Dual leadership in Chinese schools challenges executive principalships as best fit for 21st century educational development

Recently China has miraculously transformed itself from a learner in the 20th century to a re-rising leader of educational excellence. The enduring policy endeavors over the past few decades have largely enabled China as the largest educational system in the world move to a recently emerging status as a global leader of educational improvement, recognized and appreciated with admiration by many traditionally advanced countries. The two authors intend to offer a snapshot of the China miracle of educational development in terms of public policies since the turn of the 21st century. With a Multi-Flows Approach constructed from Csikszentmihalyi’s idea of “flow”, this paper investigates the complexity and dynamism of three policy streams, i.e., basic education, teacher education and higher education. It is concluded from the literature review that central to China’s key policy actions in recent decades are four core themes, i.e., equality in terms of a democratic mission of education for every citizen, quality in terms of individual and social productivity, efficiency as a national priority based on practicality, and rejuvenation of the state for nation-building and global status. Educational policy development in China since the new century is thus examined with economic, political, cultural and international flows, each presenting a colorful jigsaw puzzle that is not easily tessellated by other flows. The authors argue that the different focus of flows and beyond can benefit policy communities in the world with varied directions for educational change resulting in significant improvement while none of them should be seen as a single force in solely shaping educational policy development without the convergence of other forces. This implies that for any public policy in education policymakers, implementers and other stakeholders must ensure a comprehensive consideration of the interdependent, converging effects of these forces to prioritize and maximize their outcomes, which may be easily missed by any single force of them. The implications from this paper sheds new light on policy studies in education in China and globally, and the learner-provider dynamism of educational development in a post-colonial context.

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Analisis Problematika Pendidikan Islam di Indonesia Abad 21

Journal of Islamic Education Policy ◽

10.30984/j.v3i1.859 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Ahmad Khozin

Keyword(s):

21St Century ◽

Learning Process ◽

Education System ◽

Educational Development ◽

Self Control ◽

Islamic Education ◽

National Education ◽

National Education System ◽

Education Needs ◽

The Republic

Abstract., Indonesia is a country that is conducting educational development as mandated by the 1945 Constitution. In the course of the Law of the Republic of Indonesia Number 20 of 2003 on National Education System defines education as a conscious and planned effort to create an atmosphere of learning and learning process so that learners actively developing his potential to have spiritual spiritual strength, self-control, personality, intelligence, noble character, as well as the skills he needs, society, nation and state. In response, Islamic Education needs to get serious attention, especially among the intellectuals and thinkers of Islamic education in Indonesia. Various efforts are needed to restore Islamic education to its glory. To restore Islamic education to the glory, certainly not as easy as putting water on a cauldron. But there needs to be seriousness in reaching these ideals, including the seriousness in management and leadership of a reliable Islamic education institutions. In this paper the author will try to focus the discussion on the problems of Islamic education of the 21st century as well as solutions that can be offered in response to the problems of Islamic educationKeywords: Problematic Education, Islamic Education. Abstrak., Indonesia merupakan negara yang sedang melakukan pembangunan pendidikan sebagaimana yang diamanatkan Undang-Undang Dasar 1945. Dalam perjalanannya Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional mendefinisikan pendidikan sebagai usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Menyikapi hal tersebut, Pendidikan Islam perlu mendapat perhatian yang serius, terutama kalangan cendekiawan dan pemikir pendidikan Islam di Indonesia. Diperlukan ragam upaya untuk mengembalikan pendidikan Islam kepada kejayaannya. Untuk mengembalikan pendidikan Islam kepada kejayaan tersebut, tentu tidak semudah menaruh air di atas kuali. Namun perlu ada keseriusan dalam menggapai cita-cita tersebut, diantaranya keseriusan dalam manajemen dan kepemimpinan lembaga pendidikan Islam yang handal. Dalam makalah ini penulis akan mencoba memfokuskan pembahasan pada problematika pendidikan Islam abad 21 serta solusi-solusi yang dapat ditawarkan dalam menanggapi problematika pendidikan Islam tersebutKata Kunci:Problematika Pendidikan, Pendidikan Islam.

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Population predictions for the world’s largest cities in the 21st century

Environment and Urbanization ◽

10.1177/0956247816663557 ◽

2016 ◽

Vol 29 (1) ◽

pp. 195-216 ◽

Cited By ~ 38

Author(s):

Daniel Hoornweg ◽

Kevin Pope

Keyword(s):

Sustainable Development ◽

21St Century ◽

Regional Distribution ◽

World Population ◽

Large Cities ◽

Socioeconomic Scenarios ◽

Best Fit

We project populations to 2100 for the world’s larger cities. Three socioeconomic scenarios with various levels of sustainability and global cooperation are evaluated, and individual “best fit” projections made for each city using global urbanization forecasts. In 2010, 757 million people resided in the 101 largest cities – 11 per cent of the world’s population. By the end of the century, world population is projected to range from 6.9 billion to 13.1 billion, with 15 per cent to 23 per cent of people residing in the 101 largest cities (1.6 billion to 2.3 billion). The disparate effects of socioeconomic pathways on regional distribution of the world’s 101 largest cities in the 21st century are examined by changes in population rank for 2010, 2025, 2050, 2075 and 2100. Socioeconomic pathways are assessed based on their influence on the world’s largest cities. Two aspects of the projections raise concerns about reliability: the unlikely degree of growth of cities suggested for Africa and the growth of cities in coastal settings (and likely global immigration). Trends and the effect of sustainable development on regional distribution of large cities throughout the 21st century are discussed.

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Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i15.553 ◽

2019 ◽

Author(s):

Paul Breen

Keyword(s):

21St Century ◽

Educational Development ◽

Theoretical Perspective ◽

Academic Literacy ◽

English For Academic Purposes ◽

Theory And Practice ◽

Academic Literacies ◽

The Future ◽

Teaching Learning

Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and academic literacies approaches, as originally conceptualised by Lea and Street (1998). However, a recurring cause of concern for the latter has been its perceived lack of focus on pedagogy, with greater emphasis on construction of text (Lea, 2004). Lillis (2003) highlights another concern being the lack of ‘a design frame’ (Kress, 2000) which can harness synergy between theory and practice. As such, the strength of academic literacy from a theoretical perspective can simultaneously be an Achilles heel in its practical pedagogic application. Consequently, examples of sustained academic literacies approaches in practice are rare. This paper thus argues for EAP acting as a fulcrum between theory and practice and provides one instance of enacting academic literacies approaches in the practical context of a Pre-sessional course in a post-92 university. Therein academic literacies approaches have shaped the design and delivery of an EAP curriculum. Through presenting a case study of this story, I hope to provide one ‘exemplar’ (Shulman, 1986) of integrating pedagogic practice and theory to serve as a model for the future. In doing so, academic literacies can better meet both the practical and theoretical demands of 21st century teaching, learning and educational development.

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