Pub Date : 2020-02-21DOI: 10.24203/AJEEL.V8I1.6076
Wentao Sui, Huirong Zhang, Yajun Yuan
Aiming at the shortcomings of talent training characteristics and practical ability improvement in the construction of master's degree programs in provincial universities in the new era, a solution was proposed to build a new engineering tutor construction team, develop a high-level talent introduction mechanism, and cultivate high-level scientific research results. Through a series of policies and measures to improve the ability to convert new and old kinetic energy services and the quality of social services.
{"title":"Thoughts and Practice of the Construction of Master's Programs in Provincial Universities in the New Era","authors":"Wentao Sui, Huirong Zhang, Yajun Yuan","doi":"10.24203/AJEEL.V8I1.6076","DOIUrl":"https://doi.org/10.24203/AJEEL.V8I1.6076","url":null,"abstract":"Aiming at the shortcomings of talent training characteristics and practical ability improvement in the construction of master's degree programs in provincial universities in the new era, a solution was proposed to build a new engineering tutor construction team, develop a high-level talent introduction mechanism, and cultivate high-level scientific research results. Through a series of policies and measures to improve the ability to convert new and old kinetic energy services and the quality of social services.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"9 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133583294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-26DOI: 10.24203/AJEEL.V7I6.6021
Andrew Szanajda, Junxian Ou, Alan Mycue
Countries in which English is not the primary language necessarily rely on educators for whom English is a second language to provide training in English as a second language (ESL). Such educators are commonly referred to as Non Native-English-Speaking Teachers (NNEST). There are specific concerns which must be addressed in the training of these teachers. This paper provides a framework to guide the construction of a model for this type of language teacher training. Effective ESL teacher training and issues specific to the NNEST cohort are examined. There is an examination of current research that highlights the importance of ongoing tutorials and mentoring programs in such training. This is followed by a detailed analysis of the unique challenges facing NNEST. Finally, this analysis guides the construction of a contemplated training model, which comprises the following domains: Intense Training and Learning; Encourage Personal Connection; Infused Training; Cultural Awareness; Focus Beyond Vocabulary and Grammar; Use of Technology; Confidence in Strengths; Support throughout the Practicum. The conclusion of the paper includes directions for further research, while this model can be put into practice as a guide for teacher training.
{"title":"Constructing a Model for ESL Teacher Training","authors":"Andrew Szanajda, Junxian Ou, Alan Mycue","doi":"10.24203/AJEEL.V7I6.6021","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I6.6021","url":null,"abstract":"Countries in which English is not the primary language necessarily rely on educators for whom English is a second language to provide training in English as a second language (ESL). Such educators are commonly referred to as Non Native-English-Speaking Teachers (NNEST). There are specific concerns which must be addressed in the training of these teachers. This paper provides a framework to guide the construction of a model for this type of language teacher training. Effective ESL teacher training and issues specific to the NNEST cohort are examined. There is an examination of current research that highlights the importance of ongoing tutorials and mentoring programs in such training. This is followed by a detailed analysis of the unique challenges facing NNEST. Finally, this analysis guides the construction of a contemplated training model, which comprises the following domains: Intense Training and Learning; Encourage Personal Connection; Infused Training; Cultural Awareness; Focus Beyond Vocabulary and Grammar; Use of Technology; Confidence in Strengths; Support throughout the Practicum. The conclusion of the paper includes directions for further research, while this model can be put into practice as a guide for teacher training.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129910979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-26DOI: 10.24203/AJEEL.V7I6.6034
P. Lam, Hilary K Y Ng, A. Tse, I. Lu, Bernardo Y. W. Wong
eLearning enables new forms of education that can combine the strengths of face to face and distance education using technology. It is widely acknowledged that eLearning changes the role of the instructors and students, enabling a more personalized and effective learning environment. But to what extent can eLearning benefit students outside mainstream education? Adopting a mixed-method approach that involved classroom observation, focus group interview and survey, the present research investigated the benefit of eLearning on students with special educational needs (SEN) from the perspectives of schools’ management, teachers, students, and parents. Using the Learning Environment, Learning Process, Learning Outcomes (LEPO) framework, our results indicated that eLearning could deliver a wide range of benefits to the LEPO of students with SEN. eLearning facilitates the transformation of traditional classroom into a more interactive learning environment. It also enables a more flexible learning process less constrained by location and time. Students who engage in eLearning were reported to have higher learning motivation. Parents and teachers could better monitor students’ learning progress through eLearning technology. Teachers reported improvement on students’ discipline-specific and generic learning outcomes, such as teamwork, technological skills, and self-expression ability. Achieving such benefits require careful design and planning. It is hoped that this paper could stimulate further discussion on how eLearning technology can be used to facilitate the learning of students with SEN.Â
{"title":"eLearning for Students with Special Educational Needs: Illustrations from Two Special Schools","authors":"P. Lam, Hilary K Y Ng, A. Tse, I. Lu, Bernardo Y. W. Wong","doi":"10.24203/AJEEL.V7I6.6034","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I6.6034","url":null,"abstract":"eLearning enables new forms of education that can combine the strengths of face to face and distance education using technology. It is widely acknowledged that eLearning changes the role of the instructors and students, enabling a more personalized and effective learning environment. But to what extent can eLearning benefit students outside mainstream education? Adopting a mixed-method approach that involved classroom observation, focus group interview and survey, the present research investigated the benefit of eLearning on students with special educational needs (SEN) from the perspectives of schools’ management, teachers, students, and parents. Using the Learning Environment, Learning Process, Learning Outcomes (LEPO) framework, our results indicated that eLearning could deliver a wide range of benefits to the LEPO of students with SEN. eLearning facilitates the transformation of traditional classroom into a more interactive learning environment. It also enables a more flexible learning process less constrained by location and time. Students who engage in eLearning were reported to have higher learning motivation. Parents and teachers could better monitor students’ learning progress through eLearning technology. Teachers reported improvement on students’ discipline-specific and generic learning outcomes, such as teamwork, technological skills, and self-expression ability. Achieving such benefits require careful design and planning. It is hoped that this paper could stimulate further discussion on how eLearning technology can be used to facilitate the learning of students with SEN.Â","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129668696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-22DOI: 10.24203/ajeel.v7i5.5955
X. Teng
In the context of dual innovation, the traditional business management personnel training model has been unable to adapt to the market demand in the new economic environment. It is increasingly important for universities to integrate the resources outside the school and gradually explore and form a new model for cultivating innovative and entrepreneurial talents. This paper explores this issue from the aspects of curriculum system construction, teaching staff construction and teaching mode reform, in order to provide reference for the cultivation of business management talents.
{"title":"Training Mode of Compound Talents in Business Administration Major under the Background of Innovation and Entrepreneurship","authors":"X. Teng","doi":"10.24203/ajeel.v7i5.5955","DOIUrl":"https://doi.org/10.24203/ajeel.v7i5.5955","url":null,"abstract":"In the context of dual innovation, the traditional business management personnel training model has been unable to adapt to the market demand in the new economic environment. It is increasingly important for universities to integrate the resources outside the school and gradually explore and form a new model for cultivating innovative and entrepreneurial talents. This paper explores this issue from the aspects of curriculum system construction, teaching staff construction and teaching mode reform, in order to provide reference for the cultivation of business management talents.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121181388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-22DOI: 10.24203/ajeel.v7i5.5956
Konstantinos Zimianitis
School bullying involves a range of aggressive behaviors aimed at causing harm to a person. This phenomenon is increasing in the student population at a global level. The continued evolution of technology and the use of technological tools in everyday life have contributed to the formation of so-called cyberbullying. In particular, increased use of mobile phones, social media, easy and fast internet access and anonymity in the digital world contribute to shaping the phenomenon.
{"title":"Inclusion & Cyberbullying: Which Ultimately Prevails?","authors":"Konstantinos Zimianitis","doi":"10.24203/ajeel.v7i5.5956","DOIUrl":"https://doi.org/10.24203/ajeel.v7i5.5956","url":null,"abstract":" School bullying involves a range of aggressive behaviors aimed at causing harm to a person. This phenomenon is increasing in the student population at a global level. The continued evolution of technology and the use of technological tools in everyday life have contributed to the formation of so-called cyberbullying. In particular, increased use of mobile phones, social media, easy and fast internet access and anonymity in the digital world contribute to shaping the phenomenon. ","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116997975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.24203/ajeel.v7i5.3548
M. Mohammed, A. Abdou
Today, colleges and universities recognize that, to employ and retain good students and highest level of academic staffing for the best student comprehension, the provision of contemporary and highly equipped instructional facilities is essential. This paper discusses the impact of the indoor environmental quality; the instructional technology; the physical set up of the university classroom; and the emerging teaching/learning pedagogies on students' performance. It is established that, these four factors have a significant effects on student learning outcome. The study also presents a comprehensive and critical review of literature on the nature of the university classroom for collaboraive and interactive learning, with the aim of providing an enabling environment of higher learning in the universities. The research suggests that improving the three influential components i.e. the indoor environmental quality, the instructional technology and the physical set up will help in enhancing student performance and productivity. The study concluded by establishing a systematic framework model for the implementation of the collaboraive and interactive learning in the university classroom.
{"title":"The Framework Model for the Implementation of Collaborative and Interactive Learning in the University Classroom","authors":"M. Mohammed, A. Abdou","doi":"10.24203/ajeel.v7i5.3548","DOIUrl":"https://doi.org/10.24203/ajeel.v7i5.3548","url":null,"abstract":"Today, colleges and universities recognize that, to employ and retain good students and highest level of academic staffing for the best student comprehension, the provision of contemporary and highly equipped instructional facilities is essential. This paper discusses the impact of the indoor environmental quality; the instructional technology; the physical set up of the university classroom; and the emerging teaching/learning pedagogies on students' performance. It is established that, these four factors have a significant effects on student learning outcome. The study also presents a comprehensive and critical review of literature on the nature of the university classroom for collaboraive and interactive learning, with the aim of providing an enabling environment of higher learning in the universities. The research suggests that improving the three influential components i.e. the indoor environmental quality, the instructional technology and the physical set up will help in enhancing student performance and productivity. The study concluded by establishing a systematic framework model for the implementation of the collaboraive and interactive learning in the university classroom.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132096194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.24203/ajeel.v7i5.5822
T. Ogunleye, F. Fabinu, O. Eruobodo, S. Popoola
Children with disability are facing problems of integration into the regular classroom setting in Lagos State which eventually deprived them reach their full potentials. This study looked at the impact of government policy on physically challenged children in Lagos State. The paper explained the concept of physically challenged children’ historical background of physically challenged children in Nigeria and the need for the implementation of policy concerning physically challenged children were discussed. Consequently, recommendations and conclusion were made. The paper concluded that adequate programme should be embarked on by government to educate people on the need to accommodate physically challenged children in classrooms and the society at large.
{"title":"The Impact of Government Policy on Physically Challenged Children in Lagos State, Nigeria","authors":"T. Ogunleye, F. Fabinu, O. Eruobodo, S. Popoola","doi":"10.24203/ajeel.v7i5.5822","DOIUrl":"https://doi.org/10.24203/ajeel.v7i5.5822","url":null,"abstract":"Children with disability are facing problems of integration into the regular classroom setting in Lagos State which eventually deprived them reach their full potentials. This study looked at the impact of government policy on physically challenged children in Lagos State. The paper explained the concept of physically challenged children’ historical background of physically challenged children in Nigeria and the need for the implementation of policy concerning physically challenged children were discussed. Consequently, recommendations and conclusion were made. The paper concluded that adequate programme should be embarked on by government to educate people on the need to accommodate physically challenged children in classrooms and the society at large.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127202319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-23DOI: 10.24203/ajeel.v7i4.5918
Mesfin Manaze
The objective of this study was to describethe extent to which leadership is distributed in Public Secondary Schools of Dessie City administration and to investigate perception differencesbetween teachers and principals on the extent of the leadership distribution.Quantitative methodology was employed and data was collected from102 teachers and 20 principals working in six public secondary schools at the city administration using a questionnaire that has seven dimensions of the aspects of leadership which was prepared for the purpose of the study based on literatures and other questionnaires used in previous studies. While principals were selected based on their availability, teachers were selected using simple random sampling. Descriptive statistics like Percentage and weighted mean were employed to analyze the collected data after it was inserted to SPSS version 20. Based on the analysis of the data, it was found that leadership is distributed moderately in the selected public secondary schools. Moreover, there were some observed perception differences between teachers and principals on the extent of leadership distribution. While principals tend to be positive on every dimensions of leadership distribution, teachers on the other hand were observed to be less positive. It was also found out thatlack of commitment to participate in leadership activities and the inability to demonstrate responsibility on the teachers’ side were found to be the main challenges to distribute leadership. On the other hand failure to empower, initiate and encourage teachers to make significant contribution, failure to show high professional standards for teachers and not involving the teachers in decision making or initiating ideas from the top despite the meaningful contribution of ideas by teachers from the principals was observed to be main challenges to distribute leadership.It is recommended that initiating and involving teachers in leadership roles from the principals’ side have to be strengthened to cultivate the best out of the teachers and to improve the performance of their school. On the other hand willingness and cooperation from the teachers sideis recommended as it will pave the way for their future professional development and enjoy their extra role beyond teaching in addition to their contribution for their school success.
本研究的目的是描述领导力在德西市公立中学行政管理中的分布程度，并调查教师和校长对领导力分布程度的感知差异。本研究采用定量方法，收集了来自6所公立中学的102名教师和20名校长的数据，使用了一份调查问卷，该调查问卷包含七个维度的领导力方面，该调查问卷是为研究目的而准备的，基于文献和以前研究中使用的其他问卷。校长是根据他们的可用性来选择的，而教师是通过简单的随机抽样来选择的。将收集到的数据插入SPSS version 20后，采用Percentage、weighted mean等描述性统计方法进行分析。通过对数据的分析，我们发现在所选的公立中学中，领导力的分布是适度的。此外，教师与校长对领导分配程度的认知亦有差异。虽然校长倾向于在领导分配的每个维度上都是积极的，但另一方面，教师则被观察到不那么积极。研究还发现，缺乏参与领导活动的承诺和教师方面无法证明责任是分配领导的主要挑战。另一方面，未能授权，发起和鼓励教师做出重大贡献，未能表现出教师的高专业标准，尽管校长的教师提出了有意义的想法，但没有让教师参与决策或从高层发起想法，被观察到是分配领导的主要挑战。我们建议加强校长方面的领导角色，让教师参与其中，以培养出最好的教师，并改善学校的表现。另一方面，建议教师方面的意愿和合作，因为这将为他们未来的专业发展铺平道路，并享受他们在教学之外的额外角色，以及他们对学校成功的贡献。
{"title":"Practice and Challenges of Distributed Leadership at Public Secondary Schools of Dessie City Administration","authors":"Mesfin Manaze","doi":"10.24203/ajeel.v7i4.5918","DOIUrl":"https://doi.org/10.24203/ajeel.v7i4.5918","url":null,"abstract":"The objective of this study was to describethe extent to which leadership is distributed in Public Secondary Schools of Dessie City administration and to investigate perception differencesbetween teachers and principals on the extent of the leadership distribution.Quantitative methodology was employed and data was collected from102 teachers and 20 principals working in six public secondary schools at the city administration using a questionnaire that has seven dimensions of the aspects of leadership which was prepared for the purpose of the study based on literatures and other questionnaires used in previous studies. While principals were selected based on their availability, teachers were selected using simple random sampling. Descriptive statistics like Percentage and weighted mean were employed to analyze the collected data after it was inserted to SPSS version 20. Based on the analysis of the data, it was found that leadership is distributed moderately in the selected public secondary schools. Moreover, there were some observed perception differences between teachers and principals on the extent of leadership distribution. While principals tend to be positive on every dimensions of leadership distribution, teachers on the other hand were observed to be less positive. It was also found out thatlack of commitment to participate in leadership activities and the inability to demonstrate responsibility on the teachers’ side were found to be the main challenges to distribute leadership. On the other hand failure to empower, initiate and encourage teachers to make significant contribution, failure to show high professional standards for teachers and not involving the teachers in decision making or initiating ideas from the top despite the meaningful contribution of ideas by teachers from the principals was observed to be main challenges to distribute leadership.It is recommended that initiating and involving teachers in leadership roles from the principals’ side have to be strengthened to cultivate the best out of the teachers and to improve the performance of their school. On the other hand willingness and cooperation from the teachers sideis recommended as it will pave the way for their future professional development and enjoy their extra role beyond teaching in addition to their contribution for their school success.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121761531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-17DOI: 10.24203/AJEEL.V7I3.5847
Yassanne Garraway-Lashley
This study aimed at ascertaining the problems teachers face teaching science at the primary level. Literature reviewed relating to school science have suggested that students lack interest in science. This lack of interest on the part of the students may be as a result of problems teachers face implementing the science curriculum at the primary level. These problems if not identified may affect the quality of science education. The study was guided by one research question which was further sub- divided into two sub- questions. A descriptive survey research design was used. A 20 item questionnaire was administered to eighty teachers from ten primary schools from the administrative regions five and six in Guyana. . Validation of the instrument was achieved through the contribution of a science educator from the University of Guyana. A reliability coefficient of 0.77 was obtained using Spearman-Brown split half coefficient. Data collected were analysed using mean and percentages. The finding showed that teachers admitted that they need continuous professional development sessions to enhance their science instruction and science content knowledge. It was therefore recommended that a research study be conducted to ascertain the teachers' specific area of interest for continuous professional development in science education.
{"title":"Teaching Science at the Primary school Level: “Problems Teachers’ are facing”","authors":"Yassanne Garraway-Lashley","doi":"10.24203/AJEEL.V7I3.5847","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I3.5847","url":null,"abstract":"This study aimed at ascertaining the problems teachers face teaching science at the primary level. Literature reviewed relating to school science have suggested that students lack interest in science. This lack of interest on the part of the students may be as a result of problems teachers face implementing the science curriculum at the primary level. These problems if not identified may affect the quality of science education. The study was guided by one research question which was further sub- divided into two sub- questions. A descriptive survey research design was used. A 20 item questionnaire was administered to eighty teachers from ten primary schools from the administrative regions five and six in Guyana. . Validation of the instrument was achieved through the contribution of a science educator from the University of Guyana. A reliability coefficient of 0.77 was obtained using Spearman-Brown split half coefficient. Data collected were analysed using mean and percentages. The finding showed that teachers admitted that they need continuous professional development sessions to enhance their science instruction and science content knowledge. It was therefore recommended that a research study be conducted to ascertain the teachers' specific area of interest for continuous professional development in science education.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123015688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-16DOI: 10.24203/AJEEL.V7I3.5857
A. Dias
On May 2019 Brazilian Federal government declared it would follow the Japanese academic model, cutting funding for undergraduate and graduate-level programs and research on Humanities and Social Sciences. The cited reforms were implemented by Japanese Education Minister Shimomura in 2015, but Japan would later back down on these cuts. In Brazil, however, the cuts affect 30% of the budget for Federal educational institutions and frozen the continuity of the most important program from the Coordination for the Improvement of Higher Education Personnel (CAPES), which distributed grants for researchers on graduate programs. This paper conducts a literature and bibliographic review in order to debate the Brazilian’s cuts on Higher Education. It is concluded that those cuts are mainly politically motivated, affecting mostly the hard sciences instead of Humanities and Social Sciences. It is also concluded the political motivations behind the slashing of funding for Education may backfire, fostering the actual and new forms of political associativism between Brazilian students and researchers.
{"title":"Will Brazil Follow the Japanese Educational Reforms and Cut the Funding for Research in Humanities? Possibilities and Psycho-political Implications","authors":"A. Dias","doi":"10.24203/AJEEL.V7I3.5857","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I3.5857","url":null,"abstract":"On May 2019 Brazilian Federal government declared it would follow the Japanese academic model, cutting funding for undergraduate and graduate-level programs and research on Humanities and Social Sciences. The cited reforms were implemented by Japanese Education Minister Shimomura in 2015, but Japan would later back down on these cuts. In Brazil, however, the cuts affect 30% of the budget for Federal educational institutions and frozen the continuity of the most important program from the Coordination for the Improvement of Higher Education Personnel (CAPES), which distributed grants for researchers on graduate programs. This paper conducts a literature and bibliographic review in order to debate the Brazilian’s cuts on Higher Education. It is concluded that those cuts are mainly politically motivated, affecting mostly the hard sciences instead of Humanities and Social Sciences. It is also concluded the political motivations behind the slashing of funding for Education may backfire, fostering the actual and new forms of political associativism between Brazilian students and researchers.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133829207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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