The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

Developing the creativity of children who practice rugby in sports schools

Creativity is a priority direction of education systems and public policies, especially those of scientific research. In a modern, dynamic society, characterized by economic, political and cultural mobility, a flexible education is needed, oriented towards the formation and development of a creative personality in cultural-professional-ethical plan. In these conditions, it is necessary to correlate the concept of didactic creativity with that of creative learning. This context generates the need for a theoretical and praxiological educational pedagogical reform, oriented with priority towards the area of didactic creativity, especially in the methodological plan which is currently characterized by traditional methods. Synectics, as a method of stimulating and developing creativity, proposed by us in research, creates this climate of creative learning of children in sports schools, facilitating the exploration of its methodological value (especially in team sports events, especially rugby).

The educational integration of digital technologies preCovid-19: Lessons for teacher education

The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.

Konsep dan Implementasi Kurikulum MBKM (Merdeka Belajar Kampus Merdeka)

The objective of the Independent Learning Campus policy is to encourage students to master various fields of science with their fields of expertise, so that they are ready to compete in the global world. This policy provides an opportunity for students to choose the courses they will take based on their own wishes. The implementation of the Independent Learning Policy on the Independent Campus encourages the learning process in higher education to be more autonomous and flexible. Education always strives for the creation of students who always make updates for the sake of renewal at all times. Not only able to be highly educated but able to become agents of change in small and large scope. From the changes and innovations produced, they are able to provide maximum contribution to the progress of a nation that has quality human resources. In writing this paper, the author uses a qualitative research method using a library approach. According to Kirk and Miller.

An Ethnography Study of a Viral YouTube Educational Video in Ecuador: Dealing With Death and Grief in Times of COVID-19

In Western societies, death is a social and educational taboo. Poor education about death and mourning processes and overprotective family and social attitudes move children away from death to avoid “unnecessary suffering.” The COVID-19 outbreak highlighted these shortcomings and the difficult management of grief's complexity under sudden and unexpected scenarios. The need for immediate and constant updates related to COVID-19 benefited from social media coverage's immediacy. The use of YouTube as a digital platform to disseminate/search for knowledge exploded, raising the need to conduct ethnographic studies to describe this community's people and culture and improve the booming social media's educational capacity and quality. The present virtual ethnography studied 255,862 YouTube views/users and their behavior related to “Vuela Mariposa, Vuela,” a children's story available online since 2009 (not monetized) about the cycle of life, death, and disenfranchised grief (not acknowledged by society) that went viral (+>999%) on May. To our knowledge, this case study is the first original research that explores the ethnography of (i) a viral video, (ii) on death and grief taboo topics, (iii) for prescholars, and (iv) before and during the COVID pandemic. The quantitative and qualitative analyses identified a change in the users' profiles, engagement, and feedback. During the previous 11 years, the users were 35–44 years old Mexican and Spanish women. Those in grief used narrative comments to explain their vital crisis and express their sorrow. In the pandemic, the analysis pointed to Ecuador as the virality geographical niche in a moment when the tragic scenarios in its streets were yet unknown. The timeline match with the official records confirmed the severity of their pandemic scenario. The viral video reached a broad population, with normal distribution for age, and including male gender. Engagement by non-subscribers, direct search (traffic sources), and mean visualization times suggested educational purposes as confirmed by the users' feedback with critical thinking referring to the cycle of life's meaning and societal mourning. For the youngest users, the video was part of academic assignments. The ethnography pointed at YouTube as a flexible education resource, immediately reaching diverse users, and being highly sensitive to critical events.

New Features of Learners in Education

Throughout the recent decades there have been rapid developments and changes in terms of science and technology. From now on, individuals want a flexible education format in which time and place are changeable in line with their desires and concerns. Particularly from the perspective of lifelong learning, digitalization can be seen as an important element which forces individuals to change. Some of these are digital awareness, digital competence, and digital fluency. As one of the digital terms, digital competence includes the effective, efficient, critical, flexible, and reflective structuring of information for business, learning, and socializing, while the latter digital fluency is the ability to know when and where to use technology. The main problem that stands out is adapting education programs according to the new developments. The restructuring of the program development activities, so as to raise individuals with changing and developing knowledge, skills, and attitudes, acts like a spotlight which highlights the critical role of program development in the education system.

Opportunities for Innovation With Competencies as Currency

Learners' needs are changing rapidly, driven by innovations in technology and the world of work. Increasingly, learners need flexible education options and the ability to verify their own competencies as valuable currency for careers. Multiple trends are putting pressure on postsecondary education to be more flexible and competency based. Credit hours as a basis for defining credentials will drive postsecondary practices for some time, but there are opportunities for innovation with competencies as a parallel and complementary currency. Credit hours define degree attainment, financial aid, and other critical functions. Competencies articulate learning that has value both within and outside educational institutions. This chapter analyzes how credits and competencies provide value for stakeholders in learning ecosystems, including education providers, employers, and learners. Effective changes in postsecondary practices can be achieved through focusing on competency-based learning and credentialing practices that incorporate the value of competencies into credit hour-based processes.

Inclusive Education

Inclusion is not an experiment to be tested but a value to be followed. All the children whether they are disabled or not have the right to education as they are the future citizens of the country. In the prevailing Indian situation resources are insufficient even to provide quality mainstream schools for common children, it is unethical and impracticable to put children with special needs to test or to prove any thing in a research study to live and learn in the mainstream of school and community. Inclusive education (IE) is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. It seeks to address the learning needs of all children with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all learners – with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support services. This is possible only in flexible education system that assimilates the needs of diverse range of learners and adapts itself to meet these needs

Tahap Keberkesanan Gamifikasi Global Halal Game (GHG) Dalam Kalangan Peserta Program Halal Eksekutif Profesional (Effectiveness Level of Gamification Global Halal Game (GHG) Among Professional Halal Training Programme Participants)

Gamification is a part of teaching aids based on flexible education relevant to the current 21st Century Learning. This study aimed at assessing the effectiveness of the Global Halal Game (GHG) in education. The use of quantitative method involved the distribution of questionnaires to 43 respondents who participated in the Professional Halal Training Programme – Certificate of Professional Halal Executive (PHEP) 2018. In general, this study found that the effectiveness level of GHG in education was good. The result of the study can also become a benchmark for the development of gamification-based innovation product, which can improve and enhance other innovation products in fields that are less emphasised. This can benefit the Muslim community, in particular, and the public, in general.