Education & Pedagogy

Basic education is universal education, which aims to improve the basic quality of a nation's people. In the three decades since reform and opening up, earth-shaking changes have taken place in the quality of China's basic education. This article describes the path of development and changes in China's basic education over the past thirty years from the perspectives of the universalization of changes in its education objectives, and it forecasts the future trend of development. (Contains 1 figure.)

From 2008-2009 the author was commissioned by AONTAS in partnership with Irish Aid to carry out a piece of research which aimed to examine how there could be a strategic focus on the integration of development education, or incorporating a global dimension to learning, into adult and community education in Ireland. It also examined whether or not its usefulness as a process for active global citizenship could be employed as a message to promote development education to adult and community educators. (Contains 3 figures and 5 footnotes.)

Non-formal environmental education involves all educational processes conducted outside of school. It is directed to all age groups, especially mature people who have finished their studies. This paper presents the goals and forms of non-formal education in Poland. Studies on the effects of non-formal education are also presented: this form of education does not play a significant role in the shaping of environmental awareness, especially among the mature members of society. In view of the above research results, the perfection of existing means of environmental education is a necessity, through the coordination of complementary actions conducted as part of formal and non-formal education.

This article explores the role of adult and continuing education practitioners in Hong Kong as a function of contexts and conceptions of practice. A historical evolutionary approach is used to analyze how roles of practitioners differ in three periods--adult education, continuing education, and lifelong learning. It is revealed that practitioners have adopted different strategies of action in their pursuit of varied roles as educators, managers, and free marketeers. This has consequence for the values espoused in their practice. (Contains 1 table.)

This research review examines various barriers that affect the retention and attrition of special education teachers. The purpose of this examination is to look at various problems associated with maintaining and attracting new teachers to the field of education. Retention and attrition will be vital components in addressing teacher shortages in special education. Research obtained for this topic will include various recommendations and suggestions for increasing the numbers of teachers in special education. The review of literature will also discuss teacher preparation programs that prepare teachers in special education. Findings in this paper will assist in solving the problem of special education teacher shortages.

This article presents various documents related to Chinese education. These include: (1) Qinghua University Professor Chen Danqing's Letter of Resignation; (2) Declaration by Beijing University Professor He Weifang Suspending Acceptance of Master's-Level Students; (3) An Open Letter by Five Veteran Educators Appealing for Fairness in Education; (4) How Heads of Education Offices See Quality Education; and (5) A Day in the Life of Guoguo. [This article is excerpted from the "Chinese Education Blue Book" ("Zhongguo Jiaoyu Lanpi Shi") (Beijing: Social Sciences Academic Press, 2006). Translated by William Crawford.]

The term 'distance education' has traditionally been used to refer to education in which teachers and learners are separated by time and space. As technologies used for distance education have become more learner-centred, providing learners with more control over their learning, the term has also come to imply this process. This paper deals with the status of distance education in India and the scope and limitations of IT applications in enhancing the teaching and learning processes in Indian distance education. The author discusses certain key strategies to promote the use of information technology in distance education and the paper concludes with policy recommendations for overcoming the constraints to IT adoption.

In the face of growing sentiment against career and technical education, the author asks readers to take a hard look at the advisability of limiting high school students' options. The viability of high school vocational education--now called Career and Technical Education (CTE)--is once again being questioned. The current federal Administration appears to hold the CTE curriculum in low regard. Its recommendation regarding the reauthorization of the Perkins CTE funding legislation is basically to scrap it. The Administration proposes instead to redirect federal funding for high school CTE, tech prep, and even postsecondary technical education toward high school academic education.

This book provides an evidence-based response to how 'classroom-readiness' translates into the preparation of future teachers of science. It juxtaposes contemporary understanding of programming and practices in initial teacher education in an Australian context against international narratives. Through this, this book shifts the understanding of primary science education from a deficit model to one that critically examines, challenges and contest what is happening in this space, and why. It proposes problems of practice in primary science teacher education and then draws on these provocations to provide insights into possible solutions.

While the implementation of social education within teacher education programs has the potential to better prepare teacher candidates for their first classroom assignment, it is unknown how visible it is in current accreditation pathways. This study evaluates the presence of social education--a field defined by critical/cultural pedagogies, cultural/media studies, social studies education, and constructivist practice--in teacher educator accreditation standards used by faculty and schools of education. Using qualitative content analysis, CAEP, InTASC, NBPTS, and ATE standards were analyzed for social education characteristics. Findings showed that social education was indirectly addressed by standards, often referenced in standard components. It was also found that only ATE standards directly named social education pedagogical concepts.

Special education teachers ensure equitable access to education for 7.2 million public school students with disabilities. According to the January 2022 results of the National Center for Education Statistics school survey, 45% of responding schools reported that special education was identified as the teaching area with the most vacancies. This brief provides resources that highlight examples of strategies, programs, and initiatives that help states, local education agencies, and school districts address the shortage of certified special education teachers. [For the other briefs in the series, see ED624965, ED624966, ED624967, ED624968, ED624970, and ED624972.]

During its 2020 session, the Utah Legislature passed S.B. 111, "Higher Education Amendments"--a sweeping change to higher education structure and governance that merges the Utah System of Higher Education and the Utah System of Technical Colleges. While passing the legislation only took a matter of weeks, the process leading up to the new structure took several years. This brief describes the old system and the challenges it presented for students and the institutions, the creation of the Higher Education Strategic Planning Commission and its actions, the merger of the two systems, and the duties and authorities of the new Utah Board of Higher Education.

The United States currently invests only 2 percent of the federal budget on education. The federal investment in education is crucial to ensure access to high quality education from pre-school to higher education, fill gaps where local and state funding is insufficient or where new priorities and needs arise, and help with the costs of federally mandated services, such as special education. Federal funding is targeted to where it is most needed--almost two thirds of appropriations for the Department of Education support teaching in low-income communities or aid for low-income college students. In addition, the student loan program is available to students at all income levels.

This document contains a transcript of prepared remarks for Secretary of Education Arne Duncan to the House Education and Labor Committee. The Secretary discussed provisions for education in the American Recovery and Reinvestment Act and the State Fiscal Stabilization Fund to supplement state budgets. The Secretary also noted an expanded commitment to educational reform in his fiscal year 2010 budget, starting new programs and expanding existing ones to address priorities in early childhood education and literacy, and making permanent changes to ensure post-secondary access to student aid and loans.

This thesis points out the main problems consisting in general education in higher education institutions (HEIs) of China mainland. General education needs to be further improved and so does the quality of general education curriculum. The faculty construction should be more reasonable; the teaching administration models and the evaluation system should also be perfected. This thesis is also aimed to put forward the countermeasures: to pay more attention to general education, improve the quality of the general education curriculum with every effort, develop the faculty urgently, ameliorate the teaching administration models and establish the scientific and proper evaluation system of general education curriculum, and so on.