Pub Date : 2020-03-07DOI: 10.5772/intechopen.91335
F. Blezza
The profound changes that have occurred over the last few decades to the social, cultural and relational reality have added a new emphasis on pedagogy even though the emerging need for the profession of “pedagogist,” a new intellectual and social profession in common consideration, but which boasts over 2500 years of history and tradition as its reference science. This profession is at the top of pedagogical and education professions. Its conceptual and operational framework, its methodologies and procedures, its technical vocabulary and everything constituting an advanced professional knowledge were born and developed in the ancient times, beginning with its origins in classical Greece. The recent re-foundations can be found in the Sozialpädagogik, in the same Mittleuropean cultural environment where other social professions of recent birth have their ground. Re-founders of this science and profession were Mager, Diesterweg, Natorp and Durkheim Pedagogist. In this paper, we summarized the essential features of this profession, its methodology, its principles, its practical procedures, with special attention to the problems of couple and family, and those belonging to its initial education and its recognition by law which in Italy have been solved only at the end of the year 2017. The branch of General Pedagogy that includes this subject is called Professional Pedagogy.
{"title":"Pedagogist as Social Professional: Sozialpädagogik and Professional Pedagogy","authors":"F. Blezza","doi":"10.5772/intechopen.91335","DOIUrl":"https://doi.org/10.5772/intechopen.91335","url":null,"abstract":"The profound changes that have occurred over the last few decades to the social, cultural and relational reality have added a new emphasis on pedagogy even though the emerging need for the profession of “pedagogist,” a new intellectual and social profession in common consideration, but which boasts over 2500 years of history and tradition as its reference science. This profession is at the top of pedagogical and education professions. Its conceptual and operational framework, its methodologies and procedures, its technical vocabulary and everything constituting an advanced professional knowledge were born and developed in the ancient times, beginning with its origins in classical Greece. The recent re-foundations can be found in the Sozialpädagogik, in the same Mittleuropean cultural environment where other social professions of recent birth have their ground. Re-founders of this science and profession were Mager, Diesterweg, Natorp and Durkheim Pedagogist. In this paper, we summarized the essential features of this profession, its methodology, its principles, its practical procedures, with special attention to the problems of couple and family, and those belonging to its initial education and its recognition by law which in Italy have been solved only at the end of the year 2017. The branch of General Pedagogy that includes this subject is called Professional Pedagogy.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115788740","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 : 2019-12-24DOI: 10.5772/INTECHOPEN.90695
Sona Balasanyan
The chapter discusses educational practices drawing on examples from the history of pedagogical methods across classic to postmodern realities. It aims at deriving lessons through the exploration of global social contexts of teaching and learning to address diversity and multiculturalism in contemporary education. Accentuating the history of educational practices, pedagogical methods are presented as socially constructed phenomena, while teachers and learners are viewed as possessing socialised knowledge. The chapter concludes with reflections on the pursuit of educational aims as referred to culturally responsive teaching and learning and multiculturalism in contemporary education. It shows that the present world has created diverse forms of pedagogical methods and education is no longer the prerogative of formal education. The teachers and learners are freer from social and physical boundaries. They are more likely to reflect on what they teach and learn. On the other hand, this reflection is hard to achieve in an increasingly entertaining surrounding of new technologies and self-representation. This is one important barrier that teachers and learners have to overcome in order to assure culturally responsive education in the contemporary world. However, they can be more reflexive towards the past in doing so.
{"title":"Lessons from the History of Pedagogical Methods for Culturally Responsive Teaching and Learning","authors":"Sona Balasanyan","doi":"10.5772/INTECHOPEN.90695","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.90695","url":null,"abstract":"The chapter discusses educational practices drawing on examples from the history of pedagogical methods across classic to postmodern realities. It aims at deriving lessons through the exploration of global social contexts of teaching and learning to address diversity and multiculturalism in contemporary education. Accentuating the history of educational practices, pedagogical methods are presented as socially constructed phenomena, while teachers and learners are viewed as possessing socialised knowledge. The chapter concludes with reflections on the pursuit of educational aims as referred to culturally responsive teaching and learning and multiculturalism in contemporary education. It shows that the present world has created diverse forms of pedagogical methods and education is no longer the prerogative of formal education. The teachers and learners are freer from social and physical boundaries. They are more likely to reflect on what they teach and learn. On the other hand, this reflection is hard to achieve in an increasingly entertaining surrounding of new technologies and self-representation. This is one important barrier that teachers and learners have to overcome in order to assure culturally responsive education in the contemporary world. However, they can be more reflexive towards the past in doing so.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296046","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 : 2019-07-05DOI: 10.5772/INTECHOPEN.85879
E. Gwaravanda
This chapter is a theoretical exposition of the African university education system that is characterized by domination of the Eurocentric epistemological paradigm owing to factors such as colonialism, imperialism, and globalization. I argue that such domination contradicts knowledge democracy and it ought to be challenged. Secondly, I argue that African universities should make the African epistemological paradigm central in their education system. Thirdly, I argue that South-South cooperation should be adopted by African universities to challenge Eurocentric domination since a collective effort, rather than individual attempts, is likely to dislodge foreign epistemological domination.
{"title":"An Epistemological Critique of the African University Education System","authors":"E. Gwaravanda","doi":"10.5772/INTECHOPEN.85879","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.85879","url":null,"abstract":"This chapter is a theoretical exposition of the African university education system that is characterized by domination of the Eurocentric epistemological paradigm owing to factors such as colonialism, imperialism, and globalization. I argue that such domination contradicts knowledge democracy and it ought to be challenged. Secondly, I argue that African universities should make the African epistemological paradigm central in their education system. Thirdly, I argue that South-South cooperation should be adopted by African universities to challenge Eurocentric domination since a collective effort, rather than individual attempts, is likely to dislodge foreign epistemological domination.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133562202","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 : 2019-05-23DOI: 10.5772/INTECHOPEN.84844
Domingos João Fernandes, María Sotolongo Sánchez
For institutions of higher learning such as universities, the performance evaluation teaching staff is profoundly significant in the realization of the institution’s goals and objectives. It is also the social responsibility of these universities to ensure that the quality of education offered at their facilities is contextual and relevant to the graduates careers and the professions, which they undertake upon successful completion of these studies. As a nation committed to human capacity development, Angola recognizes and is continuously seek means to uphold exceptionally high standards of teacher performance as well as the general quality of services offered by the Angolan public universities. This chapter offers a summary of a comprehensive investigation dealing with 360° and competency evaluation for teaching staff at universities. The objective of this study was to develop and implement a system of evaluation of the teacher and lecturer performance at the José Eduardo dos Santos University of the Republic of Angola. The methodology used for evaluation the strengths and weaknesses of 122 teachers, the strengths and weaknesses in their individual performance; it also presents an improvement plan based on their competences to enhance individual teacher performance.
{"title":"Evaluation of Human Capital as a Contribution to the Performance of the José Eduardo dos Santos University—Republic of Angola","authors":"Domingos João Fernandes, María Sotolongo Sánchez","doi":"10.5772/INTECHOPEN.84844","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84844","url":null,"abstract":"For institutions of higher learning such as universities, the performance evaluation teaching staff is profoundly significant in the realization of the institution’s goals and objectives. It is also the social responsibility of these universities to ensure that the quality of education offered at their facilities is contextual and relevant to the graduates careers and the professions, which they undertake upon successful completion of these studies. As a nation committed to human capacity development, Angola recognizes and is continuously seek means to uphold exceptionally high standards of teacher performance as well as the general quality of services offered by the Angolan public universities. This chapter offers a summary of a comprehensive investigation dealing with 360° and competency evaluation for teaching staff at universities. The objective of this study was to develop and implement a system of evaluation of the teacher and lecturer performance at the José Eduardo dos Santos University of the Republic of Angola. The methodology used for evaluation the strengths and weaknesses of 122 teachers, the strengths and weaknesses in their individual performance; it also presents an improvement plan based on their competences to enhance individual teacher performance.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122157971","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 : 2019-05-06DOI: 10.5772/INTECHOPEN.85325
Z. Jojo
The teaching of mathematics in South African schools has been pronounced to be among the worst in the world. Unacknowledged poor teaching of mathematics in a majority of public schools deprive many learners access to both higher education and modern, knowledge-intensive work skills. The chapter resumes by outlining mathematics curriculum redress and changes in the post-apartheid era, the exploration of mathematics education, democracy and development, together with the introduction of Mathematical Literacy as an alternative compulsory subject to learners incompetent to do mathematics. The chapter further interrogates how mathematics education, in terms of mathematical knowledge, skills, values and attitudes, is distributed in society and thereby shapes educational possibilities together with the research trends and their effect on mathematics education in South Africa. Mathematics teacher training and empowerment are discussed together with shortcomings in the system that leads to learners’ poor performance in Mathematics. How South Africa compares in performance with other countries is also examined in this chapter. The closing remarks of the chapter suggest some improvements that the mathematics education system in South Africa can embark on.
{"title":"Mathematics Education System in South Africa","authors":"Z. Jojo","doi":"10.5772/INTECHOPEN.85325","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.85325","url":null,"abstract":"The teaching of mathematics in South African schools has been pronounced to be among the worst in the world. Unacknowledged poor teaching of mathematics in a majority of public schools deprive many learners access to both higher education and modern, knowledge-intensive work skills. The chapter resumes by outlining mathematics curriculum redress and changes in the post-apartheid era, the exploration of mathematics education, democracy and development, together with the introduction of Mathematical Literacy as an alternative compulsory subject to learners incompetent to do mathematics. The chapter further interrogates how mathematics education, in terms of mathematical knowledge, skills, values and attitudes, is distributed in society and thereby shapes educational possibilities together with the research trends and their effect on mathematics education in South Africa. Mathematics teacher training and empowerment are discussed together with shortcomings in the system that leads to learners’ poor performance in Mathematics. How South Africa compares in performance with other countries is also examined in this chapter. The closing remarks of the chapter suggest some improvements that the mathematics education system in South Africa can embark on.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124570610","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 : 2019-05-02DOI: 10.5772/INTECHOPEN.84913
R. Nasser
This chapter gives a historical perspective of the Sultanate of Oman educational developments: system and structural wide changes. The significant and structural changes were on the basis of creating a basic and post-basic education. Structural changes within the Ministry included the establishment of the directories throughout the different states. System wide changes included a complete overhaul of the curriculum leading to a more practice-based and attuned to the work place and pedagogical approaches. The Ministry gave each state in Oman a level of autonomy to its directories. The greatest challenges facing the Ministry of Education and it’s reform is bringing the educational outcomes to a level that are benchmarked to international standards and Omani students able to draw on the twenty-first century and technological skills to operate in a globally connected world. The chapter finally concludes on the most pressing challenges to face them and increase student outcomes.
{"title":"Educational Reform in Oman: System and Structural Changes","authors":"R. Nasser","doi":"10.5772/INTECHOPEN.84913","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84913","url":null,"abstract":"This chapter gives a historical perspective of the Sultanate of Oman educational developments: system and structural wide changes. The significant and structural changes were on the basis of creating a basic and post-basic education. Structural changes within the Ministry included the establishment of the directories throughout the different states. System wide changes included a complete overhaul of the curriculum leading to a more practice-based and attuned to the work place and pedagogical approaches. The Ministry gave each state in Oman a level of autonomy to its directories. The greatest challenges facing the Ministry of Education and it’s reform is bringing the educational outcomes to a level that are benchmarked to international standards and Omani students able to draw on the twenty-first century and technological skills to operate in a globally connected world. The chapter finally concludes on the most pressing challenges to face them and increase student outcomes.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134021827","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 : 2019-04-30DOI: 10.5772/INTECHOPEN.84744
G. Molero-Castillo, E. Bárcenas, A. Velázquez-Mena, Yaimara Céspedes-González
In recent years, there is a natural need to look for new ways to analyze and process data from different sources. One of these ways is through data analysis methods. Thus, given the importance of making academic diagnoses, this paper presents the academic achievement analysis, in Language and Communication and Mathematics, of students from autonomous, public and private schools of Higher-Middle Education in Mexico through data analysis methods. Data analyzed were registers of the National Plan for the Evaluation of Learning, which puts into operation the National Institute for the Evaluation of Education in coordination with the Secretariat of Public Education, Mexico. A variety of academic achievements was observed, highlighting Insufficient and Elementary in the evaluated population, while a small number reached acceptable achievements, that is, Satisfactory and Outstanding. This contrasts a notable difference between the levels reached by students, which leads them to delay or stop their university studies because they obtain a completion certificate of studies without having the necessary knowledge to pass the entrance examination in the universities.
{"title":"Analysis of Academic Achievement in Higher-Middle Education in Mexico through Data Clustering Methods","authors":"G. Molero-Castillo, E. Bárcenas, A. Velázquez-Mena, Yaimara Céspedes-González","doi":"10.5772/INTECHOPEN.84744","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84744","url":null,"abstract":"In recent years, there is a natural need to look for new ways to analyze and process data from different sources. One of these ways is through data analysis methods. Thus, given the importance of making academic diagnoses, this paper presents the academic achievement analysis, in Language and Communication and Mathematics, of students from autonomous, public and private schools of Higher-Middle Education in Mexico through data analysis methods. Data analyzed were registers of the National Plan for the Evaluation of Learning, which puts into operation the National Institute for the Evaluation of Education in coordination with the Secretariat of Public Education, Mexico. A variety of academic achievements was observed, highlighting Insufficient and Elementary in the evaluated population, while a small number reached acceptable achievements, that is, Satisfactory and Outstanding. This contrasts a notable difference between the levels reached by students, which leads them to delay or stop their university studies because they obtain a completion certificate of studies without having the necessary knowledge to pass the entrance examination in the universities.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115541299","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 : 2019-04-30DOI: 10.5772/INTECHOPEN.82148
K. Fomunyam
Higher education in South Africa has been plagued by a number of challenges, which different universities have been struggling to handle for the past two decades. Primarily amongst these challenges are student and institutional preparedness for education encounters. The level of preparedness by both the student and the institution determines the kind of educational encounters they have. This chapter explores this phenomenon within a university in South Africa to understand the level of student and institutional preparedness and articulate a pathway for better educational encounters. Designed as a qualitative case study, data was generated using semi-structured interviews and open-ended questionnaires. The data generated was coded and categorised into themes. These themes were social and cultural capital, cognitive skills, educational architecture and institutional culture. These themes revealed that students lack sufficient social and cultural capital needed for knowledge construction in teaching and learning. They also lacked basic cognitive skills required to decipher the knowledge codes within the disciplines which they belong. The findings also reveal that universities lacked a functional institutional culture, which makes for better educational encounters. The educational architecture was also seen as dysfunctional and disenabling as many students found it difficult to navigate their way through it.
{"title":"Students and Institutional Preparedness for Educational Encounters: Views of the Margin","authors":"K. Fomunyam","doi":"10.5772/INTECHOPEN.82148","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.82148","url":null,"abstract":"Higher education in South Africa has been plagued by a number of challenges, which different universities have been struggling to handle for the past two decades. Primarily amongst these challenges are student and institutional preparedness for education encounters. The level of preparedness by both the student and the institution determines the kind of educational encounters they have. This chapter explores this phenomenon within a university in South Africa to understand the level of student and institutional preparedness and articulate a pathway for better educational encounters. Designed as a qualitative case study, data was generated using semi-structured interviews and open-ended questionnaires. The data generated was coded and categorised into themes. These themes were social and cultural capital, cognitive skills, educational architecture and institutional culture. These themes revealed that students lack sufficient social and cultural capital needed for knowledge construction in teaching and learning. They also lacked basic cognitive skills required to decipher the knowledge codes within the disciplines which they belong. The findings also reveal that universities lacked a functional institutional culture, which makes for better educational encounters. The educational architecture was also seen as dysfunctional and disenabling as many students found it difficult to navigate their way through it.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129685876","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 : 2019-03-15DOI: 10.5772/INTECHOPEN.84812
R. Kurbanov, R. Gurbanov, Asiya M. Belyalova
This chapter is dedicated to national-level systems of education in Eurasian states and their unification within a framework of international regional organizations, where these states participate. The Eurasian states participate not only in CIS but also in other international regional organizations, but researchers do not always consider this fact. The subjects of this research are (a) the elements of the education system and links between them, (b) state bodies and other state entities which regulate the educational relations, and (c) innovation politics in education in every state: network universities and digital technologies. The last one is more relevant due to differences of the intended role of network universities, and the use of digital technologies varies from one legal system to others. The methods of implementation and use of digital technologies are also significantly different.
{"title":"Education Systems in Eurasia","authors":"R. Kurbanov, R. Gurbanov, Asiya M. Belyalova","doi":"10.5772/INTECHOPEN.84812","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.84812","url":null,"abstract":"This chapter is dedicated to national-level systems of education in Eurasian states and their unification within a framework of international regional organizations, where these states participate. The Eurasian states participate not only in CIS but also in other international regional organizations, but researchers do not always consider this fact. The subjects of this research are (a) the elements of the education system and links between them, (b) state bodies and other state entities which regulate the educational relations, and (c) innovation politics in education in every state: network universities and digital technologies. The last one is more relevant due to differences of the intended role of network universities, and the use of digital technologies varies from one legal system to others. The methods of implementation and use of digital technologies are also significantly different.","PeriodicalId":358757,"journal":{"name":"Education Systems Around the World","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116335636","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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