Abstract: The term "STEM education" refers to teaching and learning in the fields of science, technology, engineering, and mathematics, including educational activities across all grade levels—from pre-school to post-doctorate—in both formal and informal settings. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education.

Abstract: Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.

Abstract: Higher Education and International Student Mobility in the Global Knowledge Economy. Guruz, Kemal (2008). Albany, State University of New York: SUNY Press.In the context of internationalization and globalization of higher education, Kemal Guruz's book, Higher Education and International Student Mobility in the Global Knowledge Economy, explores contributions made by international students and scholars in higher education from a historical perspective. A native of Turkey, Guruz studied and worked for a while at Harvard University and the State University of New York in the United States. He presents the international mobility of students and scholars with in-depth historical, cultural and socio-economical perspectives. Guruz highlights global knowledge economy, institutional patterns of higher education, enrollments, governance, and recent changes in higher education of several countries in this book.The book is designed into six chapters. Chapter 1 defines "global knowledge economy" as academic mobility in higher education. He presents historically the role of capitalism in global knowledge economy as it drives "virtuous cycle of innovation, reward, and reinvestment" (12). Similarly, "international student mobility" refers to students studying in a foreign country in which Guruz focuses on social, cultural, and political perspectives these students bring with in internationalization of higher education.In Chapter 2, Guruz analyzes educational attainment of emigrants and value of education historically with data on enrollment and demand in higher education from various countries. Chapter 3 concerns with how globalization has affected finance, administration and governance of both public and private universities across the globe. Chapter 4 shows compares and contrasts technology-driven non-profit, for-profit, private and public higher education. Guruz presents a detailed history of open universities established in the UK, the USA, India, Cyprus, Thailand, and in other various parts of the world and profit they make over the years.Chapter 5 presents the globalization and internalization of higher education in the Greco-Roman and Muslim worlds, in the medieval times, and in the nineteenth and twentieth centuries. This chapter also deals with the recently emerged rationales of the modern American universities that are driving the international higher education in the US and across the globe. The author also mentions the Bologna process, a commitment by ministers responsible for higher education from European countries. …

Abstract: The book can be downloaded for free on the website of Comparative Education Research Centre, The University of Hong Kong. https://cerc.edu.hku.hk/books-category/cerc-monograph-series/

Abstract: Sociological institutional theory views universities as model driven organizations. The world’s stratification system promotes conformity, imitation and isomorphism towards the “best” university models. Accordingly, academic roles may be locally shaped in minor ways, but are defined and measured explicitly in global terms. We test this proposition using data on the allocation of working time between academic tasks at research universities in thirteen countries: Argentina, Australia, Brazil, Canada, China, Finland, Germany, Hong Kong, Italy, Malaysia, Norway, UK, and the USA. We find that working time patterns differ significantly across countries, suggesting that conditions of academic work remain heavily dependent on national higher education traditions. Faculty members holding the highest professorial rank share more in common, with generally stronger interests in research and a greater time dedication to research over teaching. However, in countries with comparably steep academic hierarchies, professor positions typically entail significantly fewer teaching hours and more administration.

Abstract: Neoliberalism has brought fundamental changes to the way schools of education prepare professional educators; among them is the pressure for schools of education to produce fast-track teacher preparation programs that bypass traditional requirements. Due to the privatization of public education, a new market has emerged to train educators and administrators for charter schools. The No Child Left Behind Act has made the old multipurpose PhD in education obsolete and has led to fast-track EdDs to train school administrators to raise test scores. In this era of corporate schooling, colleges of education are competing with online and for-profit colleges to increase student enrollment. Academic capitalism has entered into the classroom and it has redefined the academic premises upon which the entire higher education system was instituted. This article asks, what are the implications of this new educational arrangement for the purpose of education and the development of a critically informed mass of democratic ...

Abstract: Introduction "What people think, believe, and feel affects how they behave" (Bandura, 1986, p. 25). Inclusion of children from diverse backgrounds (i.e., children with disabilities and children from socially disadvantaged backgrounds) in the mainstream regular education is a global trend in recent days to ensure rights to education for all (UNESCO, 2009). Inclusive Education (IE) is considered as an educational reform that aims to wipe out barriers in the education system by bringing all children into regular education, irrespective of their diversity and backgrounds (UNESCO, 1994). The move towards inclusion is focused on improving school systems for all, more than just including disadvantaged groups in the existing settings (Ainscow, 2005). A strong policy framework is necessary to ensure such school improvement for IE. Like many other countries (i.e. USA, UK, Australia, India, South Africa), Bangladesh has gone through a number of policy reforms to promote IE. Bangladesh made primary education compulsory for all children by legislating the Compulsory Primary Education Act 1990 (Ministry of Primary and Mass Education [MOPME], 1990). Moreover, Bangladesh enacted the Bangladesh Persons with Disabilities Welfare Act (Ministry of Social Welfare [MSW], 2001) in 2001. The act emphasised the need to educate children with disabilities either in mainstream or special schools. More recently, The Education Policy 2010 recognized IE as a viable strategy to ensure education for all citizens (Ministry of Education [MOE], 2010). More recently, The Education Policy 2010 recognized IE as a viable strategy to ensure education for all citizens (Ministry of Education [MOE], 2010). The overall goals and objectives (Objective Number 10) section of the Pre-primary and Primary Education Section of the National Education Policy 2010 further emphasised, "Equal opportunities have to be ensured for all kinds of disabled and underprivileged children" (MOE, 2010, p. 12). In order to ensure that these policy and legislative mandates are translated into improved teaching practices at the classroom level, reform in teacher education programs as well as in teaching-learning practices are necessary (Forlin, 2008; 2010). Studies have shown that teachers, who go through a teacher education program that promotes values of IE, are willing to include students from diverse backgrounds and are more likely to create successful inclusive classrooms (Martinez, 2003; Romi & Leyser, 2006). Despite having a broader understanding of IE, it is reported that some teachers feel uncomfortable in including children with special needs in their programs (Forlin, Loreman, Sharma, & Earle, 2009; Kim, 2011; Shade & Stewart , 2001). Some authors have suggested that the time of pre-service teacher preparation could be the best time to address educators concerns' and make them feel more positive towards IE (Bechham & Rouse, 2011; Shade & Stewart, 2001). Several studies have found that participation in inclusive or special education courses (Lancaster & Bain 2007, 2010; Oh, Rizzo, So, Chung, Park & Lei, 2010; Sari, Celikoz & Se9er, 2008; Woodcock, 2008) or embedding evidence-based practice in the pre-service teacher education program (Bain, Lancaster, Zundans & Parkes, 2009) have a positive impact on pre-service teachers' knowledge and skill development to teach in inclusive classrooms as well as developing high teacher -efficacy and positive attitudes towards inclusive education. Studies (Ben-Yehuda, Leyser & Last, 2010; Forlin, Cedillo and Romero-Contreras, 2010; Romi & Leyser 2006; Sharma, Moore, & Sonawane, 2009) have shown that pre-service teachers who participate in training programs about teaching in inclusive classrooms express their readiness by showing high degree of teaching-efficacy and welcoming attitudes towards students with diverse learning needs. Self-efficacy, perceived teaching-efficacy of pre-service teachers and inclusive education Self-efficacy is defined as a person's belief in his or her own competence to execute required behavior successfully to get expected results (Bandura, 1997). …

Abstract: In the last four years McKinsey and Company have produced two highly influential reports on how to improve school systems. The first McKinsey report How the world’s best-performing school systems come out on top has since its publication in 2007 been used to justify change in educational policy and practice in England and many other countries. The second How the world’s most improved school systems keep getting better, released in late 2010, is a more substantial tome which is likely to have an even greater impact. This article subjects both reports to a close examination and finds them deficient in 10 respects. The detailed critique is preceded by a few general remarks about their reception, influence and main arguments.

Abstract: Anderson-Levitt, Kathryn M. 2012. "Complicating the Concept of Culture." Comparative Education 48 (4):441-454. doi: 10.2307/23524668.

Abstract: Purpose – The purpose of this paper is to review the changes in the international education sector that have taken place over the decade since the authors' book, The Global Market for Higher Education was published in 2001.Design/methodology/approach – The paper is an expert opinion that draws on global trends in the international education sector.Findings – Since the publication of the authors' book, the global market for higher education has changed significantly. A decade ago competition was between a few mainly English language instruction countries in the developed world. The principal destination country was the United States followed by Britain, but with Australia, Canada and New Zealand actively competing. In 2012, competition has expanded, with former sending nations (e.g. Singapore, China, India) becoming destinations. Competition among established nations has also intensified.Originality/value – This paper provides a strategic overview of the state of international education and a unique perspe...

Abstract: In recent years the Brunei Ministry of Education (MoE), along with other interested parties, has taken various steps to develop a system that is more receptive to the educational needs of all students. As with any education system, change comes slowly when it requires a reform to previous systemic principles, standards, and practices. Consequently, Brunei is only beginning to pave the road to inclusive education. This chapter highlights the special education policies which are embedded within the framework of the inclusive education system, and documents the provision and delivery of special education programs and services to students with SEN in Brunei. It also provides a summary of the developments in special education teacher training since the inception of the MoE Special Education Policy Guidelines of 1997, and makes an attempt to point the way forward in the growth of inclusive education in this country.

Abstract: Searching for the majority of offered publication or reading source worldwide? We give them all in layout type as word, txt, kindle, pdf, zip, rar as well as ppt. one of them is this professional a world class education learning from international models of excellence and innovation that has been composed by Still puzzled how to get it? Well, merely read online or download by registering in our site right here. Click them.

Abstract: We assess explanations for the associations between cultural capital (especially cultural activities and cultural possessions) and educational performance of schooled adolescents in 22 Western industrialized countries based on data from the Programme for International Student Assessment (PISA). We further ascertain variations in the effect of cultural capital across distinct welfare regimes. Results indicate that multiple forms of cultural capital mediate the association between parental socioeconomic status and children’s educational performance in these industrialized countries. Our analyses also show that, especially under liberal-type welfare regimes, children from higher-status families reap greater benefits from cultural capital than do children from lower-status families.

Abstract: The Common European Framework of Reference for Languages was published a decade ago and has been influential ever since, not only in its European ‘home’ but throughout the world. This book traces the processes of the influence by inviting authors from universities and ministries in 11 countries to describe and explain what happened in their case. There are everyday factors of curriculum development – which sometimes include coincidence and happenstance – and there are also traditions of resistance or acceptance of external influences in policy-making. Such factors have always existed in bilateral borrowing from one country to another but the CEFR is a supra-national document accessible through globalised communication. The book is thus not only focused on matters of language education but is also a Comparative Education case-study of policy borrowing under new conditions.

Abstract: In this dialogue between two friends and colleagues with different takes on education for sustainability, Canadian environmental education scholar Bob Jickling argues that education for any cause is not true education, which should strive to prepare minds to create new ideas, not follow a doctrine. Since we don’t have solutions to sustainability, we should prepare students to create them. Wageningen University professor and UNESCO’s global report coordinator for the UN Decade of Education for Sustainable Development, Arjen Wals, argues that education is only useful when we reflect on what kind of education and for what purpose. Otherwise, as David Orr pointed out, more education will only ‘equip people to become more effective vandals of the Earth’.

Abstract: Education reform is increasingly portrayed as a quest to achieve a ‘world class’ education system through a process of identifying and adopting the practices of those systems whose pupils perform best in league tables of achievement. This is the rationale for the range of new policies proposed by the coalition government in the schools White Paper published in November 2010, which promotes whole-system reform in England. This article examines the White Paper and analyses the sources and nature of the evidence for reform and the congruence between the policy intentions and their associated policy actions. The analysis suggests that the evidence for the proposed reforms and policy actions is at best tenuous. Both the White Paper and its key sources of evidence are characterised by: a selective use of data: a propensity to mix and match the sources of comparison; and an overall tendency to employ comparisons with high-performing systems elsewhere as a facade to legitimate preferred policy options.

Abstract: During its time in office, the UK’s Labour government gave a strong message that having caring responsibilities for a young child should not be seen as a barrier to engaging in education and training. Its widening participation strategy included a specific commitment to increasing the number of mature students in higher education (HE) – students who are more likely than their younger peers to have caring responsibilities for dependent children. Furthermore, considerable resources were devoted to encouraging teenage mothers to return to education and training soon after the birth of their child. Nevertheless, despite this policy focus, there have been relatively few studies of the experiences of ‘student-parents’ within HE. This paper draws on findings from a cross-national study (funded by the Nuffield Foundation) to explore the support currently offered by UK universities to students who have parental responsibilities for one or more children under the age of 16. It compares this support to that offered ...

Abstract: In this article, we address whether international student comparisons have changed the dynamics of French secondary education policy. We focus on the increasingly significant impact of the Organization for Economic Cooperation Development (OECD)’s Programme for International Student Assessment (PISA) on France, a country previously known for its aversion to international comparisons and its turbulent relationship with the OECD. We argue that not only are transnational pressures – in our study the perception of PISA – crucial determinants for the fate of potential reform measures, but also the capacity of the state to transform its education system and take corrective measures. Along these lines, we also examine the role of historically embedded guiding principles of education, in the French case most notably that of equality (egalite). We focus, in particular, on efforts of French policy-makers to emulate elements of the recent ‘PISA champion’ Finland.

Abstract: Partly as a result of the rapid growth in Chinese higher education, graduate placement has become a critical issue facing colleges and universties. In response, one of the policy initiatives adopted by the Chinese government is for higher education institutions to put an emphasis on entrepreneurship education. In 2002, the Ministry of Education launched a pilot program on carrying out entrepreneurship education in nine prestigious higher education institutions in China. Since then, many colleges and universities have adopted this innovation in education. This study attempts to examine entrepreneurship education as an innovative solution to the challenges facing higher education in China. It first introduces the background for promoting entrepreneurship education in China, analyzes the entrepreneurship education programs and activities in three selected universities, assesses the state of entrepreneurship education both from a student perspective and also through a comparison with developments in the United States, and concludes with recommendations for further developments in entrepreneurship education in China’s colleges and universities.

Abstract: The article discusses an East/West divide in Europe in university knowledge production. It argues that the communist and post-communist legacies in the four major Central European economies studied (Poland, Hungary, the Czech Republic and the Slovak Republic) matter substantially for educational and research systems. The differences in university knowledge production may be bigger than expected, and the role of historical legacies may be more long term than generally assumed in both social sciences and public policy studies on the region. The gradual convergence of both higher education and research systems in two parts of Europe cannot be taken for granted without thoughtful changes in both university funding (both modes and levels) and governance. The article discusses links between knowledge production, economic competitiveness and regulatory and other environments in which both universities and knowledge-intensive companies operate. The role of factors other than higher education and innovation systems is substantially more important for competitiveness and growth in Central Europe than in affluent Western economies. The international visibility of universities as knowledge production centres is low and the analysis of the geography of knowledge production at the level of regions may indicate that Central Europe is in danger of being effectively cut off from the emergent European Research Area.

Abstract: This paper argues that English education policy has come full-circle – from the first constitution of a state system of education in 1870 to the beginning of the end of state education in 2010 – and that this circularity can be understood in relation to the reluctant state. That is, in the nineteenth century, the English state hesitantly and slowly moved from a patchwork education system of many providers to a national system locally provided. In the twenty-first century, the English state is moving back towards a patchwork of many providers with enhanced institutional autonomies and marginalising the role of local delivery and coordination.

Abstract: The present study aimed at providing an overview of the most common themes of research into medical education. Changes in frequency of occurrence of these themes over time and differences between US and European journals were studied. The most productive institutions and researchers in the field were examined. A content analysis was carried out on 10,168 abstracts extracted from the six most influential journals in medical education published since 1988. Twenty-nine major themes were identified, of which student assessment, clinical and communication skills, clinical clerkships, and problem-based learning were the most prominent ones. Some of these themes, such as multiple-choice examinations or computer-assisted instruction seemed to have had their day, whereas other topics, such as the study of clinical clerkships, clinical reasoning, and scholarship in education were on their way up. Medical education research turned out to be a thoroughly international affair to which both US and European research centers contribute. The medical education literature shows an overwhelming emphasis on the preparation of medical students for professional practice. Moreover, the emphasis is very much on the individual student; most research seems to have been conducted with a psychological perspective in mind. It is argued that medical education research would profit from broadening its scope, including sociological, economical, ecological, and system perspectives. These perspectives might bring answers to new questions relevant to the quality of medical education. It is suggested that medical education is in need of moving beyond the conventional effectiveness-driven research approach to a more theory- and discovery-driven approach.

Abstract: Bibl iography: Bennett, Joanna: Learning at Not-School: A Review of Study, Theory, and Advocacy for Education in Non-Formal Settings, IJREE, Vol. 2, Issue 1-2014, pp. 135-136. https://doi.org/10.3224/ijree.v2i1.19538

Abstract: Within the current accountability context of education in the United States and Canada, there is a clear need to educate teachers on effectively using assessments to support, measure, and communicate student learning. Despite this need, assessment has historically been a neglected area in teacher education programs with comparatively little research to support assessment education structures. Accordingly, the purpose of this article is to develop a preliminary assessment education framework as a foundation for future teacher education research and for designing theoretically informed assessment education that responds to multiple stakeholder perspectives. As a basis for this framework, three critical perspectives on assessment education are delineated (i.e., preservice policy perspective, teacher educator perspective, and teacher-candidate perspective) by reviewing current research, standards, and policies in fields of teacher education and assessment. The article concludes with recommendations for a rese...

Abstract: In recent decades, the transfer of ideas, policies and organisational models from one place to another has become a hot topic in several academic disciplines, including education. There has been a proliferation of approaches and labels, ranging from ‘policy learning’ (Hall 1993) via ‘lesson-drawing’ (Rose 1991), to ‘diffusion’ (Jakobi and Martens 2007), ‘policy attraction’ (Phillips 2000) and ‘borrowing and lending’ (Steiner-Khamsi 2004c). Each of these approaches refers to the study of processes ‘in which knowledge about policies, administrative arrangements, institutions and ideas in one political setting (past or present) is used in the development of policies, administrative arrangements, institutions and ideas in another political setting’ (Dolowitz and Marsh 2000: 5). In recent years borrowing and lending have become the terms most commonly used when studying such processes in the field of comparative education (Perry and Tor 2008: 510). The separation of the transfer process into the borrowing and lending sides is an analytical one: with lending, one is typically more interested in the context from which a given idea, policy or organisational model originates; with borrowing, one is usually more concerned with the context in which it is received. That the former has attracted more interest among researchers is a fact mirrored in the composition of this volume.

Abstract: This report is on the secondary education in Ethiopia. The report analyzes the challenges of secondary education in the context of the government's growth and transformation plan and its stated goal of becoming a middle-income country by 2020-23. The education system in Ethiopia as currently organized, together with existing education policies, has served the country well as it has transitioned from a country with some of the lowest enrollment ratios in the world to one where universal primary education is within reach. The current secondary curriculum is not designed to meet the demands of universal general secondary education; it is too difficult and academic for that purpose. The report begins with an investigation of the participation rate in secondary education that would support a middle-income economy. It then examines whether the current secondary curriculum can ensure a supply of secondary graduates compatible with the needs of this economy. The report also analyzes how teacher preparation, development, and management, together with school-based management, can contribute to ensuring quality secondary graduates. Based on the quantity and quality of secondary graduates required, the report then assesses the options for ensuring sustainable financing for the subsector. It concludes with a summary of policy options for the expansion of secondary education. Ethiopia's recent economic performance has been impressive. Sustaining this performance over the coming 15 years will require significant improvements in productivity, which must be achieved through improved management, the application of technology, and the upgrading of human capital. Ensuring that its education system both imparts students with middle-level skills and facilitates improved learning achievement is probably the most critical challenge that Ethiopia faces.