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Learner-centred Education in International Perspective
Is learner-centred education appropriate for all societies and classrooms?
Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation.
In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one?
The book is divided into three key parts:
Learner-centred Education as a Global Phenomenon
Learner-centred Education in Lower and Middle-income Countries
Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.
eBook
The challenge of establishing world-class universities
Governments are becoming increasingly aware of the important contribution that high performance, world-class universities make to global competitiveness and economic growth. There is growing recognition, in both industrial and developing countries, of the need to establish one or more world-class universities that can compete effectively with the best of the best around the world. Contextualizing the drive for world-class higher education institutions and the power of international and domestic university rankings, this book outlines possible strategies and pathways for establishing globally competitive universities and explores the challenges, costs, and risks involved. Its findings will be of particular interest to policy makers, university leaders, researchers, and development practitioners.
eBook
The knowledge capital of nations
In this book the authors make a simple, central claim, developed with rigorous theoretical and empirical support: knowledge is the key to a country's development. Of course, every country acknowledges the importance of developing human capital, but the authors argue that message has become distorted, with politicians and researchers concentrating not on valued skills but on proxies for them. The common focus is on school attainment, although time in school provides a very misleading picture of how skills enter into development. The authors contend that the cognitive skills of the population-which they term the \"knowledge capital\" of a nation-are essential to long-run prosperity. The authors subject their hypotheses about the relationship between cognitive skills (as consistently measured by international student assessments) and economic growth to a series of tests, including alternate specifications, different subsets of countries, and econometric analysis of causal interpretations. They find that their main results are remarkably robust, and equally applicable to developing and developed countries. They demonstrate, for example, that the \"Latin American growth puzzle\" and the \"East Asian miracle\" can be explained by these regions' knowledge capital. Turning to the policy implications of their argument, they call for an education system that develops effective accountability, promotes choice and competition, and provides direct rewards for good performance. (Orig.).
eBook
Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries
This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The study used data collected for the Teacher Education and Development Study in Mathematics, which compared the ways in which 17 countries prepared teachers of mathematics for the primary and secondary levels. A consistent positive association was found between the strength of a country's quality assurance arrangements and future teachers' knowledge of mathematics and mathematics pedagogy. Countries with strong policies for assuring the quality of new teachers were also found to be among the strongest performers on international tests of mathematics achievement.
Journal Article
A local two-waytwo-way partnership for teacher developmentfor development
Middle school teacher Michael Yell and education professor Geoffrey Scheurman discuss a decades-long partnership of ongoing professional development opportunities that involve teachers, university faculty, and teacher candidates working together to create personalized, meaningful, and sustained initiatives that enhance the growth and skills of all those involved. The resulting professional laboratory includes classroom collaborations, preservice teachers shadowing students, school/university exchanges, and the ability to take advantage of learning opportunities that arise organically. The results are reciprocal, inexpensive, ongoing, administrator-approved, and self-directed professional development experiences any teacher-professor duo can consider as they build their own laboratory.
Journal Article