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Transitioning to Quality Education by Eila Jeronen Pdf
Transitioning to Quality Education focuses on the fourth UN Sustainable Development Goal. According to SDG 4, every learner should acquire the knowledge and skills needed to promote sustainable development (UN 2015, 17). Thus, the aim of sustainability education is to foster learners to be creative and responsible global citizens, who critically reflect on the ideas of sustainable development and the values that underlie them, and take responsible actions for sustainable development (UNESCO 2017). Sustainability is strongly connected to attitudes and values, therefore, applications of sustainability are complicated. Quality education requires teachers to have competences, knowledge, and skills to be able to plan and carry out meaningful education and teaching in sustainability. The aim of Transitioning to Quality Education is to provide versatile experiences and new knowledge on the cognitive, affective, and social issues that are important for promoting sustainable development in formal and non-formal education. Transitioning to Quality Education is part of MDPI's new Open Access book series Transitioning to Sustainability. With this series, MDPI pursues environmentally and socially relevant research which contributes to efforts toward a sustainable world. Transitioning to Sustainability aims to add to the conversation about regional and global sustainable development according to the 17 SDGs. The book series is intended to reach beyond disciplinary, even academic boundaries.
Addressing Global Challenges and Quality Education by Carlos Alario-Hoyos,María Jesús Rodríguez-Triana,Maren Scheffel,Inmaculada Arnedillo-Sánchez,Sebastian Maximilian Dennerlein Pdf
This book constitutes the proceedings of the 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, held in Heidelberg, Germany, in September 2020. The 24 research papers and 20 demo and 5 poster papers presented in this volume were carefully reviewed and selected from 91 submissions. The European Conference on Technology-Enhance Learning, which celebrates its 15th anniversary this year, is committed to address global challenges and quality education. The papers deal with the Sustainable Development Goals, particularly SDG 4 and SDG 10, to help to reduce the existing gaps and inequalities between countries and regions from around the world in terms of inclusiveness, equity, access, and quality of education. The chapters: “Designing an Online Self-Assessment for Informed Study Decisions: The User Perspective”; “Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students With Learning Difficulties”; “Applying Instructional Design Principles on Augmented Reality Cards for Computer Science Education”; and “Teaching Simulation Literacy With Evacuations - Concept, Technology, and Material for a Novel Approach” are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Due to the Corona pandemic EC-TEL 2020 was held as an virtual event.
Incarcerated Youth Transitioning Back to the Community by Sue C. O’Neill Pdf
This book offers a broad overview of transition practices for incarcerated youth, shaped by local culture, politics, ideologies, and philosophies. It highlights the similarities and differences in international approaches, as well as promising practices. The book is divided into two sections: Section One presents a synthesis of the current research on essential areas shown to promote successful transitions for incarcerated youth, using the Taxonomy for Transition Programming 2.0 as a cohesive framework, Section Two focuses on national perspectives on topical issues impacting local transition practices and/or policy. It provides information pertaining to the respective countries and a summary of key facets of their juvenile justice system, including successful or promising approaches and programs used in transition. This book benefits academics and researchers from a broad range of fields, policy makers and leadership teams from various agencies, associations, and government departments with an interest in juvenile and youth justice, social work, and special education courses on transition planning.
Business and Management Education in Transitioning and Developing Countries by John R McIntyre,Ilan Alon Pdf
Business education is a critical ingredient in establishing a viable middle class of managers in transitioning and developing economies. Compiled in association with the Center for International Business Education and Research, this comprehensive examination of business and management education, pedagogical models, and curricula innovations in institutions around the world is the first such work to emphasize emerging markets.
Transitioning Education in Africa by Gia Cromer Pdf
Transitioning Education in Africa explores how transitions from education in emergency to post-conflict education systems are planned and managed at the national level. Using historical analysis of education policies, surveys, and interviews, Cromer shows how these transitions have been failing and how to improve.
Refugee Background Students Transitioning Into Higher Education by Loshini Naidoo,Jane Wilkinson,Misty Adoniou,Kiprono Langat Pdf
This book is one of the first of its kind to examine the aspirations of refugee background students and accompanies them as they journey through the on-shore stage of settlement, enrolment and participation in the Australian education system. It begins with students’ experiences of on-shore settlement, followed by the move into schooling and finally, the subsequent transition into Australian higher education. Transitioning into higher education is a challenge for many students, particularly for those from under-represented equity groups. For refugee background students, navigating in, through and out of higher education can be particularly complex and challenging. Drawing on rich case studies from longitudinal research into refugee youth and the academic and professional staff in schools and universities who support them, the book provides powerful and compelling narratives and insights into this journey. It untangles the complex nature of transition for students of refugee background in higher education, locating it within broader social trends of increasing social and cultural diversity, as well as government practices and policies concerning the educational resettlement of refugees.
Transitioning Vocational Education and Training in Africa by Simon McGrath,George Openjuru Ladaah,Heila Lotz-Sisitka,Stephanie Allais,Jacques Zeelen,Volker Wedekind,Presha Ramsarup,David Monk,Luke Metelerkamp,Jo-Anna Russon Pdf
EPDF and EPUB available Open Access under CC-BY-NC-ND licence. The transition to more just and sustainable development requires radical change across a wide range of areas and particularly within the nexus between learning and work. This book takes an expansive view of vocational education and training that goes beyond the narrow focus of much of the current literature and policy debate. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this issue through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers’ groups, and in public and private educational institutions. Offering new insights and ways of thinking about this field, the book draws out clear implications for theory, policy and practice in Africa and beyond.
Globalization of Knowledge and Its Impact on Higher Education Reform in Transitioning States by Katherine Kuhns Pdf
The purpose of this dissertation is to try and understand the mechanisms that the Russian State uses to reform higher education, and thus help ensure its legitimacy, within the context of the new global knowledge economy. Most of the discussions to-date on the globalization of knowledge, the role of higher education, and their combined impact on states' competitiveness, focus on developed or developing countries. Very little discussion surrounds the issues faced by countries in economic and political transition. Countries in transition are frequently torn in two opposing directions: it is necessary for them to focus inward for their own internal stability and growth, yet they are very cognizant of the need to integrate into the world economy and correctly direct their internal growth towards international competitiveness. Often, the pull between authoritarian tendencies and liberal economic necessities paralyzes such a State's ability to definitively choose the most appropriate path for growth. Contemporary Russia exemplifies these contradictory tendencies and necessities. While all of the countries in the former Soviet Union participated in the same economic and social system for a good part of the last century, Russia is possibly the closest to the innovation centers in the West in terms of research culture and history, its current educational and technological capabilities, and its professed desire to compete equally in the new global economy. Given Russia's long history and strong tradition of higher education, particularly in the sciences, the country stands to gain from participating in this new global arena. Yet the result will depend on the future of its higher education system. Because of Russia's apparent uncertainty about its political direction, the Russian higher education system faces important questions about how institutional reform will take place and the future of the system's relationship with a State that is itself going through complex changes. The globalization of knowledge required by an integrated world economic system has ramifications for each country's system of higher education. In light of these new global demands and expectations, how does a traditionally authoritarian and nationalistic state in economic and political transition respond to these new global demands for improving higher educational quality, and to internal demands for greater institutional autonomy? Is an authoritarian state able to rationalize its financial constraints with the societal expectation of mass equitable access to higher education, against the pressure to make the national economy more globally competitive? To answer the aforementioned questions requires a theoretical framework that takes into account the relationship between State governance structures and higher educational institutions, while simultaneously taking into consideration how the State reacts to increasing global pressures and expectations. The Russian State is defined in this dissertation as an arena in which political power is contested by the country's economic and political elites. At the same time the State realizes it must represent a majority of the populace in order not to jeopardize its hold on power. It does this primarily through legitimation of its actions by providing social services. Contestation takes place when a State is trying to recreate its power at the same time it is trying to be legitimized. The main contestation therefore is not necessarily within and among the elites, but between the elites and the population as a whole. To be seen as legitimate, the State will try and provide good services for the populace to satisfy their demands and thus minimize contestation. However, this provision of services is only for as long as the populace does not attempt to interfere with the State's version of power. The provision of social goods serves as a "social contract" between the ruling elites and the larger population. The educational system and the State have a relationship of "compensatory legitimation" -- the State attempts to purchase legitimacy by providing public goods such as education. Legitimation becomes even more important in a global environment. Where domestic legitimation would have sufficed in the past, now the need for legitimation extends to the international realm as well. To be considered an educated society, a State must provide a strong educational system that meets international standards. Yet as the State tries to exert control over the higher education system in order to maintain quality, contestation takes place between the State and the intellectual leaders in educational institutions and higher education consumers, both of which have a large stake in the reform process. To ascertain the relationship between the Russian State (e.g., political and economics elites) and administrators of institutions of higher education, and the efficacy of the State's rationalization of the reform process, a series of interviews was conducted with over 60 university, regional and local governmental officials, and Ministry of Education and Science officials. The institutions were chosen from a larger study of universities undertaken by State University -- Higher School of Economics (Moscow), 2008-2011. While evaluating my interviews with Russian higher education administrators, I looked for four identifiers of Russia's willingness to reform higher education for international competitiveness: symbols of domestic legitimacy (academic standards reform and quality improvement); symbols of international legitimacy (accession to Bologna Process); the professionalization of Russian HE (creation of elite institutions); and symbols of institutional autonomy (institutional mergers and closures). One might imagine that the State would attempt to assert control over all aspects of the reform process, most especially in the creation of new academic standards and institutional autonomy. However, the evidence for assertion of control over the higher education system becomes apparent through the indirect financial levers that the State can employ (e.g., direct funding of elite institutions and institutional mergers). The higher education system in Russia is State funded and centrally overseen from Moscow, which already gives it enormous leverage over higher educational institutions. But the control mechanism is through funding (or lack thereof) and not direct coercion. Thus, only part of what we observe in the actual reform process of the Russian higher education system is about modernization and globalization. The remaining thrust of the reform effort revolves around the rationalization of financing balanced against the need to create "world class" universities. This rationalization is important because of the possibility of a decline in demand for higher education in the near term due to the changing demographic situation. It also serves as a mechanism by which the State can regain more effective central control of the higher education system, and ensure a quality system that will be able to further the country's economic development. Despite the fact that the Russian State takes very seriously the need for higher education reform, the State reforms might not work because of the reluctance of university intellectuals, the lack of financing should the global economy and the price of oil decline, the public outcry at mass institutional closures, and the ineffectiveness of the State itself. If this were to happen, the State might have to revert to direct coercion, which might make things worse in the long run both domestically and internationally. As history has demonstrated, the State is ultimately not the most efficient and effective reformer. This inability leads to chaos in the reform process and further undermines the reforms.
Transitioning Children with Disabilities by Antonio L. Ellis Pdf
This book is an authoritative volume of scholarship through qualitative and quantitative methodologies on postsecondary transition services for a diverse readership. The editor’s intended audience is composed of students with disabilities, school administrators, special education coordinators, colleges and university faculty, staff, and administrators, among other scholars, practitioners, and advocates. Readers of this volume will be educated on the postsecondary transition process, and the lifelong commitment of educators who guides students with disabilities through their rigorous, yet rewarding journey. This book also can be used by student personnel administrators, employers, student retention coordinators, and workforce development professionals to improve the implementation of postsecondary transition services. The importance of comprehensive transition planning for students with disabilities is the impetus for bringing this collaborative effort to print. Topics in this volume highlight areas that have critical implications for children and adolescents’ preparation for adulthood. Contributors’ presents potent research regarding various topics addressing P-16 students’ needs, and have been active practitioners in both areas – transition services and disabilities as defined under the Individuals with Disabilities Education Act (IDEA) of 2004. Ultimately, this book is a collection of interrelated chapters that offer rich content and insights into current trends for individuals with disabilities who are moving through various stages of their lives.
Starting Strong V Transitions from Early Childhood Education and Care to Primary Education by OECD Pdf
The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions Should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by ...
Enhancing Student Education Transitions and Employability by Thanh Pham,Behnam Soltani Pdf
This book explores student education transition and employability negotiation experiences in various contexts. It explores determinants of student transitions at three levels including macro, meso and micro but focuses on exploring affordances, constraints and strategies at the micro level. The framework underpinning the explorations at the micro level covers a range of different forms of capital including human, culture, social, identity, psychological and agentic. The book is unique in three ways. First, it consists of chapters about critical discussion, empirical research and practical guidance about student transition experiences. The critical discussion and empirical research chapters explore and obtain insights about the complexity of student transitions and develop conceptual frameworks that guide the development of applicable practices. The book is, therefore, a useful resource for policy makers, institutions, academics, professionals and students. Second, it provides insights about how student transitions are determined by a range of factors at different levels. These insights extend discussions about student transitions in the current literature which have mainly explored impacts of policies, institutional programmes and human capital. Finally, it is international in focus because it draws on research with different cohorts of students and graduates in different contexts. Insights provided in the book are, therefore, rich, diverse and comparative.
Young People Transitioning from Out-of-Home Care by Philip Mendes,Pamela Snow Pdf
This book challenges and revises existing ways of thinking about leaving care policy, practice and research at regional, national and international levels. Bringing together contributors from fifteen countries, it covers a range of topical policy and practice issues within national, international or comparative contexts. These include youth justice, disability, access to higher education, the role of advocacy groups, ethical challenges and cultural factors. In doing so it demonstrates that, whilst young people are universally a vulnerable group, there are vast differences in their experiences of out-of-home care and transitions from care, and their shorter and longer-term outcomes. Equally, there are significant variations between jurisdictions in terms of the legislative, policy and practice supports and opportunities made available to them. This significant edited collection is essential reading for all those who work with young people from care, including social workers, counsellors, and youth and community practitioners, as well as for students and scholars of child welfare.
Transitions from Vocational Qualifications to Higher Education by Pallavi Amitava Banerjee,Debra Myhill Pdf
This book explores the Business and Technology route into higher education and how students with these qualifications are often at a disadvantage compared to their peers at University. Strategies of intervention such as individual facing and system facing changes at universities are outlined to ensure more supportive learning.
Transitioning From LPN/LVN to BSN by Nancy Duphily, DNP, RN-BC Pdf
"This book addresses competence in leadership and management, critical thinking, cultural intelligence, information technology, and professional writing, as well as legal and ethical concerns. It focuses on the role of the RN within an inter-professional team, describes the experience of returning to an academic setting, and the challenges of and strategies for accomplishing a successful role transition. Numerous reflective exercises, case vignettes, and online case studies reinforce the content." -- The Lamp Programs that address the transition from practical/vocational nursing to Baccalaureate nursing were virtually nonexistent two years ago; today there are 155 such programs, a number that continues to increase. This is the first text to address the specific educational needs of students transitioning from LPN/LVN to BSN and professional practice. Comprehensive and user-friendly, the text covers every aspect of role transition in the LPN/LVN to BSN course. It is based on the recommendations of the Institute of Medicineís ìFuture of Nursingî and the ìBSN in 10î initiative. The book provides an overview of professional practice at the BSN level and examines the core, role, and skill competencies required for the Baccalaureate-prepared nurse. The text addresses competence in leadership and management, critical thinking, cultural intelligence, information technology, and professional writing, as well as legal and ethical concerns. It focuses on the role of the RN within an interdisciplinary team, describes the experience of returning to an academic setting, and the challenges of and strategies for accomplishing a successful role transition. Numerous reflective exercises, case vignettes and online case studies reinforce content. Important practice concepts like QSEN and the Essentials of Baccalaureate Education for Professional Nursing Practice are woven throughout the text. A robust ancillary package includes PowerPoints, online quizzes, reflective questions, and case studies. Key Features: Comprises the first text to address the specific needs of rapidly growing LPN/LVN to BSN programs Covers every aspect of role transition and defines the higher-level skills required for BSNs Based on recommendations of the Institute of Medicineís ìFuture of Nursingî and the ìBSN in 10î initiative Designed for use in classroom, online, and hybrid courses Incorporates reflective exercises, case studies, PowerPoints, and online quizzes to reinforce content
Higher Education Transitions by Eva Kyndt,Vincent Donche,Keith Trigwell,Sari Lindblom-Ylänne Pdf
In the current era where lifelong learning is brought to the fore, higher education can no longer be regarded as an isolated trajectory within one’s educational career as many students face substantial challenges in crafting their professional future. More specifically, the transition from school to higher education and continuing to the labour market are often a difficult hurdles for many students. Almost half of students do not succeed in the first year and often withdraw from education, students are faced with a variety of contexts and may choose to study in a different (international) context, and they are then confronted with structural barriers in finding a (high-quality) job, as evidenced by increasing levels of youth unemployment and underemployment. Higher Education Transitions aims to deepen our understanding of the transitions taking place when students enter, progress and leave higher education to enter the labour market. Drawing on an international team of contributors, this guide includes three conceptual and fifteen empirical studies which include a range of quantitative, qualitative, cross-sectional and longitudinal studies. Divided into three sections to reflect each important transition phase, topics include: transitions from secondary to higher education; transitions within higher education; transitions from higher education to the labour market. By considering transitions across different phases as a broad and interrelated process, this guide will be essential reading for higher education researchers, policy stakeholders and all those interested in the transitions into higher education and the labour market.