Role of recognition of prior learning for emerging economies: learning from a four sector pilot project in India

Recognition of prior learning (RPL) has increasingly been recognised as a useful way to certify experience and competencies gained in the workplace informally. Particularly pertinent is RPL in the context of international migration or in economies, where system reforms seek to overcome challenges related to access to formal training and qualifications. India has the goal to skill 300 million of its growing workforce and provide them access at various levels to certification and further learning opportunities. As a part of the overall system reforms, the Government of India, jointly with the ILO, pilot tested RPL in four sectors in collaboration with the industry and built the foundation for wider replication for another 26 growth sectors by undertaking a tracer study and evaluation. This paper can empirically establish that RPL has had a positive effect on income opportunities, occupational safety, social status and openness to further learning. The paper further discusses the challenges encountered during the implementation of the RPL projects before concluding with recommendations, highlighting the aspects required for quality RPL in an emerging economy. It closes by emphasising the importance of conducting tracer studies to determine impact and the need to provide complementary training during the RPL process.     

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis

The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.     

关于构建培养学生创新学习能力体系的思考

在剖析了学习两种类型的基础上，阐述了如何构建培养学生创新学习能力的体系。     

论网络信息时代的大学学习创新

在21世纪,各种信息通信技术特别是互联网技术对大学的教育模式正在产生越来越大的影响,并且对大学生的自主创新能力和大学人才培养质量提出了更高的要求。本文从大学学习观念和学习方式创新两个层面系统研究了网络信息时代的大学学习创新,从网络信息时代的大学学习创新体系的角度阐述分析了适应网络信息时代特点的大学学习观念、学习方式创新的内涵、特点与面临的问题。     

Characterisation of best practices in the development of cross-curricular competences in Vocational Education and Training: case study in the Basque Country

This paper presents the most important results of a research project aimed at gathering empirical evidence on current efforts to foster and develop cross-curricular competences (CCC) in Vocational Education and Training (VET) Centres located in the Basque Country (Spain). The case study research method was used, with data being gathered by means of a questionnaire completed by 473 teachers from 61 centres, as well as 16 group interviews with management teams, 16 discussion groups with students and 4 with teachers, and 3 in-depth interviews. Three general conclusions can be drawn from the results: (1) There is no common way of understanding or defining CCCs among the teachers–students–management teams of VET centres; (2) Cycles are the ideal context in which to develop processes of pedagogical change which incorporate work on CCCs in an integrated manner; and (3) Assessment continues to be the most problematic curricular element. The study also highlights a more specific set of conclusions related to organisational characteristics, the teaching–learning process and the dynamics of educational innovation.     

对新时期高校德育创新的几点思考

以创新为主要特征的知识经济时代的到来,使高校德育面临着重要的转型。新时期高校德育应在邓小平德育思想的指导下,克服传统模式的弊端,走出一条创新之路。高校德育的创新必须树立“大德育”的观念,发挥学生和德育工作者的创造性和开拓进取的精神,把加强和改进德育工作相结合。     

高职院校如何培养自主创新性学习能力

自主创新性学习能力的培养对于未来社会中知识经济的发展有重要作用,具有鲜明的时代价值取向,但在高职院校教学工作中仍未形成一定规模。从高职教育现状分析开展自主创新性学习能力培养的必要性,并从学校、社会和学生3个方面剖析培养能力的根本途径。     

大思政视域下高校“青马工程”协同创新机制探索

“青马工程”实施以来取得了一定的成果,培养出了大批优秀的青年马克思主义者。但在具体实施过程中,还存在一些问题,直接影响着“青马工程”的实施效果。在当前“大思政”格局下,“青马工程”要紧随协同创新的步伐,整体谋划,协同推进,着力于校院联动、载体创新、师资队伍及保障机制的建设,逐步形成协同创新的长效培养机制。     

工学结合视域下的高职思想政治教育之挑战与创新

分析了工学结合的主要原因,解读了高职思想政治教育面临的挑战,回答了如何在新形势下加强和改进高职思想政治工作的有效方法与路径.认为大力推行工学结合人才培养模式是我国高职教育改革发展的方向和趋势,能有效促进高职教育的转型与发展.     

Creative teaching and learning in Europe: promoting a new paradigm

The tides of globalization and the unsteady surges and distortions in the evolution of the European Union are causing identities and cultures to be in a state of flux. Education is used by politicians as a major lever for political and social change through micro-management, but it is a crude tool. There can, however, be opportunities within educational experience for individual learners to gain strong, reflexive, multiple identities and multiple citizenship through the engagement of their creative energies. It has been argued that the twenty-first century needs a new kind of creativity characterized by unselfishness, caring and compassion—still involving monetary wealth, but resulting in a healthy planet and healthy people. Creativity and its economically derived relation, innovation, have become ‘buzz words’ of our times. They are often misconstrued, misunderstood and plainly misused within educational conversations. The small-scale pan-European research study upon which this article is founded discovered that more emphasis needs to be placed on creative leadership, empowering teachers and learners, reducing pupils' fear of school, balancing teaching approaches, and ensuring that the curriculum and assessment are responsive to the needs of individual learners. These factors are key to building strong educational provision that harnesses the creative potential of learners, teachers and other stakeholders, values what it is to be human and creates a foundation upon which to build strong, morally based, consistent, participative democracies.     

为理解而学:人工智能时代的知识学习

人工智能教育应用背景下,面对巨量的信息洪流与便捷的获取方式,为获得而学正面临着极大的挑战。为理解而学的提出旨在回应深度学习的真实发生、高阶思维的发展及个人价值的实现。为理解而学旨在发展学习者能够基于移情理解开展意义性联系与反思性运用,强调以迁移与运用为本的知识学习过程,进而实现知识与理解间的转化与生成。     

Significant learning in catholic religious education: the case of Temuco (Chile)

ABSTRACT

The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.     

走向新世纪的欧洲语言教学 --《欧洲语言教学与评估共同纲领》述评

欧洲委员会颁布<欧洲语言教学与评估共同纲领>是欧洲各国积极谋求共同发展,推动多边合作的产物.本文主要阐述了该共同纲领出台的社会背景和主要内容以及对学校语言教学与评估的作用.     

Supporting the less-adaptive student: the role of learning analytics,formative assessment and blended learning

Abstract

How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to deep learning and self-regulation, the other profile more directed toward stepwise learning and external regulation. In a programme based on problem-based learning, where students are supposedly being primarily self-directed, this first profile is regarded as being of an adaptive type, with the second profile less adaptive. Making use of a broad spectrum of learning and learner data, collected in the framework of a dispositional learning analytics application, we compare these profiles on learning dispositions, such as learning emotions, motivation and engagement, learning performance and trace variables collected from the digital learning environments. Outcomes suggest that the blended design of the module with the digital environments offering many opportunities for assessment of learning, for learning and as learning together with actionable learning feedback, is used more intensively by students of the less adaptive profile.     

高校体育与军事训练互动的构想

当前,高校体育存在部分项目面临亟待变革与充实、学生课外体育活动急需进一步加强等问题;高校军训存在训练内容单调、总体质量不够高、成果得不到巩固、承训队伍缺乏等的不足。高校体育和军事训练具有显著的互动作用,利用它们的互动作用,能有效弥补两者存在的不足,为培养优秀的高校学生服务。     

Experiences in education innovation: developing tools in support of active learning

The paper focuses on educational projects developed in the ETSII (Escuela Técnica Superior de Ingenieros Industriales) of the Polytechnic University of Madrid during the past few years. These projects were developed as new tools for enhancing the active role of students, for improving practical teaching, especially by means of virtual laboratories and different sets of problems and exercises, and for promoting self-learning. The paper analyses the use of ICT in teaching, with the case of a developed e-learning platform as a tracking system for subjects. The paper concludes by discussing the new educational trends in the Centre, devoted to develop an active role of students by activities such as peer mentoring and laboratory monitors programs, and competitions for achieving multidisciplinary engineering challenges.     

教与学中要创造性地实施大学生创新能力培养

培养现代创新人才是高等学校的一项根据任务，教与学是大学教育的一个基本环节，所以要在这一环节中增强创造性教育意识，要在教与学、教与考中变被动为主动，变单向双向，变传统的开放，培养和训练学习的创新能力。     

基于CAS理论的科技创新主体学习模式研究

为了研究科技创新系统,引入了复杂适应性系统（Complex Adaptive Systems,简称CAS）这一理论,探讨了科技创新主体的学习动力和学习模式,以及由此引发的管理启示.     

Regarding learning: Children’s drawings of learning in the classroom

This article explores drawings of learning in the classroom made by a class of 6 to 7-year-olds in a UK primary school. The drawings were analysed by considering the choices that children made in their drawings in terms of four themes: self and social relations in learning, the physical environment, learning activities, and learning and behaviour. These are discussed using five drawings as examples. A wide range of images was used by the children, although some drew common views of learning. The article warns against assuming that we know how a young person views their learning, or that a class of children share a common view of it. It is also suggested that talk about such drawings can make a contribution to a joint exploration of understandings of learning by teachers and children.     

试论高校思想政治工作的创新依据

搞好高校思想政治工作的创新,应根据高校的育人特点,紧紧围绕高校的培养目标的实际需要去进行;根据社会主义市场经济条件下人们的思想观念的变化,有针对性地去开展;抓住青年教师这个重点,以适应“科教兴国”发展战略的需要。