The role of HE in professional development: some reflections on a foundation degree for teaching assistants

Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HE's distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development.     

A Problem-based Approach to Learning Economics: An Experiment in Progress at the Ngee Ann Polytechnic

Employers want workers with the skills of life-long learning and problem-solving. Recent efforts emphasize the value of having learning skills embedded within the total curriculum. The problem-based approach to learning has been found to encourage the development of these skills in students as well as to foster in them a deep (as opposed to the surface) approach to learning. The problem bared approach is also seen to foster confidence and initiative, and in some instances the development of teamwork and communication skills. This paper briefly describes the problem-based approach and the attempt currently being made to introduce the approach to business studies students at Ngee Ann Polytechnic in the context of an Economics course. Preliminary results indicate that students had been stimulated to show initiative, and that a large majority found self-learning, communication skills to be a major benefit of the course.     

Introducing ICT into schools in Rwanda: Educational challenges and opportunities

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.     

Public Funding and Budgetary Challenges To Providing Universal Access To Primary Education in Sub-Saharan Africa

Budgetary capacity that would allow for the public funding of the provision of universal access to primary education is lacking in many sub-Saharan economies. National revenues significantly lag behind the overall economic productivity measure of GDP. Analysis of data derived from UNESCO and UNDP for 2004 shows that governments in the region spend far less in US dollars per unit cost on primary education than do developed countries. Increasing the unit cost of education in order to enable a government to guarantee universal primary education would take away resources from other tiers of the education system in many countries in the region. The alternative is to universalise access, despite existing budget allocation constraints, and thereby further compound the problems of poor infrastructure and limited human resource capacity that continue to compromise education quality in sub-Saharan Africa.     

Engaging youth of color in applied science education and public health promotion

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to ‘think’ like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.     

On an approximate effective speed of propagation

An algorithm is suggested for the determination of an effective speed of propagation for a random medium whose mean speed of propagation is perturbed by a small random term of the white-noise type. We study the propagation of disturbances in the limiting geometrical optics case, and pursue the analysis within the framework of stochastic optimal control. The statement of an appropriate Fermat's principle for the random medium and invoking the principle of dynamic programming lead to a non-linear elliptic equation—the classical Eikonal equation—perturbed by terms associated with the stochastics. This equation and estimates for the departure of the stochastic trajectories from the free-space geodesic path of propagation enable us to calculate the approximate speed.     

Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective

This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.     

Training Outcomes of Field Instructors in the Evidence-Based Practice Process Model

ABSTRACT

This study evaluated a continuing education training program designed to increase field educators’ capacities to support students in their application of the evidence-based practice (EBP) process. A cohort of social work field instructors and task supervisors from agency-based settings (N = 186) attended a 1-day interactive skill-based training. Pre- and postsurveys assessed learning outcomes. Findings reveal a significant improvement from pre- to posttraining in the social work educators’ familiarity, t(179) = 22.8; attitude, t(180) = 12.73; and intentions, t(178) = 11.89, regarding EBP. Results indicate that skill-based training in the EBP process model via continuing education is feasible and acceptable.     

Developing Curriculum Leadership in Schools: Hong Kong perspectives

This study is designed to investigate the impact of school‐based curriculum development teams on teacher development within the tradition of school‐based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision‐making processes within two school‐based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision‐making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.     

Dynamique socio-économique et crise familiale et éducative en c?te-d'ivoire de 1960 a 1990

This article reflects on the crisis affecting the sphere of the family and education in Côte d'Ivoire between 1960 and 1990. The country's family structure has been shaken by the market economy, by the conventional school system and by the modern legal code. This has in turn engendered a crisis of parental authority and a variety of problems connected with the instability of marriages in Côte d'Ivoire. How, then, is it possible to redress the situation and establish a partnership between the family, the educational system and society? The author advances a series of propositions for creating a better coordination between the family and the educational sphere and for reinforcing the educative capacity of the family and of society as a whole.