Pub Date : 2024-05-06DOI: 10.1007/s11159-024-10084-8
Peter Mayo
This article examines the key role that adult learning and education (ALE) has played and continues to play in addressing the challenges faced by critical engagement with identities and crossing borders in the Mediterranean region. Despite the great cultural, economic and educational diversities characterising the region, the author explores whether a distinctive and recurring pattern of ALE exists or is likely to emerge. His analysis highlights historical and contemporary landmarks (features) of ALE in the region which exist alongside others from “mainstream” European education put forward by such funding agencies as the European Union (EU). While the landmarks are distinctive, they do offer recurring patterns which are characteristic of social-purpose ALE provision in the region. Much can be drawn from ALE in the Mediterranean, together with useful insights from other parts of the world, to foster intercultural engagement in response to mass migration in the region.
这篇文章探讨了成人学习与教育(ALE)在应对地中海地区关键性身份参与和跨界挑战方面已经发挥并将继续发挥的关键作用。尽管该地区在文化、经济和教育方面存在巨大差异,但作者探讨了成人学习与教育是否存在或可能出现一种独特的、反复出现的模式。他的分析突出强调了该地区 ALE 的历史和当代标志(特征),这些标志与欧洲联盟(欧盟)等资助机构提出的其他 "主流 "欧洲教育标志并存。虽然这些里程碑各具特色,但它们确实提供了该地区社会目的非正规教育与培训的重复模式。可以从地中海地区的成人学习与教育中汲取很多东西,同时借鉴世界其他地区的有益经验,以促进文化间接触,应对该地区的大规模移民。
{"title":"Adult learning and education in the Mediterranean – a view from southern Europe","authors":"Peter Mayo","doi":"10.1007/s11159-024-10084-8","DOIUrl":"https://doi.org/10.1007/s11159-024-10084-8","url":null,"abstract":"<p>This article examines the key role that adult learning and education (ALE) has played and continues to play in addressing the challenges faced by critical engagement with identities and crossing borders in the Mediterranean region. Despite the great cultural, economic and educational diversities characterising the region, the author explores whether a distinctive and recurring pattern of ALE exists or is likely to emerge. His analysis highlights historical and contemporary landmarks (features) of ALE in the region which exist alongside others from “mainstream” European education put forward by such funding agencies as the European Union (EU). While the landmarks are distinctive, they do offer recurring patterns which are characteristic of social-purpose ALE provision in the region. Much can be drawn from ALE in the Mediterranean, together with useful insights from other parts of the world, to foster intercultural engagement in response to mass migration in the region.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140930024","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 : 2024-04-22DOI: 10.1007/s11159-024-10083-9
Afonso Celso Scocuglia
This research note is based on the premise that Paulo Freire is an educator of the present and the future. Contrary to research that has confined him to the past, the author emphasises the construction of Freire’s thought-action in five historical periods, noting the timeliness and foresight of his ideas for the 21st century. From his first books (Educação e atualidade brasileira [1959] and Educação como prática da liberdade [1965]) to the last ones published during his lifetime (Pedagogia da esperança: um reencontro com a Pedagogia do oprimido [1992] and Pedagogia da Autonomia [1996]), the author of this research note discerns reconstructions of concepts, arguments and paradigms that bring Freire up to date and continue to impact educators and specialists around the world. The emphasis, here, is on the inseparability between education and politics and his radical humanism as central axes of his pedagogy. The relevance of dialogic-communicative action in the learning process and the valuing of the learners’ knowledge as the starting point for elaborated knowledge enhance the choice of freedom, autonomy and democracy. Freire’s defence of the pedagogy of the question and research against the pedagogy of belief and the deposit of knowledge, among other crucial proposals, remain current and are forward-looking. These and other theses, articles, speeches, courses and works recorded over 50 years of Freire’s career (1947–1997) justify his inclusion today among the most-cited thinkers in the human sciences, and Pedagogy of the Oppressed among the 100 most-read books in the English language. After the centenary of Paulo Freire’s birth (2021), references to his political-pedagogical legacy (both practical and theoretical) continue to grow, encourage dialogue with other current thinkers and reaffirm his hope for the work of educators of the present and the future.
{"title":"Paulo Freire: An educator of the present and the future","authors":"Afonso Celso Scocuglia","doi":"10.1007/s11159-024-10083-9","DOIUrl":"https://doi.org/10.1007/s11159-024-10083-9","url":null,"abstract":"<p>This research note is based on the premise that Paulo Freire is an educator of the present and the future. Contrary to research that has confined him to the past, the author emphasises the construction of Freire’s thought-action in five historical periods, noting the timeliness and foresight of his ideas for the 21st century. From his first books (<i>Educação e atualidade brasileira</i> [1959] and <i>Educação como prática da liberdade</i> [1965]) to the last ones published during his lifetime (<i>Pedagogia da esperança: um reencontro com a Pedagogia do oprimido</i> [1992] and <i>Pedagogia da Autonomia</i> [1996]), the author of this research note discerns reconstructions of concepts, arguments and paradigms that bring Freire up to date and continue to impact educators and specialists around the world. The emphasis, here, is on the inseparability between education and politics and his radical humanism as central axes of his pedagogy. The relevance of dialogic-communicative action in the learning process and the valuing of the learners’ knowledge as the starting point for elaborated knowledge enhance the choice of freedom, autonomy and democracy. Freire’s defence of the pedagogy of the question and research against the pedagogy of belief and the deposit of knowledge, among other crucial proposals, remain current and are forward-looking. These and other theses, articles, speeches, courses and works recorded over 50 years of Freire’s career (1947–1997) justify his inclusion today among the most-cited thinkers in the human sciences, and <i>Pedagogy of the Oppressed</i> among the 100 most-read books in the English language. After the centenary of Paulo Freire’s birth (2021), references to his political-pedagogical legacy (both practical and theoretical) continue to grow, encourage dialogue with other current thinkers and reaffirm his hope for the work of educators of the present and the future.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636304","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 : 2024-04-20DOI: 10.1007/s11159-024-10087-5
Balázs Németh
{"title":"Adult education and social justice: International perspectives","authors":"Balázs Németh","doi":"10.1007/s11159-024-10087-5","DOIUrl":"https://doi.org/10.1007/s11159-024-10087-5","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140681693","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 : 2024-04-13DOI: 10.1007/s11159-023-10057-3
Rajesh Tandon, Sumitra Srinivasan
The use of participatory research and participation to promote the empowerment of the poor and marginalised began in the 1970s and gained momentum in the early 1980s. The approach builds on the learning for change paradigm in which everyday experience is the basis for developing agency, and committing to and taking action to create change, both individually and collectively. The paradigm has been used over decades, and in several contexts (e.g. women’s literacy and political leadership, work health and safety, access to and control over natural resources, prevention of sexual harassment and violence against women, social accountability and participatory monitoring, access to basic services, and climate adaptation and resilience). In this research note, some of these contexts – work health and safety, women’s political leadership, the urban poor and gender-based violence – are used as practical exemplars of work conducted by the non-profit research and training organisation Participatory Research in Asia (PRIA) to support poor, excluded and marginalised communities. The experiences shared in this research note bear witness to the power of popular knowledge and the inclusion of marginalised voices for transformatory, people-centric development.
{"title":"Learning from life: The value of everyday knowledge for empowerment and change","authors":"Rajesh Tandon, Sumitra Srinivasan","doi":"10.1007/s11159-023-10057-3","DOIUrl":"https://doi.org/10.1007/s11159-023-10057-3","url":null,"abstract":"<p>The use of <i>participatory research</i> and <i>participation</i> to promote the empowerment of the poor and marginalised began in the 1970s and gained momentum in the early 1980s. The approach builds on the <i>learning for change</i> paradigm in which everyday experience is the basis for developing agency, and committing to and taking action to create change, both individually and collectively. The paradigm has been used over decades, and in several contexts (e.g. women’s literacy and political leadership, work health and safety, access to and control over natural resources, prevention of sexual harassment and violence against women, social accountability and participatory monitoring, access to basic services, and climate adaptation and resilience). In this research note, some of these contexts – work health and safety, women’s political leadership, the urban poor and gender-based violence – are used as practical exemplars of work conducted by the non-profit research and training organisation Participatory Research in Asia (PRIA) to support poor, excluded and marginalised communities. The experiences shared in this research note bear witness to the power of popular knowledge and the inclusion of marginalised voices for transformatory, people-centric development.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576619","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 : 2024-03-29DOI: 10.1007/s11159-023-10044-8
Ekkehard Nuissl, Simona Sava
{"title":"Tracing the effects and impacts of the Memorandum on Lifelong Learning in the scholarly debate since its inception","authors":"Ekkehard Nuissl, Simona Sava","doi":"10.1007/s11159-023-10044-8","DOIUrl":"https://doi.org/10.1007/s11159-023-10044-8","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365893","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 : 2024-03-25DOI: 10.1007/s11159-024-10066-w
Anke Grotlüschen, Alisa Belzer, Markus Ertner, Keiko Yasukawa
The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring “inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all”, attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for the SDGs to boost the visibility and support of ALE. This article reports on a study that explored the role of ALE in lifelong learning in eight case study countries (Australia, Brazil, India, Jordan, Kyrgyzstan, South Africa, Thailand and Ukraine). It explores the literature and examines the supports for and challenges of ALE to better understand its potential in helping to realise SDG 4, using a mega-, macro-, meso- and micro-level theoretical framework. Twenty-seven experts in ALE from across the eight countries were interviewed, and data analysis was undertaken using a grounded theory approach. The findings indicate that while SDG 4 was not a strong driver for ALE activities in these countries, initiatives were focused on the same issues targeted by SDG 4. The analysis also points to the unequal policy support given to formal and non-formal ALE activities, and the critical role that ALE networks and associations can play in addressing some of the most ambitious SDG 4 targets.
{"title":"The role of adult learning and education in the Sustainable Development Goals","authors":"Anke Grotlüschen, Alisa Belzer, Markus Ertner, Keiko Yasukawa","doi":"10.1007/s11159-024-10066-w","DOIUrl":"https://doi.org/10.1007/s11159-024-10066-w","url":null,"abstract":"<p>The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring “inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all”, attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for the SDGs to boost the visibility and support of ALE. This article reports on a study that explored the role of ALE in lifelong learning in eight case study countries (Australia, Brazil, India, Jordan, Kyrgyzstan, South Africa, Thailand and Ukraine). It explores the literature and examines the supports for and challenges of ALE to better understand its potential in helping to realise SDG 4, using a mega-, macro-, meso- and micro-level theoretical framework. Twenty-seven experts in ALE from across the eight countries were interviewed, and data analysis was undertaken using a <i>grounded theory</i> approach. The findings indicate that while SDG 4 was not a strong driver for ALE activities in these countries, initiatives were focused on the same issues targeted by SDG 4. The analysis also points to the unequal policy support given to formal and non-formal ALE activities, and the critical role that ALE networks and associations can play in addressing some of the most ambitious SDG 4 targets.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300869","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 : 2024-03-18DOI: 10.1007/s11159-023-10018-w
Paul Stanistreet, Alan Tuckett
The “1919 Report” of the British Ministry of Reconstruction’s Adult Education Committee, produced as the First World War was ending, reflects the optimism of its committee about the possibilities for a more socially just and democratic society and its concern to find an alternative to economic deprivation and disenfranchisement. Its central thesis is that adult education is “a permanent national necessity” for an active informed democracy, which should, therefore, be both “universal and lifelong”. Despite the report’s lukewarm initial reception, its influence on the development of adult education over a century in Britain and in other anglophone countries has been marked. As R. D. Waller argued in 1956, it “is probably the most significant single contribution made to the literature of adult education”, certainly in the United Kingdom. It may well also be the first major national report on adult education published anywhere to be grounded in a comprehensive survey of existing provision. This article examines the context of its creation, its core arguments and their strengths and deficiencies, as well as its reception and subsequent impact. The article ends with a consideration of the report’s contemporary relevance and how its core ideas of voluntarism and co-construction of knowledge can support democratic renewal through education.
英国重建部成人教育委员会的 "1919 年报告 "是在第一次世界大战即将结束时编写的,它反映了该委员会对建立一个更加社会公正和民主的社会的可能性的乐观态度,以及对找到一种替代经济贫困和权利被剥夺的办法的关注。报告的中心论点是,成人教育是实现积极知情民主的 "国家永久需要",因此,成人教育应当是 "普及的和终身的"。尽管该报告最初受到冷遇,但一个世纪以来,它对英国和其他英语国家的成人教育发展产生了显著影响。正如 R. D. Waller 在 1956 年所言,它 "可能是对成人教育文献做出的最重要的一项贡献",当然是在英国。它很可能也是任何地方出版的第一份以全面调查现有办学情况为基础的关于成人教育的重要国家报告。本文探讨了该报告的创作背景、核心论点及其优缺点,以及对该报告的接受情况和后续影响。文章最后探讨了该报告在当代的现实意义,以及报告中关于自愿和共同构建知识的核心理念如何通过教育支持民主复兴。
{"title":"A design for democracy: Britain’s 1919 Report, the context of its creation and its relevance today","authors":"Paul Stanistreet, Alan Tuckett","doi":"10.1007/s11159-023-10018-w","DOIUrl":"https://doi.org/10.1007/s11159-023-10018-w","url":null,"abstract":"<p>The “1919 Report” of the British Ministry of Reconstruction’s Adult Education Committee, produced as the First World War was ending, reflects the optimism of its committee about the possibilities for a more socially just and democratic society and its concern to find an alternative to economic deprivation and disenfranchisement. Its central thesis is that adult education is “a permanent national necessity” for an active informed democracy, which should, therefore, be both “universal and lifelong”. Despite the report’s lukewarm initial reception, its influence on the development of adult education over a century in Britain and in other anglophone countries has been marked. As R. D. Waller argued in 1956, it “is probably the most significant single contribution made to the literature of adult education”, certainly in the United Kingdom. It may well also be the first major national report on adult education published anywhere to be grounded in a comprehensive survey of existing provision. This article examines the context of its creation, its core arguments and their strengths and deficiencies, as well as its reception and subsequent impact. The article ends with a consideration of the report’s contemporary relevance and how its core ideas of voluntarism and co-construction of knowledge can support democratic renewal through education.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155016","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 : 2024-03-01DOI: 10.1007/s11159-024-10071-z
Y. Waghid
{"title":"Freire and critical theorists","authors":"Y. Waghid","doi":"10.1007/s11159-024-10071-z","DOIUrl":"https://doi.org/10.1007/s11159-024-10071-z","url":null,"abstract":"","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140086174","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 : 2024-02-26DOI: 10.1007/s11159-023-10042-w
Sangjin Ma, Namhoon Kim, Sok An
This study examined the association between literacy and quality of life among rural seniors in the Republic of Korea. A sample of rural seniors (N = 1,000) was surveyed by the Korea Rural Economic Institute in 2018, which assessed their literacy levels, their lifelong literacy education status and their quality of life. The authors’ analyses of the data collected in this survey reveal that higher literacy levels are positively associated with a greater likelihood of social inclusion and better mental health status among rural seniors. Furthermore, seniors with functional literacy demonstrated a higher probability of being included in the rural community compared to those with only basic literacy. Lastly, lifelong literacy education was found to play a crucial role in enhancing the literacy levels of rural seniors. As a policy recommendation, the authors suggest that local governments expand literacy education programmes to more rural areas of South Korea.
{"title":"The importance of literacy for rural seniors in the Republic of Korea: An investigation of its effect on social inclusion and mental health","authors":"Sangjin Ma, Namhoon Kim, Sok An","doi":"10.1007/s11159-023-10042-w","DOIUrl":"https://doi.org/10.1007/s11159-023-10042-w","url":null,"abstract":"<p>This study examined the association between literacy and quality of life among rural seniors in the Republic of Korea. A sample of rural seniors (<i>N</i> = 1,000) was surveyed by the Korea Rural Economic Institute in 2018, which assessed their literacy levels, their lifelong literacy education status and their quality of life. The authors’ analyses of the data collected in this survey reveal that higher literacy levels are positively associated with a greater likelihood of social inclusion and better mental health status among rural seniors. Furthermore, seniors with functional literacy demonstrated a higher probability of being included in the rural community compared to those with only basic literacy. Lastly, lifelong literacy education was found to play a crucial role in enhancing the literacy levels of rural seniors. As a policy recommendation, the authors suggest that local governments expand literacy education programmes to more rural areas of South Korea.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139979953","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 : 2024-02-19DOI: 10.1007/s11159-023-10045-7
Betül Tonbuloğlu
Distance education (DE) has a unique potential to ensure continuity of education in extraordinary circumstances such as pandemics and earthquakes, in addition to its advantages such as flexibility in terms of time and space and self-paced learning options. Institutional support provided for instructors engaged in DE programmes is one of the factors which directly affect the efficiency of DE and the quality of the education provided. This study aimed to determine the criteria of institutional support offered to DE instructors through document analysis, and to reveal the importance weights of those criteria by using the method of multi-criteria decision-making (MCDM). The author examined the standards published by a number of accreditation institutions and international educational organisations for DE, and determined the importance weights of those criteria by applying an analytic hierarchy process (AHP). She determined seven support criteria, namely (in order of importance): (1) technical training and orientation; (2) teaching material and resource support; (3) technical support; (4) professional development support; (5) support during the course; (6) evaluation and report submission support; and (7) career development, incentives and financial support. In presenting her study, the author provides an effective evaluation framework for DE support systems which includes a comprehensive set of indicators based on a literature review and feedback from experts.
远程教育(DE)除了具有在时间和空间上的灵活性以及自定进度的学习选择等优势外,还具有在诸如大流行病和地震等特殊情况下确保教育连续性的独特潜力。为参与 "走班制 "课程的教师提供机构支持是直接影响 "走班制 "效率和教育质量的因素之一。本研究旨在通过文献分析,确定为 DE 教师提供机构支持的标准,并利用多标准决策(MCDM)方法,揭示这些标准的重要权重。作者研究了一些认证机构和国际教育组织发布的关于 DE 的标准,并通过应用层次分析法(AHP)确定了这些标准的重要性权重。她确定了七项支持标准,即(按重要程度排序)(1) 技术培训和指导;(2) 教材和资源支持;(3) 技术支持;(4) 专业发展支持;(5) 课程期间的支持;(6) 评估和报告提交支持;(7) 职业发展、奖励和财政支持。在介绍她的研究时,作者为教学支持系统提供了一个有效的评估框架,其中包括一套基于文献综述和专家反馈的综合指标。
{"title":"Determining a framework for institutional support of instructors engaged in distance education programmes using the multiple-criteria decision-making method","authors":"Betül Tonbuloğlu","doi":"10.1007/s11159-023-10045-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10045-7","url":null,"abstract":"<p>Distance education (DE) has a unique potential to ensure continuity of education in extraordinary circumstances such as pandemics and earthquakes, in addition to its advantages such as flexibility in terms of time and space and self-paced learning options. Institutional support provided for instructors engaged in DE programmes is one of the factors which directly affect the efficiency of DE and the quality of the education provided. This study aimed to determine the criteria of institutional support offered to DE instructors through document analysis, and to reveal the importance weights of those criteria by using the method of multi-criteria decision-making (MCDM). The author examined the standards published by a number of accreditation institutions and international educational organisations for DE, and determined the importance weights of those criteria by applying an analytic hierarchy process (AHP). She determined seven support criteria, namely (in order of importance): (1) technical training and orientation; (2) teaching material and resource support; (3) technical support; (4) professional development support; (5) support during the course; (6) evaluation and report submission support; and (7) career development, incentives and financial support. In presenting her study, the author provides an effective evaluation framework for DE support systems which includes a comprehensive set of indicators based on a literature review and feedback from experts.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139909872","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}