INTERNATIONAL REVIEW OF EDUCATION最新文献

In 2019, a decline in apprenticeship starts prompted the London Borough of Hounslow to make an apprenticeship pledge in its Corporate Plan 2019-2024, committing to create 4,000 new apprenticeships and training opportunities to help young people into work. This article investigates experiences of young apprentices in Hounslow before and during the COVID-19 pandemic. Exploring the perspectives of two apprentices, two employers and one training provider in a small-scale qualitative study, the authors identify key hindering and supporting factors affecting entry into and sustainability of apprenticeships, and progression towards professional employment. They found that labour market entry was intensely hindered by competition (with peers who had better maths and English qualifications, for a small number of apprenticeships) and organisational barriers (such as managers with prejudices against young people, stigmatising apprentices and apprenticeships). Supportive factors identified include personal characteristics (such as a positive mindset, enabling young people to persevere despite a disadvantaged socioeconomic background and lack of family support, for example) and supportive relationships (e.g. mentoring) between apprentices and their training providers or employers.

The government of the United Arab Emirates (UAE) considers technology to be one of the main pillars of its vision for moving towards a knowledge-based society. Due to several factors such as globalisation, demand for information technology infrastructure and COVID-19 lockdowns, e-learning has become a popular method of delivery across higher education institutions in the UAE. In a first step, the authors of this article conducted a systematic review of existing literature (49 items published between 1999 and 2020). They found that the existing literature on online learning predominantly focuses on student-specific challenges, while there is still a dearth of published work covering faculty members' specific challenges in facilitating online learning in the UAE. The second part of this exploratory study drew on stakeholders' reflections of several years of designing and delivering online courses, analysing faculty members' perspectives on online teaching and learning in the UAE. The authors present their qualitative research, which involved open-ended semi-structured interviews with 15 faculty members, followed by a thematic analysis of their responses using NVivo 12 pro software. The most critical themes which emerged were learners' expectations, culture, perception, pedagogy and technology. The article also reveals how these topics contribute to the various strategies for seamless adoption and delivery of online education in the UAE.

Within citizenship education, literacy is often promoted in a narrow functional sense of skills for civic engagement or is used synonymously with "knowledge" to refer to an awareness-raising process around rights. Through an analysis of evolving models of citizenship, this article moves beyond literacy for citizenship to consider the ways in which literacy learning can emerge through active citizenship. Drawing on published ethnographic studies of literacy in everyday life to analyse both the symbolic and instrumental meanings of literacy in specific contexts, the author introduces a social practice lens on literacy and citizenship. She explores the pedagogical implications for literacy within citizenship education, particularly in relation to informal learning of "real literacies", critical digital literacy to distinguish "fake news" and literature as a way of entering someone else's experiences. UNESCO's current vision for global citizenship education as nurturing empathy and understanding between peoples implies that literacy providers need to recognise participants as not only consumers, but as co-constructors of texts.

Refugee children face numerous challenges in accessing quality education. In the past years, the number of interventions aiming to address these challenges has grown substantially. What is still scarce, however, is systematic evidence on what works to improve refugee children's enrolment and learning. The authors of this article set out to find what robust quantitative evidence exists regarding interventions that seek to improve access to education and quality learning for refugee children. They conducted a first scoping review of quantitative peer-reviewed articles which evaluate the effect of specific interventions which aimed to improve access to education and/or quality learning for refugee children. While their literature search for the time-period 1990-2021 resulted in 1,873 articles, only eight of these fit the authors' selection criteria. This low number indicates that there is a general lack of robust evidence as to what works to improve quality learning for refugee children. What the authors' mapping of the research evidence does suggest is that cash transfer programmes can increase school attendance and that learning outcomes, such as second-language acquisition, can be improved through physical education, early childhood development programmes, or online game-based solutions. Other interventions, such as drama workshops, appear to have had zero effect on second-language acquisition. The authors conclude their article by addressing the limitations and implications of this body of interventions for future research.