Uddannelsessystemer og uddannelsesstruktur

This book contains a series of unique international contributions that explore risk in partnerships involving education. Presenting a range of theoretical, methodological and practical perspectives, the book discusses aspects such as the role of motivation, leadership, process and context in such partnerships and provides examples of research methods for examining them. It illuminates the different histories and disciplinary backgrounds of partners, showing that risk can reside in the different expectations, understandings and interpretations that each partner brings to educational partnerships. The eighteen chapters discuss critical examinations of educational partnerships from very different perspectives, including formal learning institutions and community partners, and include the voices from children, students, teachers and policy makers. The book provides insights for everyone who is considering the challenges that can arise in partnerships and will be useful for researchers at different levels and those who are planning to forge new partnerships or think about what may present itself to be a challenge, and how to address and overcome such challenges.

This book explores cross-international experiences in the field of adult English language teaching and learning, using cross-cultural dialogues to hear voices from different countries and different settings - formal, informal and non-formal - discussing how their lifelong learning has or is still in the process of helping them to change their lives. The book addresses two major questions: (1) How do adults learn languages and transform themselves through learning? (2) How do authorities and societies build capacity for sustainable language development? It will be of interest to researchers, policymakers and adult language teachers, concerned with diverse aspects of teaching and learning English as lingua franca for enhancing the public good internationally.The book draws on the way in which the Western paradigm of lifelong learning was applied by an international team of inspired professionals to English language education in the Tempus project "e;Lifelong Language Learning University Centre Network for New Career Opportunities and Personal Development (UNICO)"e;. This project was  undertaken by eleven universities in three countries: the Siberian Federal District of the Russian Federation, the Kyrgyz Republic, and the Republic of Tajikistan, in partnership with the Charles University in Prague, the Institute of  Education from the University College London, and the University of Cordoba in Spain. 

This book offers an important contribution to the field of curriculum studies and higher education by examining the impacts of colonialism and neoliberalism in the South African education system and addressing ways to decolonise curriculum and teaching. Drawing on Pinar's work in curricular theory, the authors call for integrating self-reflective curriculum development into the national curriculum process to promote indigenous education and knowledge.

Recognising the significant number of procurement fraud and corruption risks that can impact an organisation - including roles and people who have the potential to influence or manipulate projects and the procurement life cycle that might include a lack of trained personnel, procurement and financial controls, and compliance measures in place - can undermine the design and implementation of an anti-corruption and counter procurement fraud approach. Since procurement fraud and corruption continue to develop in scope, scale and creativity, the risks, typologies and routes to mitigation should be regarded as part of a constantly assessed and updated approach.Creating an anti-corruption and counter procurement fraud approach should provide an awareness of the criminal risks within an organisation's procurement and associated processes and reinforce the importance and vital role of leadership, ethics professionals, staff and other stakeholders in building an anti-corruption culture to protect organisational revenues and reputation.The 4-pillar framework approach to counter procurement fraud contains 16 steps to identify and prevent corruption and procurement fraud risk. It examines how a risk mitigation framework created with a foundation of education, data collection, risk assessment and a coordinated response and change management process can help identify and mitigate risk. Planning and following this approach one step at a time, collecting all available data, will assist in assessing the challenges and performance measurement in each area and help create a strategic response to identified risk.

Understanding WPA Readiness and Renewal examines WPA journeys and journeying.Designed for WPA graduate seminars and professional development workshops, this book addresses two questions:¿ How do people develop readiness to serve as WPAs?¿ How do experienced WPAs find or create renewal opportunities that help them move forward throughout their lives and careers?Authors address these questions from their sometimes-intersecting identities as BIPOC scholars, LGBTQ+ people, graduate students, and adjunct faculty, as well as early, mid-, and later-career WPAs.Authors draw on their experience teaching at a range of two- and four-year institutions to analyse the complexities, contingencies, and rewards of short and long-term WPA work. These scholars contend that understanding WPA "readiness" and "renewal" involves questioning inherited definitions of those terms and engaging in theorized, self-aware conversations that reflect, and reflect on, understudied fears and desires about WPA work from graduate preparation to preparing for leadership rotation and retirement.

This is a guide for revolutionaries who are seeking to create a local primary or mass organization. It details the ways in which members of USU Press have found it useful to organize toward study group formation, including rudimentary social investigations.Sample bylaws and rules of order have been provided as appendices.

In diesem Open-Access-Buch wird den Fragen nachgegangen, wie der Akteur Kommunales Bildungsmanagement kollektive Handlungsfähigkeit herstellt und welchen Beitrag diese Koordinationsarbeit zur gesellschaftlichen Integration leistet. Die Rekonstruktion von Arenen, die in einem komplexen Geflecht von Integrationsräumen zusammenwirken, basiert auf Interviewdaten der wissenschaftlichen Begleitforschung zum Programm Lernen vor Ort. Ausgehend von dem Verständnis eines Theorie-Methodenpakets zwischen der interaktionistischen Handlungstheorie und der Grounded-Theory-Methodologie werden zentrale Herausforderungen der Governance-Forschung mithilfe der Zeigestruktur der Erziehung zu einer prozessbezogenen pädagogischen Organisationsforschung zusammengeführt.Dies ist ein Open-Access-Buch.

Das Buch widmet sich den psychosozialen Folgen von Migration und Flucht für Jugendliche und junge Erwachsene mit Blick auf gesellschaftliche Rahmenbedingungen und psychische Verarbeitungsformen. Adoleszente Generationendynamiken in Familien mit Migrations- oder Fluchtgeschichte werden analysiert im Lichte interdisziplinärer Verknüpfungen von Sozial- und Kulturwissenschaften, psychoanalytischer Sozialpsychologie, erziehungswissenschaftlicher Erforschung von Bildungsbiographien, Kinder- und Jugendpsychologie sowie klinischer Psychoanalyse und Psychosomatik.

This book offers pedagogic and governance foundations and guidelines for systemic education. It provides an overall systems-based picture of what formal education should be about, and of how things should be carried out in practice, in order to empower students ¿ and teachers ¿ for success in life. It transcends traditional disciplinary education, showing how systemic, praxis immersive, convergence education (SPICE) produces graduates who know how to think outside the box and excel in practical real-life situations. Drawing on philosophy, cognition, and the latest developments in neuroscience, the book calls for systemic pedagogical frameworks that allow for different curricula to be coherently and efficiently designed, and consistently and systematically deployed across different disciplines and various grade levels in the context of mind-and-brain based experiential learning ecologies.This volume is a major design and practice reference forschool teachers, university professors, graduate students, along with interested educators, educationists, and stakeholders in various sectors of society.

This book focuses on discourses of effective learning environments globally for reducing discrimination in schools. It offers innovative ideas concerning the future directions that education and policy reforms could take, in order to promote equality, social justice, and access to quality of education for all.The chapters offer a timely analysis of current issues affecting schooling and strategies for creating effective learning environments globally for overcoming discriminations in schools. It is argued that that one of the most significant variables in creating effective learning environments for reducing classroom discrimination is the student's cultural identity, the self-concept and self-esteem. The next variables influencing students' learning environment are motivational strategies, self-regulated learning, and students' active engagement in constructivist learning. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and education reforms for reducing discrimination. It will be beneficial for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

This book explores several matters related to online, blended and hybrid learning, specifically in the Gulf region. The coronavirus lockdown forced every teacher at every level to adopt some sort of strategy to manage technology-enhanced learning; and since the end of the pandemic, many educators are keen on further developing their technological skills. The contributors to this book have extensive knowledge of educational technology, and in each chapter, they share their personal ideas, beliefs and experiences. This book will have a readership amongst educational leaders, academic researchers and postgraduate students.

Improving the Relational Space of Curriculum Realisation outlines an approach to intervention that helps educators solve problematic patterns in their networks, leverage resources better within and across school networks, and embed relational conditions that are conducive to ambitious curriculum goals being realised.

La visée première de cet ouvrage est de faire le point des recherches qui, dans l¿aire francophone, se sont intéressées à la manière dont les inégalités selon le genre se construisent dans la classe. Les chapitres qui le constituent relèvent de travaux menés dans plusieurs disciplines scolaires (Education physique et sportive, Écriture, Histoire, Littérature, Mathématiques) à différents niveaux du cursus (maternelle, élémentaire, secondaire, universitaire) et dans plusieurs pays (Canada, France, Suisse et Tunisie). Chacun d¿eux s¿attache à rendre compte de la question des inégalités de sexe dans l¿enseignement et l¿étude des savoirs, et, pour certains, de ses implications dans la formation à l¿enseignement. Ces aspects sont appréhendés sur la base de recherches dont la diversité se déploie à la fois en termes d'objets d'étude retenus, de terrains d'investigation, de cadres théoriques mobilisés, de démarches méthodologiques mises en ¿uvre et enfin, selon les ancrages disciplinaires spécifiques à chaque approche. Par-delà cette diversité qui donne à voir la vitalité des problématiques de recherche dans ce domaine, les autrices se sont attachées à préciser, en s'appuyant sur la littérature des Études de genre, quelle est la compréhension, ou l¿interprétation qüelles donnent dans leur texte aux termes de sexe et de genre, ce qui permet d¿entrevoir toutes les nuances pouvant émerger de l¿utilisation du concept de genre lorsqüil est convoqué dans les recherches didactiques.Les chapitres ont été regroupés en deux grandes parties. La première présente des résultats de recherche concernant les processus d¿enseignement-apprentissage chez les filles et les garçons à différents niveaux de l¿École. Les contributions de la seconde partie pointent les difficultés mises au jour concernant l¿introduction des problématiques didactiques relatives au genre dans la formation des futur·es enseignant·es.

This volume provides an overview of the state of the art of research on the politics of higher education policy in Canada, the US, and Western Europe. Each thematic chapter combines an extensive literature review with original empirical work that further advances our understanding of policymaking dynamics in higher education.The book covers five key aspects of policymaking, namely the politics of governance as well as funding reforms, the role of interest groups, policy diffusion, and policy framing. These aspects are explored using a unique comparative design that combines comparisons within as well as between regions, and among the five key aspects of policymaking. The conceptual framework is anchored in approaches from institutional theory, namely sociological and historical institutionalism.¿This rare book coherently focuses on the same critical challenges that higher education faces in a changing global and national environment. These include vital governance and finance issues and how these are framed and contested by different organizations and interest groups as well as state actors. Within a broad institutionalist framework that reflects the tensions between historical university and national legacies on the one hand and regional and global influences on the other, the authors focus on policymaking in Western Europe, Canada, and the US. This is an engaging and creative endeavor, a must-read for scholars and policymakers alike.¿Francisco O. Ramirez, Graduate School of Education Stanford University¿This is a real achievement that will contribute to the development of research in politics of higher education policy, finance, and economic development. It is timely in an era when higher learning is increasingly salient to national policy, interest groups, and supranational bodies such as the EU. The focus on Canada, the US, and Europe frames a comparative approach to a competitive higher educational policy arena thathas not received systematic study."Sheila Slaughter, Louise McBee Institute of Higher Education, University of Georgia¿This fills a gaping hole in research on the politics of higher education. In bringing together research perspectives from governance studies with comparative public policy as well as scholars from Europe and Northern America, this volume will serve as an important reference point for a rapidly growing research field. The exceptionally high quality of editorship is documented by the fact that the chapters are convincingly subsumed under five sub-themes. In short: A must-read for any researcher and student interested in understanding the political foundations of higher education.¿Marius R. Busemeyer, Department of Politics and Public Administration, University of Konstanz

This book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation.Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments.Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Introducing our FTCE Professional Education Study Guide: Test Prep with 2 Full-Length Practice Tests for the Florida Teacher Certification Exam [083] [5th Edition]! Cirrus Test Prep's FTCE Professional Education Study Guide includes everything you need to pass the Florida Teacher Certification Examinations: Professional Education Test (PEd) (083) the first time.Quick review of the concepts covered on the Professional Education Test2 full practice tests [1 inside + 1 online] with detailed answer explanationsTips and tricks from experienced educatorsAccess to online flash cards, study strategies, and moreCirrus Test Prep's FTCE Professional Education Study Guide is aligned with the official FTCE Professional Education Test framework. Topics covered include: Students as LearnersThe Instructional ProcessAssessmentProfessional Development, Leadership, and CommunityEthics Pearson Education, Inc. was not involved in the creation or production of this product, is not in any way affiliated with Cirrus Test Prep, and does not sponsor or endorse this product. About Cirrus Test PrepDeveloped by experienced current and former educators, Cirrus Test Prep's study materials help future educators gain the skills and knowledge needed to successfully pass their state-level teacher certification exams and enter the classroom. Each Cirrus Test Prep study guide includes: a detailed summary of the test's format, content, and scoring; an overview of the content knowledge required to pass the exam; worked-through sample questions with answers and explanations; full-length practice tests including answer explanations; and unique test-taking strategies with highlighted key concepts.

This book shows the results of research in different countries on how to measure digital competence among future generations of teachers and facing the challenges brought by the convergence of analogue and digital media. This book provides answers to the research questions: How should the key competencies related to media pedagogy be effectively measured and compared? What is the level of digital literacy of pre-service teachers in selected countries? The individual chapters are based on a systematic review of research results (from the last two decades) to show trends related to changes in measurement and levels of digital competence. This book is valuable for researchers training future generations of teachers in the use of new media as well as to those trying to measure the development of the information society, as well as those conducting research in the field of comparative pedagogy (including the transfer of the most effective solutions in the field of media pedagogy).

Clear away the fog surrounding AI in education--and regain your peace of mindAmong teachers, there is a cloud of rumors, confusion, and fear surrounding the rise of artificial intelligence. AI and the Future of Education is a timely response to this general state of panic, showing you that AI is a tool to leverage, not a threat to teaching and learning. By understanding what AI is, what it does, and how it can be used to enhance education, you can let go of anxiety and uncertainty, and learn to embrace artificial intelligence.It's true that, along with tremendous opportunities, AI presents some challenges for the field of education. In this book, Priten Shah, a Harvard M.Ed. with a robust background in educational innovation, helps you face these challenges head on, so you can gain the knowledge and skills you need to use AI effectively in your classroom. Thanks to this thorough consideration of ethical considerations and practical approaches, you can develop your own strategy for leveraging AI in administrative tasks, lesson design, professional development, and beyond.* Understand what AI and machine learning are, and learn about new developments like ChatGPT* Discover strategies for engaging students more fully using AI* Automate administrative tasks, grading and feedback, and assessments* Use AI in innovative ways to promote higher-order thinking skills* Examine ethical considerations of AI, including the achievement gap, privacy concerns, and biasFor K-12 educators, as well as leaders and policymakers who want to understand the role of technology in education, AI and the Future of Education is a valuable resource that can change AI from an unknown entity to an indispensable tool.

Die Situation von queeren Menschen in Deutschland ist bereits in verschiedenen Studien erforscht worden. Diese belegen, dass Menschen mit nicht-heterosexuellen Orientierungen und/oder nicht cisgeschlechtlichen Zugehörigkeiten unterschiedliche Erfahrungen machen, die von Anerkennung bis hin zu Ausgrenzungen, Benachteiligungen und unterschiedlichen Gewaltformen reichen. Dieses Buch greift diese Ausgangslage auf und spezifiziert eine Perspektive auf junge queere Menschen, die nicht nur aufgrund ihres Queerseins, sondern auch aufgrund verzögerter Bildungszugänge und -abschlüsse sowie prekären Beschäftigungsaussichten eine marginalisierte Position innerhalb einer normativ geprägten Gesellschaft einnehmen.Zentral hierbei ist eine subjektorientierte Perspektive auf die Lebenssituation von jungen queeren Menschen im Schulberufssystem und Übergangssystem. Hierbei werden Diskriminierungsverhältnisse hinsichtlich geschlechtlicher und sexueller Vielfalt sowie klassenbezogener Benachteiligung analysiert und diskutiert. In diesem Zusammenhang werden zentrale Diskurse zu Queerness und sozialer (Un)Gerechtigkeit sowie damit verbundene Anerkennungsordnungen in den Blick genommen.

Educational support in Europe across borders ¿ how can it succeed? Over the past 30 years, the field of cross-border individual support, which was mainly developed in Germany, has established itself as a multi-faceted and promising approach.However, the heterogeneous legal situation as well as the cultural differences in wonderfully colourful Europe require a high degree of effective cooperation in order to successfully manage and implement this form of support.The aim of this publication is to provide an up-to-date overview of the field of work. Above all, European stakeholders are to be addressed and invited with the intention of reviving the, on occasion, deadlocked dialogues.The publication is divided into three parts:The individual passages at the beginning of the volume, some of which are very moving, tell about the challenging work that carers do together with the young people in the project placements. They shed light on the microcosm of Individualised Social Pedagogy support measures and explain what Individualised Social Pedagogy work means in practice, how it is experienced by the people involved and what opportunities it can offer in individual cases.In another part, stakeholders from science, politics and organisations provide information on various overarching facets. These include, for example, schooling opportunities during stays abroad, qualifications for pedagogical professionals and cross-border cooperation models. The actual starting point of this publication is presented in the concluding part: In his legalopinion, Prof. Dr. Dr. Reinhard Wiesner takes a close look at the consultation procedure that decisively regulates the cross-border placement of minors within the EU. He relates the procedure ¿ better known as ¿Brussels IIä ¿ to the legal foundations of German child and youth welfare law and illuminates and comments on existing dissonances.The publication is supported and promoted by the two German umbrella and professional associations Bundesarbeitsgemeinschaft Individualpädagogik e.V. (AIM) [Federal Working Group for Individualised and Experiential Pedagogy] and Bundesverband Individual- und Erlebnispädagogik e. V. (be) [Federal Association for Individualised and Experiential Pedagogy].

This book is the most comprehensive account yet published about the education system in Cambodia. It covers all system levels and draws upon the knowledge and insights of a wide range of leading Cambodian and foreign scholars. The book focuses on how the system has developed and is making progress. Significant achievements over the past two decades are evident, but many problems remain, including the poor quality of teaching, research and institutional management. Under-funding is an ongoing obstacle, but so too is a bureaucratic culture of resistance to change, a history of weak governance, and an anti-reform sentiment deriving from a teacher-centred and exam-driven curriculum. Achieving international standards must now be the system¿s highest priority. To this end, the system must rid itself of conservatism, complacency and manipulation by parochial vested interests.

La guía definitiva para GED Matemática + 2 exámenes de práctica completos Esta guía de estudio: Explica el formato de la prueba de matemáticas GED.Describe estrategias específicas para tomar exámenes que pueda usar en el examen.Proporciona consejos para tomar exámenes de matemáticas GED.Revisa todos los conceptos y temas de GED Matemática en los que será probado.Le ayudarla a identificar las áreas en las que necesita concentrar su tiempo de estudio.Ofrece ejercicios que lo ayuden a desarrollar las habilidades matemáticas básicas que aprenderá en cada sección.Ofrece 2 pruebas de práctica realistas y completas (con nuevos tipos de preguntas) con respuestas detalladas para ayudarlo a medir su preparación para el examen y generar confianza.Este recurso contiene todo lo que necesitará para tener éxito en el examen de matemáticas GED. Obtendrá instrucciones detalladas sobre cada tema de matemáticas, así como consejos y técnicas sobre cómo responder a cada tipo de pregunta. Además, en las siguientes páginas encontrarás: Cómo usar este libro de manera efectiva: esta sección le proporciona instrucciones paso a paso sobre cómo aprovechar al máximo esta completa guía de estudio.Cómo estudiar para el GED Matemática Test Se ha desarrollado un programa de estudio de seis pasos para ayudarlo a hacer el mejor uso de este libro y prepararse para su examen de GED Matemática. Aquí encontrará consejos y estrategias para guiar su programa de estudio y ayudarlo a comprender GED Matemática y cómo aprobar el examen

Mazkur metodik qo`llanma O¿zbekiston Respublikasi Prezidentining 2021 yil 19-maydagi O¿zbekiston Respublikasida xorijiy tillarni o`rganishni ommalashtirish faoliyatini sifat jihatidan yangi bosqichga olib chiqish chora-tadbirlari to¿g¿risidägi PQ-5117-son qarori talablari asosida IELTS imtihoniga tayyorgarlik ko`rayotgan o`rganuvchilar, asosan umumiy ta`lim maktabning yuqori sinf o`quvchilari va o`qituvchilari, kasb-hunar kollejlar va akademik litseylar talabalari va o`qituvchilari, ingliz tili yo`nalishida tahsil oluvchi talabalar, IELTS imtihonidan yuqori ball olishga qiziqishi bor, ingliz tilini o`rganuvchilar uchun mo¿ljallangan bo¿lib, ushbu metodik qo`llanma IELTS imtihonidan yuqori ballni qisqa vaqt ichida qo`lga kiritish tiplari va te¿nikalarini ingliz va o¿zbek tillarida mustaqil o`rganishga imkoniyat beradi.

Jorge Lucero's publication Conceptualist Permissions for Teacher Posture was made on the occasion of the exhibition I Do/ We Do/ You Do at Center for Visual Art, Metropolitan State University of Denver, curated by Cecily Cullen and Katie Taft. The original drawings from the project were exhibited at the Center from May 18 to August 5, 2023.Funding for the exhibition was provided by Center for Visual Art, MSU Denver donors.Conceptualist Permissions for Teacher Posture is a selection of the "permissions" Jorge Lucero has taken from other creative practitioners for his own practice. These permissions can be understood as general recommendations (or open-ended directives) for the modification of a teacher's pedagogical posture in relation to the materiality of schooling. Teacher as Conceptual Artist is a lifelong project of learning how to work through the materiality of schooling for the sake of participating in contemporary art and educational discourses simultaneously. The project proposes answers to the questions: How can I be an artist who works with school as material? and How can I be a teacher as conceptual artist? By examining the overlap of teaching and conceptual art, Lucero has identified countless instances where what happens in schools turns into a pliable material that can be used for artistic inquiry and expression. This work sometimes happens with others and sometimes it is visible, but more often than not, the work happens-like teaching-in the "less nothing" invisible realm that Lucy Lippard identified in her germinal essay "the dematerialization of the art object".

Formative measurement models are largely unknown in psychology and education, whereas they are part of the standard repertoire in economics. This book presents the formative measurement model and distinguishes it from the reflective model. Possibilities of application in psychology and education are presented and critically discussed. With the MARI method, a procedure is presented that enables users to implement formative models.

This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment design for the International Association for the Evaluation of Educational Achievement¿s (IEA) International Civic and Citizenship Education Study 2022.The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people¿s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development. Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016. ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas.