Міжнародний пакт «Про економічні, соціальні і культурні права»

Paper voor ORD 2014 In deze reviewstudie wordt de positie van het voorbereidend middelbaar beroepsonderwijs (vmbo) geanalyseerd als deel van het onderwijsbestel zowel in relatie tot de eerste fase voortgezet onderwijs als in relatie tot de beroepsonderwijskolom. De dualiteit van het vmbo wordt beschouwd ten aanzien van ontwikkelingen in maatschappelijke doelen, keuze- en selectieprocessen, inrichtingskenmerken en deelnamepatronen. Er wordt een historisch perspectief gehanteerd, niet zozeer voor een descriptief overzicht maar om inzicht te krijgen in de ontwikkelingen. Aanvullend vindt een internationale vergelijking plaats met enkele onderwijsstelsels die dezelfde of juist andere kenmerken hebben. Is de meervoudige positie van het vmbo al dan niet herkenbaar in andere stelsels, welke horizontale en verticale verbindingen zijn elders aanwezig, hoe zijn deelnameontwikkelingen vervolgens te begrijpen

Освітній простір як середовище гуманізації особистості

Мета статті: виявлення та визначення філософських засад гуманізації освіти з точки зору взаємозв‘язку гуманізму, культури та освіти

Designing a responsive curriculum for teacher education in higher vocational education.

The aim of the overall PhD-research of which this contribution is part, is to enhance understanding of designing responsive curricula for teacher education. A responsive curriculum is flexible, strongly connected to the world of work and embedded in society (Andrade Snow, 2018; Barab & Luehmann, 2003; Churchill, Bowser, & Preece, 2016). Dutch schools for secondary education face a shortage of qualified teachers and there is an urgent need to find, enthuse and train students to become futureproof teachers. In general, a curriculum is an plan for learning (O’neill, 2015; Van den Akker, 2013). More specifically, in vocational education a curriculum is conceived as organizing, sequencing and stimulating learning experiences in practice settings like the workplace, and in school (Billett, 2011; author et al., 2012). We consider a curriculum as responsive when it is adaptive to a variety of contexts in occupational practice, adjustable to changing skill needs and takes individual differences and needs into account. A global trend in (higher) vocational education is to link education closer to the world of work and prepare students for a changing and complex labour market (Andrade Snow, 2018; Billett, 2017; O’neill, 2015). This trend can also be observed in teacher education, level six of the European Qualification Framework (EQF). School contexts are divers and schools are embedded in an increasingly complex and rapidly changing society which places new demands on teachers working in schools (Guerriero, 2017). In teacher education, curriculum designers are challenged to design curricula that are adaptive to these demands, attract and retain students with different backgrounds and prepare them for teaching in a variety of school contexts. At the same time, teacher education institutions are often considered as resistant to change and find it difficult to adjust their curricula in a timely manner (Ellis & Childs, 2019; Evans & Henrichsen, 2008). However, “Educational programs designed to prepare students for a dynamic future must be dynamic themselves” (Baldwin & Baumann, 2005, p.89). Although there is some knowledge on responsive curricula in secondary vocational education (Author, 2017), in higher vocational education this knowledge is limited (Ameyaw, Turnhout, Arts, & Wals, 2019; Vreuls, Van der Klink, Boshuizen, & Nieuwenhuis, 2019). Furthermore the concept of a responsive curriculum is not unequivocal because of its complexity. A curriculum is an extensive, multi layered design object with different people (e.g. students, teacher educators and teacher supervisors) involved at the micro-, meso-, macro, and supra level (O’neill, 2015; Van den Akker, 2013). Little research has been conducted on how a responsive curriculum for teacher education can be designed taking these levels and the demands of the different people and practices into account. Students are involved in the curriculum at the institutional (meso) and program (micro) level (O’neill, 2015; Van den Akker, 2013). Although it is acknowledged that students’ voice and opinion in curriculum design processes are important for motivation and ownership of students, their potential contribution to curriculum change is often ignored (Könings & McKenney, 2017). The overall research question of the first part of the PhD-research project is: How to define and understand a responsive teacher education curriculum? For this contribution, we will focus on the following, more specific question: What do students expect from a responsive teacher education curriculum? Research method and design This overall PhD study follows a model of design based research in education including three design steps: 1) analysis/exploration; 2) design/construction; 3) evaluation/reflection (McKenney & Reeves, 2012). Figure 1. Generic Model of design Based Research in Education (McKenney & Reeves, 2012). The first part of this PhD-research project, the analysis and exploration, focusses on the significance of a responsive curriculum in the context of teacher education. During the first design step, we start with analysis and exploration of the expectations of the main participants of a responsive curriculum: students, teacher educators and student teacher supervisors. For this contribution, we will focus on the expectations of students. Initially, observations and a series of interviews with students will be conducted. Adopting a human-centered design approach, which places the needs of people at the center of the design activities (Gasson, 2003), we will ask students what they expect from a responsive curriculum. The data will be analyzed qualitatively (Miles, Huberman, & Saldana, 2013) using templates (Brooks & King, 2012). We intend to synthesize the data to guide us to a better understanding of the concept of a responsive curriculum in the context of teacher education. Results The research will start in February 2020 and the preliminary results are expected in June. For this poster we intend to present the results from the initial observations and interviews and provide an analysis of what students expect from a responsive curriculum in the context of teacher education. Conclusion and Discussion A responsive, flexible and adaptive curriculum is a promising means to bridge the gap between learning in school and learning at the workplace to deliver graduates with broad skills and the ability to work in a variety of school contexts (Ameyaw et al., 2019; Baldwin & Baumann, 2005). In this first part of the PhD-research our goal is to increase understanding of the significance of a responsive curriculum for teacher education. Although we expect to disclose some findings of this phenomenon from the perspective of the students, many other questions will remain. For example, how a responsive curriculum is perceived by educational designers at the macro and supra level. Or, what the benefits are of a responsive curriculum from the perspective of schools where teacher students might be employed in the future. Besides discussing the results of this first study on student perspective, we hope that a constructive dialogue during the conference might be one of the catalysts for the next step in this PhD research. References Ameyaw, J., Turnhout, E., Arts, B., & Wals, A. (2019). Creating a responsive curriculum for postgraduates: lessons from a case in Ghana. Journal of Further and Higher Education, 43(4), 573–588. doi: 10.1080/0309877X.2017.1386285 Andrade Snow, M. (2018). A Responsive Higher Education Curriculum: Change and Disruptive Innovation. In Cases on Transforming and Advancing Practice (p. 13). Imtech Open. doi: 10.5772/57353 Author et al., (2012). Baldwin, R. G., & Baumann, M. J. (2005). Options for change: A flexible vehicle for curriculum evolution and reform. Innovative Higher Education, 30(2), 89–98. doi: 10.1007/s10755-005-4958-7 Barab, S. A., & Luehmann, A. L. (2003). Curriculum : Acknowledging and Accommodating Local Adaptation. doi: 10.1002/sce.10083 Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Billett, S. (2017). The Dutch Vocational Education System: Institutional Focus and Transformations. In E. De Bruijn, S. Billett, & J. Onstenk (Eds.), Enhancing teaching and learn- ing in the Dutch vocational education system: Reforms enacted. (pp. 269–294). Springer International Publishing. Brooks, J., & King, N. (2012). Qualitative psychology in the real world: The utility of template analysis. In British Psychological Society Annual Conference. London. Churchill, E. F., Bowser, A., & Preece, J. (2016). The Future of HCI Education: A Flexible, Global, Living Curriculum. Interactions, 23(2), 70. doi: 10.1145/2888574 Ellis, V., & Childs, A. (2019). Innovation in teacher education: Collective creativity in the development of a teacher education internship. Teaching and Teacher Education, 77, 277–286. doi: 10.1016/j.tate.2018.10.020 Evans, N., & Henrichsen, L. (2008). Long-term strategic incrementalism: An approach and a model for bringing about change in higher education. Innovative Higher Education, 33(2), 111–124. doi: 10.1007/s10755-008-9067-y Gasson, S. (2003). Human-Centered Vs . User-Centered Approaches to Information System Design College of Information Science and Technology. Journal of Information Theory and Application, 5:2(July), 29–46. Guerriero, S. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching Profession. OECD. Könings, K. D., & McKenney, S. (2017). Participatory design of ( built ) learning environments. European Journal of Education, 52(3), 247–252. doi: 10.1111/ejed.12232 McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge. Miles, M. B., Huberman, M. A., & Saldana, J. (2013). Qualitative Data Analysis (3rd ed.). Sage Publications Inc. O’neill, G. (2015). Curriculum Design in Higher Education : Theory to Practice (1st ed.). UCD Teaching & Learning. Van den Akker, J. (2013). Curricular Development Research as a Specimen of Educational Design Research. In N. Nieveen & T. Plomp (Eds.), Educational Design Research (pp. 52–71). Enschede: SLO. doi: 10.1007/978-1-4614-3185-5_11 Vreuls, J., Van der Klink, M., Boshuizen, E., & Nieuwenhuis, L. F. M. (2019). Responsive curriculum development by teams in higher education (Responsieve curriculum ontwikkeling door teams in het hoger beroepsonderwijs). Paper presented at the Education Research Days, Heerlen, The Netherlands. (pp. 364–365). Retrieved from https://ord2019.nl/ Author, (2017)

Правове регулювання повторного шлюбу у римському та ранньовізантійському праві

В статті досліджується традиційна проблема інституту повторного шлюбу в контексті його еволюції на засадах античних та християнських цінностей.В статье исследуется традиционная проблема института повторного брака в контексте его эволюции на принципах античных и христианских ценностей.In the article the traditional problem of institute of the deuterogamy is probed in the context of its evolution on principles of ancient and christian values

Over grenzen: pedagogisch-didactiche aspecten van het opleiden voor beroepsuitoefening:Inleiding bij het themanummer

Inleiding bij een themanummer van P

The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands

In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness” refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good

Students’ personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation

Schaap, H., De Bruijn, E., Van der Schaaf, M. F., & Kirschner, P. A. (2009). Students' personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education & Training, 61(4), 481-494.Competence-based vocational education is based on a constructivist learning paradigm, where the development of students’ personal professional knowledge is emphasised. However, there is a lack of insight into how students construct their own professional knowledge and what the content and nature of personal professional knowledge is. This article elaborates the concept Personal Professional Theory (PPT): a personal knowledge base in which professional knowledge and beliefs are internalised. PPTs are built upon a combination of declarative and procedural knowledge and are stored in the long-term memory. Furthermore, knowledge in PPTs refers to compiled knowledge which can be specified and applied to different professional situations. These PPTs develop through an interrelated process of internalisation and socialisation, in which students grow into the existing body of shared knowledge and collective norms, values and beliefs of professionals of an occupational domain. It is concluded that the elaboration of PPTs can be used to stimulate and monitor personal professional knowledge development in vocational education, but further research into the content and nature of PPTs is required