A felnőttkori tanulás és a felnőttoktatás jövője - Trendek és kérdések

E rövid elemzés összefoglalja felnőttkori tanulás és felnőttoktatás közeljövőjét érintő meghatározó aktuális trendeket és kérdéseket. Ezeket a trendeket a szerző a Nemzetközi Felnőttoktatási Tanács (ICAE) 2020. évi Adult Learning and Education (ALE) – Because the Future Cannot Wait c. közleménye, valamint az UNESCO Institute for Lifelong Learning (UIL) Embracing the Culture of Lifelong Learning c. kiadvány alapján jelzi. E két dokumentum az UNESCO-nak az ún. Futures of Education c. oktatáspolitikai jelentés-készítéséhez háttér-anyagokként kerültek megszövegezésre. Az elemzés elkészítésének hátterében az áll, hogy idén megkezdődik a hetedik felnőttoktatási világtalálkozóra (CONFINTEA VII) történő szakmai és szakpolitikai felkészülés és ennek során regionális találkozókra kerül sor, melynek keretében mérleget vonnak a szakemberek a felnőttek oktatását és képzését érintő eredményekről és kihívásokról. Ennek okán érdemes a témához kapcsolódó és a közelmúltban jelentős visszhangot kapott két meghatározó dokumentumot megvizsgálni, s arra reflektálni, hogy ezek milyen módon és mértékben járulnak hozzá a szakpolitikai viták szélesítéséhez, a felnőttek tanulását valóban befolyásoló tényezők tényleges figyelembevételéhez, s ezzel a felnőttek tanulási részvételének és teljesítményének növeléséhez.

Gender Gap in Science

There continues to be a persistent gap between women’s and men’s participation, access, rights, pay, and benefits in the natural sciences, mathematics, and computing. The UNESCO Institute of Statistics reports that fewer than 30% of the world’s researchers are women. Many scientists, mathematicians, computing experts, and policy makers are working to reduce this gender gap by way of a wide range of initiatives. The International Science Council (ISC) funded a unique three-year project in 2017-2019 called, “A Global Approach to the Gender Gap in Mathematical, Computing and Natural Sciences: How to measure it, how to reduce it?” that has provided a wide-ranging view of the issues women face in the sciences and how these issues may be overcome.

Disseminating Cultural Neuropsychology Research: Five Key Recommendations for Skill Development

Objective Cultural neuropsychology has been called upon to meet the demand for more empirical tools and frameworks to use with our diverse populations. While much is being done, we have largely been “playing a game of catch-up” (Manly, 2008) and researchers have been encouraged to reinvent their approaches (Suchy, 2016). In this regard, one area of opportunity is promoting the development of cultural neuropsychology research dissemination. Method Relevant literature and professional experiences were used to identify cultural neuropsychology research dissemination barriers and solutions. Outcomes (1) Researches should use empirically supported knowledge dissemination frameworks to guide their approaches (Wilson et al., 2010). (2) Care should be taken to report study variables in internationally compatible/meaningful units (e.g., education, socioeconomic status; UNESCOIS, 2012). Researchers are also encouraged to find opportunities to comment on the purposeful exclusion of “North-American” variables (e.g., ethnicity) as well as the lessons learned from research “failures” (Hruschka et al., 2018). (3) Findings should be presented in ways that make clinical application easily comprehensible and implementable, even for those not specializing in cultural neuropsychology (e.g., use clear titles, clarify “insider” knowledge). (4) Researchers can and should negotiate with journals to make available the translated manuscripts and supplemental materials to improve research accessibility. (5) Professional collaboration and research visibility are fundamental to the success of dissemination (Tripathy et al., 2017). Discussion Neuropsychologists are eager for more culturally informed and clinically applicable research. Thus, cultural neuropsychology researchers focusing on developing their dissemination skills in these five highlighted areas are well positioned to increase the impact of their work and promote growth within cultural neuropsychology specifically, and neuropsychology broadly. References Hruschka, D. J., Munira, S., Jesmin, K., Hackman, J., & Tiokhin, L. (2018). Learning from failures of protocol in cross-cultural research. Proceedings of the National Academy of Sciences, 115(45), 11428-11434. Manly, J. J. (2008). Critical issues in cultural neuropsychology: profit from diversity. Neuropsychological Review, 18(3), 179-183. Suchy, Y. (2016). Population-based norms in crisis. The Clinical Neuropsychologist, 30(7), 973-974. Tripathy, J. P., Bhatnagar, A., Shewade, H. D., Kumar, A. M. V., Zachariah, R., & Harries, A. D. (2017). Ten tips to improve the visibility and dissemination of research for policy makers and practitioners. Public Health Action, 7(1), 10-14. UNESCO Institute for Statistics. (2012). International Standard Classification of Education: ISCED 2011. Montreal: UNESCO Institute for Statistics. Wilson, P. M., Petticrew, M., Calnan, M. W., & Nazareth, I. (2010). Disseminating research findings: what should researchers do? A systematic scoping review of conceptual frameworks. Implementation Science, 5(1), 91.

Response level of some undergraduate programmes to Vietnam National Framework for Reference: A case study at Vietnam National University

Vietnam National Framework for Reference was delivered at decision number 1982/QĐ-TTg on 18 October 2016 signed by Prime Minister of Vietnam. Following this, programmes of higher education institutions were required reviewing and adjusting follow the Vietnam National Framework for Reference. Precisely, correlation between outcome standards, programme structure, building and developing steps of programme with capacity outcome standards in Vietnam National Framework for Reference, need to be researched and solved thoroughly to help higher education institutions plan adjusting and updating programme on current situation. This article shows a litterature review on national framework, outcome standards of undergraduate programmes; steps in developing undergraduate programmes; benchmarking of undergraduate programmes and Vietnam National Framework for Reference. Research data collected from surveying and evaluating undergraduate programme at Vietnam National University, Hanoi. Key words: National Framework for Reference, outcome standards, undergraduate programme. References 1- Arjen Deij và các cộng sự, (2015), Global Inventory of Regional and National Qualifications Frameworks, Volume I: thematic chapters, UNESCO Institute for Lifelong Learning.2- Arjen Deij và các cộng sự, (2015), Global Inventory of Regional and National Qualifications Frameworks, Volume II: National and Regional Cases, UNESCO Institute for Lifelong Learning.3- Cedefop, (2017), European qualifications framework (EQF).4- The ASEAN Qualifications Reference Framework (AQRF), (2nd, 2015)5- Teresita r. Manzala, (2013), the Asean qualifications reference framework (AQRF)6- Chính phủ, Khung trình độ quốc gia Việt Nam, (2016), Quyết định số 1982/QĐ-TTg ngày 18 tháng 10 năm 2016 của Thủ tướng Chính phủ.7- Phạm Thị Minh Hiền, (2016), Tổng quan về Khung trình độ quốc gia, tạp chí Lao động và Xã hội số 535 từ tr.16 – tr.30, 9/20168- Nguyễn Đức Chính, (2017), Phát triển chương trình giáo dục, NXB Đại học Quốc gia Hà Nội.9- Đại học Quốc gia Hà Nội, (2010), Hướng dẫn xây dựng và hoàn thiện chương trình đào tạo theo chuẩn đầu ra ở Đại học Quốc gia Hà Nội, ban hành theo công văn số 3109/HD-ĐHQGHN ngày 29 tháng 10 năm 2010.10 - Viện Đảm bảo chất lượng giáo dục, (2017), Báo cáo tình hình khảo sát việc

Tuominen, S., Kotilainen, S. (2012) Pedagogies of Media and Information Literacies. UNESCO Institute for Information Technologies in Education: Moscow. [Pedagogias dos Media e Literacias da Informação]

“Pedagogies of Media and Information Literacies” é um livro de 2012, editado pela UNESCO Institute for Information Technologies in Education, uma das organizações mais ativas no desenvolvimento de bases para a Literacia Mediática...

Tuominen, S., Kotilainen, S. (2012) Pedagogies of Media and Information Literacies. UNESCO Institute for Information Technologies in Education: Moscow.

The handbook “Pedagogies of Media and Information Literacies” was written in 2012 and published by the UNESCO Institute for Information Technologies in Education, one of the organizations which has most actively been involved in developing foundations for media and information literacy in Europe...