Education & Pedagogy

The aim of this paper is to map the tide of education reforms worldwide and to spell out the implications thereof for the field of Comparative and International Education -- the field of scholarship tasked with assessing and guiding the global education project. In the field the notion of the Global Education Reform Movement (GERM) has gained currency. In this paper the deficiencies of that concept are identified. These include its non-exhaustiveness, its lack of a theoretical underpinning, and its lack of a normative dimension. It is argued that the field of Comparative and International Education, with its theoretical construct of the education system, its basic theorem of education systems being shaped by societal contextual forces, and the comparative method for approaching education issues and challenges, appears most promising in providing a theory as well as a method for a scholarly as well as a public discourse about education. The most salient societal trends of the twenty-first century world are enumerated, as well as how these have precipitated in changed education objectives, educational management and administration, teachers and students, and curricula.

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities linked to its colonial and racist past to a democratic society. This intriguing section ends with the most recent development in the new democracy form special needs education to inclusive education. Next, the chapter provides prevalence and incidence data followed by trends in legislation and litigation. Following these sections, detailed educational interventions are discussed in terms of policies, standards and research as well as working with families. Then information is provided on regular and special education teacher roles, expectations and training. Lastly, the chapter comprehensively discusses South Africa's special education progress and challenges related to budgetary support, staff turnover, and a lack of prioritizing over the number of pressing education goals in the country's provinces. [For the complete volume, "Special Education International Perspectives: Practices across the Globe. Advances in Special Education. Volume 28," see ED608105.]

"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provides 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 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4. [For "Education at a Glance 2018: OECD Indicators," see ED588641.]

This study, one of the Office of Education series on education in other countries, is the third to be published as a result of on-the-spot reporting on Japanese education in its own setting. It covers primarily the initial modernization epoch, post-war democratization epoch, and the present period, with some information about the wartime period. The bulletin contains useful information to educational and other groups and to individuals interested in Japanese education and its unique historical background. It is presented in 10 chapters, as follows: (1) Educational philosophy and policy; (2) Educational opportunity; (3) Administration and supervision; (4) Curriculum, teaching methods, and textbooks; (5) Higher education; (6) Teacher education; (7) Vocational education; (8) Special programs; (9) Social education; and (10) Brief review. Appendices include: (1) Imperial rescript on education; (2) Number of schools, teacher, and pupils: May 1957; and (3) Education chronology of modern Japan. A glossary and a bibliography are also included. (Contains 9 charts, 14 tables, 24 illustrations, and 290 footnotes.) [Best copy available has been provided.]

The statistical survey in this bulletin includes a general summary of the statistics showing the enrollment in public and private schools and institutions of various types, the estimated expenditures for those schools in 1921-22, the distribution of teachers among those schools, and certain combined statistics of public and private high schools reported separately to the bureau by the high schools. Also included are tables showing the total enrollment by States, distributed in public and private elementary, secondary, and higher educational institutions. Graphs have been added to portray certain statistical material from several bulletins.(Contains 7 figures and 21 tables.) [Best copy available has been provided.]

"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of accession and partner countries. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- 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 2023 edition includes a focus on vocational education and training (VET), examining participation in VET and the structure of VET programmes. This edition also includes a new chapter - Ensuring continued learning for Ukrainian refugees--which presents the results of an OECD 2023 survey that collected data on measures taken by OECD countries to integrate Ukrainian refugees into their education systems. [For "Education at a Glance 2022: OECD Indicators," see ED624627.]

This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union's New European Innovation Agenda, flagship 4 on "Fostering, attracting and retaining deep tech talent". EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that can trigger and shape innovation for the digital and green transitions, and the mechanisms through which higher education can contribute to their development in secondary education (Strand 1), higher education (Strand 2), and adult upskilling and reskilling (Strand 3). This report for EIPC Strand 1 examines how higher education institutions (HEIs) can support the integration of competencies for innovation into secondary school curricula. Drawing on research evidence, practical examples and insights from the EIPC network and a wide range of OECD and EU education systems, it offers six options for consideration by education policy makers on how to strengthen HEIs' role in supporting effective curriculum development in schools.

The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in education and training during 2016. Information on participation is presented for school students, VET in Schools students, higher education students, apprentices and trainees, and vocational education and training (VET) students. As of August 2016 there were 1.5 million young Australians aged 15 to 19 years, of which an estimated 83.2% participated in education and training. Of these, an estimated 57.1% were at school; 14.3% were enrolled in a VET in Schools program; 42.8% were at school but not participating in a VET in Schools program; 16.2% were enrolled in higher education; 4.4% were undertaking an apprenticeship or traineeship, which was not part of a VET in Schools program; and 5.5% were enrolled in other VET programs. [For "Young People in Education and Training 2015. Australian Vocational Education and Training Statistics," see ED571292.]

This is the third extensive bibliography on teacher education published by the U.S. Office of Education. The present compilation includes selections from approximately 8,000 references published, with the exception of a few earlier basic references, between October 1, 1935, and January 1, 1941. The references from which the foregoing selections were made are available in card form at the U.S. Office of Education. The criteria which were given primary emphasis in the selection of references are serviceability to field and research workers, comprehensiveness of treatment, and accessibility. Preference was given to references characterized by objective or statistical analysis and treatment, but in some cases authoritative statements, and materials which give factual answers to questions frequently asked of the U.S. Office of Education are included. Indexes of subjects and authors are included. [Best copy available has been provided.]

This document has been developed by the New Jersey Department of Education with the assistance of the TA Customizer Project funded by the U.S. Department of Education Charter Schools Program (CSP) and conducted by the National Association of State Directors of Special Education (NASDSE). Its focus is on providing information and technical assistance related to special education and the education of students with disabilities for developers and operators of New Jersey's charter schools from pre-application through all the life stages of the charter school. The New Jersey Charter School Program Act of 1995 (N.J.S.A. 18A:36A) recognizes only one authorizer for charter schools in the state--the Commissioner of Education. All application activities are managed through the Department of Education and each charter school is its own LEA for all matters pertaining to special education. Appendix includes: Glossary of Terms for the New Jersey Primer on Special Education and Charter Schools.

The importance of agriculture and home economics as subjects of study in school and college, and the frequent inquiries which come to the Bureau of Education regarding pedagogical literature on these subjects, have led to the preparation of the present bibliography, which is intended to be a convenient and practical guide to current sources of information. The object in view is to present a selection of representative material touching all important educational aspects of agriculture and home economics. While most of the references are to recent publications, a few earlier titles, carefully chosen, have also been included, for historical purposes. Descriptive and critical annotations, either original or quoted from authoritative reviews, have been appended to many of the titles. A bibliography, list of periodicals and index are provided.

This paper focuses on Malta's arts and cultural education. The Ministry of Education, Culture, Youth and Sport is responsible for setting the aims for cultural and creative dimensions of education. It is the duty of the state to ensure the existence of a system of schools and institutions accessible to all Maltese citizens catering for the full development of the whole personality. The State, represented by the Minister of Education has the right to establish a national curriculum framework for all schools and to secure compliance with this national minimum curriculum framework. This paper contains the following sections: (1) Responsibility and purpose; (2) Organisation and aims of arts education; (3) Special provision with a focus on art education; (4) Assessment of pupils' progress and monitoring of standards in the arts; (5) Teacher education in the arts; (6) Initiatives; (7) Ongoing reforms and proposals; and (8) Existing national surveys and reports on practices. (Contains 2 footnotes and 7 sources.)

This report discusses issues related to distance learning in higher education. Section 1, "The Expanding Universe of Distance Learning," examines: data from a new national survey on higher education distance learning; Internet access in elementary and secondary schools; the 1999 national survey of information technology in higher education; expanding partnerships in distance education; online teacher education; the Pew Charitable Trusts grant program for course redesign; and secondary school online developments. Section 2, "Policy Issues Affecting Distance Learning," discusses: the American Association of University Professors policies on distance education and intellectual property; security and privacy; and iCopyright.com launches automated copyright permission process. Section 3, "Virtual Universities," describes three virtual universities in the United States. Section 4, "Update of Governmental Activities," focuses on: the Federal Trade Commission addresses privacy concerns; the emerging role of the Internet Corporation for Assigned Names and Numbers; Copyright Office issues guidelines for distance education; and activities of the U.S. Department of Education (Distance Education Demonstration Program and Learning Anytime Anywhere Partnership grants). (SM)

This booklet focuses on the importance of national implementation of comprehensive, effective human immunodeficiency virus (HIV) education for students in school, explaining that prevention education is most effective if initiated before students start to engage in risky behaviors and is reinforced from then on. This booklet examines: "The Work of Prevention"; "Developing HIV Education" (risk behaviors, matching message to maturity, healthy sexuality and relationships, the role of self-esteem, fear and education, and teens and awareness of risk); "Barriers to Effective HIV Education"; "The Politics of HIV Education" (abstinence-based versus abstinence-only programs, research on HIV education, the role of advocacy, and family involvement and local norms); "Professional Training in HIV Education" (inservice training and psychosocial issues in teacher training); and "Model HIV Education Curricula" (elementary, middle, high school, and community-based). The booklet concludes that informed educators can contribute significantly to public advocacy for effective and comprehensive school-based HIV education. A list of resources is included. (SM)

On the eve of the year 2000, global public spending on education tops one trillion dollars. Against the backdrop of globalization, public education is currently being subjected to attacks by proponents of privatization and deregulation. The process is already underway, as is apparent from an important agreement reached by the World Trade Organization (WTO) in 1994, which allowed the liberalization of trade in services. With the General Agreement on Trade in Services (GATS) came open discussions about promoting international trade in education services. There is a risk that the WTO's initiatives will clash with the principles upheld by those who value quality in public education. This publication describes: the expansion of international trade; the GATS; four forms of international trade in education; the WTO and the education market; new trends in education; the effect of international trade on higher education; education in the sights of GATS; New Zealand and the risky gamble of liberalization; the key issue of funding; and what is at stake for public education against the backdrop of globalization in the new millennium. An appendix presents education services in the GATS scheduling guidelines. (SM)