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Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice

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ISBN: 9789811040627 Year: Pages: 287 DOI: http://dx.doi.org/10.1007/978-981-10-4062-7 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-07-19 16:38:12
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This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition.The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.

Sustainability, Human Well-Being, and the Future of Education

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ISBN: 9783319785806 Year: Pages: 425 DOI: 10.1007/978-3-319-78580-6 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:02
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This open access book explores the key dimensions of a future education system designed to enable individuals, schools, and communities to achieve the twin twenty-first century challenges of sustainability and human well-being. For much of the twentieth century, Western education systems prepared students to enter the workforce, contribute to society and succeed in relatively predictable contexts. Today, people are at the controls of the planet—making decisions that are dramatically reshaping social, economic, and environmental systems at a global scale. What is education’s purpose in this new reality? What and how must we learn now? The volatility and uncertainty caused by digitalization, globalization, and climate change weave a common backdrop through each chapter. Using case studies drawn from Finland and the US, chapter authors explore various aspects of learning and education system design through the lenses of sustainability and human well-being to evaluate how our understanding and practice of education must transform. Using their scholarly research and experience as practitioners, the authors propose new approaches to preparing learners for a new frontier of the human experience fraught with risks but full of opportunity.

European Higher Education Area: The Impact of Past and Future Policies

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ISBN: 9783319774077 Year: Pages: 721 DOI: 10.1007/978-3-319-77407-7 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:03
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This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.

Education and Development in Colonial and Postcolonial Africa

Authors: --- ---
Book Series: Global Histories of Education ISBN: 9783030278014 Year: Pages: 321 DOI: 10.1007/978-3-030-27801-4 Language: English
Publisher: Springer Nature
Subject: History --- Migration --- Education
Added to DOAB on : 2020-02-04 11:21:04
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This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.

Visions for Intercultural Music Teacher Education

Authors: --- ---
Book Series: Landscapes: the Arts, Aesthetics, and Education ISBN: 9783030210298 Year: Pages: 219 DOI: 10.1007/978-3-030-21029-8 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:15
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This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.

Understanding China’s School Leadership

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ISBN: 9789811507496 Year: Pages: 278 DOI: 10.1007/978-981-15-0749-6 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:22
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This open access book outlines key terms of China’s school leadership in Chinese political and legal, financial, administrative, and cultural contexts. It reveals and interprets the real meaning of these practical terms based on existing laws, government documents, school policy texts as well as the latest empirical findings from school leaders and teachers’ surveys and interviews in China. Providing a holistic picture of China’s school leadership through the unique meanings of these terms, the book offers researchers and graduate students insights into school leadership practice and its context in China. Thus, it would likely intensify readers’ knowledge base to analyse and interpret the phenomenon and research data regarding China’s school leadership. ; Outlines key terms reflecting the characteristics and uniqueness of China’s school leadership Provides readers with a holistic picture of China’s school leadership by understanding the real meaning of the terms Offers insights into school leadership context of China to researchers and graduate students in this field Enriches the knowledge base to analyse and interpret the phenomenon or research data regarding China's school leadership Open Access

Interdisciplinary Mathematics Education

Authors: --- --- --- --- et al.
Book Series: ICME-13 Monographs ISBN: 9783030110666 Year: Pages: 302 DOI: 10.1007/978-3-030-11066-6 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:05
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This open access book is the first major publication on the topic of “Interdisciplinary Mathematics Education” and arose from the work of the first International Topic Study Group of the same name at the ICME-13 conference in Hamburg in 2016. It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts). Scholars and practitioners from four continents contributed to this comprehensive book, and present studies on: the conceptualizations of interdisciplinarity; implementation cases at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.

The Governing-Evaluation-Knowledge Nexus

Authors: --- --- ---
Book Series: Evaluating Education: Normative Systems and Institutional Practices ISBN: 9783030211431 Year: Pages: 208 DOI: 10.1007/978-3-030-21143-1 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-04 11:21:07
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This Open Access book analyses the interplay between governing, evaluation and knowledge with an empirical focus on Swedish higher education. It investigates the origins, logics, and mechanisms of evaluation and quality assurance reforms and their dynamic interactions with institutional, national and European policy contexts. The chapters report findings from extensive empirical studies that offer detailed insight into the work of governing in higher education, by giving voice to actors at various levels and positions including the ministry, national agency and University employees. Central themes include the influence of European policy, changing system designs, media relations and quality assurance enactments in University institutions. The book also explores the ways in which an emerging professional cadre, labelled qualocrats, enacts and mediates evaluation and quality assurance policy and practice. Taken together, the expanding evaluation machinery in Swedish higher education highlights the pivotal role of knowledge as a governing resource, and points to special features of evaluation as a particular form of practice that makes knowledge work for governing.

The Responsible University

Authors: --- --- ---
ISBN: 9783030256463 Year: Pages: 318 DOI: 10.1007/978-3-030-25646-3 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2020-02-05 11:21:06
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This book explores how the notion of the responsible university manifests itself at various levels within Nordic higher education. As the impetus of the knowledge society has catapulted the higher education sector to the forefront of policy agendas, universities and other types of higher education institutions face increasing scrutiny, assessment and accountability. This book examines this phenomenon using the Nordic countries as cases in point, given the strong public commitment towards widening participation and public research investments. The editors and contributors analyse the history and current transformations of the idea of the responsible university, investigate new innovations in the educational landscape and look into how universities have begun to organise themselves to become more responsible. Drawing together scholars from the humanities and the social sciences, this interdisciplinary collection will be of interest and value to students and scholars of the role and nature of the modern university, in addition to practitioners and policy makers tasked with finding solutions to address the competing and often contradictory demands posed by a responsibility agenda.

Transforming Education Outcomes in Africa

Authors: ---
ISBN: 9783030127084 Year: Pages: 103 DOI: 10.1007/978-3-030-12708-4 Language: English
Publisher: Springer Nature
Subject: Education --- Economics
Added to DOAB on : 2020-02-05 11:21:10
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Good education changes lives. It is therefore unsurprising that improved schooling plays a central part in most development strategies. At the same time, the expansion of school attainment alone is not sufficient to guarantee improved welfare. This open access book focuses on one country in West Africa, Togo, to explore what a country that has successfully increased enrollment rates can do to enhance learning outcomes. The authors explore different avenues for improvement, including enhancing the efficiency with which resources are used; increasing the qualifications of teachers; and through greater community involvement in school management. There is scope for improvement along all these dimensions, yet changes at the margin are insufficient to bring about the transformation needed to bring about acceptable levels of learning. Important reading for anyone interested in understanding the pathways to improving the education system in Togo and other developing countries. Except where otherwise noted, this book is licensed under a Creative Commons Attribution 3.0 IGO License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/igo/.

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