WorldWideScience

Sample records for global education goals

  1. The Global Goals for Sustainable Development in Engineering Education

    Thuesen, Christian; Geraldi, Joana

    History is full of examples of how engineers for good and bad have invented and implemented technologies, with consequence far beyond their imaginations. Think for instance on the development of the combustion engine which enabled a revolution in transport and individual mobility but at the same...... by across 11 countries conducted among 10,341 respondents finds that engineering indeed played a vital role in creating our past and will continue to play a critical role in shaping our future. While this finding mirrors the common understanding of engineering, the study points to a need to change the role...... students. Our findings from educating more than 500+ students is that the SDGs represent an outstanding tool to convey the importance of engineering and to create a sense of purpose that represent a key driver for motivation. It further it enables collaboration between various disciplines and stimulates...

  2. Responding to the Gender and Education Millennium Development Goals in South Africa and Kenya: Reflections on Education Rights, Gender Equality, Capabilities and Global Justice

    Unterhalter, Elaine; North, Amy

    2011-01-01

    This paper explores understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2, concerned with…

  3. The Dialectic between Global Gender Goals and Local Empowerment: Girls' Education in Southern Sudan and South Africa

    Holmarsdottir, Halla B.; Ekne, Ingrid Birgitte Moller; Augestad, Heidi L.

    2011-01-01

    The start of the Education for All (EFA) movement ushered in a new era in education, an era linked to research on issues such as "global governance" or the "world institutionalization of education". This global governance not only affects the way in which educational systems are influenced, it also involves how we view and…

  4. Global self-esteem, goal achievement orientations, and self-determined behavioural regulations in a physical education setting.

    Hein, Vello; Hagger, Martin S

    2007-01-15

    We examined a theoretical model of global self-esteem that incorporated constructs from achievement goal and self-determination theories. The model hypothesized that self-determined or autonomous motives would mediate the influence of achievement goal orientation on global self-esteem. The adapted version of the Behavioural Regulation in Exercise Questionnaire (Mullan et al., 1997), the Perception of Success Questionnaire (Roberts & Balague, 1991), and Rosenberg's (1965) self-esteem scales were administered to 634 high school students aged 11 - 15 years. A structural equation model supported the hypotheses and demonstrated that autonomous motives mediated the effect of goal orientations on global self-esteem. The results suggest that generalized motivational orientations influence self-esteem by affecting autonomous motivation and is consistent with theory that suggests that experiences relating to intrinsic motivation are the mechanism by which global motivational orientations are translated into adaptive outcomes like self-esteem. The findings suggest that physical activity interventions that target autonomous motives in physical activity contexts are likely to enhance young people's general self-esteem.

  5. A Goal for Nursing Education.

    Marcinkiw, Karen L.

    2003-01-01

    Culturally competent nurses enable clients to feel respected, valued, and motivated to achieve health goals. A model for nursing education should develop cultural awareness, knowledge, and skills; provide cultural immersion experiences; and foster the desire to work with diverse clients. (Contains 48 references.) (SK)

  6. The Problem and Goals Are Global, the Solutions Are Local: Revisiting Quality Measurements and the Role of the Private Sector in Global Health Professions Education.

    Hamdy, Hossam

    2017-08-01

    The shortage of a competent health workforce is a global challenge. However, its manifestations and proposed solutions are very much context related (i.e., local). In addition to the shortage of health professionals, the quality of health professions education programs, institutions, and graduates, and how to measure quality, are also problematic. Commonly used metrics like the Credit Hours System and the European Credit Transfer and Accumulation System have limitations (e.g., being more focused on quantity than quality).In this Invited Commentary, the author discusses the need to revisit quality measurements in health professions education and the issue of whether the private sector has a role to play in narrowing the ever-increasing gap between the demand for health care professionals and the health care workforce shortage.

  7. National Education Goals: Can We Afford Them?

    Guthrie, James W.

    Financial estimates for achieving the six national education goals proposed at the Charlottesville Education Summit are provided in this paper. Specific objectives under each goal, as outlined by the National Goals Panel, are assessed. A conclusion is that although the cost estimates have involved huge assumptions and sometimes wide variations,…

  8. Global Goal Setting for Improving National Governance and Policy

    Biermann, F.; Stevens, C.; Bernstein, S.; Gupta, A.; Kanie, N.; Nilsson, M.; Scobie, M.

    2017-01-01

    Can better governance, in itself, be a subject for global goal setting? This question stands at the center of this chapter, which focuses on the inclusion of “governance goals” in global goal-setting mechanisms, especially the Sustainable Development Goals agreed upon by the UN General Assembly in

  9. The Collaboration Challenge: Global Partnerships to Achieve Global Goals.

    Bzdak, Michael

    2017-01-01

    As capitalism is being re-invented and the voices of multiple stakeholders are becoming more prevalent and demanding, it is the perfect time for the private sector to embrace large-scale collaboration and a shared sense of purpose. Since the explosive growth of Corporate Social Responsibility (CSR) in the 1990s, a new era of responsibility, purpose and a re-envisioned capitalism are dramatically apparent. Beyond financial support, business leaders have the opportunity to galvanize networks, advocate for regulation and policy change, and form supporting consortia to support global development. The role of the private sector in development has changed significantly from a model of benevolent contributor to a model of collaborator, investor, business partner and exponential value creator. The new era of collaboration should move beyond a shared value mindset to new models of partnership where each contributor plays an equal role in defining challenges and designing solutions with the greater goal of sustainable value creation. Non-Governmental Organizations (NGOs) have the unprecedented opportunity to take leadership roles in engaging the private sector in more game-changing collaborations.

  10. Global Citizenship Education

    Roesgaard, Marie Højlund

    2016-01-01

    published after 2000 was written by researchers based in the US and if you add other English-speaking countries such as Canada, England, Australia and New Zealand, the proportion is even higher. English in the field of education research often serves as the international lingua franca. Since there is also......Global citizenship as an idea has become an increasingly important issue on the educational agenda since the late 1970’s. The importance allotted to this issue is clear in the attention given to it by for example UNESCO where global citizenship education (GCED) is an area of strategic focus....... Increasingly schools all over the world are attempting to or expected to educate the global citizen, but how exactly do you educate the global citizen? What does this global citizenship consist of? While surely the type of training and education needed to train a global citizen will vary greatly depending...

  11. Global Collaborative STEM Education

    Meabh Kelly, Susan; Smith, Walter

    2016-04-01

    Global Collaborative STEM Education, as the name suggests, simultaneously supports two sets of knowledge and skills. The first set is STEM -- science, technology, engineering and math. The other set of content knowledge and skills is that of global collaboration. Successful global partnerships require awareness of one's own culture, the biases embedded within that culture, as well as developing awareness of the collaborators' culture. Workforce skills fostered include open-mindedness, perseverance when faced with obstacles, and resourceful use of technological "bridges" to facilitate and sustain communication. In respect for the 2016 GIFT Workshop focus, Global Collaborative STEM Education projects dedicated to astronomy research will be presented. The projects represent different benchmarks within the Global Collaborative STEM Education continuum, culminating in an astronomy research experience that fully reflects how the global STEM workforce collaborates. To facilitate wider engagement in Global Collaborative STEM Education, project summaries, classroom resources and contact information for established international collaborative astronomy research projects will be disseminated.

  12. Personality Types, Learning Styles, and Educational Goals.

    Miller, Alan

    1991-01-01

    Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

  13. Millennium Development Goals: Tool or token of global social governance?

    Al Raee, M.; Amoateng, Elvis; Avenyo, E.K.; Beshay, Youssef; Bierbaum, M.; Keijser, C.; Sinha, R.

    2014-01-01

    In this paper we argue that the Millennium Development Goals (MDGs) experience suggests that Global Social Governance (GSG) exists and that the MDGs have been an effective tool in creating a global accountability framework despite shortcomings mainly arising in the formulation process. The paper

  14. Globalization of Management Education

    Bruner, Robert F.; Iannarelli, Juliane

    2011-01-01

    A new study, sponsored by the Association to Advance Collegiate Schools of Business, presented a comprehensive new perspective on the globalization of management education, (AACSB International, 2011). Its findings are sobering: with regard to emerging global trends in higher education and cross-border business, the report reveals a sizable gap…

  15. Globalization and American Education

    Merriman, William; Nicoletti, Augustine

    2008-01-01

    Globalization is a potent force in today's world. The welfare of the United States is tied to the welfare of other countries by economics, the environment, politics, culture, information, and technology. This paper identifies the implications of globalization for education, presents applications of important aspects of globalization that teachers…

  16. Merging Educational Finance Reform and Desegregation Goals

    Deborah M. Kazal-Thresher

    1993-06-01

    Full Text Available Educational finance reforms and desegregation have both sought to address inequities in educational opportunities for minorities and low income families. The recent methods of addressing desegregation issues have tended to focus on attaining racial balance rather than educational quality, however. This paper explores how desegregation goals can be merged with educational finance reform to more systematically address educational quality in schools serving low income and minority populations. By moving toward centralized control over school financing, the inequity of school outcomes that are based on unequal school resources can be reduced. In addition, state determined expenditures when combined with desegregation monies, would meet the original intention of desegregation funds by clearly providing add-on monies for additional services for minority children, while at the same time, creating a better monitoring mechanism.

  17. INTERNASIONALISASI PENDIDIKAN TINGGI ISLAM MELALUI REALISASI THE GLOBAL GOALS BERBASIS MAQASHID SYARIAH

    Rosidin Rosidin

    2016-05-01

    Full Text Available The era of globalization is characterized by a shift in the concept of citizenship. From nation citizenship to global one. The implication is the need to reform Islamic education based on global standardization and Islamic values. The concrete form is the internationalization of Islamic education through the realization of the global goals based on maqashid sharia. The model established is the education that makes maqashid sharia as the core curriculum (model of comprehensive education, open to all parties to obtain or provide educational (emancipatory, ready to compete in the global competition (competitive, to cultivate the attitude of flexibility and open-minded towards each other (inclusive, cooperate with global citizens (collaborative and is able to bring actual change for the community (transformative.

  18. Globalization and Education

    Huma Imran Khan

    2014-06-01

    Full Text Available The concept of globalization has been introduced due to technical advancements that has made the world a global village. The world as is now has never been before; it is now a world where multicultural societies have developed, trade and transactions are made between countries, technology reaches every part of the world, and internet has connected every possible idea, opinion, person, and commodity with the rest of the world. In this world of globalization, education has taken a central role, as without education globalization cannot be germinated. Education is a national issue and as such, each country has its own educational policies that are emblems of that country's cultural values, belief system and historical realities. Nevertheless, the globalized world demands for multiculturalism, and commonalities amongst communities to be promoted so as to bring the world closer to accepting cultural diversities and celebrating commonalities. For these aims, educational institutions become institutions for promoting globalization by introducing various cultural and traditional beliefs to the new generation. Recently, globalization has become a popular subject of debate in national and international circiles. Globalization links individuals and institutions across the world through economic forces, digital technologies, and communication. It is moreover subjected to higher living standards, international affiliations, and multiple types of freedom. However, a major part of the world consists of under developed countries where technological advancements, communication, trade and commerce along with other economic activities are not enough to support them to be a part of the global society.

  19. Global Food Crisis and the Millennium Development Goals in Africa ...

    hunger/poverty, food security in the world has been deteriorating, especially in Sub-Saharan Africa. Amidst the slow pace of meeting the millennium goal of reducing poverty/hunger arises a serious challenging threat - the food crisis in the midst of the MDGs' efforts. It is on this premise that this paper examines the global ...

  20. Cities in the global South and the Sustainable Development Goals

    Sustainable development recently topped the global agenda again when, on 25 September 2015, the UN adopted the 17 Sustainable Development Goals (SDG), including SDG 11 on cities: 'Make cities inclusive, safe, resilient and sustainable.' Though heralded with pomp and pageantry, in reality the relevance of cities to ...

  1. New initiative to further global sustainable development goals in ...

    2016-03-17

    Mar 17, 2016 ... Representatives from some 60 think tanks met in November 2015 in Geneva to discuss how to further global objectives in health. ... Read the first submission, Accelerating achievement of the sustainable development goals, co-authored by the Graduate Institute, IDRC, the Harvard School of Public Health, ...

  2. Educating Tourists for Global Citizenship

    Phi, Giang; Whitford, Michelle; Dredge, Dianne

    2017-01-01

    Ethical tourism initiatives have increasingly been framed as tools to educate tourists about global citizenship (GC), yet it is unclear how these initiatives are conceptualised, planned and implemented by tourism providers. This paper focuses on a form of ethical tourism known as microfinance...... tourism (MFT). It critically explores MFT providers’ perspectives on what constitutes the goals of educating tourists about GC and how MFT can be designed and implemented to achieve these goals. The study adopted a qualitative approach utilising in-depth interviews with twelve key informants from six MFT......’ perspectives pertaining to GC, the effect diversity has on the design of tourism initiatives, and the resultant outcomes of GC education utilising ethical tourism....

  3. Globalization and Science Education

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2013-06-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  4. Setting Goals for Achievement in Physical Education Settings

    Baghurst, Timothy; Tapps, Tyler; Kensinger, Weston

    2015-01-01

    Goal setting has been shown to improve student performance, motivation, and task completion in academic settings. Although goal setting is utilized by many education professionals to help students set realistic and proper goals, physical educators may not be using goal setting effectively. Without incorporating all three types of goals and…

  5. Goal setting education and counseling practices of diabetes educators.

    Malemute, Charlene L; Shultz, Jill Armstrong; Ballejos, Miriam; Butkus, Sue; Early, Kathaleen Briggs

    2011-01-01

    The purpose of this study was to identify goal setting education practices used by diabetes educators working with type 2 diabetes patients. Data were collected by a mail questionnaire with 179 diabetes educators purposively selected from the 2008 American Association of Diabetes Educators membership listing. Many diabetes educators (52%) reported that more than 75% of their patients set goals for diabetes control. Independent factor patterns for the frequency of information collected from the patient for the first diabetes education session showed that educators either focused on patients' self-management practices (exercise and dietary practices, knowledge, and social impacts of diabetes) or issues with learning about self-management, such as understanding the patient's learning style and motivation for managing diabetes. Factor patterns overall showed diverse approaches to working with patients, including strategies used with patients struggling with dietary goals and the importance of tasks to complete during the first patient session. Although most educators reported practices that were largely patient centered as promoted by the American Diabetes Association (ADA) and models of chronic disease management, patterns of practice suggest that diabetes educators vary considerably in how they apply education practices, especially with dietary self-management education.

  6. Sustainable Development Goals for Monitoring Action to Improve Global Health.

    Cesario, Sandra K

    2016-01-01

    Women and children compose the largest segment of the more than 1 billion people worldwide who are unable to access needed health care services. To address this and other global health issues, the United Nations brought together world leaders to address growing health inequities, first by establishing the Millennium Development Goals in 2000 and more recently establishing Sustainable Development Goals, which are an intergovernmental set of 17 goals consisting of 169 targets with 304 indicators to measure compliance; they were designed to be applicable to all countries. Goal number 3, "Good Health and Well-Being: Ensure Heathy Lives and Promote Well-Being for All at All Ages," includes targets to improve the health of women and newborns. © 2016 AWHONN, the Association of Women’s Health, Obstetric and Neonatal Nurses.

  7. The Globalization of Science Education

    Deboer, George

    2012-02-01

    Standards-based science education, with its emphasis on clearly stated goals, performance monitoring, and accountability, is rapidly becoming a key part of how science education is being viewed around the world. Standards-based testing within countries is being used to determine the effectiveness of a country's educational system, and international testing programs such as PISA and TIMSS enable countries to compare their students to a common standard and to each other. The raising of standards and the competition among countries is driven in part by a belief that economic success depends on a citizenry that is knowledgeable about science and technology. In this talk, I consider the question of whether it is prudent to begin conversations about what an international standards document for global citizenship in science education might look like. I examine current practices to show the areas of international agreement and the significant differences that still exist, and I conclude with a recommendation that such conversations should begin, with the goal of laying out the knowledge and competencies that international citizens should have that also gives space to individual countries to pursue goals that are unique to their own setting.

  8. GLOBALIZATION, COMMUNICATION, EDUCATION

    Monica Condruz-Bacescu

    2018-03-01

    Full Text Available The paper focuses on the issues of globalization, communication and education. Globalization has become the fundamental theme of political discourse, through its economic dimension, namely by opening up the economic markets in search of new stability points of contemporary developed capitalism; a phenomenon that has led to the free movement of labor, thus involving the social dimension, the circle being closed with the educational dimension because the individual, regardless of the cultural context in which he/she lives, needs training. The global economy cannot be conceived without international communication, which has become a premise of economic success in recent decades. Such communication on which the economic partnerships and multinational organizations are based presupposes an accurate perception and interpretation of the different cultures other than those in which the economic activity takes place and a permanent negotiation of the symbols and reference systems. Education undoubtedly plays an important role in any attempt to address communication networks in these moments of explosive development, networks that mediate communication between people and can thereby help to bring them closer together. Education must directly follow the transformations and new requirements in order to support future changes and professional training. In this direction, education will have as an educational purpose the development of the consciousness of the links between the different components and participants, regardless of the geographic area in which they operate, and on this basis the building of the partnership. Education needs to efficiently and extensively convey that knowledge and information adapted to the new civilization of globalization that does not overwhelm but contribute to the development of people at individual and community level. It must also trace the transformations of the new world that is constantly moving, and at the same time

  9. Sustainable development goals as the basis of university management towards global competitiveness

    Utama, Yos Johan; Ambariyanto, Ambariyanto; Zainuri, Muhammad; Darsono, Darsono; Setyono, Budi; Widowati; Purnomo Putro, Sapto

    2018-05-01

    Sustainable Development Goals are international agreements of many countries under UN initiation that have certain goals and targets. Achieving these goals and targets of the SDG requires a broad and focused effort from various sectors including higher education. Some of the goals associated with higher education are education, sanitation, innovation and global partnership. Given that higher education is one of the main drivers of the progress of a country, it gives university opportunities to play a bigger role. In addition, the rapid development and changes that occur today also require universities to respond quickly and appropriately. This can be done by developing university management based on the principle of SDG. This paper provides a brief description of the strategies that higher education institutions can take, particularly in responding to the changing world and in achieving the target of the SDGs. Five strategis for the university to encourage faster achievement of the targeted SDGs are proposed, i.e. Improvement of higher education quality, improvement of higher education equity, improvement of sanitarian and environment, improvement of research and innovation, and global partnership.

  10. Education Service Contracting in the Philippines: Human Rights as Trumps, Goals, or Policy Talk?

    Baum, Donald R.

    2012-01-01

    In recent years, the goals and purposes of education within the international development discourse have shifted significantly away from education for productivity or human capital development and towards education for the fulfillment of the individual through human rights. The current global education climate provides governments with an…

  11. Achievement goals, social goals, and motivational regulations in physical education settings.

    Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

    2011-02-01

    This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

  12. Measuring Global Water Security Towards Sustainable Development Goals

    Gain, Animesh K.; Giupponi, Carlo; Wada, Yoshihide

    2016-01-01

    Water plays an important role in underpinning equitable, stable and productive societies and ecosystems. Hence, United Nations recognized ensuring water security as one (Goal 6) of the seventeen sustainable development goals (SDGs). Many international river basins are likely to experience 'low water security' over the coming decades. Water security is rooted not only in the physical availability of freshwater resources relative to water demand, but also on social and economic factors (e.g. sound water planning and management approaches, institutional capacity to provide water services, sustainable economic policies). Until recently, advanced tools and methods are available for the assessment of water scarcity. However, quantitative and integrated-physical and socio-economic-approaches for spatial analysis of water security at global level are not available yet. In this study, we present a spatial multi-criteria analysis framework to provide a global assessment of water security. The selected indicators are based on Goal 6 of SDGs. The term 'security' is conceptualized as a function of 'availability', 'accessibility to services', 'safety and quality', and 'management'. The proposed global water security index (GWSI) is calculated by aggregating indicator values on a pixel-by-pixel basis, using the ordered weighted average method, which allows for the exploration of the sensitivity of final maps to different attitudes of hypothetical policy makers. Our assessment suggests that countries of Africa, South Asia and Middle East experience very low water security. Other areas of high water scarcity, such as some parts of United States, Australia and Southern Europe, show better GWSI values, due to good performance of management, safety and quality, and accessibility. The GWSI maps show the areas of the world in which integrated strategies are needed to achieve water related targets of the SDGs particularly in the African and Asian continents.

  13. Measuring global water security towards sustainable development goals

    Gain, Animesh K.; Giupponi, Carlo; Wada, Yoshihide

    2016-12-01

    Water plays an important role in underpinning equitable, stable and productive societies and ecosystems. Hence, United Nations recognized ensuring water security as one (Goal 6) of the seventeen sustainable development goals (SDGs). Many international river basins are likely to experience ‘low water security’ over the coming decades. Water security is rooted not only in the physical availability of freshwater resources relative to water demand, but also on social and economic factors (e.g. sound water planning and management approaches, institutional capacity to provide water services, sustainable economic policies). Until recently, advanced tools and methods are available for the assessment of water scarcity. However, quantitative and integrated—physical and socio-economic—approaches for spatial analysis of water security at global level are not available yet. In this study, we present a spatial multi-criteria analysis framework to provide a global assessment of water security. The selected indicators are based on Goal 6 of SDGs. The term ‘security’ is conceptualized as a function of ‘availability’, ‘accessibility to services’, ‘safety and quality’, and ‘management’. The proposed global water security index (GWSI) is calculated by aggregating indicator values on a pixel-by-pixel basis, using the ordered weighted average method, which allows for the exploration of the sensitivity of final maps to different attitudes of hypothetical policy makers. Our assessment suggests that countries of Africa, South Asia and Middle East experience very low water security. Other areas of high water scarcity, such as some parts of United States, Australia and Southern Europe, show better GWSI values, due to good performance of management, safety and quality, and accessibility. The GWSI maps show the areas of the world in which integrated strategies are needed to achieve water related targets of the SDGs particularly in the African and Asian continents.

  14. Squaring the circle: health as a bridge to global solidarity in the Sustainable Development Goals.

    Williams, B; Taylor, S

    2017-05-01

    The Sustainable Development Goals (SDGs), launched in September 2015 to follow on from the Millennium Development Goals, require action by all countries. The new goals range from traditional areas of health and education to a newer focus on global trade and environmental protection. We discuss how all countries can be incentivised to engage and commit and argue that thoughtful target-setting and benchmarking, a more aggressive focus on equity and an emphasis on the interdependence of health and non-health development goals are key to meaningful progress. Fundamental shared values and aspirations around health, and in particular child health, within SDG3 may, we argue, offer a platform on which to build genuine global solidarity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  15. Seven Global Goals. 2013 annual report, Southwestern Power Administration

    none,

    2014-09-01

    For over 70 years, Southwestern has marketed and delivered reliable, renewable, and affordable hydropower, partnering with Federal power stakeholders and others in the industry to make sure the lights stay on. This kind of effective, efficient, and cost conscious operation is made possible only by hard work and dedication. Southwestern employees work individually and as a team to meet seven comprehensive agency goals that touch on all aspects of the agency’s operations. Dubbed the “Seven Global Goals” by Administrator Chris Turner, these objectives identify specific, measurable targets that support Southwestern’s mission and reinforce its responsibilities toward its customers and the Nation.

  16. ONE FINANCIAL REPORTING GLOBAL LANGUAGE: THE ULTIMATE GOAL?

    Amelia Limijaya

    2017-05-01

    Full Text Available This article aims to analyse the extent to which international accounting standards is applied and whether it is the ultimate goal. Up until the end of 2016, approximately there are 84% of the 149 jurisdictions analysed which require IFRS for all or most domestic publicly accountable entities. This may indicate that we are not that much further from having a single set of globally-accepted accounting standards. However, there is more to financial reporting than just accounting standards alone, such as the political aspect of accounting standard-setting, translation issues surrounding IFRS adoption, the US position and the complexity of financial reporting. Improving financial reporting quality needs more than just having global accounting standards, rather, it is also essential to consider the preparers’ incentives and other institutions surrounding the firm. Stakeholders need to broaden the perspective when viewing financial reporting, so that it will not be focused merely on accounting standards alone.

  17. Goal Conflict and Goal Commitment among Campus Parking Administrators in Higher Education

    McKinney, David R.

    2014-01-01

    The purpose of this study was to determine the degree to which campus parking administrators in public higher education perceive they are experiencing goal conflict and the degree to which they differ in commitment to goals related to generating revenue and goals related to academics and service. The study also sought to determine the relationship…

  18. Interface between Global Education and Multicultural Education.

    Randall, Ruth E.; And Others

    Today global education and multicultural education are vital as all countries in the world face complex issues in economic, political, and social interdependence. This paper examines the interface between global education and multicultural education as a potential answer of how to prepare students for effective participation in a culturally…

  19. Global Journal of Educational Research

    Global Journal of Education Research is aimed at promoting research in all areas of ... curriculum development, educational technology, foundation, administration etc. ... Innovative practices in science education: a panacea for improving ...

  20. United Nations Sustainable Development Goals: Promoting Health and Well-Being through Physical Education Partnerships

    Lynch, Timothy

    2016-01-01

    This paper shares a health and wellbeing partnership, modelling implementation of physical education (PE) advocated by the United Nations (UN). The Sustainable Development Goals (SDGs) exemplifies global efforts towards equality, specifically Goal 3 and 4 address health and wellbeing. The purpose of this paper is to provide insights into cross…

  1. Inclusion, Learning Goals in Didactics and Education - Effects and Findings

    Bruun, Mette; Braüner, Ninna

    Abstract NERA 2017 Inclusion, Learning Goals in Didactics and Education – Effects and Findings Ninna V. Braüner, M.Ed general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, M.Ed.in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. Educators, directors of education etc. find inspiration in works by John Hattie and James Nottingham and visit schools in Ontario. Many Danish...... learning goals have of inclusion? How can practice be developed within these frames? We have both observed how students in complicated learning situations participate in education without learning goals and how the same students participate when the teacher has planned the education with learning goals. We...

  2. Decentralized Decision Making Toward Educational Goals.

    Monahan, William W.; Johnson, Homer M.

    This monograph provides guidelines to help those school districts considering a more decentralized form of management. The authors discuss the levels at which different types of decisions should be made, describe the changing nature of the educational environment, identify different centralization-decentralization models, and suggest a flexible…

  3. An Education Millennium Development Goal for Quality: Complexity and Democracy

    Barrett, Angeline M.

    2011-01-01

    A good quality education is inclusive, relevant and democratic. Of these three characteristics, the author contends that democratic is the most fundamental and underpins the other two. Education can only truly be inclusive and relevant if its goals are continuously the subject of open democratic debate, since education is a value-based,…

  4. Open Education and the Sustainable Development Goals: Making Change Happen

    Lane, Andy

    2017-01-01

    Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Open education, in the form of resources and…

  5. Global Governance, Educational Change

    Mundy, Karen

    2007-01-01

    In the last half decade, a rising literature has focused on the idea that processes of economic, political and social globalization require analysis in terms of governance at the global level. It is argued in this article that emerging forms of global governance have produced significant challenges to conventional conceptions of international…

  6. Measuring global water security towards sustainable development goals

    Wada, Y.|info:eu-repo/dai/nl/341387819; Gain, A.K.; Giupponi, C.

    2016-01-01

    Water plays an important role in underpinning equitable, stable and productive societies and ecosystems. Hence, United Nations recognized ensuring water security as one (Goal 6) of the seventeen sustainable development goals(SDGs). Many international river basins are likely to experience ‘low water

  7. Higher Education in the Sustainable Development Goals Framework

    Owens, Taya Louise

    2017-01-01

    Agenda 2030 for sustainable development focuses attention on lifelong learning opportunities for all. The new targets expand on their predecessors, the Millennial Development Goals, by both widening and deepening the scope of system-wide quality education systems. Whilst the Millennial Development Goals focused attention on universal primary…

  8. A Commentary on Education and Sustainable Development Goals

    Sterling, Stephen

    2016-01-01

    The Sustainable Development Goals (SDGs) are viewed in the context of Johan Rockström's work on planetary boundaries at the Stockholm Resilience Centre. This work sets a double challenge to educational policy and practice: to embrace and help achieve the Goals, but also to work towards a deeper change in consciousness which can reconcile people…

  9. Goal Development Practices of Physical Therapists Working in Educational Environments.

    Wynarczuk, Kimberly D; Chiarello, Lisa A; Gohrband, Catherine L

    2017-11-01

    The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.

  10. A Comparison of the Goals of Studio Professors Conducting Critiques and Art Education Goals for Teaching Criticism.

    Barrett, Terry

    1988-01-01

    Compares stated goals of studio art course professors for teaching of criticism and the goals stated in art education literature of art teacher taught criticism. States that these goals are in conflict, therefore, future art teachers are being guided by goals for criticism that are not in accord with the goals set forth in their study of art…

  11. Goals for Educating Residents in the Use of Blood Components.

    Eisenstaedt, Richard S.; Glanz, Karen

    1988-01-01

    Medical care evaluation studies suggest that doctors often do not use blood resources appropriately and key educational objectives in the field are not being met. The Delphi method was used to achieve a consensus opinion among transfusion medicine educators to determine goals and objectives. (MLW)

  12. Deep Learning in Distance Education: Are We Achieving the Goal?

    Shearer, Rick L.; Gregg, Andrea; Joo, K. P.

    2015-01-01

    As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…

  13. A Structure for Population Education: Goals, Generalizations, and Behavioral Objectives.

    Lane, Mary Turner; Wileman, Ralph E.

    This book is written to assist anyone who wants to learn about, teach, or plan curricula for population education. A structure is provided that educators can use for first graders or for high school students. Chapter 1 identifies the population phenomenon and the need to study it. Chapter 2 gives the elements of the structure: goals,…

  14. Cities in the global South and the Sustainable Development Goals

    reality the relevance of cities to global development is hardly new. ... senior diplomats, academia, top local and international business executives, ..... Most challenges in Ghana today—ranging from the over-a-decade-long conflict between the.

  15. Learning Goals in Didactics and Education, Inclusion and Social Mobility

    Bruun, Mette; Braüner, Ninna

    2017-01-01

    Abstract NERA 2016 Learning Goals in Didactics and Education, Inclusion, Social Mobility Ninna V. Braüner, master in general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, master in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. In Denmark the Inclusion Act was passed in 2012 and a new school act in 2014. Several pupils with special needs are included in the school...... pupils. Even the social mobility will increase. In our project we want to discuss the hypothesis mentioned above. Which advantages and disadvantages have effective learning goals of inclusion? How can practice be developed within these frames? Teachers, educators, directors of education etc. find...

  16. The Global Movement for Human Rights Education

    Nancy Flowers

    2015-10-01

    Full Text Available An overview of the global movement for human rights education (HRE, its impetus, challenges, and contrasting developments in different regions of the world, focusing especially on Latin America, the Philippines, South Africa, the Middle East, and Europe. Seeks to put HRE in the USA into an international perspective, as well as to show the variety of goals that inspire HRE and how methodologies have evolved to meet specific regional and political cultures and needs.

  17. Globalization and Teacher Education

    Flinders, David J.

    2009-01-01

    Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…

  18. Global Distance Education

    McPhee, Wendy; Nøhr, Christian

    2003-01-01

    In today’s ever changing and developing world many academics are now considering, discussing,debating and planning a working model for the delivery of education across international educational institutions. Whilst this can be a challenging, stimulating, exciting but often daunting process...

  19. Implementation of U.S. Global Goals: Continental Integration Context

    Yaroslava Stolyarchuk

    2013-02-01

    Full Text Available The article provides efficiency assessment regarding existing mechanisms of the U.S. national interests’ implementation at the global level in terms of international competition aggravation and formation of the new global economic competition centers. Based on comparative analysis of the leverage for U.S. leadership in global competition it has been proven that currently the highest efficiency is demonstrated by the integration strategies of the USA in Latin America focused on maximizing implementation of the economic interests of U.S. transnational corporations in the region. It has been proven that the observed profound asymmetries regarding socio-economic development of the North and Latin America countries objectively requires implementation of the effective institutional mechanisms for leveling the negative effects generated by the trade and investment liberalization processes.

  20. Explore the World with a Global Education Curriculum

    Julie Tritz

    2012-12-01

    Full Text Available Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.

  1. Educators of Educators: Their Goals, Perceptions and Practices

    Ben-Peretz, Miriam; Kleeman, Sara; Reichenberg, Rivka; Shimoni, Sarah

    2010-01-01

    Teacher educators prepare future teachers, and their own professional development is essential for successful teaching and learning in schools. Our study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing…

  2. Balancing individual and organizational goals in global talent management : A mutual-benefits perspective

    Farndale, E.; Pai, A.; Sparrow, P.; Scullion, H.

    2014-01-01

    Drawing from the talent management and global mobility literatures, there is simultaneous pressure to address both organizational goals to place talent internationally, and individual goals of self-initiated expatriation. This raises important questions for the future of global talent management

  3. LGBTQ Educators: Global Inequities

    Kahn, Michele

    2013-01-01

    The following paper argues that lesbian, gay, bisexual, transgender and questioning (LGBTQ) educators must have the option to come out in a safe and welcoming environment and until this is possible, equity for LGBTQ students will not be achieved. First the author frames the issue from a human rights perspective, followed by a review of the global…

  4. College Students' Perspectives, Goals, and Strategies in Sport Education

    Sinelnikov, Oleg A.; Hastie, Peter A.

    2012-01-01

    We examined the perspective, goals, and strategies of students enrolled in collegiate physical education courses. Our aim was to determine the extent to which a model developed by Allen (1986) describing student-social systems in high schools would approximate those in a collegiate setting. Forty-six students from two elective volleyball classes…

  5. Food-safety educational goals for dietetics and hospitality students.

    Scheule, B

    2000-08-01

    To identify food-safety educational goals for dietetics and hospitality management students. Written questionnaires were used to identify educational goals and the most important food safety competencies for entry-level dietitians and foodservice managers. The sample included all directors of didactic programs in dietetics approved by the American Dietetic Association and baccalaureate-degree hospitality programs with membership in the Council on Hotel, Restaurant, and Institutional Education. Fifty-one percent of the directors responded. Descriptive statistics were calculated. chi 2 analysis and independent t tests were used to compare educators' responses for discrete and continuous variables, respectively. Exploratory factor analysis grouped statements about food safety competence. Internal consistency of factors was measured using Cronbach alpha. Thirty-four percent of dietetics programs and 70% of hospitality programs required or offered food safety certification. Dietetics educators reported multiple courses with food safety information, whereas hospitality educators identified 1 or 2 courses. In general, the educators rated food-safety competencies as very important or essential. Concepts related to Hazard Analysis and Critical Control Points (HAACP), irradiation, and pasteurization were rated less highly, compared with other items. Competencies related to reasons for outbreaks of foodborne illness were rated as most important. Food safety certification of dietitians and an increased emphasis on HAACP at the undergraduate level or during the practice component are suggested. Research is recommended to assess the level of food-safety competence expected by employers of entry-level dietitians and foodservice managers.

  6. Cross Roads, Wrong Tracks, or New Goals in Globalized Europe?

    Zoltán Suti

    2015-10-01

    Full Text Available A variety of motivations are needed to make people move house but, an even more profound determination is necessary to leave one’s home country. It is not simple to replant an old walnut tree but, sometimes, owing to the fertile soil and the new, favourable environment, replanting can bring richer harvest. True, in the 21st century the continuously changing and, at times, revolting Europe is opening up for new migrants. Yet, a modern-age adventure-seeking Ulysses has to face many challenges; the Great Unknown might hide good and bad as well, meaning, that the migrants’ knowledge and experience is often not enough: they often need much luck to succeed, too. In a globalized European Union migration processes are organic parts of life but, due to the intensifying nature of the trend a sensitive question needs to be asked from time to time. Is migration a chance or a danger? In consumer societies interpersonal relationships transform lifestyle, as well as people’s opinion concerning social mobility. Thus original social roots are being torn off, traditional relationships are fading and this is how a phenomenon called chameleon migration is established. As a result of the formerly mentioned processes temporary migration of work force is replaced by a new type of migration, aimed at uniting families. Thus the question inevitably arises: who stays at home and how do they cope?

  7. Global child health: challenges and goals in the 1990s.

    Reid, R S

    1994-01-01

    The UNICEF message to the pediatricians and child health experts attending the Regional Pediatric Congress of the Union of National Pediatric Societies of Turkish Republics is that the way children are conceptualized in the development process has a major impact on poverty. UNICEF argues that human resource development is the safest way out of population pressure, vanishing forests, and despoiled rivers. Thailand, South Korea, Taiwan, and Singapore are examples of countries that "sacrificed, deferred consumer gratification of the elites, and disciplined themselves" in order to provide better care for their children in terms of good nutrition, good health care, and rigorous primary and secondary education for all children. Family planning was available to all parents. The emphasis was on hygiene, immunization, clean water supplies, and sanitation. Lower infant and child mortality created confidence in child survival and parental willingness to have fewer children. The working population is healthier due to the state nutrition programs and a better skilled labor force due to education and training. These countries are no longer underdeveloped because of the priority on children for over a generation and a half. Robert Heilbroner has described this strategy for development as based on social development, human development, and protection of children aged under 5 years. The Alma Ata conference in 1976 was instrumental in focusing on the health of the child by setting a standard of health for all by the year 2000. Many countries are moving in the direction proposed in these agendas. The result has been a 33% reduction in child mortality within 10 years and greater immunization in some developing countries than in Europe and North America. Immunization rates in Ankara, Turkey; Calcutta, India; Lagos, Nigeria; and Mexico City are higher than in Washington, D.C. or New York City. The 1990 World Summit for Children found that the following rules are applicable to

  8. Are We Meeting the Goal of Responsible Environmental Behavior: An Examination of Nature and Environmental Education Center Goals.

    Simmons, Deborah A.

    1991-01-01

    Through two surveys of nature and environmental centers throughout the United States, the author compares the centers' expressed goals with the goals of environmental education. These goals were determined by an accepted behavior model that is considered conducive to environmentally responsible behavior. (17 references) (MCO)

  9. Integrating sustainability in the core business : From global goals to local application

    Frid, Gustav

    2016-01-01

    In 2016, the work towards a more sustainable world increased momentum when the new 17 Sustainable Development Goals (SDG) came into force. Now the SDGs will serve as a global agreement in the work towards ending all forms of poverty, fight inequality and tackle climate change for the next fifteen years. By using standardized Environmental Management Systems (EMS) together with global goals, the author aims on finding ways in how consultancy companies can develop their environmental and sustai...

  10. Lessons from Elsewhere?: Comparative Music Education in Times of Globalization

    Kertz-Welzel, Alexandra

    2015-01-01

    In recent years, comparative education and comparative music education became important fields of research. Due to globalization, but also to international student assessments, it is most common to compare the outcomes of entire school systems or specific subject areas. The main goal is to identify the most successful systems and their best…

  11. From smallpox eradication to contemporary global health initiatives: enhancing human capacity towards a global public health goal.

    Tarantola, Daniel; Foster, Stanley O

    2011-12-30

    The eradication of smallpox owes its success first and foremost to the thousands of lay health workers and community members who, throughout the campaign and across continents, took on the roles of advocates, educators, vaccinators, care providers and contributors to epidemic surveillance and containment. Bangladesh provides a good example where smallpox eradication and the capacity enhancement needed to achieve this goal resulted in a two-way mutually beneficial process. Smallpox-dedicated staff provided community members with information guidance, support and tools. In turn, communities not only created the enabling environment for smallpox program staff to perform their work but acquired the capacity to perform essential eradication tasks. Contemporary global health programmes can learn much from these core lessons including: the pivotal importance of supporting community aspirations, capacity and resilience; the critical need to enhance commitment, capacity and accountability across the workforce; and the high value of attentive human resources management and support. We owe to subsequent global disease control, elimination and eradication ventures recognition of the need for social and behavioural science to inform public health strategies; the essential roles that civil society organizations and public-private partnerships can play in public health discourse and action; the overall necessity of investing in broad-based health system strengthening; and the utility of applying human rights principles, norms and standards to public health policy and practice. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

  12. Multicultural education, pragmatism, and the goals of science teaching

    El-Hani, Charbel Niño; Mortimer, Eduardo Fleury

    2007-07-01

    In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving's epistemological pluralism, pragmatist philosophies, Southerland's defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for "inclusion" of students' culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of "science" so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students' worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to

  13. MODERNIZATION OF HIGHER EDUCATION IN RUSSIA: DIVERGENCE BETWEEN THE GOAL AND RESULTS

    Kofanov Sergey Viktorovich

    2012-12-01

    Meanwhile, Russian higher education needs reforms. Globalization has intensified competition in the market of educational services. In this connection, the international educational community is searching for a more effective educational policy and a transition to flexible high-tech knowledge delivery systems. The Bologna process is designated to attain these objectives. Any failure to upgrade the system of higher education means its further isolation and a smaller share of the global educational market. Globalization and free assimilation of the above principles by the domestic market would be disastrous for the system of education and the country as a whole. The author agrees with the representatives of the teaching community that the above process is nothing more than survival and adaptation to the ongoing changes in the social and political reality. However there is an obvious inconsistency in the implementation of the planned actions. The reform was developed by a narrow range of officials and it was not accompanied by any extensive public discussions or thorough scientific examinations. Lack of any constructive dialogue between the government and the teaching community and a blind imitation of the Western educational pattern accompanied by underfunding make this reform inefficient, give rise to multiple problems and make the goal of the reform unattainable.

  14. Global commitments and China's endeavors to promote health and achieve sustainable development goals.

    Tan, Xiaodong; Wu, Qian; Shao, Haiyan

    2018-04-12

    With its immense population and as the largest developing country in the world, China has made remarkable achievements in health promotion at a relatively low cost. However, China is still faced with challenges such as changes of disease spectrum, the coming era of an aging society, and the risk of environmental pollution. On October 25, 2016, China formally passed the blueprint of "Healthy China 2030," working towards the national goal of reaching a health standard on par with developed countries by 2030, which was also a response to realize the 2030 United Nations Sustainable Development Goals. "Healthy China 2030" is comprised of 29 chapters that cover five health areas. China is sparing no effort to transfer from being merely the most populous country, to becoming a leading nation in health education. In "Healthy China 2030," collaborated construction and resource sharing were clearly stated as the core strategy. A shift in concentration towards coordinated development of health-based economy from a previous pursuit of rapid economic growth was also underlined. There are also several major issues, such as severely aging population, the burden of chronic diseases, the insufficiency of health expenditure, and the great demand on health protection, waiting to be dealt with during the implementation process of "Healthy China 2030". "Healthy China 2030" is a momentous move to enhance public health, which is also a response to the global commitments. We also need to rethink our approach to reach the living standards and maintain a better environment.

  15. An Instructional Development Model for Global Organizations: The GOaL Model.

    Hara, Noriko; Schwen, Thomas M.

    1999-01-01

    Presents an instructional development model, GOaL (Global Organization Localization), for use by global organizations. Topics include gaps in language, culture, and needs; decentralized processes; collaborative efforts; predetermined content; multiple perspectives; needs negotiation; learning within context; just-in-time training; and bilingual…

  16. The Sustainable Development Goals: An Experience on Higher Education

    Bárbara Crespo

    2017-08-01

    Full Text Available Sustainable development is acquiring high attendance in higher education. In fact, one of the targets for the Sustainable Development Goals announced by the United Nations in September 2015 aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, thorough education on sustainable development. The current study focuses on the evaluation of individual works based on the sustainable development suggested to students in a subject of the Master’s of Thermal Engineering at the University of Vigo. In addition, a sustainable holistic rubric is presented, which was used to analyze the ability of the students to incorporate sustainability principles in their work. The rubric was based on the 17 Sustainable Development Goals and the associated targets of the United Nations, more specifically on the Goals 7, 8, 12, and 13. A total of 10 works were evaluated. As a general conclusion, it was found that the students generally do not consider or consider to a lower extent the economic criteria opposite to the environmental, technical, and social dimensions. The environmental sub-criterion were applied to a greater extent in the development of the works. However, the technical and social dimensions were included to a greater or lesser extent depending on the type of work developed.

  17. Global Education in Elementary Schools: An Overview

    Anderson, Charlotte J.; Anderson, Lee F.

    1977-01-01

    Discussion of elementary global education covers (1) the definition and meaning of global education and (2) its objectives to achieve student competence in perceiving individual involvement, making decisions, making judgments, and exercising influence. (ND)

  18. English Curriculum in Global Engineer Education Program

    Furuya, Okitsugu; Bright, Olga; Saika, Takashi

    The educational goal of the Faculty of Global Engineering (FGE) of the Kogakuin University is to prepare the graduates to be global engineers. The requirements for the global engineer are multifold; having the basic and advanced engineering knowledge together with the international communication skills and experiences. The curriculum at the Kogakuin University has been designed and developed over the last ten years. Among others, “Communication Skills for Global Engineers (CSGE) ” and “Engineering Clinic Program (ECP) ” play essential roles, the former providing the students with the communication skills and the latter engineering design skills. An impact on the students studying together with foreign students is so strong and immeasurable. The English they learned in Japan does not work as well as they thought it would, and the attitude of the foreign students toward studying they observe is a kind of “shocking” . The student who joined ECP abroad/CSGE abroad come back to Japan as a very inspired and different person, the first step becoming a global engineer. In this paper, various aspects of the program will be discussed with the problem areas to be further improved being identified.

  19. GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING

    Kip Cates

    1999-01-01

    Full Text Available This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education.

  20. Global health governance in the sustainable development goals: Is it grounded in the right to health?

    Van de Pas, Remco; Hill, Peter S; Hammonds, Rachel; Ooms, Gorik; Forman, Lisa; Waris, Attiya; Brolan, Claire E; McKee, Martin; Sridhar, Devi

    2017-01-01

    This paper explores the extent to which global health governance - in the context of the early implementation of the Sustainable Development Goals is grounded in the right to health. The essential components of the right to health in relation to global health are unpacked. Four essential functions of the global health system are assessed from a normative, rights-based, analysis on how each of these governance functions should operate. These essential functions are: the production of global public goods, the management of externalities across countries, the mobilization of global solidarity, and stewardship. The paper maps the current reality of global health governance now that the post-2015 Sustainable Development Goals are beginning to be implemented. In theory, the existing human rights legislation would enable the principles and basis for the global governance of health beyond the premise of the state. In practice, there is a governance gap between the human rights framework and practices in global health and development policies. This gap can be explained by the political determinants of health that shape the governance of these global policies. Current representations of the right to health in the Sustainable Development Goals are insufficient and superficial, because they do not explicitly link commitments or right to health discourse to binding treaty obligations for duty-bearing nation states or entitlements by people. If global health policy is to meaningfully contribute to the realization of the right to health and to rights based global health governance then future iterations of global health policy must bridge this gap. This includes scholarship and policy debate on the structure, politics, and agency to overcome existing global health injustices.

  1. Conceptualising Education Quality in Zambia: A Comparative Analysis across the Local, National and Global Discourses

    Lee, Jeongmin; Zuilkowski, Stephanie Simmons

    2017-01-01

    Building on the Education for All movement, the 2030 Agenda for Sustainable Development re-emphasises quality education as a discrete goal. Contextualising the discussion surrounding this goal in Zambia, this study examines how education quality is conceptualised by educational stakeholders at local, national, and global levels. Triangulating…

  2. Developing the "120 by 20" goal for the Global FP2020 Initiative.

    Brown, Win; Druce, Nel; Bunting, Julia; Radloff, Scott; Koroma, Desmond; Gupta, Srishti; Siems, Brian; Kerrigan, Monica; Kress, Dan; Darmstadt, Gary L

    2014-03-01

    This report describes the purpose for developing a quantitative goal for the London Summit on Family Planning held in July 2012, the methodology behind its formulation, and the lessons learned in the process. The London Summit has evolved into the global initiative known as FP2020, and the goal has become "120 by 20," or reaching 120 million additional users of modern contraceptive methods by 2020 in the world's poorest countries. The success of FP2020 will first be evaluated on the basis of quantitative verification to determine that the "120 by 20" goal was reached. More important, however, is the extent to which the goal today serves as a global rallying cry to mobilize resources and leadership around current family planning programs, with a focus on voluntary family planning and quality of care, and with an emphasis on meeting girls' and women's unmet needs and their right to practice contraception. We hope this article provides greater transparency and understanding of the FP2020 goal, and that the global goal spurs annual monitoring of progress toward national goals in the world's poorest countries. © 2014 The Population Council, Inc.

  3. Peace Education in Israel: An Educational Goal in the Test of Reality

    Vered, Soli

    2015-01-01

    Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel's state education goals, and would therefore be expected to have a significant place in Israel's educational policy in general and in response to peace moves that…

  4. Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting

    Kurth, Jennifer; Mastergeorge, Ann M.

    2010-01-01

    The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer…

  5. Exploring global recognition of quality midwifery education: Vision or fiction?

    Luyben, Ans; Barger, Mary; Avery, Melissa; Bharj, Kuldip Kaur; O'Connell, Rhona; Fleming, Valerie; Thompson, Joyce; Sherratt, Della

    2017-06-01

    Midwifery education is the foundation for preparing competent midwives to provide a high standard of safe, evidence-based care for women and their newborns. Global competencies and standards for midwifery education have been defined as benchmarks for establishing quality midwifery education and practice worldwide. However, wide variations in type and nature of midwifery education programs exist. To explore and discuss the opportunities and challenges of a global quality assurance process as a strategy to promote quality midwifery education. Accreditation and recognition as two examples of quality assurance processes in education are discussed. A global recognition process, with its opportunities and challenges, is explored from the perspective of four illustrative case studies from Ireland, Kosovo, Latin America and Bangladesh. The discussion highlights that the establishment of a global recognition process may assist in promoting quality of midwifery education programs world-wide, but cannot take the place of formal national accreditation. In addition, a recognition process will not be feasible for many institutions without additional resources, such as financial support or competent evaluators. In order to achieve quality midwifery education through a global recognition process the authors present 5 Essential Challenges for Quality Midwifery Education. Quality midwifery education is vital for establishing a competent workforce, and improving maternal and newborn health. Defining a global recognition process could be instrumental in moving toward this goal, but dealing with the identified challenges will be essential. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  6. Entrepreneurship as a goal and outcome of education

    Kačapor Sait Z.

    2012-01-01

    Full Text Available In our society, which aims at developing itself as a democratic society, and whose base is the market orientation of the economy and, as such, is striving for a place in the European community, education for entrepreneurship is becoming increasingly important. It assumes re-examination of the objective of education and embedding the most important postulates of entrepreneurship in it: entrepreneurial lifestyle, building entrepreneurial spirit, imagination, perseverance, consistency, positive attitude towards work, according to the results of legality and respect for the market. This does not mean reducing or reducing any component making the goal of education so far. Rather, it means only a supplement and improvement of pedagogically specific objective of education. Redefinition of education today is actual, not only in our country, and not only in neighboring countries but also in Europe as a whole. Reality of life shows that the primacy of entrepreneurial spirit, success in production and competitiveness in the market, from Europe, in which it was dominantly present, already has moved to the countries of the Far East countries and America, and that our country is in the race market orientation of foreign investing almost completely unprepared. In our social environment, this issue has a special and specific significance. Traces of the past including the most painful human suffering, persecution, exile, and destruction of material goods, are visible everywhere. An unfavorable economic position of young people is also obvious. About 40% of young people between 20-24 years of age and one-quarter of young people between 25 and 29 years old are unemployed. Young people who are employed work in unfavorable conditions … A large number of young people do not work in their field of expertise and have jobs that require lower qualifications than those they already possess. In Kosovo and Metohija, all these problems are multiplying, requiring the

  7. Problems with Global Education: Conceptual Contradictions

    Young, J. Melanie

    2010-01-01

    Global education is concerned with social justice and student empowerment. However, an understanding of the word global as merely international and/or intercultural may fail to challenge existing mechanistic and compartmentalized views of knowledge and curriculum. Such a global education limits students' agency and reproduces the very systems it…

  8. Moral Education in an Age of Globalization

    Noddings, Nel

    2010-01-01

    Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.

  9. Analysis of Globalization, the Planet and Education

    Tsegay, Samson Maekele

    2016-01-01

    Thorough the framework of theories analyzing globalization and education, this paper focuses on the intersection among globalization, the environment and education. This paper critically analyzes how globalization could affect environmental devastation, and explore the role of pedagogies that could foster planetary citizenship by exposing…

  10. Global health education in Swedish medical schools.

    Ehn, S; Agardh, A; Holmer, H; Krantz, G; Hagander, L

    2015-11-01

    Global health education is increasingly acknowledged as an opportunity for medical schools to prepare future practitioners for the broad health challenges of our time. The purpose of this study was to describe the evolution of global health education in Swedish medical schools and to assess students' perceived needs for such education. Data on global health education were collected from all medical faculties in Sweden for the years 2000-2013. In addition, 76% (439/577) of all Swedish medical students in their final semester answered a structured questionnaire. Global health education is offered at four of Sweden's seven medical schools, and most medical students have had no global health education. Medical students in their final semester consider themselves to lack knowledge and skills in areas such as the global burden of disease (51%), social determinants of health (52%), culture and health (60%), climate and health (62%), health promotion and disease prevention (66%), strategies for equal access to health care (69%) and global health care systems (72%). A significant association was found between self-assessed competence and the amount of global health education received (pcurriculum. Most Swedish medical students have had no global health education as part of their medical school curriculum. Expanded education in global health is sought after by medical students and could strengthen the professional development of future medical doctors in a wide range of topics important for practitioners in the global world of the twenty-first century. © 2015 the Nordic Societies of Public Health.

  11. Global Citizenship Education, Technology, and Being

    Gardner-McTaggart, Alexander; Palmer, Nicholas

    2018-01-01

    Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might…

  12. The Global Challenge for Accounting Education

    Helliar, Christine

    2013-01-01

    Accounting and education are both global phenomena, and there is thus an argument that accounting education should be consistent and comparable across the globe. However, accounting, and accounting education are all socially constructed and globally they have been influenced by their historical, social, economic, political and cultural contexts.…

  13. Global health goals: lessons from the worldwide effort to eradicate poliomyelitis.

    Aylward, R Bruce; Acharya, Arnab; England, Sarah; Agocs, Mary; Linkins, Jennifer

    2003-09-13

    The Global Polio Eradication Initiative was launched in 1988. Assessment of the politics, production, financing, and economics of this international effort has suggested six lessons that might be pertinent to the pursuit of other global health goals. First, such goals should be based on technically sound strategies with proven operational feasibility in a large geographical area. Second, before launching an initiative, an informed collective decision must be negotiated and agreed in an appropriate international forum to keep to a minimum long-term risks in financing and implementation. Third, if substantial community engagement is envisaged, efficient deployment of sufficient resources at that level necessitates a defined, time-limited input by the community within a properly managed partnership. Fourth, although the so-called fair-share concept is arguably the best way to finance such goals, its limitations must be recognised early and alternative strategies developed for settings where it does not work. Fifth, international health goals must be designed and pursued within existing health systems if they are to secure and sustain broad support. Finally, countries, regions, or populations most likely to delay the achievement of a global health goal should be identified at the outset to ensure provision of sufficient resources and attention. The greatest threats to poliomyelitis eradication are a financing gap of US 210 million dollars and difficulties in strategy implementation in at most five countries.

  14. Motivational Profiles as a Combination of Academic Goals in Higher Education

    Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J.

    2015-01-01

    The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…

  15. The Globalization of educational media

    Yngve Nordkvelle

    2009-11-01

    . Professor Arjun Appadurai, one of the world’s influential thinkers on globalization, says his way of thinking was deeply seated in his upbringing in Mumbai, India, in a multicultural setting, which expanded his mind in fruitful ways. Recently the movie “Slumdog Millionaire”, which was made in Mumbai, illustrated at least two of Appadurai’s major points: The technologies used are being used everywhere; and the media bring us all together in a joint community. Appadurai observes that new users may use technologies in ways never thought of, and even suggests than “Second Life” might become a tool for poor people to gain power and make their way out of poverty. He suggests that the use of communication technologies has the capacity of increasing our abilities to experience "The ethics of possibility": ways of thinking, feeling, and acting which expand the horizon of hope and imagination, and create an informed sense of citizenship, of critical and creative being in the world, - in honour of justice and human rights (Khazaleh 2008. This positive projection raises hope for the expanding use of technologies for lifelong learning around the world. Three keywords: creativity within constraints, intercultural communication and lifelong education bring this issue’s three contributions together. Creativity is the topic in the first article of this issue. Dr. Heidi Philipsen of the University of Southern Denmark asks what sparks off creativity for young filmmakers. Her topic of investigation is the use of “creative constraints”. Building on what looks like a Nordic, and in particular Danish tradition of creativity enhancement, offering students of filmmaking distinct frames or borders for the creativity process, has proven its feasibility over a number of years, Philipsen analyses the core ideas and principles of this tradition and takes a close look on how those principles succeed in other contexts of filmmaking. What does the use of constraints offer filmmakers? One

  16. Charting a Democratic Course for Global Citizenship Education: Research Directions and Current Challenges

    Myers, John P.

    2016-01-01

    This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role…

  17. Health Policy Brief: Global Mental Health and the United Nations' Sustainable Development Goals.

    Cratsley, Kelso; Mackey, Tim K

    2018-01-25

    Increased awareness of the importance of mental health for global health has led to a number of new initiatives, including influential policy instruments issued by the World Health Organization (WHO) and the United Nations (UN). This policy brief describes two WHO instruments, the Mental Health Action Plan for 2013-2020 (World Health Organization, 2013) and the Mental Health Atlas (World Health Organization, 2015), and presents a comparative analysis with the Sustainable Development Goals (SDGs) of the UN's 2030 Agenda for Sustainable Development (United Nations, 2015). The WHO's Action Plan calls for several specific objectives and targets, with a focus on improving global mental health governance and service coverage. In contrast, the UN's Sustainable Development Goals include only one goal specific to mental health, with a single indicator tracking suicide mortality rates. The discrepancy between the WHO and UN frameworks suggests a need for increased policy coherence. Improved global health governance can provide the basis for ensuring and accelerating progress in global mental health. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  18. Global AIDS Reporting-2001 to 2015: Lessons for Monitoring the Sustainable Development Goals.

    Alfvén, T; Erkkola, T; Ghys, P D; Padayachy, J; Warner-Smith, M; Rugg, D; de Lay, P

    2017-07-01

    Since 2001 the UNAIDS Secretariat has retained the responsibility for monitoring progress towards global commitments on HIV/AIDS. Key critical characteristics of the reporting system were assessed for the reporting period from 2004 to 2014 and analyses were undertaken of response rates and core indicator performance. Country submission rates ranged from 102 (53%) Member States in 2004 to 186 (96%) in 2012. There was great variance in response rates for specific indicators, with the highest response rates for treatment-related indicators. The Global AIDS reporting system has improved substantially over time and has provided key trend data on responses to the HIV epidemic, serving as the global accountability mechanism and providing reference data on the global AIDS response. It will be critical that reporting systems continue to evolve to support the monitoring of the Sustainable Development Goals, in view of ending the AIDS epidemic as a public health threat by 2030.

  19. Global Reproduction and Transformation of Science Education

    Tobin, Kenneth

    2011-01-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

  20. Social Class and Education: Global Perspectives

    Weis, Lois, Ed.; Dolby, Nadine, Ed.

    2012-01-01

    "Social Class and Education: Global Perspectives" is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of…

  1. Making Education Markets through Global Trade Agreements

    Robertson, Susan L.

    2017-01-01

    This paper uses the global trade negotiations and agreements, which include education sectors as potentially tradable services, to show the complex processes at work in making global education markets. Drawing on the work of Jens Beckert and others, I focus on the micro-processes of making capitalist orders and the challenges at hand in bringing…

  2. Tablet Technology to Monitor Physical Education IEP Goals and Benchmarks

    Lavay, Barry; Sakai, Joyce; Ortiz, Cris; Roth, Kristi

    2015-01-01

    The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

  3. Global Education Greenhouse: Constructing and Organizing Online Global Knowledge

    K. Kaun (Kaun); P.A. Arora (Payal)

    2010-01-01

    textabstractEducation, and the knowledge it generates, is seen as a means to effective participation in societies and economies that are affected by globalization (UNESCO). The United Nations Decade of Education for Sustainable Development (2005-2015) was declared by a Resolution of the General

  4. Goals and organisational structure of the movement for global mental health.

    Minas, Harry; Wright, Alexandra; Kakuma, Ritsuko

    2014-01-01

    The Movement for Global Mental Health (MGMH), established in 2008, is in a period of transition, as is the field of global mental health. The transfer of Secretariat functions from the Centre for International Mental Health to the Public Health Foundation of India was a suitable time to reflect on the goals of MGMH and on the form of organisational structure that would best serve the organisation in its efforts to achieve its goals. An online survey was sent to the 4,000 registered members of MGMH seeking the views of the membership on both the goals of MGMH and on the preferred form of organisational structure. There was near unanimous (95%) agreement with the MGMH goals as stated at the time of the survey. The current form of organisation of MGMH, a loose network of individuals and organisations registered through the MGMH website, was the least preferred (29.9%) form of organisation for the future of MGMH. More than two thirds (70.1%) of respondents would prefer a formal legal structure, with 60% of this group favouring a Charitable Organisation structure and 40% preferring an international Association structure. The response rate (7%) was too small and too skewed (predominantly academics and health professionals from high income countries) to allow any clear conclusions to be drawn from the survey. However, both the fact that responses were too few and skewed and the preferences expressed by respondents raise issues for careful consideration by the current MGMH Secretariat. The global mental health field and MGMH are in a time of transition. The move to the new secretariat is an opportunity for systematic consideration of the organisational structure and governance arrangements that will best serve the goals of MGMH.

  5. Beyond EFL : Globalizing Education in Japan

    Smith, Michael

    2017-01-01

    Current approaches to education are not providing students in Japan with the skills necessary to become global human resources. How can skills such as effective communication, problem solving, cultural awareness, and leadership, all necessary in a rapidly globalizing world, be developed and nurtured in Japan’s schools? National public education must begin to play a more prominent role in the development of these important global skills. This paper will describe first year university students’...

  6. Internationalization or globalization of higher education

    Rezaei, Habibolah; Yousefi, Alireza; Larijani, Bagher; Dehnavieh, Reza; Rezaei, Nima; Adibi, Peyman

    2018-01-01

    INTRODUCTION: Studies about globalization and internationalization demonstrate different attitudes in explaining these concepts. Since there is no consensus among Iranian specialists about these concepts, the purpose of this study is to explain the concepts of internationalization and globalization in Iran. MATERIALS AND METHODS: This study is a systematic review done in the first half of 2016. To explain the concept of globalization and internationalization, articles in Scientific Information D atabase, Magiran database, and Google Scholar were searched with the keywords such as globalization, scientific exchange, international cooperation, curriculum exchange, student exchange, faculty exchange, multinational cooperation, transnational cooperation, and collaborative research. Articles, used in this study, were in Persian and were devoted to internationalization and globalization between 2001 and 2016. The criterion of discarding the articles was duplicity. RESULTS: As many as 180 Persian articles were found on this topic. After discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the differences between globalization and internationalization. Definitions of globalization were categorized in four categories, including globalization, globalizing, globalization of higher education, and globalizing of higher education. Definitions about internationalization were categorized in five categories such as internationalization, internationalization of higher education, internationalization of the curriculum, internationalization of curriculum studies, and internationalization of curriculum profession. CONCLUSION: The spectrum of the globalization of higher education moves from dissonance and multipolarization to unification and single polarization of the world. One end of the spectrum, which is unification and single polarization of the world, is interpreted as globalization. The other side of the spectrum, which is dissonance and

  7. Internationalization or globalization of higher education.

    Rezaei, Habibolah; Yousefi, Alireza; Larijani, Bagher; Dehnavieh, Reza; Rezaei, Nima; Adibi, Peyman

    2018-01-01

    Studies about globalization and internationalization demonstrate different attitudes in explaining these concepts. Since there is no consensus among Iranian specialists about these concepts, the purpose of this study is to explain the concepts of internationalization and globalization in Iran. This study is a systematic review done in the first half of 2016. To explain the concept of globalization and internationalization, articles in Scientific Information D atabase, Magiran database, and Google Scholar were searched with the keywords such as globalization, scientific exchange, international cooperation, curriculum exchange, student exchange, faculty exchange, multinational cooperation, transnational cooperation, and collaborative research. Articles, used in this study, were in Persian and were devoted to internationalization and globalization between 2001 and 2016. The criterion of discarding the articles was duplicity. As many as 180 Persian articles were found on this topic. After discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the differences between globalization and internationalization. Definitions of globalization were categorized in four categories, including globalization, globalizing, globalization of higher education, and globalizing of higher education. Definitions about internationalization were categorized in five categories such as internationalization, internationalization of higher education, internationalization of the curriculum, internationalization of curriculum studies, and internationalization of curriculum profession. The spectrum of the globalization of higher education moves from dissonance and multipolarization to unification and single polarization of the world. One end of the spectrum, which is unification and single polarization of the world, is interpreted as globalization. The other side of the spectrum, which is dissonance and multipolarization, is interpreted as globalizing. The definition of

  8. Educating for Responsible Global Citizenship.

    Drake, Christine

    1987-01-01

    Discusses geographical illiteracy in the United States and the problems of inadequate international awareness and poor understanding of major global issues. Examines what citizens should know, why they should care, and what people should do about the lack of global knowledge. Presents a list of 57 references dealing with global issues. (GEA)

  9. The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

    Jansen, Amanda; Bartell, Tonya; Berk, Dawn

    2009-01-01

    In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

  10. Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

    Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

    2018-01-01

    Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

  11. Globalization And Education: Challenges And Opportunities

    Sadegh Bakhtiari; H. Shajar

    2011-01-01

    The impact of globalization on culture and educational system is a major concern. Some people saw it as a treat for traditional institutions such as the family and the school, another argument saw benefits in overturning traditional and developing modern attitudes. this paper will analysis the positive and negative impacts of globalization on education for developing countries. Effective education systems are the foundation of opportunities to lead a decent life. Ensuring that all children ha...

  12. Academic goals and learning quality in higher education students.

    Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca

    2009-05-01

    In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

  13. NASA NDATC Global Climate Change Education Initiative

    Bennett, B.; Wood, E.; Meyer, D.; Maynard, N.; Pandya, R. E.

    2009-12-01

    This project aligns with NASA’s Strategic Goal 3A - “Study Earth from space to advance scientific understanding and meet societal needs and focuses on funding from the GCCE Funding Category 2: Strengthen the Teaching and Learning About Global Climate Change Within Formal Education Systems. According to the Intergovernmental Panel on Climate Change Report (2007) those communities with the least amount of resources will be most vulnerable, and least likely to adapt to the impacts brought on by a changing climate. Further, the level of vulnerability of these communities is directly correlated with their ability to implement short, medium and long range mitigation measures. The North Dakota Association of Tribal Colleges (NDATC) has established a climate change education initiative among its six member Tribal Colleges and Universities (TCUs). The goal of this project is to enhance the TCUs capacity to educate their constituents on the science of climate change and mitigation strategies specifically as they apply to Indian Country. NDATC is comprised of six American Indian tribally chartered colleges (TCUs) which include: Cankdeska Cikana Community College, serving the Spirit Lake Dakota Nation; Fort Berthold Community College, serving the Mandan, Hidatsa, and Arikara Nation; Sitting Bull College, serving the Hunkpapa Lakota and Dakota Nation; Turtle Mountain Community College, serving the Turtle Mountain Band of Chippewa; Sisseton Wahpeton College serving the Sisseton and Wahpeton Dakota Nation, and United Tribes Technical College, serving over 70 Tribal groups from across the United States. The purpose of this project is to (1) increase awareness of climate change and its potential impacts in Indian Country through education for students, faculty and presidents of the TCUs as well as Tribal leadership; (2) increase the capacity of TCUs to respond to this global threat on behalf of tribal people; (3) develop climate change mitigation strategies relevant to Indian

  14. Digital Library Education: Global Trends and Issues

    Shem, Magaji

    2015-01-01

    The paper examines trends and issues in digital education programmes globally, drawing examples of developmental growth of Library Information Science (LIS), schools and digital education courses in North America, Britain, and Southern Asia, the slow growth of LIS schools and digital education in Nigeria and some countries in Africa and India. The…

  15. Globalization--Education and Management Agendas

    Cuadra-Montiel, Hector, Ed.

    2012-01-01

    Chapters in this book include: (1) Internationalization and Globalization in Higher Education (Douglas E. Mitchell and Selin Yildiz Nielsen); (2) Higher Educational Reform Values and the Dilemmas of Change: Challenging Secular Neo-Liberalism (James Campbell); (3) "Red Light" in Chile: Parents Participating as Consumers of Education Under…

  16. Global Citizenship Education for Mental Health Development

    Sheykhjan, Tohid Moradi

    2016-01-01

    It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared…

  17. Educating for adulthood or for citizenship: social competence as an educational goal

    ten Dam, G.; Volman, M.L.L.

    2007-01-01

    In this article we discuss the social competence students should acquire to participate in society in an adequate manner. The focus is on social competence as an educational goal and on the question of how to evaluate the efforts of schools in enhancing the social competence of their students.

  18. Global human capital: integrating education and population.

    Lutz, Wolfgang; KC, Samir

    2011-07-29

    Almost universally, women with higher levels of education have fewer children. Better education is associated with lower mortality, better health, and different migration patterns. Hence, the global population outlook depends greatly on further progress in education, particularly of young women. By 2050, the highest and lowest education scenarios--assuming identical education-specific fertility rates--result in world population sizes of 8.9 and 10.0 billion, respectively. Better education also matters for human development, including health, economic growth, and democracy. Existing methods of multi-state demography can quantitatively integrate education into standard demographic analysis, thus adding the "quality" dimension.

  19. Aligning Strategy with Sustainable Development Goals (SDGs: Process Scoping Diagram for Entrepreneurial Higher Education Institutions (HEIs

    Elena Fleacă

    2018-03-01

    Full Text Available Seeing that the prosperity of people and society is possible with the aid of sustained and inclusive economic growth of all countries and regions, the sustainable development of our world has gained the particular attention of a wide range of decisional factors; civil society, the business sector, and the scientific community. Education has a decisive impact on changes in the way that societies are coping with national, regional, and global challenges and opportunities brought by sustainable development. The paper addressed the lack of capacity of higher education institutions (HEIs to integrate the principles and practices of sustainable development into all aspects of education and learning, which hampers the capability to act as an entrepreneurial university. Embarking on the path of sustainable development goals (SDGs requires HEI to design, launch, implement, and customize specific processes architecture to govern the advance of the sustainability approach. The authors applied the process scoping diagram to capture and conceptualize the educational model needed to guide the HEI through the process of change in its daily operations. The SIPOC method (Supplier, Input, Process, Output, Customer was applied and with the aid of Visio software tool, the processes relationships were articulated and embedded in the educational model of HEI. Finally, the authors shared their views on the scalability of the model, which may be customized and harmonized in accordance with different HEI’s circumstances and priorities.

  20. Psychometric properties of the Global Operative Assessment of Laparoscopic Skills (GOALS) using item response theory.

    Watanabe, Yusuke; Madani, Amin; Ito, Yoichi M; Bilgic, Elif; McKendy, Katherine M; Feldman, Liane S; Fried, Gerald M; Vassiliou, Melina C

    2017-02-01

    The extent to which each item assessed using the Global Operative Assessment of Laparoscopic Skills (GOALS) contributes to the total score remains unknown. The purpose of this study was to evaluate the level of difficulty and discriminative ability of each of the 5 GOALS items using item response theory (IRT). A total of 396 GOALS assessments for a variety of laparoscopic procedures over a 12-year time period were included. Threshold parameters of item difficulty and discrimination power were estimated for each item using IRT. The higher slope parameters seen with "bimanual dexterity" and "efficiency" are indicative of greater discriminative ability than "depth perception", "tissue handling", and "autonomy". IRT psychometric analysis indicates that the 5 GOALS items do not demonstrate uniform difficulty and discriminative power, suggesting that they should not be scored equally. "Bimanual dexterity" and "efficiency" seem to have stronger discrimination. Weighted scores based on these findings could improve the accuracy of assessing individual laparoscopic skills. Copyright © 2016 Elsevier Inc. All rights reserved.

  1. A Randomized Trial of SMART Goal Enhanced Debriefing after Simulation to Promote Educational Actions

    Amish Aghera

    2017-12-01

    Full Text Available Introduction Goal setting is used in education to promote learning and performance. Debriefing after clinical scenario-based simulation is a well-established practice that provides learners a defined structure to review and improve performance. Our objective was to integrate formal learning goal generation, using the SMART framework (Specific, Measurable, Attainable, Realistic, and Time-bound, into standard debriefing processes (i.e., “SMART Goal Enhanced Debriefing” and subsequently measure the impact on the development of learning goals and execution of educational actions. Methods This was a prospective multicenter randomized controlled study of 80 emergency medicine residents at three academic hospitals comparing the effectiveness of SMART Goal Enhanced Debriefing to a standard debriefing. Residents were block randomized on a rolling basis following a simulation case. SMART Goal Enhanced Debriefing included five minutes of formal instruction on the development of SMART learning goals during the summary/application phase of the debrief. Outcome measures included the number of recalled learning goals, self-reported executed educational actions, and quality of each learning goal and educational action after a two-week follow-up period. Results The mean number of reported learning goals was similar in the standard debriefing group (mean 2.05 goals, SD 1.13, n=37 residents, and in the SMART Goal Enhanced Debriefing group (mean 1.93, SD 0.96, n=43, with no difference in learning goal quality. Residents receiving SMART Goal Enhanced Debriefing completed more educational actions on average (Control group actions completed 0.97 (SD 0.87, SMART debrief group 1.44 (SD 1.03 p=0.03. Conclusion The number and quality of learning goals reported by residents was not improved as a result of SMART Goal Enhanced Debriefing. Residents did, however, execute more educational actions, which is consistent with the overarching intent of any educational

  2. Development of a natural practice to adapt conservation goals to global change.

    Heller, Nicole E; Hobbs, Richard J

    2014-06-01

    Conservation goals at the start of the 21st century reflect a combination of contrasting ideas. Ideal nature is something that is historically intact but also futuristically flexible. Ideal nature is independent from humans, but also, because of the pervasiveness of human impacts, only able to reach expression through human management. These tensions emerge in current management rationales because scientists and managers are struggling to accommodate old and new scientific and cultural thinking, while also maintaining legal mandates from the past and commitments to preservation of individual species in particular places under the stresses of global change. Common management goals (such as integrity, wilderness, resilience), whether they are forward looking and focused on sustainability and change, or backward looking and focused on the persistence and restoration of historic states, tend to create essentialisms about how ecosystems should be. These essentialisms limit the options of managers to accommodate the dynamic, and often novel, response of ecosystems to global change. Essentialisms emerge because there is a tight conceptual coupling of place and historical species composition as an indicator of naturalness (e.g., normal, healthy, independent from humans). Given that change is increasingly the norm and ecosystems evolve in response, the focus on idealized ecosystem states is increasingly unwise and unattainable. To provide more open-ended goals, we propose greater attention be paid to the characteristics of management intervention. We suggest that the way we interact with other species in management and the extent to which those interactions reflect the interactions among other biotic organisms, and also reflect our conservation virtues (e.g., humility, respect), influences our ability to cultivate naturalness on the landscape. We call this goal a natural practice (NP) and propose it as a framework for prioritizing and formulating how, when, and where to

  3. Internationalizing business education for globally competent managers

    Kedia, Ben L.; Englis-Danskin, Paula

    2011-01-01

    The world is shrinking as developments in technology and transportation rapidly increase global opportunities and challenges for businesses. Furthermore, developing markets are becoming increasingly important, creating new challenges for managers. Business education must step in and prepare

  4. Incorporating global components into ethics education.

    Wang, George; Thompson, Russell G

    2013-03-01

    Ethics is central to science and engineering. Young engineers need to be grounded in how corporate social responsibility principles can be applied to engineering organizations to better serve the broader community. This is crucial in times of climate change and ecological challenges where the vulnerable can be impacted by engineering activities. Taking a global perspective in ethics education will help ensure that scientists and engineers can make a more substantial contribution to development throughout the world. This paper presents the importance of incorporating the global and cross culture components in the ethic education. The authors bring up a question to educators on ethics education in science and engineering in the globalized world, and its importance, necessity, and impendency. The paper presents several methods for discussion that can be used to identify the differences in ethics standards and practices in different countries; enhance the student's knowledge of ethics in a global arena.

  5. Schistosomiasis elimination strategies and potential role of a vaccine in achieving global health goals.

    Mo, Annie X; Agosti, Jan M; Walson, Judd L; Hall, B Fenton; Gordon, Lance

    2014-01-01

    In March 2013, the National Institute of Allergy and Infectious Diseases and the Bill and Melinda Gates Foundation co-sponsored a meeting entitled "Schistosomiasis Elimination Strategy and Potential Role of a Vaccine in Achieving Global Health Goals" to discuss the potential role of schistosomiasis vaccines and other tools in the context of schistosomiasis control and elimination strategies. It was concluded that although schistosomiasis elimination in some focal areas may be achievable through current mass drug administration programs, global control and elimination will face several significant scientific and operational challenges, and will require an integrated approach with other, additional interventions. These challenges include vector (snail) control; environmental modification; water, sanitation, and hygiene; and other future innovative tools such as vaccines. Defining a clear product development plan that reflects a vaccine strategy as complementary to the existing control programs to combat different forms of schistosomiasis will be important to develop a vaccine effectively.

  6. Positioning Global Education for the 1990s: Strategies for Higher Education.

    Scott, Robert A.

    All colleges and universities should be considering how they will incorporate global aspects of education and society into their curricula. The degree of program development will depend upon the goals and missions of each campus, but the programs should build from each campus' strength. The purpose of this paper is to discuss: (1) the principles…

  7. Contributions of national and global health estimates to monitoring health-related sustainable development goals.

    Bundhamcharoen, Kanitta; Limwattananon, Supon; Kusreesakul, Khanitta; Tangcharoensathien, Viroj

    2016-01-01

    The millennium development goals triggered an increased demand for data on child and maternal mortalities for monitoring progress. With the advent of the sustainable development goals and growing evidence of an epidemiological transition toward non-communicable diseases, policymakers need data on mortality and disease trends and distribution to inform effective policies and support monitoring progress. Where there are limited capacities to produce national health estimates (NHEs), global health estimates (GHEs) can fill gaps for global monitoring and comparisons. This paper discusses lessons learned from Thailand's burden of disease (BOD) study on capacity development on NHEs and discusses the contributions and limitations of GHEs in informing policies at the country level. Through training and technical support by external partners, capacities are gradually strengthened and institutionalized to enable regular updates of BOD at national and subnational levels. Initially, the quality of cause-of-death reporting in death certificates was inadequate, especially for deaths occurring in the community. Verbal autopsies were conducted, using domestic resources, to determine probable causes of deaths occurring in the community. This method helped to improve the estimation of years of life lost. Since the achievement of universal health coverage in 2002, the quality of clinical data on morbidities has also considerably improved. There are significant discrepancies between the Global Burden of Disease 2010 study estimates for Thailand and the 1999 nationally generated BOD, especially for years of life lost due to HIV/AIDS, and the ranking of priority diseases. National ownership of NHEs and an effective interface between researchers and decision-makers contribute to enhanced country policy responses, whereas subnational data are intended to be used by various subnational partners. Although GHEs contribute to benchmarking country achievement compared with global health

  8. Poor understanding? Challenges to Global Development Education

    John Buchanan

    2018-03-01

    Full Text Available As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

  9. Digital Storytelling for Transformative Global Citizenship Education

    Truong-White, Hoa; McLean, Lorna

    2015-01-01

    This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum…

  10. African Education and Globalization: Critical Perspectives

    Abdi, Ali A., Ed.; Puplampu, Korbla P., Ed.; Dei, George J. Sefa, Ed.

    2006-01-01

    Containing both theoretical discussions of globalization and specific case analyses of individual African countries, this collection of essays examines the intersections of African education and globalization with multiple analytical and geographical emphases and intentions. The 11 essays critically analyze the issues from historical, cultural,…

  11. A Global Approach to Foreign Language Education.

    Conner, Maurice W., Ed.

    The papers collected here are largely devoted to foreign language education as a means of increasing international and cross-cultural understanding. Titles include: (1) "Language Is the Medium, Culture Is the Message: Globalizing Foreign Languages" (Lorraine A. Strasheim); (2) "Cultural Understanding for Global Citizenship: An Inservice Model"…

  12. Nationalistic Education in a Global Society.

    Nelson, Jack L.

    The appropriateness of nationalistic education in the modern global society is questioned since nation-states may be superceded by supra-national or global structures. Schools provide a place for society to prepare younger generations to cherish and protect the interests of that society. Human history reflects this trend as it moves from parental…

  13. Unlocking the Secret of Global Education

    Tavangar, Homa Sabet

    2017-01-01

    Homa Sabet Tavangar is the author of "Growing Up Global: Raising Children to Be At Home in the World" (Random House, 2009) and "The Global Education Toolkit for Elementary Learners" (Sage/Corwin, 2014). She works with diverse schools, corporations, non-profits, and children's media on optimizing learning, empathy, inclusion,…

  14. Patient emancipation by health education: An impossible goal?

    Fahrenfort, M.

    The development of patient education in hospitals received its first impetus in the U.S. For this reason, countries like the Netherlands where these developments tend to lag behind a bit, look to U.S. hospitals and literature for guidance on how to proceed in this matter. Although patient education

  15. Educational Activities as a Means for Realizing Energy Polictical Goals

    Geertsen, Jette; Bredsdorff, Axel; Gydesen, Annette

    1996-01-01

    Aiming for an energywise and environmentally more sustainable development seems to imply a significant educational challenge in communicating approppriate knowledge and attitudes in a broad sense. A pilot study has been carried out on investigating the Danish educational systems for the age group...

  16. Asian American Educational Goals: Racial Barriers and Cultural Factors

    Chen, Yung-Lung; Fouad, Nadya A.

    2013-01-01

    Educational success among Asian American students has often been misunderstood as an occupational development separate from any experience of racism. However, several theorists have suggested that racial barriers in occupational mobility correlate with educational pursuits. Therefore, this research aims to examine the direct effect of perceived…

  17. Economy of education: National and global aspects

    Oksana Ishchenko-Padukova

    2017-12-01

    Full Text Available Our paper focuses on the national economy of education. We assume that under the current conditions of the globalized world, the economy of education reveals its two-fold nature: on the one hand, it represents an element of the national economic system, and on the other, it is also a structural component of the global education system. Therefore, national economy of education is shaped up by both internal and external factors represented by national and international influences. We analyze here the functional composition and the methods of legal regulation of the economy of education under the conditions and provisions of the global geopolitical transformations. In addition, we use the empirical model of returns to education for showing the factors that impact the employability of young graduates at the labor market. Our results confirm the importance of education for achieving higher levels of income, both nationally and internationally. Finally, we come to the conclusion that its target function consists of the global promotion of national education and consolidation of national competitive position within the world education space.

  18. Education as Transcultural Education: A Global Challenge

    Wulf, Christoph

    2010-01-01

    In all European countries, education has been related to nation building. It has contributed to the building of national identity, national consciousness and the development of a nation state. Since the Second World War and above all since the fall of the Berlin Wall, education in the European Union has also included a consideration of European…

  19. [The globalization of medical education].

    Stevens, Fred C J

    2013-01-01

    With reference to a recently published research article on the applicability and effectiveness of problem-based learning (PBL) in non-Western medical schools, this commentary explores the assumption that a set of shared values is the common denominator of the globalisation of medical education. The use and effectiveness of PBL are not isolated from the cultural and social structural context in which it is applied; critical differences in values and in views on education underlie what educators and students perceive to be effective locally. The globalisation of medical education is more than the import of instructional designs, and includes Western models of social organisation that require deep reflection and adaptation for success; hence, instead of spreading models for medical education across the globe, more effort should be put into the support of 'home-grown' equivalents and alternatives.

  20. Cross-curricular goals and raising the relevance of science education

    Belova, Nadja; Dittmar, Johanna; Hansson, Lena

    2016-01-01

    education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely education for sustainability, critical media literacy, innovation competence, vocational orientation, and employability. It relates them to the idea of relevant chemistry and science education. Directions...... for research and curriculum development will be suggested that emerge from taking into account cross-curricular goals on the science curriculum more thoroughly....

  1. Big Data Knowledge in Global Health Education.

    Olayinka, Olaniyi; Kekeh, Michele; Sheth-Chandra, Manasi; Akpinar-Elci, Muge

    The ability to synthesize and analyze massive amounts of data is critical to the success of organizations, including those that involve global health. As countries become highly interconnected, increasing the risk for pandemics and outbreaks, the demand for big data is likely to increase. This requires a global health workforce that is trained in the effective use of big data. To assess implementation of big data training in global health, we conducted a pilot survey of members of the Consortium of Universities of Global Health. More than half the respondents did not have a big data training program at their institution. Additionally, the majority agreed that big data training programs will improve global health deliverables, among other favorable outcomes. Given the observed gap and benefits, global health educators may consider investing in big data training for students seeking a career in global health. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

  2. Building a Global Ocean Science Education Network

    Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

    2016-02-01

    It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

  3. Mapping Global Research on International Higher Education

    Kuzhabekova, Aliya; Hendel, Darwin D.; Chapman, David W.

    2015-01-01

    The purpose of the study is to map global research in international higher education. Specifically, the study uses bibliometric and social network analysis methods to identify key individuals, institutions, countries, and disciplines contributing to research in international higher education and to investigate patterns of connectivity among…

  4. Open Educational Resources: American Ideals, Global Questions

    Weiland, Steven

    2015-01-01

    Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first years of this century of Open Educational Resources (OER) there has been worry about their impact on global educational…

  5. Strategic Knowledge Networks for Global Education

    Peterson, J. Fiona

    2009-01-01

    The inherent opportunities for communication, collaboration and experiential learning in an online and global network create the impetus for the new network paradigm in higher education. A strategic knowledge network in education was designed and developed to build "Mode 2" knowledge capabilities; create new knowledge for innovative…

  6. Globalization, Education, and Citizenship: Solidarity versus Markets?

    Torres, Carlos Alberto

    2002-01-01

    Suggests that globalization places limits on state autonomy and national sovereignty, affecting education in various ways. Educational policy and its contributions to citizenship, democracy, and multiculturalism will face unprecedented challenges if the logic of fear, exacerbated by the events of September 11, 2001 prevails. (Author/SLD)

  7. Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong

    Chan, Kwok-wai; Chan, Siu-mui

    2005-01-01

    Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

  8. Work-Related Goal Appraisals and Stress during the Transition from Education to Work

    Dietrich, Julia; Jokisaari, Markku; Nurmi, Jari-Erik

    2012-01-01

    People's personal goals interact with their life situations in many ways. This study examined the appraisals of personal goals during a transition from education to work and their interplay with stress in different domains of life. Finnish young adults (N = 265, 60% female) reported on their goals in the work domain, and related appraisals of…

  9. Globalization and Philosophy of Education

    Watras, Joseph

    2010-01-01

    The term "globalization" is relatively new. Alfred E. Eckes, Jr. and Thomas W. Zeiler credit Theodore Levitt for coining the word in 1983 in an article in the Harvard Business Review. In a short time, other authors adopted the term. Thomas Freidman, for example, used the phrase to define the 1990s. Freidman claimed that the world had entered a new…

  10. Honors Education and Global Citizenship

    Wolfensberger, Marca V. C.

    2012-01-01

    An issue of "Journal of the National Collegiate Honors Council" devoted to "Honors Around the Globe" is an important opportunity to consider the role of honors in creating international awareness and understanding. Honors faculty and administrators have become increasingly active in global cross-communication through, for…

  11. Gender Equality in Education : Experiences of Nepal to Achieve EFA Goal 5

    菅野, 琴

    2008-01-01

    The Dakar Education for All (EFA) Framework for Action includes Gender Equality in Education as one of its six time-bound goals. "Gender" being regarded as its transverse theme, the Dakar EFA agreement pays special attention to girls and women in other EFA goals as well. The first time-bound goal of gender parity in primary and secondary education by 2005 was, however, not met by many developing countries, including Nepal. Why they missed the 2005 goal? What are the obstacles for gender parit...

  12. Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education.

    Chen, Zuosong; Sun, Kaihong; Wang, Kun

    2017-01-01

    This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

  13. Children's Education as the Most Important Savings Goal.

    DeVaney, Sharon A.; Chien, Yi-Wen

    2002-01-01

    Factors related to the importance of saving for children's education were identified in a study of 1,332 couples from the 1998 Survey of Consumer Finances. Factors included number of children in the household, age and health of head of household, and employment of spouse. (JOW)

  14. Goals for United States Higher Education: From Democracy to Globalisation

    Hutcheson, Philo

    2011-01-01

    Although globalisation has been an increasingly important characteristic of United States higher education for over two decades, there has been little historical analysis of the process or its origins. This article argues that beginning in the early 1970s, institutional, national, and international events established a powerful context for the…

  15. Holocaust Education in Jewish Schools in Israel: Goals, Dilemmas, Challenges

    Gross, Zehavit

    2010-01-01

    Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259-285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; "Herman in Jewish…

  16. Developing Educational Goals: Insights from a Peer Assisted Teaching Scheme

    Ross, Bella; Carbone, Angela; Lindsay, Katherine; Drew, Steve; Phelan, Liam; Cottman, Caroline; Stoney, Sue

    2016-01-01

    The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for…

  17. New Goals and Changed Roles: Re-Visioning Teacher Education.

    Hawley, Willis D.

    1993-01-01

    It is argued that the current agenda for improving teacher education only seeks to improve the present system. A new, radically restructured approach would train teachers to learn from their experiences, communicate clearly, know their subject matter, integrate ideas into practice, apply learning theory and child development principles, and…

  18. Globalization, transnational policies and adult education

    Milana, Marcella

    2013-01-01

    In this article I examine policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. In doing so, I critically examine how globalization processes are constructed as policy...... problems when these transnational political agents propose adult education as a response. My main argument is that while UNESCO presents the provision of adult education as a means for governments to globally overcome disadvantages experienced by their own citizenry, the EU institutionalizes learning...... the conceptual and methodological framework of my analysis. I proceed to examine the active role played by UNESCO and the EU in promoting adult education as a policy object at transnational level, and unpack the specific problem „representations. that are substantiated by these organizations. I argue...

  19. Obama Announces Science Education Goal at White House Science Fair

    Showstack, Randy

    2012-02-01

    With student participants in the second annual White House Science Fair as a backdrop, President Barack Obama announced on 7 February programs to help prepare new math and science teachers and to meet a new goal of having 1 million more U.S. college graduates in science, technology, engineering, and math (STEM) over the next decade than there would be at the current graduation rate. That goal is outlined in a report entitled “Engage to excel,” by the President's Council of Advisors on Science and Technology (PCAST), released the same day. Obama also announced several other initiatives, including a $22 million private-sector investment, led by the Carnegie Corporation of New York, to invest in STEM teacher training. After he toured the science fair projects, Obama said the science fair students “inspire” him. “What impresses me so much is not just how smart you are, but it's the fact that you recognize you've got a responsibility to use your talents in service of something bigger than yourselves,” he said. What these young people are doing is “going to make a bigger difference in the life of our country over the long term than just about anything,” adding, “We've got to emphasize how important this is and recognize these incredible young people who are doing that that I couldn't even imagine thinking about at fifth grade or eighth grade or in high school.”

  20. Improved but unsustainable: accounting for sachet water in post-2015 goals for global safe water.

    Stoler, Justin

    2012-12-01

    The advent and rapid spread of sachet drinking water in West Africa presents a new challenge for providing sustainable access to global safe water. Sachet water has expanded drinking water access and is often of sufficient quality to serve as an improved water source for Millennium Development Goals (MDG) monitoring purposes, yet sachets are an unsustainable water delivery vehicle due to their overwhelming plastic waste burden. Monitoring of primary drinking water sources in West Africa generally ignores sachet water, despite its growing ubiquity. Sub-Saharan Africa as a region is unlikely to meet the MDG Target for drinking water provision, and post-2015 monitoring activities may depend upon rapid adaptability to local drinking water trends. © 2012 Blackwell Publishing Ltd.

  1. Personalized Symptom Goals and Patient Global Impression on Clinical Changes in Advanced Cancer Patients.

    Mercadante, Sebastiano; Adile, Claudio; Lanzetta, Gaetano; Mystakidou, Kyriaki; Maltoni, Marco; Soares, Luiz Guilherme; De Santis, Stefano; Ferrera, Patrizia; Valenti, Marco; Rosati, Marta; Rossi, Romina; Cortegiani, Andrea; Masedu, Francesco; Marinangeli, Franco; Aielli, Federica

    2018-05-16

    The aim of this study was to assess the patients' global impression (PGI) after symptom management, as well as the achievement of personalized symptom goals (PSG). The secondary outcome was to assess related factors. Subjects, Materials, and Methods . Advanced cancer patients admitted to palliative care units rated symptom intensity by using the Edmonton Symptom Assessment Score (ESAS) at admission and then after 1 week. For each symptom, patient-reported PGI and PSG, as well as the rate of PSG response, were evaluated. Eight hundred seventy-six patients were taken into consideration for this study. A mean of 1.71-2.16 points was necessary to perceive a bit better improvement of symptom intensity. Most patients had a PSG of ≤3. A statistically significant number of patients achieved their PSG after starting palliative care. Patients with high intensity of ESAS items at admission achieved a more favorable PGI response. In the multivariate analysis, symptom intensity and PSG were the most frequent factors independently associated to a best PGI, whereas high levels of Karnofsky had a lower odd ratio. PSG and PGI seem to be relevant for patients' assessment and decision-making process, translating in terms of therapeutic intervention. Some factors may be implicated in determining the individual target and clinical response. Personalized symptom goals and global impression of change are relevant for patients' assessment and decision-making process, translating in terms of therapeutic intervention. Some factors may be implicated in determining the individual target and clinical response. © AlphaMed Press 2018.

  2. Globalizing Education, Educating the Local: How Method Made Us Mad

    Stronach, Ian

    2011-01-01

    This book offers a critical and deconstructive account of global discourses on education, arguing that these overblown "hypernarratives" are neither economically, technically nor philosophically defensible. Nor even sane. Their "mythic economic instrumentalism" mimic rather than meet the economic needs of global capitalism in…

  3. Global Trends in Surveying Education

    Enemark, Stig

    2005-01-01

    Basically, the surveyors have been dealing with the same tasks for centuries. However, even if the core areas of cadastral surveying and land management are still the same, the paradigms and tools to be used must constantly be adapted to technological development as well as to the ever changing...... societal and administrative conditions. This of course imposes all kinds of challenges upon the profession and educational institutions. Furthermore, issues such as curricula development, quality assurance, continuing professional development, and mutual recognition are crucial to any professional...

  4. Sustainable development goals for global health: facilitating good governance in a complex environment.

    Haffeld, Just

    2013-11-01

    Increasing complexity is following in the wake of rampant globalization. Thus, the discussion about Sustainable Development Goals (SDGs) requires new thinking that departs from a critique of current policy tools in exploration of a complexity-friendly approach. This article argues that potential SDGs should: treat stakeholders, like states, business and civil society actors, as agents on different aggregate levels of networks; incorporate good governance processes that facilitate early involvement of relevant resources, as well as equitable participation, consultative processes, and regular policy and programme implementation reviews; anchor adoption and enforcement of such rules to democratic processes in accountable organizations; and include comprehensive systems evaluations, including procedural indicators. A global framework convention for health could be a suitable instrument for handling some of the challenges related to the governance of a complex environment. It could structure and legitimize government involvement, engage stakeholders, arrange deliberation and decision-making processes with due participation and regular policy review, and define minimum standards for health services. A monitoring scheme could ensure that agents in networks comply according to whole-systems targets, locally defined outcome indicators, and process indicators, thus resolving the paradox of government control vs. local policy space. A convention could thus exploit the energy created in the encounter between civil society, international organizations and national authorities. Copyright © 2013 Reproductive Health Matters. Published by Elsevier Ltd. All rights reserved.

  5. Shifting Global Climate Governance: Creating Long-Term Goals Through UNFCCC Article 2

    P. Brian Fisher

    2011-12-01

    Full Text Available I argue that the long-term risk of global climate change has been mischaracterized as an environmental issue, and therefore, solutions based solely on national emission targets will be ineffective. Thus, this paper argues for establishing long-term goals emphasizing both adaptation and clean energy to generate equitable and effective global climate policy that addresses this fundamental threat. This requires defining and operationalizing the overall objective contained in Article 2 of the United Nations Framework Convention on Climate Change. A second key aspect to operationalizing Article 2 is to understand those ‘particularly vulnerable’ as declared in the Article and in various climate agreements. Once operationalized, these long-term objectives can be achieved through approaches that emphasize the development of clean energy (and concomitant technology, and adaptation within vulnerable communities in their local context. It necessitates dropping formal mechanisms at the current core of the regime designed to regulate national emissions, and instead build the core of the regime around the ‘stabilization’ of both the climate system through clean energy and vulnerable people through effective adaptation.

  6. Claim Your Space: Leadership Development as a Research Capacity Building Goal in Global Health.

    Airhihenbuwa, Collins O; Ogedegbe, Gbenga; Iwelunmor, Juliet; Jean-Louis, Girardin; Williams, Natasha; Zizi, Freddy; Okuyemi, Kolawole

    2016-04-01

    As the burden of noncommunicable diseases (NCDs) rises in settings with an equally high burden of infectious diseases in the Global South, a new sense of urgency has developed around research capacity building to promote more effective and sustainable public health and health care systems. In 2010, NCDs accounted for more than 2.06 million deaths in sub-Saharan Africa. Available evidence suggests that the number of people in sub-Saharan Africa with hypertension, a major risk factor for cardiovascular diseases, will increase by 68% from 75 million in 2008 to 126 million in 2025. Furthermore, about 27.5 million people currently live with diabetes in Africa, and it is estimated that 49.7 million people living with diabetes will reside in Africa by 2030. It is therefore necessary to centralize leadership as a key aspect of research capacity building and strengthening in the Global South in ways that enables researchers to claim their spaces in their own locations. We believe that building capacity for transformative leadership in research will lead to the development of effective and appropriate responses to the multiple burdens of NCDs that coexist with infectious diseases in Africa and the rest of the Global South. © 2016 Society for Public Health Education.

  7. Islamic Educational Goals, Methods, and Content, with Emphasis on Shia' Faith

    Alavi, Hamid Reza

    2013-01-01

    As a major world religion representing approximately 20% of the human family, Islam holds particular and significant educational perspectives. The purpose of this article is to identify and interpret the viewpoints of Islam on education (with emphasis on Shia' faith). To accomplish this aim, "educational goals" from the viewpoint of Islam have…

  8. Education in the Commonwealth: Towards and beyond the Internationally Agreed Goals

    Menefee, Trey; Bray, Mark

    2012-01-01

    This report was produced for the 2012 Conference of Commonwealth Education Ministers meeting in Mauritius. Its main purpose is to track the historical progress and likelihood of attainment of Education For All and education-specific Millennium Development Goals while also critically reviewing the methods used to track this progress. The analyses…

  9. Collaboratively Crafting Individualized Education Program Goals for Culturally and Linguistically Diverse Students

    Jozwik, Sara L.; Cahill, Alice; Sánchez, Gilberto

    2018-01-01

    Individualized education programs (IEPs) reflect the spirit of individualized instruction that lies at the heart of special education. Quality annual goal statements, which propel the implementation of special education programming, use clear language to communicate measurable, meaningful, and standards-aligned expectations to all members of the…

  10. Funding and the Attainment of Transformation Goals in South Africa's Higher Education

    Wangenge-Ouma, Gerald

    2010-01-01

    The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under-represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or…

  11. Global reproduction and transformation of science education

    Tobin, Kenneth

    2011-03-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

  12. Educational Resources for Global Health in Otolaryngology.

    Hancock, Melyssa; Hoa, Michael; Malekzadeh, Sonya

    2018-03-07

    Advances in modern communications and information technology have helped to improve access to, and quality of, health care and education. These enhancements include a variety of World Wide Web-based and mobile learning platforms, such as eLearning, mLearning, and open education resources. This article highlights the innovative approaches that have fostered improved collaboration and coordination of global health efforts in otolaryngology. Copyright © 2018 Elsevier Inc. All rights reserved.

  13. Education, globalization, and income inequality in Asia

    Park, Kang Hoon

    2017-01-01

    This study considers how education and globalization affect income inequality in Asia, with unbalanced panel data. The evidence supports the validity of Kuznets' inverted-U hypothesis for the connection between income level and income inequality. However, when more variables are integrated into the model, the consistency of the inverse U-shaped curve becomes weaker. The empirical results suggest that educational variables are highly influential in affecting income distribution. Our analysis i...

  14. Globalization, Values Education, and School Music Education in China

    Law, Wing-Wah; Ho, Wai-Chung

    2009-01-01

    This paper examines music education's legitimation of values as a means of preparing students for entry into the new "knowledge society" of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and…

  15. Global Education--An Educational Perspective to Cope with Globalisation?

    Lehner, Daniela; Wurzenberger, Julia

    2013-01-01

    Purpose: The purpose of this paper is to explore the concept of Global Education (GE) from a "theory of action plan" and an "evolutionary and systems theory" approach as an educational perspective to cope with globalisation--more specifically, the challenges of globalisation. Moreover, an additional aim is to analyse the…

  16. Pursuing Strategic Goals: Resources, Technology, Political Will, and the Global War on Terrorism

    Mahaney, Michael P

    2007-01-01

    .... These strategic goals form the foundation that subordinate agencies, departments, and military planners use to develop strategic objectives that will support the overarching desired national goals...

  17. Globalization and the modernization of medical education.

    Stevens, Fred C J; Simmonds Goulbourne, Jacqueline D

    2012-01-01

    Worldwide, there are essential differences underpinning what educators and students perceive to be effective medical education. Yet, the world looks on for a recipe or easy formula for the globalization of medical education. This article examines the assumptions, main beliefs, and impact of globalization on medical education as a carrier of modernity. The article explores the cultural and social structures for the successful utilization of learning approaches within medical education. Empirical examples are problem-based learning (PBL) at two medical schools in Jamaica and the Netherlands, respectively. Our analysis shows that people do not just naturally work well together. Deliberate efforts to build group culture for effective and efficient collaborative practice are required. Successful PBL is predicated on effective communication skills, which are culturally defined in that they require common points of understanding of reality. Commonality in cultural practices and expectations do not exist beforehand but must be clearly and deliberately created. The globalization of medical education is more than the import of instructional designs. It includes Western models of social organization requiring deep reflection and adaptation to ensure its success in different environments and among different groups.

  18. Global Partnerships in Jesuit Higher Education

    O'Keefe, Joseph M.

    2011-01-01

    The Roman Catholic Church sponsors the largest worldwide family of educational institutions--135,000 elementary and secondary schools and 1,800 colleges and universities. Catholic identity provides a matchless opportunity for networking in an increasingly globalized world; it is sad "Ex corde Ecclesiae's" exhortation to collaborate is…

  19. Ethical Challenges Regarding Globalization of Higher Education

    Olivier, Bert

    2011-01-01

    This paper places the question of ethical challenges in relation to the process of globalization concerning international education and the mobility of international students worldwide. It focuses on five areas of justice, namely, social and political justice, administrative justice, distributive justice, cultural justice and ecological justice.…

  20. GLOBALIZATION, NEOLIBERALISM, EDUCATIONAL REFORMS AND CREATIVITY

    Octavio González-Vázquez

    2015-07-01

    Full Text Available Globalization and neoliberalism strongly affect education reforms in our country. Changes involving the three processes have conditions that can promote or inhibit the development of creativity. We can use one or the other with the development of our own creativity.

  1. Can Global Warming Heat Up Environmental Education?

    Mazzatenta, Claudio

    2008-01-01

    Bronx Community College (CUNY) launched "Global Warming Campus Awareness and Action Days" in celebration of Earth Day, 2007. The purpose of this program was to raise awareness of environmental issues in the college population, especially students. To let more students have a grasp of what Environmental Education (EE) is all about, the author…

  2. Global Education: Charges and Counter-Charges.

    Wronski, Stanley P.

    1988-01-01

    Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)

  3. The Educational Dimension of Global Hegemony

    Hartmann, Eva

    2015-01-01

    of scholars have transferred his theory of hegemony to the global level in order to gain a more sophisticated understanding of global power and its transformation in reaction to the deepening of global economic integration. Surprisingly, most neo-Gramscian scholars have devoted little attention to education......, despite the importance Gramsci assigned to this social sphere. The article seeks to overcome this lacuna with a study of the internationalisation of higher education since the end of the Second World War. Against the backdrop of the insights this case study provides, it will suggest some modifications...... of the neo-Gramscian account of hegemony with a view to taking the sociological turn more seriously, and to deepening our understanding of the social quality and the scale of the emerging postnational hegemony....

  4. "Are" WE the World? A Critical Reflection on Selfhood in U.S. Global Citizenship Education

    Wang, Chenyu; Hoffman, Diane M.

    2016-01-01

    Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. This article offers an interpretive discourse-based critique of ideas of selfhood…

  5. Using Achievement Goals and Interest to Predict Learning in Physical Education

    Shen, Bo; Chen, Ang; Guan, Jianmin

    2007-01-01

    On the basis of an integrated theoretical approach to achievement motivation, the authors designed this study to investigate the potential influence of mastery goal, performance-approach and avoidance-approach goals, individual interest, and situational interest on students' learning in a physical education softball unit. The authors collected and…

  6. Quality of Individualised Education Programme Goals and Objectives for Preschool Children with Disabilities

    Rakap, Salih

    2015-01-01

    Individualised education programmes (IEPs) are the road maps for individualising services for children with disabilities, specifically through the development of high-quality child goals/objectives. High-quality IEP goals/objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention…

  7. A Millennium Learning Goal for Education Post-2015: A Question of Outcomes or Processes

    Barrett, Angeline M.

    2011-01-01

    As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based…

  8. Implementation of the Millennium Development Goals in Nigeria through Non-Formal Education Curriculum

    Akpama, Simon Ibor; Asor, Love Joseph; Erim, Costly M.; Adekola, G.

    2012-01-01

    Nigeria is a signatory to the Millennium Development Goals (MDGs) declaration but till now she has not made any significant milestones in actualizing these human development goals. In spite of the coordinated efforts towards mobilizing those in the formal education system to partially address its implementation challenges, serious gaps still exit…

  9. Upcycling Secondary Physical Education: The Journey to Creating Goal-Oriented Courses

    Nye, Susan; Williams, Jacqueline

    2017-01-01

    The ultimate goal of a quality physical education program is to develop physically literate individuals who demonstrate skill competencies, apply knowledge, demonstrate health-enhancing behaviors, exhibit prosocial behaviors, and recognize the value of physical activity for a lifetime. The development and implementation of goal-oriented physical…

  10. A review of global progress toward the Millennium Development Goal 1 Hunger Target.

    Fanzo, Jessica C; Pronyk, Paul M

    2011-06-01

    The hunger component of the first Millennium Development Goal (MDG) aims to reduce the proportion of people who suffer from hunger by half between 1990 and 2015. In low- and middle-income countries, progress has been mixed, with approximately 925 million people hungry and 125 million and 195 million children underweight and stunted, respectively. To assess global progress on the hunger component of MDG1 and evaluate the success of interventions and country programs in reducing undernutrition. We review global progress on the hunger component of MDG1, examining experience from 40 community-based programs as well as national efforts to move interventions to scale drawn from the published and gray literature, alongside personal interviews with representatives of governments and development agencies. Based on this review, most strategies being implemented and scaled are focusing on treatment of malnutrition and rooted within the health sector. While critical, these programs generally address disease-related effects and emphasize the immediate determinants of undernutrition. Other major strategies to tackle undernutrition rely on the production of staple grains within the agriculture sector. These programs address hunger, as opposed to improving the quality of diets within communities. Strategies that adopt multisectoral programming as crucial to address longer-term determinants of undernutrition, such as poverty, gender equality, and functioning food and health systems, remain underdeveloped and under-researched. This review suggests that accelerating progress toward the MDG1 targets is less about the development of novel innovations and new technologies and more about putting what is already known into practice. Success will hinge on linking clear policies with effective delivery systems in working towards an evidence-based and contextually relevant multisectoral package of interventions that can rapidly be taken to scale.

  11. Trade and Sustainable Development Goals (SDGs): How can trade in education services contribute to the SDGs?

    Lim, Aik Hoe; Apaza, Pamela; Horj, Alin

    2017-01-01

    While trade can greatly contribute to providing more education opportunities in the development world, its potential has not been fully exploited so far. This paper examines how international trade can help increase supply of and investment in higher education, thereby enhancing access and quality in support of the Sustainable Development Goals (SDGs). First, the paper examines the changing dynamics in the higher education sector and how these have spurred reforms in education systems and nov...

  12. The effectiveness of the Millennium Development Goals (MDG as global paradigm shift for poverty eradication in sub-Saharan Africa

    Herman van der Elst

    2012-07-01

    Full Text Available Despite isolated progress there seems to be no clear-cut guideline or solution to the collective eradication of extreme poverty in sub-Saharan Africa. In an attempt to overcome the above reality, the objective of the Millennium Development Goals (MDGs is short term poverty relief to the poorest of the poor by 2015. This is to be achieved through the realisation of eight pro-poor objectives. Since 2000 there has been notable progress. Developmental organisations such as the World Bank, the International Monetary Fund (IMF and the Freedom House Index project that global poverty will have been reduced to below fifteen per cent by 2015. The MDGs can, however, currently only be perceived as partially effective because poverty relief remains restricted to mainly Latin America and South and South East Asia. This partial success is substantiated by the reality that the majority of states in sub-Saharan Africa remains subjected to a cycle of extreme poverty, which seems impossible to overcome. There is consensus amongst many researchers that none of the MDGs will be achieved in this region by 2015. This article aims to critically analyse the nature, objectives and progress of the MDGs as a global developmental paradigm shift. In order to explore future trends and identify potential solutions, an emphasis is, however, placed on the possible reasons for the slow progress of the MDGs, specifically in sub-Saharan Africa. Keywords: Global paradigm shift, new conditionality, extreme poverty, poverty eradication, sub-Saharan Africa, foreign aid, deprivation hypothesis, weak governance, free-market approach and the poverty trap Disciplines: International relations, law, political economy, politics, environmental studies, water studies, communication studies, public management and governance, education, sociology, anthropology and history.

  13. Social goals, health policy and the dynamics of development as bases for health education.

    Wang, V L

    1977-01-01

    Among the most powerful social forces in this century is self determination of nations and of people. The relatively recent phenomenon of community participation in health decisions in some countries is but one aspect of the larger societal value. We can assume that self care, mutual care and collaborative involvement between providers and citizens flow from the concept of self determination. Although the pace is uneven and varies greatly among different communities and in different countries, there is a global movement towards health by the people. This is reflected in the decline of professional dominance of the health field as people in communities assume greater responsiblity for tasks previously monopolized by the health professionals. At the macro level, communities are making decisions in the allocation of resources for health and setting health priorities. At the macro level, health education is increasingly concerned in assisting consumers to develop skills in self diagnosis, self help and self care. However, if health is a human right, it must also be appropriated responsibly by those who claim it. Many healthy problems have their roots in community life. Today, major reductions in death and disability cannot be expected from curative services; instead, future progress will have to result from changes in the environment and lifestyle. Environmental changes will require in turn the cooperation of non-health sectors. Traditionally, professionals and others in these sectors have been reluctant to touch health planning and health policy due to medical dominance and a general attitude that health care belongs to the health professions. A primary task in health education is therefore to build stable linkages with other workers and the public in order that health status may be improved by finding areas of common concern and by institutionalizing joint efforts in seeking solutions through multipurpose planning. In-service training and continuing education for

  14. Enhancing global health and education in Malawi, Zambia, and the United States through an interprofessional global health exchange program.

    Wilson, Lynda Law; Somerall, D'Ann; Theus, Lisa; Rankin, Sally; Ngoma, Catherine; Chimwaza, Angela

    2014-05-01

    This article describes participant outcomes of an interprofessional collaboration between health professionals and faculty in Malawi, Zambia, and the United States (US). One strategy critical for improving global health and addressing Millennium Development goals is promotion of interprofessional education and collaboration. Program participants included 25 health professionals from Malawi and Zambia, and 19 faculty/health professionals from Alabama and California. African Fellows participated in a 2 week workshop on Interprofessional Education in Alabama followed by 2 weeks working on individual goals with faculty collaborators/mentors. The US Fellows also spent 2 weeks visiting their counterparts in Malawi and Zambia to develop plans for sustainable partnerships. Program evaluations demonstrated participants' satisfaction with the program and indicated that the program promoted interprofessional and cross-cultural understanding; fostered development of long-term sustainable partnerships between health professionals and educators in Zambia and the US; and created increased awareness and use of resources for global health education. © 2014.

  15. The content of goals in individual educational programs for students with complex communication needs.

    Klang, Nina; Rowland, Charity; Fried-Oken, Melanie; Steiner, Sandra; Granlund, Mats; Adolfsson, Margareta

    2016-01-01

    The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.

  16. Practitioner Perspectives on Learning for Social Change through Non-Formal Global Citizenship Education

    Brown, Eleanor J.

    2018-01-01

    This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation's goals of change for social justice through educational…

  17. Tying knots: an activity theory analysis of student learning goals in clinical education.

    Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara

    2017-07-01

    Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the

  18. A strategy for global environmental education at the university

    Hussain, S.T.; Hayes, R.L.

    1993-01-01

    The Earth's environment is a dynamic system that is affected both by natural phenomena and by human activity. The changes occurring in the global environment are bound to have serious consequences for all its inhabitants. Therefore, the world is rapidly becoming interdependent. Multidisciplinary scientific efforts must be directed toward understanding these global environmental changes. These efforts will require sufficient funds to attract scientists into global environmental research and to disseminate new knowledge to future scholars and to the general public alike. The federal government has a definite role to play in this effort and should allocate sufficient funds to initiate and sustain these programs. Unfortunately, such funds are not currently budgeted. The academic department, as the basic structural and functional unit of the American university system, is most appropriate to ensure environmental educational goals. The authors propose the establishment of a novel Department of Global Environment at every university. That department must be multidisciplinary in nature and must accumulate a critical mass of scholars from all relevant traditional disciplines in the arts and sciences to generate knowledge, to educate students, and to provide advisory services to policy makers. The study product of this department should receive a broad-based education and should emerge as an informed individual who possesses sufficient skills to achieve sustainable communities. That student should also be equipped to assume leadership and to formulate policy about global environmental issues. The investment in education may well be the only way to secure a future for humanity and for the natural world as we now know it

  19. A History of Critical Thinking as an Educational Goal in Graduate Theological Schools

    Florence, D. Christopher

    2014-01-01

    The development of critical thinking skills among learners is a common educational goal across graduate theological schools. The purpose of this article is to provide a survey of some of the primary historical influences of the critical thinking movement in higher education in the United States and the movement's impact on graduate…

  20. Writing Performance Goals: Strategy and Prototypes. A Manual for Vocational and Technical Educators.

    McGraw-Hill Book Co., New York, NY. Gregg Div.

    The result of a cooperative project of the Center for Vocational and Technical Education at the Ohio State University and the McGraw-Hill Book Company, this manual was prepared to develop prototypes of performance goals for use by curriculum specialists and developers of instructional materials in vocational and technical education and to provide…

  1. Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

    Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

    2009-01-01

    The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

  2. Child Health and School Readiness: Background Paper on a National Education Goal.

    Zill, Nicholas

    One of the objectives of the U.S. Department of Education's National Goals for Education is that "Children will receive the nutrition and health care needed to arrive at school with healthy minds and bodies, and the number of low birthweight babies will be significantly reduced through enhanced prenatal health systems." This paper…

  3. For Function or Transformation? A Critical Discourse Analysis of Education under the Sustainable Development Goals

    Brissett, Nigel; Mitter, Radhika

    2017-01-01

    We conduct a critical discourse analysis of the extent to which Sustainable Development Goal 4, "to ensure inclusive and equitable quality education for all and promote lifelong learning," promotes a utilitarian and/or transformative approach to education. Our findings show that despite transformative language used throughout the Agenda,…

  4. Expressions of Liberal Justice? Examining the Aims of the UN's Sustainable Development Goals for Education

    VanderDussen Toukan, Elena

    2017-01-01

    This paper analyzes the United Nations' Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to "ensure inclusive and equitable quality education and promote lifelong opportunities for all" by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a…

  5. The Goals and Methods of Educational Technology Research over a Quarter Century (1989-2014)

    Reeves, Thomas C.; Oh, Eunjung Grace

    2017-01-01

    This paper presents an analysis of educational technology research with specific emphasis on determining how the research goals pursued and methods used have evolved over the 25-year period from 1989 through 2014. For this study, the contents of the "Educational Technology Research and Development" journal were analyzed over two six-year…

  6. Dispositional Flow in Physical Education: Relationships with Motivational Climate, Social Goals, and Perceived Competence

    Gonzalez-Cutre, David; Sicilia, Alvaro; Moreno, Juan Antonio; Fernandez-Balboa, Juan Miguel

    2009-01-01

    The purpose of this study was to analyze the mediating effects of social goals and perceived competence on students' perceptions of motivational climates and dispositional flow in physical education. At the beginning of the physical education unit, 779 students, 12 to 16 years old, were asked to complete four questionnaires: Perceived Motivational…

  7. Global, National, and Local Goals: English Language Policy Implementation in an Indonesian International Standard School

    Eddy Haryanto

    2012-12-01

    Full Text Available The purpose of this study was to examine the achievement of students in math and science subjects as the impact of using English as a medium of instruction at an international standard school. A questionnaire was used as a research instrument to 190 students at one international standard school in Jambi Province, Indonesia. A focus group discussion (FGD approach was undertaken to validate and verify the data gathered through the questionnaire and clarify some issues raised in the questionnaire. Data were analyzed by using descriptive statistics and Pearson Product Moment Correlation. It was found that the students’ demographic profile, attitude toward English and grades in math and science subjects were significantly related with their academic achievement. However, students’ perception on methods and techniques was not significantly related with their academic achievement in English, math, and the science subjects. The result showed that the implementation of English as a medium of instruction was not done well in the international standard school. This is perhaps due to the difficulty of learning science and math in English. This study provided information for policy makers, school leaders, researchers, and teacher educators to understand how the policy is implemented at the school level. The challenges of attempting too ambitious linguistic and academic goals in the school were discussed as were policy implications and future research.

  8. Education and parental involvement in decision-making about newborn screening: understanding goals to clarify content.

    Potter, Beth K; Etchegary, Holly; Nicholls, Stuart G; Wilson, Brenda J; Craigie, Samantha M; Araia, Makda H

    2015-06-01

    A challenge in designing effective education for parents about newborn screening (NBS) has been uncertainty about appropriate content. Arguing that the goals of education may be usefully tied to parental decision-making, we sought to: (1) explore how different ways of implementing NBS differ in their approaches to parental engagement in decision-making; (2) map the potential goals of education onto these "implementation models"; and (3) consider the content that may be needed to support these goals. The resulting conceptual framework supports the availability of comprehensive information about NBS for parents, irrespective of the model of implementation. This is largely because we argue that meeting parental expectations and preferences for communication is an important goal regardless of whether or notparents are actively involved in making a decision. Our analysis supports a flexible approach, in which some educational messages are emphasized as important for all parents to understand while others are made available depending on parents' preferences. We have begun to define the content of NBS education for parents needed to support specific goals. Further research and discussion is important to determine the most appropriate strategies for delivering the tailored approach to education that emerged from our analysis.

  9. Identifying barriers to Science, Technology, Society and environment (STSE) educational goals and pedagogy in science education: A case study of UMASS Lowell undergraduate engineering

    Phaneuf, Tiffany

    The implementation of sustainable development in higher education is a global trend. Engineers, as gatekeepers of technological innovation, confront increasingly complex world issues ranging from economic and social to political and environmental. Recently, a multitude of government reports have argued that solving such complex problems requires changes in the pedagogy of engineering education, such as that prescribed by the Science, Technology, Society, and education (STS) movement that grew out of the environmental movement in the 70s. In STS students are engaged in the community by understanding that scientific progress is innately a sociopolitical process that involves dimensions of power, wealth and responsibility. United States accreditation criteria now demand "the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context" (ABET Engineering Accreditation Commission 2005). With such emphasis on STS education as necessary to address complex world issues, it is vital to assess the barriers in the traditional engineering curriculum that may inhibit the success of such educational reform. This study identifies barriers to STS goals and pedagogy in post secondary science education by using the Francis College of Engineering at UMASS Lowell as a single case study. The study draws on existing literature to develop a theoretical framework for assessing four hypothesized barriers to STS education in undergraduate engineering. Identification of barriers to STS education in engineering generates a critical reflection of post secondary science education and its role in preparing engineers to be active citizens in shaping a rapidly globalizing world. The study offers policy recommendations for enabling post secondary science education to incorporate STS education into its curriculum.

  10. Cross-curricular goals and raising the relevance of science education

    Belova, Nadja; Dittmar, Johanna; Hansson, Lena

    2017-01-01

    ‘Relevance’ is one of the most commonly used terms when it comes to reforms in science education. The term is used in manifold ways. It can be understood – among other things – as meeting an interest, fulfilling needs or contributing to intellectual development. Many components of relevant science...... education go beyond single contents and concepts; many challenges are tied to cross-curricular goals. Specifically, when it comes to the societal and vocational relevance of science education, many demands can only be met when we develop corresponding skills across disciplines and grade levels. This chapter...... focuses on a set of such cross-curricular goals from a chemistry education perspective, namely, education for sustainability, critical media literacy, innovation competence, vocational orientation and employability. It relates them to the idea of relevant chemistry and science education. Directions...

  11. Dance learning in motion: global dance education

    Brown, Ann Kipling; Koff, Susan R.; Meiners, Jeff

    2015-01-01

    Reports indicate that dance-learning experiences provided for young people in and outside schools impact positively upon young people’s learning in schools, as well as in pre-service and professional development programs for those who teach dance in various settings. Support of major dance...... organizations as well as the goals of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) affirm the importance of dance education and encourage the research and practice to provide lifelong and intergenerational learning in, about and through dance education. This paper describes...... the results of a survey questionnaire, which captures the narratives and contexts from lived experiences of university students and graduates in formal, informal and non-formal settings and how those are experienced. This initial study confirmed the power of dance and the significance of dance in peoples...

  12. The Education Leadership in Global Perspective

    Adifatoni, Yuswo

    2016-01-01

    This article looks closely on the deep identification of the global theoretical perspectives in educational leadership and Javanese culture leadership as the main sources of Indonesian leadership models. The discussion focuses on the definition of leadership, various leadership styles, leadership approaches, concept of power, as well as the issue of gender and leadership. At the end of discussion will give understanding on the quality of school principal leadership not only theoretical ideas ...

  13. Neoliberal globalization and its repercussions on education

    Enrique Javier Díez Gutiérrez

    2010-08-01

    Full Text Available Neo-liberalism has become the backdrop to the changes in world-wide educational policy, which are no longer limited to cut-backs in resources or privatisation but which actually affect the very core of educational theory and pedagogical politics on a fundamental level. The conflicts which spill over into the school represent part of a more generalised crisis in politics and citizenship in global capitalism. Using the argument that education should meet the demands of society, an evidently reductionalist interpretation is made by which society sees school and university solely in terms of their usefulness to business, and centres education around the preparation of the type of professionals demanded by companies. According to this philosophy, investment in education and the curriculum should be tailored to meet the needs of the market, and seen as a preparation for the labour market. The social role of education, as a training ground for democracy and citizenship, is now seen as a waste of public funds, and has been replaced by the view private companies have of the function of education: as a training ground for meeting the needs of business. A “flexible” and “multi-purpose” employee thus constitutes the new ideal reference point for pedagogy.

  14. Student Misbehavior in Physical Education: The Role of 2 X 2 Achievement Goals and Moral Disengagement

    Wei-Ting Hsu, Hsiu-Hua Li, Yi-Hsiang Pan

    2017-09-01

    Full Text Available This study aimed to determine whether goal orientations were related to students’ self-reported misbehaviors in physical education and to examine whether the effects were mediated by moral disengagement. A two-study project employing structural equation modeling was conducted with high school students (Study 1, n = 287; Study 2, n = 296. In Study 1, the results showed that mastery-avoidance goals were unable to predict five misbehaviors (i.e., aggressive behavior, low engagement, failure to follow directions, poor self-management, and distracting behavior. Mastery-approach goals negatively predicted low engagement, failure to follow directions, and poor self-management. Performance-approach goals positively predicted aggressive and distracting behaviors, while performance-avoidance goals positively predicted all five misbehaviors. In Study 2, the results indicated that the positive relationships between performance-approach goals and misbehaviors and between performance-avoidance goals and misbehaviors were mediated by moral disengagement. These results are discussed in terms of the model of achievement goals, and implications for physical education are also highlighted.

  15. Shifting Tides in Global Higher Education: Agency, Autonomy, and Governance in the Global Network. Global Studies in Education, Volume 9

    Witt, Mary Allison

    2011-01-01

    The increasing connection among higher education institutions worldwide is well documented. What is less understood is how this connectivity is enacted and manifested on specific levels of the global education network. This book details the planning process of a multi-institutional program in engineering between institutions in the US and…

  16. A Strategy To Infuse a Global Perspective into Consumer Education.

    McGregor, Sue L. T.; Bourbonniere, Katherine

    2002-01-01

    A four-phase plan for delivering consumer education from a global perspective involves teachers in gaining familiarity with (1) the conventional approach to consumer education; (2) the cultures of globalization, capitalism, and consumerism; (3) the global perspective; and (4) integration of the three to create a global curriculum. (Contains 50…

  17. The Impact of Globalization on Teacher Education: The Philippine Perspective

    de Guzman, Allan B.; dela Rosa, Praxedes S. M.; Arcangel, Clotilde N.

    2005-01-01

    This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of a globalized teacher education, impact of globalization in teacher education, and problems of teacher…

  18. Navigating the global space of tertiary education:

    Wilken, Lisanne

    , and to the development of transnational elites. This is especially true for mobile students who attend “elite universities” in the USA, UK and France. As pointed out by sociologist Michael Börjesson (2005), an investment in an education at one of the American Ivy League universities or France’s Grand Ecoles, is not only......Over the past ten years the number of students who go abroad to pursue tertiary education has more than doubled, from 1, 9 million in 2000 to 4.1 million in 2010 (OECD 2012). This growing number of students studying abroad contributes to the overall flow of individuals and ideas across borders...... an investment in a significant educational capital with global applicability, but also an investment in an institutionalized transnational social capital that stretches across most of the world. It is less clear to what extent this also applies to students who go abroad to attend international programs...

  19. Postsecondary Students With Psychiatric Disabilities Identify Core Services and Key Ingredients to Supporting Education Goals.

    Biebel, Kathleen; Mizrahi, Raphael; Ringeisen, Heather

    2017-10-26

    Accessing and successfully completing postsecondary educational opportunities may be challenging for those living with psychiatric disabilities. This exploratory study highlights the experiences of individuals with psychiatric disabilities participating in postsecondary educational support initiatives. Investigators conducted case studies with 3 education support initiatives across the United States. Focus groups revealed what concrete supported education services were helpful and key ingredients in delivering education supports. Access to specialists, mindfulness techniques, help with time management and procrastination, and facilitating classroom accommodations were identified as critical. Developing authentic relationships with supported education staff, flexibility in service delivery and access to student peers living with psychiatric disabilities were noted as key ingredients in service delivery. Incorporating the voice of students with psychiatric disabilities into supported education services can increase access, involvement, and retention, therein providing more supports to students with psychiatric disabilities achieving their postsecondary education goals. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  20. How states exerted power to create the Millennium Development Goals and how this shaped the global health agenda: Lessons for the sustainable development goals and the future of global health.

    Marten, Robert

    2018-04-26

    Since 2000, the eight Millennium Development Goals (MDGs) provided the framework for global development efforts transforming the field now known as global health. The MDGs both reflected and contributed to shaping a normative global health agenda. In the field of global health, the role of the state is largely considered to have diminished; however, this paper reasserts states as actors in the conceptualisation and institutionalisation of the MDGs, and illustrates how states exerted power and engaged in the MDG process. States not only sanctioned the MDGs through their heads of states endorsing the Millennium Declaration, but also acted more subtly behind the scenes supporting, enabling, and/or leveraging other actors, institutions and processes to conceptualise and legitimize the MDGs. Appreciating the MDGs' role in the conceptualisation of global health is particularly relevant as the world transitions to the MDGs' successor, the Sustainable Development Goals (SDGs). The SDGs' influence, impact and importance remains to be seen; however, to understand the future of global health and how actors, particularly states, can engage to shape the field, a deeper sense of the MDGs' legacy and how actors engaged in the past is helpful.

  1. Educational-Methodical Projects for Students' Intellectual Competences Formation: The Imperative Goal of the Educational Process of the University

    Kutuev, Ruslan A.; Kudyasheva, Albina N.; Buldakova, Natalya V.; Aleksandrova, Natalia S.; Vasilenko, Alexandra S.

    2016-01-01

    The research urgency is caused by the tendencies of the modern information society which produces and consumes intelligence, knowledge and competences as the main educational product of labor market. These trends fundamentally alter the methodological basis of the educational process of the University, subjecting it to imperative goals: the…

  2. Education-Related Goal Appraisals and Self-Esteem during the Transition to Secondary Education: A Longitudinal Study

    Vasalampi, Kati; Salmela-Aro, Katariina; Nurmi, Jari-Erik

    2010-01-01

    This study investigated whether adolescents' appraisals of their education-related goals change during the transition from comprehensive school to postcomprehensive secondary education (academic vs. vocational track) and how such appraisals contribute to their self-esteem. Six hundred and seven 16-year-old adolescents were surveyed three times:…

  3. On the Relationship between "Belief" and "Acceptance" of Evolution as Goals of Evolution Education: Twelve Years Later

    Smith, Mike U.; Siegel, Harvey

    2016-01-01

    The issue of the proper goals of science education and science teacher education have been a focus of the science education and philosophy of science communities in recent years. More particularly, the issue of whether belief/acceptance of evolution and/or understanding are the appropriate goals for evolution educators and the issue of the precise…

  4. An exploration of contextual dimensions impacting goals of care conversations in postgraduate medical education.

    Roze des Ordons, Amanda L; Lockyer, Jocelyn; Hartwick, Michael; Sarti, Aimee; Ajjawi, Rola

    2016-03-21

    Postgraduate medical trainees are not well prepared difficult conversations about goals of care with patients and families in the acute care clinical setting. While contextual nuances within the workplace can impact communication, research to date has largely focused on individual communication skills. Our objective was to explore contextual factors that influence conversations between trainees and patients/families about goals of care in the acute care setting. We conducted an exploratory qualitative study involving five focus groups with Internal Medicine trainees (n = 20) and a series of interviews with clinical faculty (n = 11) within a single Canadian centre. Thematic framework analysis was applied to categorize the data and identify themes and subthemes. Challenges and factors enabling goals of care conversations emerged within individual, interpersonal and system dimensions. Challenges included inadequate preparation for these conversations, disconnection between trainees, faculty and patients, policies around documentation, the structure of postgraduate medical education, and resource limitations; these challenges led to missed opportunities, uncertainty and emotional distress. Enabling factors were awareness of the importance of goals of care conversations, support in these discussions, collaboration with colleagues, and educational initiatives enabling skill development; these factors have resulted in learning, appreciation, and an established foundation for future educational initiatives. Contextual factors impact how postgraduate medical trainees communicate with patients/families about goals of care. Attention to individual, interpersonal and system-related factors will be important in designing educational programs that help trainees develop the capacities needed for challenging conversations.

  5. Open Educational Resources: American Ideals, Global Questions

    Steven Weiland

    2015-09-01

    Full Text Available Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first years of this century of Open Educational Resources (OER there has been worry about their impact on global educational development. Evaluation and research have lagged behind the steady expansion of access to online resources, leaving estimates of the value of digital innovation to the enthusiasm of OER providers and technology minded educational reformers. The advent of the “Massive Open Online Course” (or MOOC has exacerbated the problem, with attention moving toward a form of OER reflecting the enthusiasm of leading institutions in industrialized nations. The American led movement on behalf of the MOOC requires new questions about the motives, impact, and future of OER. This essay accounts for the history of OER, culminating in the MOOC, including how the latter in particular is an expression of American pedagogical and institutional interests representing belief in the transformative educational powers of the latest communications technologies. Criticism of OER and MOOCs can reflect organizational, operational, and ideological considerations. But it should recognize what they offer when there are few other opportunities for formal learning, and as research demonstrates their uses and impact.

  6. Studying the Impacts of Globalization on Iranian Education System

    Chahardahcheriki, Mitra Abdolahi; Shahi, Sakine

    2012-01-01

    The purpose of this study is to analyze the degree of globalization of important indicators of education system in Iran including teaching approaches, educational tools and facilities, curriculums and contents, and education management. Findings suggest that the situation of Iranian education system has some distance with the globalized level and…

  7. Risk management for existing energy facilities. A global approach to numerical safety goals

    Pate-Cornell, M.E.

    1993-01-01

    This paper presents a structured set of numerical safety goals for risk management of existing energy facilities. The rationale behind these safety goals is based on principles of equity and economic efficiency. Some of the issues involved when using probabilistic risk analyses results for safety decisions are discussed. A brief review of existing safety targets and open-quotes floating numbersclose quotes is presented, and a set of safety goals for industrial risk management is proposed. Relaxation of these standards for existing facilities, the relevance of the lifetime of the plant, the treatment of uncertainties, and problems of failure dependencies are discussed briefly. 17 refs., 1 fig

  8. Establishing a Global Radiation Oncology Collaboration in Education (GRaCE)

    Turner, Sandra; Eriksen, Jesper G; Trotter, Theresa

    2015-01-01

    Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders...... with similar goals, would provide a valuable vehicle to ensure training program currency, through sharing of resources and expertise, and enhance high quality radiation oncology education. Potential projects for the Global Radiation Oncology Collaboration in Education (GRaCE) were agreed upon...

  9. An international validation study of two achievement goal measures in a pharmacy education context

    Alrakaf S

    2014-09-01

    Full Text Available Saleh Alrakaf,1 Ahmed Abdelmageed,2 Mary Kiersma,2 Sion A Coulman,3 Dai N John,3 June Tordoff,4 Claire Anderson,5 Ayman Noreddin,6 Erica Sainsbury,1 Grenville Rose,7 Lorraine Smith11Faculty of Pharmacy, University of Sydney, Sydney, NSW, Australia; 2Faculty of Pharmacy, Manchester University, Fort Wayne, IN, USA; 3School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, UK; 4School of Pharmacy, University of Otago, Dunedin, NZ; 5School of Pharmacy, University of Nottingham, Nottingham, UK; 6School of Pharmacy, Hampton University, Hampton, VA, USA; 7Aftercare, Sydney, NSW, AustraliaBackground: Achievement goal theory helps us understand what motivates students to participate in educational activities. However, measuring achievement goals in a precise manner is problematic. Elliot and McGregor's Achievement Goal Questionnaire (AGQ and Elliot and Murayama's revised Achievement Goal Questionnaire (AGQ-R are widely used to assess students' achievement goals. Both instruments were developed and validated using undergraduate psychology students in the USA.Methods: In this study, our aims were to first of all, assess the construct validity of both questionnaires using a cohort of Australian pharmacy students and, subsequently, to test the generalizability and replicability of these tools more widely in schools of pharmacy in other English-speaking countries. The AGQ and the AGQ-R were administered during tutorial class time. Confirmatory factor analysis procedures, using AMOS 19 software, were performed to determine model fit.Results: In contrast to the scale developers' findings, confirmatory factor analysis supported a superior model fit for the AGQ compared with the AGQ-R, in all countries under study.Conclusion: Validating measures of achievement goal motivation for use in pharmacy education is necessary and has implications for future research. Based on these results, the AGQ will be used to conduct future cross-sectional and

  10. Global Competency Education Catches Fire at a Rural University

    Talbot, Patricia A.; Gustafson, Glenna; Mistele, Jean

    2017-01-01

    World-ready learners require world-ready educators. One group of inspiring teacher educators share how they ignited a fire of awareness around the importance of global competency education at a small, rural teacher college.

  11. Global Mindedness as the "Goal": Soccer as a Pedagogical Tool in the Social Studies

    Busey, Christopher L.; Waring, Scott M.

    2012-01-01

    As evidenced by the Super Bowl, the Olympics, and the World Cup, sports is a major part of global society, as millions of people throughout the world tune in to view renowned sporting events each and every week. This is especially true for soccer, which is the world's most popular and global sport. Because soccer is played in nearly every country…

  12. Zero emission targets as long-term global goals for climate protection

    Rogelj, Joeri; Schaeffer, M.; Meinshausen, M.; Knutti, R.

    2015-01-01

    Recently, assessments have robustly linked stabilization of global-mean temperature rise to the necessity of limiting the total amount of emitted carbon-dioxide (CO2). Halting global warming thus requires virtually zero annual CO2 emissions at some point. Policymakers have now incorporated this

  13. Higher Education in the Global Village

    This volume is about higher education in the context of globalization. Universities are rapidly becoming internationalized, and far from being just' a question of the English language replacing local languages as the working language, this process has introduced a whole range of sociolinguistic...... processes and resources have to be made which will aff ect every level and type of academic, social and administrative practice. The aim of the research represented by this anthology is to develop a new theoretical understanding of the internationalization process, in which - inspired by Bourdieu - we see...

  14. Impact of global medicine on urologic education.

    Shukla, Aseem R

    2011-04-01

    Collaborative and academic partnerships between institutions in North America and those in resource-limited nations are a burgeoning trend. Leveraging the academic quality and outcomes-based infrastructure of university medical centers to increase surgical capacity in regions where urologic disease burden is immense offers potentially bilateral opportunities. Host institutions benefit from exposure to contemporary surgical approaches, while the surgical volume enables larger-scale collaborative outcome studies and exposure of residents-in-training to rare pathophysiology. This article surveys this growing trend in globalizing health care specific to urology, and the development of a program focused on urologic education at a tertiary referral center in India.

  15. THE EDUCATION LEADERSHIP IN GLOBAL PERSPECTIVE

    Yuswo Adifatoni

    2016-09-01

    Full Text Available This article looks closely on the deep identification of the global theoretical perspectives in educational leadership and Javanese culture leadership as the main sources of Indonesian leadership models. The discussion focuses on the definition of leadership, various leadership styles, leadership approaches, concept of power, as well as the issue of gender and leadership. At the end of discussion will give understanding on the quality of school principal leadership not only theoretical ideas but also the practical one for the Indonesian school

  16. Biomedical engineering education through global engineering teams.

    Scheffer, C; Blanckenberg, M; Garth-Davis, B; Eisenberg, M

    2012-01-01

    Most industrial projects require a team of engineers from a variety of disciplines. The team members are often culturally diverse and geographically dispersed. Many students do not acquire sufficient skills from typical university courses to function efficiently in such an environment. The Global Engineering Teams (GET) programme was designed to prepare students such a scenario in industry. This paper discusses five biomedical engineering themed projects completed by GET students. The benefits and success of the programme in educating students in the field of biomedical engineering are discussed.

  17. Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

    Ruth Reynolds

    2012-01-01

    Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

  18. Musical taste, employment, education, and global region.

    North, Adrian C; Davidson, Jane W

    2013-10-01

    Sociologists have argued that musical taste should vary between social groups, but have not considered whether the effect extends beyond taste into uses of music and also emotional reactions to music. Moreover, previous research has ignored the culture in which participants are located. The present research employed a large sample from five post-industrial global regions and showed that musical taste differed between regions but not according to education and employment; and that there were three-way interactions between education, employment, and region in the uses to which participants put music and also their typical emotional reactions. In addition to providing partial support for existing sociological theory, the findings highlight the potential of culture as a variable in future quantitative research on taste. © 2013 The Scandinavian Psychological Associations.

  19. Cardiovascular Diseases on the Global Agenda: The United Nations High Level Meeting, Sustainable Development Goals, and the Way Forward.

    Ralston, Johanna; Reddy, K Srinath; Fuster, Valentin; Narula, Jagat

    2016-12-01

    In 2011, the United Nations (UN) organized the first ever meeting for heads of state to discuss the problem of noncommunicable diseases (NCD), including cardiovascular disease (CVD), cancer, chronic respiratory disease, and diabetes mellitus. Recognizing that these had emerged as leading causes of morbidity and mortality in the world, including in many low- and middle-income countries, advocates from government and civil society had called for increased attention and a UN response. Earlier, NCD including CVD were absent from the global health agenda in part because of their omission from the Millennium Development Goals. The UN meeting and the global advocacy response offered a game-changing opportunity to redress this omission. The World Heart Federation (WHF) played an instrumental role in the UN meeting and follow up, including inclusion of CVD in the Sustainable Development Goals. The next phase of the global CVD movement is expected through national action, including CVD roadmaps and partnering with the World Health Organization. The WHF is heavily committed to these goals and the other nongovernmental organizations invested in the mission must help take this historical mandate forward. Instrumental to this will be the engagement of people affected by or at risk of developing CVD, to draw more attention and resources to NCD and to ensure that successes to date in global policy translate into action at the national level. Copyright © 2016 World Heart Federation (Geneva). Published by Elsevier B.V. All rights reserved.

  20. Relationship between the 3x2 achievement goals and perceived competence in Physical Education students

    Cristina Garcia-Romero

    2015-09-01

    Full Text Available Youth affiliation to physical activity and their active implication in sport throughout life, are two of the main objectives in Physical Education. In this research we examine the relationship between the achievement goals and the perceived competence in Physical Education since the recent theoretical framework of 3x2 achievement goals. The sample comprised 205 (113 boys and 92 girls, aged 12 and 18 years (M =14,02; SD = 1,70, all of them belonging to two Secondary School in the North of Spain. These students completed the 3x2 Achievement Goal Questionnaire (CML3x2-EF and the perceived competence subscale factor included in the Basic Psychological Needs in Exercise Scale (BPNES, also adapted to Physical Education. We performed descriptive analysis (M and DT, Cronbach alphas and linear regression analysis by stepwise. The results showed a positive correlation between the six goals of achievement and the perceived competence, being particularly high value of approach-task and approach-self. The three approach goals (approach-task, approach-self, approach-other significantly predicted the perceived competence (ß = 0,43; 0,18; 0,20, respectively.

  1. Goal setting with type 2 diabetes: a hermeneutic analysis of the experiences of diabetes educators.

    Fleming, Susan E; Boyd, Angela; Ballejos, Miriam; Kynast-Gales, Susan A; Malemute, Charlene L; Armstrong Shultz, Jill; Vandermause, Roxanne K

    2013-01-01

    The purpose of this study was to explicate and interpret common experiences of diabetes educators (DEs) with patient goal setting for patients with type 2 diabetes in diabetes education. Transcripts (n = 10) from semi-structured interviews were analyzed using a hermeneutic phenomenological approach to more deeply explore the accounts of DEs' goal setting with patients with type 2 diabetes. The overarching pattern that emerged was "Striking a Balance," which subsumed 4 subthemes: Applying Theoretical-Practical Principles When Setting Goals, Identifying Idealistic-Realistic Expectations, Creating Patient-Educator-Centered Plans, and Readying-Living With Goal Setting. The pattern, "Striking a Balance," revealed a common meaning of DEs as experiences requiring balance and nuance in goal setting with patients. The results of this study combined with the tenets of the self-determination theory can provide the DEs with real-life exemplars and a theoretical framework to encourage their patients to self-manage, increase intrinsic motivation, and improve adherence related to their lifestyle changes and glycemic control. DEs, as facilitators of change, can implement these changes with flexible and reciprocal activities with their patients. The DEs owned these activities and they are: "building the bond," "sharing the session," "readying for change," "sending them home," and "bringing them back."

  2. Promoting Enjoyment in Girls' Physical Education: The Impact of Goals, Beliefs, and Self-Determination

    Wang, C. K. John; Liu, W. C.

    2007-01-01

    This study examined the network of relationships between sport ability beliefs, achievement goals, self-determination and female students' enjoyment in school physical education (PE). Female secondary students (n = 343) from a single-sex secondary school in Singapore participated in the survey. They were assessed on sport ability beliefs, goal…

  3. Leading Teams of Higher Education Administrators: Integrating Goal Setting, Team Role, and Team Life Cycle Theories

    Posthuma, Richard; Al-Riyami, Said

    2012-01-01

    Leaders of higher education institutions can create top management teams of academic administrators to guide and improve their organizations. This study illustrates how the leadership of top management teams can be accomplished successfully through a combination of goal setting (Doran, 1981; Locke & Latham, 1990), understanding of team roles…

  4. Getting on the Same Page: Identifying Goals for Technology Use in Early Childhood Education. Policy Brief

    Daugherty, Lindsay; Dossani, Rafiq; Johnson, Erin-Elizabeth; Wright, Cameron

    2014-01-01

    Technology use among young children is increasingly a fact of life, and establishing a clear set of goals that are broadly accepted by stakeholders is critical to planning for the successful integration of technology into early childhood education (ECE). However, debates about the role of technology in ECE settings are ongoing, with some…

  5. Educational Goals of Automotive Mechanics Students Attending Postsecondary Vocational Institutes in Georgia.

    Silcox, James B.; Herren, Ray V.

    1993-01-01

    Describes a study to develop a demographic profile of the 703 students enrolled in automotive mechanics courses at technical institutes in Georgia and to identify differences in the educational goals of different groups of automotive mechanics students (e.g., day/evening students, and different age, racial, and employment status groups). (MAB)

  6. Neoliberalism in Historical Light: How Business Models Displaced Science Education Goals in Two Eras

    Hayes, Kathryn N.

    2016-01-01

    Although a growing body of work addresses the current role of neoliberalism in displacing democratic equality as a goal of public education, attempts to parse such impacts rarely draw from historical accounts. At least one tenet of neoliberalism--the application of business models to public institutions--was also pervasive at the turn of the 20th…

  7. The Future of Education: Innovations Needed to Meet the Sustainable Development Goals

    Pota, Vikas

    2017-01-01

    In autumn 2015, the world's governments came together to agree to 17 ambitious Sustainable Development Goals (SDGs), which promised to overcome a vast array of problems--from poverty and hunger to health and gender equality--by 2030. The UNESCO report "Education for People and Planet: Creating Sustainable Futures for All" charted the…

  8. Saving for Success: Financial Education and Savings Goal Achievement in Individual Development Accounts

    Grinstead, Mary L.; Mauldin, Teresa; Sabia, Joseph J.; Koonce, Joan; Palmer, Lance

    2011-01-01

    Using microdata from the American Dream Demonstration, the current study examines factors associated with savings and savings goal achievement (indicated by a matched withdrawal) among participants of individual development account (IDA) programs. Multinomial logit results show that hours of participation in financial education programs, higher…

  9. Predicting Postsecondary Education and Employment Outcomes Using Results from the Transition Assessment and Goal Generator

    Burnes, Jennifer J.; Martin, James E.; Terry, Robert; McConnell, Amber E.; Hennessey, Maeghan N.

    2018-01-01

    We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the "Transition Assessment and Goal Generator" (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs…

  10. Pupils' Self-Regulation in Physical Education: The Role of Motivational Climates and Differential Achievement Goals

    Ommundsen, Yngvar

    2006-01-01

    This study examined the relationship of motivational climate and differential achievement goals to meta-cognitive self-regulation, regulation of effort, help-seeking and self-handicapping in physical education (PE). The sample consisted of 273 pupils (boys n = 125; girls n = 148) attending 10th grade PE classes in Norway. Both motivational…

  11. Workplace Learning within Teacher Education: The Role of Job Characteristics and Goal Orientation

    Kyndt, Eva; Donche, Vincent; Gijbels, David; Van Petegem, Peter

    2014-01-01

    Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students' undertake in the workplace can be explained by students' goal orientation and their perceptions of the workplace. In addition, it will be investigated…

  12. Poverty, Education, Gender and the Millennium Development Goals: Reflections on Boundaries and Intersectionality

    Unterhalter, Elaine

    2012-01-01

    The article considers the Millennium Development Goals (MDGs) concerned with poverty, education and gender (MDG 1, MDG 2 and MDG 3). Despite considerable achievements associated with the MDG approach, which entails international and national target setting and monitoring, a sharp distinction between areas of social policy is entailed. In addition…

  13. From Internationalism to Internationalisation: The Illusion of a Global Community in Higher Education

    Graham Pike

    2012-09-01

    Full Text Available Both global education and international education are movements designedto promote the concepts of internationalism and global community innational education systems, but with different histories. While the former, agrassroots K-12 movement, has struggled to make headway against theforces of neoliberalism, the latter has thrived in a market-driven era inwhich revenue from international student mobility has offset decliningpublic funding of higher education in many developed countries. Currenttrends in the internationalisation of higher education have resulted inincreasing commercialisation and intensive competition for internationalstudents, fuelled by world rankings of elite universities. Tensions existbetween these trends and the more altruistic goals of internationaleducation proclaimed in institutional mission statements and governmentpolicies. An analytical matrix is offered as a tool with which highereducation institutions can map their internationalisation activities andassess the extent to which they match their stated policies and missions.While the rhetoric of international education purports to promote theconcept of a global community, the article suggests this claim may beillusory.

  14. Reduce growth rate of light-duty vehicle travel to meet 2050 global climate goals

    Sager, Jalel; Apte, Joshua S; Lemoine, Derek M; Kammen, Daniel M, E-mail: jalel.sager@berkeley.edu, E-mail: japte@berkeley.edu, E-mail: dlemoine@berkeley.edu, E-mail: daniel.kammen@gmail.com [Energy and Resources Group, University of California, Berkeley, CA (United States)

    2011-04-15

    Strong policies to constrain increasing global use of light-duty vehicles (cars and light trucks) should complement fuel efficiency and carbon intensity improvements in order to meet international greenhouse gas emission and climate targets for the year 2050.

  15. Higher Education Globalization in the Context of American Guidelines

    Bidyuk, Natalya

    2016-01-01

    The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher…

  16. [Influence of autonomy support, social goals and relatedness on amotivation in physical education classes].

    Moreno Murcia, Juan A; Parra Rojas, Nicolás; González-Cutre Coll, David

    2008-11-01

    The purpose of this study was to analyze some factors that influence amotivation in physical education classes. A sample of 399 students, of ages 14 to 16 years, was used. They completed the Perceived Autonomy Support Scale in Exercise Settings (PASSES), the Social Goal Scale-Physical Education (SGS-PE), the factor of the Basic Psychological Needs in Exercise Scale (BPNES) adapted to physical education and the amotivation> factor of the Perceived Locus of Causality Scale (PLOC). The psychometric properties of the PASSES were analyzed, as this scale had not been validated to the Spanish context. In this analysis, the scale showed appropriate validity and reliability. The results of the structural equation model indicated that social responsibility and social relationship goals positively predicted perception of relatedness, whereas the context of autonomy support did not significantly predict it. In turn, perception of relatedness negatively predicted amotivation. The findings are discussed with regard to enhancing students' positive motivation.

  17. The Paris Agreement: resolving the inconsistency between global goals and national contributions

    Höhne, Niklas; Kuramochi, Takeshi; Warnecke, Carsten; Röser, Frauke; Fekete, Hanna; Hagemann, Markus; Day, Thomas; Tewari, Ritika; Kurdziel, Marie; Sterl, Sebastian; Gonzales, Sofia

    2017-01-01

    The adoption of the Paris Agreement in December 2015 moved the world a step closer to avoiding dangerous climate change. The aggregated individual intended nationally determined contributions (INDCs) are not yet sufficient to be consistent with the long-term goals of the agreement of ‘holding the

  18. The Paris Agreement : resolving the inconsistency between global goals and national contributions

    Höhne, Niklas; Kuramochi, Takeshi|info:eu-repo/dai/nl/304838683; Warnecke, Carsten; Röser, Frauke; Fekete, Hanna; Hagemann, Markus|info:eu-repo/dai/nl/374023557; Day, Thomas; Tewari, Ritika; Kurdziel, Marie; Sterl, Sebastian; Gonzales, Sofia

    2017-01-01

    The adoption of the Paris Agreement in December 2015 moved the world a step closer to avoiding dangerous climate change. The aggregated individual intended nationally determined contributions (INDCs) are not yet sufficient to be consistent with the long-term goals of the agreement of ‘holding the

  19. Zero emission targets as long-term global goals for climate protection

    Rogelj, Joeri; Riahi, Keywan; Schaeffer, Michiel; Hare, William; Meinshausen, Malte; Knutti, Reto; Alcamo, Joseph

    2015-01-01

    Recently, assessments have robustly linked stabilization of global-mean temperature rise to the necessity of limiting the total amount of emitted carbon-dioxide (CO 2 ). Halting global warming thus requires virtually zero annual CO 2 emissions at some point. Policymakers have now incorporated this concept in the negotiating text for a new global climate agreement, but confusion remains about concepts like carbon neutrality, climate neutrality, full decarbonization, and net zero carbon or net zero greenhouse gas (GHG) emissions. Here we clarify these concepts, discuss their appropriateness to serve as a long-term global benchmark for achieving temperature targets, and provide a detailed quantification. We find that with current pledges and for a likely (>66%) chance of staying below 2 °C, the scenario literature suggests net zero CO 2 emissions between 2060 and 2070, with net negative CO 2 emissions thereafter. Because of residual non-CO 2 emissions, net zero is always reached later for total GHG emissions than for CO 2 . Net zero emissions targets are a useful focal point for policy, linking a global temperature target and socio-economic pathways to a necessary long-term limit on cumulative CO 2 emissions. (letter)

  20. Effects of efforts to optimise morbidity and mortality rounds to serve contemporary quality improvement and educational goals: a systematic review.

    Smaggus, Andrew; Mrkobrada, Marko; Marson, Alanna; Appleton, Andrew

    2018-01-01

    The quality and safety movement has reinvigorated interest in optimising morbidity and mortality (M&M) rounds. We performed a systematic review to identify effective means of updating M&M rounds to (1) identify and address quality and safety issues, and (2) address contemporary educational goals. Relevant databases (Medline, Embase, PubMed, Education Resource Information Centre, Cumulative Index to Nursing and Allied Health Literature, Healthstar, and Global Health) were searched to identify primary sources. Studies were included if they (1) investigated an intervention applied to M&M rounds, (2) reported outcomes relevant to the identification of quality and safety issues, or educational outcomes relevant to quality improvement (QI), patient safety or general medical education and (3) included a control group. Study quality was assessed using the Medical Education Research Study Quality Instrument and Newcastle-Ottawa Scale-Education instruments. Given the heterogeneity of interventions and outcome measures, results were analysed thematically. The final analysis included 19 studies. We identified multiple effective strategies (updating objectives, standardising elements of rounds and attaching rounds to a formal quality committee) to optimise M&M rounds for a QI/safety purpose. These efforts were associated with successful integration of quality and safety content into rounds, and increased implementation of QI interventions. Consistent effects on educational outcomes were difficult to identify, likely due to the use of methodologies ill-fitted for educational research. These results are encouraging for those seeking to optimise the quality and safety mission of M&M rounds. However, the inability to identify consistent educational effects suggests the investigation of M&M rounds could benefit from additional methodologies (qualitative, mixed methods) in order to understand the complex mechanisms driving learning at M&M rounds. © Article author(s) (or their

  1. Validity and reliability of global operative assessment of laparoscopic skills (GOALS) in novice trainees performing a laparoscopic cholecystectomy.

    Kramp, Kelvin H; van Det, Marc J; Hoff, Christiaan; Lamme, Bas; Veeger, Nic J G M; Pierie, Jean-Pierre E N

    2015-01-01

    Global Operative Assessment of Laparoscopic Skills (GOALS) assessment has been designed to evaluate skills in laparoscopic surgery. A longitudinal blinded study of randomized video fragments was conducted to estimate the validity and reliability of GOALS in novice trainees. In total, 10 trainees each performed 6 consecutive laparoscopic cholecystectomies. Sixty procedures were recorded on video. Video fragments of (1) opening of the peritoneum; (2) dissection of Calot's triangle and achievement of critical view of safety; and (3) dissection of the gallbladder from the liver bed were blinded, randomized, and rated by 2 consultant surgeons using GOALS. Also, a grade was given for overall competence. The correlation of GOALS with live observation Objective Structured Assessment of Technical Skills (OSATS) scores was calculated. Construct validity was estimated using the Friedman 2-way analysis of variance by ranks and the Wilcoxon signed-rank test. The interrater reliability was calculated using the absolute and consistency agreement 2-way random-effects model intraclass correlation coefficient. A high correlation was found between mean GOALS score (r = 0.879, p = 0.021) and mean OSATS score. The GOALS score increased significantly across the 6 procedures (p = 0.002). The trainees performed significantly better on their sixth when compared with their first cholecystectomy (p = 0.004). The consistency agreement interrater reliability was 0.37 for the mean GOALS score (p = 0.002) and 0.55 for overall competence (p < 0.001) of the 3 video fragments. The validity observed in this randomized blinded longitudinal study supports the existing evidence that GOALS is a valid tool for assessment of novice trainees. A relatively low reliability was found in this study. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  2. Working together for global health goals: The United States Agency for International Development and faith-based organizations

    Clydette L Powell

    2014-01-01

    Full Text Available For many years, and before the term “FBO” was used for faith-based organizations, the United States Agency for International Development (USAID has supported the work of FBOs in global health and development. The Agency has long recognized the impact of FBOs within that development space, because these organizations are often well positioned to reach the hard-to-reach and to go the last mile because of their strong ties to the community. Moreover, FBOs deliver a substantial percentage of the health services in some developing countries. Faith partners, whether Catholic, Protestant, Buddhist, Hindu, Muslim, or other, have an important role to play as implementers in global health and to support global efforts towards achieving the Millennium Development Goals (MDGs in health. In addition, partnerships at national and international levels are key to the success of US Presidential Initiatives in the developing world, such as President’s Emergency Plan for AIDS Relief (PEPFAR and President’s Malaria Initiative (PMI. FBOs also have an important voice in policy and strategy formulation. Among other international donors, USAID support has been of great importance to the work of FBOs, thereby helping host nations to achieve goals in ending preventable child and maternal deaths, improving communicable disease control and prevention, and by supporting the construction and renovation of hospitals and health facilities where service delivery is most needed. The development literature is replete with examples of the work of FBOs made possible through access to resources. This paper focuses on some of the work supported by USAID in global health initiatives in order to reach complementary goals and achieve significant public health advances. Given the vastness of the topic, not all the global health initiatives involving FBOs supported by USAID are included here; the reader is encouraged to access the USAID website and USAID implementing partners for

  3. An Analysis of Globalization and Higher Education in Malaysia

    Arokiasamy, Anantha Raj A.

    2011-01-01

    This study aims to examine the impact of globalization on private higher education in Malaysia. The impact of globalization and the development of knowledge-based economy have caused much dramatic change to the character and functions of higher education in Malaysia. The major trend is the reforming and restructuring of private higher education in…

  4. Globalization and the Governance of Education in Viet Nam

    London, Jonathan D.

    2010-01-01

    In a globalizing world, local and global governance arrangements are increasingly interdependent, which produces harmonization in some instances and new tensions and contradictions in others. Analysis shows that successive waves of globalization have affected the governance of education in Viet Nam differently. It shows that the globalization of…

  5. COMPARATIVE ANALYSIS OF GLOBAL TERTIARY EDUCATIONAL SYSTEMS

    Ciumas Cristina

    2013-07-01

    Full Text Available Higher education system occupies a special place in the policy of each nation. Regardless of geographical location, socio-economic or cultural differences, the need to improve the education offered for population by facilitating access to higher education becomes more and more important. Providing a suitable framework for the personal development of each student is expensive and involves high amounts of money. From the analyses carried out we couldn\\'t identify the substantial differences between the way it is structured and organized education system worldwide. However, we were able to identify a number of common elements that create a global University System. The need to invest in human resources through structural reforms in each country is present, and therefore a higher indention to pay greater attention to the development of the higher education system. In our work we decided to analyze education systems in countries like United States of America (USA, United Kingdom (GB, China (CHN, Germany (DE, France (FR, Russian Federation (RU, Japan (JPN average values recorded for EU-27 and last but not least Romania (RO. Although the investment in the University system is hard to quantify, it is unanimously acknowledged that a country can achieve a competitive advantage in international relations through a very well prepared and trained personnel. The countries reviewed in this paper have different policies when it comes to financial support of the University System. If Germany and France have decided to get involved directly in supporting the system by allocating the necessary funds from the State budget, another European country, the United Kingdom, decided to apply a policy diametrically opposite, similar to that existing in the USA and cover in a lesser degree the needs of universities in Government funds. Regardless of the policy adopted the results are intended to be the same: facilitating access to university education, a high quality of

  6. Developing Global Competency in US Higher Education: Contributions of International Students

    Siczek, Megan M.

    2015-01-01

    International students are key players in realizing the goal of internationalizing US colleges and universities, particularly when it comes to engagement on issues of global significance. This article contextualizes the phenomenon of the internationalization of higher education and recent patterns of transnational mobility for international…

  7. Medical Providers as Global Warming and Climate Change Health Educators: A Health Literacy Approach

    Villagran, Melinda; Weathers, Melinda; Keefe, Brian; Sparks, Lisa

    2010-01-01

    Climate change is a threat to wildlife and the environment, but it also one of the most pervasive threats to human health. The goal of this study was to examine the relationships among dimensions of health literacy, patient education about global warming and climate change (GWCC), and health behaviors. Results reveal that patients who have higher…

  8. Claim Your Space: Leadership Development as a Research Capacity Building Goal in Global Health

    Airhihenbuwa, Collins O.; Ogedegbe, Gbenga; Iwelunmor, Juliet; Jean-Louis, Girardin; Williams, Natasha; Zizi, Freddy; Okuyemi, Kolawole

    2016-01-01

    As the burden of noncommunicable diseases (NCDs) rises in settings with an equally high burden of infectious diseases in the Global South, a new sense of urgency has developed around research capacity building to promote more effective and sustainable public health and health care systems. In 2010, NCDs accounted for more than 2.06 million deaths…

  9. Global temperature definition affects achievement of long-term climate goals

    Richardson, Mark; Cowtan, Kevin; Millar, Richard J.

    2018-05-01

    The Paris Agreement on climate change aims to limit ‘global average temperature’ rise to ‘well below 2 °C’ but reported temperature depends on choices about how to blend air and water temperature data, handle changes in sea ice and account for regions with missing data. Here we use CMIP5 climate model simulations to estimate how these choices affect reported warming and carbon budgets consistent with the Paris Agreement. By the 2090s, under a low-emissions scenario, modelled global near-surface air temperature rise is 15% higher (5%–95% range 6%–21%) than that estimated by an approach similar to the HadCRUT4 observational record. The difference reduces to 8% with global data coverage, or 4% with additional removal of a bias associated with changing sea-ice cover. Comparison of observational datasets with different data sources or infilling techniques supports our model results regarding incomplete coverage. From high-emission simulations, we find that a HadCRUT4 like definition means higher carbon budgets and later exceedance of temperature thresholds, relative to global near-surface air temperature. 2 °C warming is delayed by seven years on average, to 2048 (2035–2060), and CO2 emissions budget for a >50% chance of <2 °C warming increases by 67 GtC (246 GtCO2).

  10. MGIMO Educational Standards: Goal and Contents of Professional Language Training of IR Economics Students

    Alla A. Kizima

    2015-01-01

    Full Text Available The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.

  11. Compatibility between the Millennium Development Goals and the Global Development Discourse: PERSPECTIVES FROM ZIMBABWE

    Tendai Chiguware

    2016-12-01

    Full Text Available The Millennium Development Goals were a rather a bold initiate meant to curtail rising levels of poverty in developing countries. While the intention of the MDGs has been roundly praised, what has beenquestioned is the capacity of the respective governments to implement and achieve the stated goals. Conceptually, there were also questions about a program with uniform indicators that did not take cognisance of disparities within countries. However, the design of the MDGs did not raise as much questions as the execution of them. In recent, there have also been questions on the possibility and efficacy of achieving the MDG. While there were always doubts about the capacity of the international community to raise the requisite resources to achieve the MDGs, there were always undercurrents of the capacity of beneficiary countries to implement the goals. Further, the study argues that the prevailing development discourse in Zimbabwe entrenched in the use and dependence of donor agencies and their respective implementing NGOs further reduced the chances of the MDGs, and consequently, sustainable development ever being achieved in the country.

  12. Towards an integrative post-2015 sustainable development goal framework: Focusing on global justice – peace, security and basic human rights

    George R. Lueddeke

    2015-12-01

    To strengthen the likelihood of realizing the post-2015 Sustainable Development Goals (SDGs, particularly with regard to “planet and population” health and well-being , UN and other decision-makers are urged to consider the adoption of an integrated SDG framework that is based on (i a vision of global justice - underpinned by peace, security and basic human rights; (ii the development of interdependent and interconnected strategies for each of the eleven thematic indicators identified in the UN document The World We Want; and (iii the application of guiding principles to measure the impact of SDG strategies in terms of holism, equity, sustainability, ownership, and global obligation. While current discussions on the SDGs are making progress in a number of areas, the need for integration of these around a common global vision and purpose seems especially crucial to avoid MDG shortcomings.

  13. Retracted: Design Education in the Global Era

    de Lobo, Theresa

    The aim of this paper is to show the collaboration of design disciplines to instill a broader sense of design for students through intercultural service learning projects. While there are programs that are reinventing their curriculum, there are still several that follow the classic structure of a first year art foundation program with the final years concentrating on the desired discipline. The interactions at a global scale, has heightened the need for graduates to learn to interact more effectively with people from different cultures. This approach combines the concern of addressing a need for design in a real world situation, with learning how to understand culture, place, and experience through a collaborative project. Referencing a specific international service learning project, and drawing from literature on internationalization of education, this paper explores key concepts, learning objectives, methods, and challenges faced in addressing the need to prepare students for practice in an increasingly integrated workplace.

  14. Developing Canadian oncology education goals and objectives for medical students: a national modified Delphi study.

    Tam, Vincent C; Ingledew, Paris-Ann; Berry, Scott; Verma, Sunil; Giuliani, Meredith E

    2016-01-01

    Studies have shown that there is a deficiency in focused oncology teaching during medical school in Canada. This study aimed to develop oncology education goals and objectives for medical students through consensus of oncology educators from across Canada. In 2014 we created a comprehensive list of oncology education objectives using existing resources. Experts in oncology education and undergraduate medical education from all 17 Canadian medical schools were invited to participate in a 3-round modified Delphi process. In round 1, the participants scored the objectives on a 9-point Likert scale according to the degree to which they agreed an objective should be taught to medical students. Objectives with a mean score of 7.0 or greater were retained, those with a mean score of 1.0-3.9 were excluded, and those with a mean score of 4.0-6.9 were discussed at a round 2 Web meeting. In round 3, the participants voted on inclusion and exclusion of the round 2 objectives. Thirty-four (92%) of the 37 invited oncology educators, representing 14 medical schools, participated in the study. They included oncologists, family physicians, members of undergraduate medical education curriculum committees and a psychologist. Of the 214 objectives reviewed in round 1, 146 received a mean score of 7.0 or greater, and 68 were scored 4.0-6.9; no objective received a mean score below 4.0. Nine new objectives were suggested. The main themes of participants' comments were to minimize the number of objectives and to aim objectives at the knowledge level required for family physicians. In round 2, the participants were able to combine 28 of the objectives with other existing objectives. In round 3, 7 of the 49 objectives received consensus of at least 75% for inclusion. The final Canadian Oncology Goals and Objectives for Medical Students contained 10 goals and 153 objectives. Through a systematic process, we created a comprehensive, consensus-based set of oncology goals and objectives to

  15. People-, Process- and Goal-Focused Leadership Behaviour: An Empirical Study in a Global Company

    Thanh Ha-Vikstrom

    2017-03-01

    Full Text Available This study explores the focus of leadership behaviours that perceived and experienced by leaders in a multinational company. By using triangulation method including questionnaires, in-depth interviews and observations, we analyse the data collected from twenty managers across organisational levels. The results reveal the patterns of managerial behaviour in three key focus areas for success: people, process and goal. Directors and general managers are more people-focused than line managers, who in turn tend to be more process-focused. The research findings bridge the gap in the field and initiate a new normative leadership behaviour model (people-, process and goal-focused, which can be used to directly support leaders in enhancing their leadership skills as well as for recruitment or promotion purposes. The model can be utilized as an aid to organisations when developing training programs to support leaders in different types of organisations (for-profit or non-profit to focus their development efforts on organizational success.

  16. Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?

    Fernekes, William R.

    2016-01-01

    Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay…

  17. Education for Sustainable Development A Global Agenda for the ...

    FEKEDE

    REVIEW ARTICLE. Education for Sustainable Development: A Global Agenda ... of the human kind. These problems have grown from local to ... To this end, it is better to think about sustainability .... face to education and act in a new way. The.

  18. Anthropological perspectives on democratic citizenship education and globalization

    Červinková, Hana

    2013-01-01

    Roč. 2013, č. 27 (2013), s. 253-262 ISSN 1233-6688 Institutional support: RVO:68378076 Keywords : citizenship education * anthropology of education * action research * youth * participation * globalization Subject RIV: AC - Archeology, Anthropology, Ethnology

  19. Shadow Libraries: Access to Knowledge in Global Higher Education ...

    2018-05-04

    May 4, 2018 ... Shadow Libraries: Access to Knowledge in Global Higher Education ... that are emerging in middle- and low-income countries as opportunities for higher education expand but funding for materials shrinks. ... Innovation.

  20. The Worldviews Network: Transformative Global Change Education in Immersive Environments

    Hamilton, H.; Yu, K. C.; Gardiner, N.; McConville, D.; Connolly, R.; "Irving, Lindsay", L. S.

    2011-12-01

    Our modern age is defined by an astounding capacity to generate scientific information. From DNA to dark matter, human ingenuity and technologies create an endless stream of data about ourselves and the world of which we are a part. Yet we largely founder in transforming information into understanding, and understanding into rational action for our society as a whole. Earth and biodiversity scientists are especially frustrated by this impasse because the data they gather often point to a clash between Earth's capacity to sustain life and the decisions that humans make to garner the planet's resources. Immersive virtual environments offer an underexplored link in the translation of scientific data into public understanding, dialogue, and action. The Worldviews Network is a collaboration of scientists, artists, and educators focused on developing best practices for the use of immersive environments for science-based ecological literacy education. A central tenet of the Worldviews Network is that there are multiple ways to know and experience the world, so we are developing scientifically accurate, geographically relevant, and culturally appropriate programming to promote ecological literacy within informal science education programs across the United States. The goal of Worldviews Network is to offer transformative learning experiences, in which participants are guided on a process integrating immersive visual explorations, critical reflection and dialogue, and design-oriented approaches to action - or more simply, seeing, knowing, and doing. Our methods center on live presentations, interactive scientific visualizations, and sustainability dialogues hosted at informal science institutions. Our approach uses datasets from the life, Earth, and space sciences to illuminate the complex conditions that support life on earth and the ways in which ecological systems interact. We are leveraging scientific data from federal agencies, non-governmental organizations, and our

  1. Relationship among achievement goal orientations and multidimensional situational motivation in physical education.

    Standage, Martyn; Treasure, Darren C

    2002-03-01

    Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement. To examine the relationship between achievement goal orientations and multidimensional situational motivation in PE. Middle school children (182 male, 136 female; M age = 13.2 years). Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE. Task orientation was found to be positively associated with more self-determined types of situational motivation. Ego orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation. The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of PE.

  2. An In-Depth Analysis of Learning Goals in Higher Education: Evidence from the Programming Education

    Xia, Belle Selene

    2017-01-01

    Previous research has shown that, despite the importance of programming education, there is limited research done on programming education experiences from the students' point of view and the need to do so is strong. By understanding the student behaviour, their learning styles, their expectation and motivation to learn, the quality of teaching…

  3. Nigerian Traditional Music Education in the Context of Global ...

    The changes have happened more on the approaches to education than on the essence. This paper looks at the traditional music education in the face of the global challenges facing education. It makes a phenomenological appraisal of the trends and shows how there are shared and regional concerns of music education.

  4. Education, Globalization, and the State in the Age of Terrorism

    Peters, Michael A.

    2004-01-01

    Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and…

  5. Global Isomorphism and Governance Reform in Chinese Higher Education

    Cai, Yuzhuo

    2010-01-01

    In the past three decades, higher education reforms have taken place almost everywhere in the world, and governance or the way that higher education is or should be coordinated has become a global topic. The governance reform in Chinese higher education emerged against such a background. The current studies on Chinese higher education reforms…

  6. Philippines: The Role of Language and Education in Globalization

    Quijano, Consuelo A.

    2012-01-01

    International education has never been discussed in-depth by many citizens of the Philippines. International education refers to a study abroad program or an approach to prepare students to function in a global society. The focus of discussion is more on primary, secondary, and tertiary education. In any level of education, language plays a vital…

  7. Influence of Globalization and Privatization on Croatian Educational System

    Rajic, Višnja

    2010-01-01

    Globalization has made a big impact on all spheres of today's society. One of its most obvious impacts is the effect it has on education. It greatly influenced the economics and funding of public education, as well as the development of educational policies. International organizations set the benchmark for educational quality, evaluation and…

  8. Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

    MWANGI, SAMUEL M.; YAMASHITA, TAKASHI; EWEN, HEIDI H.; MANNING, LYDIA K.; KUNKEL, SUZANNE R.

    2013-01-01

    The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education. PMID:22490075

  9. Globalization of gerontology education: current practices and perceptions for graduate gerontology education in the United States.

    Mwangi, Samuel M; Yamashita, Takashi; Ewen, Heidi H; Manning, Lydia K; Kunkel, Suzanne R

    2012-01-01

    The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.

  10. Enhancing Recognition of High Quality, Functional IEP Goals: A Training Activity for Early Childhood Special Education Staff

    Lucas, Anne; Gillaspy, Kathi; Peters, Mary Louise; Hurth, Joicey

    2014-01-01

    This training activity was created to support participants' understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. The term "functional" is often used to describe what goals ought to be, yet many Early Childhood Special Education (ECSE) staff (e.g.,…

  11. Goals and strategies in the global control design of the OAJ Robotic Observatory

    Yanes-Díaz, A.; Rueda-Teruel, S.; Antón, J. L.; Rueda-Teruel, F.; Moles, M.; Cenarro, A. J.; Marín-Franch, A.; Ederoclite, A.; Gruel, N.; Varela, J.; Cristóbal-Hornillos, D.; Chueca, S.; Díaz-Martín, M. C.; Guillén, L.; Luis-Simoes, R.; Maícas, N.; Lamadrid, J. L.; López-Sainz, A.; Hernández-Fuertes, J.; Valdivielso, L.; Mendes de Oliveira, C.; Penteado, P.; Schoenell, W.; Kanaan, A.

    2012-09-01

    There are many ways to solve the challenging problem of making a high performance robotic observatory from scratch. The Observatorio Astrofísico de Javalambre (OAJ) is a new astronomical facility located in the Sierra de Javalambre (Teruel, Spain) whose primary role will be to conduct all-sky astronomical surveys. The OAJ control system has been designed from a global point of view including astronomical subsystems as well as infrastructures and other facilities. Three main factors have been considered in the design of a global control system for the robotic OAJ: quality, reliability and efficiency. We propose CIA (Control Integrated Architecture) design and OEE (Overall Equipment Effectiveness) as a key performance indicator in order to improve operation processes, minimizing resources and obtaining high cost reduction whilst maintaining quality requirements. The OAJ subsystems considered for the control integrated architecture are the following: two wide-field telescopes and their instrumentation, active optics subsystems, facilities for sky quality monitoring (seeing, extinction, sky background, sky brightness, cloud distribution, meteorological station), domes and several infrastructure facilities such as water supply, glycol water, water treatment plant, air conditioning, compressed air, LN2 plant, illumination, surveillance, access control, fire suppression, electrical generators, electrical distribution, electrical consumption, communication network, Uninterruptible Power Supply and two main control rooms, one at the OAJ and the other remotely located in Teruel, 40km from the observatory, connected through a microwave radio-link. This paper presents the OAJ strategy in control design to achieve maximum quality efficiency for the observatory processes and operations, giving practical examples of our approach.

  12. A mid-term assessment of progress towards the immunization coverage goal of the Global Immunization Vision and Strategy (GIVS

    Karimov Rouslan I

    2011-10-01

    Full Text Available Abstract Background The Global Immunization Vision and Strategy (GIVS (2006-2015 aims to reach and sustain high levels of vaccine coverage, provide immunization services to age groups beyond infancy and to those currently not reached, and to ensure that immunization activities are linked with other health interventions and contribute to the overall development of the health sector. Objective To examine mid-term progress (through 2010 of the immunization coverage goal of the GIVS for 194 countries or territories with special attention to data from 68 countries which account for more than 95% of all maternal and child deaths. Methods We present national immunization coverage estimates for the third dose of diphtheria and tetanus toxoid with pertussis (DTP3 vaccine and the first dose of measles containing vaccine (MCV during 2000, 2005 and 2010 and report the average annual relative percent change during 2000-2005 and 2005-2010. Data are taken from the WHO and UNICEF estimates of national immunization coverage, which refer to immunizations given during routine immunization services to children less than 12 months of age where immunization services are recorded. Results Globally DTP3 coverage increased from 74% during 2000 to 85% during 2010, and MCV coverage increased from 72% during 2000 to 85% during 2010. A total of 149 countries attained or were on track to achieve the 90% coverage goal for DTP3 (147 countries for MCV coverage. DTP3 coverage ≥ 90% was sustained between 2005 and 2010 by 99 countries (98 countries for MCV. Among 68 priority countries, 28 countries were identified as having made either insufficient or no progress towards reaching the GIVS goal of 90% coverage by 2015 for DTP3 or MCV. DTP3 and MCV coverage remained Conclusion Progress towards GIVS goals highlights improvements in routine immunization coverage, yet it is troubling to observe priority countries with little or no progress during the past five years. These results

  13. The Sustainable Development Goals and the Global Health Security Agenda: exploring synergies for a sustainable and resilient world.

    Bali, Sulzhan; Taaffe, Jessica

    2017-05-01

    Both the Sustainable Development Goals (SDGs) and the Global Health Security Agenda (GHSA) represent bold initiatives to address systematically gaps in previous efforts to assure that societies can be resilient when confronted with potentially overwhelming threats to health. Despite their obvious differences, and differing criticisms of both, they shift away from vertical (problem- or disease-specific) to horizontal (comprehensive) solutions. Despite the comprehensiveness of the SDGs, they lack a specific target for global health security. The GHSA focuses primarily on infectious diseases and neglects non-communicable diseases and socioeconomic drivers of health. Even though each agenda has limitations and unique challenges, they are complementary. We discuss ways to understand and implement the two agendas synergistically to hasten progress toward a more sustainable and resilient world.

  14. Contributions of national and global health estimates to monitoring health-related Sustainable Development Goals in Thailand.

    Bundhamcharoen, Kanitta; Limwattananon, Supon; Kusreesakul, Khanitta; Tangcharoensathien, Viroj

    2017-01-01

    The Millennium Development Goals (MDGs) triggered increased demand for data on child and maternal mortality for monitoring progress. With the advent of the Sustainable Development Goals (SDGs) and growing evidence of an epidemiological transition towards non-communicable diseases, policy makers need data on mortality and disease trends and distribution to inform effective policies and support monitoring progress. Where there are limited capacities to produce national health estimates (NHEs), global health estimates (GHEs) can fill gaps for global monitoring and comparisons. This paper draws lessons learned from Thailand's burden of disease study (BOD) on capacity development for NHEs, and discusses the contributions and limitation of GHEs in informing policies at country level. Through training and technical support by external partners, capacities are gradually strengthened and institutionalized to enable regular updates of BOD at national and sub-national levels. Initially, the quality of cause of death reporting in the death certificates was inadequate, especially for deaths occurring in the community. Verbal autopsies were conducted, using domestic resources, to determine probable causes of deaths occurring in the community. This helped improve the estimation of years of life lost. Since the achievement of universal health coverage in 2002, the quality of clinical data on morbidities has also considerably improved. There are significant discrepancies between the 2010 Global Burden of Diseases (GBD) estimates for Thailand and the 1999 nationally generated BOD, especially for years of life lost due to HIV/AIDS, and the ranking of priority diseases. National ownership of NHEs and effective interfaces between researchers and decision makers contribute to enhanced country policy responses, while sub-national data are intended to be used by various sub-national-level partners. Though GHEs contribute to benchmarking country achievement compared with global health

  15. Medical Education and Health Care Delivery: A Call to Better Align Goals and Purposes.

    Sklar, David P; Hemmer, Paul A; Durning, Steven J

    2018-03-01

    The transformation of the U.S. health care system is under way, driven by the needs of an aging population, rising health care spending, and the availability of health information. However, the speed and effectiveness of the transformation of health care delivery will depend, in large part, upon engagement of the health professions community and changes in clinicians' practice behaviors. Current efforts to influence practice behaviors emphasize changes in the health payment system with incentives to move from fee-for-service to alternative payment models.The authors describe the potential of medical education to augment payment incentives to make changes in clinical practice and the importance of aligning the purpose and goals of medical education with those of the health care delivery system. The authors discuss how curricular and assessment changes and faculty development can align medical education with the transformative trends in the health care delivery system. They also explain how the theory of situated cognition offers a shared conceptual framework that could help address the misalignment of education and clinical care. They provide examples of how quality improvement, health care innovation, population care management, and payment alignment could create bridges for joining health care delivery and medical education to meet the health care reform goals of a high-performing health care delivery system while controlling health care spending. Finally, the authors illustrate how current payment incentives such as bundled payments, value-based purchasing, and population-based payments can work synergistically with medical education to provide high-value care.

  16. China: a Follower or Leader in Global Higher Education?

    van der Wende, M.C.; Zhu, J.

    2016-01-01

    This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country’s policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class

  17. Educating Global Citizens: A Good "Idea" or an Organisational Practice?

    Lilley, Kathleen; Barker, Michelle; Harris, Neil

    2015-01-01

    Higher education emphasises training and skills for employment, yet while the "idea" of educating global citizens appears in university discourse, there is limited evidence demonstrating how the "idea" of the global citizen translates into practice. Recent research emphasises a desire for graduates to be local and global…

  18. Administering the Global Trap: The Role of Educational Leaders.

    Bates, Richard

    2002-01-01

    Discusses the role of educational leaders in a global society. Explains the globalization of technology, finance, production, and culture. Other topics include the withering away of the state, rebalancing states and markets, development as freedom, and the development as freedom for educational leaders. (Contains 32 references.) (PKP)

  19. Globalizing Policy Sociology in Education: Working with Bourdieu

    Lingard, Bob; Rawolle, Shaun; Taylor, Sandra

    2005-01-01

    This paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu's concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross-field…

  20. Physical Education and Health: Global Perspectives and Best Practice

    Chin, Ming-Kai, Ed.; Edginton, Christopher R.

    2014-01-01

    "Physical Education and Health: Global Perspectives and Best Practice" draws together global scholars, researchers, and practitioners to provide a review and analysis of new directions in physical education and health worldwide. The book provides descriptive information from 40 countries regarding contemporary practices, models, and…

  1. Setting the Stage: Global Competition in Higher Education

    Bagley, Sylvia S.; Portnoi, Laura M.

    2014-01-01

    In this chapter, the issue editors set the stage for the chapters that follow by delineating recent developments in higher education and common strategies for creating globally competitive higher education institutions. The editors consider social justice concerns that arise with global competition and contend that contextualized priorities can…

  2. Developing Intercultural Competence through Global Link Experiences in Physical Education

    Ko, Bomna; Boswell, Boni; Yoon, Seok

    2015-01-01

    Background: Recognition of the importance of the development of intercultural competence (ICC) has placed intense pressure on teacher education programs to infuse a global perspective into their programs. Several studies have proposed integration of global elements into teacher education programs. Although the use of online tools for…

  3. Socio-Cultural Challenges in Global Software Engineering Education

    Hoda, Rashina; Babar, Muhammad Ali; Shastri, Yogeshwar; Yaqoob, Humaa

    2017-01-01

    Global software engineering education (GSEE) is aimed at providing software engineering (SE) students with knowledge, skills, and understanding of working in globally distributed arrangements so they can be prepared for the global SE (GSE) paradigm. It is important to understand the challenges involved in GSEE for improving the quality and…

  4. Education, Meritocracy and the Global War for Talent

    Brown, Phillip; Tannock, Stuart

    2009-01-01

    Talk of the rise of a global war for talent and emergence of a new global meritocracy has spread from the literature on human resource management to shape nation-state discourse on managed migration and immigration reform. This article examines the implications that the global war for talent have for education policy. Given that this talent war is…

  5. Globalization and Chinese Education in the Early 20th Century

    Bailey, Paul J.

    2013-01-01

    With China's growing significance in the global economy ever more evident, studies in recent years have highlighted multiple aspects of China's "Globalization" (or global connections) that predate the contemporary period. This article focuses on educational reform in the late Qing and early Republic as a way of illuminating a significant…

  6. Globalization and Its Influence on Comparative Education Methodology

    Chigisheva, Oksana

    2015-01-01

    The article is devoted to the research of the methodological changes that occur in the field of comparative education as a result of globalization. A deep analysis of the globalization phenomenon is undertaken with a special focus on the differentiation of globalization, internationalisation, regionalisation and integration. UNESCO's role in the…

  7. Globalization of Science Education: Comment and a Commentary

    Fensham, Peter J.

    2011-01-01

    The globalized nature of modern society has generated a number of pressures that impact internationally on countries' policies and practices of science education. Among these pressures are key issues of health and environment confronting global science, global economic control through multi-national capitalism, comparative and competitive…

  8. Seeking Critical Hope in a Global Age: Religious Education in a Global Perspective

    Kim, Hyun-Sook

    2015-01-01

    During the last two decades, globalization has come to occupy an important position in popular and academic discourses. Globalization has provided opportunities to produce possibilities of global awareness and at the same time crises to perpetuate a culture of fear. This article asks how church and religious education can provide a global…

  9. GLOBALIZATION AND HIGHER EDUCATION: A WAY TO THE GLOBAL CITIZENSHIP OR LOSS OF NATIONAL IDENTITY

    T. L. Oskolova

    2014-01-01

    The paper considers the influence of globalization (both its positive and negative effects) on higher education systems worldwide including the USA and Russia. The research analyzes the potential of higher educational institutions for raising students’ capability of living and working in the global environment, which implies both raising the global competencies and preserving the traditional national and cultural values. Applying the comparative historical method, the author traces the US his...

  10. Transforming business education to produce global managers

    Kedia, Ben L.; Englis-Danskin, Paula

    2011-01-01

    In recent years, globalization of businesses has occurred faster than the internationalization of business schools—in terms of faculty, students, and curriculum. Indeed, there is now a disconnect between global economic realities and the ability of business schools to produce global managers. This

  11. The goal of the Norwegian educational institutions and the needs of the oil sector; Utdanningsinstitusjonenes maal og oljebransjens behov

    Loevland, Joergen

    1998-07-01

    This presentation discusses the following items: (1) The present structure of the Norwegian educational system as relevant to the petroleum industry, (2) The goal of that education, (3) Studies at the technical university in Trondheim, (4) The form of the teaching and reaching the goal, (5) Teaching methods and resources, (6) Evaluation of the studies, (7) How to meet the needs of the industry, (8) Post-qualifying education.

  12. A global change data base using thematic mapper data: Earth monitoring educational system (EMES)

    D'Antoni, H.L.; Peterson, D.L.

    1992-01-01

    The creation of an Earth Monitoring Educational System integrated with the research interests of NASA Ames Research Center and one or more university schools is proposed. This would be a first step in a new educational system at an international scale. Based on the integration of a global network of cooperators to build a global data base for assessments of global change, the EMES will promote AS, BS, MS and PhDs in global ecology at associated universities and colleges, and extra-curricular courses for multilevel audiences. These would range as appropriate from ministers to resource managers to students. Both programs will be conducted under a systemic approach, through active learning, coordination and correlation practices. They will be aimed to: (1) train specialists, (2) establish a tradition of solving regional problems concerning global change in a systemic manner, using remote sensing technology as the monitoring tool, and (3) transfer knowledge on global change to the national and world communities. The main goal of the extra-curricular courses would be to provide readily usable knowledge to the decision-making levels of all the participant countries and institutions. South America is proposed as the pilot continent for the project. This work is consistent with the educational goals of the International Space year in 1992

  13. Education for public health in Europe and its global outreach

    Bjegovic-Mikanovic, Vesna; Jovic-Vranes, Aleksandra; Czabanowska, Katarzyna; Otok, Robert

    2014-01-01

    Introduction At the present time, higher education institutions dealing with education for public health in Europe and beyond are faced with a complex and comprehensive task of responding to global health challenges. Review Literature reviews in public health and global health and exploration of internet presentations of regional and global organisations dealing with education for public health were the main methods employed in the work presented in this paper. Higher academic institutions are searching for appropriate strategies in competences-based education, which will increase the global attractiveness of their academic programmes and courses for continuous professional development. Academic professionals are taking advantage of blended learning and new web technologies. In Europe and beyond they are opening up debates about the scope of public health and global health. Nevertheless, global health is bringing revitalisation of public health education, which is recognised as one of the core components by many other academic institutions involved in global health work. More than ever, higher academic institutions for public health are recognising the importance of institutional partnerships with various organisations and efficient modes of cooperation in regional and global networks. Networking in a global setting is bringing new opportunities, but also opening debates about global harmonisation of competence-based education to achieve functional knowledge, increase mobility of public health professionals, better employability and affordable performance. Conclusions As public health opportunities and threats are increasingly global, higher education institutions in Europe and in other regions have to look beyond national boundaries and participate in networks for education, research and practice. PMID:24560263

  14. Refugee Education: The Crossroads of Globalization

    Dryden-Peterson, Sarah

    2016-01-01

    In this article, I probe a question at the core of comparative education--how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents (n =…

  15. The Global War on Terror and Army Officer Military Education

    Martin, Joseph M

    2008-01-01

    .... Unfortunately, history and current trends have demonstrated that the Army's selfless culture has struggled to meet long term educational goals during periods of high operational demand like the present...

  16. Global Climate Change and Ocean Education

    Spitzer, W.; Anderson, J.

    2011-12-01

    The New England Aquarium, collaborating with other aquariums across the country, is leading a national effort to enable aquariums and related informal science education institutions to effectively communicate the impacts of climate change and ocean acidification on marine animals, habitats and ecosystems. Our goal is to build on visitors' emotional connection with ocean animals, connect to their deeply held values, help them understand causes and effects of climate change and motivate them to embrace effective solutions. Our objectives are to: (1) Build a national coalition of aquariums and related informal education institutions collaborating on climate change education; (2) Develop an interpretive framework for climate change and the ocean that is scientifically sound, research-based, field tested and evaluated; and (3) Build capacity of aquariums to interpret climate change via training for interpreters, interactive exhibits and activities and communities of practice for ongoing support. Centers of informal learning have the potential to bring important environmental issues to the public by presenting the facts, explaining the science, connecting with existing values and interests, and motivating concern and action. Centers that work with live animals (including aquariums, zoos, nature centers, national parks, national marine sanctuaries, etc.) are unique in that they attract large numbers of people of all ages (over 140 million in the US), have strong connections to the natural, and engage many visitors who may not come with a primary interest in science. Recent research indicates that that the public expects and trusts aquariums, zoos, and museums to communicate solutions to environmental and ocean issues, and to advance ocean conservation, and that climate change is the environmental issue of most concern to the public; Ironically, however, most people do not associate climate change with ocean health, or understand the critical role that the ocean plays in

  17. Leadership and culture of data governance for the achievement of higher education goals (Case study: Indonesia University of Education)

    Putro, Budi Laksono; Surendro, Kridanto; Herbert

    2016-02-01

    Data is a vital asset in a business enterprise in achieving organizational goals. Data and information affect the decision-making process on the various activities of an organization. Data problems include validity, quality, duplication, control over data, and the difficulty of data availability. Data Governance is the way the company / institution manages its data assets. Data Governance covers the rules, policies, procedures, roles and responsibilities, and performance indicators that direct the overall management of data assets. Studies on governance data or information aplenty recommend the importance of cultural factors in the governance of research data. Among the organization's leadership culture has a very close relationship, and there are two concepts turn, namely: Culture created by leaders, leaders created by culture. Based on the above, this study exposure to the theme "Leadership and Culture Of Data Governance For The Achievement Of Higher Education Goals (Case Study: Indonesia University Of Education)". Culture and Leadership Model Development of on Higher Education in Indonesia would be made by comparing several models of data governance, organizational culture, and organizational leadership on previous studies based on the advantages and disadvantages of each model to the existing organizational business. Results of data governance model development is shown in the organizational culture FPMIPA Indonesia University Of Education today is the cultural market and desired culture is a culture of clan. Organizational leadership today is Individualism Index (IDV) (83.72%), and situational leadership on selling position.

  18. The Change of South Korean Adult Education in Globalization.

    Park, Sung-Jung

    2002-01-01

    Describes the development of adult education in South Korea from postwar modernization to the current globalized environment. Notes that adult higher education is increasingly formalized and institutionalized, with expanded credentialism, inequality, and government intervention and a weakening connection between adult education and social…

  19. Educational Travel to Israel in the Era of Globalization

    Ezrachi, Elan

    2015-01-01

    Travel to Israel has been a central feature of Jewish and Zionist education yet it is time for this educational travel to be examined in the context of current cultural trends of travel and transnational experiences. The Jewish educational community has not yet internalized the impact of global trends on the field of travel to Israel from a…

  20. Association between low education and higher global cardiovascular risk.

    Di Chiara, Tiziana; Scaglione, Alessandra; Corrao, Salvatore; Argano, Christiano; Pinto, Antonio; Scaglione, Rosario

    2015-05-01

    This study was designed to evaluate the impact of educational status on global cardiovascular risk in a southern Italian urban population. The study population consisted of 488 consecutive outpatients aged 18 years and older. Educational status was categorized according to the number of years of formal education as follows: (1) low education group (education group (10-15 years). In both groups, cardiometabolic comorbidities (obesity, visceral obesity, diabetes, dyslipidemia, metabolic syndrome, microalbuminuria, left ventricular hypertrophy) and global cardiovascular risk, according to international guidelines, were analyzed. Left ventricular mass index and ejection fraction by echocardiography and E/A ratio, by pulsed-wave Doppler, were calculated. The low education group was characterized by a significantly higher prevalence of patients with visceral obesity (P=.021), hypertension (P=.010), metabolic syndrome (P=.000), and microalbuminuria (P=.000) and greater global cardiovascular risk (P=.000). Significantly increased levels of microalbuminuria (P=.000) and significantly decreased values of E/A ratio (P=.000) were also detected in the low education group. Global cardiovascular risk correlated directly with waist-to-hip ratio (P=.010), microalbuminuria (P=.015), and the metabolic syndrome (P>.012) and inversely with educational status (P=.000). Education was independently (P=.000) associated with global cardiovascular risk. These data indicate a strong association between low education and cardiometabolic comorbidities suitable to influence the evolution of chronic degenerative diseases. Preventive strategies need to be more efficient and more effective in this patient population. ©2015 Wiley Periodicals, Inc.

  1. Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

    Ruth Reynolds

    2012-10-01

    Full Text Available Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

  2. Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study

    Perezchica, Inez G.

    2017-01-01

    Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In…

  3. Educating the Global Scholar: Toward a Globally Oriented Institution

    Steve O. Michael

    2013-07-01

    Full Text Available What constitutes the curricular experience for the award of a baccalaureate degree has never been static and could not have been expected to be if higher education is to fulfill its role to a dynamic society. Since the creation of the modern university, the role of higher education has continued to expand, initially serving to prepare the clergy for the church, later to prepare statesmen, much later to prepare the general citizens for gainful employment. Although performed differently by different institutions, the mission of a modern university is basically a universal one: to generate knowledge, transmit knowledge, serve as the custodian of the stock of knowledge, and provide service to society. In other words, the role of a university is to create, critique, and transform civilizations.

  4. The Truth and Reconciliation Commission of Canada: Insights into the Goal of Transformative Education

    Karina Czyzewski

    2011-08-01

    Full Text Available In 2006, the Government of Canada announced the approval of a final Residential Schools Settlement Agreement with the collaboration of the four churches responsible (United, Anglican, Presbyterian, Catholic, the federal government and residential school survivors. Schedule "N" of the Agreement lists the mandate of the TRC; therein, the TRC states one of its goals as: (d to promote awareness and public education of Canadians about the system and its impacts. Can education - as the TRC hopes to engender - truly be transformative, renewing relationships and promoting healing in the process of forging these new relationships? The literature reviewed and the conferences attended highlighted that generating empathy maybe a necessary ingredient for the instigation of social change, but is insufficient. Transformation through education, or reconciliation through truth-telling, testimonial reading and responsible listening would mean claiming a genuine, supportive responsibility for the colonial past. Educational policy and media initiatives are fundamental to creating awareness, developing public interest and support of the TRC's recommendations. However, authors also stress the importance of critical pedagogy in the whole process of truth andreconciliation, and that real reconciliation would require confronting the racism that initiated these institutions and allowed for a decontextualization of their impacts.

  5. West German Education in the Global Village

    1993-04-01

    GeschichwlEdbode) with additional studies in religion (Refigiotarehre), art (K/auterfehumg), music ( Musik ), physical education (Leiberuebumgen...chemistry (OChmie) and bioklgy (Bioiogie) instead of general science. Additional studies include religion, art, music , physical education...religion, English, history, biology and chemistry, music , and physical education but adds a required choice between three different major course

  6. Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

    Mwangi, Samuel M.; Yamashita, Takashi; Ewen, Heidi H.; Manning, Lydia K.; Kunkel, Suzanne R.

    2012-01-01

    The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level…

  7. The Future of Education for All as a Global Regime of Educational Governance

    Tikly, Leon

    2017-01-01

    The article considers the future of Education for All (EFA) understood as a global regime of educational governance. The article sets out an understanding of global governance, world order, power, and legitimacy within which EFA is embedded. It explains what is meant by EFA as a regime of global governance and as part of a "regime…

  8. Translating Globalization Theories into Educational Research: Thoughts on Recent Shifts in Holocaust Education

    Macgilchrist, Felicitas; Christophe, Barbara

    2011-01-01

    Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and…

  9. Children, Youth and Developmental Science in the 2015-2030 Global Sustainable Development Goals. Social Policy Report. Volume 30, Number 3

    Raikes, Abbie; Yoshikawa, Hirokazu; Britto, Pia Rebello; Iruka, Iheoma

    2017-01-01

    In September 2016, the member states of the United Nations completed the process of adopting and defining indicators for the Sustainable Development Goals (SDGs; United Nations, 2015). Developed through a three-year, worldwide participatory process, these 17 goals and 169 targets represent a global consensus on the part of U.N. member nations…

  10. Measuring the health-related Sustainable Development Goals in 188 countries : A baseline analysis from the Global Burden of Disease Study 2015

    Lim, Stephen S.; Allen, Kate; Bhutta, Zulfiqar A.; Dandona, Lalit; Forouzanfar, Mohammad H.; Fullman, Nancy; Gething, Peter W.; Goldberg, Ellen M.; Hay, Simon I.; Holmberg, Mollie; Kinfu, Yohannes; Kutz, Michael J.; Larson, Heidi J.; Liang, Xiaofeng; Lopez, Alan D.; Lozano, Rafael; McNellan, Claire R.; Mokdad, Ali H.; Mooney, Meghan D.; Naghavi, Mohsen; Olsen, Helen E.; Pigott, David M.; Salomon, Joshua A.; Vos, Theo; Wang, Haidong; Abajobir, Amanuel Alemu; Abate, Kalkidan Hassen; Abbafati, Cristiana; Abbas, Kaja M.; Abd-Allah, Foad; Abdulle, Abdishakur M.; Abraham, Biju; Abubakar, Ibrahim; Abu-Raddad, Laith J.; Abu-Rmeileh, Niveen M. E.; Abyu, Gebre Yitayih; Achoki, Tom; Adebiyi, Akindele Olupelumi; Adedeji, Isaac Akinkunmi; Afanvi, Kossivi Agbelenko; Afshin, Ashkan; Agarwal, Arnav; Agrawal, Anurag; Kiadaliri, Aliasghar Ahmad; Ahmadieh, Hamid; Ahmed, Kedir Yimam; Amare, Azmeraw T.; Hoek, Hans W.; Singh, Abhishek; Tura, Abera Kenay

    2016-01-01

    Background In September, 2015, the UN General Assembly established the Sustainable Development Goals (SDGs). The SDGs specify 17 universal goals, 169 targets, and 230 indicators leading up to 2030. We provide an analysis of 33 health-related SDG indicators based on the Global Burden of Diseases,

  11. How culture matters in educational borrowing? Chinese teachers’ dilemmas in a global era

    Sheng-nan Liu

    2015-12-01

    Full Text Available Educational borrowing may cause numerous dilemmas that emerge from cross-cultural differences among teachers in the globalization. Through the case study on the flipped classroom introduced from the United States into Chinese middle schools, this article presents an examination of dilemmas that teachers encountered during educational borrowing in the global era. Based on the theoretical literature on cultural-historical activity theory, the study used interviews, field observations, and documents from six secondary schools in mainland China for one and a half years to understand comprehensively the dilemmas that teachers encountered when implementing the flipped classroom. The findings indicate that understandings of knowledge production, transmission, and the goal of education in mainland China differ from those in the west, which is the main reason for the teacher dilemmas. Because of the diversity in social culture, we suggest that teachers should be more culturally sensitive and improve compatibility in the process of educational borrowing.

  12. Assessing the Progress of Gender Parity in Education through Achieving Millennium Development Goals: A Case Study of Quetta District Balochistan

    Rashid, Abdul; Bibi, Zainab; Din, Siraj ud

    2012-01-01

    Using secondary data of Government Schools and literacy department for 10 years that is 2000-2010, this paper assesses the progress on the issue of gender equality within the framework of education related Millennium Development Goals (MDG) in district Quetta. The assessment is based on the selected indicators of goals by applying descriptive…

  13. Zambian Pre-Service Chemistry Teachers' Views on Chemistry Education Goals and Challenges for Achieving Them in Schools

    Banda, Asiana; Mumba, Frackson; Chabalengula, Vivien M.

    2014-01-01

    This study examined Zambian preservice chemistry teachers' views on the goals of chemistry education, the importance of the goals, and challenges for achieving them in schools. The study sample was comprised of 59 pre-service chemistry teachers at the University of Zambia. Data were collected using a modified Likert-scale questionnaire that was…

  14. Space Suits and Crew Survival Systems Branch Education and Public Outreach Support of NASA's Strategic Goals in Fiscal Year 2012

    Jennings, Mallory A.

    2013-01-01

    As NASA plans to send people beyond low Earth orbit, it is important to educate and inspire the next generation of astronauts, engineers, scientists, and the general public. This is so important to NASA s future that it is one of the agency s strategic goals. The Space Suits and Crew Survival Systems Branch at Johnson Space Center (JSC) is actively involved in achieving this goal by sharing our hardware and technical experts with students, educators, and the general public and educating them about the challenges of human space flight, with Education and Public Outreach (EPO). This paper summarizes the Space Suit and Crew Survival Systems Branch EPO efforts throughout fiscal year 2012.

  15. Education and Capabilities for a Global ‘Great Transition’

    D.R. Gasper (Des)

    2013-01-01

    markdownabstract__Abstract__ What are the implications for education of the emergent global challenges of sustainability? Various studies suggest that major changes are required in predominant human values during the next two generations, to ensure politically and environmentally sustainable

  16. An Independent Review and Accountability Mechanism for the Sustainable Development Goals: The Possibilities of a Framework Convention on Global Health.

    Friedman, Eric A

    2016-06-01

    The Framework Convention on Global Health (FCGH), a proposed global treaty to be rooted in the right to health and aimed at health equity, could establish a nuanced, layered, and multi-faceted regime of compliance with, and accountability to, the right to health. In so doing, it would significantly strengthen accountability for the health-related Sustainable Development Goals (SDGs), which it would encompass. Legally binding, the FCGH could facilitate accountability through the courts and catalyze comprehensive domestic accountability regimes, requiring national strategies that include transparency, community and national mechanisms for accountability and participation and an enabling environment for social empowerment. A "Right to Health Capacity Fund" could ensure resources to implement these strategies. Inclusive national processes could establish targets, benchmarks, and indicators consistent with FCGH guidance, with regular reporting to a treaty body, which could also hear individual cases. State reports could be required to include plans to overcome implementation gaps, subjecting poorly complying states to penalties and targeted capacity building measures. Regional special rapporteurs could facilitate compliance through regular country visits, while also responding to serious violations. And reaching beyond government compliance, from capacity building to the courts and contractual obligations, the FCGH could establish nationally enforceable right to health obligations on the private sector.

  17. Internationalizing Medical Education: The Special Track Curriculum 'Global Health' at Justus Liebig University Giessen.

    Knipper, Michael; Baumann, Adrian; Hofstetter, Christine; Korte, Rolf; Krawinkel, Michael

    2015-01-01

    Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meaning of "internationalizing" medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: Schwerpunktcurriculum Global Health, short: SPC) at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum. The report of the structure, content, didactic principles and participants' evaluations of the SPC is embedded into a larger discussion of the pedagogic value of a broad and interdisciplinary perspective on "global health" in medical education, that explicitly includes attention for health inequities, social determinants of health and the cultural dimensions of medicine and health abroad and "at home" (e.g. in relation to migration). We conclude that if properly defined, the emerging field of "global health" represents a didactically meaningful approach for adding value to medical education through internationalizing the curriculum, especially in regard to themes that despite of their uncontested value are often rather weak within medical education. The concrete curricular structures, however, have always to be developed locally. The "SPC" at Giessen University Medical School is only one possible way of addressing these globally relevant issues in one particular local academic setting.

  18. EDUCATION AND COMPETITIVENESS IN THE GLOBALIZATION ERA

    Popa Ioan

    2013-07-01

    Full Text Available The educational system is one of the important factors in creating and developing the competitive forces of a country. The higher education provides the socio-economic environment with two basic services: teaching and research. The duality marks an entire history for higher education, but nowadays a new dilemma has emerged: economic efficiency (the university as an economic provider of services versus academic competitiveness (the university as a research forum. In addition, a new challenge seems to be altering the future of higher education, these stemming from the massive increase in the demand for university teaching services: elite higher education, thus efficient, highly competitive academically (competitiveness, or mass higher education, adapted to the demand, with the primary role of harnessing knowledge though professional training (effectiveness.

  19. Utilization of Cloud Computing in Education and Research to the Attainment of Millennium Development Goals and Vision 2030 in Kenya

    Waga, Duncan; Makori, Esther; Rabah, Kefa

    2014-01-01

    Kenya Educational and Research fraternity has highly qualified human resource capacity with globally gained experiences. However each research entity works in disparity due to the absence of a common digital platform while educational units don't even have the basic infrastructure. For sustainability of Education and research progression,…

  20. The Global People landscaping study: intercultural effectiveness in global education partnerships

    Reid, S.; Stadler, Stefanie; Spencer-Oatey, Helen

    2009-01-01

    The Context\\ud The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conf...

  1. Catholic Social Teaching: Addressing Globalization in Catholic Business Education

    Ball, James B.; Martinez, Zaida; Toyne, Brian

    2009-01-01

    Although business schools are increasingly aware of the importance of globalization in educating future business leaders, their business programs have addressed globalization from a limited perspective that fails to provide students with a broader understanding of its impact on societies and its moral consequences. The conventional approach to the…

  2. Exploring Adolescents' Thinking about Globalization in an International Education Program

    Myers, John P.

    2010-01-01

    This research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the…

  3. International Education: The International Baccalaureate, Montessori and Global Citizenship

    Brunold-Conesa, Cynthia

    2010-01-01

    The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are…

  4. Global Education: What the Research Shows. Information Capsule. Volume 0604

    Blazer, Christie

    2006-01-01

    Teaching from a global perspective is important because the lives of people around the world are increasingly interconnected through politics, economics, technology, and the environment. Global education teaches students to understand and appreciate people from different cultural backgrounds; view events from a variety of perspectives; recognize…

  5. Fostering Local Knowledge and Human Development in Globalization of Education

    Cheng, Yin Cheong

    2004-01-01

    Since there are increasing international concerns with both the positive and negative impacts of globalization on indigenous and national development, how to manage the realities and practices of globalization and localization in education for maximizing the benefits and minimizing the disadvantages for the development of individuals and their…

  6. Opening Up: Higher Education Systems in Global Perspective

    van der Wende, M.C.

    2017-01-01

    Globalisation has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Enhanced competition for reputation, talent, and resources was driven by the paradigm of the global knowledge economy and fuelled by global rankings,

  7. Developing Globally Compatible Institutional Infrastructures for Indian Higher Education

    Chakrabarti, Raj; Bartning, Augustine; Sengupta, Shiladitya

    2010-01-01

    The authors profile developments in the globalization of Indian higher education, with an emphasis on emerging globally compatible institutional infrastructures. In recent decades, there has been an enormous amount of brain drain: the exodus of the brightest professionals and students to other countries. The article argues that the implementation…

  8. Globalizing Social Justice Education: The Case of The Global Solidarity Network Study e-Broad Program

    Harrison, Yvonne D.; Kostic, Kevin; Toton, Suzanne C.; Zurek, Jerome

    2010-01-01

    This paper documents the development, implementation, and evaluation of "The Global Solidarity Network Study e-Broad Program (GSNSeBP)", an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and…

  9. Global Citizenship and the Importance of Education in a Globally Integrated World

    Smith, William C.; Fraser, Pablo; Chykina, Volha; Ikoma, Sakiko; Levitan, Joseph; Liu, Jing; Mahfouz, Julia

    2017-01-01

    As national borders dissipate and technology allows different cultures and nationalities to communicate on a regular basis, more individuals are self-identifying as a global citizen. Using Social Network Analysis and multi-level modelling, this study explores factors associated with global citizen affinity and finds that education plays an…

  10. Globalization as Continuing Colonialism: Critical Global Citizenship Education in an Unequal World

    Mikander, Pia

    2016-01-01

    In an unequal world, education about global inequality can be seen as a controversial but necessary topic for social science to deal with. Even though the world no longer consists of colonies and colonial powers, many aspects of the global economy follow the same patterns as during colonial times, with widening gaps between the world's richest and…

  11. Debating Globalization in Social Studies Education: Approaching Globalization Historically and Discursively

    Agbaria, Ayman K.

    2011-01-01

    The purpose of this paper is to explore the dominant positions in the debates on globalization in American social studies education. Specifically, the paper illustrates that, first, globalization is conceived of as more of an unprecedented new age and less of a historical development. Second, it is conceived of as more of a natural process and…

  12. Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

    Naidu, Thirusha; Kumagai, Arno K

    2016-03-01

    The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

  13. Education and hypertension: impact on global cardiovascular risk.

    Di Chiara, Tiziana; Scaglione, Alessandra; Corrao, Salvatore; Argano, Christiano; Pinto, Antonio; Scaglione, Rosario

    2017-10-01

    Improving cardiovascular risk prediction continues to be a major challenge and effective prevention of cardiovascular disease. Accordingly, several studies have recently reported on the role of cardiovascular risk education. This study was designed to evaluate the impact of education on global cardiovascular risk in hypertensive patients. The study population consisted of 223 consecutive hypertensive outpatients. Their educational status was categorized according to the number of years of formal education as follows: (1) low education (less than 10 years) and (2) medium-high education (10-15 years). In both groups, cardiometabolic comorbidities, global cardiovascular risk and echocardiographic measurements were analysed. Less educated hypertensive subjects were characterized by a significantly higher prevalence of patients with metabolic syndrome (MetS) (p educated hypertensive subjects. In the same subjects, a significant increase in microalbuminuria (MA) (p education (r = -0.45; p Education was independently (p education may be considered the best predictor of global cardiovascular risk in hypertensives and thus has to be evaluated in the strategies of hypertension and cardiovascular risk management.

  14. Social and Solidarity Economy, Sustainable Development Goals, and Community Development: The Mission of Adult Education & Training

    Catalina Quiroz-Niño

    2017-11-01

    Full Text Available A utopia of sustainable development is becoming established on the international stage. To get there, varied and complementary strategies must come into play—among them education. This trend is turning to the “Social and Solidarity Economy” (SSE, especially since the approval by the United Nations (UN of the 2030 Agenda; the fulfilment of which demands adult education strategies and programs in line with the principles and values of sustainability. This article offers a response to that demand. It aims to carry out a reflective analysis that reveals the similarities between the principles and values of the SSE and those guiding the UN’s 2030 Agenda, with its 17 Sustainable Development Goals (SDGs. Based on the results of this analysis, we will argue that training in the competencies for sustainability, essential in achieving the SDGs, is among the main functions of education within the SSE framework. Further, in order to make educational programs more sustainable, such training must be included in their operating objectives. The work uses a hermeneutic methodology based on the existing literature and gives particular attention to UNESCO’s directives on training in key competencies for sustainability. The significant contribution the results make is to show: (a the emphases of each approach and their similarities; (b how the two are complementary; and (c the potential, and need, for creating synergies based on their respective strengths. A further original contribution is a proposed basic guide for the design of training activities geared towards gaining the normative competency that UNESCO has identified as key to sustainability. This innovative proposal will be useful for improving the quality of adult training programs, thereby contributing to the achievement of the SDGs in communities.

  15. Global Education as a Way of Reinforcing the Process by Which a Solidaritous and Just World is Built

    Kaniewska, Małgorzata; Klimski, Marcin

    2017-12-01

    Global education is a part of civic education and upbringing that contributes to their scope through the better understanding of various phenomena and global interdependencies that it affords. It thus represents a response to globalisation processes that has as its goal the development of critical thinking skills in schoolchildren from an early age, with a view to stereotypes and prejudices being combated, human life and human dignity being shown values, and emphasis placed on equality, peace, tolerance, solidarity and equity. The paper considers the reasons for including axiological reflection in school education programmes encompassing matters that are global in nature. Also presented are methods by which to achieve postulates of global education at the primary-school teaching level, as well as the results of research into the level of knowledge on key aspects of this education that are present among primary-school teachers.

  16. Cross-country analysis of strategies for achieving progress towards global goals for women's and children's health.

    Ahmed, Syed Masud; Rawal, Lal B; Chowdhury, Sadia A; Murray, John; Arscott-Mills, Sharon; Jack, Susan; Hinton, Rachael; Alam, Prima M; Kuruvilla, Shyama

    2016-05-01

    To identify how 10 low- and middle-income countries achieved accelerated progress, ahead of comparable countries, towards meeting millennium development goals 4 and 5A to reduce child and maternal mortality. We synthesized findings from multistakeholder dialogues and country policy reports conducted previously for the Success Factors studies in 10 countries: Bangladesh, Cambodia, China, Egypt, Ethiopia, the Lao People's Democratic Republic, Nepal, Peru, Rwanda and Viet Nam. A framework approach was used to analyse and synthesize the data from the country reports, resulting in descriptive or explanatory conclusions by theme. Successful policy and programme approaches were categorized in four strategic areas: leadership and multistakeholder partnerships; health sector; sectors outside health; and accountability for resources and results. Consistent and coordinated inputs across sectors, based on high-impact interventions, were assessed. Within the health sector, key policy and programme strategies included defining standards, collecting and using data, improving financial protection, and improving the availability and quality of services. Outside the health sector, strategies included investing in girls' education, water, sanitation and hygiene, poverty reduction, nutrition and food security, and infrastructure development. Countries improved accountability by strengthening and using data systems for planning and evaluating progress. Reducing maternal and child mortality in the 10 fast-track countries can be linked to consistent and coordinated policy and programme inputs across health and other sectors. The approaches used by successful countries have relevance to other countries looking to scale-up or accelerate progress towards the sustainable development goals.

  17. The moral and the political in global citizenship: appreciating differences in education

    Veugelers, W.

    2011-01-01

    Schools are expected to pay attention to citizenship education, including for the global world. The concept global citizenship can get different meanings. In our theoretical orientation, we distinguish between three forms of modern global citizenship: Open global citizenship; Moral global

  18. GLOBALIZATION, DISTANCE EDUCATION AND HEGEMONIC FUTURES

    Glenn RUSSELL

    2007-10-01

    Full Text Available ABSTRACT Consideration of the place of theory in distance education suggests that existing definitions do not adequately account for economic, cultural and historical factors. The application of the notion of hegemonic valency to distance education highlights the ways in which tools, technological systems and online environments operate in predictable ways. Historically, the imperatives of market forces and social justice have displayed a tension that is continued in contemporary contexts including virtual learning environments. A characteristic of this tension can be seen in the forces and interactions associated with globalisation and technology. These forces, in association with others, have contributed to a null curriculum in which some alternatives open to distance education practitioners remain invisible. It is likely that this situation is further compounded by the difficulty of ascertaining what distance education practices are actually operating world-wide at any identifiable time. Available options for distance educators can be understood in terms of instrumental and interpersonal axes that can potentially indicate the relative consideration that can be given to these factors. This approach is suggested as one way to understand available options at a time when there has been an apparent increase in instrumental approaches to distance education at the expense of interpersonal approaches and issues of social justice. While this problem is of concern, it is more appropriate to reflect on the unintended consequences of distance education for society and identify them than it is to uncritically oppose globalisation and its adherents.

  19. Spaceflight-relevant stem education and outreach: Social goals and priorities

    Caldwell, Barrett S.

    2015-07-01

    This paper is based on a presentation and conference proceedings paper given at the 65th International Astronautical Congress. The paper addresses concerns in education and public outreach (EPO) in science, technology, engineering and mathematics (STEM). The author serves as a Director of a US statewide NASA-funded Space Grant Consortium, with responsibilities to coordinate funding for undergraduate scholarships, graduate fellowships, and program awards. Space Grant is a national NASA network of STEM EPO programs including over 1000 higher education, outreach center, science museum, local government, and corporate partners. As a Space Grant Director, the author interacts with a variety of levels of STEM literacy and sophistication among members of the public. A number of interactions highlight the need for STEM EPO leaders to speak directly to a variety of social goals and priorities. Spaceflight is largely seen as an appealing and potentially desirable STEM application. However, members of the public are often unclear and ill-informed regarding relative expense, relative benefit, and relative breadth of domains of expertise that are relevant to the spaceflight enterprise. In response (and resulting in further disconnects between STEM specialists and the public), focused STEM professionals frequently over-emphasize their own technical specialty and its priority in general because of its importance to that professional. These potential divides in the attempt to share and connect STEM related goals and priorities are discussed as an elaboration of invitations to discuss spacefaring in "futures forum" contexts. Spaceflight can be seen as addressing a combination of "actualization" and "aspirational" goals at social and societal levels. Maslow's hierarchy of needs distinguishes between "basic needs" and "actualization" as a higher-order need. Another aspect of spaceflight is aspirational-it speaks to hopes and desires for levels of flexibility and capability at the

  20. Teacher Education, the Global Financial Crisis, Frogs and Bicycles

    Ling, Lorraine

    2012-01-01

    Background: The extent to which the global financial crisis (GFC) has impacted upon teacher education in universities in Australia is potentially, like most other aspects of teacher education, a contested area. Purpose, aims/questions: The aim of this article is to examine the impact the GFC along with other funding constraints, has had on teacher…

  1. Educational Leadership and Globalization: Literacy for a Glocal Perspective

    Brooks, Jeffrey S.; Normore, Anthony H.

    2010-01-01

    This article synthesizes and presents literature in support of the argument that the preparation and practice of educational leadership must be rethought to be relevant for 21st-century schools. Specifically, the authors explore how the concept of glocalization, a meaningful integration of local and global forces, can help educational leaders…

  2. Floating Migration, Education, and Globalization in the US Caribbean

    Gonzalez, Mirerza; Rios-Villarini, Nadjah

    2012-01-01

    This article follows a research project that collects oral histories of bilingual education teachers from Puerto Rico who migrated to the US Virgin Islands in the late twentieth century. The teachers' oral histories are used as a case study that provides in-depth analysis of competing discourses related to education and globalization in these two…

  3. Education and Development in a Globalized Environment: The Case ...

    Again, in the present globalized society in which every nation is connected to the other, education is perhaps the only instrument for people to adequately cope with the new trend. In most contemporary nation-states including Nigeria, the level of educational attainment vary across regions. Such discrepancy also exist within ...

  4. Globalization and the Emergence of For-Profit Higher Education

    Morey, Ann I.

    2004-01-01

    Globalization and the revolution in technological communications are major forces of change in higher education. This environment, when coupled with the needs of adult learners and the rising costs of tuition at traditional colleges and universities, has stimulated the emergence of for-profit, degree-granting higher education in the United States.…

  5. Revitalizing social work education through global and critical awareness

    Flem, Aina Lian; Jönsson, Jessica H.; Alseth, Ann Kristin

    2017-01-01

    and critical components in theoretical courses, professional training and field practice in the social work education of the countries in question. It is argued that social work education should move beyond the old division of classical and international/intercultural toward including global and critical...

  6. Including Voices from the World through Global Citizenship Education

    Heilman, Elizabeth E.

    2008-01-01

    Linking to voices from the world is exciting for both students and teachers, but everyone needs to understand that global education is a form of citizenship education. The activities of the nation have a great effect on people in the rest of the world, whether in the realm of economics, diplomacy, the media, or the environment. Some states, like…

  7. Getting the Measure of Measurement: Global Educational Opportunity

    Enslin, Penny; Tjiattas, Mary

    2017-01-01

    Although measurement is widely misused in education, it is indispensable in addressing the problems of injustice in global educational opportunity. Considering how the case can be made for legitimate use of measurement in normative analysis and argument, we explore ways in which metrics have featured in the formulation of theories of justice, with…

  8. The Global Landscape of GIS in Secondary Education

    Kerski, Joseph J.; Demirci, Ali; Milson, Andrew J.

    2013-01-01

    This study analyzes the status of GIS in schools in thirty-three countries and proposes recommendations for advancing the implementation and effectiveness of GIS in secondary education from an international perspective. Thirty-three countries have been evaluated in the study to assess the global landscape of educational GIS by analyzing how GIS is…

  9. systemic chemical education reform [scer] in the global era

    IICBA01

    growing the systemic way of thinking of our students that is one of the most important characteristics of Global Era. Here is the systemic education reform which means the change of our educational system from linearity to systemic in which we design the curriculum and write content systemically, which presented by SATL ...

  10. Debating Global Polity, Policy Crossing, and Adult Education

    Milana, Marcella

    2015-01-01

    This article revisits the concept of "global polity" as a useful conceptual tool for studying public policy development in adult education. First, it describes the relations between polity, policy, and praxis and how these are addressed in adult education research. Then, it reviews how policy is conceptualized in terms of material and…

  11. The Right to Education in a Globalized World

    Lindahl, Ronald

    2006-01-01

    This article explores the fundamental issues related to education as a human right, particularly in the context of rapid globalization. The 1948 Universal Declaration of Human Rights, the United Nations' 1959 Convention on the Rights of the Child, and the UN International Covenant on Economic, Social, and Cultural Rights all declare education to…

  12. Feminism, Gender and Global Higher Education: Women's Learning Lives

    David, Miriam E.

    2012-01-01

    In this invited commentary, I offer a critique of two lacunae in the emerging field. I consider how aspects of research on the transformations of global higher education constitute an emergent sociology of higher education, and I also review how the dominant tendencies occlude gender and feminist perspectives. By way of enticing readers to…

  13. Social Studies Within A Global Education.

    Kniep, Willard M.

    1986-01-01

    Maintains that the extraordinary privileges and responsibilities attached to contemporary and future United States citizenship demands a more global approach to social studies. Proposes four essential elements and three major themes to set the boundary for the scope of the social studies. Provides an illustrative example of appropriate grade level…

  14. Educational Imperatives for Globalization in Nigeria | Tabotndip ...

    Globalization is an integrative world economic policy that can improve the productivity level of member nations and boost their general growth and development. Though it is has lots of limitations due to its background idealology it is highly rewarding to member nations who strive to meet its demands. Most of these ...

  15. Global health training in US graduate psychiatric education.

    Tsai, Alexander C; Fricchione, Gregory L; Walensky, Rochelle P; Ng, Courtney; Bangsberg, David R; Kerry, Vanessa B

    2014-08-01

    Global health training opportunities have figured prominently into medical students' residency program choices across a range of clinical specialties. To date, however, the national scope of global mental health education has not heretofore been systematically assessed. We therefore sought to characterize the distribution of global health training opportunities in US graduate psychiatric education. We examined the web pages of all US psychiatry residency training programs, along with search results from a systematic Google query designed to identify global health training opportunities. Of the 183 accredited US psychiatry residency programs, we identified 17 programs (9.3%) offering 28 global health training opportunities in 64 countries. Ten psychiatry residency programs offered their residents opportunities to participate in one or more elective-based rotations, eight offered research activities, and six offered extended field-based training. Most global health training opportunities occurred within the context of externally administered, institution-wide initiatives generally available to residents from a range of clinical specialties, rather than within internally administered departmental initiatives specifically tailored for psychiatry residents. There are relatively few global health training opportunities in US graduate psychiatric education. These activities have a clear role in enhancing mastery of Accreditation Council for Graduate Medical Education core competencies, but important challenges related to program funding and evaluation remain.

  16. Globalization, Distance Education and Hegemonic Futures

    RUSSELL, Glenn

    2015-01-01

    ABSTRACT Consideration of the place of theory in distance education suggests that existing definitions do not adequately account for economic, cultural and historical factors. The application of the notion of hegemonic valency to distance education highlights the ways in which tools, technological systems and online environments operate in predictable ways. Historically, the imperatives of market forces and social justice have displayed a tension that is continued in contemporary contexts inc...

  17. Globalization/s: Reproduction and Resistance in the Internationalization of Higher Education

    Beck, Kumari

    2012-01-01

    Internationalization of higher education has become a significant feature of the Canadian educational landscape. Considered to be a product of and response to globalization, internationalization is being critiqued for having an economic orientation. This paper will begin with a brief overview of internationalization research in Canada, and the…

  18. Global Citizenship Incorporated: Competing Responsibilities in the Education of Global Citizens

    Hartung, Catherine

    2017-01-01

    Interest in the education of young people to be 'responsible global citizens' has grown exponentially since the turn of the century, led by increasingly diverse networks of sectors, including government, community, business and philanthropy. These networks now have a significant influence on education policy and practice, indicative of wider…

  19. Organizational Legitimacy in the Global Education Policy Field: Learning from UNESCO and the Global Monitoring Report

    Edwards, D. Brent, Jr.; Okitsu, Taeko; da Costa, Romina; Kitamura, Yuto

    2018-01-01

    In the field of global education policy, it is common for scholars to reflect on the progress made toward internationally agreed-upon agendas, such as Education for All (EFA). However, scant research has turned the gaze back on the major multilateral institutions that commit to taking the lead in meeting these agendas in order to ask, what…

  20. The Effects of Different Motivational Climates on Students' Achievement Goals, Motivational Strategies and Attitudes toward Physical Education

    Ilker, Gokce Erturan; Demirhan, Giyasettin

    2013-01-01

    The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental…

  1. How Individualised Are the Individualised Education Programmes (IEPs): An Analysis of the Contents and Quality of the IEPs Goals

    Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, Mónica

    2013-01-01

    The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that…

  2. International Space Education Outreach: Taking Exploration to the Global Classroom

    Dreschel, T. W.; Lichtenberger, L. A.; Chetirkin, P. V.; Garner, L. C.; Barfus, J. R.; Nazarenko, V. I.

    2005-01-01

    With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.

  3. The Impacts of Internationalization and Globalization on Educational Context

    Hendra Heriansyah

    2014-05-01

    Full Text Available This paper addresses the impacts of internationalization and globalization on educational context. It is undeniable that the presence and existence of globalization have brought and given a great deal of influences within various fields including on education sector. Of course, it will be a problematic if a school or a higher education institution does not comprehensively notice and precisely pay attention towards each effect and development from internationalization and globalization that obviously appear. Hence, it is needed an international curriculum design that has the meticulous content and process as well as assessment. Moreover, the curriculum also has to take account a variety of aspects and components from distinctive perspectives within its plan, array, and implementation in the field in order to meet the demands of global marketplace and be able to answer each of challenges and changes that arise.

  4. Think global, act local : The effect of goal and mindset specificity on willingness to donate to an environmental organization

    Rabinovich, A.; Morton, T.; Postmes, T.; Verplanken, B.

    2009-01-01

    This paper investigated the effect of goal and mindset specificity on goal-related behavior in the environmental domain. Two Studies demonstrated that goal-related behavior was maximized when participants focused on an abstract goal in combination with a specific mindset, or when they focused on a

  5. Modeling higher education attractiveness to stand global environment

    Leonel Cezar Rodrigues

    2016-04-01

    Full Text Available Inabilities to deal with the changing environment may lead Higher Education Institutions (HEI to loose institutional attractiveness. Digital transformation requires global insertion as essential feature to institutional attractiveness. Processes for international education seem to lack the links between real environmental trends and the internal capabilities to global education. HEI managers may approach endeavors to internationalize education combining ambidextrous strategy supported by consolidated resilience capabilities. The latest ones refer to building internal value attributes to increase institutional attractiveness assuring solid standing in the global environment. In this article, a theoretical essay, we approach the problem of creating resilience as a way of backing up ambidexterity to generate institutional attractiveness. The set of value attributes, on the other hand, may originate strategic routes to strengthen internal competences and to make the institution more attractive, as a dynamic capability.

  6. Achieving Educational Goals in Neurology Ward from the Viewpoint of Clinical Clerkship at Kermanshah University of Medical Sciences in 2012

    Nazanin Razazian

    2012-11-01

    Full Text Available In medical education, setting goals for clinical clerkship is the responsibility of educational groups. Taking the students' opinions into account, it is possible to study the efficacy of education in terms of learning and achieving educational goals. (1In periodontics and restorative departments of Shahed and Tehran University of Medical Sciences, it is reported that, achieving educational goals is not poss-ible (2. Also, some studies have reported the inadequacy of educational objectives in anesthesia clerkship from the viewpoint of medical students (3. In this descriptive-analytic study, 166 medical students of neurology wards at Imam Reza Hospital in Kermanshah during 2011- 2012 were selected via a survey to study the achievement rate of educational goals. We used a questionnaire to collect data. Reliability of the questionnaire (including content and face validity was obtained via consulting with ten faculty members of Kermanshah University of Medical Sciences.The mean age of the participants was 21.34 (±1.43 years. 60.5% of them were females. 3.6% were freshmen and 49.9% were sophomores. 79.5% knew the goals before the start of clinical clerkship and 76.5% took part in the justification session in which their responsibility and method of evaluation were presented. 78.3% of them received the emergency protocol of Neurology. Overall, the participants ranked the goal achievement as high (41.6%, well (45.2% and medium (23.3%. There was no statistically significantly association between achieving educational goals and age and clinical clerkship period. However, there was a statis¬tically significantly association between the increase rate of achieving educational goals and introducing the objectives at the beginning of clinical clerkship period (p=0.011, justification session at the beginning of clinical clerkship (p=0.019 being familiar with emergency protocols of Neurology (p=0.04 and the season (winter in comparison with fall and spring in

  7. Internationalizing Medical Education: The Special Track Curriculum 'Global Health' at Justus Liebig University Giessen

    Knipper, Michael

    2015-11-01

    Full Text Available Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meaning of “internationalizing” medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: , short: at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum. The report of the structure, content, didactic principles and participants’ evaluations of the SPC is embedded into a larger discussion of the pedagogic value of a broad and interdisciplinary perspective on “global health” in medical education, that explicitly includes attention for health inequities, social determinants of health and the cultural dimensions of medicine and health abroad and “at home” (e.g. in relation to migration. We conclude that if properly defined, the emerging field of “global health” represents a didactically meaningful approach for adding value to medical education through internationalizing the curriculum, especially in regard to themes that despite of their uncontested value are often rather weak within medical education. The concrete curricular structures, however, have always to be developed locally. The “SPC” at Giessen University Medical School is only one possible way of addressing these globally relevant issues in one particular local academic setting.

  8. Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning

    Chanut Poondej; Thanita Lerdpornkulrat

    2016-01-01

    Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thaila...

  9. Citizenship and Citizenship Education in a Global Age: Politics, Policies, and Practices in China. Global Studies in Education. Volume 2

    Law, Wing-Wah

    2011-01-01

    This book examines issues of citizenship, citizenship education, and social change in China, exploring the complexity of interactions among global forces, the nation-state, local governments, schools, and individuals--including students--in selecting and identifying with elements of citizenship and citizenship education in a multileveled polity.…

  10. The National Politics of Educational Advocacy in the Context of Global Governance: International Funding and Support for Civil Society Engagement in Cambodia

    Edwards, D. Brent, Jr.; Brehm, Willian C.; Storen, Inga

    2018-01-01

    This paper examines the Civil Society Education Fund's (CSEF) impact on the non-governmental organisation education partnership (NEP) in Cambodia. With financial backing from the World Bank and the Fast Track Initiative, the CSEF is an initiative that is managed internationally by the Global Campaign for Education. Its goal is to help national…

  11. A Global Education Challenge: Harnessing Corporate Philanthropy to Educate the World's Poor. Center for Universal Education Working Paper 4

    van Fleet, Justin W.

    2011-01-01

    Major actors in the global education community are emerging with new education strategies, including the World Bank, U.S. Agency for International Development and U.K. Department for International Development. These strategies attempt to identify game-changing policies to make strides in global education in anticipation of the Millennium…

  12. Impact of Globalization on Higher Education: An Empirical Study of Education Policy & Planning of Design Education in Hong Kong

    Lam, Yan Yan

    2010-01-01

    This paper focuses on the impact of globalization in the domain of higher education, particularly, design education. It reviews how globalization may affect educational policy and planning in Hong Kong by drawing on an empirical study involving senior management, a course leader and a design trainer/facilitator. This paper not only illustrates the…

  13. Diversity and Citizenship Education: Global Perspectives

    Banks, James A., Ed.

    2007-01-01

    The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that…

  14. Globalizacion y Educacion (Globalization and Education).

    Estudios, Sobre Educacion, 2001

    2001-01-01

    This journal issue introduces key points in education from a humanistic and interdisciplinary perspective. Articles are in Spanish (one article is in English) and each one contains a brief abstract in English. Research studies included are: "Globalizacion, Desarrollo y Pobreza (Reflexiones desde la Libertad)" (Juan Jose Toribio);…

  15. Global Journal of Educational Research: Advanced Search

    Search tips: Search terms are case-insensitive; Common words are ignored; By default only articles containing all terms in the query are returned (i.e., AND is implied); Combine multiple words with OR to find articles containing either term; e.g., education OR research; Use parentheses to create more complex queries; e.g., ...

  16. The OECD and Global Governance in Education

    Sellar, Sam; Lingard, Bob

    2013-01-01

    This review essay discusses the history, evolution and development of the Organisation for Economic Co-operation and Development (OECD) and traces the growing impact of its education work. The essay is in four main sections. The first discusses Carrol and Kellow's "The OECD: A Study of Organizational Adaptation" (Edward Elgar) and…

  17. Fair Access to Higher Education: Global Perspectives

    Mountford-Zimdars, Anna, Ed.; Sabbagh, Daniel, Ed.; Post, David, Ed.

    2015-01-01

    What does "fairness" mean internationally in terms of access to higher education? Increased competition for places in elite universities has prompted a worldwide discussion regarding the fairness of student admission policies. Despite budget cuts from governments--and increasing costs for students--competition is fierce at the most…

  18. Exploring the Global Decline of Music Education

    Aróstegui, José Luis

    2016-01-01

    This article seeks to explain the disjuncture between the decline of music education in schools and the importance music has in popular youth culture and in creativity within the new knowledge economy. The data discussed in this article have been derived from analyses of major documents on curriculum reform as well as e-mail responses from music…

  19. Global human rights awareness, education and democratization

    Mihr, A.

    The 1990s was the era of human rights awareness, democratic transitions, and growing involvement of international organizations and the nongovernmental sector in human rights education (HRE). The UN Decade for HRE from 1995–2004 was not only born out of the initiatives and pressures of

  20. Digital technology in physical education: global perspectives

    Koekoek, Jeroen; van Hilvoorde, I.M.

    2018-01-01

    The rapid development of digital technologies has opened up new possibilities for how Physical Education is taught. This book offers a comprehensive, practice-oriented and critical exploration of the actual and potential applications of digital technologies in PE. It considers the opportunities that

  1. A Global Perspective for Business Education.

    Gustafson, Marolyn J.

    1981-01-01

    Americans must realize the growing importance and frequency of foreign involvement in our lives and economy. In dealing with other countries, we must overcome the language barrier, learn about laws and customs, and deal with living style differences. Business education has a responsibility to lead in these areas. (JOW)

  2. Global Leadership Education: Upping the Game

    Goryunova, Elizabeth; Jenkins, Daniel M.

    2017-01-01

    While scholars recognize that digital technology is a major tool employed by contemporary learners to access knowledge, its full capacity is yet to be utilized. This paper investigates opportunities to increase individual learning engagement and knowledge retention in higher education and corporate environments through integrating educational…

  3. GLOBALIZATION AND HIGHER EDUCATION: A WAY TO THE GLOBAL CITIZENSHIP OR LOSS OF NATIONAL IDENTITY

    T. L. Oskolova

    2014-01-01

    Full Text Available The paper considers the influence of globalization (both its positive and negative effects on higher education systems worldwide including the USA and Russia. The research analyzes the potential of higher educational institutions for raising students’ capability of living and working in the global environment, which implies both raising the global competencies and preserving the traditional national and cultural values. Applying the comparative historical method, the author traces the US history that combines the “macdonaldization” period and long records of poly-cultural social interactions and cross-cultural adaptations. As an alternative to the existing pragmatic approach, the author puts forward the multicultural educational paradigm which is a culture relevant, valuebased system of moral and civil education focused on preservation of unique national features and simultaneous development of universal human values. The research objectives include critical evaluation of the USA experience, regarding the advantages and disadvantages of commercialized education; and identification of the pragmatic approach consequences in Russia, such as unification and simplification of education, and negative impact on the cultural and national identity formation. The research findings could be used for developing the higher education strategy as well as the curriculum on globalistics, multicultural education, and cross-cultural communications.

  4. Globalizing Space and Earth Science - the International Heliophysical Year Education and Outreach Program

    Rabello-Soares, M. C.; Morrow, C.; Thompson, B. J.

    2006-08-01

    The International Heliophysical Year (IHY) in 2007 & 2008 will celebrate the 50th anniversary of the International Geophysical Year (IGY) and, following its tradition of international research collaboration, will focus on the cross-disciplinary studies of universal processes in the heliosphere. The main goal of IHY Education and Outreach Program is to create more global access to exemplary resources in space and earth science education and public outreach. By taking advantage of the IHY organization with representatives in every nation and in the partnership with the United Nations Basic Space Science Initiative (UNBSSI), we aim to promote new international partnerships. Our goal is to assist in increasing the visibility and accessibility of exemplary programs and in the identification of formal or informal educational products that would be beneficial to improve the space and earth science knowledge in a given country; leaving a legacy of enhanced global access to resources and of world-wide connectivity between those engaged in education and public outreach efforts that are related to IHY science. Here we describe how to participate in the IHY Education and Outreach Program and the benefits in doing so. Emphasis will be given to the role played by developing countries; not only in selecting useful resources and helping in their translation and adaptation, but also in providing different approaches and techniques in teaching.

  5. Globalization and Its Impact on Education with Specific Reference to Education in South Africa

    Moloi, K. C.; Gravett, S. J.; Petersen, N. F.

    2009-01-01

    As globalization of the world economy continues unabated, a parallel growth of globalization of knowledge is also taking place. This latter trend is little affected by the boundaries between developed and less developed countries and is having a particular impact on trends in education. This article looks at the impact of globalization within the…

  6. Explaining Global Secularity: Existential Security or Education?

    Claude M. J. Braun

    2012-11-01

    Full Text Available At the time of data analysis for this report there were 193 countries in the world. Various institutions – the United Nations, the World Health Organization, the CIA, the World Values Survey, Gallup, and many others – have performed sophisticated statistical analyses on cross-national data. The present investigation demonstrates that valid and reliable data concerning religiosity and secularity exist for most countries and that these data are comparable. Cross-national data relating to social, political, economic and cultural aspects of life were tested for correlation with religiosity/secularity. In contrast to the most widely accepted general account of secularity, the Existential Security Framework (ESF; Norris & Inglehart, 2004, secularity was not most highly related to material security, though these were highly related. Rather, secularity was most strongly related to the degree of formal education attained. Material security explained no significant variance beyond education. Thus, religion’s primary function in the world today is being replaced, not so much by the pseudo-materialistic supplication for better living conditions as posited by the ESF, but by contemporary education – extensive knowledge of contemporary cultures, philosophy, modes of thought or processes of reasoning.

  7. Scaling up Corporate Social Investments in Education: Five Strategies That Work. Global Views. Policy Paper 2012-01

    van Fleet, Justin W.

    2012-01-01

    Scaling up good corporate social investment practices in developing countries is crucial to realizing the "Education for All" and "Millennium Development Goals". Yet very few corporate social investments have the right mix of vision, financing, cross-sector engagement and leadership to come to scale. Globally, 67 million…

  8. Technologies of polytechnic education in global benchmark higher education institutions

    Kurushina, V. A.; Kurushina, E. V.; Zemenkova, M. Y.

    2018-05-01

    The Russian polytechnic education is going through the sequence of transformations started with introduction of bachelor and master degrees in the higher education instead of the previous “specialists”. The next stage of reformation in the Russian polytechnic education should imply the growth in quality of teaching and learning experience that is possible to achieve by accumulating the best education practices of the world-class universities using the benchmarking method. This paper gives an overview of some major distinctive features of the foreign benchmark higher education institution and the Russian university of polytechnic profile. The parameters that allowed the authors to select the foreign institution for comparison include the scope of educational profile, industrial specialization, connections with the leading regional corporations, size of the city and number of students. When considering the possibilities of using relevant higher education practices of the world level, the authors emphasize the importance of formation of a new mentality of an engineer, the role of computer technologies in engineering education, the provision of licensed software for the educational process which exceeds the level of a regional Russian university, and successful staff technologies (e.g., inviting “guest” lecturers or having 2-3 lecturers per course).

  9. The global network on dental education: a new vision for IFDEA.

    De Vries, J; Murtomaa, H; Butler, M; Cherrett, H; Ferrillo, P; Ferro, M B; Gadbury-Amyot, C; Haden, N K; Manogue, M; Mintz, J; Mulvihill, J E; Murray, B; Nattestad, A; Nielsen, D; Ogunbodede, E; Parkash, H; Plasschaert, F; Reed, M T; Rupp, R L; Tandon, S; Wang, B; Wang, S; Yucel, T; Valachovic, R W; Watkinson, A; Shanley, D

    2008-02-01

    The advent of globalization has changed our perspectives radically. It presents increased understanding of world affairs, new challenges and exciting opportunities. The inequitable distribution and use of finite energy resources and global warming are just two examples of challenges that can only be addressed by concerted international collaboration. Globalization has become an increasingly important influence on dentistry and dental education. The International Federation for Dental Educators and Associations (IFDEA) welcomes the challenges it now faces as a player in a complex multifaceted global community. This report addresses the new circumstances in which IFDEA must operate, taking account of the recommendations made by other working groups. The report reviews the background and evolution of IFDEA and describes the extensive developments that have taken place in IFDEA over the past year with the introductions of a new Constitution and Bylaws overseen by a newly established Board of Directors. These were the consequence of a new mission, goals and objectives for IFDEA. An expanded organization is planned using http://www.IFDEA.org as the primary instrument to facilitate the exchange of knowledge, programmes and expertise between colleagues and federated associations throughout the world, thereby promoting higher standards in oral health through education in low-, middle- and high-income countries of the world. Such aspirations are modified by the reality and enormity of poverty-related global ill health.

  10. Global Journal of Educational Research - Vol 10, No 2 (2011)

    Adult and non-formal education as a veritable tool for attaining millennium development goal 1: Eradication of extreme poverty and hunger in Nigeria · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. SI Akpama, LJ Asor, CM Erim, 85-91 ...

  11. Global Education and Professional Development of Minority Youth

    Sdunzik, Jennifer; Leon, Rocio; Yaryyeva, Annagul

    2018-01-01

    Global Education and Professional Development of Minority Youth" was developed to establish connections between the Purdue student body and the Frankfort community. By engaging high school students in workshops that focus on identities, students are encouraged to identify and market the talents they contribute to an increasingly globalized world. Students participate in workshops to develop their professional skills and articulate their transnational social location. The workshops were desig...

  12. Some Considerations on Globalization and its Effects on Education

    Mihaela Mocanu; Elena Vasiliu; Ana-Maria Ramona Stancu

    2012-01-01

    Nowadays globalization is the most widespread conversation topic. Endless discussions are being carried on and both intellectuals and non-governmental organizations, official representatives of governments or other different national or international organizations are studying the impact of globalization on social and political life, on the environment and demographic variations, on culture and on the system of values in different corners of the Earth and, last but not least, on the education...

  13. Global Politics and Education Systems: Towards Education Markets?

    Gil, Leoncio Vega

    2013-01-01

    Our paper has as its first aim to highlight the fact that the approach on which studies about educational policies or the politics of education (the second concept being more widely used in social sciences) have been based so far involves returning to the stance posited by J.A. Maravall--a category composed of ideas, foundations, mind-set,…

  14. Assessing the Global Development Agenda (Goal 1 in Uganda: The Progress Made and the Challenges that Persist

    E. A. Ndaguba

    2016-12-01

    Full Text Available The international development agenda (2000-2015 that was hailed in Uganda was unsuccessful and powerless in elevating individuals and groups to a place of comfort through the achievement of the MDGs. Hence, according to a survey of the Directorate of Social Protection in 2012, 67% of citizens of Uganda are either highly vulnerable to remaining in poverty or being poor.  This study therefore assesses the gains of the global development agenda (2000 – 2015 in Uganda. The study relies heavily on review papers, secondary dataset and material, and quasi-quantitative method in analyzing the research aim. Results show that ambiguous and unrealistic targets of the MDGs did not take into cognizance the structures, institutions, and interaction of systems and governance issues in Uganda. Despite these, the gains were also shortchanged as a result of drought, flood, and high prices of commodities, due to low farm production in most (rural areas in Uganda. In addition to the drought and the negative effects of climate change, other challenges include deficient access to markets and market place, lack of motorized and non-motorized load-carrying wheel vehicles, lack of capacity and infrastructure, lack of mechanized farming implements, and the lack of access to credit reduced the potency of the achievement of most of its goals. However, significant strides were attempted and the country was able to achieve several targets, which are worth celebrating. The study contends that the realization of the SDGs will only be wishful thinking, if challenges of rural poverty, governance and institution are not put in check. Shared progress and prosperity as acclaimed by the World Bank will never be visible in Uganda.

  15. The future of global health education: training for equity in global health

    Lisa V. Adams

    2016-11-01

    Full Text Available Abstract Background Among academic institutions in the United States, interest in global health has grown substantially: by the number of students seeking global health opportunities at all stages of training, and by the increase in institutional partnerships and newly established centers, institutes, and initiatives to house global health programs at undergraduate, public health and medical schools. Witnessing this remarkable growth should compel health educators to question whether the training and guidance that we provide to students today is appropriate, and whether it will be applicable in the next decade and beyond. Given that “global health” did not exist as an academic discipline in the United States 20 years ago, what can we expect it will look like 20 years from now and how can we prepare for that future? Discussion Most clinicians and trainees today recognize the importance of true partnership and capacity building in both directions for successful international collaborations. The challenge is in the execution of these practices. There are projects around the world where this is occurring and equitable partnerships have been established. Based on our experience and observations of the current landscape of academic global health, we share a perspective on principles of engagement, highlighting instances where partnerships have thrived, and examples of where we, as a global community, have fallen short. Conclusions As the world moves beyond the charity model of global health (and its colonial roots, it is evident that the issue underlying ethical global health practice is partnership and the pursuit of health equity. Thus, achieving equity in global health education and practice ought to be central to our mission as educators and advisors when preparing trainees for careers in this field. Seeking to eliminate health inequities wherever they are ingrained will reveal the injustices around the globe and in our own cities and

  16. Ensuring an optimal environment for peer education in South African schools: Goals, systems, standards and policy options for effective learning.

    Swartz, Sharlene; Deutsch, Charles; Moolman, Benita; Arogundade, Emma; Isaacs, Dane; Michel, Barbara

    2016-12-01

    Peer education has long been seen as a key health promotion strategy and an important tool in preventing HIV infection. In South African schools, it is currently one of the strategies employed to do so. Based on both a recent research study of peer education across 35 schools and drawing on multiple previous studies in South Africa, this paper examines the key elements of peer education that contribute to its effectiveness and asks how this aligns with current educational and health policies. From this research, it summarises and proposes shared goals and aims, minimum standards of implementation and reflects on the necessary infrastructure required for peer education to be effective. In light of these findings, it offers policy recommendations regarding who should be doing peer education and the status peer education should have in a school's formal programme.

  17. Global Perspectives and Trends in Veterinary Education

    Luis Miguel Borrás Sandoval

    2013-12-01

    Full Text Available This article attempts to look towards new horizons that are visualized in the veterinarian education such as new stages and the growing needs of an interconnected world which asks worldwide competences in order to face it. Regardless of the veterinarian role of taking care animals, the vets must comply with relevant functions in other interconnected fields: public health, research, biomedicine, innocuousness and worldwide food production security and ecosystems’ security. This previous information sets up the importance of rethinking the curricular plans of training in order to unify statements in regard to further professional training necessities, according with the pre-established national regulations, but coherent with the international demands of this profession.

  18. Global citizenship is key to securing global health: the role of higher education.

    Stoner, Lee; Perry, Lane; Wadsworth, Daniel; Stoner, Krystina R; Tarrant, Michael A

    2014-07-01

    Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. While personal responsibility is crucial, alone it is insufficient. We argue that one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Global citizenship competency has become an integral part of the higher education discourse; this discourse can and should be extended to include global health. A global citizen is someone who is (1) aware of global issues, (2) socially responsible, and (3) civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of our lifestyle choices and behaviors have far-reaching implications. This paper will argue that, through consciously identifying global health within the constructs of global citizenship, institutions of higher education can play an instrumental role in fostering civically engaged students capable of driving social change. Copyright © 2014 Elsevier Inc. All rights reserved.

  19. Citizenship Education in the Era of Globalization:Canadian Perspectives

    Karen Pashby

    2010-05-01

    Full Text Available Important and challenging theoretical debates and questions arising from considerations of the role of citizenship education in the current “global era” are evident in academic literature. Ultimately, our scholarly work must also engage with what happens in our elementary, secondary, and post-secondary classrooms. Much important scholarly attention is being directed to debates about the nature of globalization, and about national and, increasingly, global concepts of citizenship, multiculturalism, and social movements of global resistance. However, much of this work is done outside of a direct engagement with teachers, students, and classroom practices and is consequently left at a level of abstraction that appears disconnected from the day-to-day work of public schooling. Indeed, when working through significant theoretical interjections and conversations that engage with the complexities and possibilities to which we are drawn, we can never forget that the “what” and “how” of teaching and learning, and the values that circulate within classrooms, reflect the global movements of contemporary history and are shaped by a sense that we must take-up global issues. We must, therefore, recognize what Pashby (this issue refers to as the global imperative that exerts particular pressure on educational theory, practice, policy, and politics. To do this we must struggle with questions of theory that inform our scholarly and our practical work as educators, be that practice in faculties of education or in K to 12 classrooms. This special themed issue presents important questions, concerns, and possibilities that mark both theoretical discourses and classroom practice.

  20. Researching Higher Education in "Asia's Global Education Hub": Trends and Issues in Singapore

    Lee, Michael H.

    2016-01-01

    Higher education studies as a field of academic research has become more developed and important in Singapore since the 1980s when the city-state placed more emphasis on reforming and restructuring its higher education sector to achieve the status of "Asia's global education hub". The past few decades witnessed a more significant growth…

  1. The Emerging Global Education Industry: Analysing Market-Making in Education through Market Sociology

    Verger, Antoni; Steiner-Khamsi, Gita; Lubienski, Christopher

    2017-01-01

    This paper addresses the rise and consequences of an emerging global education industry (GEI), which represents new forms of private, for profit involvement in education across the globe. The paper explores the emergence within the GEI of new and varied, largely transnational, markets in education by focusing on three examples of the GEI at work.…

  2. Globalization of higher education and its implications for Ukraine

    I.V. Burachek

    2017-08-01

    Full Text Available The research is devoted to the studying of the process of establishment of higher education in Ukraine, which as well as other spheres of activity is more and more sensitive to pressure from neighboring countries in current conditions. The globalization culture of the higher education system in Ukraine is primarily associated with the process of innovative education of society. Then a certain complexity takes place, which is conditioned by the continuous inclusion of the totalitarian system into Ukrainian space. As a result, its economy, as well as social and cultural spheres, could not develop freely and independently. That is why advancing the globalization of higher education the Anglo-American model of the world order should be taken as a basis, as well as the expansion of Euro-Atlantic cultural values, which are approved particularly for a foreign higher school, which main advantage is critical thinking, that contributes to the formation of a creative approach to any human activity. The article analyzes the preconditions under which universities cannot rely on the national education system as the current conditions require the implication of the Bologna Process to accelerate the process of European integration. Since last years the formation and consideration of higher education as a commodity has been taking place, where its commercialization goes up to the level of the world market not paying much attention to the quality of educational services. One of the most terrible threats to the national system of higher education is the emergence of providers in education. Considering the poor economic development of the country it leads to increasing the «brain drain» abroad. The article reveals the basic tasks which must be performed by educational institutions in order to engage in competition, where the key targets are to reach the market of educational services maximum and attract potential applicants. At the same time, the globalization of

  3. Update on the National Cholesterol Education Program Adult Treatment Panel III guidelines: getting to goal.

    McKenney, James M

    2003-09-01

    Considerable data on the pathophysiology, epidemiology, and treatment of dyslipidemia-induced coronary heart disease (CHD) have accumulated in recent years. These data have been assessed and incorporated into the guidelines of the National Cholesterol Education Program Expert Panel on the Detection, Evaluation, and Treatment of High Blood Cholesterol in Adults (Adult Treatment Panel [ATP] III). A major focus of the new guidelines is the assessment of the near-term (i.e., 10-yr) risk of experiencing a CHD event and matching the intensity of treatment to this risk. Patients with diabetes and those with a greater than 20% 10-year risk of experiencing a CHD event have been elevated to the risk level of CHD equivalent. The ATP III guidelines also modify several lipid and lipoprotein classifications. A low-density lipoprotein cholesterol (LDL) level below 100 mg/dl is now considered optimum for all individuals. In addition, high-density lipoprotein cholesterol (HDL) and triglyceride cutoff points have been modified to reflect more accurately the risk associated with abnormalities in these lipoproteins. As with the previous guidelines, the primary target of therapy remains LDL. Therapeutic lifestyle changes consisting of diet, weight reduction, and increased physical activity should be included in all treatment regimens. Based on their potent LDL-lowering properties and their proven ability to decrease mortality in a variety of patient populations, statins are generally the first choice for pharmacologic therapy. A secondary target of therapy includes non-HDL goals for patients with high triglyceride levels and the metabolic syndrome, which is characterized by abdominal obesity, elevated triglyceride levels, low HDL levels, and insulin resistance. Management of these secondary targets includes weight reduction and increased physical activity, and treatment of the lipid and nonlipid risk factors. Overall, ATP III represents an aggressive approach to treating dyslipidemia

  4. Comparing of goal setting strategy with group education method to increase physical activity level: A randomized trial.

    Jiryaee, Nasrin; Siadat, Zahra Dana; Zamani, Ahmadreza; Taleban, Roya

    2015-10-01

    Designing an intervention to increase physical activity is important to be based on the health care settings resources and be acceptable by the subject group. This study was designed to assess and compare the effect of the goal setting strategy with a group education method on increasing the physical activity of mothers of children aged 1 to 5. Mothers who had at least one child of 1-5 years were randomized into two groups. The effect of 1) goal-setting strategy and 2) group education method on increasing physical activity was assessed and compared 1 month and 3 months after the intervention. Also, the weight, height, body mass index (BMI), waist and hip circumference, and well-being were compared between the two groups before and after the intervention. Physical activity level increased significantly after the intervention in the goal-setting group and it was significantly different between the two groups after intervention (P goal-setting group after the intervention. In the group education method, only the well-being score improved significantly (P goal-setting strategy to boost physical activity, improving the state of well-being and decreasing BMI, waist, and hip circumference.

  5. Comparing of goal setting strategy with group education method to increase physical activity level: A randomized trial

    Nasrin Jiryaee

    2015-01-01

    Full Text Available Background: Designing an intervention to increase physical activity is important to be based on the health care settings resources and be acceptable by the subject group. This study was designed to assess and compare the effect of the goal setting strategy with a group education method on increasing the physical activity of mothers of children aged 1 to 5. Materials and Methods: Mothers who had at least one child of 1-5 years were randomized into two groups. The effect of 1 goal-setting strategy and 2 group education method on increasing physical activity was assessed and compared 1 month and 3 months after the intervention. Also, the weight, height, body mass index (BMI, waist and hip circumference, and well-being were compared between the two groups before and after the intervention. Results: Physical activity level increased significantly after the intervention in the goal-setting group and it was significantly different between the two groups after intervention (P < 0.05. BMI, waist circumference, hip circumference, and well-being score were significantly different in the goal-setting group after the intervention. In the group education method, only the well-being score improved significantly (P < 0.05. Conclusion: Our study presented the effects of using the goal-setting strategy to boost physical activity, improving the state of well-being and decreasing BMI, waist, and hip circumference.

  6. Bringing the Global Scale to Education in Natural Resources Management

    Turner, D. P.

    2017-12-01

    Given the ominous trajectory of rapid global environmental change, environmental managers must grapple with global scale structures, processes, and concepts. The concept of the Anthropocene Epoch, albeit contested, is highly integrative across disciplines and temporal scales, and thus potentially helpful in the context of educating environmental managers. It can be framed temporally in terms of the geologic history of the global environment, the initiation and acceleration of anthropogenic impacts on the environment, and a future global environment that is highly dependent on human decisions. A key lesson from Earth's pre-human geologic history is that global climate has generally been linked to greenhouse gas concentrations, and many mass extinction events were associated with high greenhouse gas concentrations. The pervasive impacts of the contemporary technosphere on the biosphere point especially to the need to conserve biosphere capital. Scenarios of Earth's future environment, based on Earth system models, suggest that business-as-usual technologies and economic practices will set the stage for a biophysical environment that is hostile (if not inimical) to a high technology global civilization. These lessons can inform and inspire sub-global management efforts to mitigate and adapt to global environmental change.

  7. Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

    Naughton, Wendy

    In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

  8. Establishing a Global Radiation Oncology Collaboration in Education (GRaCE): Objectives and priorities.

    Turner, Sandra; Eriksen, Jesper G; Trotter, Theresa; Verfaillie, Christine; Benstead, Kim; Giuliani, Meredith; Poortmans, Philip; Holt, Tanya; Brennan, Sean; Pötter, Richard

    2015-10-01

    Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders from the ESTRO School, encompassing many European countries adopting the ESTRO Core Curriculum, and clinician educators from Canada, Denmark, the United Kingdom, Australia and New Zealand considered the training and educational arrangements within their jurisdictions, identifying similarities and challenges between programs. Common areas of educational interest and need were defined, which included development of new competency statements and assessment tools, and the application of the latter. The group concluded that such an international cooperation, which might expand to include others with similar goals, would provide a valuable vehicle to ensure training program currency, through sharing of resources and expertise, and enhance high quality radiation oncology education. Potential projects for the Global Radiation Oncology Collaboration in Education (GRaCE) were agreed upon, as was a strategy designed to maintain momentum. This paper describes the rationale for establishing this collaboration, presents a comparative view of training in the jurisdictions represented, and reports early goals and priorities. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  9. Global partnerships: Expanding the frontiers of space exploration education

    MacLeish, Marlene Y.; Akinyede, Joseph O.; Goswami, Nandu; Thomson, William A.

    2012-11-01

    Globalization is creating an interdependent space-faring world and new opportunities for international partnerships that strengthen space knowledge development and transfer. These opportunities have been codified in the Global Exploration Strategy, which endorses the "inspirational and educational value of space exploration" [1]. Also, during the 2010 Heads of Space Agencies Summit celebrating the International Academy of Astronautics' (IAA) 50th Anniversary, space-faring nations from across the globe issued a collective call in support of robust international partnerships to expand the frontiers of space exploration and generate knowledge for improving life on Earth [2]. Educators play a unique role in this mission, developing strategic partnerships and sharing best educational practices to (1) further global understanding of the benefits of space exploration for life on Earth and (2) prepare the next generation of scientists required for the 21st Century space workforce. Educational Outreach (EO) programs use evidence-based, measurable outcomes strategies and cutting edge information technologies to transfer space-based science, technology, engineering and mathematics (STEM) knowledge to new audiences; create indigenous materials with cultural resonance for emerging space societies; support teacher professional development; and contribute to workforce development initiatives that inspire and prepare new cohorts of students for space exploration careers. The National Space Biomedical Research Institute (NSBRI), the National Aeronautics and Space Administration (NASA) and Morehouse School of Medicine (MSM) have sustained a 13-year space science education partnership dedicated to these objectives. This paper briefly describes the design and achievements of NSBRI's educational programs, with special emphasis on those initiatives' involvement with IAA and the International Astronautical Congress (IAC). The IAA Commission 2 Draft Report, Space for Africa, is discussed

  10. Positioning Multicultural Education across the Mirror of Globalization

    Oikonomidoy, Eleni

    2015-01-01

    The graduate level course described in this article provides one possible pathway to making the connection between the global and the local in multicultural education. The proposal is that among many other things, the journey to the development of critical approaches is a conceptual endeavor. It is not meant to replace an introductory course in…

  11. Towards a Pedagogical Framework for Global Citizenship Education

    Blackmore, Chloe

    2016-01-01

    Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions.…

  12. Development of a Global Lifelong Learning Index for Future Education

    Kim, JuSeuk

    2016-01-01

    Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a…

  13. Postmodern Educational Capitalism, Global Information Systems and New Media Networks

    Peters, Michael A.

    2012-01-01

    This article reinterprets Lyotard's argument in "The Postmodern Condition" as a basis for a radical political economy approach to knowledge capitalism focusing on post-industrialism in order to put the case that education and knowledge are increasingly becoming part of a globally integrated world capitalism (IWC) that is structured through…

  14. Educating Part-Time MBAs for the Global Business Environment

    Randolph, W. Alan

    2008-01-01

    To be successful managers in the business world of the 21st century, MBA students must acquire global skills of business acumen, reflection, cultural sensitivity, and multi-cultural teamwork. Developing these skills requires international experience, but educating part-time MBAs creates a special challenge demanding both rigor and efficiency. This…

  15. Diaspora, Migration, and Globalization: Expanding the Discourse of Adult Education

    Alfred, Mary V.

    2015-01-01

    This article explores how notions of diaspora, migration, and globalization intersect to inform identities and social realities of those who leave their homeland and resettle in other nations. It calls for expanding the discourse of adult education to incorporate critical studies of the diaspora to make visible the inequality and imbalance of…

  16. Integrating Curriculum: A Case Study of Teaching Global Education

    Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne

    2018-01-01

    Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…

  17. Not so Global: A Bibliometric Look at Engineering Education Research

    Williams, Bill; Wankat, Phillip C.; Neto, Pedro

    2018-01-01

    It has been suggested that Engineering Education Research (EER) is going global. If this were the case we would assume that the research of EER scholars in different parts of the globe would be informed by literature describing prior work within and beyond their home country/region. The authors set out to test this hypothesis by applying citation…

  18. Cosmopolitanism, Global Social Justice and Gender Equality in Education

    Unterhalter, Elaine

    2008-01-01

    This article attempts to locate approaches to understanding gender, education and notions of the international within debates on global social justice and cosmopolitanism. It looks at the work of three feminist scholars (Martha Nussbaum, Onora O'Neill and Iris Young) on this theme, draws out some ways in which they engage critiques of…

  19. Holocaust Education: Global Forces Shaping Curricula Integration and Implementation

    Davis, Bryan L.; Rubinstein-Avila, Eliane

    2013-01-01

    The article provides a critical review of the global scholarship on Holocaust education (HE). Despite the growing body of work on this topic, a search through major academic databases by the authors revealed that no such review of the research literature has been published as of yet. The review focuses on three main themes across the research…

  20. Global English, Hegemony and Education: Lessons from Gramsci

    Ives, Peter

    2009-01-01

    Antonio Gramsci and his concept of hegemony are often invoked in current debates concerning cultural imperialism, globalisation and global English. However, these debates are rarely cognizant of Gramsci's own university training in linguistics, the centrality of language to his writings on education and hegemony, or his specific engagement with…

  1. Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities

    McGreal, Rory

    2017-01-01

    Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the "Sustainable Development Goal 4: Quality Education" ("SDG4"). The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that…

  2. Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

    Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.

    2015-01-01

    Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…

  3. Gender Equality in Education in the Context of the Millennium Development Goals: Challenges and Opportunities for Women

    Moletsane, Relebohile

    2005-01-01

    This article addresses the question: In the context of poverty, gender-based violence (GBV) and HIV/AIDS currently ravaging under-resourced countries, dare we set our hopes for gender- equitable development in general, and gender equality in education in particular, on the Millenium Development Goals MDGs? The article analyses the…

  4. Educational and Mothering Discourses and Learner Goals: Mexican Immigrant Women Enacting Agency in a Family Literacy Program. Research Brief #8

    Toso, Blaire Willson

    2012-01-01

    Family literacy programs promote certain ideas about literacy and parenting. This study examined how Mexican immigrant women in a family literacy program used mainstream ideas, or discourses, of mothering and parent involvement in education to pursue their own personal and academic goals. The findings revealed that women were at times faced with…

  5. Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning

    Hannon, Brenda

    2015-01-01

    This study uncovers which learning (epistemic belief of learning), socioeconomic background (level of parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, test anxiety, socioeconomic…

  6. Developing a Model of Compulsory Basic Education Completion Acceleration in Support of Millennium Development Goals in Magelang, Indonesia

    Sukarno; Haryati, Sri

    2015-01-01

    This article reports Year One of a two-year study to develop a model to accelerate compulsory basic education completion toward Millennium Development Goals (MDGs) in Magelang, Indonesia. The study focuses on five issues: (1) profile of MDGs in Magelang, (2) achievement of MDGs, (3) problems in MDGs implementation, (4) model of compulsary basic…

  7. Students' goal orientations, information processing strategies and knowledge development in competence-based pre-vocational secondary education

    Koopman, M.

    2010-01-01

    In this study, learning processes of students in competence-based Pre-Vocational Secondary Education (PVSE; in Dutch vmbo) were investigated. The study aimed at describing the relation between goal orientations, information processing strategies and the development of knowledge of these students.

  8. Goal Attainment Scaling: A Primary Method of Treatment and Program Evaluation in Project SAIL - A Special Education Dropout Prevention Program.

    Harris, Linda Hall; Thompson, John L.

    The manual discusses Project SAIL's (a special dropout prevention program) use of Goal Attainment Scaling as part of individualized education plans in the treatment of troubled adolescents and in overall program evaluation. The scaling is characterized as an explicit, respectful treatment contact through which the adolescent can learn to set…

  9. Delaware: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  10. Oklahoma: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  11. Arkansas: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  12. Mississippi: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  13. North Carolina: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  14. Texas: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  15. West Virginia: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  16. Georgia: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  17. Maryland: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  18. Alabama: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP, high school graduation rates, and access…

  19. South Carolina: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  20. Virginia: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP, high school graduation rates, and access…

  1. Louisiana: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  2. Tennessee: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  3. Florida: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP, high school graduation rates, and access…

  4. Kentucky: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  5. Why Pull the Arrow When You Cannot See the Target? Framing Professionalism Goals in Medical Education.

    Doukas, David J; Volpe, Rebecca L

    2018-04-24

    Professionalism is essential for a successful physician-patient relationship and widely acknowledged as an intrinsic and important component of medical education for learners at all levels, from medical school to residency to continuing medical education. The problem is defining the educational endpoints for learners and then determining how to assess these outcomes. This Invited Commentary focuses on what medical educators can and should do to refine the vision of professionalism in medical education. The authors propose a multi-step process in which learners, educators, and the public are engaged in articulating clearly and definitively the endpoints of professionalism education.

  6. Mining education in the XXI century: global challenges and prospects

    О. И. Казанин

    2017-06-01

    Full Text Available An analysis of development prospects for the world mining industry is presented, requirements to mining technologies are formulated, as well as key trends of technologic development in the mineral resources complex. The paper demonstrates the role of mining industry and professional education as essential components of sustainable territorial development. Global challenges have been formulated, which must be taken into account when forming general approaches to the development of mining education. Distinctions of mining education in Russia, Germany, USA and other leading mining countries have been analyzed. Professional standards for mining engineers have been reviewed for different countries, along with their relation to educational standards. It has been shown, what role professional communities play in the development of professional education and stimulation of continuous professional development of mining engineers. Authors point out the need for international integration in the issues of training and continuous professional development of mining specialists, as well as international accreditation of educational programs for mining engineers and their certification. Information is presented on international organizations, performing the function of international accreditation of engineering educational programs, history of their establishment and role within the context of economic globalization. The paper contains examples of successful international cooperation and modern integration processes among universities, aimed at unification of requirements and improvement of existing systems of training and continuous professional development of mining engineers.

  7. Greek pre-service physical education teachers’ beliefs about curricular orientations: Instrument validation and examination of four important goals

    Manolis Adamakis

    2013-12-01

    Full Text Available BACKGROUND: The way people interpret reality is influenced by their mental constructions, their cognitive abilities and their beliefs. Physical Education (PE students have a wide range of formed beliefs concerning the purposes of PE, which cannot be easily modified, even during undergraduate studies. OBJECTIVE: This study validated the scores from a previously constructed questionnaire and investigated the Physical Education students’ belief systems toward the Greek curricular outcome goals. METHODS: Students (N = 483; males = 259, females = 224 from a Greek Faculty of Physical Education and Sport Science shared their beliefs about curricular outcomes. They completed the Greek version of the four factor instrument “Attitudes/beliefs toward curriculum in physical education”. A confirmatory factor analysis was conducted for the validation of the instrument and MANOVAs followed in order to control for group differences. Finally, a profile analysis was run in order to determine if PE students considered each goal to be equally important. RESULTS: The validation of the instrument confirmed the proposed four factors dependant model. Both internal consistency and the confirmatory factor analysis fit indices produced valid and reliable scores. The profile analysis was significant, indicating that students did not view the outcome goals as equally important. The leading goal was physical activity and fitness, followed by self-actualization, social development and motor skill development. MANOVA results for comparisons between sub-groups revealed significant differences only between genders. CONCLUSIONS: Between groups similarities and differences are discussed, focusing on the classification of the four important outcome goals. Currently, Greek Physical Education students consider physical activity and fitness outcome goal as the most important, while motor skill development is considered the least important one.

  8. A Global Change in Higher Education: Entrepreneurial University Model

    Süreyya SAKINÇ

    2012-01-01

    Full Text Available Universities are affected by the social and economic diversity stemmed from globalization and internationalization, and its functions, area of responsibility, organizational structure, funding capability respond this diversity. In today's knowledge society, different new concepts regarding the university education system such as Entrepreneur University, Corporation University, virtual university etc. have been emerged with wave of globalization effect. The rising competition in academic education and the mass demands for education prompt to universities to get seeking new funds for fixing their financial situation, and hit them transforming into entrepreneurial identity. The reflections of neoliberal approach in education have transformed the universities into the corporations which are much more focused on entrepreneurial, student-oriented and aimed to appropriate education and producing creative human resources for global development. In this study, a comprehensive evaluation will be carried on regarding the entrepreneur university model through the litterateur research to investigate its causes and factors that impact and improve it. The aim of the paper is to generate a framework that identifies dynamic processes of entrepreneur university model, dependently the litterateur syntheses. The contribution of the paper will depend on its consequent argument that entrepreneur university model is viable for Turkey. In this paper, the entrepreneur university model will be analyzed by Triple Helix phenomenon with the comparative approach.

  9. Education as a Factor in Globalization through Academic Mobility

    Pârgaru Ion

    2017-01-01

    Full Text Available Globalization is not a new concept, as it would be. It has a torn history of acceptances andrejections, starting with the nineteenth century. Globaphobia and globaphilia are two terms thateloquently justify the pro and anti struggle against this phenomenon, which is not yet understoodby many politicians, but which takes full advantage of it, as economist Guillermo de la Dehesasays. In order to understand the principles of globalization and its effects, we must judge in termsof benefits and losses in the historical and economic context of the last decades, struck by wars, bythe cultural and social decline, by the closure of some states in the communist blocs. It is only afterunderstanding the events that we can dissect what is happening today in Europe and globally. Atthe end of the 20th century and the 21st century, humankind continues globalization on segments,allocating the greatest tribute to education through continuous training, study and practice.

  10. Development Education and Education in International Development Policy: Raising Quality through Critical Pedagogy and Global Skills

    Amy Skinner

    2013-11-01

    Full Text Available Development education is an approach to learning that questions dominant paradigms of development and inspires citizen- and community-driven change towards a world of greater social justice. This article provides an overview of development education and reflects on the extent to which development education principles are currently reflected in, or missing from, mainstream educational policies pursued within an international development framework. In particular, the article addresses the issue of quality in education – one of the key current debates within international education policy – and suggests that, through its critical pedagogy and focus on the development of global skills, development education has a significant contribution to make to these debates. The article suggests that greater collaboration between the field of development education and international education policy could facilitate the creation of an agenda that focuses on education quality and learning processes, as opposed to the current preoccupation with education access and outcomes.

  11. Cultivating Global Competencies in Costa Rica: One Community College's Innovative Approach to Taking Early Childhood Education Global

    Delafield, Julia

    2018-01-01

    Giving an immersive global experience to preservice early childhood educators lays the foundation for building their global competencies and thereby helping them provide their own students with 21st century skills.

  12. Learning processes of students pre-vocational secondary education: relations between goal orientations, information processing strategies and development of conceptual knowledge

    Koopman, M.; Brok, den P.J.; Beijaard, D.; Teune, P.J.

    2011-01-01

    The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information

  13. Climate Change Education: Goals, Audiences, and Strategies--A Workshop Summary

    Forest, Sherrie; Feder, Michael A.

    2011-01-01

    The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues…

  14. Public Investment and the Goal of Providing Universal Access to Primary Education by 2015 in Kenya

    Omwami, Edith Mukudi; Omwami, Raymond K.

    2010-01-01

    The authors use population census data to project school enrolment for Kenya. They also employ current education sector budget and national revenue base statistics to model the sector budget and to forecast the revenue base growth required to sustain universal primary education (UPE). The 2003 fiscal year unit cost of education is used as the base…

  15. The disease of corruption: views on how to fight corruption to advance 21st century global health goals.

    Mackey, Tim K; Kohler, Jillian Clare; Savedoff, William D; Vogl, Frank; Lewis, Maureen; Sale, James; Michaud, Joshua; Vian, Taryn

    2016-09-29

    Corruption has been described as a disease. When corruption infiltrates global health, it can be particularly devastating, threatening hard gained improvements in human and economic development, international security, and population health. Yet, the multifaceted and complex nature of global health corruption makes it extremely difficult to tackle, despite its enormous costs, which have been estimated in the billions of dollars. In this forum article, we asked anti-corruption experts to identify key priority areas that urgently need global attention in order to advance the fight against global health corruption. The views shared by this multidisciplinary group of contributors reveal several fundamental challenges and allow us to explore potential solutions to address the unique risks posed by health-related corruption. Collectively, these perspectives also provide a roadmap that can be used in support of global health anti-corruption efforts in the post-2015 development agenda.

  16. Open and Distance Education in Global Environment: Opportunities for Collaboration

    S. K. PULIST

    2007-01-01

    Full Text Available Distance education system in India has undergone many stages and phases of evolution before it really reached the stage of what is called open education, ICT-enabled education and global education. During these phases, it has assimilated different aspects of ICT with all applauds and has been able to go hand-in-hand with it transcending the national and regional boundaries. The distance education institutions have now started giving a serious thought to explore the possibility of cross-boarder expansion. The educational needs of the present society are changing very fast. The education is now being seen as an enabling tool for empowerment and all-round development of individuals. It is difficult for an institution to come up to all the educational requirements of the society. It is, therefore, time to collaborate rather than compete. Quality concern becomes a serious issue in such a situation. Consequently, globalization, internationalization, collaboration, networking have become the buzzwords of the day in distance education. In furtherance of this journey, Indira National Open University, INDIA organized an international conference on the theme “Open and Distance Education in Global Environment: Opportunities for Collaboration” under the aegis of International Council for Distance Education. The articles of the renowned educationists presented in the Conference have reserved their place in the volume under review. The volume is a repository of their experiences in the becoming of distance education all these years. The volume is spread over 32 chapters summed up into four major streams– internationalization are: collaboration and networking; ICT-enabled education; quality assurance; and distance education for development. The canvas of the volume covers the present scenario of open and distance education from the global perspective.The first part discusses as to how collaboration can be tamed to develop joint curriculum and deliver

  17. Developing 20/20 Vision on the 2020 Degree Attainment Goal: The Threat of Income-Based Inequality in Education

    Nichols, Andrew Howard

    2011-01-01

    Improving college degree attainment is essential as the United States seeks to remain economically competitive in a globalized marketplace. As the economy continues to evolve and become increasingly more complex, it is critical that our education system provides our youth with the skills, ingenuity, and critical thinking abilities that can…

  18. 'Brain drain' from Serbia: One face of globalization of education?

    Avramović Zoran

    2012-01-01

    Full Text Available In this paper we point out the role of the practice and ideology of globalization in brain drain process from Serbia. The listed data are based on the large-scale departure of highly educated persons from Serbia to the counties of West Europe and the USA. The dynamics, proportions and tendencies are analysed the role of the educational system in the process of departure of highly educated people and the reasons and consequences of the departure of scientist and engineering experts. In this article, education policy as state financial support are critical analysed. For Serbia, as the relatively undeveloped country in the middle of the modernization processes, this process has far-reaching effects on the social development. So, here we implied the possible solutions for the problem of brain drain.

  19. Not so global: a bibliometric look at engineering education research

    Williams, Bill; Wankat, Phillip C.; Neto, Pedro

    2018-03-01

    It has been suggested that Engineering Education Research (EER) is going global. If this were the case we would assume that the research of EER scholars in different parts of the globe would be informed by literature describing prior work within and beyond their home country/region. The authors set out to test this hypothesis by applying citation analysis to research presented in four publication venues: the annual conferences organised by ASEE (American Society of Engineering Education) and SEFI (European Society of Engineering Education) and two archival journals published by these two societies: Journal of Engineering Education (JEE) and European Journal of Engineering Education (EJEE). Our findings from the analysis of 4321 publications show that citations in ASEE conferences are dominated by sources with US affiliations, whereas the SEFI data show that while US sources are frequently cited, European and other authors are also well represented. With regard to the journals JEE and EJEE, a similar pattern is observed. These results suggest that, in citation terms, European EER is relatively global but US EER is not. The authors conclude by suggesting that if the EER community is to aspire to quality scholarship, there needs to be debate around how such issues can be tackled.

  20. Global challenges of graduate level Ayurvedic education: A survey

    Patwardhan, Kishor; Gehlot, Sangeeta; Singh, Girish; Rathore, H.C.S.

    2010-01-01

    In the present day scenario, Ayurveda is globally being perceived in several contradictory ways. Poor quality of Ayurveda graduates produced as a result of poorly structured and poorly regulated education system is at least one of the important factors responsible for this scenario. The present study was carried out to evaluate the ‘Global challenges of graduate level Ayurvedic education’ and is based on the responses of Ayurvedic students and Ayurvedic teachers from various educational institutions of India to a methodically validated questionnaire. As the study indicates, the poor standard of Ayurvedic education in India is definitely a cause of concern. The curriculum of Bachelor of Ayurvedic Medicine and Surgery (BAMS) course of studies is required to be reviewed and restructured. The syllabi are required to be updated with certain relevant topics like laws governing the intellectual property rights, basic procedures of standardization of medicinal products, fundamental methods of evaluating the toxicity of the medicinal products, essentials of healthcare management and the basics of cultivation and marketing of medicinal plants. Furthermore, the study suggests that the Ayurvedic academicians are required to be trained in standard methods of research and documentation skills, and the educational institutions are required to be encouraged to contribute their share in building up the evidence base for Ayurveda in the form of quality education and research. PMID:20532099

  1. Global education implications of the foreign pharmacy graduate equivalency examination.

    Alkhateeb, Fadi M; Clauson, Kevin A; Latif, David A; Al-Rousan, Rabaa M

    2010-06-15

    Although the Foreign Pharmacy Graduate Equivalency Examination (FPGEE) is not intended to measure educational outcomes or institutional effectiveness, it may be a reliable and valid criterion to assess the quality or success of international pharmacy programs. This comprehensive review describes the evolution and historical milestones of the FPGEE, along with trends in structure, administration, and passing rates, and the impact of country of origin on participant performance. Similarities between the FPGEE and the Pharmacy Curriculum Outcomes Assessment (PCOA) are also explored. This paper aims to provide a global prospective and insight for foreign academic institutions into parameters for evaluating their students' educational capabilities.

  2. Measuring the health-related Sustainable Development Goals in 188 countries: a baseline analysis from the Global Burden of Disease Study 2015.

    2016-10-08

    In September, 2015, the UN General Assembly established the Sustainable Development Goals (SDGs). The SDGs specify 17 universal goals, 169 targets, and 230 indicators leading up to 2030. We provide an analysis of 33 health-related SDG indicators based on the Global Burden of Diseases, Injuries, and Risk Factors Study 2015 (GBD 2015). We applied statistical methods to systematically compiled data to estimate the performance of 33 health-related SDG indicators for 188 countries from 1990 to 2015. We rescaled each indicator on a scale from 0 (worst observed value between 1990 and 2015) to 100 (best observed). Indices representing all 33 health-related SDG indicators (health-related SDG index), health-related SDG indicators included in the Millennium Development Goals (MDG index), and health-related indicators not included in the MDGs (non-MDG index) were computed as the geometric mean of the rescaled indicators by SDG target. We used spline regressions to examine the relations between the Socio-demographic Index (SDI, a summary measure based on average income per person, educational attainment, and total fertility rate) and each of the health-related SDG indicators and indices. In 2015, the median health-related SDG index was 59·3 (95% uncertainty interval 56·8-61·8) and varied widely by country, ranging from 85·5 (84·2-86·5) in Iceland to 20·4 (15·4-24·9) in Central African Republic. SDI was a good predictor of the health-related SDG index (r 2 =0·88) and the MDG index (r 2 =0·92), whereas the non-MDG index had a weaker relation with SDI (r 2 =0·79). Between 2000 and 2015, the health-related SDG index improved by a median of 7·9 (IQR 5·0-10·4), and gains on the MDG index (a median change of 10·0 [6·7-13·1]) exceeded that of the non-MDG index (a median change of 5·5 [2·1-8·9]). Since 2000, pronounced progress occurred for indicators such as met need with modern contraception, under-5 mortality, and neonatal mortality, as well as the indicator for

  3. Political Education. The Global Education of Citizen through Active Citizenship

    Edi Puka

    2014-04-01

    Full Text Available The human being grows in relationship with others of its fellows, and it is by virtue of this relationship that it receives a particular cultural heritage and acquires its own identity, differentiating itself, finding its own space of freedom and autonomy allowing it to interact and extend its own network of relations. In such a dynamic of reciprocity, the man realizes himself as such as a conscious member of a “social body”, i.e. of a radical society in an organic human context, which has become nowadays a clearly planetary one, by virtue of the unpublished migration flows and obvious interdependence of the Planet. The education is a line of human civility and it causes that grounds of anonymity, fears, consumerism, prejudice, haste, indifference, abuse, insecurity, solitude, become grounds of hospitality, trust, sharing, security, friendship, and brotherhood. The patterns of political education having prevailed so far are: the academic model with its explanation and dissent in the abstract of a great deal of knowledge, and that of the laboratory, which tilts and leans over, even by moments of simulation, toward vital worlds of operational policy. It is now manifested a widespread social demand about the necessity to provide to everybody, but especially in the range of basic youth socio-political information, an equipment of historical and values’ nature, and by providing comparative elements on the different socio-political matrices and traditions, raising the incentive at a renewing and increasingly conscious commitment in the face of growing difficulties, inherent to the political perspectives disputed so far in the world. It is necessary to refocus and reestablish a political culture uniting the breath of the ideal with the reality of administrative experience, supporting this political culture with the contribution of a dynamic and open reflection, capable of understanding the reality.

  4. Global Migration, Diversity, and Civic Education: Improving Policy and Practice. Multicultural Education Series

    Banks, James A., Ed.; Suárez-Orozco, Marcelo, Ed.; Ben-Peretz, Miriam, Ed.

    2016-01-01

    Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world's leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion. The authors consider how global…

  5. Why Learning Not Education?--Analysis of Transnational Education Policies in the Age of Globalization

    Mandal, Sayantan

    2012-01-01

    The profound influence of globalization seems helping outshine the concept of "education" with the more flexible notion of "learning" in the education policies of major transnational organizations. With considerable differences in concepts, all of them are promoting "learning", more specifically LLL (lifelong…

  6. Educating Young People on Global Determinants of Health

    Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens

    , and their impact on health practices. Findings from the programme consist of 18 focus group interviews, with a total of 72 Danish and 36 Kenyan students. Results: Students gain insight into the daily life of peers in Kenya and Denmark. The cultural meetings awaken students interest and general engagement in global...... health. They gained insight into their own and their peers’ conditions for health. E.g. connected to access to education, food cultures, gender and family structure. Conclusion: Mirroring ones own health practices in that of peers from another culture appeared to support learning process of global health......, understanding and agency towards global inequality in health. Methods: MEL facilitates cultural meetings, primarily Skype-based, between students from Kenya and Denmark, with the aim to promote reflections on differences and similarities in the everyday living conditions across cultures and nations...

  7. Modify and Adapt: Global Higher Education in a Changing Economy

    Kenneth E. Lane; Pamela Lemoine; Tina M. Tinney; Michael D. Richardson

    2014-01-01

    The combinations of global networking and digital delivery have intense repercussions for higher education administrators who confront a magnitude of opportunities and challenges as the result of the digital revolution. Much of the reaction to technological change comes from those with a vested interest in either wholesale change or maintaining the status quo. Taking the resilience metaphor from ecology, the authors propose a framework for analyzing an institution's ability to adapt to digita...

  8. Nursery education: problems and the way forward | Ezugwu | Global ...

    No Abstract. Global Journal of Educational Research Vol. 3(1&2) 2004: 13-16. http://dx.doi.org/10.4314/gjedr.v3i1.29403 · AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians · for Authors · FAQ's · More about AJOL · AJOL's Partners · Terms and Conditions of Use · Contact AJOL · News.

  9. Integrating Global Hydrology Into Graduate Engineering Education and Research

    Griffis, V. W.

    2007-12-01

    Worldwide, polluted water affects the health of 1.2 billion people and contributes to the death of 15 million children under five every year. In addition poor environmental quality contributes to 25 per cent of all preventable ill health in the world. To address some of these problems, at the 2002 World Summit on Sustainable Development, the world community set the goal of halving, by the year 2015, the proportion of people without access to safe drinking water and basic sanitation. Solving sanitation and water resource management problems in any part of the world presents an interdisciplinary, complex challenge. However, when we attempt to solve these problems in an international context, our technical approaches must be tempered with cultural sensitivity and extraordinary management strategies. To meet this challenge, Michigan Tech has developed a unique global partnership with the U.S. Peace Corps to address our acknowledgement of the importance of placing engineering solutions in a global context. The program has graduated 30 students. Program enrollment is now over 30 and over 20 countries have hosted our students. The objective of this presentation is to demonstrate how this unique partnership can be integrated with graduate engineering education and research and also show how such a program may attract a more diverse student population into engineering. All graduate students enrolled in our Master's International Program in Civil and Environmental Engineering must complete specific coursework requirements before departing for their international experience. In CE5993 (Field Engineering in the Developing World) students learn to apply concepts of sustainable development and appropriate technology in the developing world. In FW5770 (Rural Community Development Planning and Analysis) students learn how one involves a community in the decision making process. A common theme in both courses is the role of woman in successful development projects. Technical

  10. Traditional versus Contemporary Goals and Methods in Accounting Education: Bridging the Gap with Cooperative Learning.

    Lindquist, Tim M.

    1995-01-01

    In groups, 49 accounting students completed a 5-week analysis of audit reporting issues using cooperative learning. Positive student reactions and achievement suggested that contemporary active learning approaches are compatible with the traditional accounting goal of preparing for the Certified Public Accountants examination. (SK)

  11. The Status of Genetics Curriculum in Higher Education in the United States: Goals and Assessment

    McElhinny, Teresa L.; Dougherty, Michael J.; Bowling, Bethany V.; Libarkin, Julie C.

    2014-01-01

    We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the…

  12. Students' goal preferences, ethnocultural background and the quality of cooperative learning in secondary vocational education

    Hijzen, Daphne Minette

    2006-01-01

    The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to

  13. Four Weeks of Goal-Directed Learning in Primary Physical Education Classes

    Platvoet, Sebastiaan W. J.; Elferink-Gemser, Marije T.; Kannekens, Rianne; de Niet, Mark; Visscher, Chris

    Relatively little is known about how practice relates to children's improvement in gross motor skill performance. The aim of this study is to determine to what extent 6- and 7-year-old children improve their gross motor skill performance in a four-week period, in which goal-directed learning is

  14. Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms

    Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek R.; Zimmerman, Rick; Gray, DeLeon L.; O'Connell, Ann

    2011-01-01

    Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated…

  15. Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach

    Veselovsky, Aleksandra

    2017-01-01

    Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…

  16. Art Education and the Functional Revolution: Toward a Reassessment of Goals

    Foster, Margaret G.

    1975-01-01

    This essay is concerned with the revolutionary changes, both conscious and otherwise, in art values and functions that have been generated by the democratization of art education. The development of art education is considered from this perspective with particular focus on the areas of conflict. (Editor/RK)

  17. Study to validate the outcome goal, competencies and educational objectives for use in intensive care orientation programs.

    Boyle, M; Butcher, R; Kenney, C

    1998-03-01

    Intensive care orientation programs have become an accepted component of intensive care education. To date, however, there have been no Australian-based standards defining the appropriate level of competence to be attained upon completion of orientation. The aim of this study was to validate a set of aims, competencies and educational objectives that could form the basis of intensive care orientation and which would ensure an outcome standard of safe and effective practice. An initial document containing a statement of the desired outcome goal, six competency statements and 182 educational objectives was developed through a review of the orientation programs developed by the investigators. The Delphi technique was used to gain consensus among 13 nurses recognised for their expertise in intensive care education. The expert group rated the acceptability of each of the study items and provided suggestions for objectives to be included. An approval rating of 80 per cent was required to retain each of the study items, with the document refined through three Delphi rounds. The final document contains a validated statement of outcome goal, competencies and educational objectives for intensive care orientation programs.

  18. Exploring E-marketing Opportunities for Exporting Education Services : Case HAAGA-HELIA Global Education Services

    Gómez , Julio

    2013-01-01

    This Bachelor’s thesis examines online marketing opportunities for exporting education programs and education consulting services from Finland and internationally. The objective of the study is to determine how is the current B2B environment in e-marketing communications. The purpose of this research is to provide useful information on e-marketing strategies that would benefit HAAGA-HELIA Global Education Services (HAAGA-HELIA GES). This study consists of a theoretical section tha...

  19. Discourse, ideas and power in global health policy networks: political attention for maternal and child health in the millennium development goal era.

    McDougall, Lori

    2016-05-18

    Maternal and child health issues have gained global political attention and resources in the past 10 years, due in part to their prominence on the Millennium Development Goal agenda and the use of evidence-based advocacy by policy networks. This paper identifies key factors for this achievement, and raises questions about prospective challenges for sustaining attention in the transition to the post-2015 Sustainable Development Goals, far broader in scope than the Millennium Development Goals. This paper relies on participant observation methods and document analysis to develop a case study of the behaviours of global maternal and child health advocacy networks during 2005-2015. The development of coordinated networks of heterogeneous actors facilitated the rise in attention to maternal and child health during the past 10 years. The strategic use of epidemiological and economic evidence by these networks enabled policy attention and promoted network cohesion. The time-bound opportunity of reaching the 2015 Millennium Development Goals created a window of opportunity for joint action. As the new post-2015 goals emerge, networks seek to sustain attention by repositioning their framing of issues, network structures, and external alliances, including with networks that lay both inside and outside of the health domain. Issues rise on global policy agendas because of how ideas are constructed, portrayed and positioned by actors within given contexts. Policy networks play a critical role by uniting stakeholders to promote persuasive ideas about policy problems and solutions. The behaviours of networks in issue-framing, member-alignment, and strategic outreach can force open windows of opportunity for political attention -- or prevent them from closing.

  20. The Imperative of Public Health Education: A Global Perspective

    White, Franklin

    2013-01-01

    This review positions public health as an endeavour that requires a high order of professionalism in addressing the health of populations; this requires investment in an educational capacity that is designed to meet this need. In the global context, the field has evolved enormously over the past half century, supported by institutions such as the World Bank, the World Health Organization and the Institute of Medicine. Operational structures are formulated by strategic principles, with educational and career pathways guided by competency frameworks, all requiring modulation according to local, national and global realities. Talented and well-motivated individuals are attracted by its multidisciplinary and transdisciplinary environment, and the opportunity to achieve interventions that make real differences to people's lives. The field is globally competitive and open to many professional backgrounds based on merit. Its competencies correspond with assessments of population needs, and the ways in which strategies and services are formulated. Thus, its educational planning is needs-based and evidence-driven. This review explores four public health education levels: graduate, undergraduate, continuing professional education and promotion of health literacy for general populations. The emergence of accreditation schemes is examined, focusing on their relative merits and legitimate international variations. The role of relevant research policies is recognized, along with the need to foster professional and institutional networks in all regions of the world. It is critically important for the health of populations that nations assess their public health human resource needs and develop their ability to deliver this capacity, and not depend on other countries to supply it. PMID:23969636