Collaboration Beyond the School

The authors of this chapter posit that collaboration with related and instructional personnel, as well as regional and state education agencies, can serve to combat teacher retention issues while improving student services. Acknowledging common barriers to effective collaboration, practical tools for overcoming these challenges are suggested. Further, key stakeholders in the collaborative process and their roles are identified. The chapter concludes by organizing collaborative efforts to engage in throughout a student's educational career.

The architecture of school governance: Rebuilding democratic legitimacy within an academized system

Successive governments, in embracing a neoliberalist ideology of decentralization and privatization, have radically reformed the nature of community-based, comprehensive state education. The transition from ‘government to governance’ (Rhodes, 1997) combined with the ideology of academization (DfE, 2010a) has created a democratic deficit 1 (Corbett, 1977). Academies are placed outside of local elected scrutiny or community-based accountability systems and governance legitimacy is in crisis (Glatter, 2013). This article explores the problematization of academized governance (Allen and Gann, 2017) with respect to the democratic deficit and the consequential lack of stakeholder engagement – argued as unethical within a democratic society and a system that frequently leads to failings of accountability (Wilkins, 2016). Utilizing the conceptual lens of Empowered Participatory Governance (EPG) (Fung and Wright, 2003), the authors seek to present a new architecture of governance that seeks to restore democratic legitimacy. Democratic governance innovations, the micro-governance network (Allen, 2017) and a refreshed local education board (Gann, 2021) provide a new architecture for a post new governance environment and, in so doing, a counter-narrative to the rhetoric of academization.

Alternative Evaluation as a Means of Inclusion

The present study concerns a field research aiming to investigate the stances of primary and secondary school teachers in Greece about alternative assessment methods (AAM). For this purpose, 181 language teachers answered an e-questionnaire. In addition, the curricula for Greek and foreign language courses taught in compulsory state education were analysed in order to explore the type and the extension of references to AAM in them. Data analysis showed that teachers of secondary education use AAM on a more frequent basis and a larger variety of them than those of primary education. Furthermore, from data analysis resulted a strong preference of the respondents for self-assessment, portfolio, and project methods. The curricula analysis revealed extensive reference to AAM in foreign language curricula, mainly to portfolio and project. As the regression analysis indicated, teaching experience was not related to the AAM usage. However, teachers' training on AAM appeared correlated with their positive stances towards it.

COMMUNICATIVE COMPETENCES OF FUTURE INTERMEDIATE LEVEL MANAGERS AS A PEDAGOGICAL PHENOMENON

Statement of the problem. Reforming of the professional education system required by conscious choice of secondary school graduates wishing to start their independent life quickly and which guarantees successful start of their career, is connected with corresponding changes in substantive, technological and competence aspects. Blue-collar and white-collar qualifications become popular among young people. The labor market sets new requirements for graduates of secondary vocational schools and this defines the range of professional competences of future intermediate-level managers. The purpose of article is to define psychological and pedagogical bases of formation of communicative competence in future intermediate-level managers. Methodology of research consists of a competent and systematic approach as a basis for structuring of future intermediate-level managers professional competences; State Educational Standard of Secondary Vocational Training in 16.0631.01 Car Mechanics; Federal State Education Standard requirements to the curriculum for training qualified employees. Research results. Composition of competences (general and professional competences) of future intermediate-level managers is identified and substantiated. The main causes of the communication problems are stated: shortcomings in secondary vocational education; inconsistencies of terms in requirements for general competence in the Federal State Education Standard and Car Mechanic Professional Standard. Conclusion. Article defines psychological and pedagogical foundations for development of communicative competences in future car mechanics during learning mathematics. Teacher issues related with choosing a form of collaboration with students in math class are identified.

Determinants of resource use efficiencies among lowland rice farmers of Enugu State, Nigeria

The gap in supply and demand of rice could be due to observable differentials in the allocative efficiency of the rice farmers in Nigeria. Therefore, the study focused on the determinants of resource-use efficiencies and profitability of lowland rice farmers of Enugu State, Nigeria. A multistage sampling technique was used to collect cross-sectional data from 300 smallholder rice farmers across the six agricultural zones of the State. The gross margin (GM) analysis was used to estimate the profitability while the marginal value productmarginal factor cost (MVP-MFC) was used to evaluate the efficiency of rice farming. The Stochastic Frontier Cost Function was also used to estimate the determinants of resource use efficiency among lowland rice farmers in Enugu state. The results from the GM showed that rice production is profitable with an average rate of returns on investment (ROI) of 2.80. The MVP-MFC analysis showed that all the input factors hypothesized were over-utilised indicating the existence of large-scale resource-use inefficiency among lowland rice farmers of the state. Education and age were the only socio-economic variables that affected the allocative efficiency of the rice farmers. The study recommends a farm-level policy directed towards the encouragement of younger adults since they are more likely to adopt innovation and boost efficiency and investment in extension education for advisory services to facilitate resource-use efficiencies.

A Educação de Jovens e Adultos (EJA) no litoral sul da Bahia: realidade e desafios no ano continuum 2020/2021

Este artigo apresenta reflexões sobre a Educação de Jovens e Adultos (EJA) ofertada na Rede Estadual de Educação da Bahia, com o recorte para as escolas situadas no Território de Identidades Litoral Sul (NTE 05). Tem como foco principal apresentar um panorama dessa modalidade dentro do ano continuum 2020/2021 no que tange à sua oferta, formas de organização e fluxo escolar, além de investigar quais recursos tecnológicos e estratégias pedagógicas estão sendo executadas no Ensino Remoto. A metodologia está baseada na pesquisa qualitativa – descritiva, em que utiliza a análise bibliográfica e documental como coleta de dados, que foram interpretados “à luz” da técnica de análise de conteúdo de Minayo (2000) e de referências de teóricos como Freire (1996) e Arruda (2020). Os resultados têm mostrado que a EJA precisa intensificar esforços para a realização da busca ativa e proposições de estratégias pedagógicas mediadas por tecnologias digitais e/ou analógicas que possibilitem manter o vínculo com seus/suas alunos (as) e proporcionem a aprendizagem significativa para a construção de sua cidadania.Palavras-chave: EJA; Ensino remoto; Recursos.Youth and Adult Education (EJA) in the south coast of Bahia: reality and challenges in the year 2020/2021 continuumABSTRACTThis article presents reflections on Youth and Adult Education (EJA) offered in the State Education Network of Bahia, with a focus on schools located in the Territory of Identities Litoral Sul (NTE-05). Its main focus is to present an overview of this modality within the year 2020/2021 with regard to its offer, forms of organization and school flow, in addition to investigating which technological resources and pedagogical strategies are being implemented in Remote Education. The methodology is based on qualitative - descriptive research, using bibliographic and documentary analysis as data collection, which were interpreted “in the light” of Minayo's (2000) content analysis technique and theoretical references such as Freire (1996) and ARRUDA (2020). The results have shown that EJA needs to intensify efforts to carry out the active search and propositions of pedagogical strategies mediated by digital and / or analog technologies that make it possible to maintain the bond with its students and provide meaningful learning for the child. building their citizenship.Keywords: EJA; Remote teaching; Resources.Educación de Jóvenes y Adultos (EJA) en la costa sur de Bahia: realidad y desafíos en el continuo año 2020/2021RESUMENEste artículo presenta reflexiones sobre la Educación de Jóvenes y Adultos (EJA) que se ofrece en la Red de Educación del Estado de Bahía, con un enfoque en las escuelas ubicadas en el Territorio de Identidad Litoral Sul (NTE-05). Su principal enfoque es presentar un panorama de esta modalidad dentro del año continuo 2020/2021 en cuanto a su oferta, formas de organización y flujo escolar, además de indagar qué recursos tecnológicos y estrategias pedagógicas se están implementando en Educación Remota. La metodología se basa en una investigación cualitativo-descriptiva, que utiliza el análisis bibliográfico y documental como recolección de datos, los cuales fueron interpretados "a la luz" de la técnica de análisis de contenido de Minayo (2000) y referencias teóricas como Freire (1996) y ARRUDA (2020) ). Los resultados han demostrado que EJA necesita intensificar los esfuerzos para llevar a cabo la búsqueda activa y propuestas de estrategias pedagógicas mediadas por tecnologías digitales y / o analógicas que permitan mantener el vínculo con sus estudiantes y brindar aprendizajes significativos para la construcción de su ciudadanía. Palabras clave: EJA; Enseñanza remota; Recursos.

KOMPARASI PEMIKIRAN TAN MALAKA TENTANG KONSEP PENDIDIKAN KERAKYATAN DENGAN WAJAH PENDIDIKAN INDONESIA ERA MILENIAL

KOMPARASI PEMIKIRAN TAN MALAKA TENTANG KONSEP PENDIDIKAN KERAKYATAN DENGAN WAJAH PENDIDIKAN INDONESIA ERA MILENIAL Oleh Kholfan Zubair Taqo Sidqi Dosen FAI Unwahas Semarang ([email protected]) Abstrak Konsep Pendidikan kerakyatan yang diusung oleh Tan Malaka dengan mengedepankan kearifan lokal, membekali anak didik dengan keterampilan nyata agar berguna bagi bangsanya. Apalagi Pendidikan yang mampu menjangkau segenap lapisan masyarakat, seiring dengan tujuan dasar negara Indonesia. Pendidikan yang mendesain sekolah sebagai keluarga, agaknya mampu memperjelas tugas seorang guru sebagai Pendidik. Anak didik juga dipacu tidak sekedar masalah akademik belaka, namun aspek rohaniah nya mampu dikembangkan secara seimbang. Melalui Pendidikan kerakyatan, mampu memanusiakan pendidik dan anak didik, segenap warga sekolah mampu bergotong royong demi mewujudkan ambisi bangsa, serta mengangkat harkat dan martabat bangsa Indonesia. Apabila fenomena Pendidikan era milenial kini keluar dari apa yang di cita-citakan para pendiri negara Indonesia, konsep Pendidikan kerakyatan mampu memberikan kontribusi sebagai Pendidikan yang mengembalikan marwah cita – cita luhur bangsa. Kata kunci; Tan Malaka, sekolah kerakyatan, dan Pendidikan Indonesia era milenial. Abstract The concept of populist education promoted by Tan Malaka emphasizes local wisdom, equipping students with real skills to be useful for their nation. Moreover, capable education reach all levels of society, in line with the basic objectives of the Indonesian state. Education that designs schools as families, seems to be able to clarify the duties of a teacher as an educator. Protege too it is not only an academic problem, but its spiritual aspects can be developed in a balanced manner. Through populist education, able to humanize educators and students, all school members are able to work together to create the nation's ambition, as well as uplifting the dignity of the Indonesian nation. If the phenomenon of millennial era education is now out of what is being desired The aspirations of the founders of the Indonesian state, the concept of populist education is able to contribute as education that returns the noble ideals of the nation. Keywords; Tan Malaka, populist education, and Indonesian education in the millennial era.

In the Beginning was the Commons: Transformative Learning as Praxis for Regenerating the Cultural Commons

Culture is the medium through which human capabilities are transmitted. In this respect, culture may be understood as a commons that is consequential to the future of other forms of commons. Regenerating the commons is inherently and intrinsically associated with democratizing and partnering. The commons of shared meanings that enable truth telling are exploitable by the market when education is dominated by the market. If educational institutions are at the behest of the market and the state, education can neither be a commons nor be in the service of the commons. We can frame this circumstance as an enclosure of learning. Transformative learning facilitates a shifting from the mindset of exploiting the commons to a mindset of regenerating the commons. In fact, the core transformation that occurs in transformative learning is the liberation of awareness from identity enclosure. Such a liberation prepares the ground for growing partnership capabilities from the intimate to the global, essential for preserving and regenerating the commons. An education that transforms seeks to re-sacralize and regenerate culture as a commons, which can then enable partnership-based care towards all other forms of commons.

HIGHER EDUCATION IN UKRAINE IN THE CONVENTION OF THE COVID-19 PANDEMIC: NEW CHALLENGES AND PROSPECTS

The article is devoted to the analysis of the problems of introduction of distance learning in higher educational institutions of Ukraine. The article presents the results of an anonymous survey of research and teaching staff and students of higher education institutions on the use of distance learning technologies in the conditions of national quarantine, conducted by the State Education Quality Service of Ukraine. According to the results of the survey, conclusions were made about the degree of effectiveness and further prospects for the introduction of new teaching methods in a pandemic. In order to identify achievements, possible difficulties and determine the main trends in the further development of distance technologies, the State Service for the Quality of Education of Ukraine conducted an anonymous survey of scientific and pedagogical workers and students of higher education institutions on the use of distance learning technologies in conditions of national quarantine. The survey was conducted from 23.04. to 05.05.2020. 28 391 respondents took part in the survey - 22367 students and 6024 scientific and pedagogical workers. As a result of the research, conclusions were drawn that the distance learning technologies in Ukraine and in the world are rapidly developing and are a promising tool for the provision of educational services. Thus, the introduction of quarantine during the COVID-19 coronavirus pandemic revealed not only new problems in higher education in Ukraine, but also new challenges and opportunities for higher education institutions from three points of view: for students, this is an experience of self-discipline and self-education; for teachers - the use of new methods and tools of distance learning; for structural divisions of universities, this is practical testing of the technical capabilities of distance learning; defining a clear distance learning strategy, where students not only gain knowledge, but also cooperate with teachers in a feedback mode; awareness of the need to quickly master the volume of home education.

Rural communities need better state education policies

The specific needs of rural schools and communities have received limited attention from state policy makers, and many state programs have only added to the challenges that school districts in rural areas face. Michigan State University researchers surveyed and interviewed rural superintendents in Michigan to learn more about their situations. Superintendents identified teacher recruitment and retention, the need for mental health services, limited broadband access, and insufficient funding as their most pressing challenges. The researchers note that addressing these challenges will require state leaders to pay specific attention to rural needs and develop rural-conscious education policies.