Roadmap for the future of global education project: designers' objectives and potential risks

The article carries out a teleological analysis of the structure and content of the map-scheme of the project of global education “The Future of Global Education”, which formed the basis of the National Project “Education”, the implementation of which was approved by the Ministry of Education in 2020 as a model of the desired future of global education and Russian education as an integral part of it until 2035. The analysis revealed the Roadmap (hereinafter referred to as “RM”) of the “Future of Global Education” project developed by ASI (Agency for Strategic Initiatives under the President of the Russian Federation), NRU HSE, Moscow School of Management Skolkovo, Sberinvest Management Company, Cisco, etc.; revealed its dystopian nature, and generalised the critical remarks of the pedagogic, educational and scientific communities regarding the structure, content and risks associated with the implementation of important events reflected by the designers in the “RM”.

Characteristics of the Pedagogical Model for Forming Social Responsibility in Students by Means of Project Technologies

The article describes the essence and components of the pedagogical model for forming social responsibility in students by means of project technologies. Determined the structural components of this pedagogical model: the purpose, tasks, principles, pedagogical conditions, criterion principles (criteria, indicators and levels of formation), technological support of project activity, result. Characterized the principles of forming social responsibility of students: personal orientation of educational process, dialogicity (conventionalized), integrativeness, nonlinearity, on becoming a person. Defined the criteria of forming social responsibility of students and the corresponding indicators-indicators of their display. Presented four levels (insufficient, satisfactory, sufficient and optimal) for forming certain indicators. The leading means of realization of the pedagogical model for forming social responsibility of students is defined by design technologies, their characteristics in the context of the concept of projective education. Project technologies are defined as a set of forms, methods, means of educational influence in order to implement forecasting, resource development and methodological support of project activities.

The African Immigrant Dementia Education Project: A Community-University Partnership

The African Immigrant Dementia Education project is a community-university partnership with the goal of developing a culturally tailored dementia education program with African immigrants in Minnesota. In collaboration with our community partner (African Career, Education & Resource, Inc.), a project advisory board that features professionals and family members from the African immigrant community was assembled and its first meeting was held in February 2021. Preliminary discussions about content, mode of delivery and cultural considerations of an eventual dementia education intervention have begun. This presentation will offer details on the process of working with an advisory board and community partner to identify and culturally tailor an evidenced-based dementia education curriculum for a unique cultural group. Also, we will present challenges encountered during this process and offer suggestions and strategies to promote successful researcher-community partnerships.

Lines of thought: The emergence of meaning through collaborations and remix

In this report on a specialised topic of remix and emergent learning we will demonstrate an open education project that emerged from the future. Using open and inclusive practices, a global group of educators engaged in some serious fun to collaborate and share digital and physical artefacts based on a poem. The poem itself was collaboratively created using open, online software, and allowed for serendipitous participation without the need to learn new skills. The set of work that was and is being created is beautiful, diverse, and far reaching. We discuss the practices of remix that this collaboration uses and show how these seemingly trivial experiences both nurture wellbeing, lead to serious learning, and have wide applicability in other, more formal, learning contexts.

Implicaciones pedagógicas y organizativas de un proyecto de educación alternativo para la etapa de Educación Infantil en España

La escuela, como institución, se encuentra en tela de juicio por parte de algunos sectores críticos de la sociedad que, desde el marco explicativo que ofrecen las denominadas teorías de la desescolarización, son capaces de organizarse y crear redes ciudadanas para proveer de forma privada la educación de sus hijos/as desde unos determinados modelos organizativos y pedagógicos. El propósito de este trabajo es el de identificar, mediante el análisis de un estudio de caso, el modelo organizativo (definido por su misión, visión y valores) utilizado en un proyecto de educación alternativa para la etapa de educación infantil con el objetivo de reflexionar sus implicaciones pedagógicas y organizativas. Concluimos señalando cómo se confía en exceso en el potencial educativo del contexto en base a los intereses y motivaciones de los educados, se minusvalora la capacidad de innovación pedagógica y organizativa del sistema estatal de educación, existe la necesidad de establecer mecanismos capaces de mejorar la participación y se constata la pretensión, quizás irreal, de mantener cierta neutralidad ideológica en el proyecto. Nowadays the institution of the School is being questioned by some critical sectors of society who, by drawing on the explanatory framework put forward by the so-called deschooling theories, are able to organize themselves and create citizen networks in order to provide privately for the education of their children within specific organizational and pedagogical models. The purpose of this case study is to identify the organizational model (defined by its mission, vision and values) used in an alternative education project for pre-primary school education with the aim of reflecting on its pedagogical and organizational implications. We conclude by pointing out that there exists an excessive amount of confidence in the context’s educational potential based on the interests and motivations of the learners. In addition, the capacity for pedagogical and organizational innovation of the State education system is underestimated. There is, furthermore, a need to establish mechanisms capable of improving participation. Finally, the claim, perhaps unrealistic, of maintaining a certain ideological neutrality in the project is also observed.

A QUANTITATIVE ASSESSMENT OF AN INNOVATIVE EDUCATION PROJECT FOR PHARMACY STUDENTS

The changing environment of pharmacy care represents an opportunity to implement an innovative educational form into the teaching process, which represents a significant potential in preparing pharmacy students for their future profession. The main objective of the assessment was to evaluate the contribution of the innovative education project Advanced Training in Pharmacy Care (ATIP) as a complement to the compulsory curriculum at the Faculty of Pharmacy of the Comenius University in Bratislava. Another objective was to analyse the obstacles to dispensation and counselling perceived by students of the educational project. The assessment uses data from the ATIP educational project carried out between 2015/2016 and 2020/2021 at the Faculty of Pharmacy of the Comenius University in Bratislava. Data collection was provided through a questionnaire survey among the participating students after completing each year of the project. The assessment focused on students' perception of the ATIP educational project, characterizing their readiness to provide pharmacy care and obstacles to the implementation of pharmacy care. Students perceived the project as an interesting addition to the curriculum, which was organized at a high professional level with reasonable difficulty. In the case of their readiness for their future profession by studying and passing compulsory practice, students were critical in their answers. Obstacles affecting the implementation of pharmacy care that prevailed among students were a lack of practical experience, a lack of time to address the patients' problems, and different requirements of patients from the knowledge acquired during study at the faculty. In other obstacles, such as a patient's lack of interest, lack of privacy to talk, etc., students have taken a neutral stance. This innovative education project pointed out the importance of cooperation between various organisations, such as academic, pharmaceutical and student, in the field of education of future health professionals.