A prospective model for aligning educational quality and student experience in international higher education

The aim of this paper is to develop a model that addresses and bridges the gap between quality management and student experience. The model incorporates the most commonly occurring systems, namely: quality control; quality assurance; quality audit; quality assessment; quality enhancement; and quality management. The paper highlights the key elements of these approaches and constructs a model that provides a more comprehensive tool for accurately implementing and measuring quality in international higher education. The model, as a proposed conceptual framework, can be used by managers in Transnational Education (TNE), both at home and host institutions, to facilitate improvements in the TNE student experience while at the same time meet wider institutional objectives about educational quality

Missing non-Western voices on social justice for education : a postcolonial perspective on traditions of marginalized communities

This chapter reviews the theories and development of a number of non-Western philosophical and legal social justice traditions that have been marginalized in the literature, adopting primarily a postcolonial perspective on how they can contribute to education, transcending colonizer distortions of knowledge to present and draw implications from bodies of knowledge that have been removed from the dominating international literature. This approach is accompanied by a critique of globalization that has, according to many authors, created a hegemonic position for primarily Anglo-American systems in this respect including the view of “epistemicide,” imperialism, “symbolic violence,” and neocolonization, particularly in relation to the right to culture as a social justice principle. Various forms of colonization, including that under the current globalization period, produce cultural hierarchies of values and knowledge, or even expunge cultural and knowledge traditions. This chapter examines selected humanistic traditions of social justice that have existed for centuries, long pre-dating the modern period, focusing on those that have suffered an injustice in their suppression and distortion through a Bourdieuian “symbolic” violence applying not only to the knowledge that is suppressed, expunged, or lost through colonization and globalization and the cultural and intellectual capital they carry but also the identities, values, and traditional social institutions from which they are derived. The first section examines the conceptions and practices of social justice established in ancient Mesopotamia that provides the historical foundation to many later systems. The second presents the Confucian system of social justice as a foundation to the just society that has informed administration, education, and the principles of justice of a number of countries consisting of equitable distribution, equal opportunities, the rights of individuals and the principle of equity. The next section examines the Islamic social justice tradition consisting of distributive, retributive, and fairness and equity and the aim of piety to correct injustices, individually and collectively and establish equal rights for women and men in many spheres and the role of education in emphasizing the role of mind in its critical and reasoning capacities and reason in the formation of character, morality, and the human community with a strong emphasis on education and becoming learned. Finally, a representative selection of indigenous systems of social justice are examined where principles of individual rights and obligations to others and nature carried with them obligations in how others are treated and cared for due to stronger collective rather than individualistic values

Nation-building and history education in a global culture

The chapter offers a global overview of current research in history education reforms and school history textbooks. History textbook research has been characterised by the ‘highly explosive political nature’ of history textbooks design and research (Fuchs, 2011). National and global debates in relation to history textbooks and the construction on national identity in the nation-building process are also defined and controlled by the ambivalent nexus between ideology and political expectations (that history textbooks contribute to national identity and patriotism), curricular assumptions (that quality history textbooks impact on pedagogical outcomes) and academic rigour and objectivity. History education and history curricular reforms globally demonstrate that history textbooks and their new Master Narratives, depicting significant events in the nation-building process, have been used by different nations to instil the values of patriotism, national identity and cultural heritage (Zajda, 2015c). The chapter concludes that a methodology, based on a blend of critical theory and discourse analysis, focusing on evidence and sources, the role of power and the state, unbiased interpretation and the multiperspectivity, is very useful in critiquing the overall reforms in history curricula and the content of school history textbooks

The politics of education reforms and policy shifts in the Russian Federation

In 1982, at the height of the Cold War between the two superpowers, the USA and the USSR, the four critical issues in education policy directions for the next 2 decades in the world, identified by Coombs (1982), included: New internal strategies (more comprehensive, flexible and innovative modes of learning) that took into account the changing and expanding learner needs Overcoming “unacceptable” socio-economic educational disparities and inequalities Improving educational quality Harmonizing education and culture “International co-operation” in education and policy directions in each country (Coombs 1982, pp. 145-157

Decentralisation and privatisation in education : the role of the state/ Edit.: J. Zajda

xvii, 240 hal.: ill.; 23 cm

Decentralisation and privatisation in education : the role of the state/ Edit.: J. Zajda

xvii, 240 hal.: ill.; 23 cm

Teaching History

195