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)

Understanding the nature of science has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes, (...) and NOS statements found in ancillary text. Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that (...) we need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche. (shrink)

Continuing Education (CE) aims to help health professionals fulfill their ethical responsibility of maintaining professional competence. This research compares the CE guidelines and standards of 11 health professional organizations in relation to five domains of evolving professional values: ethics, cultural diversity, social justice, interprofessionalism, and self-care. Results showed that ethics received the greatest attention across the CE standards, followed by interprofessionalism and cultural diversity. This study offers a starting point for CE accreditors to examine the extent to which their CE (...) standards align with their profession’s stipulated values, and to situate themselves within the broader context of health profession accreditors. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Standards of Music Education and the Easily Administered Child/Citizen: The Alchemy of Pedagogy and Social Inclusion/Exclusion Thomas S. Popkewitz and Ruth Gustafson University of Wisconsin-Madison Educational standards are forsome a corrective device to promote the twin goals of excellence and equity by making explicit the performance outcomes ofschooling. For others, performance standards do not do what they say and install the wrong goals for teaching. But various sides (...) in the debate assume that school subjects teach the subjects and what is needed are more effective and efficient classroom practices. Our approach is different. We consider the standards of school subjects as related to the conditions of state governing. School subjects inscribe principles that administer the conduct ofthe child who is to grow into the "reasonable citizen." The Standards Movement is more than what is publicly discussed. Pedagogy embodies particular ways ofthinking or a system ofreason in which pedagogy orders who we are, who we should become, and who are not qualifiedto become that "we." If we think of modern schooling as an inscription device in the fonning of the citizen through the development ofthe child, the crux of the debate is not whether to have standards. It is how particular standards are inscribed through pedagogicalpractices. Ifwe treat school subjects as analogous to a uniform system of taxes, the developmentofuniformmeasurements, andurban planning in the modem state, our concern is with the boundaries created about the rules and standards of reason and the reasonable person. Pedagogygoverns inadoublesense: schoolmusic embodies representations that constitute the objects that children act on as real, and it generates principles to orderand patrol the borders that qualify and disqualify individuals for participation. The standards that govern music education can be thought about as an alchemy.1 The field of music is transported and translated into school subjects andpedagogical content. As the sorcerer ofthe middle ages sought to turn lead into gold, a specializedpedagogyplaces children in a new set ofrelations that is no longerthe academic field of music. Why is the alchemy important? First, the alchemy ofschool subjects is a particular system of reason that fabricates the kinds of people administered in schooling. Second, the alchemy reconfigures the sensitivities and awarenesses of the field of music to make the child's "soul" the site of administration. That soul in music and other school subjects is talked about today as personaldevelopment, self-reflection,personality, and character. Third, school subjects are sites in which the relations between the state, society, community, and individuality are worked and reworked to produce the borders ofinclusion and exclusion. The first section of this paper considers school subjects as a practice of governing that administersprinciples (orstandards ifwecanplay with that word) about who we are and should be. The second section considers psychology as the translation device that transports academic disciplines into school subjects. It may seem odd at firstglancebutthesamepsychologicaltransportation systems exist across school subjects. The historical intervention of the transportation system, we argue in the third section, has little to do with understanding music or science, but with governing the soul. In that section we examine the different cultural practices that overlap to©Philosophy ofMusic Education Review 10, no. 2 (Fall, 2002): 80-91. Thomas S. Popkewitz/Ruth Gustafson 81 generate principles that orderthe nature ofmusic, the child/childhood, teaching, and reflection and subjectivity in music education. The discussion is not about the internal structure or the goodness ofmusic education but the particular frames of reference that form the evidence and possibilities of reform in school subjects. We take up the task ofinquiry into the alchemy of music as part of a broader project to show the contingency ofthe arrangement that we live by showing how thought has played a part in holding those arrangements together and to contestthe strategiesthatgovernthehumanpossibilities. The Art ofGoverning: Standards as Mapping Who We are/to Become Themodern state governs through developing a precise system of classifications and the correct sorting devices to chart a course ofaction that will change society for the better and which will prevent any futurejoining ofthe ranks ofthe poorly performing. To govern is to develop systems ofclassification that calculate and make legiblepeople fortheadministrationofthe society and the citizen. Mass schooling is a central institution in... (shrink)

The United States considers educating all students to a threshold of adequate outcomes to be a central goal of educational justice. The No Child Left Behind Act introduced evidence-based policy and accountability protocols to ensure that all students receive an education that enables them to meet adequacy standards. Unfortunately, evidence-based policy has been less effective than expected. This article pinpoints under-examined methodological problems and suggests a more effective way to incorporate educational research findings into local evidence-based policy decisions. (...) It identifies some things educators need to know and do to determine whether available interventions can play the right casual role in their setting to produce desired effects. It examines the value and limits of educational research, especially randomized controlled trials, for this task. (shrink)

Matthew Clayton, David Stevens and Laura D’Olimpio have advanced a series of objections to arguments I set out in my recent book A Theory of Moral Education – in particular to the problem-of-sociality justification for basic moral standards. Here I reply to their objections.

(2013). Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. Educational Studies: Vol. 49, Critical, Interpretive, and Normative Perspectives of Educational Foundations: Contributions for the 21st Century, pp. 107-118.

This chapter contains sections titled: The Concept of the Standard of Living The Diverse Purposes of the Concept of the Standard of Living The Importance of Disagreement about the Standard of Living The Role of Education in the Standard of Living Social Primary Goods The Capabilities Approach Conceiving and Applying the Standard of Living.

Universities are specialized units aimed to deliver quality education and shaping future leadership to provide competent professionals to the industry. The establishment of ORIC in universities and significant increase in academia-industry linkage activities is strategic move towards achievement of the mentioned objectives. Bridging up the gap between academia and industry by adopting such strategies defines the successful role of HEIs. In view of increasing number of universities and continuous outflow of graduates it seems imperative to analyze and capitalize their potential (...) towards the growth of economy. However, the unemployment ratio and limited growth in SME sector reflect the insignificant absorption of graduates in corporate sector. The study aims to determine the factors that serve as barriers in achieving goals of HEIs by understanding the problems faced by university students in general and business graduates in particular on the basis of data gathered from 100 students from different universities present in Karachi. It shall also assists the policy makers in devising policy as per market demands, level of quality attained by universities, their involvement with corporate sector and in turn need of the industry to keep both parties at par in the fluctuating and contemporary era. (shrink)

Moral education is a core component of ideological and political courses in primary and secondary schools and universities in China, and also an important part of contemporary Chinese Marxist educational theory and practice. In Chinese senior high schools, the main curriculum and platform for moral education is ideological and political courses. The Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised) issued by the Ministry of Education of the People’s Republic of China explicitly includes (...) a course on logical thinking in the ideological and political curriculum in general senior high schools, strengthening the importance of logic in moral education there. In this paper, the authors explain the necessity of intensifying logic training for contemporary Chinese teenagers, introduce and interpret the relevant contents in the Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised), and put forward some theoretical suggestions on how to conduct teaching on the subject of logic. (shrink)

Educational gatekeeping functions in psychology serve to assess, remediate, and/or dismiss students and trainees with problematic professional competencies (STPPC). Recently, professional psychology graduate programs have increasingly focused on problems with professional competency, and they have begun to implement formal procedures to intervene with STPPC (Rubin et al., 2007). However, there has been considerably less literature addressing the ethics and ethical considerations of instituting these gatekeeping functions, especially in different stages of education and training in psychology. The American Psychological Association (...) (APA; 2002) Ethical Principles of Psychologists and Code of Conduct (Ethics Code) offers faculty and supervisors ethical principles and obligatory standards that provide guidance about how to implement highly ethical gatekeeping practices. The purpose of this article is to highlight the major ethical issues and dilemmas that faculty and supervisors may face when intervening with STPPC and provide recommendations for ethical gatekeeping practices that are inspired by the APA Ethics Code. (shrink)

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking (...) the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the “good citizen” that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch. (shrink)

As a supplement to other volumes in the Thinker’s Guide Library, this book provides a framework by which to assess the integration of critical thinking into an educational system The critical thinking competency standards articulated in this guide serve as a resource for teachers, curriculum designers, administrators and accrediting bodies.

This book offers an empirical and theoretical account of the mode of governance that characterizes the Bologna Process. In addition, it shows how the reform materializes and is translated in everyday working life among professors and managers in higher education. It examines the so-called Open Method of Coordination as a powerful actor that uses “soft governance” to advance transnational standards in higher education. The book shows how these standards no longer serve as tools for what were once human organizational, national (...) or international, regulators. Instead, the standards have become regulators themselves – the faceless masters of higher education. By exploring this, the book reveals the close connections between the Bologna Process and the EU regarding regulative and monitoring techniques such as standardizations and comparisons, which are carried out through the Open Method of Coordination. It suggests that the Bologna Process works as a subtle means to circumvent the EU’s subsidiarity principle, making it possible to accomplish a European governance of higher education despite the fact that education falls outside EU’s legislative reach. The book’s research interest in translation processes, agency and power relations among policy actors positions it in studies on policy transfer, policy borrowing and globalization. However, different from conventional approaches, this study draws on additional interpretive frameworks such as new materialism. (shrink)

Over the past two decades the educational policies of neo-liberal nation states have exhibited contradictory tendencies, promoting both bureaucratic standardization of curriculum and standardized evaluation on the one hand, and postmodern diversification on the other. Despite recent increases in bureaucratic standardization, I argue that the economic, social and cultural effects of globalization will pressure these states towards postmodern diversification of educational arrangements to strengthen their perceived legitimacy.

Bioethics education has remarkably grown across the globe in the last few decades. The data of the UNESCO Global Ethics Observatory proves that bioethics education is a global phenomenon with various bioethics institutions, teaching programs, and academicians. However, this situation does not mean that bioethics education has reached a stable and flawless level. Especially, the effectiveness of bioethics programs or their quality assessment is a major area that should be analyzed through more academic works. For filling that gap, this article (...) aims to formulate a general framework to address the quality standards and indicators in bioethics education. The article adapts Donabedian’s three approaches—structure, process, and outcome— as three levels to measure quality in bioethics education. The proposed model considers the indicators the ultimate quantifiable points by creating a sequential classification as the three levels, main categories, standards, and indicators, which means that it applies an inductive approach following a path from the indicators to the standards, from the standards to the main categories, and from the main categories to the levels in order to reach a conclusion about the effectiveness of each level. (shrink)

This study aims to examine the effect of tuition fees, the effectiveness of the educational and administrative staff, and the aspiration for high-level universities in the future on the choice of private schools in Saudi Arabia. Moreover, examining the moderating effect of accreditation standards on the relationship between tuition fees, the effectiveness of the educational and administrative staff, the aspiration for high-level universities in the future, and the choice of private schools in Saudi Arabia. To achieve the study (...) objectives, the researcher used the descriptive design and quantitative approach, depending on the questionnaire as the main instrument for collecting study data. The study was applied to a sample consisting of (289) parents of pupils in private schools in the Asir region, who were selected randomly. The results of this study showed that the tuition fees, the effectiveness of the educational and administrative staff, and the aspiration for high-level universities in the future on the choice of private schools. Also, the results showed that accreditation standards have a moderating effect on the relationship between tuition fees, the effectiveness of the educational and administrative staff, the aspiration for high-level universities in the future, and the choice of private schools. (shrink)

This article examines Lamb, Gable & de Ruyter's critique of consent as the standard by which one can determine if a sexual encounter is ethical in their ‘Mutuality in sexual relationships: a standard of ethical sex?’. Their examination of this issue is to be welcomed for a number of reasons, including growing criticism of ‘consent’ as the gold standard in medical and social science research ethics. The focus of this article is specifically on school sex education (principally, (...) for 11–16-year-olds). Contrary to Lamb et al., I argue that it is difficult to maintain that ‘The standard of mutuality should be taught in all schools and the government should indeed demand or support this, even with checks to see if children have learned this standard, at least in attitudes about sexual behavior’ for three reasons. First, while there are good arguments in favour of school children being introduced to the ideal of mutuality, it seems too high a bar to require children to ‘have learned’—a phrase that can be taken to mean to ‘have come to accept’ rather than merely to ‘understand’—this; consent is a more appropriate requirement and is itself a sufficiently rich term that it merits analysis by students, aided by their teachers. Second, my judgement as a sex educator is that sex education is more effective when students are given the opportunity to explore what is good and what is right, rather than simply being told. Third, if we have to adopt a single principle, there is much to be said for ‘respect for others’ to trump both ‘consent’ and ‘mutuality’. (shrink)

The article is devoted to one of the crucial aspects of sustainable development, with the example of analyzing the possibilities for the development of environmental education in the Russian Federation. The article analyzes the possibilities of the current Russian Federal State Educational Standard for general and higher education in implementing the ideas of education in the interests of sustainable development. The methodological principles and philosophical foundations of environmental education are considered to designate the worldview guideline of ecological thinking. (...) The tasks of the state educational policy of the Russian Federation in the field of environmental education and the implementation of the concept of sustainable development are considered. The article describes the representation of the concept of sustainable development in the state policy of the Russian Federation, in the field of environmental education in the requirements of the Federal State Educational Standard for various subject areas and training courses related to the topic of environmental development in school and university education. The strategic goal of environmental education in Russia is the formation and development of an environmental outlook among students of all ages, which is based on scientific knowledge, environmental culture, and ethics. The continuity, basic principles, and trends of the implementation of environmental education in the Russian Federation are shown. (shrink)

이 논문은 북한의 도덕규범을 소학교용「공산주의 도덕」 교과서를 중심으로 분석하고 통일교육에 주는 시사점을 도출하였다. 이 연구는 북한 도덕규범의 실체를 실증적으로 분석하고 있으며,「공산주의 도덕」교과서에 기술된 사례를 근거로 통일교육의 내용적 기초를 확대하는 의미가 있다. 북한의 「공산주의 도덕」교과서에 나타난 도덕규범은 7가지 범주로 구성되어 있다. 그것은 ① 수령·당·인민에 대한 충실성, ② 사회생활에서의 혁명적 의리와 동지애, ③ 사회공동생활을 위한 공민의 도덕, ④ 사회주의 우월성, ⑤ 조국애, ⑥ 반제·반미·반일·반한, ⑦ 개인생활 도덕규범 등이다. 이러한 규범에서 나타나는 특징은 교조주의적 성격, 집단주의적 성격, 정치사상교양의 성격 등이었으며, 이러한 특징은 한 마디로 (...) ‘수령 중심의 체제유지를 위한 수단적 도덕규범’으로 요약된다. 통일교육에 주는 시사점으로는 첫째, 북한의 도덕규범은 결코 ‘도덕적’이라 할 수 없으며, 인권과 사회정의와 같은 도덕교육의 본질적 가치도 찾아볼 수 없다. 둘째, 교과서는 북한 교육의 이념에 충실하고 있는 매개체일 뿐이어서, 남북한 도덕 교과서의 통합 및 수렴 논의는 제한적인 의미를 가질 뿐이다. 셋째, 여전히 냉전 인식에 기초하고 있는 북한 도덕규범의 실상을 감안할 때, 북한에게 국제사회 변화의 추세와 남한 사회의 객관적인 실상을 제대로 알게 하는 정책적 접근이 중요하다. 넷째, 북한의 도덕규범에서 나타나는 전통가치 규범의 민족 동질성은 제한적일 뿐이며, 따라서 통일교육의 초점은 그보다는 보편가치의 중요성에 맞추는 것이 필요하다. (shrink)

This contribution first searches for historical and empirical evidence for whether and how curricula act or acted as a measure of public education. The problem is explicated on account of a short history of curriculum work and distinguished in a analytical, a political, programmatical and practical discourse of curriculum work. Curriculum work always underlies premises of planning, learning and effects. Three models are finally developed and brought in touch with the different discourses. Curriculum work proves to be an attempt to (...) make publicly acceptable the empirically impossible accountability of schools. (shrink)

Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which (...) Dewey's ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy. The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly. (shrink)

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As (...) a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance. (shrink)

Upon entering the examination room, Caitlyn encounters a woman sitting alone and in distress. Caitlyn introduces herself as the hospital ethicist and tells the woman, Mrs. Dennis, that her aim is to help her reach a decision about whether to perform an autopsy on her recently deceased husband. Mrs. Dennis begins the encounter by telling the ethicist that she has to decide quickly, but that she is very torn about what to do. Mrs. Dennis adds, “My sons disagree about the (...) autopsy.” As a standardized patient, a specialized actor, the woman playing Mrs. Dennis has already delivered the same opening lines several times to different learners practicing their clinical ethics consultation skills. An SP encounter is a simulated patient encounter used for educational purposes that requires the standardization of verbal and behavioral responses. In the encounter, the simulator, or “patient,” uses a scripted medical history to enable the learner to employ a certain skill, say, the ability to perform a neurological exam. The use of standardized patients in the evaluation of clinical skills has become a staple in medical education. To tackle the challenge of teaching clinical ethics consultation skills, we have incorporated SP encounters into the curriculum of the Bioethics Program of The Union Graduate College and the Icahn School of Medicine at Mount Sinai. SP encounters are incorporated into one of our onsite classes, the Onsite Clinical Ethics Practicum, and they are part of the capstone examination, which all of our graduates must complete successfully. The inclusion of simulated encounters into the curriculum is one way in which we equip our students with the core competencies specified by the American Society for Bioethics and Humanities Task Force for clinical ethicists. (shrink)

In this article, modern standards of early years mathematics education are criticized and a proposal for change is presented. Today's early years mathematics education standards rest on a view of mathematics that became obsolete already at the end of the 19th century while the spirit of children's mathematics is precisely the spirit of modern mathematics. The proposal for change is not a return to the “new mathematics” movement, but something different.

The creation of new technologies that serve humanity holds the potential to help end global poverty. Unfortunately, relatively little is done in engineering education to support engineers’ humanitarian efforts. Here, various strategies are introduced to augment the teaching of engineering ethics with the goal of encouraging engineers to serve as effective volunteers for community service. First, codes of ethics, moral frameworks, and comparative analysis of professional service standards lay the foundation for expectations for voluntary service in the engineering profession. Second, (...) standard coverage of global issues in engineering ethics educates humanitarian engineers about aspects of the community that influence technical design constraints encountered in practice. Sample assignments on volunteerism are provided, including a prototypical design problem that integrates community constraints into a technical design problem in a novel way. Third, it is shown how extracurricular engineering organizations can provide a theory-practice approach to education in volunteerism. Sample completed projects are described for both undergraduates and graduate students. The student organization approach is contrasted with the service-learning approach. Finally, long-term goals for establishing better infrastructure are identified for educating the humanitarian engineer in the university, and supporting life-long activities of humanitarian engineers. (shrink)