Vocational Education and Training policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we (...) set out to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia. The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system and discusses lines of future research. (shrink)

Journal of Human Values, Volume 28, Issue 1, Page 29-43, January 2022. The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is (...) very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated. (shrink)

Synergetic governance is a practical approach to ensure quality in the teaching-learning process at multi-dimensional perspectives. This study intends to explore the potential of a synergetic governance approach in the vocational education system. A systematic literature review has been done by applying the PRISMA approach. The last 21 years' literature has been analyzed, and a synergetic governance model has been developed. This study reveals that the synergetic governance of education deals with integrating all available resources to (...) enhance development by meeting the demands of market, society, and nation as a new paradigm. An effective vocational education system requires the participation of all related stakeholders in the governance system. This study has developed an “intervention-approach-synergy-integration” mechanism to show how the education elements are connected to each other. The study reveals that the major synergetic elements are openness, equilibrium, dynamism and cooperation. To ensure synergetic governance, these elements should be integrated with an educational institution, market, public, society, state and private organization. It argues that the synergetic governance of these related components can reduce the demand and supply gap of quality vocational graduates in the industry – academy sectors. This study recommends incorporating multi-subjects' synergetic governance to expedite the marketable quality of vocational education. (shrink)

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, _Knowledge-building_ offers the first primer in this fast-growing (...) approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics. (shrink)

This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential (...) aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’. (shrink)

Monograph describing the theoretical basis and curriculum development of the hibernia experimental school, combining vocational education with general education and located in the ruhr region of Germany, Federal Republic - in light of rudolf steiner's integrated approach to education, traces its evolution from factory training unit to an integrated comprehensive school, reviews the structure of practical education, and applies pedagogics of steiner's "study of man" to the process of learning. Bibliography pp. 191 to 196 and (...) diagrams. (shrink)

Biodiversity initiatives have traditionally operated within a 'science-first' model of environmental decision - making. The model assumes a hierarchical relationship in which scientific knowledge is elevated above other knowledge systems. Consequently, other types of knowledge held by the public, such as traditional or lay knowledges, are undervalued and under -represented in biodiversity projects. Drawing upon two case studies of biodiversity initiatives in Canada, this paper looks at the role that constructivist conceptions of education play in the integration of alternative (...) knowledge systems in environmental decision - making. In so doing, it argues that the conservation, sustainable use and equitable sharing goals outlined by the Convention on Biological Diversity demand new models of governance which embrace the adaptive management qualities of learning organisations. (shrink)

From the observation that global education systems are failing to produce beaming adults, this article questions the meaning of the words generally used to discuss education and new teaching methods. Sidestepping the panacea of technology as the holy grail, it suggests ideas for exploring other possible educational forms, such as those guided by the renewal of humanism or neurosciences. Then, this article presents a model of understanding of man and his activities, leading to the conception of a work (...) system that makes the most of the evolution of contemporary sciences, such as transdisciplinary thinking and transpersonal psychology. It gives an example of a concrete organization in vocational training for future teachers and proposes an evaluation of five years of practices that have encouraged transformations towards individual and collective achievement. (shrink)

This article examines the process of one institution’s efforts to develop an educational academic integrity seminar through an ethnographic study approach. The educational program developed allowed the institution to transition from a punitive sanctioning system to an educational one. The institution cultivated cross-campus partnerships to develop the program. Both quantitative and qualitative data revealed that students had a positive experience attending the program and found it useful. This article serves as a framework for institutions to utilize when building their (...) own educational-based academic integrity on-campus seminar and sanctioning program. (shrink)

The article provides a theoretical analysis of the study of the issue of introducing innovations into educational activities on the basis of foreign and domestic experience of postmodern education. The essence of the problem of introducing innovative technologies in the system of postmodern education in the countries of the world and in Ukraine is revealed. The role of the teacher's professional competence in the application of innovative techniques for organizing the educational process was emphasized. The essential features (...) of postmodern tendencies in foreign and domestic education and teaching practice are combined. In the context of professional postmodern education and to optimize innovative teaching with postmodern tendencies, pedagogical recommendations were submitted on the new conditions and requirements of innovative teaching. The goals of the article, as well as its scientific novelty, theoretical and practical significance for postmodern or innovative pedagogy are determined. It is substantiated that the development of innovative technologies in the field of training future specialists is carried out on the basis of a postmodern approach to the analysis of vocational education, which was integrated by means of personality-oriented, activity-based, professional-creative and psychological-pedagogical approaches at the systemic universal level. Considered professional requirements for educators-innovators. (shrink)

The Islamic education curriculum in Indonesia tends to be partial and dichotomous. However, Muhammadiyah has reformed the holistic–integrative curriculum as a solution for the sustainability of education. This study aims to reveal a special curriculum reform in the holistic–integrative Muhammadiyah education system to solve the dichotomous problems and the inadequacy in the Islamic education curriculum in Indonesia. Furthermore, the study describes a specific curriculum model that includes all aspects of students’ personality and integrates (...) science and technology with Islamic values. Data were collected from previous studies and special curriculum documents of Al-Islam, Kemuhammadiyahan and Arabic Language (ISMUBA). Curriculum documents were obtained from elementary, junior and Muhammadiyah senior high school, published by Primary and Secondary Education Assembly of Muhammadiyah Central Board in 2017. Data analysis used a content model with a systematic and rational framework. The results showed that the special reform curriculum based on the holistic–integrative model develops students’ potentials, including spiritual, emotional, intellectual and transcendental intelligence, in an integrated manner. Contribution: The holistic–integrative curriculum is a future Islamic education model for the sustainability of private Islamic education system in Indonesia that can form a good, faithful, pious and a noble community. (shrink)

The existence of Dayah as an Islamic educational institution in Central Aceh District has a major role in the development of diversity in community. Step by step, the educational institution is developing, both in quality and quantity. Departing from this reality, this paper uses a phenomenological approach, examines the modernization of Darul Mukhlisin’s integrated Dayah educational system, which includes the Dayah education sub-systems. The modernization of the education system is characterized by changes in the aspects of (...) objectives, Teungku and Santri Dayah, implementation of an integrated curriculum, the treasury of contemporary books, use of active strategies and varied methods, environmental changes, the application of test and non-test evaluation types, and so forth. Thus, the existence of Darul Mukhlisin was able to become a bastion of religious education in producing religious cadres and religious generations in Central Aceh. (shrink)

This study explores the type-based vocational education system from the perspective of China. General education and vocational education are equal types of education in status, but not based on different levels of education in China. Specifically, the connotation of vocational education as type-based education is mainly embodied in ‘three directions’. The outstanding problems of vocational education as a type-based education include ‘four aspects’. Vocational education (...) as a type-based education reform path is considered as ‘four reforms’. We should strengthen management, improve the comprehensive quality of vocational college students and make clear the direction and explore the new path of reform and development of vocational colleges. In addition, we need to optimize investment and make innovations in the system and mechanism of funding for China’s vocational education. (shrink)

This study explores the macro education policy design on the vocational education system for the new generation of migrant workers in China. The content system of vocational education, the...

IntroductionAcademic integrity is the expectation that members of the academic community, including researchers, teachers, and students, to act with accuracy, honesty, fairness, responsibility, and respect. Academic integrity is an issue of critical importance to academic institutions and has been gaining increasing interest among scholars in the last few years. While contravening academic integrity is known as academic misconduct, cheating is one type of academic misconduct and is generally defined as “any action that dishonestly or unfairly violates rules of research or (...) education.Case studyThe case study presented in this paper describes the elements of academic misconduct in three Middle Eastern countries. Four categories of factors were analyzed, namely personal, cultural traits, contextual, and institutional. Moreover, a comparison of factors of misconduct is conducted in the three countries in order to examine how different learning environments and cultures can affect academic cheating. The study also investigates the role of teachers and administration system in enforcing integrity policy in educational institutes.Discussion and evaluationAn evaluation of the main causes of cheating and plagiarism among students in Saudi Arabia, Egypt, and Jordan is conducted by analyzing students’ response to a 20 questions survey. The nonparametric Dunn’s statistical analysis is performed to compare the variance and frequency of factors that may affect academic integrity. The significant results are reported in terms of the Krushal F statistic and p-value < 0.05. The evaluation was a useful process that demonstrated the main factors affecting academic integrity in the three countries.ConclusionSurvey results show that the role of individual social-demographic and culture factors are significant for predicting misconduct in Saudi Arabia and Egypt but not in Jordan. Most students blamed their misconduct on laziness and willingness to achieve higher education performance. Students are more likely to cheat and plagiarize because they lack the ability or information to tackle assignments. Results illustrate that the cultural impact can be a significant factor in academic misconduct. Integrity policies and the level, at which they have been applied, have a large impact on student attitudes towards cheating and their academic misconduct. (shrink)

본 연구는 다문화 통합교육을 위한 이론적 기초를 정립하기 위한 연구이다. 다문화 교육이 다문화 가정 아동의 학교 부적응을 개선하고 지원하기 위해 시작되었지만 다문화 가정은 물론 일반 가정 아동을 대상으로 한 다문화 통합교육으로 확대되고 있다. 다문화 교육의 목표와 성격에 대한 다양한 접근들이 있지만 주로 민주주의와 인권의 다문화 시민성 함양을 목표로 삼고 문화와 관련된 지식과 능력을 교육내용으로 선정해왔다. 다문화 시민성 교육의 다양한 접근들이 서구로부터 유입되면서 다문화 교육에 관한 한국의 담론이 풍요롭게 되었지만, 아직까지 한국사회에 토착화되지 못해 다문화 사회에서 도덕적으로 교육받은 사람에 대한 이념이나 교육이 (...) 분명치 않다. 이에 본 연구는 다문화 교육의 덕접근의 필요성을 밝히고, 다문화 사회에 적합한 가치나 덕을 다문화 교육의 내용으로 선정하고, 다문화 통합교육의 덕 접근의 가능성을 모색하였다. (shrink)

En 2014, la Suisse a ratifié la Convention des Nations Unies relative aux droits des personnes handicapées, qui établit comme l’un de ses principes directeurs la participation et l’intégration pleines et effectives des personnes handicapées dans la société. La présente étude examine l’expérience vécue et l’agentivité des personnes handicapées vivant en Suisse en ce qui concerne les stratégies d’adaptation auxquelles elles ont eu recours en réponse aux obstacles à leur participation dans des domaines de la vie tels que l’éducation, la (...) formation professionnelle et l’emploi. Vingt-six personnes représentant quatre groupes de handicaps (mobilité, visuel, psychosocial, intellectuel et développemental) et trois cohortes d’âge (nées vers 1950, 1970 ou 1990) ont participé à des entretiens semi-structurés sur le parcours de vie. Les récits montrent comment les individus ont fait face aux contraintes structurelles de leur participation de différentes manières et en fonction de leur situation individuelle. Toutefois, les stratégies d’adaptation identifiées peuvent être classées en trois grands types (adaptation, évitement et confrontation), qui représentent différentes formes d’agentivité avec des perspectives différentes de démantèlement des contraintes structurelles. L’article examine les implications théoriques et pratiques en ce qui concerne la maîtrise des contraintes structurelles et l’amélioration de l’agentivité et de la liberté de choix des personnes handicapées. (shrink)

Traditional libraries will evolve to digital libraries which are clearly superior at: Dissemination, sharing, linking, storing, and information variety. Therefore, one can say that electronic libraries have specific needs in terms of content, services and long-term preservation. In contrast, digital libraries suffer from several inherent constraints: storage limitation, performance, relevancy, decentralization, lack of semantic, fault tolerance, scalability. The main intention of this paper is to present a design of an integrated digital library system based on peer-to-peer data mining. This (...) article aims also to prove that peer-to-peer mining, an emerging branch of distributed data mining, is a hot research area well suited to overcome intrinsic problems of digital libraries. (shrink)

This book addresses a critically important question regarding human capital learning in our present neo-liberal schooling context: How can contemporary career education programs be integrated into public school curricula without impacting negatively on the liberal learning, intellectual autonomy, and democratic citizenship of students? Using Aristotelian and Deweyan approaches to career education, this new work argues for a new approach to vocational education that is both liberal and democratic in nature.

In his landmark work, Democracy and Education, John Dewey (1916/1980) proposed that "democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience" (93). Given this, he argued, the role of the system of public education in a democracy must not only facilitate individual development, but do so in a way that simultaneously attends to the larger social good. Preparation for vocation was central to this effort, understood not (...) as narrow technical training, but rather as "such a direction of life activities as renders them perceptibly significant to a person, because of the consequences they accomplish, and also useful to his associates" (316). The threat .. (shrink)

Chapter 5 presents three very different examples one of the PTEV’s key strengths: the ability to foster communities of learning around vocational themes. The largely first-generation students at Our Lady of the Lake University in San Antonio, Texas, were drawn into deeper engagement with their own quest for purpose and a meaningful future by entering into service among communities of recent immigrants, making personal connections while learning to understand these experiences within a larger historical and religious perspective. At Marquette (...) University in Milwaukee, Wisconsin, the PTEV was able to creatively adapt the Jesuit tradition of self-examination and awareness to form learning communities among faculty and staff that deepened their participants’ commitment to their common educational mission. This trajectory of revitalizing tradition to enhance educational mission converged with the parallel PTEV developments at Messiah College in Grantham, Pennsylvania, that drew on Protestant traditions to develop a learning community among new and continuing faculty and staff that was focused on their common calling as educators. (shrink)

The traditional ideological and political education should keep pace with the times, and the physical and health education should highlight its value, and must combine the two. This study investigated on the integration path of mental health education and college students’ ideological and political education. A stratified random sampling was conducted on 2021 students of a higher vocational college. The subjects were divided into the control group and the experimental group. The experimental group was given (...) the integrated intervention course of mental health education and ideological and political education of college students, and the control group was given routine teaching. The depression score of the experimental group is significantly lower than that of the control group, and the mental health quality score is higher than that of the control group. Contribution: The integration of mental health education and college students’ Ideological and political education can effectively improve the level of college students’ mental health. This course constantly improves the students’ subjective consciousness, subjective ability and subjective personality, and fully reflects the educational effect of the ideological and political education of college students’ mental health course. This research provides data which could be utilised by academics in the field of practical theology, especially youth ministry and religious educational studies. (shrink)

This research investigates and analyzes the integration of traditional Chinese music into contemporary music education systems in Ji'an City, Jiangxi Province, China, from an evolutionary perspective. It emphasizes the importance of traditional music education in preserving cultural heritage, fostering creativity, and enhancing holistic student development within the framework of imaginative culture. The study employs a structured approach using the PRISMA methodology to systematically review relevant literature and assess the current status of music education in Ji'an, focusing on (...) course implementation, teacher qualifications, and educational outcomes. The results reveal significant challenges, including the need for qualified educators, standardized curriculum frameworks, and resource allocation for traditional music. It also highlights the positive impacts of traditional music on students' aesthetic, cognitive, and social development. The discussion integrates these findings with existing literature, suggesting the need for innovative pedagogical strategies and technology integration to enhance traditional music education's effectiveness and appeal. The study concludes that effectively integrating traditional Chinese music into Ji'an's education system can promote cultural preservation and improve educational quality, recommending targeted reforms to address the identified challenges. This research contributes valuable insights for educators, policymakers, and researchers, advocating for a comprehensive and culturally responsive approach to music education. (shrink)

Purpose: It has been argued in literature that culture has significant influence on the education implementation. While it is undeniable that education quality is the most important in the education implementation, many attempt to ensure quality assurance at all levels of education. Hence this Study investigates the culture approach in Quality assurance in Elementary School. Design: A Qualitative approach was applied in this study. Using explorative research with a naturalistic phenomenon exposure in Elementary school in Bangkalan (...) city, Madura Island, East Java Province, Indonesia. Data collection using in depth interview while data analysis using descriptive with deductive methods. Findings: Teachers showed a strategic approach with an integrated culture in quality assurance as the students’ good grade is the focus of the teaching. Support system in developing a more cultural, independent, self-reliant approach in teaching to achieve good quality in education is needed. Teachers perceive themselves doing well in their job, however teachers need close guidance and support when undertaking quality assurance assessment. (shrink)

Several widely publicized incidents of academic research misconduct, combined with the politicization of the role of science in public health and policy discourse (e.g., COVID, immunizations) threaten to undermine faith in the integrity of empirical research. Researchers often maintain that peer-review and study replication allow the field to self-police and self-correct; however, stark disparities between official reports of academic research misconduct and self-reports of academic researchers, specifically with regard to data fabrication, belie this argument. Further, systemic imperatives in academic settings (...) often incentivize institutional responses that focus on minimizing reputational harm rather than the impact of fabricated data on the integrity of extant and future research. (shrink)

In this review essay, K. Peter Kuchinke uses three recent publications to consider the question of how to educate young people for work and career. Historically, this question has been central to vocational education, and it is receiving renewed attention in the context of concerns over the ability of schools to provide adequate preparation for occupational roles and career success in a rapidly changing economic landscape. Philip Gonon's Quest for Modern Vocational Education provides a historical account (...) of Georg Kerschensteiner's vision of the role of work as a central subject matter for all students. His approach served as the foundation for the dual system in present-day Germany. Nancy Hoffman's Schooling in the Workplace contrasts the U.S. system of career preparation for non-college-bound students with that of five other OECD nations where workforce and academic preparation are more strongly connected to learning in the workplace. Christopher Winch's Dimensions of Expertise, finally, offers a conceptual analysis of central ideas of vocational knowledge and underscores the important role of learning in the context of practice. The three texts offer historical, comparative, and philosophical analyses of the complex task of preparation for work and challenge education scholars to move the subject matter into the center of contemporary educational theory. (shrink)

The education system is faced with many demands of justice. What these demands imply and how they are justified is, however, disputed. In this book, international contributors present cutting edge research to discuss the relationship between educational justice and the value of education. By combining reflections on educational justice with reflections on the human good and the aims of education, the book reveals that it is not enough to assess certain patterns of distribution; the value of (...) what is to be distributed must also be clarified. In this respect, deliberations about the value of education have to play an integral part in giving an account of educational justice. Questions addressed in the volume include: - In what sense should justice, fairness and equality be realised in the education system? - How is educational equality related to equality of opportunity? - Is the main concern that everyone should be educated equally well – or just well enough? Education, Justice and the Human Good discusses the positional value of education and its relation to educational justice, emphasising that education is valuable not only for competitive reasons, but in its contribution to human flourishing. The book will appeal to those from the field of the philosophy of education as well as applied political philosophy, from undergraduates to professional academics. (shrink)

Our research involves the study of vocational education in the context of postmodern trends in society. We analyzed how postmodern manifestations of the 21st century have affected vocational education standards. The main theoretical and methodological approaches to the formation of postmodernism and the process of formation of standards of vocational education were studied. Based on the results of the research, the main approach to the basics and basic trends in the formation of standards of (...) vocational education was established. Education as a process is relevant throughout historical development, because everyone understands his importance in society, realizes his responsibility to him since the early days of man needs new knowledge to continue living. The formation of the process of professional education itself begins several centuries ago, which confirms the maturation of man in social development. The period of postmodernism in the educational process is marked by globalization and the integration of society. This trend requires continuous professional growth. The worker in the conditions of postmodernism must be able to quickly change their skills, adapt to new challenges that may constantly evolve due to the rapid development of information technology. In the course of our research the integration method of synthesis of figurative structure, and the analysis, the characteristic of pedagogical activity at the formation of professional education is used. There are methods of synthesis, analysis, and interpretation of postmodernism in educational development. The results of the research confirm the postmodern trends in the formation of vocational education. (shrink)

Emerging research shows that undergraduate students are searching for a deeper meaning in their lives from their university studies. Leading students forth into this kind of meaningful action is the primary responsibility of the Philosopher of Education. This paper describes how such meaningful action can be accomplished by integrating the pedagogical ontology of Martin Heidegger into a course in the history and philosophy of Education. The course challenges students to engage in the cooperative project of what John Sallis (...) calls “world building” by posing strategic questions, designing appropriate content, and demonstrating artful signs. Heidegger expects his students to rethink what it means for them to be a human being. When this identity is transformed, a new calling to think and an invocation to teach that calling can flow from that instruction. This paper describes this kind of instruction in practice by specifically characterizing what a “professor of learning to think” would be. (shrink)

Unethical practices in education come at too great a cost when our future generation is at stake. Educators are role models for students in their future careers and so must believe in and use ethical practices. In politics, in big and small business, and in legal and medical practice the question of ethical practices surrounds us. Have people become desensitized to ethics? Are we condoning unethical practice? Our educational profession must stand up for honesty and integrity. We, as educators, (...) have the obligation of setting the standards for ethics. Ethical Dilemmas in Education addresses the dilemmas teachers face every day throughout all aspects of education in a comprehensive manner. The book outlines standards of professionalism and presents information teachers can use for the challenges teachers face. With the policies of today's educational system, teachers need to stand up for honesty and integrity, providing role models for students in their future careers. This book guides teachers towards developing ethical habits and a professional demeanor. (shrink)

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be (...) clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)

This paper concerns design thinking (Lawson, 1980), system thinking (systems theory) (von Bertalanffy, 1968), and system dynamics modeling as methodological platforms for analyzing large amounts of qualitative data and transforming it into quantitative mode. The aims of this article are to present an integral (mixed) research process including the design thinking process—a solution oriented approach applicable in the social sciences and humanities which enables to reveal causality in research on societal and behavioral issues. This integral approach is illustrated (...) by an empirical pilot study from art/design-educational environment. (shrink)

Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources (...) does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration. (shrink)

The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on knowledge producers as a status group, (...) education discourse structuration and education global networks; this perspective integrates national contexts and their peculiarities in the analysis without losing sight of the global forces. Global education networks centered in international organisations-such as UNESCO and the OECD-in which French knowledge-producers were largely involved, adopted a discourse inspired by the American school model that was adopted by scholars in different countries. The reformist network, in which scholars, experts and policy makers participated, enhanced reformist discourse structuration in the knowledge-production institutions (universities and national institutes) around social problems such as 'technological and scientific lag', 'inequality of opportunity', and 'disenchantment from the education system, thus, fostering transformations of the French education system. (shrink)

The literature has suggested that to understand the diffusion of unethical conduct in the workplace, it is important to investigate the underlying processes sustaining engagement in misbehaviour and to study what occurs during vocational education. Drawing on social-cognitive theory, in this study, we longitudinally examined the role of two opposite dimensions of the self-regulatory moral system, regulatory self-efficacy and moral disengagement, in influencing academic cheating behaviour. In addition, in line with the theories highlighting the bidirectional relationship between (...) cognitive processes and behaviour, we aimed to also examine the reciprocal influence of behaviour on these dimensions over time. Overall, no previous studies have examined the longitudinal interplay between these variables. The sample included 866 nursing students who were assessed three times annually from the beginning of their vocational education. The findings from a cross-lagged model confirmed that regulatory self-efficacy and moral disengagement have opposite influences on cheating behaviour, that regulatory self-efficacy negatively influences not only the engagement in misconduct but also the justification mechanisms that allow the divorce between moral standards and action, and that moral disengagement and cheating behaviour reciprocally support each other over time. Specifically, not only did moral disengagement influence cheating behaviour even when controlling for its prior levels, but also cheating behaviour affected moral disengagement one year later, controlling for its prior levels. These findings suggest that recourse to wrongdoing could gradually lead to further normalising this kind of behaviour and morally desensitising individuals to misconduct. (shrink)

Participation in further education is a central success factor for economic growth and societal as well as individual development. This is especially true today because in most industrialized countries, labor markets and work processes are changing rapidly. Data on further education, however, show that not everybody participates and that different social groups participate to different degrees. Activities in continuous vocational education and training are mainly differentiated as formal, non-formal and informal CVET, whereby further differences between offers (...) of non-formal and informal CVET are seldom elaborated. Furthermore, reasons for participation or non-participation are often neglected. In this study, we therefore analyze and compare predictors for participation in both forms of CVET, namely, non-formal and informal. To learn more about the reasons for participation, we focus on the individual perspective of employees and additionally integrate institutional characteristics. The results mainly show that non-formal CVET is still strongly influenced by institutional settings. In the case of informal CVET, on the other hand, the learning biography plays a central role. (shrink)

The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education of (...) directions is spent, proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, модус behaviour which the education system and education urged to form. Scientific novelty. In conditions when against crisis of an education system of the government of the USA and the leading countries of Europe are compelled to begin its long-term reform, its theorists substantially pay attention to democratic workings out of concepts of an instrumentalism of a pragmatism/neopragmatism in modern social philosophy of education, in particular on their aspiration to introduce in process of social development, education and education idea and practical model both educational, and a social equality. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realization of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realization by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of «new humanism» instrumentalism and neopragmatism. Conclusions. Before social philosophy of education/education it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realization of the problems, to show, why these, instead of any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realized the public importance of an education system and education, its global character. (shrink)

High vocation education is an important foundation for China to cultivate high teaching quality and technical and skilled talents. In the new era, the acceleration of the development of modern vocational education is put in a more prominent position. It is proposed that we should adhere to moral education, closely combine this with the needs of technological change and industrial upgrading, constantly improve the quality of high vocational education teaching, and cultivate more technical and (...) skilled talents with both political integrity and ability for modernization construction. Under the background of social informatization, using artificial intelligent technology to solve these problems can play an important role for improving the teaching quality of high vocational education. This paper proposed a data mining approach in promoting student satisfaction with the teaching quality of high vocational education. We design a questionnaire for Students’ satisfaction with the teaching quality of basic entrepreneurship curriculum. We take the survey data of vocation education as an example and use mining technology analysis software to understand the current status of the teaching quality of basic entrepreneurship curriculum. The results determine the main factors affecting Students’ satisfaction with teaching quality. The results of this paper can be used in student management, education strategy, student education satisfaction, and teaching quality in high vocation college education, and to improve the teaching quality of fundamentals of entrepreneurship curriculum in high vocation education. (shrink)

What kind of equality among Europeans does equal citizenship require, especially regarding education? In particular, is there good reason to insist of equality of education among Europeans—and if so, equality of what? To what extent should the same knowledge base and citizenship norms be taught across state borders and religious and other normative divides? At least three philosophical issues merit attention: (a) The requirements of multiple democratic citizenships beyond the nation state; (b) how to respect diversity while securing (...) such equality and inculcating commitments to justice and norms of citizenship, and (c) The multiple reasons for equality of various kinds among political equals living in a Union as compared to a unitary state. The article responds on the basis of several arguments in favour of certain kinds of equality. All Union citizens must enjoy a high minimum level of education, and all pupils must be informed concerning the various ways of life prevalent in Europe. Furthermore, there must be standards for securing equality of opportunity across the EU, though it is difficult to measure under multiculturalism. Citizens must also be socialised to certain ‘citizenship norms’. This shared basis to be taught in schools should avoid contested religious or philosophical premises as far as possible. Yet the school system should socialise pupils to three commitments: to the just domestic and European institutions and hence the legislation they engender, to principles that justify these institutions; and to a political theory that grounds these principles in a conception of the proper role of individuals, of member states and of the Union. I also argue that equality of result is not a plausible normative requirement among Europeans, while equality of opportunity is. The paper concludes with some comments on the lessons to be drawn for ‘Global’ citizenship. (shrink)

Obtaining a sufficient amount of measurable and reliable results of student surveys has always posed a challenge for university teams tasked with the provision of the quality of education. This is especially visible at faculties where education is based on the classic classroom-based model, which then transfers to clinical units, hospital wards, and specialist laboratories. The highly unpredictable pandemic situation caused by the SARS-CoV-2 virus raises the bar for the evaluation of didactics. Fortunately, the continuous technological progress in (...) the area of Artificial Intelligence makes it possible to design the implementation of tools that would improve the position of systems for the management of courses of studies. The evaluation survey for didactic classes, as one of the last output data obtained during the process, may finally become a fully recognized source of information about the conducted classes and the teachers themselves. On the other hand, it may become a tool for those surveyed to influence the quality of classes, express their opinion, present suggestions and propositions generally pertaining to changes in the process of education. New information technologies not only make it possible to improve the effectiveness of reaching the recipients, but also provide completely new, very reliable methods of acquisition of credible behaviour, used as integration data in solutions based on machine communication. Using Artificial Intelligence coupled with data may make it possible to use intelligent communication for effective management of the process of surveying – a solution that has so far been used in business, in the form of the so-called bots. As a result, this would lead to an ongoing, fully quantitative and qualitative, assessment of classes. (shrink)

This article examines the main opportunities that exist in the modern system of secondary vocational education for the multicultural educational environment organization. The first part of the article examines the need for the formation of such an environment at the present stage of education, including secondary vocational education, as well as the main approaches to the interpretation of this concept. The author cites practical mechanisms for the formation of a multicultural educational environment within the (...) framework of educational and extracurricular activities of SPO organizations. The article examines the experience of educational activities of the Educational College of Makhachkala, as an educational organization, successfully implementing the model of creating a multicultural educational environment in the institution of secondary vocational education. (shrink)

Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the (...) notion of moral development is fully justified, though it does not occur via invariant stages. Rather, each child is an emergent self-organising organism in which development is highly variable, dynamic and often non-linear. By viewing each child as a self-organising being and adopting the notion that moral development is dynamic and emergent from the predilection to value, the paper points towards a new account of moral development that opens up new avenues for educational research and moral education in schools. (shrink)

Integrating Artificial Intelligence (AI) tools in Bangladesh's academic landscape has ignited concerns about potentially eroding students' creative writing and critical thinking abilities. While AI offers efficient and personalized learning, there is a looming risk of students using it as a shortcut to success. Educators and policymakers must emphasize the cultivation of writing skills and critical thinking while guiding students to recognize the limitations of AI. While plagiarism checking is crucial for academic integrity, it often falls short in acknowledging students' originality. (...) Natural Language Processing (NLP) emerges as a promising solution, augmenting plagiarism detection by comprehending context, nuances, and novel expressions. This paper proposed a model based on NLP that can incorporate a robust token identification mechanism into AI tools used by the students. A unique identification token is generated at the time of system login and stored in a publicly accessible resource, acting as a distinct marker for user activity. These identification tokens support a plagiarism detection system that continually reviews and compares activity records. It also enables a thorough examination of user involvement across various academic supplementary tools, such as academic writing, presentation creation, image generation, etc. (shrink)

The availability of time is a deciding factor for participation of adults in continuing vocational education and training. In view of the importance of time for participation, the present study investigates the impact of employer offered leave of work on employees’ participation behavior in CVET. Leave of work provides a specific timeframe for CVET by enabling the use of working time as learning time. The rationale of the intention-behavior relation as theorized by the theory of planned behavior provides (...) the theoretical framework for the study. The theory allows the integration of individual and contextual factors in explaining individual behavior and the underpinning decision-making process. The theory conceptualizes time as an element of behavioral control that is required to act on an intention. Behavioral control is theorized to moderate the intention-behavior relation. Two modes of behavioral control are distinguished. We use employer offered leave of work as a proxy for actual behavioral control and the degree of perceived behavioral control regarding the availability of temporal resources to participate in CVET to investigate the theorized moderating role of behavior control on the intention-behavior relation. To test the hypotheses, two waves of panel data from the German National Educational Panel Study are used. Aiming at causal inferences, hybrid logit models are employed. We find that a participation intention is a significant predictor of CVET participation. However, the results provide no evidence regarding the theorized moderating role of actual behavioral control in terms of an employer offered leave of work on the intention-behavior relation. Furthermore, the results provide evidence that the degree of perceived behavioral control regarding the availability of temporal resources to participate in CVET does neither moderate the intention-behavior relation nor is a proxy for actual behavioral control. Finally, we discuss possible future developments of the theory of planned behavior by integrating action-theoretical assumptions from the value-expectancy theory. (shrink)

The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus, while Kant takes the educational process to be a radically moral enterprise all the way through—and hence, placed in a relational context—he also (...) aspires to constitute education as a science, to be improved through experiments, thereby paving the way for a systemic approach to education; in spite of its moral inspiration, his systemic approach not only could enter into conflict with the moral demand of taking each individual subject as an end, but is also marked by an intrinsic paradox, already involved in the ambiguity of the term ‘humanity’, which might mean a) humanity as a moral disposition present in each individual human being or b) humanity as a whole, as the ‘human species’. (shrink)

I interrogate the Philippine Indigenous Peoples Education’s operational construct of culture to explicate its indigenous knowledge systems and practices (IKSP) integration into the K-12 curriculum. Pragmatism as a philosophical framework mainly guides the argument in this paper. In the first part, I introduce the old and contemporary meanings of culture and point out flaws in the IKSP integration. Literature backing the essence of IKSP integration into the school curriculum dominated by the Western knowledge system is discussed in the (...) second part, followed by a discussion on culture and indigeneity that nuance further the IKSP integration in public education. The Philippine Indigenous Peoples Education is presented next, highlighting its definition of IPs, focus areas, support systems, and recent developments, ending with a critique. Analysis and discussion follow. The paper concludes with a challenge, especially for the education sectors, to reframe their lenses at looking at culture to build authentic relationships with indigenous communities and provide indigenous learners with an education that is need-based and culture-sensitive, one that respects their worldviews, knowledge systems, heritages, and identities, one that is truly liberating. Providing IPs an education responsive to the changing society can help them achieve a real sense of self-determination for social progress. (shrink)

In today’s world there is diversification of different models of higher education. At the same time, the multiplicity, the diversity of higher education models does not exclude their identity. Internationalization and integration of higher education in a global and international dimension raise a lot of new questions to the theory and practice. Almost every developed country has the rich experience of building the higher education system. The analysis of this experience can aid development and enrichment (...) of the national educational system; it provides an opportunity to avoid repeating the same mistakes and to discover the new approaches to solving some problems in this area. Therefore, based on this, we consider that it is impossible to claim the creation of the strategy of modernization educational and scientific reforms, which affect the educational and scientific institution of the society in the management of scientific and educational space without analysis of the existing models, schools, directions, their classification in contemporary philosophy of education. It concern as well the sphere of the social philosophy of education as the sphere of management of education. The continuity of public education, qualitative management, their intensity can only be achieved under two conditions of the fundamental character. The first one is use of new, theoretically grounded and practically proven management, philosophically developed, accessible and technically supported high technology of social activity, education, training, and learning. The second condition is the perfect acquisition of the methodology of socio-axiological and research activity. The structure must provide the same conditions for equitable selection of civil, educational and scientific-educational actions, excluding coercion and domination. It is noted that the existence of developed civil society among the existing conditions and prerequisites for the successful formation and functioning of educational systems and effective models of multilevel educational management is necessary. Thus, we can conclude that the strategy of the modern world development proposed by the social philosophy of upbringing and education is a key in the field of social administration, philosophy, and pedagogy. This is what we exactly mean by education, science or some of the paradigms of upbringing and education as a dominant one on a certain socio-historical stage. This understanding largely depends on the manner of organization and functioning of civil society in the present and future. (shrink)

The work "Taboos on the teaching vocation" was read by the German social philosopher and representative of critical theory Theodor Adorno as a report on May 21, 1965 at the Berlin Institute for Educational Research. In this report, Adorno considered the socio-psychological and socio-cultural reasons that in the context of Western European culture have historically led to the social emergence of many psychological taboos on the pedagogical work of the school teacher. The philosopher theoretically deduced the dialectical connection between human (...) hostility and disgust for the work of the teacher from the cultural tradition of German society, which historically developed as late bourgeois. A characteristic feature of the attitude of the overly materialistic socio-cultural system was aversion to the work of the teacher as a "hungry job", that is, to a poorly paid profession. Another factor of public disgust for the work of teachers, the philosopher called the socio-cultural tradition of society, which as a closed society willingly practiced physical violence as a means of social coercion. According to this tradition, through the use of violence, the teacher must subordinate students to his authority, subordinate to social and school ideology. The historical result of such dialectics was the socio-cultural distortion of the image of the teacher, the castration of his image in social psychology, his self-alienation from the professional vocation and the ideological elimination of the power of his spirit. As an ideological alternative, Adorno suggested that society, if it consciously seeks democratic change, first of all take into account such young teachers who demonstrate the impulse of their individual spirit in the performance of their profession. According to the philosopher, only the spiritual freedom of such a young educator, a man who is capable of self-understanding, conscious of himself and his vocation, who reflects and is socially active, can democratize schools, devalue society and destroy dehumanized social traditions. First of all – in order to overcome the barbaric tradition of violence. (shrink)