Education & Pedagogy

An analysis of the problems of continuous education in Russia shows that improvements result from two factors: concerted action on the part of all stakeholders (the state, noncommercial organizations and associations, employers, representatives of educational institutions, parents, school students, and students and trainees in the systems of professional and supplementary education); and the scientific quality and content of proposed reforms.

This playbook provides ways in which State educational agencies (SEAs) and teams can blur the lines between high school, postsecondary education, and the workforce. SEAs play a significant role to Raise the Bar for student success by developing an "education-to-workforce" system focusing on Unlocking Career Success.

Current Educational Reform in Japan is oddly captured with confused conceptions of "compulsory education." The Ministry of Education blankets such connotations of it, as a national budget system, mandated school curriculum, responsible partnership of school with community and accountabilities of local school board, in defense of vested national budget against decentralization promoted by prefectural governors. However, the extended usage of "problems of compulsory education" results in the confusion of educational policies. This is because the core issues of current reforms are not concerned about whether school education should be compulsory or not, but on the future design of the public education system. This paper displays some historical aspects of the concept of "compulsory education," in order to enlighten the reason why the issues of it are expanded and unclear. Indeed, most people have confused the concepts of "public education," "public school system," "general education," "compulsory education" and "national education." In pre-war days, the compulsory education system was not launched in the early stages of modernization, but in 1886, when the first educational minister, Arinori Mori, legally designed the public education (general education) system to be established in the nation state. His idea of the "compulsory education" was characteristic. Though it was legitimated by "national education" constructed with "general education" or "public education," its financial foundation was not based on a national budget but school fees were paid by parents. This system was reorganized just after his assassination. "Compulsory education" became a nationalistic regime through which people were educated to be loyal subjects and obedient to the nation. At this point, the national budget system obtained its legitimacy for the foundation of national education. In postwar reform, the legitimacy of "compulsory education" was placed on education as a human right under the renewed constitution, connecting it with the human right to live, while most people have not recognized its significance. Thus, the concept of "compulsory education" is a puzzle in contemporary debates of educational reform. This paper explores the complicated relationship of "compulsory education" to the national budget system, through rethinking about the historical process of the public education system in Japan. [This article was translated by Walter Dawson.] (Contains 1 note.)

This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa); "Significant Post Independence Developments in Adult and Continuing Education in Africa" (Tai Afrik); "Research and Scholarship in Adult and Continuing Education in Africa" (Akpovire Oduaran); "From Adult Education to Lifelong Learning in Southern Africa over the Last Twenty Years" (Shirley Walters, Kathy Watters); "The State of Adult and Continuing Education in Botswana" (Gbolagade Adekanmbi, Oitshepile Modise); "Creating a Knowledge Society through Distance and Open Learning in Cameroon" (Ajaga Nji); "The State of Adult Literacy in the Democratic Republic of Congo" (Ikete E. Belotsi, Muntumosi Atukimba); "Research Priorities in Adult and Continuing Education in Kenya" (Florida A. Karani); "The State of Adult and Continuing Education in Lesotho" (Lephoto H. Manthoto, Dele Braimoh, and A. Adeola); "The State of Adult and Continuing Education in Madagascar" (Violette Rabakoarivelo, Rakotozafy-Harisson, Solo Randriamahaleo); "Diversity of Adult and Nonformal Education Provisions in Namibia" (Sabo A. Indabawa); "Continuing Education Policy Provisions and Options in Nigeria" (Gidado Tahir); "The State of Adult and Continuing Education in Senegal" (Lamine Kane); "The Political and Social Contexts of Adult Education and Training in South Africa" (Zelda Groener); "The Development and Provision of Adult Education and Literacy in Zambia" (Derek C. Mulenga); "The State of Adult Literacy Education in Zimbabwe" (Stanley T. Mpofu); "Re-Defining Adult and Continuing Education in Africa" (Paul Fordham); "Inventing a Future for Adult Education in Africa" (H.S. Bhola); "International Cooperation in Adult Education: A German View of Focus on Africa" (Heribert Hinzen); and "Annotated Bibliography of 44 Selected Works of Jones Akinpelu" (Sabo A. Indabawa). (Most papers contain substantial bibliographies.) (MN)

What are the key issues in Citizenship Education today? "Debates in Citizenship Education" encourages student and practising teachers to engage with and reflect on some of the key topics, concepts and debates that they will have to address throughout their career. It places the specialist field of Citizenship Education in a wider context and aims to enable teachers to reach their own informed judgements and argue their points of view with deeper theoretical knowledge and understanding. Taking account of recent policy and controversies, expert contributors provide a balance of experience and perspectives and cover a wide range of classic and contemporary topics including: (1) Theoretical Perspectives on Citizenship Education; (2) International Comparative Perspectives on Citizenship Education; (3) Citizenship Education, Race and Community Cohesion; (4) Climate Change and Sustainable Citizenship Education; (5) ICT and Citizenship Education; (5) Ethics and Citizenship Education; and (6) Assessment of Citizenship Education. "Debates in Citizenship Education" is for all student teachers, and practising teachers engaged in CPD or interested in furthering their understanding of teaching in the subject area. Including carefully annotated further reading and reflective questions to help shape your own research and writing, this collection provides an introduction to recent critical thinking and contemporary debates within Citizenship Education. Contents of this book include: (1) A Brief History Of Citizenship Education In England And Wales (John Beck); (2) International Comparative Perspectives on Citizenship Education (David Kerr); (3) Theoretical Perspectives of Citizenship Education (Ian Davies); (4) Policy Context of Citizenship Education (Rob Hulme and Moira Hulme); (5) Schools and their Communities (Don Rowe); (6) Citizenship Education, Race and Community Cohesion (Alveena Malik); (7) The Civic Engagement of Young People From Socio-Economically Disadvantaged Communities (Carolynne Mason); (8) Citizenship, Inclusion, Gender and Young People (Hilary Cremin); (9) Sexualities and Citizenship Education (Max Biddulph); (10) Peacebuilding Dialogue as Democratic Education (Kathy Bickmore); (11) Climate Change and Sustainable Citizenship Education (Paul Warwick); (12) Assessment of Citizenship Education: Challenges and Opportunities (Tom Harrison); (13) Governing Citizenship Education (Hilary Cremin and Moira Faul); (14) ICT and Citizenship Education (Terry Haydn); (15) Values, Ethics and Citizenship Education (Mark Pike); (16) Where Now for Citizenship Education? (Andrew Peterson); and (17) Young people mobilizing the language of citizenship: struggles for classification and new meaning in an uncertain world (Jacqueline Kelly and Jo-Anne Dillabough).

The publication is a half-yearly journal for adult education in Africa, Asia, and Latin America. Issue 42 includes the following: "Adult Education for Self-Reliance in Community Health Education Programmes" (Kweka); "Promoting Good Nutrition" (Mangvwat); "Incorporating Health-Improvement Activities in Adult Education Programmes in Nigeria" (Momodu); "The Need To Develop Critical Thinking Skills in a Core Training Programme for Primary Health Care Workers" (Cornielje); "Democracy and Adult Education in Tanzania" (Mushi); "Role of Voluntary Action in a Contemporary Context" (Tandon); "Make It Global--Make It Local but Always Do It Democratically" (Vio Grossi); "Literacy Skills as Building Bricks for Trade Union Democracy" (Ireland); "Micro-Enterprise in the Informal Sector of Managua and the Long Road to Vocational Competence" (Overwien); "Experience of a French Adult Educator" (Adebisi); "Managing Tutors in Distance Education" (Tong); "A Learner-centered Approach to Training the African Manager" (Ronan); "European Adult Education"; "Development Education in Germany" (Hager, Niemann); "Volkshochschulen and International Contacts" (Durste, Fenner); "Adult Education and Lifelong Learning"; "Indigenous Education and Social Organization" (Tamayo); "A Letter to a Television Network and Its Response" (Samlowski); "A Concept for Bilingual Intercultural Education for Indigenous Women" (Jauregui); and "The Political Challenge of Indigenous Education in Latin America" (Prado). A supplement to issue 42 is titled "An Introduction to Indigenous Education in East Africa" (Ocitti). Issue 43 begins with the history of the Institute for International Cooperation of the German Adult Education Association and a description of the institute's 1993 activities. The following articles are included: "Development-Oriented Adult Education Balancing between Impoverishment and Emancipatory Learning Processes" (Hildebrand); "Policy and Practice of Literacy" (Hinzen); "Migrants and Ethnic Minorities" (Leumer); "New Challenges in Development Education" (Apel, Niemann); "Current Action for the Promotion of Women in the European Union" (Plesser-Loper); "What Comes First and What Comes Second" (Samlowski); "Adult Education in Transition in Central Europe, the CIS [Commonwealth of Independent States], and the Baltic States" (Strewe); "Trends in the Development of Adult Education as a Profession" (Duke); "The European Dimension of Adult Education" (Sussmuth); and "Learning in Civil Society" (Tandon). International cooperation and international developments in adult education are illustrated by 22 documents from 1960-1994. Appendixes include abbreviations and lists of the Institute's publications. (YLB)

This article examines teacher education programmes in the Arab region and the extent to which teachers are prepared to work in inclusive education settings. In the Arab world, the emerging area of inclusive education faces various challenges, among them a teaching force that is not adequately prepared to teach all children. This challenge arises partly because, without content on inclusive education, current pre-service and in-service programmes produce teachers who lack the skills to work with children with special needs in mainstream classrooms. This article focuses on teacher education in Jordan, where the problems and challenges surrounding teacher education programmes for inclusive education mirror those in other Arab countries. In Jordan, training for inclusive education is very limited at both pre-service and in-service levels, both because the idea has only recently been introduced and because of limited financial resources in the country. Still, the growing interest in adopting an inclusive education system has raised awareness about the importance of providing teachers with education that enables them to work with children with special needs in inclusive settings.

Higher education research is closely linked to the debates on higher education policy and practice. It provides the information basis for decisions about the future of higher education. As the themes of the public debate on problems and reform needs in higher education change quickly, higher education research has to anticipate future problems and themes of debates in order to develop concepts and to generate knowledge well in advance. Future-conscious higher education research might aim to identify likely future changes in thematic areas which are already in the limelight of public attention, as trends in the areas of expansion of higher education, diversification of structures of the higher education system, system steering and institutional management as well as internationalisation and globalisation suggest. Moreover, future-conscious higher education research should try to identify thematic areas not frequently discussed at present but likely to be major issues in the future. For example, professionalisation of higher education in terms of the emergence and expansion of new administrative and service professions in higher education institutions might have far-reaching implications in the future and is worth to be paid attention by higher education researchers.

One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty, the trend has been to focus on literacy or basic education. Nevertheless, adult education is potentially much more than literacy or basic education. Successful contribution of adult education to poverty reduction programmes includes also agricultural extension, vocational education, community development and training for active citizenship. In this introduction of the special issue of the I nternational Journal of Lifelong Education, we will sketch the state of the art for each of these branches of adult education. Moreover, our central argument will be that developing countries do not only need a more extended system for adult education, but also a more flexible and more targeted system than the rather traditional practices in most developing countries.

A focus on conflict and education is one of the most pressing concerns of the current times, and yet the role of education in the perpetuation, or the mitigation, of international conflict is curiously underplayed and under-researched. This paper looks firstly at the contributions that education makes to conflict, through the reproduction of inequality and exclusion, through perpetuation of ethnic or religious divisions, through its acceptance of dominant aggressive masculinities, through selection, competition and fear, and through distorted curricular emphases on narrow cognitive areas of learning. However, the paper also outlines some "possibilities for hope", such as resilient schools, the impact of peace education initiatives and the rise of global citizenship education. It is argued that comparative and international education has a highly important role in establishing patterns of educational contribution to peace or conflict, and in dissemination of research to act as a lobbying force to influence education policy and practice. The paper outlines eight priorities, including alternative international studies focusing on "achievement" in peace education; cross-cultural or longitudinal studies of impact of peace education and war education; and tracer studies of why young people join fundamentalist organisations.

Since 2013, the "Annual Review of Comparative and International Education" has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part A explores comparative education trends and directions, and conceptual and methodological developments. The "Annual Review of Comparative and International Education" serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other. [Individual chapters are indexed in ERIC.]

Since 2013, the "Annual Review of Comparative and International Education" has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. The "Annual Review of Comparative and International Education 2021, Part B," begins with several chapters exploring conceptual and methodological developments in comparative and international education, followed by studies exploring research-to-practice, and new developments in comparative and international education. Topics covered in this volume include major theoretical and methodological developments such as critical realism, the effects of the coronavirus pandemic, and an exploration of white diaspora, anti-blackness and universities in the Global South; research-to-practice reports on education in emergency settings, surveillance studies, the needs of refugee and immigrant students; and new developments involving the internationalisation of community college careers, and educator acculturation in overseas schools. With contributions from leading scholars and professionals across the field of comparative and international education, this edition will be of use to education researchers and professionals alike. [Individual chapters are indexed in ERIC.]

On March 16, 2020, Governor Jim Justice of West Virginia issued an emergency closure of all public schools, changing the education system overnight from a brick and mortar face-to-face model to a remote learning model. Students with disabilities receiving special education and related services continue to be entitled to procedural safeguards and a Free Appropriate Public Education (FAPE) as outlined in the "Individuals with Disabilities Education Act of 2004" ("IDEA") and West Virginia Board of Education (WVBE) "Policy 2419: Regulations for the Education of Students with Exceptionalities." At this time, Congress has not granted authorization to the United States Department of Education (USED) to allow flexibilities or waivers to IDEA. Therefore, districts must continue to comply with all federal and state regulations and policies pertaining to students with exceptionalities. The following information presented in this report focuses on re-entry, recovery, and the re-establishment of procedures, processes and protocols to provide the services students with Individualized Education Programs (IEP) need to receive FAPE and meaningful benefit from their educational programs.

Education at a Glance is the authoritative source for data on the state of education around the world. It provides information on the structure, finances and performance of education systems across OECD countries and partner economies. More than 100 charts and tables in this publication -- as well as much more data available online -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2022 edition focuses on tertiary education, looking at the rise of tertiary attainment and the associated benefits for individuals and for societies. It also considers the costs of tertiary education and how spending on education is divided across levels of government and between the state and individuals. A specific chapter is dedicated to the COVID crisis and the shift from crisis management to recovery. Two new indicators on professional development for teachers and school heads and on the profile of academic staff complement this year's edition. [For "Education at a Glance 2021: OECD Indicators," see ED615317.]

This 1951 Annual Report of the Federal Security Agency for the Office of Education is divided into five parts. Part 1, Education and Mobilization for Defense, includes: (1) Defense Information Bulletins; (2) Claimant Agency Function Under the NPA; (3) College Students Under Selective Service; (4) Defense Training Programs; (5) Assistance in Federally Affected Areas; (6) National Scientific Register; and (7) Civil Defense. The second part covers the reorganization of the Office of Education. Part 3, Focal Points for Action, includes: (1) The Schoolhouse Shortage; (2) The Teacher in America; (3) Vocational Training; (4) Adult Education; (5) Life Adjustment Education; (6) The Chance to Go to College; (7) Education for International Understanding; (8) The Challenge of Television; and (9) Education and the Nation's Strength. Part 4, Work in Progress, includes: (1) State and Local School Systems; (2) Vocational Training; (3) Higher Education; (4) Research and Statistics Standards; and (5) Program Development and Management Improvement. The fifth part covers publications issued by the Office of Education.