Education & Pedagogy

In this study, the process of training music teachers working in primary, middle, and high schools affiliated with the Ministry of National Education in Turkey is examined. Within this scope, Higher Education Programs related to Music Education, Pedagogical Formation Education Certificate Program (PFECP) and Student Profile/Quality of Music Education Institutions were investigated to answer three fundamental questions. According to the findings obtained, it has been determined that there is a structure of music education in 16 different faculties with various names, apart from the Music Education program in the Faculty of Education, and students studying in these institutions have the right to be appointed as music teachers by completing the (PFECP). Furthermore, it was determined that the scores of the TYT (Basic Skills Test) determined for admission to 16 different faculties outside the Faculty of Education were very low/insufficient. The education process of the Pedagogical Formation Education Certificate Program does not meet the expected "competencies of the music teaching profession" in training music teachers. In our country, which has a tradition, experience, and accumulation of training music teachers for 100 years, there is a need to re-think and re-imagine the structure and policies of music teacher training in the 21st century. The Ministry of National Education (MONE), the Council of Higher Education (COHE), universities, academicians, civil society organizations, and all stakeholders in music education should take steps to correct the deficiencies, inconsistencies, and contradictions in teacher/music teacher training practices.

Purpose: The purpose of this paper is to establish the status of education for sustainability in the teacher education programmes in the province of Manitoba in Canada and to identify challenges and obstacles for mainstreaming education for sustainability in those programmes. Design/methodology/approach: Using a multi-unit case study design, online programme information and data from interviews with faculty administrators and a convenience sample of faculty members from all five faculties of education in Manitoba were collected and analysed. Findings: There is no systematic and focused preparation of teachers for education for sustainability in any of the Manitoba teacher education programmes. Three challenges for mainstreaming of education for sustainability are identified: lack of leadership, an unfavourable view of the role of education for sustainability and the silo-ing within faculties of education. Research limitations/implications: The research is limited by its focus on the programme-based implementation of education for sustainability in faculties of education, which did not include any course-based implementation by individual instructors. Practical implications: To address the challenges and obstacles for mainstreaming, the authors argue for joint leadership across the relevant institutional levels (government, university and faculty), and for establishing education for sustainability as a framework for responding to the purpose question of school education. Originality/value: The study provides empirical evidence for some of the major challenges for mainstreaming education for sustainability in faculties in education and, by generalisation, all university faculties.

Proceedings are presented of a conference that examined the purposes and setting of tertiary education in Australia in the changing social order of the 1980s, the future roles for tertiary education in Australia, and the pattern and form of accountability appropriate to Australian tertiary education in the late twentieth century. Papers and authors are as follows: "Tertiary Education for What, for Whom? How Much for How Many in the 1980s?" (Alec M. Ross); "Post-Secondary Education for What?" (Terry Hore); "Post-Secondary Education in the Australian Economy of the 1980s" (Brian R. Abbey); "The Demographic and Social Context of Tertiary Education," (Robert Birrell); "The Political Outlook for Australian Tertiary Education, I" (Chris Puplick); "The Political Outlook for Australian Tertiary Education, II" (John Button); "Commentary: Conflict and Consensus: The Continuing Debate" (Peter R. Chippendale); "Higher Education and the Labour Market" (Garry O'Byrne and Jack Brown); "Why Is So Much Importance Being Attached to Technical and Further Education in the 1980s?" (J. F. Limbrick); "Is There a Place for a Liberal Education?" (Max Charlesworth); Post-Secondary Education in the 1980s" (Leo H. T. West); "Commentary: Future Roles for Tertiary Education in Australia" (Lindsay J. Barker); "Public Accountability in Australian Tertiary Education" (John Bremer); "Commentary: The Pattern and Accountability of the New Era" (Peter R. Chippendale); and "Conference Overview" (Alec M. Ross). (SW)

This book contains 22 chapters, each by separate authors, about the present and changing state of continuing professional education. The following are included: "Introduction" (William H. Young); "Visioning in Continuing Professional Education via Paradigm Shifts in Research Activities" (Thomas A. Lifvendahl); "Wellness for Professionals" (Michele Hamil); "Continuing Education for the Professions" (Jane R. Flagello); "The Infusion/Utilization of Critical Thinking Skills in Professional Practice" (Arnold Bickham); "On Their Own: Professionals Need Entrepreneurship Education" (Zira J. Smith); "Implications and Impact of Emerging Communications Technologies" (Brenda G. Young); "The Role of Continuing Professional Education in a Virtual Organization" (Deborah Lavin Colky, Michael Colky); "The Problems and the Promise of Diversity in the Professions" (LaVerne Gyant); "Systematic Efforts in Continuing Professional Education Focusing on Mandatory Continuing Professional Education" (William H. Young); "Continuing Medical Education in Transition" (Katherine Pijanowski); "The Lamp Burns Brightly: Trends in Continuing Education for Nursing" (Anne M. Devney); "Emerging Issues in Social Work" (Sandra J. Mills); "Continuing Education in Dietetics" (Janet Regan-Klich); "The Ministry" (Monty L. Winters); "Continuing Professional Education for Teachers" (Daniel J. Cavallini); "Current Issues in Continuing Legal Education" (Patrick J. S. Waring); "Continuing Professional Education and Policing" (Thomas Arnold, Gene Scaramella); "Continuing Professional Military Education" (Tony Latham); "Continuing Professional Education in Real Estate" (Margot B. Weinstein); "Critical Issues Facing Engineering" (Richard Eugene Clehouse); "Continuing Education for Information Systems Professionals" (David D. Branigan); "A National Board Certification Process for K-12 Educators" (Rita E. Clehouse); and "Conclusion" (William H. Young). (KC)

There are many conceptual papers on what critical literacy/pedagogy might entail in statistics education, data science education, and data literacy. However, they exist disjointly in the literature creating problems with coherence and translating findings--leading to duplicate work and missed opportunities. In this paper, we addressed this issue by synthesizing the literature on critical perspectives in statistics education, data science education, and data literacy to create a conception of a critical data education for critical citizenship. Our aim is to establish a shared conceptual foundation to guide and encourage future educational research that could be used across disciplinary boundaries in K-12 education and teacher education and inform pedagogical work.

Founding Editor of the journal "Exceptionality Education Canada," Judy Lupart's research, publication, and teaching interests have included an important focus on inclusive education and school transformation. Two of her papers relevant to this work were published in "Exceptionality Education Canada" a decade apart: "Toward a unified system of education: Where do we go from here?" (1992) and "Canadian schools in transition: Moving from dual education systems to inclusive schools" (2002). Ten years later, and on the occasion of her retirement as Co-editor at "Exceptionality Education International," the author would like to pay tribute to Judy Lupart and make comment on these two papers in light of inclusive education today.

This article traces the Native American education policy career of William Demmert, Jr. from the development and implementation of the Indian Education Act of 1972 through the implementation of the Executive Order on American Indian and Alaska Native Education signed by President Clinton to the initiation of a unique research partnership to document the impact of culturally based education on the academic achievement of Native American students. It places his career within the context of both the history American education policy and the unique political-legal contexts and needs associated with the education of Native American students.

Analyses conducted by the Education, Science and Skills Development (ESSD) research programme at the Human Sciences Research Council (HSRC) reveal major areas of misalignment in the South African education pathway system. The majority of learners entering Further Education and Training (FET) colleges, nursing training institutions and learnerships have already achieved National Senior Certificates prior to enrolment. Higher Education is seen as the only viable option for further learning, contributing to the inverted triangle phenomenon in which a small FET college system is secondary to a much larger Higher Education system which struggles to retain inadequately prepared students. Against this background, this paper proposes a new model for student progression that broadens learning opportunities at the intermediate level.

This article explores the contrasting arguments for the place of the arts in education made by the two distinguished arts educators--the American Elliot Eisner and British dance and physical education theorist Graham McFee. Both scholars begin with the premise that the arts should be central to a liberal education and then diverge. McFee argues, from his success in seeing dance as part of the National Curriculum in the UK, that a conceptually precise and closely focused philosophical rationale is critical, whereas Eisner takes the opposite path--arguing for the inclusion of the arts because they embody the most profoundly central task of all education--the nuanced development of mind.

This review provides a comprehensive examination of the literature surrounding the current state of K-12 distance education. The growth in K-12 distance education follows in the footsteps of expanded learning opportunities at all levels of public education and training in corporate environments. Implementation has been accomplished with a limited research base, often drawing from studies in adult distance education and policies adapted from traditional learning environments. This review of literature provides an overview of the field of distance education with a focus on the research conducted in K-12 distance education environments. (Contains 1 table.)

China's higher education placed exclusive emphasis on narrowly specialized education and neglected liberal education before the 1990s. However, along with the dramatic social changes since the 1990s, liberal education has revived in China. This paper first examines the characteristics of higher education in China before the 1990s, and then explores the ideas, policies, and specific measures in higher education reform since the 1990s within the larger social context, and thirdly, with a case study on the "liberal education curriculum" introduced by Peking University in 2000, it investigates the ideas, contents and characteristics of liberal education. Finally, it reveals the rationale for the liberal education revival in China.

This paper considers the role of teacher education in England and South Africa in relation to education for democratic citizenship. It argues that teacher education should play a positive role in this respect but there has often been a contradiction between the structures and practices of teacher education and democratic forms of education. The paper analyses teacher education policy in both countries in the light of these arguments. It then goes on to discuss the practice of teacher education in both countries in relation to existing literature and evidence and interviews with student teachers at two universities in England and two in South Africa.

Gypsies, Roma and Travellers (GRT) are the lowest achieving ethnic groupings in the UK education system, with stark disparities in attainment apparent from early years education through to higher education. This new report looks at the reasons behind poor educational outcomes; considers the issues faced by GRT students in higher education institutions; and provides an overview of the current schemes to improve GRT access to higher education in the UK. It concludes by making several policy recommendations. [This report was funded by the University of Sussex. Foreword written by Professor Louise Morley.]

Investments in girls' education in developing countries support U.S. foreign policy, demonstrate U.S. compassion and generosity, drive development efforts, and help reduce extreme poverty. The US Agency for International Development's (USAID's) programming takes into account the gender-related constraints that prevent access of both boys and girls to quality education. A combined set of interventions that promote equitable access and gender equality at primary, secondary, and higher education levels and ensure adequate physical facilities are often needed to address systemic barriers. This fact sheet highlights USAID's global projects supporting girls' education extending from pre-primary to higher education in Liberia, Malawi, Afghanistan, and Pakistan.

This document contains data tables with more than 35 structural indicators on education policies in six areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility. It is an update of the report Structural indicators for Monitoring Education and Training Systems in Europe 2016. The Eurydice project on Structural Indicators for Monitoring Education and Training Systems in Europe provides yearly data since 2015 to illustrate the main policy developments in education and training systems across Europe. [For the 2016 report, see ED574058.]