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First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company. Colette Chabbott is Director of the Board on International Comparative Studies in Education at the National Academy of Sciences. She has served with the United States Agency for International Development in Bangladesh and Guinea, taught in the International and Comparative Education program at Stanford University, and has consulted for other international organizations in Egypt, India, Pakistan, and Afghanistan.

Africa's Future, Africa's Challenge compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluates the impact of ECD programs in a number of countries.

Balancing disciplinary knowledge and practical reasoning in problem solving is needed for meaningful learning. In STEM problem solving, science subject matter with associated practices often appears distant to learners due to its abstract nature. Consequently, learners experience difficulties making meaningful connections between science and their daily experiences. Applying Dewey’s idea of practical and science inquiry and Bereiter’s idea of referent-centred and problem-centred knowledge, we examine how integrated STEM problem solving offers opportunities for learners to shuttle between practical and science inquiry and the kinds of knowledge that result from each form of inquiry. We hypothesize that connecting science inquiry with practical inquiry narrows the gap between science and everyday experiences to overcome isolation and fragmentation of science learning. In this study, we examine classroom talk as students engage in problem solving to increase crop yield. Qualitative content analysis of the utterances of six classes of 113 eighth graders and their teachers were conducted for 3 hours of video recordings. Analysis showed an almost equal amount of science and practical inquiry talk. Teachers and students applied their everyday experiences to generate solutions. Science talk was at the basic level of facts and was used to explain reasons for specific design considerations. There was little evidence of higher-level scientific conceptual knowledge being applied. Our observations suggest opportunities for more intentional connections of science to practical problem solving, if we intend to apply higher-order scientific knowledge in problem solving. Deliberate application and reference to scientific knowledge could improve the quality of solutions generated.

BackgroundDuring the crucial time of coronavirus pandemic, education is being remodelled: opening the doors of electronic learning (e-learning). The review emphasises on the various e-learning methods that can be used in the current scenario.MethodsThe review was based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines on databases, namely, PubMed, Google Scholar and Cochrane. Out of 1524 identified articles, after the process of screening and based on the eligibility criteria, 45 full-text articles were reviewed.ResultsThough there are many caveats on the path of successful implementation this is the right time that we step towards e-learning. The article discusses the methods and tools in e-learning that can modify the traditional ways of content delivery, record maintenance, assessment and feedback.ConclusionDuring the period of ‘planet arrest’, when the whole world is locked down with the motive of social distancing, let us stay connected with e-learning.

Purpose This study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation. Design/methodology/approach The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022. Findings The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates. Originality/value First, this study provides a more complete, more reliable and more current assessment of the graduation requirement’s presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.

This article examines changing ideas about the relationship between the nation-state and the university in international higher education development discourse through a quantitative content analysis of over 700 academic articles, conference proceedings and research reports published by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It finds that since the 1990s, emphasis on the private sector grows, the nation-state's role shifts from one of manpower planning to strategic planning, and higher education is increasingly expected to promote standardized development goals and economic competitiveness in the global arena. However, it also finds that the role of the nation-state does not disappear-although no longer portrayed as the primary funder and provider of higher education, the nation-state is imbued with important regulatory functions. (HRK / Abstract übernommen).