british council
Recently Published Documents


TOTAL DOCUMENTS

835
(FIVE YEARS 95)

H-INDEX

9
(FIVE YEARS 2)

Author(s):  
Anhelina Kolisnichenko ◽  
Nataliia Koliada ◽  
Alla Gembaruk

У статті розглядаються заходи реформування освіти в Україні з акцентом на нові тенденції формальної освіти вчителів іноземної мови. Розглядаються новітні документи та визначаються перспективи їх впровадження в українську вищу педагогічну освіту. Велика увага приділяється положенням, та іншим документам, затвердженим Міністерством освіти і науки України. У статті описано програму «Шкільний вчитель нового покоління», яка впроваджується в кількох українських університетах. Аналіз вимог до кваліфікації майбутніх вчителів іноземних мов та огляд останніх проєктів, програм і планів дозволили вказати тенденції розвитку педагогічної освіти та окреслити їх вплив на підвищення якості підготовки майбутніх учителів іноземних мов. У цій статті визначено наступний перелік: впровадження нових підходів; державний моніторинг і підтримка; підтримка нових у професії вчителів; підвищення кваліфікації вчителів; широка співпраця освіти і науки; співпраця між освітянами різних етапів навчального процесу. Запропоновані авторкою нові тенденцій у навчанні майбутніх учителів іноземних мов узагальнюють академічні зусилля українських освітян, демонструють прогресивний досвід та можуть бути корисними для визначення подальших перспектив формальної освіти вчителів іноземних мов в Україні.


2021 ◽  
Vol 4 (2) ◽  
pp. 1-14
Author(s):  
Toyin Falola ◽  
Michael Oladejo Afolayan

The Larger Context and Arguments on Mother Tongue and Education Many non-English speaking parents think that if their children only learn English, they will fare better in school. In the last half a century or so, researchers have noticed the problem faced especially by developing nations in their language-related educational policies.1 Some countries, like Burundi, for example, have adopted this mentality and made English the official national language, in hopes that encouraging English will stimulate the economy and improve the job prospects of youth.2 However, research consistently shows that focusing entirely on English or any “majority language” at the detriment of one’s native language actually does more harm than good. There are many 1 See works of Joshua Fishman, Language Problems of Developing Nations. New York: Wiley, 1968 and Joshua Fishman. Readings in the Sociology of Language. The Hague, Paris: Mouton, 1968. 2 Angelina Kioko, “Why Schools Should Teach Young Learners in Home Language,” British Council, January 16, 2015, https://www.britishcouncil.org/voices-magazine/ why-schools-should-teach-young-learners-home-language. 238 Toyin Falola and Michael Oladejo Afolayan benefts of children’s maintaining their native language, which I summarize below and will expand upon throughout the essay: 3 1. One’s language is tied with one’s identity. Consequently, then, maintaining one’s native language means maintaining one’s identity. With this maintained identity, one feels a connection to one’s native culture and therefore has a positive self-concept. 2. Maintaining one’s language allows one to strengthen relationships with family and community members who perhaps do not speak English (or the majority language) or who prefer to speak in their native language. Tis allows for one to keep a reliable social network bound by a common tongue. 3. If a young child is forced to speak in English (or the majority language) when they prefer to speak in their mother tongue, they are also forced to operate at a lower intellectual age than they actually are. Tis can damage the child’s academic future. Therefore, it is best for the child to be encouraged to speak both languages and experience the benefits of bilingualism and a fully developing brain. 4. Similar to #3, children who are able to speak in their native language and English (or the majority language) experience higher academic achievement throughout their life.


Author(s):  
Patuan Raja ◽  
Ag Bambang Setiyadi ◽  
Fajar Riyantika

The use of online interactive media in English teaching and learning has been significantly increasing since past few years. The media got more popular after distant or online learning was encouraged during the COVID-19 pandemic. The emergence of digital learning management systems such as Edmodo, Google Classroom, and Moddle further intensified the implementation of not only education-based platforms such as British Council and Quizziz, but also popularized non-education media such as YouTube, Instagram, and Twitter which were intentionally designed for entertainment. This research is designed to foster students’ perceptions on the use of online digital interactive media and correlate the perceptions with their reading comprehension ability. A total of 41 students from different middle and high schools, who lived in various orphanages, participated in this research. Close-ended Likert-scale questionnaire was distributed to obtain the data of students’ perceptions while reading comprehension test was adapted from British Council and implemented to see the correlation between the students’ perception and their reading comprehension ability. The finding shows that more than 75% of the students believed that online digital interactive media were very crucial and helpful in language learning process. Moreover, the mean score of the reading comprehension test indicated positive correlation between students’ perceptions and their reading comprehension ability. This study implies foster students’ perceptions in the use of online interactive media highly correlate with their reading comprehension performance.


Author(s):  
Svitlana Kalashnikova

10th International Scientific and Practical Conference “European Integration of Higher Education of Ukraine in the Context of the Bologna Process. Quality Assessment: Approaches and Tools” was held on November 10, 2021, organised by the Ministry of Education and Science of Ukraine, National Academy of Educational Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Institute of Higher Education of NAES of Ukraine, National Erasmus+ Office in Ukraine, National Agency for Quality Assurance in Higher Education, British Council in Ukraine, Union of Rectors of Higher Education Institutions of Ukraine. The conference was focused on: higher education development strategy, higher education reforming, assessment of university performance, accreditation of educational programmes, surveys of students, university rankings, etc.


2021 ◽  
Vol N° 73 (3) ◽  
pp. 90-117
Author(s):  
Anne-Laure Riotte
Keyword(s):  

Author(s):  
Lyudmyla Kaznacheeva

The purpose of the article is to highlight international cultural cooperation on the example of international sociocultural projects and programs initiated by the EU. Methodology. It consists of the application of methods of analysis, observation, description, which allow to explore and outline certain aspects of international cultural cooperation on the example of sociocultural project implementation. Scientific Novelty. The article attempts to summarize the experience of implementing important international cultural projects in recent years. Conclusions. In recent years, Ukraine is an active participant in international sociocultural projects that promote intercultural communication, the establishment of our country in the international cultural community as a European country with rich cultural traditions, a reliable partner in solving modern cultural problems. In partnership with the EU, with the support of the British Council, the Goethe Institute, and other international institutions, events, and programs in the cultural and creative industries sector have taken place and continue to be implemented in Ukraine. The programs «Culture and Creativity», «House of Europe», projects «Creative Europe», «Cultural Bridges», implemented during 2014-2021, facilitated the establishment of dialogue in the domestic cultural sector and effective relations with cultural operators and institutions.


2021 ◽  
Vol 36 (3) ◽  
pp. 215-233
Author(s):  
Matahari Farransahat ◽  
Risa Bhinekawati ◽  
Evelyn Hendriana

Introduction/Main Objectives: This study evaluates the role of a large university in developing the social entrepreneurship capabilities of its students and fresh graduates through its business incubator; and investigates why tenants choose to be or not to be social entrepreneurs after their incubation process. Background Problems: There are many discussions about university-based incubators for developing entrepreneurship, but the actual mechanism of how these incubators develop social entrepreneurs is still unknown. Novelty: This research explores the development of social entrepreneurship through the university-based incubator program. Hence, it can be used to provide best practices for the program, especially for developing the tenants’ capacity. Research Methods: This study applies a case study approach and adopts Amartya Sen’s capability approach as an evaluative framework. The C-Hub UGM was chosen as a case since it was selected as a good example of a social entrepreneurship incubator by the British Council. This research used three sources of evidence: documents, interviews, and focus group discussions to collect information from 14 of the incubator’s tenants. Finding/Results: The results reveal that the incubator serves as a hub for the resources that enhance the tenants’ personal conversion factors and their performance as agents for change. Subsequently, the incubator improves the tenants’ social entrepreneurship capabilities set; however, it is up to the tenants to choose whether they want to continue as social entrepreneurs or work in other roles as their functioning. Conclusion: This study illuminates the linkages among the concepts of the capability approach, the university-based incubator and social entrepreneurship. It reveals that the university-based incubator serves as a hub for the resources that enhance the tenants’ personal conversion factors; thereby they can be effective social entrepreneurs.


Sign in / Sign up

Export Citation Format

Share Document