scholarly journals International Education and the Internationalization of Public Schooling in Canada: Approaches and Conceptualizations

2021 ◽  
pp. 80-94
Author(s):  
Abdelhady Elnagar ◽  
Jon Young
Keyword(s):  
International Education ◽  
Extensive Literature ◽  
Public Schooling ◽  
Education Policies ◽  
Post Secondary ◽  
Public School Systems ◽  
Recent Developments ◽  
Market Driven ◽  
K 12 ◽  
Learning Focused

While there is now an extensive literature related to the internationalization of post-secondary education in Canada, developments within K-12 public schooling have received much less attention. This article explores recent developments in international education in Canadian public school systems, with specific attention to developments in Manitoba. In doing so it argues that these developments incorporate three distinct policy interests – trade, immigration and education – resulting in strong federal influences on provincial education policies and practices. The article examines two major international education initiatives: the recruitment of international students; and, the establishment of affiliate school agreements overseas. It argues that these recent developments reflect a particular notion of “the internationalization of public schooling” where a historical notion of “international education” as a learning-focused concept has been supplanted by an economic and market-driven notion that has trade and immigration considerations as its primary interests.

scholarly journals Internationalization Policies of Public Schooling and Neoliberal Discourses: A Stephen Ball Informed Analysis

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Abdelhady Elnagar
Keyword(s):  
International Students ◽  
Public Education ◽  
Private Sector ◽  
International Education ◽  
Policy Development ◽  
Public Schooling ◽  
Education Policies ◽  
Institutional Practices ◽  
Neoliberal Ideology ◽  
K 12

This article examines the neoliberal underpinnings of current internationalization policies of public schooling in Canadian contexts. It goes beyond the existing institutional practices and approaches to internationalize K–12 public schooling and focuses more on the federal and provincial international education policies and strategies that govern the institutional practices. The article pays more attention to the neoliberal developmental contexts of these governmental policies. It employs Stephen Ball’s writings, particularly his views of policy as text and policy as discourse, to analyze the ways in which global neoliberalism and its public discourses on public education marketization, privatization, and expansion of policy communities relate to the development of current internationalization policies of K–12 public schooling as texts and as discourses in Canada. The analysis suggests that the global neoliberal ideology and its public discourses are the contexts that promote and legitimize the development of current market-oriented internationalization policy texts and discourses. These neoliberal discourses view public education as an internationally tradable commodity that the private sector may provide for international students and contribute to its policy development. In that context, current international education policies pay more attention to the recruitment of fee-paying K–12 international students with an increased role for the private sector in this process.   

Recent developments and opportunities in fighting COVID-19

Coronaviruses ◽  
2020 ◽  
Vol 01 ◽  
Author(s):  
Vikram Rao ◽  
Subrat Kumar Bhattamisra
Keyword(s):  
World Health ◽  
Diagnostic Tools ◽  
Extensive Literature ◽  
Angiotensin Converting Enzyme 2 ◽  
Recent Developments ◽  
Therapeutic Molecules ◽  
Discharged Patients ◽  
Extensive Literature Search ◽  
Repurposed Drugs ◽  
Health Organization

Background: COVID-19, a Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-Cov-2) was first diagnosed in the patients from Wuhan, China in December 2019. Within couple of months of infection, it was declared as pandemic by World health organization. COVID-19 has become the most contagious infection with a serious threat to global health. In this review, we aimed to discuss the pathogenesis, diagnostics, current treatments and potential vaccines for COVID-19. Methods: An extensive literature search was conducted using keywords “COVID-19”; “Coronavirus”; “SARS-Cov-2”; “SARS” in public domains of Google, Google scholar, PubMed, and ScienceDirect. Selected articles were used to construct this review. Results: SARS-Cov-2 uses the Spike (S) protein on its surface to recognize the receptor on angiotensin-converting enzyme 2 (ACE2) and bind with 10-folds greater affinity than SARS-Cov-1. Molecular assays and immunoassays are the most frequently used tests whereas computed tomography (CT) scans, Artificial intelligence enabled diagnostic tools were also used in patients. In therapeutic treatment, few drugs were repurposed and there are 23 therapeutic molecules including the repurposed drugs are in different stages of clinical trial. Similarly, development of vaccines is also in the pipeline. Few countries have managed well to contain the spread by rapid testing and identifying the clusters. Conclusion: Till now, the acute complications and mortality of COVID-19 has been linked to the pre-existing comorbid conditions or age. Besides the development of therapeutic strategies that includes drugs and vaccine, the long term implication of COVID-19 infection in terms of the disorder/disability in the cured/discharged patients is a new area to investigate.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Localizing international education agendas: Boys (still) underachieving in Jamaica’s secondary education

2019 ◽  
Vol 48 (1) ◽  
Author(s):  
Everton Ellis ◽  
Edward Thomas
Keyword(s):  
International Education ◽  
Basic Education ◽  
Local Context ◽  
Structured Interviews ◽  
Education Policies ◽  
Rural High Schools ◽  
Secondary Sources ◽  
Research Findings ◽  
Neoliberal Restructuring

The literature on basic education emphasizes the need to improve enrollment and access to girls’ education in poorer countries. In Jamaica, the problem is not merely access to basic education but rather the quality of education outcomes, particularly for boys. Setting my research findings within the context of globalization and basic education, this paper explores the underachievement of boys within the contexts of international education policies at the domestic/national scale in Jamaica. Using a combination of participants’ responses drawn from semi-structured interviews conducted with teachers across two rural high schools in Jamaica, an analysis of secondary sources and (to a lesser extent) participant observations, we put forward a few claims regarding the process of ‘localizing’ ‘international’ education. It appears that global discourses in education (education for all) place demands on the local context – privilege girls, and the problem of lack of access to education and the overall the quality of experience. And therefore, the Jamaican state can ‘evade’ or palliatively address the ongoing problem of boys’ underachievement. The paper also highlights the effects of neoliberal restructuring in education as well as the inconsistencies between domestic/national and international education policies.

Rural Romanian Education

2015 ◽  
pp. 318-336
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
European Union ◽  
Rural Education ◽  
Rural Areas ◽  
Major Part ◽  
Teaching Staff ◽  
The European Union ◽  
Education Policies ◽  
Recent Developments ◽  
Educational Component ◽  
Rural Process

This chapter presents an overview of the Romanian rural education system with an emphasis on the projects implemented in the rural areas, foreign language teaching being a major part of these projects in this sector which, among other shortcomings, is affected by a serious shortage of qualified teaching staff. It examines the recent developments in the educational rural process highlighting the education policies adopted by the Romanian government as part of the intergration program in the European Union. As well as describing the present state of this educational component, it proposes a number of solutions to the identified issues that could be put into practice for the benefit of the system.

Quality Assurance and Online Higher Education

2011 ◽  
pp. 3073-3083
Author(s):  
Edward D. Garten ◽  
Tedi Thompson
Keyword(s):  
21St Century ◽  
Role Models ◽  
Teaching Profession ◽  
Teaching Competencies ◽  
Post Secondary ◽  
Motivation For Learning ◽  
Curriculum Instruction ◽  
Critical Competencies ◽  
K 12 ◽  
The Way

This is an urgently needed topic. It is the author’s conviction that, currently, there are no 21st century schools and, even worse, there is no substantive and widely held vision about what such schools should look like, and what the role and competencies of teachers in those schools should be. So, the tendency of most educators writing about needed 21st century teaching competencies will be to pretty much “rearrange the deck chairs on the Titanic.” Most will be driven by another equally repugnant cliché, “Technology is only a tool,” and they will try to determine how this misunderstood tool can best enhance out-of-date and fast-aging approaches to K-12 curriculum, instruction, and assessment. This is not to say that the wonderful array of traditional teaching competencies and skills that have enabled teachers to have generally done such an impressive job of teaching our children over the last century will cease to be important. The ability of teachers to understand and connect with students; to impart considerable knowledge and wisdom about their subject; to provide them with good adult role models; to cultivate their motivation for learning; to encourage their sensitivity toward, and appreciation of, individual and cultural differences; to prepare them for post-secondary education and/or the world of work; and even, to sometimes be “the sage on the stage,” will remain critical competencies as long as there is a teaching profession. But just as technology has dramatically transformed society, the way we work, the way we live, even the way we think about things, schools must be dramatically transformed in the way they work, in the way content is processed, and maybe most importantly, in the way teachers teach and students learn.

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

The Most Dramatic Changes in Education Since Socrates

2011 ◽  
pp. 1307-1309
Author(s):  
Allen Schmieder
Keyword(s):  
21St Century ◽  
Role Models ◽  
Teaching Profession ◽  
Teaching Competencies ◽  
Post Secondary ◽  
Motivation For Learning ◽  
Curriculum Instruction ◽  
Critical Competencies ◽  
K 12 ◽  
The Way

This is an urgently needed topic. It is the author’s conviction that, currently, there are no 21st century schools and, even worse, there is no substantive and widely held vision about what such schools should look like, and what the role and competencies of teachers in those schools should be. So, the tendency of most educators writing about needed 21st century teaching competencies will be to pretty much “rearrange the deck chairs on the Titanic.” Most will be driven by another equally repugnant cliché, “Technology is only a tool,” and they will try to determine how this misunderstood tool can best enhance out-of-date and fast-aging approaches to K-12 curriculum, instruction, and assessment. This is not to say that the wonderful array of traditional teaching competencies and skills that have enabled teachers to have generally done such an impressive job of teaching our children over the last century will cease to be important. The ability of teachers to understand and connect with students; to impart considerable knowledge and wisdom about their subject; to provide them with good adult role models; to cultivate their motivation for learning; to encourage their sensitivity toward, and appreciation of, individual and cultural differences; to prepare them for post-secondary education and/or the world of work; and even, to sometimes be “the sage on the stage,” will remain critical competencies as long as there is a teaching profession. But just as technology has dramatically transformed society, the way we work, the way we live, even the way we think about things, schools must be dramatically transformed in the way they work, in the way content is processed, and maybe most importantly, in the way teachers teach and students learn.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

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