Open learning — passing educational fancy or key player in flexible educational provision?

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.

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Humanist Engagements

10.1093/oso/9780198800149.003.0003 ◽

2017 ◽

Author(s):

Howell A. Lloyd

Keyword(s):

Educational Provision ◽

The Third ◽

Social Composition ◽

Cultural Life ◽

Law Faculty ◽

Editorial Work ◽

Governmental Institutions ◽

The University ◽

The City

Bodin arrived in Toulouse c.1550, a brief account of the economy, social composition, and governmental institutions of which opens the chapter. There follow comments on its cultural life and identification of its leading citizenry, with remarks on the treatment of alleged religious dissidents by the city itself, and especially on discordant intellectual influences at work in the University, most notably the Law Faculty and the modes of teaching there. The chapter’s second part reviews Bodin’s translation and edition of the Greek poem Cynegetica by Oppian ‘of Cilicia’, assessing the quality of his editorial work, the extent to which allegations of plagiarism levelled against him were valid, and the nature and merits of his translation. The third section recounts contemporary wrangling over educational provision in Toulouse and examines the Oratio in which Bodin argued the case for humanist-style educational provision by means of a reconstituted college there.

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Open learning—a new training initiative for CAE

Computer-Aided Engineering Journal ◽

10.1049/cae.1986.0014 ◽

1986 ◽

Vol 3 (2) ◽

pp. 47

Author(s):

P.J. Lucas

Keyword(s):

Open Learning ◽

Training Initiative

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“Students Who Have the Irish Tongue”: The Gaidhealtachd, Education, and State Formation in Covenanted Scotland, 1638–1651

Journal of British Studies ◽

10.1017/jbr.2020.186 ◽

2021 ◽

Vol 60 (1) ◽

pp. 66-87

Author(s):

Salvatore Cipriano

Keyword(s):

Higher Education ◽

Seventeenth Century ◽

State Formation ◽

Educational Provision ◽

Educational Situation ◽

New Strategy ◽

Printed Sources

AbstractThis article examines the Scottish Covenanters’ initiatives to revamp educational provision in the Gaidhealtachd, the Gaelic-speaking portions of Scotland, from the beginning of the Scottish Revolution in 1638 to the Cromwellian conquest of Scotland in 1651. Scholars have explored in detail the range of educational schemes pursued by central governments in the seventeenth century to “civilize” the Gaidhealtachd, but few have engaged in an analysis of Covenanting schemes and how they differed from previous endeavors. While the Statutes of Iona are probably the best-known initiative to civilize the Gaidhealtachd and extirpate the Gaelic language, Covenanter schemes both adapted such policies and further innovated in order to serve the needs of a nascent confessional state. In particular, Covenanting schemes represented a unique and pragmatic way to address the Gaidhealtachd's educational deficiencies because they sought practical accommodation of the Gaelic language and preferred the matriculation of Gaelophone scholars into the universities. These measures not only represented a new strategy for integrating the Gaelic periphery into the Scottish state but were also notable for the ways in which they incorporated Gaelophone students into Scotland's higher education orbit—a stark departure from the educational situation in Ireland. By drawing on underutilized manuscript and printed sources, this article examines how the Covenanters refurbished education in the Gaidhealtachd and posits that the Covenanter schemes represented a key facet of the broader process of state formation in 1640s Scotland.

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Stakeholders’ perceptions of the quality of education in rural schools in Kazakhstan

Improving Schools ◽

10.1177/13654802211031088 ◽

2021 ◽

pp. 136548022110310

Author(s):

Mir Afzal Tajik ◽

Duishon Shamatov ◽

Lyudmila Fillipova

Keyword(s):

Urban Schools ◽

Rural Schools ◽

Education System ◽

School Leaders ◽

Quality Of Education ◽

Educational Provision ◽

Rural And Urban ◽

Education Managers

Since its independence in 1991, Kazakhstan has initiated major reforms to upgrade its education system. However, significant disparities exist in the quality of educational provision in rural and urban schools. This study presents the stakeholders’ – school leaders, teachers, students, parents, and education managers – vision, priorities, and aspirations of quality of education, as well as the opportunities, resources, and support available to them, and the disparities and challenges they face in achieving the quality of education they aspire for.

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Embedding employability within higher education for the profession of policing

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-06-2018-0061 ◽

2019 ◽

Vol 9 (3) ◽

pp. 319-328

Author(s):

Ian Pepper ◽

Ruth McGrath

Keyword(s):

Higher Education ◽

Design Methodology ◽

Research Study ◽

Longitudinal Research ◽

Evidence Base ◽

Content Type ◽

Educational Provision ◽

Professional Body ◽

The Impact ◽

Practical Implications

Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.

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