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Stephen O'Brien Mairtin Ó Fathaigh 《International Journal of Inclusive Education》2013,17(5-6):593-606
This paper is set against a background of Ireland’s endorsement of a ‘unique’ social partnership model wherein educational policy measures are being shaped by emergent change factors in a so‐called new era of lifelong learning. Despite a number of policy responses focusing on the need for greater social inclusion, the paper highlights how the Irish education system continues to mirror and produce notions of ‘advantage’ and ‘disadvantage’. It is argued that while educational strategies appear extensive in addressing this social stratification, serious questions remain concerning their far‐reaching impact. In particular, the paper points to a critical concern for how notions of ‘disadvantage’ and ‘social exclusion’ are ideationally conceived and used within an Irish policy context. It is contended that the inadequate treatise of this concern impedes real progress towards meeting the needs of disadvantaged groups in society. A case for reassessing the ideological treatment of social exclusion is therefore made in the interest of promoting effective educational measures for social (and cultural) inclusion. 相似文献
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Mairtín Ó Fathaigh 《Irish Educational Studies》2013,32(1):169-181
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In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies. 相似文献
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GÓRAN KARLSSON 《European Journal of Engineering Education》1992,17(2):129-134
The training at school and university undergraduate level to encourage students to take responsibility for their own learning is important for their future need of lifelong education. The concept of continuously continuing education is introduced, to be used for both initial university campus education and continuing education. If the computer, with computer and video networking, is considered and used as a multimedia tool, students will be familiar with working within a virtual classroom. This will foster them to continue their learning after graduation and promoting lifelong education. Information is given about the objectives and operations of the Nordic Forum for Computer-aided Higher Education and some other initiatives within the Nordic countries to move towards a European ( or Global) Electronic University to promote continuously continuing education. 相似文献
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ABSTRACTThis self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. Findings reveal Edda’s focus on the discourse of diagnosis as a dominant structural issue within her practice. The resulting themes on perceptions of inclusion, coordination of support, deployment of people, and collaboration across different entities have informed my understanding about my practice and my perspective on the meaning of a support system within inclusive education and improved student performance. 相似文献
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This study addresses the problem of designing an appropriate learning space or architecture for distributed online courses using net-based communication technologies. We apply Wenger's criteria to explore, identify and discuss the design architectures of two online courses from two comparable online Master's programmes, developed and delivered in two different educational cultures, Ireland (MIC) and Denmark (OL). The investigation will take the shape of a discussion of the 'walls of the learning spaces' of the two courses, with reference to Wenger's criteria and values for an appropriate learning architecture. In an earlier evaluation study, both courses were deemed to be examples of online learning communities of practice, despite their geographical and cultural diversity in contexts of development. The findings of the present study confirm and document several significant design elements of the two courses, which are stressed in the design criteria suggested by Wenger as being vital for community building. 相似文献
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Óscar Jerez Yàñez Fernanda Corvalán Canessa Lesslie González Rojas Armin Ramos Torres 《International Journal for Academic Development》2019,24(2):204-208
ABSTRACTWe propose a ‘1-to-1’ accompaniment and teaching development model emerging from the analysis and reflection of professional experience at a Teaching and Learning Center in a Chilean university. We highlight the relevance of the bond between professor and adviser and the establishment of a horizontal relationship, where both work collaboratively on the achievement of common objectives. This means breaking away from the classic view of the counseling process, where aspects of discipline and context are not necessarily considered. Despite size scalability issues, this model is flexible in its applicability and is adaptable to different university contexts. The implementation of this model is still under development, particularly in its evaluation phase. 相似文献