Laboratories of Reform: Virtual High Schools and Innovation in Public Education

Virtual schools are growing rapidly, serving over 700,000 students in the 2005-06 school year. But these schools are proving to be more than just another delivery system for students; they are bringing about reforms that have long eluded traditional public schools

Teaching electronics-ICT : from focus and structure to practical realizations

We present a four-year electronics-ICT educational master program at Ghent University in Belgium. The students develop knowledge and skills from novice to experienced electronic circuit designers. In the corresponding topics, the immersion into engineering problems is deepened. The horizontal and vertical alignment of courses in the four-year master program at our university is discussed. The curriculum of the four-year master program is highly projectoriented and all topics are clustered around a well-considered set of standards. This clustering supports the logical structure of the program, with students gradually acquiring the necessary competences. All standards and their mutual interaction are extensively discussed in the paper. We also focus on four design-implement projects included in the electronics-ICT program, explicitly following CDIO-guidelines. Whereas the first-year project has a limited level of difficulty, the challenges increase significantly in the course of the next years. Students learn that product design is an iterative process on different levels, where the design strategy can be changed continuously based on important and crucial feedback. Different evaluations have demonstrated that our students are not only aware of CDIO-principles, but are also convinced of the quality of the results obtained by following the standards

The Joint Vienna Institute

"How does the intellectual role played by international training organisations fit into the contemporary architecture of global governance? The international diffusion of economic policy ideas represents one of the core dimensions of contemporary global governance, which has generated heated controversy in recent years with international institutions such as the International Monetary Fund (IMF) and the World Bank castigated for championing a ‘one-size-fits-all’ brand of neoliberal economic reform. Yet while substantial scholarly attention has focused on analysing the effects of the formal compliance mechanisms that the IMF and the World Bank rely on to implement neoliberal policy changes in borrowing countries, such as loan conditionality, less attention has been devoted to exploring the intermediate avenues through which neoliberal ideas travel from global governance institutions to national governance contexts. This article aims to address this gap in the study of contemporary global governance and neoliberal policy diffusion through critically examining the evolving role of the Joint Vienna Institute (JVI), an international training organisation set up after the end of the Cold War to transmit global ‘best practice’ economic policy ideas to national officials in post-communist economies.

Scaling Up: Reform Lessons for Urban Comprehensive High Schools

Policy interest in the challenge of improving urban high schools has grown recently, as high-profile business leaders and politicians have called the preparedness of graduates for college work into question. The National Governor's Association and President Bush have cited high school reform as a top education priority. Across the nation, foundations, large and small, are attempting to finance a revolution to push the archaic world of secondary education into the 21st century. Still, the majority of urban high school students - those served in large comprehensive high schools - have yet to benefit from their new high profile among politicians and reform funders. The purpose of this report is to lay out an action agenda for large comprehensive high schools and to clarify what needs to happen at the school, district and state levels in order for sustainable change to take effect. This report highlights the lessons that comprehensive high schools must heed in enacting improvement efforts and provides promising examples of urban high schools that are making it possible for all students to achieve at high levels. The report explores three interrelated pieces of the reform puzzle, each of which is an essential component of whole school improvement. They are: Personalizing the learning environment;Building teacher capacity, andSetting and meeting high expectations for all students. This report builds on the December 2003 Rennie Center report, Head of the Class, which detailed the characteristics of higher performing urban high schools in Massachusetts. Scaling Up continues the work of Head of the Class by addressing the question of how we can take the lessons of urban high schools to scale. Throughout the report, recommendations are provided for leaders at the school, district and state levels. Some report recommendations include: Provide ongoing opportunities for teachers to collaborate and engage in high quality, content-based professional development at the school level.Create a sense of urgency at the district level around improvement based on student data.Commit resources to urban high school improvement at the state level