Teaching and globalization

Globalization is typically understood as an economic, political and cultural process that is reshaping the role of many nation-states in relation to global markets, agreements, and traditions. Recently it has become frequently analyzed in the context of education. However, there is surprisingly little work done on the pedagogical implications of globalization on teaching and learning other than shifting the emphasis from traditional subjects to information and communication technology and English as a foreign language. This article argues that globalization is having an effect on teaching and learning in three ways: educational development is often based on a global unified agenda, standardized teaching and learning are being used as vehicles to improvement of quality, and emphasis on competition is increasingly evident among individuals and schools. The article concludes that recent development of standardization and competition-based education will become increasingly counter-productive to preparing students for meaningful lives for and beyond knowledge economy. Furthermore, as a response to globalization, educators need to rethink the ways teaching and learning are organized in schools, promote appropriate flexibility at school level, creativity in classrooms and risk-taking among students and teachers as part of their daily work in school. Education Systems in the Global Context Globalization has typically been interpreted using economic, political and cultural terms. Depending on the perspective, it has been seen as a transition from a Fordist workplace orientation to internationalized trade and consumption. Globalization is also leading to a diminishing role of nation-states, loss of their sovereignty, and the emergence of global hegemony of transnational media and entertainment corporations. As a consequence, standardization in economies, policies and culture has become a new norm for competitive corporations, ideas, and media. As Burbules and Torres (2000) write, changes in global cultur

Subiendo el listón: ¿Cómo responde Finlandia al doble reto de la educación secundaria?

La Educación Secundaria ha estado en el centro del desarrollo de las políticas sociales y el sistema educativo en Finlandia durante las últimas tres décadas. Después de crear, en los años 70, una escuela comprensiva que dura nueve años y es igual para todos los alumnos, los objetivos de la política educativa han sido siempre que todos los que dejan la escuela básica puedan tener acceso a la educación superior que elijan. Hoy en día, el sistema educativo finlandés está considerado como un estándar internacional de la buena calidad, junto con su condición de equidad y acceso a todo el sistema. En este artículo, analizo el doble reto -o sea, calidad de y acceso a la educación secundaria- a través de tres dimensiones: la tasa de transición de la Educación Secundaria Básica a la Educación Secundaria Superior, tasas de finalización de la Educación Secundaria y el aprendizaje de los alumnos. Luego, argumento que Finlandia ha sido capaz de crear un sistema de Educación Secundaria que funciona bien a un coste razonable, porque ha utilizado estrategias de reforma educativa basadas en (1) una visión a largo plazo de una buena Educación Secundaria para todos, (2) mejorar la calidad de la Educación Primaria para todos los niños, (3) diseñar un sistema de intervención temprana y asesoramiento y consejo educativo en los centros educativos de Primaria y Secundaria, (4) ayudar a todos los alumnos a tener éxito en la transición de Primaria a Secundaria y crear caminos de segundas oportunidades para incrementar las tasas de éxito, y (5) promover la construcción de la capacidad lateral en la que las escuelas y los municipios aprenden unos de otros. La experiencia en Finlandia sugiere que mejorar la calidad de la Educación Secundaria requiere políticas sostenibles y liderazgo, cultivando profesionalidad y confianza en todo el sistema educativo, y acercamientos inteligentes al currículum y a la responsabilidad

Raising the bar: How Finland responds to the twin challenge of secondary education?

La Educación Secundaria ha estado en el centro del desarrollo de las políticas sociales y el sistema educativo en Finlandia durante las últimas tres décadas. Después de crear, en los años 70, una escuela comprensiva que dura nueve años y es igual para todos los alumnos, los objetivos de la política educativa han sido siempre que todos los que dejan la escuela básica puedan tener acceso a la educación superior que elijan. Hoy en día, el sistema educativo finlandés está considerado como un estándar internacional de la buena calidad, junto con su condición de equidad y acceso a todo el sistema. En este artículo, analizo el doble reto -o sea, calidad de y acceso a la educación secundaria- a través de tres dimensiones: la tasa de transición de la Educación Secundaria Básica a la Educación Secundaria Superior, tasas de finalización de la Educación Secundaria y el aprendizaje de los alumnos. Luego, argumento que Finlandia ha sido capaz de crear un sistema de Educación Secundaria que funciona bien a un coste razonable, porque ha utilizado estrategias de reforma educativa basadas en (1) una visión a largo plazo de una buena Educación Secundaria para todos, (2) mejorar la calidad de la Educación Primaria para todos los niños, (3) diseñar un sistema de intervención temprana y asesoramiento y consejo educativo en los centros educativos de Primaria y Secundaria, (4) ayudar a todos los alumnos a tener éxito en la transición de Primaria a Secundaria y crear caminos de segundas oportunidades para incrementar las tasas de éxito, y (5) promover la construcción de la capacidad lateral en la que las escuelas y los municipios aprenden unos de otros. La experiencia en Finlandia sugiere que mejorar la calidad de la Educación Secundaria requiere políticas sostenibles y liderazgo, cultivando profesionalidad y confianza en todo el sistema educativo, y acercamientos inteligentes al currículum y a la responsabilidad.Secondary education has been at the core of social policies and education system development in Finland during the last three decades. After creating a comprehensive nine-year comprehensive school that is same for all pupils in 1970s, education policy targets have regularly insisted that all basic school leavers have to have access to upper secondary education of their choice. Today, the Finnish education system is considered as an international benchmark of good quality combined with system-wide equity and access. In this article I analyze the twin challenge—that is quality of and access to secondary education—through three dimensions: transition rate from basic to upper secondary education, completion rates of secondary education, and student learning. I then argue that Finland has been able to create a secondary education system that performs well at reasonable cost by using education reform strategies that have relied on (1) long-term vision of good secondary education for all, (2) improving quality of primary education for all children, (3) designing a system of early intervention and educational counseling and guidance in primary and in secondary schools, (4) helping all students to be successful in transition from primary to secondary education and creating second chance paths to increase the rate of success, and (5) promoting lateral capacity building in which schools and municipalities learn from each other. The Finnish experience suggests that improving the quality of secondary education requires sustainable policies and leadership, cultivating professionalism and trust throughout the education system, and intelligent approaches to curriculum and accountability.Grupo de Investigación FORCE (Formación Centrada en la Escuela). Universidad de Granad

Inhibition of receptor tyrosine kinase signalling by small molecule agonist of T-cell protein tyrosine phosphatase

<p>Abstract</p> <p>Background</p> <p>T-cell protein tyrosine phosphatase (TCPTP/TC45) is a ubiquitously expressed intra-cellular non-receptor protein tyrosine phosphatase involved in the negative regulation of several cancer relevant cellular signalling pathways. We have previously shown that interaction between the α-cytoplasmic tail of α1β1 integrin and TCPTP activates TCPTP by disrupting an inhibitory intra-molecular bond in TCPTP. Thus, inhibition of the regulatory interaction in TCPTP is a desirable strategy for TCPTP activation and attenuation of oncogenic RTK signalling. However, this is challenging with low molecular weight compounds.</p> <p>Methods</p> <p>We developed a high-throughput compatible assay to analyse activity of recombinant TCPTP in vitro. Using this assay we have screened 64280 small molecules to identify novel agonists for TCPTP. Dose-dependent response to TCPTP agonist was performed using the in vitro assay. Inhibition effects and specificity of TCPTP agonists were evaluated using TCPTP expressing and null mouse embryonic fibroblasts. Western blot analysis was used to evaluate attenuation of PDGFRβ and EGFR phosphorylation. Inhibition of VEGF signalling was analysed with VEGF-induced endothelial cell sprouting assays.</p> <p>Results</p> <p>From the screen we identified six TCPTP agonists. Two compounds competed with α1-cytoplasmic domain for binding to TCPTP, suggesting that they activate TCPTP similar to α1-cyt by disrupting the intra-molecular bond in TCPTP. Importantly, one of the compounds (spermidine) displayed specificity towards TCPTP in cells, since TCPTP -/- cells were 43-fold more resistant to the compound than TCPTP expressing cells. This compound attenuates PDGFRβ and VEGFR2 signalling in cells in a TCPTP-dependent manner and functions as a negative regulator of EGFR phosphorylation in cancer cells.</p> <p>Conclusions</p> <p>In this study we showed that small molecules mimicking TCPTP-α1 interaction can be used as TCPTP agonists. These data provide the first proof-of-concept description of the use of high-throughput screening to identify small molecule PTP activators that could function as RTK antagonists in cells.</p

A systematic review protocol to identify the key benefits and efficacy of nature-based learning in outdoor educational settings

Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students

Factores que influyen en la elección de las carreras de pedagogía en Colombia

Resumen El presente trabajo tiene como objetivo identificar los factores que influyen sobre las motivaciones, la satisfacción y expectativas en torno al ejercicio profesional en estudiantes de las facultades de Educación y ciclos complementarios de Escuelas Normales Superiores (ENS) en Colombia, tomando caso de estudio la región Caribe de este país. Para ello, se aplicó un estudio de tipo cuantitativo, cuya muestra estuvo integrada por 805 estudiantes de programas afines a los antes mencionados, quienes estuvieron a cargo del diligenciamiento de una encuesta orientada a la medición de los factores que influyen en la elección de estos estudios, de acuerdo con la escala FIT-choice (Factors Influencing Teaching choice), desarrollado por Watt y Richardson (2007). Los resultados obtenidos no solo nos permiten establecer un perfil socioeducativo de los futuros maestros analizados en este trabajo; sino también, facilitan la identificación de los factores vinculados a los principales tipos de motivaciones que tienen mayor peso, al momento de elegir carreras relacionadas con la Pedagogía; siendo las motivaciones de tipo altruistas e intrínsecas las más valoradas por los estudiantes encuestados. Las motivaciones extrínsecas, relacionadas con el salario y la conciliación, por ejemplo, tuvieron una valoración menor, con la excepción del factor relacionado con la seguridad del trabajo. La satisfacción de la elección es elevada pese al bajo salario, la falta de estatus social y una alta disuasión social.This paper aims to identify the factors that influence motivation, satisfaction and expectations about the professional practices among students in education colleges and postsecondary education colleges in Colombia, studying the case of the Caribbean region, based on a quantitative study with 805 students linked with the programs mentioned above, who were in charge of measuring the factors that influence the selection of teaching careers, according to the FIT-choice scale (Factors Influencing Teaching choice), developed by Watt and Richardson (2007). Findings not only allow us to establish a socio-educational profile of future teachers analyzed in this work, but also help us to identify factors linked to the main types of motivations that mostly affect the choice of education careers. In this case, the altruistic and intrinsic motivations are the most valued by respondents, compared with extrinsic motivations, related to salary and time for family, for example, whose valuation was lower. Satisfaction with choice is well valued despite low salaries, lack of social status and high social dissuasion

PISA in Finland: an education miracle or an obstacle to change?

The present article discusses the role and impact of the Programme for International Student Assessment (PISA) in Finland. PISA has created a new geography of education policies and reforms by shifting global interest away from Anglo-Saxon education systems to Asian countries, as well as to Finland and Canada in the West. The article describes how PISA has become evidence of the successful education reforms in Finland carried out since the 1970s, but at the same time has created a situation where the continuous renewal of the Finnish education system has become more difficult than before. The conclusion is that PISA is an important global benchmarking instrument, but that policy makers and the media need to make better use of the rich data that have been collected together with information about students’ academic performance. (DIPF/Orig.