scholarly journals Worldwide Shadow Education Epidemic and Its Move toward Shadow Curriculum

2020 ◽  
Vol 11 (2) ◽  
pp. 212
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Academic Success ◽  
Present Article ◽  
Formal Education ◽  
Personalized Learning ◽  
Curriculum Studies ◽  
Shadow Education ◽  
Learning Space ◽  
Traditional Notion ◽  
Widespread Phenomenon

Shadow education has become a widespread phenomenon worldwide and is now an unavoidable learning space for many students. It challenges the traditional notion of factory-like one-size-fits-all education and provides students with more personalized learning. Moreover, it goes beyond shadowing the formal education and holds a mirror up to the formal education to reveal its shortcomings. Although more studies worldwide are focusing on the phenomenon, its scope, characteristics, history, and functionality remain underexplored. Therefore, shadow education should be considered as an emerging focus of recent curriculum studies and should not be disregarded by researchers who attempt to understand where, how, what, and with whom students learn. The present article elaborates on a new conceptualization of ‘shadow education’ and one of its components, ‘shadow curriculum’, which is a new focus of curriculum studies aiming for individual students’ academic success in formal education. First, we deal with shadow education and its forms and features, and then move toward the concept and characteristics of shadow curriculum.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Identifying the missing link between shadow education and academic success: Features of private supplementary tutoring in South Korea

2020 ◽  
Vol 16 ◽  
pp. 60-82
Author(s):  
Young Chun Kim ◽  
Michael McVey ◽  
Jung-Hoon Jung
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
South Korea ◽  
Mastery Learning ◽  
Skills Training ◽  
Shadow Education ◽  
Contributing Factors ◽  
Subject Knowledge ◽  
South Korean ◽  
International Phenomenon

Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The positive relationship between students’ academic achievement and participation in shadow education has been previously reported. However, the manner in which shadow education practices can help students to gain and maintain higher academic achievement remains understudied. In response, this study explored the features of shadow education practices that may benefit the academic achievement of students, particularly those in South Korea but with relevance beyond the South Korean context. Using qualitative research methods, this study revealed that preview learning from/with private supplementary tutors, academic mastery learning of subject knowledge and skills, training skills for school exams, and solving students’ individual learning difficulties through intensive coaching are contributing factors to improving academic achievement.

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

scholarly journals From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning

2021 ◽  
Author(s):  
Yasmine Ahmed AlGarf
Keyword(s):  
Performing Arts ◽  
Formal Education ◽  
Youth Participation ◽  
Participatory Management ◽  
Self Awareness ◽  
Soft Skill ◽  
Learning Space ◽  
Visual And Performing Arts ◽  
Learning Techniques ◽  
Safe Learning Environment

Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.

scholarly journals O conhecimento, suas ameaças e limitações para a educação do futuro e a cidadania

2019 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Rodrigo Regert ◽  
Joel Haroldo Baade ◽  
Arã Paraguassu Ribeiro
Keyword(s):  
Present Article ◽  
Formal Education ◽  
Human Being ◽  
Citizen Action ◽  
Technical Procedure ◽  
The Future ◽  
Descriptive Method

É sabido que o ser humano é, por si só, muito curioso e está sempre em busca do conhecimento. Desse modo, é necessário cada vez mais compreender o próprio conhecimento, seja por meio da educação formal ou não. Essa compreensão é necessária para que os indivíduos, ao exercerem sua cidadania, tenham mais certezas em suas ações corriqueiras. Nesse sentido, o presente artigo tem como objetivo compreender o conhecimento, suas ameaças e limitações para a educação do futuro voltada à busca da cidadania. A pesquisa é de natureza básica; utilizou-se do método descritivo e da forma bibliográfica como procedimento técnico. Conclui-se que para a educação do futuro estar realmente voltada à atuação cidadã, ela deve auxiliar os indivíduos a agirem de forma efetiva no dia a dia e na comunidade em que estão inseridos.Palavras-chave: Conhecimento. Educação. Cidadania. Knowledge, its threats and limitations for education of the future and citizenshipABSTRACTIt is well-known that the human being is, by itself, very curious and is always in search of knowledge. In this way, it is increasingly necessary to understand one’s own knowledge, whether through formal education or not. This understanding is necessary so that individuals, when exercising their citizenship, have more certainty in their ordinary actions. In this sense, the present article aims to understand the knowledge, its threats and limitations for the education of the future focused on the search for citizenship. The research is of a basic nature; the descriptive method was used; as well as the bibliographic form as technical procedure. It is concluded that for the education of the future to be really focused on citizen action, it should help individuals to act effectively in the day-today life and in the community in which they are inserted.Keywords: Knowledge. Education. Citizenship. El conocimiento, sus amenazas y limitaciones para la educación del futuro y la ciudadaníaRESUMENYa se sabe que el ser humano es, por si propio, muy curioso y está siempre en búsqueda del conocimiento. De esa manera, es necessário cada vez más comprender el propio conocimiento, sea por medio de la educación formal o no. Esa comprensión es necesaria para que los individuos, al ejercer su ciudadanía, tengan más certidumbre de sus acciones habituales. En ese sentido, el presente artículo tiene como objetivo comprender el conocimiento, sus amenazas y limitaciones para la educación del futuro vuelta a la búsqueda de la ciudadanía. La investigación es de naturaleza básica; se utilizó el método descriptivo y la forma bibliográfi ca como procedimiento técnico. Se concluye que para la educación del futuro estar realmente actuando sobre la formación ciudadana, ella debe auxiliar a los individuos a actuar de forma efectiva en la comunidad en que están insertados.Palabras-clave: Conocimiento. Educación. Ciudadanía.

scholarly journals Using virtual and physical learning spaces to develop a successful mathematical learning community, both for on-site and distance provision

2019 ◽  
Vol 18 (1) ◽  
pp. 24-36
Author(s):  
Belinda Huntley ◽  
Andrew Middleton ◽  
Jeff Waldock
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
Academic Staff ◽  
Learning Spaces ◽  
Learning Space ◽  
Mathematical Learning ◽  
Face To Face ◽  
Student Belonging ◽  
Effective Use ◽  
Physical Spaces

This paper considers learning space and its relationship to student belonging and becoming. Student engagement, satisfaction and academic success are outcomes of a supportive learning community which can flourish in a culture of expectation and behaviour created by providing suitable support structures and by considering the effective use of physical and virtual learning spaces. We describe our innovative use of discipline-specific virtual and physical spaces to develop successful mathematical learning communities, in both a UK university where activities are principally face-to-face, and at a South African university where they are mainly virtual. By comparing our practices and spaces, we explore the ‘equivalence of place’ and the roles of academic staff in fostering the development of professional learner identities through each context. Based on evidence from our respective practices, we make recommendations for designing new learning spaces and for making effective use of existing learning spaces. Although this study focuses on mathematics, many of these suggestions can benefit all disciplines.

scholarly journals O Cotidiano, o Científico e a Modelagem Matemática: Relações Complexas

2018 ◽  
Vol 11 (2) ◽  
pp. 172
Author(s):  
Lênio Fernandes Levy
Keyword(s):  
Mathematical Modeling ◽  
Present Article ◽  
Formal Education ◽  
Mathematical Education ◽  
The Everyday ◽  
Over Time

No presente artigo, defende-se a ideia de que processos cotidianos podem, com o decorrer do tempo, transformar-se a ponto de originarem-se processos científicos correlatos, e vice-versa, havendo, nesse sentido, um dialogismo antagônico/contraditório e, concomitantemente, complementar, portanto complexo; dialogismo esse que se estende à interface que denota relações entre o ensino espontâneo e o ensino pautado por sistematizações. Além do citado diálogo, argumenta-se, neste artigo, em prol de uma circularidade agregando causas e efeitos, de tal modo que a causa gera o efeito, que retroage sobre a causa, (re)gerando-a ou contribuindo para a sua (re)geração. A referida circularidade é igualmente complexa, havendo, entre outras, ingerências causais de alguns aspectos do ensino cotidiano no bojo do ensino dito formal, e vice-versa. Levando-se em consideração os princípios complexos dialógico e recursivo, nas próximas laudas (i) admite-se a possibilidade de transformações nas tendências metodológicas já existentes em Educação Matemática, a exemplo de transformações a que a Modelagem Matemática no Ensino é suscetível; bem como (ii) admite-se a possibilidade do surgimento e do desenvolvimento de tendências inéditas em Educação Matemática, enfatizando-se, em ambas as eventuais situações, processos didáticos cotidianos e científicos que se relacionem e que se modifiquem reciprocamente com o passar do tempo.Palavras-chave: Cotidiano. Sistematizado. Ensino. Modelagem. Complexidade.AbstractIn the present article, we defend the idea that everyday processes may, over time, be transformed to the point of the origin of correlated scientific processes, and vice-versa. There is, in this sense, an antagonistic/contradictory dialogism and, concomitantly, complementary, therefore complex; this dialogism extends to the interface which denotes the relationships between spontaneous teaching and teaching guided by systematizations. In addition to the aforementioned dialogue, we argue, in this article, in favor of a circularity that englobes causes and effects, in such a way that the cause generates the effect, that (the effect) acts on the cause, regenerating the cause or contributing to its regenation. This circularity is also complex, and there are, among others, causal interferences of some aspects of everyday teaching in the sphere of formal education, and vice-versa. Taking into account the dialogical (complex) principle and the recursive (complex) principle, in the next pages (i) we admit the possibility of transformations take place in existing methodological tendencies in Mathematical Education, such as transformations to which Mathematical Modeling in Teaching is susceptible; as well as (ii) we admit the possibility of the emergence and the development of unprecedented tendencies in Mathematical Education, emphasizing, in these two possible situations, the everyday didactic processes and the scientific didactic processes that relate to one another and that modify each other over time.Keywords: Everyday. Systematized. Teaching. Modeling. Complexity.

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