Education & Pedagogy

Studying higher education in 2020 has confirmed the difficulty of foresight analysis and need for courageous redesign of education fundamentals. This paper discusses the shift made by Tsinghua University into full online provision and considers broader implications for higher education. It articulates the emergence of global online higher education, and the capabilities underpinning this transformation. Drawing from the study of contemporary developments in China and the world, the paper concludes that now is the time for bold education experiments, informed by major useful university design.

The widespread growth of online education at higher education institutions necessitates institutional support for the development, implementation, and sustenance of online education. Faculty who teach online are at the forefront of implementation and play a critical role in online student success. In this scoping review, 13 online education quality frameworks were analyzed for the types of support needed by higher education faculty who teach online. The results are discussed in the context of implications for ensuring quality online education at higher education institutions.

This book of activities for use with secondary school students lists 10 salient points in each of three areas: health education, alcohol education, and drug education. Suggested activities are then described for students in grades 7 and 8 and for students in grades 9 through 12. Activities are suggested in 10 categories: (1) human growth and development; (2) emotional health; (3) nutrition; (4) environmental health; (5) family life education; (6) diseases and disorders; (7) consumer health; (8) alcohol, tobacco, and other drug substances; (9) safety, first aid, and survival; and (10) community health. (NB)

This book of activities for use with elementary school students lists 10 salient points in each of three areas: health education, alcohol education, and drug education. Suggested activities are then described for students in kindergarten through third grade and for students in fourth through six grades. Activities are suggested in 10 categories: (1) human growth and development; (2) emotional health; (3) nutrition; (4) environmental health; (5) family life education; (6) diseases and disorders; (7) consumer health; (8) alcohol, tobacco, and other drug substances; (9) safety, first aid, and survival; and (10) community health. (NB)

Tribal colleges seek to approach education from the perspective of American Indian people and create an educational experience that promotes tribal sovereignty and self-determination. Indigenous studies--its mission, teaching strategies, curricular focus, research, and academic and community engagement--makes it possible for tribal colleges to fulfill the dream of their founders: the dream of a post-secondary education rooted in American Indian histories and cultural knowledge, and one that prepares students to preserve, restore, and manage resources while leading quality lives as tribal citizens.

In this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators.

The paper places secondary education in a strategic position in the Nigerian education system. It clarifies issues surrounding the misplacement of standard as against quality when examining the success or failure of secondary education on yearly basis. The paper concludes that the standard of education has not fallen in Nigeria, but that it is the quality of education that is vast declining and all stakeholders in the education have a lot of roles to play to get the quality back on track.

Providing inclusive and equitable quality education for all children will require sustained cooperation and investment from donor and partner nations worldwide. As a multi-stakeholder funding mechanism, the Global Partnership for Education (GPE) is an important Education Diplomacy model. The 2018 Dakar Financing Conference is a vibrant illustration of GPE's role as a convener, bringing together government, business, philanthropy, and civil society to call the world's attention to the importance of education and mobilize leadership on behalf of increased funding to sustain quality education.

Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being measured and multi-stakeholder cooperation led to transformative changes in curriculum and skills development at the national level. These partnerships and collaborations for measuring learning rely on the principles of Education Diplomacy to agree upon and work toward their goals.

Women education and empowerment are the indicators of development. Women education ensures the holistic and long development. It includes equitable and increased access to technical and vocational education and training, higher education and research with due attention to quality assurance. This communication has taken a look on women participation through women higher education institutes, women enrolment as compared with population. The participation in terms of distribution of institutes and enrolment has been studied for the years 2011-2016. The trend has been found as increasing but slow. Correlations have also been studied.

The purpose of this article is to provide strategies for K-12 in-service physical education teachers to cultivate a culturally relevant physical education environment. First, an overview of the culturally relevant physical education (CRPE) framework is discussed. Next, practical examples and suggestions are provided to support teachers in engaging in all three components of CRPE. The continuous presence of culturally relevant teaching in the physical education setting is an on-going cycle that develops over time.

The COVID-19 global pandemic has created an unprecedented experience for many. The private higher education was not spared and currently faces numerous challenges. This paper aims to provide a brief background on the higher education landscape in Malaysia and the impact of the COVID-19 pandemic on the private higher education sector. Inevitably, these institutions need to reimagine their existing business models in order to face the post-pandemic world.

A coordinated compliance review (CCR) process for the evaluation of specially funded state programs in California is outlined. Goals of the process are to decrease multiple state board of education visits, encourage self-evaluation by local education agencies, provide participating students with a core curriculum, and give technical and management assistance to local agencies. Four sections present detailed information on the CCR process development and goals, local education agency self-review, state validation review, and CCR instruments and instructions. (LMI)

This compilation provides 256 abstracts of research completed in the areas of health, physical education, recreation, dance, and allied areas during 1989. Master's theses and doctoral dissertations are abstracted from institutions offering graduate programs in those fields. The volume includes an index to the abstracts in which references are arranged under the subject headings in alphabetical order. All abstracts are numbered in alphabetical order according to institution; names of institutional representatives submitting abstracts are indicated. (AMH)

This paper describes five research projects carried out by the Centre for the Study of Conflicts, of the University of Ulster, Northern Ireland. The projects were concerned with investigations into the role of education in a divided society such as Northern Ireland. The project titles include: Inter School Links; The Philosophy and Practice of Integrated Schools; The Curriculum of Integrated Schools; The Role of Parents and Teachers in Integrated Schools; and Attitudes to Integrated Education. A 17-item resource list of papers on education in the divided society of Northern Ireland is included. (DB)