Category: Challenges and transformation in times of change


The Wolf in Sheep’s Clothing: The Continuing Accountability Discourse in Education

Currently, Australian governments are again shining the spotlight on education and teacher quality. This has particularly resulted from literacy and numeracy results slipping in the PISA measure of student performance. Such performance and teacher quality become inextricably linked and, almost inevitably, teacher education is the subject of reform. In this paper, the author analyses the


The 10,000 Hour Rule and What it Means for Language Teaching

For many years the Japanese Ministry of Education MEXT and English language teachers have tried to increase the English proficiency of Japanese students. Different methods of teaching and new curriculums have been tried with limited success. Recently EF Education First Japan Ltd announced that Japan ranked 24th out of 60 countries on the English Proficiency


Analyzing Impact of Formally Taught Life Skills’ Curriculum on Self Esteem and Thinking Skills of Early School Children

There is a rapidly developing trend of anxiety and depressive disorders; the level of prevalence of such disorders is at 34% in urban Pakistan. We have analyzed that educational institutions can play a vital role in providing preventive tools that will facilitate in coping with diverse situations that pose challenges leading to disorders. Our study


Transformative Education: A Tool for Sustainable Educational Development in Nigeria

Education is the key to human development and progress; an indispensable tool for a nations’ growth and overall development. In order to proffer workable solutions to some contending issues in our educational sector; this study examined the concept of transformative education for sustainable development and the role it plays if properly implemented in our educational


Dancing with the Trees: A New Way to Learn Science with Classical Values

Science education has undergone a sea of change with different approaches and methodologies. But value oriented science education has not been given much thought. Drawing from thinkers like Michel Foucault, Jean Baudrillard, Judith Butler,and Louis Althusser, this paper seeks to posit methods of inculcating values through construction of knowledge, transformative pedagogies and how educational institutions


To Educate Itself to Educate: The Non-Profit Sector Recognizes and Rethinks Itself in the Light of Third Millennium Challenges

Throughout the past decades, the non-profit sector has known a significant growth. Globalization, technological progress, economic crisis are factors that oblige individual practitioners and their organizations to face new professional challenges. To grow and expand, NGOs should be able to learn how to think in a strategic way; how to turn intuitions into out-and-out activities;


Developing a Reflective Teaching Practice Based on Student Voice: Some Changes Experienced from the Point of View of Teachers

Overcoming certain perspectives of teaching that have interpreted teachers as technician, now we consider the teacher as an agent that makes decisions and judgements , does research on his practice, etc., where reflection is an integral part of his daily work (Marcelo, 1987) . Thus, situations that influence educational practice are complex and genuine and


Technohumananistic-Based Character Education (A Perspective for Indonesian Educational Policies to Face the Global Challenges)

Technohumanistic-based character education is an approach in teaching character developed by Dantes (2012) which involves three dimensions namely mastery of science and technology, mastery of moral values (moral knowing, moral feeling, and moral action), and wisdom. To know whether the approach is effective for character building, a post test-only control group design of quasi-experiment has


Heraclitean Thinking For a Philosophy of Education in the 21st Century: Towards an Ontology of a New Mode of Change

Heraclitus does not pin down Βeing, does not separate Being from Becoming. Being simultaneously changes and is identified with itself. The inherent multiplicity and variability of Being, namely the multiple facets of the self, this Being and Becoming is the idiosyncratic nature of world and man, time and energy that lasts, change and decay. Therefore,


Emerging Into a Different Way of Becoming and Belonging. A School’s Journey in ‘Living and Sustaining’ Transformative Pedagogy. A Case Study of a New Zealand Primary School

Every school has an organisational storyline that relates to people, objects, relationships and experiences. At a deeper level, a school’s storyline might be retold in terms of the aspirational intentions and achievements towards such aspirations. Deeper still, a school’s storyline can be told ideologically in terms of the shared understandings, shifting discourses, and the construction