Pub Date : 2022-10-02DOI: 10.1080/10564934.2022.2158105
M. Maurer, O. Spasovski
Abstract This article contributes to the comparative literature on the growing role of “validation of prior learning,” by analyzing the emergence and implementation of VPL in North Macedonia. Based on documents and qualitative interviews, the article provides an historical- institutionalist perspective on these processes. The article argues that a lack of stakeholder engagement, linked to a very low degree of institutional change in the country’s skill formation system, inhibits the development and implementation of VPL.
{"title":"Expanding the Validation of Prior Learning in the Context of European Integration: The Case of North Macedonia","authors":"M. Maurer, O. Spasovski","doi":"10.1080/10564934.2022.2158105","DOIUrl":"https://doi.org/10.1080/10564934.2022.2158105","url":null,"abstract":"Abstract This article contributes to the comparative literature on the growing role of “validation of prior learning,” by analyzing the emergence and implementation of VPL in North Macedonia. Based on documents and qualitative interviews, the article provides an historical- institutionalist perspective on these processes. The article argues that a lack of stakeholder engagement, linked to a very low degree of institutional change in the country’s skill formation system, inhibits the development and implementation of VPL.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"34 1","pages":"102 - 115"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90557627","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 : 2022-10-02DOI: 10.1080/10564934.2022.2163181
Y. Forestier
Abstract Forty-six interviews of French and Finnish Junior High School teachers clearly show a strong will to link professional commitment to common progressive values. However, the interviewees have to adjust these political or philosophical views when confronted with the reality of their professional everyday life and to the development of widely broadcast educational debates, like the ones about the recent reforms concerning the Junior High School level in both France and Finland, conducted at the time of the interviews (2016 and 2017). These adjustments, linked either to the circumstances or to practical realities, challenge the internal coherence of their ethical choices. This paper shows that the reference principles and the practical implications of such choices are not asserted as sharply in France as in Finland. It highlights the unequal ability of the teachers of both countries to make sense of their professional experience and to appropriate the terms of the debates on the evolution of teaching.
{"title":"How Principles and Values Backing the Profesionnal Identity of French and Finnish Teachers Differentiate Their Ability to Face Educational Change","authors":"Y. Forestier","doi":"10.1080/10564934.2022.2163181","DOIUrl":"https://doi.org/10.1080/10564934.2022.2163181","url":null,"abstract":"Abstract Forty-six interviews of French and Finnish Junior High School teachers clearly show a strong will to link professional commitment to common progressive values. However, the interviewees have to adjust these political or philosophical views when confronted with the reality of their professional everyday life and to the development of widely broadcast educational debates, like the ones about the recent reforms concerning the Junior High School level in both France and Finland, conducted at the time of the interviews (2016 and 2017). These adjustments, linked either to the circumstances or to practical realities, challenge the internal coherence of their ethical choices. This paper shows that the reference principles and the practical implications of such choices are not asserted as sharply in France as in Finland. It highlights the unequal ability of the teachers of both countries to make sense of their professional experience and to appropriate the terms of the debates on the evolution of teaching.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"16 1","pages":"144 - 156"},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85874785","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 : 2022-04-03DOI: 10.1080/10564934.2022.2134030
Aray Saniyazova, A. CohenMiller
{"title":"Gender Equity in Higher Education During COVID-19 in Central Asia","authors":"Aray Saniyazova, A. CohenMiller","doi":"10.1080/10564934.2022.2134030","DOIUrl":"https://doi.org/10.1080/10564934.2022.2134030","url":null,"abstract":"","PeriodicalId":44727,"journal":{"name":"European Education","volume":"5 1","pages":"1 - 2"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87694838","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 : 2022-04-03DOI: 10.1080/10564934.2022.2134029
Aray Saniyazova, A. CohenMiller, Aigerim Kadylova, A. Rakisheva
Abstract This study examines student experience in the context of their transition to remote instruction during the first months of the COVID-19 pandemic with a particular focus on the gendered aspects of the student experience. The researchers conducted a survey in July 2020 at one of the leading universities in Kazakhstan, Nazarbayev University. We sought to capture the immediate effects of the crisis on student experience and to see the impact of the COVID-19 pandemic on learning, teaching, and assessment. The survey was developed by the Student Experience in the Research University (SERU) Consortium (Berkeley, USA) which granted permission to all interested universities to use a survey instrument to explore the experience of their students. Nazarbayev University was the only university in Central Asia that surveyed their students using this survey instrument. The survey assesses five areas of the student experience for both undergraduates and graduate students impacted by the pandemic and campus closures: (1) the transition to remote instruction, (2) the financial impact of COVID-19 on students, (3) student health and wellbeing, (4) belonging and engagement, and (5) future plans.
{"title":"Gendered Aspects of Undergraduate Student Experience in the Time of COVID-19: A Case Study of Nazarbayev University","authors":"Aray Saniyazova, A. CohenMiller, Aigerim Kadylova, A. Rakisheva","doi":"10.1080/10564934.2022.2134029","DOIUrl":"https://doi.org/10.1080/10564934.2022.2134029","url":null,"abstract":"Abstract This study examines student experience in the context of their transition to remote instruction during the first months of the COVID-19 pandemic with a particular focus on the gendered aspects of the student experience. The researchers conducted a survey in July 2020 at one of the leading universities in Kazakhstan, Nazarbayev University. We sought to capture the immediate effects of the crisis on student experience and to see the impact of the COVID-19 pandemic on learning, teaching, and assessment. The survey was developed by the Student Experience in the Research University (SERU) Consortium (Berkeley, USA) which granted permission to all interested universities to use a survey instrument to explore the experience of their students. Nazarbayev University was the only university in Central Asia that surveyed their students using this survey instrument. The survey assesses five areas of the student experience for both undergraduates and graduate students impacted by the pandemic and campus closures: (1) the transition to remote instruction, (2) the financial impact of COVID-19 on students, (3) student health and wellbeing, (4) belonging and engagement, and (5) future plans.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"14 1","pages":"36 - 46"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89954400","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 : 2022-04-03DOI: 10.1080/10564934.2022.2072748
A. Almukhambetova, Aliya Kuzhabekova
Abstract The rapid outbreak of the COVID-19 pandemic has severely affected the students’ international mobility globally. However, little is known about the challenges that the students, intending to pursue outward mobility experience in deciding between studying in the home country or a foreign country in the current reality. Using a “push-and-pull” model as a framework, this qualitative interview-based study aims to find answers to some of these questions by exploring how the pandemic affected science, technology, engineering, and mathematics (STEM) students’ intentions to pursue international mobility, looking at students from Kazakhstan, one of the typical source countries. The analysis is based on the interview data with 22 students who planned to pursue higher education abroad when the COVID-19 pandemic started. The key lessons from the study are useful for policymakers and practitioners working in the higher education field internationally as they provide insights into the potential influence of COVID-19 on the outward mobility of STEM students globally.
{"title":"COVID-19 and the Changes in STEM Students’ Intentions to Pursue International Mobility. What Do the Students Say?","authors":"A. Almukhambetova, Aliya Kuzhabekova","doi":"10.1080/10564934.2022.2072748","DOIUrl":"https://doi.org/10.1080/10564934.2022.2072748","url":null,"abstract":"Abstract The rapid outbreak of the COVID-19 pandemic has severely affected the students’ international mobility globally. However, little is known about the challenges that the students, intending to pursue outward mobility experience in deciding between studying in the home country or a foreign country in the current reality. Using a “push-and-pull” model as a framework, this qualitative interview-based study aims to find answers to some of these questions by exploring how the pandemic affected science, technology, engineering, and mathematics (STEM) students’ intentions to pursue international mobility, looking at students from Kazakhstan, one of the typical source countries. The analysis is based on the interview data with 22 students who planned to pursue higher education abroad when the COVID-19 pandemic started. The key lessons from the study are useful for policymakers and practitioners working in the higher education field internationally as they provide insights into the potential influence of COVID-19 on the outward mobility of STEM students globally.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"21 1","pages":"47 - 62"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74022757","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 : 2022-04-03DOI: 10.1080/10564934.2022.2138767
Aliya Kuzhabekova
Abstract The study explores the experiences of international faculty at an international university in Kazakhstan during COVID-19 pandemic. Using data from 25 qualitative interviews of women and men employed as faculty at the university the study explores the challenges and opportunities experienced by the faculty during the pandemic, how the experiences were shaped by the unique context of the non-Western highly internationalized residential campus university, as well as how the experiences were different for the faculty members of different genders, marital and parental status.
{"title":"Gender Differences in International Faculty Experiences during COVID-19 in Kazakhstan","authors":"Aliya Kuzhabekova","doi":"10.1080/10564934.2022.2138767","DOIUrl":"https://doi.org/10.1080/10564934.2022.2138767","url":null,"abstract":"Abstract The study explores the experiences of international faculty at an international university in Kazakhstan during COVID-19 pandemic. Using data from 25 qualitative interviews of women and men employed as faculty at the university the study explores the challenges and opportunities experienced by the faculty during the pandemic, how the experiences were shaped by the unique context of the non-Western highly internationalized residential campus university, as well as how the experiences were different for the faculty members of different genders, marital and parental status.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"108 1","pages":"21 - 35"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77290449","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 : 2022-04-03DOI: 10.1080/10564934.2022.2127370
A. Kenebayeva, Alexandra Nam, A. Tabaeva, F. Altınay, Z. Altınay
Abstract The study investigates stress and organizational climate factors affecting mental health of women school and university teachers in pre‐COVID‐19 and COVID‐19 periods in the context of Central Asia considering the case of Kazakhstan. The results of quantitative empirical study show that the pandemic has caused an increase in perceived anxiety and depression among women teachers. Women teachers in urban areas experienced greater anxiety and depression than rural teachers. The moderation interaction predictor indicates that the effect of perceived stress becomes less negative with increased level of Material and Technical Security or Access to Technological Resources. In conditions of COVID-19 the effect of Material Technical Security/Access to Technological Resources on Mental Health becomes significant when women teachers have a better Social Climate at work. Its effect on Mental Health becomes significant when women teachers are more engaged in the decision making process with clearly defined organizational goals according to the Participatory Management policy and when women teachers more frequently receive Performance Feedback.
{"title":"COVID-19 and Kazakhstani Women Teachers: An Empirical Study of Factors Affecting Mental Health","authors":"A. Kenebayeva, Alexandra Nam, A. Tabaeva, F. Altınay, Z. Altınay","doi":"10.1080/10564934.2022.2127370","DOIUrl":"https://doi.org/10.1080/10564934.2022.2127370","url":null,"abstract":"Abstract The study investigates stress and organizational climate factors affecting mental health of women school and university teachers in pre‐COVID‐19 and COVID‐19 periods in the context of Central Asia considering the case of Kazakhstan. The results of quantitative empirical study show that the pandemic has caused an increase in perceived anxiety and depression among women teachers. Women teachers in urban areas experienced greater anxiety and depression than rural teachers. The moderation interaction predictor indicates that the effect of perceived stress becomes less negative with increased level of Material and Technical Security or Access to Technological Resources. In conditions of COVID-19 the effect of Material Technical Security/Access to Technological Resources on Mental Health becomes significant when women teachers have a better Social Climate at work. Its effect on Mental Health becomes significant when women teachers are more engaged in the decision making process with clearly defined organizational goals according to the Participatory Management policy and when women teachers more frequently receive Performance Feedback.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"13 1","pages":"3 - 20"},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81900255","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 : 2021-10-02DOI: 10.1080/10564934.2022.2080565
I. Bormann, Sebastian Niedlich, Iris Würbel
Abstract The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue “Trust in educational settings. European perspectives” highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary trust research. Furthermore, it identifies and discusses seven avenues for future research on trust in educational settings. Thus, this paper and the special issue as a whole aim to highlight relevant avenues for future research, thereby strengthening research on trust in education.
{"title":"Trust in Educational Settings: Insights and Emerging Research Questions","authors":"I. Bormann, Sebastian Niedlich, Iris Würbel","doi":"10.1080/10564934.2022.2080565","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080565","url":null,"abstract":"Abstract The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue “Trust in educational settings. European perspectives” highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary trust research. Furthermore, it identifies and discusses seven avenues for future research on trust in educational settings. Thus, this paper and the special issue as a whole aim to highlight relevant avenues for future research, thereby strengthening research on trust in education.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"271 1","pages":"246 - 259"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76781219","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 : 2021-10-02DOI: 10.1080/10564934.2022.2080563
J. Välimaa
Abstract This article analyzes the origins of generalized trust in Finnish society and how this relates to trust in education. The study was based on a historical analysis of the role of education in building a Finnish society and nation state. The author discusses the development of a Nordic welfare state and analyzes the relationships between generalized trust and education from the perspectives of democracy, corruption, egalitarian attitudes, wealth, and culture. A reflection was performed of the relationships between generalized trust, school autonomy, and the professional autonomy of teachers.
{"title":"Trust in Finnish Education: A Historical Perspective","authors":"J. Välimaa","doi":"10.1080/10564934.2022.2080563","DOIUrl":"https://doi.org/10.1080/10564934.2022.2080563","url":null,"abstract":"Abstract This article analyzes the origins of generalized trust in Finnish society and how this relates to trust in education. The study was based on a historical analysis of the role of education in building a Finnish society and nation state. The author discusses the development of a Nordic welfare state and analyzes the relationships between generalized trust and education from the perspectives of democracy, corruption, egalitarian attitudes, wealth, and culture. A reflection was performed of the relationships between generalized trust, school autonomy, and the professional autonomy of teachers.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"6 1","pages":"168 - 180"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74967420","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 : 2021-10-02DOI: 10.1080/10564934.2022.2081084
I. Bormann, Dagmar Killus, Sebastian Niedlich, Iris Würbel
Abstract This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation. In line with the ‘comprehensive model of trust’ briefly presented in the introductory paper of this special issue, this study aims at interconnecting two elements: “trust among parents and schools” and “promotion of trust” based on perceptions of trustworthiness as antecedents for trusting behavior. Building upon this model and a prior vignette study on parent trust in different situations of school-based involvement, the paper highlights the potential of further theoretical and methodological developments in educational trust research relevant for both research and practice.
{"title":"Home–School Interaction: A Vignette Study of Parents’ Views on Situations Relevant to Trust","authors":"I. Bormann, Dagmar Killus, Sebastian Niedlich, Iris Würbel","doi":"10.1080/10564934.2022.2081084","DOIUrl":"https://doi.org/10.1080/10564934.2022.2081084","url":null,"abstract":"Abstract This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation. In line with the ‘comprehensive model of trust’ briefly presented in the introductory paper of this special issue, this study aims at interconnecting two elements: “trust among parents and schools” and “promotion of trust” based on perceptions of trustworthiness as antecedents for trusting behavior. Building upon this model and a prior vignette study on parent trust in different situations of school-based involvement, the paper highlights the potential of further theoretical and methodological developments in educational trust research relevant for both research and practice.","PeriodicalId":44727,"journal":{"name":"European Education","volume":"62 6 1","pages":"137 - 151"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87740998","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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