4,732 research outputs found
Public servant schools in Canada: A concept for reconciliation
The Truth and Reconciliation Commission of Canada has called on federal, provincial, territorial, and municipal governments of Canada to educate public servants about the history and legacy of Indian residential schools and related topics, such as the United Nations Declaration on the Rights of Indigenous Peoples. This article advances this call to action by conceptualizing βpublic servant schoolsβ as government organizations that provide learning opportunities to public servants. The Canadian adult education literature, however, is largely silent on this topic, even though numerous examples can be found across branches and levels of governments within Canada. Drawing on material acquired through the Access to Information Act, this article breathes life into this topic by documenting the Canada School of Public Service and elements of its curriculum related to the recommendations of the Truth and Reconciliation Commission
Current Challenges to Educational Leadership & Administration: An International Survey Report on the Pilot Survey
Published in the UCEA Review, Summer 2018. It was also published in 2017 as a stand-alone report (entered into the RIS)
Big data for monitoring educational systems
This report considers βhow advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sectorβ, big data are βlarge amounts of different types of data produced with high velocity from a high number of various types of sources.β Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the βmacro perspective on governance on educational systems at all levels from primary, secondary education and tertiary β the latter covering all aspects of tertiary from further, to higher, and to VETβ, prioritising primary and secondary levels of education
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From transnational to multinational education: emerging trends in international higher education
Transnational, or cross-border, education is attracting increasing interest, as universities extend their reach across borders to open up huge new markets. Based on analysis of case students of transnational partnerships, this paper argues that the current definition of transnational education, namely that the degree-awarding university is in a different country from the students being educated, fails to do justice to the multidimensional nature of contemporary transnational partnerships. It argues that the location of the degree-awarding body is, increasingly, of peripheral interest. Of much greater interest is the multinational nature of transnational providersβ stakeholders β the owners, managers, staff, students and regulatory and accrediting bodies. It concludes that it is time to retitle the leading edge in the internationalisati on of higher education as 'multinational education'
Adding some TEC-variety: 100+ activities for motivating and retaining learners online
The TEC-VARIETY framework purposely takes into account current technology trends and attempts to stimulate their use in pedagogically effective ways. As such, it rests at the intersection of such exciting educational affordances brought about by emerging learning technologies, intrinsic as well as extrinsic motivation-related theories, and the rapidly shifting perspectives on teaching and learning philosophies and approaches.
For online educators who are frustrated with never-ending waves of technology and the lack of training on how to effectively use them in their courses, we hope that the TEC-VARIETY framework can offer a ray of sunshine and a new beginning for online educators worldwide. As part of that hope, such educators might find activities and strategies that they can make use of to nurture engagement and success online. These strategies can breathe life into current classes and programs that are failing to engage their learners. They tap into learnersβ inner resources and desires to learn and grow toward a better future. At the same time, they can invite the global sharing of ideas and knowledge as part of a worldwide community or family of learners
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