentary discusses how teacher training and reforming rural education curricula have become fundamental approaches to rural education reforms in various countries.

The purpose of this study is to identify trends of integrative approach in South Korean technology education. A literature review was completed from 131 selected research journal papers published in South Korean academic databases from 2010 to 2018. The review identified four trends. First, research on technology education within STEAM education has steadily increased since 2010, with student-targeted studies comprising the largest share. Second, program development and implementation type was the most frequent regarding the research types. Third, the analysis of school subjects integrated with technology for integrative approach in South Korean technology education showed the most links to science. Fourth, invention was the most common focus in analysis of the content area of technology education, while creation constituted the most common core concept of the new Korean national curriculum. The results of this study shed light on the place of technology education within STEAM education in South Korea and has implications for research and practice for integrative STEAM education in future Korean technology education.

The 2010s witnessed unparalleled policymaking and development in international higher education in China. Whilst research has shed light on the broader historical spectrum of China's international higher education policies, few studies have focused exclusively on those of the 2010s. This study builds upon the theoretical perspectives of "wenjian zhengzhi" and "institutional logics" to offer a timely and comprehensive analysis of the dynamics between Chinese policies on international higher education, practices of higher education institutions, and macro-societal orders. It examines two research questions through in-depth analysis of policy documents and scholarly literature: what institutional logics underpin China's international higher education policies of the 2010s? How have Chinese higher education institutions negotiated multiple and sometimes competing institutional logics in response to these policies? Findings show the ways that the state, market, corporation, profession, and community logics are embedded in the international higher education policies of the 2010s. Two specific areas of HEI practices are discussed to illustrate how higher education institutions blend and negotiate the competing logics in a search for compatibility.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

In this field note, I explore the community coalition model Creative Associates International and its partners employed to provide non-formal education to out-of-school displaced children and youth in northern Nigeria under the USAID-funded Education Crisis Response project. While there is no evidence directly linking community involvement to improved education outcomes in crisis- and conflict-affected contexts, the existing literature and final project results point to its importance in the education in emergencies field. In this field note, I briefly shed light on the education landscape in northern Nigeria, offer global evidence on the impact of community participation in education in low-income and crisis- and conflict-affected contexts, and describe the promise a community-led model employed by the Education Crisis Response project holds for improving education access for out-of-school internally displaced children and youth. I also describe the community mobilization and capacity-building approach adopted for the project and its success in providing access to education for more than 80,000 learners in a volatile region.

The aim of this article is to examine and assess Africa's higher education effort. The theoretical framework employed distinguishes between three dimensions of the higher education project: the quantitative dimension (measured in terms of higher education enrollments and enrollment ratios), the qualitative dimension, and the equality dimension. After the political and economic context of Africa as well as the historical evolution of higher education in Africa are sketched, higher education in Africa is analyzed and evaluated in terms of each of the three dimensions of quantity, quality, and equality. The development of national higher education systems really only began after the advent of independence in 1960, moved painstakingly slowly and even stagnated until the 1990s, when higher education developed an accelerated rate. While enrollment ratios, quality and equality in higher education in Africa lags behind the rest of the world, the growth in enrollments since 1990 is encouraging, and the current economic boom and political pacification of the continent bode well for the evolution of higher education in coming years and decades.

The U.S. federal government has played a growing role in setting nationwide education policy since the passage of the Elementary and Secondary Education Act (ESEA) in 1965. This Act, along with the 'Equality of Educational Opportunity' report commissioned by the 1964 Civil Rights Act, led the U.S. Office of Education to pursue a policy agenda focused on equalizing access and ameliorating poverty through the education system. Despite the promotion of equity serving as the officially stated goal of federal policy, expert evaluations of the government's efforts incorporated technical assumptions from the field of economics that prioritized maximizing "efficiency" between inputs and outputs in the education system. When the ESEA was reauthorized in 2002 as No Child Left Behind, significant 'policy drift' had occurred such that the evaluation of teacher quality -- which was the subject of a large literature in economics on the 'education production function' -- was incorporated as a key component of the education system's flagship anti-poverty initiative, Title I.