Special and inclusive education in the Eastern Caribbean: policy practice and provision

The countries of the Eastern Caribbean have for more than a decade been committed to the implementation of a common educational reform strategy. At the heart of this strategy has been the policy of 'education for all', which includes establishing educational support services for children with special educational needs. In the past, many disabled children and children with learning difficulties have been excluded from the education system in these countries. For many more children, attendance at school has not given meaningful access to educational opportunities. This article discusses research carried out by the authors and reports on the implementation of the Reform Strategy and on the barriers to inclusive education that persist in the region.     

Politics of refugee education: educational administration of the Syrian refugee crisis in Turkey

The main contention of this paper is that the interrelationship between ideology and policy shapes both the overall organisation of refugee education and the operational practices and procedures of staff working to provide education for refugees. Accordingly, this paper tries to answer how the education dimension of the Syrian refugee crisis is managed by the central education authorities in Turkey by assessing the political dynamics and milieu regarding the education of refugees. Building on a document analysis and interviews, this article traces educational administration of Syrian children with a focus on the political dynamics at play affecting the status quo in national education agenda in Turkey. While the impact of the refugee crisis on the greater national education agenda is revealed, the trade-offs involved in adopting certain governance strategies including decentralisation and recentralization is explored.     

残疾儿童随班就读现状及发展趋势

残疾儿童随班就读是我国特殊教育的一种主体形式 ,本文总结了随班就读工作取得的成绩和经验 ,对当前随班就读工作存在的问题进行了分析并提出改进的建议 ,在此基础上对随班就读的发展趋势进行了预测分析。     

Pocket School: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America

Literacy is a human right unequally distributed among the world's population. Despite global efforts to fight illiteracy, high illiteracy rates continue to jeopardize access for many to basic schooling, life-long learning, health, and environment safety. Illiteracy also hinders the economic prosperity of the poorest societies in this digital age. Among the underserved population in Latin America, many of the indigenous children are the poorest of the poor who hardly have access to formal and stable schooling. This paper reviews the literature addressing education inequality issues in Latin America and possible opportunities with mobile learning technology to counter the effects of the education inequality. Also, this paper suggests mobile technology design considerations to meet the particular learning needs of the extremely underserved and underachieving indigenous children in Latin America.     

Exam-oriented education and implementation of education policy for migrant children in urban China

This paper investigates the implementation of education policy for migrant children in urban China. Historically, rural and urban residents in China were separated by the hukou system, and rural children were not allowed to attend urban schools. Since the relaxation of the hukou system in the early 1980s, large numbers of rural families migrated to cities. The right of migrant children to education in urban China was formally recognised by the government in a series of policies starting in 2001. The research reported, here, reveals that migrant children did not have equal access to urban schools nor did they enjoy an equally good education to that of urban children. Based on 53 in-depth interviews with school principals, teachers and pupils in two provincial capitals in China, this paper explores the main factors affecting the implementation of education policy for migrant children. The research demonstrates that policies relating to equal admissions criteria were not implemented as intended, with migrant children not having equal access to schools. However, policies relating to non-segregation and academic support were implemented as intended. It is argued that, at the school level, this is a result of the examination-oriented system, and schools’ responses to this.     

基于云架构的网络教学平台设计与实现

基于远程教育和终身教育理论,通过相关文献及研究的查阅,首先分析了现有网络教学平台普遍存在的四个问题,主要包括:学习课程单向性、教学方式缺乏互动性、学习评价缺乏真实性、学习方式缺乏灵活性;设计了一个适合各种学习终端接入、适应不同教学情境的实时互动网络教学平台,主要由内容运营平台、实时服务平台和终端服务三个子系统组成的,然后对教学节目单管理、协作平台、版权保护三个关键技术的实现进行了阐述,提出了学习者身份确认、学习注意力监测、插播测试及评价的功能模块,为开放课程学习的学分认证和认可做好技术准备,最后探讨了平台的应用情境与方式。     

A critical analysis of the Syrian refugee education policies in Lebanon using a policy analysis framework

ABSTRACT

Lebanon, a country impacted by ongoing political and economic instability, has an estimated 1.5 million Syrian refugees competing for access to already fragile healthcare, education and labor sectors. Half of these refugees are children. This piece will discuss the efforts and policies Lebanon already has in place regarding the education of Syrian refugees. This will be done through the implementation of Lesley Vidovich’s (2007) a policy framework which proposes an analysis of the policy context and policies’ influence, an analysis of the policies as text as well as an analysis of the implementation of those policies. Such a framework has the opportunity to not only provide a holistic view of the Lebanese history and context leading to current policies surrounding the education of refugees, but it has the potential of serving as a systematic framework for other various contexts concerning education in conflict areas.     

跨界融合视域下劳动教育课程体系研究——内涵、路径与模型构建

针对当前劳动教育地位缺失的问题,剖析了其主要原因在于社会意识缺失、过分依赖学校及课程设置不规范。因此,该文基于新的时代背景,从劳动形态、教育内容和价值三个方面对劳动教育的内涵进行了剖析,提出技术赋能的劳动教育课程体系:在横向上实现各学科知识的融合,纵向上实现各学段的融合,为解决劳动教育现存问题提供了新方向。同时,从技术创新劳动教育形态和整合劳动教育资源两个方面阐述了劳动教育跨界融合的途径。最后,依据跨界融合的课程体系,从前端分析、活动设计、环境设计和评价设计四个方面构建了劳动教育活动模型,为技术赋能的劳动教育课程的实施提供依据。     

Globalizing higher education through internationalization and multiculturalism: The case of Indonesia

As part of the efforts to globalize higher education in Indonesia, internationalization and multiculturalism are two globalization behaviors that have been promoted across higher education institutions. This study investigated both these behaviors through a qualitative case study analysis of four state universities in the country. The authors found that firstly, the autonomy of state higher education institutions played a significant role for the implementation of internationalization programs which is related not only to the flexibility in designing international programs, opening study programs, or recruiting foreign lecturers, but also to the budget amount allocations by the government. Secondly, in developing multiculturalism serious considerations on the cultural stance of the institution and the unique ideology of that institution needs to be undertaken and integrated with the national ideology. Thirdly, the role of the government in making policies and encouraging state higher education institutions to be more autonomous is essential to advance higher education in internationalization and multiculturalism.     

Guiding documents for environmental education centres: an analysis in the Spanish context

Guiding documents under the ‘PEC’ acronym are commonly used in environmental education centres (EECs) in Spain. They are written documents that are seen as necessary tools to safeguard quality. In this study, we analyse the guiding documents of twenty-three EECs in the province of Girona (Catalonia, Spain) in order to understand their contents and detect strengths and weaknesses. The instrument used for document analysis is a rubric created for this purpose from the literature review. It includes four main sections: identity features, context analysis, formulation of goals and a plan of action. Each of these sections has associated items that have been used to analyse the guiding documents mentioned. The results show a great lack of information regarding evaluational aspects. They also show difficulties in defining the concepts of environmental education or education for sustainability and relating sustainability to the milieu of EECs.     

Development of pre-service teachers’ information and communication technology (ICT) in education competencies in a mainland Chinese university

This paper examines how the design and implementation of a core teacher education course develops pre-service teachers’ information communication technology (ICT) in education competencies in a mainland Chinese university. This course adopted a four-component instructional design system to develop its curriculum, incorporated an inquiry-based learning approach to develop pre-service teachers’ pedagogical competencies, and used an online learning platform to facilitate the sharing of experiences of using ICT for teaching and learning. This case study demonstrates that innovative pedagogies together with more relevant course content supported by an online learning platform may enhance the effectiveness of a core ICT in education course.     

一所民族村小留守儿童法制教育缺失的折射

通过分析安顺市西秀区G小学留守儿童可以看出,留守儿童法制意识缺失主要表现在道德缺失、社会辨别能力低、学法积极性不高、心理障碍多等四个方面。学校应从发挥学校在留守儿童法制教育方面的主体作用,逐步建立和完善法制教育机制;以学法为契机,拓展宣传渠道,强化法制意识;提高留守儿童社会辨识能力;提升教师业务水平,增进法制与心理教育能力;整合社会资源,尽力弥补留守儿童的家庭缺失感等五个方面加强对农村留守儿童进行法制教育。     

Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study

The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries.     

一所民族村小留守儿童法制教育缺失的折射

通过分析安顺市西秀区G小学留守儿童可以看出,留守儿童法制意识缺失主要表现在道德缺失、社会辨别能力低、学法积极性不高、心理障碍多等四个方面。学校应从发挥学校在留守儿童法制教育方面的主体作用,逐步建立和完善法制教育机制;以学法为契机,拓展宣传渠道,强化法制意识;提高留守儿童社会辨识能力;提升教师业务水平,增进法制与心理教育能力;整合社会资源,尽力弥补留守儿童的家庭缺失感等五个方面加强对农村留守儿童进行法制教育。     

Parental involvement,children's aspirations,and achievement in new immigrant families

The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children.     

我国幼儿生命教育研究内涵、现状及展望

幼儿期是终身教育的起点也是基础教育的奠基,开展幼儿生命教育有利于幼儿身心发展。当前幼儿生命教育的研究主要关注幼儿生命教育的内容、幼儿生命教育的方式以及幼儿生命教育的实施主体三个方面。幼儿生命教育在学前教育中的地位日益凸显,但是幼儿生命教育课程结构不合理、幼儿生命教育的形式与手段较为单一、师资力量略显单薄并且缺乏专业性。今后应积极探索幼儿生命教育的形式与手段,注重幼儿生命教育实施主体的多元化,建构幼儿生命教育课程结构,重视幼儿生命教育在学前教育中的地位。     

Simulating Oppression: Digital Gaming,Race and the Education of African American Children

Educational game designers and educators are using digital games as a platform for teaching academic content, including multicultural curriculum. However, it is unclear how well digital game-based learning can coexist with the goals of multicultural education for the purpose of meeting the needs of African American children. In this essay, we raise serious questions about the use of digital games to teach about social oppression in ways that privilege the psychological well-being of African American children. We argue that digital games that intend to recreate histories of racial oppression can be harmful to African American children if they reproduce popular and problematic notions of indigenous lives and experiences. We illuminate some of the dangers of such digital games through a preliminary exploration of one digital game designed to teach about facets of African American enslavement. Our essay concludes with recommendations for culturally relevant digital game-based learning design and instruction.     

无锡市社区教育现状及发展对策研究

发展社区教育是构建终身教育体系和全民学习、终身学习的学习型社会的重要举措。无锡市社区教育发展已经形成了自己的优势及特色,但仍面临许多问题,主要表现在:领导体制运行机制不健全,队伍建设亟待加强,资源利用不充分,数字化学习资源和平台不完善,社区教育研究工作滞后等。结合无锡市社区教育发展的现状,在实践中必须建立"1+4"社区教育网络,加强专业化的社区教育工作者队伍建设,有效开发和整合教育资源,依托无锡电大建设市级层面的无锡市终身学习公共服务平台,加强社区教育理论研究。     

地方高校创新创业教育与专业教育融合路径的探索

创新创业教育是综合型人才培养和大学生高质量就业的重要途径。由于各种条件的限制,地方高校在创新创业教育实施中面临诸如“双创”理念落后、体系不科学、师资队伍不完善以及实践平台缺失等困境。在充分分析现状的基础上,文章从创新创业教育和专业教育深度融合的教学改革路径着手,从顶层设计、教学体系、实践平台和师资队伍等多维度提出改革措施,以此保证“双创”教育在地方高校高质量开展。     

In search of educational equity for the migrant children of Shanghai

Around the world there is a growing consensus that migrant children's rights must be protected, regardless of where they have emigrated from. One of these rights is the right to a public education of equal quality to that granted to non-migrant children regardless of where one's family is registered or pays taxes. This article focuses on migrant children schooling in Shanghai. It will show that three main problems are still impeding migrant children from getting a high-quality education. They are: the inferior quality of migrant children schools; the lack of access to a public school and the much higher costs of schooling; and the high mobility of migrant students. Our conclusion: the education rights of migrant children have become contingent on the wills of urban local governments, public attitudes, and available space in local public schools.