Author: Andy LePage
Author: Andy LePage
Dialogues on Transforming Education
Author: Ira Shor,Paulo Freire
Publisher: Greenwood Publishing Group
View: 2848Two world renowned educators, Paulo Freire and Ira Shor, speak passionately about the role of education in various cultural and political arenas. They demonstrate the effectiveness of dialogue in action as a practical means by which teachers and students can become active participants in the learning process. In a lively exchange, the authors illuminate the problems of the educational system in relation to those of the larger society and argue for the pressing need to transform the classroom in both Third and First World contexts. Shor and Freire illustrate the possibilities of transformation by describing their own experiences in liberating the classroom from its traditional constraints. They demonstrate how vital the teacher's role is in empowering students to think critically about themselves and their relation, not only to the classroom, but to society. For those readers seeking a liberatory approach to education, these dialogues will be a revelation and a unique summary. For all those convinced of the need for transformation, this book shows the way.
Shaping a Democratic Future
Author: Philip A. Woods
Publisher: Policy Press
View: 4034This topical book argues that a new paradigm is emerging in education, in relation to the economic crisis. It is part of a more general trend to organisational democracy and the onus for change rests with teachers, heads, parents, community members, educational sponsors and partners.
Meanings, myths and complexity
Author: Agnieszka Bates
View: 8761Transforming Education challenges the current global orthodoxy that ‘educational transformation’ can be achieved through a step-by-step implementation of centralised, performance-based strategies for school improvement. Complex responsive processes theory is utilised in an original way to critique leadership myths and explore the alternative, deeper meanings of educational transformation. The theory opens up new forms of understanding about how ordinary practitioners negotiate the meanings of ‘improvement’ in their everyday practice. It is in the gap between the emergence of these local interactions and the predetermined designs of policy-makers that educational transformation can be lost or found. This book is an essential read for education professionals and students interested in the fields of complexity, education policy, leadership and management.
The Power of ICT Policies
The Spanish Experience
Author: Inmaculada Egido
Publisher: Nova Publishers
View: 8530For anyone wishing to understand the process of transforming education in Spain, Inmaculada Egido has presents a detailed and encyclopedic description of events. Against historic background, this book discusses the impact of recent and current change, a process which has transformed education from a very centralised to a decentralised and democratic system. As the author indicates: In the last three decades education in Spain has been characterised by a profound transformation. Practically, there is no aspect of the educational system that has not been modified during this period, including both the administration and government of education and the structure and content of educational levels, the education financing and the training and work conditions of teachers...despite the delay in the starting point the achievements of the Spanish educational system in the last years are undeniable'. The autonomy of schools receives much attention not the least because of the changes which affect school governance, the participation of parents and the role of the school principal. further this process in relation to the internal functioning of schools and especially in relation to the actual participation of parents and pupils. PARTIAL CONTENTS: Acknowledgements; The Spanish Educational System; Historical Overview of the Spanish Educational System; Key Features of the Educational System; Legislation, Principles and Administration of the Educational System; Structure of the Spanish Educational System; Teaching Staff; An Overview of the Spanish Educational System: Light and Shade; School Management: Meeting the Challenges of the New Millennium.
The Albanian Experience
Author: Ira Metani
Publisher: Nova Publishers
View: 3488Education in Albania faces multiple challenges. For long isolated from the west Soviet education practices served as a model for this particularly isolated socialist state. Current reforms are hampered by shortages of materials, textbooks, adequate specialists and well trained teachers. Working conditions in the schools are far from satisfactory and school drop-out rates are on the rise. This book aims to serve students, teachers, specialists in education and organisations that are involved in any kind of educational change to obtain an insight not only into the present situation, but also to enable them to envisage the path that Albanian education has gone through on the long and difficult road towards democracy. Readers will find basic information concerning the Albanian education system and data is provided on a range of matters such as the structure of education, management, financing, teaching methods and text books, teacher qualifications and the relations between schools and the community. The author concludes with a review of the long term strategy necessary for the development of the Albanian education at the beginning of the new millennium.
The Zimbabwean Experience
Author: Rugano Jonas Zvobgo
Transforming Education for Every Child
Author: John West-Burnham,Max Coates
Publisher: A&C Black
View: 9705Most schools have improved significantly over the past ten years. The quality of teaching is better than it has ever been and yet there is a sense that schools are still not meeting the needs of all young people. The answer to this challenge is personalizing learning; a switch from the school to the learner - from the needs of the system to the needs of the person. This book presents both a manifesto and a model for the personalization of learning. It combines emerging theories of learning with best professional practice to support schools in developing their own way of moving from improvement to transformation.
Author: Jing Lin,Edward J. Brantmeier,Christa Bruhn
Category: Political Science
View: 9313Currently, peace education remains marginalized in our education system, however, a united front can be formed and powerful paradigms can empower educators to play a critical role in peace building through scholarship, practice and activism. Indeed, educators around the world are developing effective strategies to transform education as a powerful force for global peace. The diverse array of contributors in the book demonstrate that educators as peace makers can be and have been instrumental in transforming social forces, the self and others for the construction of global peace. The book aims to broaden the educational discourse in order to make room for new visions to educate future generations for peace. Local and global efforts to build a longlasting peace are presented through the lens of education. The timeliness of peace education surely renders this book relevant to educators and the general public alike as individuals, communities, and organizations struggle to find pathways to peace in a global world. In other words, this book will interest scholars and the general public concerned about the building of global peace. The book can be source book for educators at elementary, secondary, and postsecondary institutions to explore multiple ways to conduct effective peace education at all levels of education. The book may also be used as a textbook by instructors of multicultural education, of comparative & international education, and of undergraduate and graduate peace education courses.
Author: Brian Caldwell,Tanya Vaughan
View: 3504This timely book takes up the challenge of maintaining programs in the arts in the face of unrelenting pressure from two directions; the increasing focus on literacy and numeracy in schools, teamed with the cut-backs in public funding that often affect the arts most severely. Drawing on the wealth of evidence already available on the impact of the arts, including the findings of a landmark experimental study in Australia, this text considers: The social and educational impact of neglecting the arts Research evidence on engagement in the arts Why there is a need for educational reform How to transform schools through engagement in the arts This challenge to arts education exists at a time where an increasing number of students are becoming disengaged from the traditional schooling model that appears ill-suited to the needs of the 21st century and to the ways young people learn in a globalised, high-tech knowledge world. Transforming Education through the Arts provides illustrations from around the world that clearly show how the arts have transformed learning for disengaged students and established their worth beyond doubt in settings where the disengagement of students has hitherto been presented as an intractable problem. Transforming Education through the Arts is an indispensible tool for policymakers and practitioners in school education and for academic and postgraduate students with an interest in the arts. It is also highly relevant to the work of individuals and organisations in the philanthropic sector and those in the wider community who place a priority in closing the gap between high and low performing students.
Author: John West-Burnham,Max Coates
Publisher: A&C Black
View: 2510specially developed activities to help implement personalizing learning in schools >
Author: Great Britain: Parliament: House of Commons: Children, Schools and Families Committee
Publisher: The Stationery Office
View: 2975The Children, Schools and Families Committee report on progress in children's education outside the classroom points to the lack of growth in recent years in the number of school trips and visits, and pupils from poorer areas are still much less likely to take them. Since the Committee's original report on this topic (2nd report of session 2004-05, HC 120, ISBN 9780215021908), progress in addressing the barriers to learning outside the classroom has been disappointing: funding to support related initiatives has been derisory; teachers' fears over health and safety litigation, making them reluctant to offer trips and visits, have not been effectively addressed; teacher training continues to pay scant attention to giving new teachers the skills and confidence to lead school trips and visits; the new 'rarely cover' provisions have led to many schools cutting back on opportunities for pupils and teachers. The Committee commends the principle of subsidies for children from low-income families to go on school visits. There needs to be an individual entitlement to learning outside the classroom guaranteed within the national curriculum. The Committee proposes: the promised revised health and safety guidance must be published at the earliest opportunity to help allay teachers' litigation fears; more high profile champions of learning outside the classroom are required; the Department and teacher unions must provide stronger leadership on how 'rarely cover' provisions are interpreted. A clearer and more consistent presence must be given to learning outside the classroom in initial teacher training and early career and ongoing professional development.
Author: David Clark
Publisher: Burns & Oates
Western Influence and Domestic Policy Reform
Author: Fatma H. Sayed
View: 386Basic education—considered essential for building democratic societies and competitive economies—has headed the agendas of development agencies in recent years. During the same period, Egypt topped the lists of recipients of development assistance and proclaimed education to be its national project. In Transforming Education in Egypt, political scientist Fatma Sayed explains how Egyptian domestic political actors have interacted with and reacted to international development aid to Egypt’s educational system, particularly when that aid is linked to sensitive issues of reform and cultural change. In recent years, international donors have called for changes that are inconsistent with the functions, structures and culture of Egyptian institutions, resulting in a climate of suspicion surrounding foreign aid to education. In this penetrating analysis, Sayed looks at how problems are diagnosed and reforms implemented and resisted. As Sayed demonstrates, the low level of ownership and consensus among the various domestic actors and the failure to establish strategic coalitions to support the reforms result in poor implementation and incomplete internalization. Policy makers have to date not succeeded in achieving the minimum level of domestic consensus essential for embedding the values and culture that bring about true reform. From the debate over free education to conspiracy theories and the evolving definition of international norms, this book sheds new light on the conflict of ideas that surrounds donor-sponsored reforms.
Emerging Learning Technologies and Innovative Pedagogy for the 21st Century
Author: Khalid Alshahrani,Mohamed Ally
View: 2010Countries in the Arab Gulf are currently experiencing some of the fastest rates of growth and progress in the world. Transforming Education in the Gulf Region argues that education systems in these countries need to use innovative pedagogies and best practices in teaching and learning to educate all citizens so that they obtain the knowledge and skills to be productive members of society. This book will contribute to the transformation of education in the Gulf countries by suggesting best practices, research outcomes and case studies from experts in the Gulf region. It has become increasingly evident in recent years that Gulf countries need to use emerging learning technologies to cater for the needs of learners and to provide maximum flexibility in learning. There is also a growing practical need to use electronic technologies, since learning materials are more widely available in electronic formats than in paper-based formats. This book focuses on the role of emerging technologies and innovative pedagogies in transforming education in six Gulf countries in the region (Saudi Arabia, United Arab Emirates, Kuwait, Qatar, Oman and Bahrain). With contributions from experts around the world, the book argues that the time is right for Arab Gulf countries to make the transition to electronic learning and that they need to implement the outcomes of research and adopt best practices to transform and revolutionize education to prepare learners in the Gulf region for the 21st Century. The book should be of interest to academics and students in the areas of higher education, learning technologies, education policy and education reform. It should also be of interest to educators and policymakers in the Gulf region.
How Free-choice Learning is Transforming Education
Author: John Howard Falk,Lynn Diane Dierking
Publisher: Rowman Altamira
View: 8033Lessons Without Limit is not just another book about school reform but a highly readable guide to transforming the entire experience of learning across a lifetime. Free-choice learning is all about what you choose to do in your learning time. We learn every day at home, at school, at work, and out in the world, from books, in museums, watching television, hearing a symphony, building a model rocket. Our motivations and expectations change over our lifetime but learning never stops. This book will give you a new understanding of the learning process and guide you in maximizing your lifelong learning journey. Visit the authors' web page"
Design & Governance in Global Contexts
Author: Leon Benade,Mark Jackson
View: 2711This book is an edited collection grouped into three key thematic areas. Its authors are researchers and theoretical scholars in the fields of education curriculum, education technology, education philosophy, and design for education. They present primary research and theoretical considerations, descriptive accounts and philosophical reflections to provide readers with a broad sweep of the ‘state of play’ in thinking about the place and space of learning. Transforming Education distils, from a panoply of critical arenas, an understanding of the forces currently at play in redefining curriculum agendas for education – from primary to post-secondary. It analyses the major ways in which the built environment of education is transforming, in response to various globalised policy drivers and new education delivery technologies. Its authors critique the ways education performs a governance function over the users and occupants of space, be it physical or virtual. For readers who may be seriously engaging with the concept of spatiality in relation to education for the first time, this book provides the opportunity to develop a clear understanding of a wide scope of theory, practice and critique in relation to learning environments.
A Practitioner's Guide
Author: Franklin P. Schargel
Through the Integration of Indigenous Knowledge Systems
Author: Ibrahim Oanda Ogachi
Publisher: African Books Collective
View: 7082This study is a contribution towards exploring alternative but sustainable education policies for pastoralist societies and sets out to explore how pastoralist IKSs (Indigenous Knowledge Systems) can be integrated or used as an entry point to provide formal schooling to pastoralist communities in Kenya. Pastoralists constitute the majority of the socially and economically vulnerable groups in the country. Children, among pastoralist communities, face detrimental hardships that compromise their growth and development. One of these hardships is the imposition of an education and development paradigm that is irrelevant to their existence and which compounds their problems. This study therefore sought to explore how, through better government policies, the indigenous knowledge (IK) of pastoralists could be integrated into the curriculum of formal schooling. Specifically, the study discusses the following issues: Gaps in policies for schooling provision for pastoralist groups, with particular reference to the content of the curriculum and methods of delivery; Aspects of pastoralist IKS that can be integrated into the context of national education policy to enrich their schooling within; and General recommendations regarding the use of participatory and social engineering approaches in designing education and development policies affecting pastoralist communities in Kenya.