ethanporcaro/eric-fulltext-meta huggingface dataset:
Grade Inflation in Language and Translation Courses at Saudi Schools and Universities
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Grade Inflation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Private Schools,Grades (Scholastic),College Faculty,Teacher Attitudes,Administrator Attitudes,Educational Quality,Correlation,Outcomes of Education,Parent Attitudes,Student Attitudes,Teacher Evaluation,Teacher Student Relationship,Language Tests,Attendance,Thinking Skills,Assignments,Grading,Test Content,English for Special Purposes

This study investigates the status of grade inflation in language and translation courses in Saudi Arabia. Analysis of the pass rates and percentages of students who obtained Grades A+, A, B+ and B in 70 English language skills and translation college courses, in addition to the English course scores of students in grades 1 to 11 at a private school, showed evidence of grade inflation at the school and college levels as revealed by the high pass rates and high percentages of students obtaining Grades A+, A, B+ and B in most courses. Responses to a questionnaire-survey by a sample of schoolteachers and language and translation college instructors showed several factors contributing to grade inflation such as: school and university administrators' tendency to raise students' marks and course grades and exercising pressure over instructors to pass the students. There are misconceptions about educational quality. Administrators correlate high quality with high pass rates, regardless of the learning outcomes. Instructors worry about students and parents' complaints if some students fail. They worry about being investigated and about losing their job. Instructors would like to be liked by the students, be popular and get good ratings on the students' course evaluation forms. Instructors give easy questions and are lenient in grading. Exam results do not reflect individual differences and distinctions. The grading system produces a high pass rate as 60% of the course marks are allocated to attendance, assignments, quizzes, and class work. Exams focus on a small portion of the course/textbook material. Many course topics are not covered by the tests. Tests contain few easy questions that measure rote memorization and recall rather than higher-level thinking skills. Prior to exams, students enrolled in General English courses are given practice tests with similar questions to the final exam (in form and content). Hence, students know what to expect on the final exam. The study gives some recommendations for combating grade inflation at Saudi schools and universities.
The Discussions of Positivism and Interpretivism
Author: Junjie, Ma
Date: 2022-00-00
Type: Journal Articles
Subjects: Ideology,Bias,Credibility,Research Methodology,Epistemology,Comparative Analysis,Reliability,Philosophy

This paper aims to explore the philosophical theoretical foundations of two basic research paradigms, namely positivism and interpretivism. In the discussion process, literature in the relevant fields including academic papers and books is reviewed and used as support for the analysis. Firstly, the paper explores the differences between the positivist and interpretivist paradigms in terms of ontology and epistemology. The paper then goes on to critically analyze the shortcomings of interpretivism, including nihilism, susceptibility to bias, and neglect of ideological influences. Finally, this paper adopts the credibility, transferability, dependability, and confirmability theories to support the interpretivist perspective on research methods, i.e., qualitative research methods, from the educational field. This research will help researchers to better understand the differences between positivist and interpretivist paradigms and to choose the applicable research methods according to the research field.
TVET Governance: Steering Collective Action. New Qualifications and Competencies for Future-Oriented TVET. Volume 1
Author: Loveder, Phil
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Technical Education,Employment Qualifications,Competence,Teacher Education,Instructional Innovation,Futures (of Society),Barriers,Governance,Identification,Program Implementation,Career Readiness,21st Century Skills,Curriculum Development,Educational Finance,Stakeholders,Participation,Partnerships in Education,Technology Uses in Education,Foreign Countries

This document is organized in three volumes and aims to cater to the diverse needs of Technical and Vocational Education and Training (TVET)-related institutions. From their unique perspectives, the document explores and examines the three I's process: the timely and accurate identification of new qualifications and competencies (NQCs), their integration into appealing and flexible curricula, and their effective implementation through new teaching and learning methods as well as relevant teacher and trainer training. Illustrated with case studies and practical examples, the document proposes solutions to specific challenges, and offers a database of experiences and lessons from across the world. This volume is written with the macrolevel or system-level stakeholder in mind. This primarily covers ministries and statutory bodies with legally assigned duties in the governance of TVET. The following contents are presented: (1) The 'three-i' approach: identification, integration and implementation of new qualifications and competencies; (2) How are NQCs identified and prioritized by stakeholders at the macro level?; (3) How are NQCs integrated by stakeholders at the macro level?; (4) How are NQCs implemented by stakeholders at the macro level?; and (5) 6. The outlook for NQCs: ensuring TVET systems are 'future ready. [For volume 2, see ED619362. For volume 3, see ED619363.]
TVET Advocacy: Ensuring Multi-Stakeholder Participation. New Qualifications and Competencies for Future-Oriented TVET. Volume 2
Author: Sgarz, Matteo
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Technical Education,Employment Qualifications,Competence,Teacher Education,Instructional Innovation,Futures (of Society),Barriers,Governance,Identification,Program Implementation,Career Readiness,21st Century Skills,Curriculum Development,Educational Finance,Stakeholders,Participation,Partnerships in Education,Technology Uses in Education,Foreign Countries

This document is organized in three volumes and aims to cater to the diverse needs of Technical and Vocational Education and Training (TVET)-related institutions. From their unique perspectives, the document explores and examines the three I's process: the timely and accurate identification of new qualifications and competencies (NQCs), their integration into appealing and flexible curricula, and their effective implementation through new teaching and learning methods as well as relevant teacher and trainer training. Illustrated with case studies and practical examples, the document proposes solutions to specific challenges, and offers a database of experiences and lessons from across the world. This volume addresses the role of meso-level TVET stakeholders in the process of maintaining and updating TVET systems to ensure they remain fit for purpose. This volume is intended to give meso-level TVET stakeholders a better understanding of their role in the greater TVET ecosystem; potential tools for identifying, integrating and implementing NQCs for a TVET system; and action items for closer collaboration with other stakeholders. The following contents are presented: (1) The 'three-i' approach: identification, integration and implementation of new qualifications and competencies; (2) Identification of NQCs: A meso-level perspective; (3) Integration of NQCs: A meso-level perspective; and (4) Implementation of NQCs: A meso-level perspective. [For volume 1, see ED619361. For volume 3, see ED619363.]
TVET Delivery: Providing Innovative Solutions. New Qualifications and Competencies for Future-Oriented TVET. Volume 3
Author: Keevy, James
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Technical Education,Employment Qualifications,Competence,Teacher Education,Instructional Innovation,Futures (of Society),Barriers,Governance,Identification,Program Implementation,Career Readiness,21st Century Skills,Curriculum Development,Educational Finance,Stakeholders,Participation,Partnerships in Education,Technology Uses in Education,Foreign Countries

This document is organized in three volumes and aims to cater to the diverse needs of Technical and Vocational Education and Training (TVET)-related institutions. From their unique perspectives, the document explores and examines the three I's process: the timely and accurate identification of new qualifications and competencies (NQCs), their integration into appealing and flexible curricula, and their effective implementation through new teaching and learning methods as well as relevant teacher and trainer training. Illustrated with case studies and practical examples, the document proposes solutions to specific challenges, and offers a database of experiences and lessons from across the world. This specific volume focuses on the micro-level stakeholders involved in the implementation of TVET skilling programmes and/or their components. The volume aims to address the role and contributions of TVET providers and companies in identifying, integrating and implementing new qualifications and competencies, drawing on contributions from literature as well as expert engagements and case studies. The following contents are presented: (1) The 'three-i' approach: identification, integration and implementation of new qualifications and competencies; (2) Implementation of NQCs: A micro-level perspective; (3) Identification of NQCs: A micro-level perspective; and (4) Integration of NQCs: A micro-level perspective. [For volume 1, see ED619361. For volume 2, see ED619362.]
Inclusive Lifelong Learning in Cities: Policies and Practices for Vulnerable Groups
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2021-00-00
Type: Collected Works - General
Subjects: Inclusion,Lifelong Learning,Urban Areas,Educational Policy,Educational Practices,COVID-19,Pandemics,Economically Disadvantaged,Educational Opportunities,Sustainability,Disabilities,Data Collection,Educational Trends,Educational Technology,Technological Literacy,At Risk Students,Governance,Poverty,Refugees,Migrants,Immigrants,Older Adults

This report presents conceptual frameworks for inclusive learning, good practices in learning cities and recommendations for the future. The COVID-19 pandemic has had an enormous impact on life in cities, as well as exposing and exacerbating almost all forms of inequality. Access to high-calibre, resilient infrastructure, reliable basic services and decent jobs must be provided to all urban and rural dwellers. Achieving this means ensuring learning opportunities in cities are of high quality, inclusive of the diverse backgrounds of all learners and offered on a continuous basis throughout life. This publication features chapters on learning cities' endeavours to promote inclusive lifelong learning for vulnerable groups. It is based on research papers prepared for the fourth International Conference on Learning Cities, which took place in 2019 in Medellín, Colombia, under the theme 'Inclusion -- A principle for lifelong learning and sustainable cities' and hence marks a transition between the learning city conferences of 2019 and 2021. Though the examples included in the publication were in place before the pandemic took hold, they show how populations that were made even more vulnerable by the pandemic can be effectively targeted by lifelong learning opportunities.
Educational Leadership and COVID-19: Lessons from Kern County
Author: Cottingham, Benjamin W.
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Administration,School Districts,Boards of Education,Superintendents,Administrator Role,Leadership Responsibility,Information Dissemination,Educational Policy,Guidelines,Resource Allocation,Online Courses,School Closing,Educational Technology

Counties, districts, and schools have had to respond to ever-shifting issues related to COVID-19. This brief describes the complex challenges that district superintendents faced, which often required expertise in areas beyond traditional expectations for the role, particularly in public health. The brief gives examples of crisis management structures from one county office of education (COE)--Kern County Superintendent of Schools (KCSOS)--that helped to mitigate these challenges for local education agencies (LEAs) in its county. The strategies detailed in this brief provide a replicable model for how the state and COEs can better support districts and schools during times of crisis and improve preparedness of the education system as a whole.
Lifelong Learning Opportunities for All: Medium-Term Strategy 2022-2029
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Educational Opportunities,Access to Education,Educational Quality,Equal Education,Climate,Aging (Individuals),Older Adults,Educational Objectives,Sustainable Development,Educational Strategies,International Organizations,Inclusion,Global Approach,Risk Management,International Cooperation,Technological Advancement,Science Education,Ethics,Governance,Womens Education,Technological Literacy,Literacy Education,Program Evaluation

The context in which the UNESCO Institute for Lifelong Learning (UIL) works has changed dramatically since their last Medium-Term Strategy (MTS) in 2014 (see ED619370). New challenges have emerged while old ones have become more acute. These changes have not diminished the need for lifelong learning; just the opposite. There is a need to widen access to quality lifelong learning, ensuring people have access to it when and where they need it. Lifelong learning is key to reducing inequalities and responding adequately to the structural challenges posed by the climate emergency, a rapidly ageing population, and the technological revolution. It is in this context that UIL advances its strategy for the next eight years. With this new MTS, UIL aims to strike a balance between priorities rooted in the challenges faced by the global community and this new and emerging thinking about -- and interest in -- lifelong learning. The world must embrace lifelong learning if fairer societies and a sustainable world are to be built.
Digital Skills Development in TVET Teacher Training. Trends Mapping Study
Author: Subrahmanyam, Gita
Date: 2022-00-00
Type: Reports - Research
Subjects: Technological Literacy,Vocational Education,Technical Education,Skill Development,Teacher Education,Distance Education,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Educational Trends,Teaching Methods,Access to Education,Barriers,Technology Integration,Vocational Education Teachers,Internet,Energy

Digitalization has led to extensive changes in the skills required for work and life. For technical and vocational education and training (TVET) institutions to remain relevant and attractive, they need to identify and introduce digital skills and competencies for the changing world of work and better utilize the opportunities provided by digitalization, particularly distance learning. Their success in harnessing the benefits and tackling the challenges of digitalization depends largely on the digital capabilities of TVET teachers and trainers. This report presents the results of the UNESCO-UNEVOC trends mapping study on progress and challenges in TVET teacher and trainer digital skills development before and during the COVID-19 pandemic. The study's findings -- in terms of data, policy trends and identification of good practice examples -- offer guidance to governments and TVET institutions that wish to improve teachers'/trainers' acquisition of digital skills, as well as their capacities and propensities to apply digital tools, services and technologies to deliver quality, learner-centred education and training. The study will also inform UNESCO-UNEVOC's work in support of TVET teachers and trainers.
Curriculum globALE: Competency Framework for Adult Educators. Education 2030
Author: Owusu-Boampong, Angela
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Adult Educators,Adult Basic Education,Competency Based Teacher Education,Professionalism,Adult Learning,Program Design,Program Implementation,Teacher Role,Qualifications,Standards,Global Approach,Core Curriculum,Quality Assurance,Educational Objectives

This publication introduces Curriculum globALE, a basic competence framework for the training of adult educators worldwide. By providing a modular, competency-based framework and cross-curricular approach, Curriculum globALE is unique in its aim to professionalize adult learning and education (ALE) on an international scale, via the competencies that support adult educators to work in any educational setting, field or form. It strives to ensure that educators' knowledge, competencies, skills and attitudes are of a professional standard. Curriculum globALE is suitable to different contexts and its character and structure enables its inclusion in diverse national education systems. Curriculum globALE aims to: (1) enhance the professionalization of ALE by providing a common reference framework for adult learning programmes and a suggested standard of competencies for adult educators; (2) support ALE providers in the design and implementation of 'train-the-trainer' programmes; and (3) foster knowledge exchange and mutual understanding between adult educators worldwide. [Additional publishers include DVV International (Germany) and the German Institute for Adult Education -- Leibniz Centre for Lifelong Learning (DIE) (Germany).]
Laying Foundations for Equitable Lifelong Learning for All: Medium-Term Strategy 2014-2021
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Equal Education,Access to Education,International Organizations,Educational Strategies,Educational Objectives,Educational Development,Educational Quality,Educational Opportunities,Global Approach,Citizenship,Inclusion,Peace,Sustainable Development,Health Education

The Millennium Development Goals (MDG) and the Education for All (EFA) goals, which have set the agenda for global development since 2000, will reach their deadline in 2015. The Education for All agenda crafted in Jomtien in 1990 and reiterated in Dakar in 2000 was meant to ensure that governments and their partners address the basic learning needs of children, youth and adults. While there has been considerable progress towards the achievement of universal access to primary education (EFA Goal 2), progress towards realising the other five goals has been more modest. 774 million adults, the majority of them women, still do not master basic skills in reading, writing and numeracy. Current global trends such as population growth, the youth bulge, climate change, the advance of knowledge-based societies and shifting inequalities add urgency to the need for quality learning outcomes, skills development and equitable education for all countries. UNESCO will contribute to the United Nations' global priorities to promote gender equality and address the needs of Africa, also paying particular attention to Least Developed Countries and Small Island Developing States, and to meet the needs of young people and reach the unreached and most vulnerable segments of society, in recognition of the role of education in fostering positive social transformations, social inclusion and intercultural dialogue. UNESCO's three education strategic objectives in its Medium-Term Strategy for 2014-2021 are: (1) Developing education systems to foster quality lifelong learning opportunities for all; (2) Empowering learners to be creative and responsible global citizens; and (3) Shaping the future education agenda.
2021-22 Tuition and Fees at Virginia State-Supported Colleges and Universities
Author: Zheng, Yan
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Undergraduate Students,In State Students,Tuition,Fees,State Aid,Paying for College,Out of State Students,Financial Support,Graduate Students,Institutional Characteristics,Colleges,Community Colleges,Public Colleges,Geographic Location,Income,Costs,Grants,Student Financial Aid

The Appropriation Act directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the Governor and the chairs of the House Appropriations and Senate Finance and Appropriations Committees documenting the annual change in total charges for tuition and fees approved by the boards of visitors at Virginia public institutions of higher education (Item 4-2.01.b.4.b). Once funding costs and needs are assessed and the institutions know the amount of state funding available, the boards of visitors determine tuition and fees according to their respective mission and market. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) Tuition and fees for the 2021-22 academic year; (2) State funding and tuition and fee trends; (3) Tuition and fee comparisons to other states; and (4) Pathways to increase affordability beyond tuition and fees. The appendices compare changes in tuition and fees for in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional and out-of-state first professional students. [For the 2020-21 report, see ED608829.]
Revenues and Expenditures for Public Elementary and Secondary Education: FY 20. Finance Tables. NCES 2022-301
Author: Cornman, S. Q.
Date: 2022-05-00
Type: Reports - Research
Subjects: Public Education,Elementary Secondary Education,Income,Expenditures,Educational Finance,Expenditure per Student,Federal Aid,State Aid,COVID-19,Pandemics,Federal Legislation

This set of tables introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2020. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; and (5) current expenditures per pupil. The finance data used in this report are from the National Public Education Financial Survey (NPEFS), a component of the Common Core of Data (CCD). State education agencies (SEAs) in each of the 50 states; the District of Columbia; and the 5 other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands report these data annually to NCES. While the tables in this report include data for all NPEFS respondents, the figures and selected findings are limited to the 50 states and the District of Columbia. [For &quot;Revenues and Expenditures for Public Elementary and Secondary Education: FY 19. Finance Tables. NCES 2021-302,&quot; see ED613219.]
MacPhail Center for Music Afterschool Intensive Strings Program: 2015-16 Evaluation Results
Author: Connell, Emma
Date: 2016-10-00
Type: Reports - Research
Subjects: Musical Instruments,After School Programs,Program Effectiveness,Music Education,Skill Development,Musicians,Academic Achievement,Student Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Student Participation,Program Implementation,Administrator Attitudes,Parent Attitudes,Attendance,Partnerships in Education,Grade 2,Low Income Students

This report presents findings about the Afterschool Intensive Strings Program in 2015-16, which provides instruction to students with limited access to music education. The evaluation examines how participation in the program affects students' academic achievement, non-academic skills, and musical skills and knowledge.