An educators' council that cuts costs

In this article the chronology of the development of the system of pedagogical education is considered. By analyzing the traditions of Russian education, two institutional models of higher pedagogical education – "university" and "specialized" - were identified almost always coexisting peacefully, as well as eight stages in the history of pedagogical education in Russia. Some systems of continuous pedagogical education abroad are analyzed. Despite the specific differences in the systems of education in Russia, France, Germany, England and the United States, career guidance, focusing on the choice of teaching professions, is based on similar principles and requirements for applicants and students. The system of education in the conditions of modern society is considered. The development of the system of pedagogical education in Russia continues through research and practical implementation of modern principles of professional pedagogy, one of which is the principle of advanced training of future teachers; a comparative analysis of the trends of modern training of teachers in Russia and abroad shows the commonality and difference of some approaches to this problem. The article defines that the main characteristic of a pedagogical university should be a scientifically understood professional orientation of the educational process, successfully solving the problem of training for direct professional activity and the formation of the competitiveness of the teacher.The authors present some conditions for the successful development of pedagogical education in Russia.

Education, safety, and quality management

The article considers the need to prepare bachelors for the 227 "Physical Therapy, Occupational Therapy" educational and professional program on the basis of the competence approach. The future specialist in physical therapy, occupational therapy is considered as a person who purposefully acquires qualifications in accordance with the chosen educational degree in the process of specially organized educational activities in higher education, aimed at forming a high quality rehabilitation culture and healthcare culture based on general and special competencies. The experience of development and implementation of educational and professional program "Physical Therapy, Occupational Therapy" for those seeking a bachelor's degree by specialists of the Zhytomyr Medical Institute of the Zhytomyr Regional Council is analyzed. The main elements of the educational and professional program are given, the requirements for the quality of content, structure, competencies (general and special) are determined. Special competencies are practical and can be used in the professional activities of a specialist in physical therapy and occupational therapy. The sequence of study of educational components, plan and schedule of educational process, list and scope of normative and selective educational components correspond to the structural and logical scheme of higher education training for "Physical Therapy, Occupational Therapy" educational program and are designed to help ensure compliance of program learning outcomes with the demands of potential employers (stakeholders). The document contains all the necessary structural and semantic components, is based on modern world and domestic educational standards, takes into account the requirements of practical health care, reflects modern requirements for training in physical therapy, occupational therapy and meets the requirements of practical use.

This study aims at presenting data and analyzing the technological training of university professors in Education, which are professors’ mandatory education teachers. Our aim here is to demonstrate and evaluate the curricular structures of training programs for Brazilian university professors primarily based on digital skills and their connection to educational policies to encourage the incorporation of digital technologies in mandatory education. Data were collected from Brazilian public PhD programs in Education higher education and extensive documentary research was performed. The results demonstrated that technological training in the investigated PhD programs in Education is incipient, both in terms of specific training (subjects or topic-oriented) and general training involving knowledge of digital technologies.

In recent years, the teaching of controversial issues in English language education has gained significant empirical attention. To date, this body of research has not been reviewed. This integrative review analyses and synthesises the main findings of 29 empirical studies on English language teachers' beliefs, experiences, and approaches related to classroom work on controversial issues in lower and upper secondary, as well as tertiary education. The analysis revealed that teachers recognise the multilayered, contextual, and emotional nature of introducing controversies into their classrooms. Some highlight the risks associated with such classroom work and express concerns about potential serious repercussions for addressing specific issues. Nevertheless, most teachers indicate that engaging with controversial issues in English language education supports various learning objectives such as developing critical literacy, democratic citizenship skills, and intercultural and communicative competence. However, scaffolding learners to acquire the language skills necessary for discussing various issues is imperative when the medium of instruction is a foreign, second, or additional language. Teachers' emphasis on strengthening learners' communicative skills in intercultural interactions about controversial issues underscores the added value of such work within language education. The review calls for more research on teaching controversial issues in upper and lower secondary ELT education and in understudied geographical regions. Increased scholarly attention should be directed towards identifying the particularities of controversial issues as a classroom phenomenon in ELT, as well as the universal features shared with other subject areas. Context and implications Rationale for this study: Although teaching controversial issues in English, language education has received increased empirical attention in recent years, this research has not been reviewed. This review aims to fill this gap by synthesising recent empirical research on this phenomenon, thereby identifying the salient themes and patterns characterising this research area. Why the new findings matter: The findings illuminate that the curricular expectations of the teaching paradigm in which teachers are immersed impact their pedagogical choices and agency. While many recognise the pedagogical possibilities of thematising controversial issues, others fear serious repercussions if such matters are brought into the classroom. This has personal and emotional consequences for teachers. Implications for Practitioners: Exploring controversial issues may support various English language learning objectives, including developing critical literacy, citizenship skills, and intercultural and communicative competence. The review demonstrates how educators can organise classroom work in the ELT context to achieve these curricular aims, including how teachers can remain mindful of potential language barriers or anxieties that may arise when discussing controversial issues in the English language classroom. Researchers: The review suggests that future studies should focus on upper and lower secondary English language education and combine several data collection methods. More comprehensive quantitative studies are needed. Theoretically, future research within ELT should strive to establish connections to interdisciplinary research on controversial issues in education.

Evaluation of an education program is a process of systematic activity to see how successful the planned education program is and to provide information to stakeholders in order to make a decision. The problem that often occurs is that the object of evaluation in education is still focused on the learning process, even though the evaluation includes all educational components and programs in a comprehensive manner. The purpose of this research is to describe program evaluation models and their urgency in evaluating educational programs. The novelty of this study is the implementation of various evaluation models in elementary education. The results of this study indicate that there are more than 50 program evaluation models, of which there are five program evaluation models that can be applied in evaluating educational programs, namely the Context, Input, Process, Product (CIPP), outcomes (CIPPO), Provus, Countenance (Stake), and Kirkpatrick evaluation models. The contribution is that with this evaluation information will be obtained about the achievements of the educational program, including its quality, effectiveness, efficiency and productivity, so that a decision can be made whether the program is worth continuing, revising, stopping or reformulating so that goals, objectives, processes can be found from the previous one

It is incumbent upon those involved in training the next generation of psychiatrists and other physicians to ensure that trainees and practitioners are exposed to the widest possible range of medical and psychiatric knowledge and clinical settings, so that they can develop appropriate clinical skills based on cutting edge knowledge. It is within this context that the WPA has developed an array of educational programming geared toward ensuring that psychiatrists, other physicians, and the general public, no matter where in the world they live or train, will have the advantage of the latest understanding of psychiatric illness etiologies, diagnosis, and treatment. A variety of educational materials are available on the WPA website (www.wpanet.org). A recent education project is the WPA/International Society for the Study of Personality Disorders program on personality disorders 1,2. E. Simonsen and colleagues have produced a work that is comprehensive, but organized in a way that makes access to the material easy for individuals at any stage of their professional careers. Soon after the publication of this issue of World Psychiatry, readers will find that a new and completely revised edition of the educational program on depressive disorders 3is available on the WPA website. An important aim of the revision is to make the new materials useful in the primary care setting. Thus, an important part of the overall project will include collaboration with other organizations to develop material for use in primary care. A newly approved Education Committee statement, entitled “Recommended roles for the psychiatrist in first episode psychosis”, is available on the WPA website under “Educational Resources”. This document was prepared to provide psychiatrists with guidance about the most recent developments regarding knowledge of psychosis onset, and the implications of these findings for early detection and intervention. Another important component of the WPA Action Plan 2008-2011 is a complete revision of the WPA curricular recommendations for medical student and resident education 4. The goal of this project is to ensure that the material is useful for those teaching in a wide range of programs around the world, with extremely variable resources. In addition, the project will include sections on advances in various educational approaches, such as competency based education and evaluation, which were not covered in the previous works because these approaches did not exist at the time. Another important component of future educational programs will be to develop ways to take advantage of existing and future technologies, such as interactive computer based education and telemedicine based educational programming. As a starting point to assess the use of technology in WPA education initiatives, we plan to develop a series of online continuing medical education (CME) programs based on lectures presented at WPA World and International Congresses. We also intend to develop online, interactive continuing medical education (CME) review questions, so that psychiatrists will have the opportunity to gain CME credits. Another example of plans to use technology in education is an ongoing project of the WPA Education Committee to develop a Wikipedia based medical student textbook of psychiatry. Wikipedia is an online, free encyclopedia which has now expanded its scope to include books and textbooks. While this program has not yet received official WPA endorsement, because it is not yet complete and submitted for approval, interested individuals can visit the Wikipedia website for the present draft version, which is http://en.wikibooks.org/wiki/Textbook_of_Psychiatry. To address the ongoing concern about stigma regarding mental illnesses and psychiatrists, we have initiated the development of a new project on public education. The eventual product will be a separate section of the WPA website with materials available in the major WPA languages and with links to public education materials from WPA Member Societies, all in the languages of the home country. In addition, it is envisioned that these links will also contain WPA developed public education materials in the native language of the local country. We have an extensive and ambitious agenda for the development of our educational programs over the coming years. This is essential for the field, as the pace of change within psychiatry is rapid and dramatic. Anyone interested in assisting with any aspect of our projects is encouraged to contact me, Allan Tasman, WPA Secretary of Education, at allan.tasman@louisville.edu. These are exciting times for the future of psychiatric education, and collaboration with as many of you as possible will make our progress even more impressive.

New York University School of Medicine

Ageing is an undeniable reality in the contemporary world, with repercussions in various areas of society. In the Western world, ageing and old age are accompanied by ageism or gerontophobia, being older people perceived as fragile society contributors to the economy and the aging associated with very negative connotations. This view permeates the society, being children affected from an early age, which tends to perpetuate the ageism or gerontophobia. In this context, emerge the paradigm of active ageing, in which education has a major role. Education and educational programmes targeted at the general population, with special attention to young people, can help to change the vision of society on aging and old age. On the above, this study aimed to plan, implement and evaluate an educational program on active ageing for students of the 9th grade of schooling in Portugal. It was accomplished through an intervention study of mixed nature, with 47 young people from a basic school of the District of Aveiro, Portugal. The data were collected through participant observation and questionnaire and analysed based on content analysis, and descriptive and inferential statistics. The educational program consisted of five sessions, on the theoretical axes: i) to age actively and with greater quality of life; II) Gerontology as knowledge area and profession that focuses on the ageing process in General; and iii) creating a friendly society of the old people. The evaluation considered the qualitative and quantitative aspects. In general, the data show that the implementation of the educational program was positive. The interest of the students on the topic of ageing has exceeded expectations. There was an evolution of knowledge on the part of students and there has been a tendency on the part of young people to face the ageing of a more positive way. In addition, the study allowed researchers to overcome their own prejudices against the young people. The results obtained show that educational programmes in the area could play a key role in eliminating prejudices about ageing, and in the preparation of the young for active ageing, with extremely positive social and economic repercussions.

Many scholars and observers have assumed that globalization triggers convergence in many areas, including education policy and systems. Yet, while some change has happened, the central elements of countries’ education systems have been relatively unaffected by globalization. This chapter explains this inertia, pointing at the politics of education. Taking a historical institutionalist perspective, the chapter shows that education systems have created positive feedback effects generating path dependencies which make education systems increasingly resilient to change. A review and discussion of recent research underpin this reasoning, identifying three mechanisms, through public opinion, interest groups, and political elites, respectively.

(935): Missouri pain initiative’s SURE project: A survey of pain education availability and needs statewide

Independent foundations' primary focus is grant making.In general, their assets come from the gift of an individual or family.Community foundations' assets usually come from many donors rather than a single source, and grant making is limited to a particular region.Community foundations are usually classified as private charities under the tax law and are subject to different rules and regulations than are other private foundations. Access To CareAccording to 1988 Census Bureau estimates, over thirty-one million Americans are without health insurance.The demographics of these people are diverse, and their ranks continue to grow as the service industry burgeons and as competition in health care increases.Regional disparities in access also exist.Foundation funding in this area ranges from economic analyses of the problem to direct provision of care.

The proposed paper will address itself to the changing relationship between educational theory and practice in response to the challenge of postmodernism. The formulation of universal theoretical framework to distinct universalia from accidentia both in physical and social world can be traced to the legacy of the Enlightenment. For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began with the need to understand modernization following the Enlightenment ideals for transforming society. Prediction and control of social development were called for the transformation of society. The rigorous scientific theory was thus required within the context of social modernization. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Chritian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by the educational positivists in 1960's to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. constitution of those things that flow upon(the body) and impinge upon it, as ancient Greek philosopher Democritus (Diels & Kranz, 1956, 68 Dem. B9) would say. The universality of knowledge claim and ahistorical epistemological foundation are refuted by postmodernists. An intensive awareness of the significance of language, discourse and socio-cultural locatedness has been arising in the making of any knowledge-claim. As J. -F. Lyotard (1984) properly observes, ”for the last forty years the «leading» sciences and technologies have had to do with language and scientific knowledge has been nothing but a kind of discourse in addition to, and in competition and conflict with another kind of knowledge-narrative knowledge”. Thus scientific knowledge has lost its monopolistic legitimation authority. If the reality is questioned and knowledge ligitimation is floating as a myriad of meaning changes, how can an avowed universally, or at least generally, valid educational theory be set up to regulate educational practice? Education is, as R. Usher and R. Edwards (1994: 24) correctly observe, ”very much the dutiful child of the Enlightenment and, as such, tends to uncritically accept a set of assumptions deriving from Enlightenment thought.” For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began, as Hollinger (1994: 3) observes, with the need to understand the social and cultural transformation, specifically of modernization, following the Enlightenment ideal of perfecting social development. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Christian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by educational posititivists in the 1960s to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomologocal theories based on western rational logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalianism in scientific discourse. Under the impacts of postmodern anti-foundationalism, epistemological pluralism and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self. This paper aderesses itself to this debatable issue facing the dialectical confrontation and synthesis of modernity and postmodernity. Educational Theory and Practice of the Enlightment Legacy Education was deemed as worthy vehicle by the Enlightenment philosophers to substantiate and realize the ideals of critical reason, humanistic individual freedom and benevolent progress of that time. Towards actualizing these ideals, the establishment of rational educational science was thought essential to investigate suitable educational methods (H. Blankertz, 1982: 28-29). 1. Kant (1804: 444), as an heir of the Enlightenment, proposed first: The mechanism of educational art must be transformed into a kind of The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomological theories based on western rationalistic logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalitarianism in scientific discourse. Under the impacts of postmodern incredulity to the totalizing metanarrtives pluralistic stance, and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self.

This paper sought to comparatively interrogate the extent of achievement of quantitativevis-à-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they operate and provide effective leadership in management practices. The practices are crucial in the implementation of quality education at primary school.level. This paper is significant to the field of comparative and international education since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The study suggested the actualization of education policy guidelines to promote quality education in primary schools school. Inefficiency has infiltrated primary schools due to inadequate resources. It was, therefore, recommended that the government should come up with a clear policy to redress inefficiency in primary schools to improve the quality of primary education. It was further suggested that proper structures be put in place to enable implementation for the achievement of quality primary education. It was also recommended that the government of Kenya should consider allocating at least 25 percent of the national budget. Article visualizations:

In the school education, there is a tendency that art education is mostly ignored compared to other intellectual subjects. It is no exaggeration to say that the research on art education has been done to show art education to be a legitimate school subject. However, no clear research results have been seen that simply compared institutions with and without art education programs. The ultimate purpose of this research is to clarify the significance of art education on the process of character building from the viewpoint that students have received art education from preschools to elementary schools. Cambodia's revival after the liberation of Pol Pot's tyranny has been remarkable. In Phnom Penh, people drive luxury cars and the sale of large-size liquid crystal televisions has been increasing. On the other hand, the preparation for school education is behind, and there are not enough school facilities for the increasing numbers of students. Based on this situation, we did the first field survey of Cambodia's education situation in December of 2008. For this survey, we mainly researched to focus on the general conditions of school education, especially saturation and practical use of ICT, and the current status of art education. Not only have school facilities in Cambodia fallen behind, but the education system in general, and teacher education specifically has clearly fallen behind that of other nations. In that background, we can image that Cambodia has experienced a wide variety of problems after democratization. The most serious problem is poverty. The completion of school facilities is also an urgent issue. At the same time, it is necessary to develop new curricula that can facilitate nation building for a country that has inherited the Khmer civilization. At Cambodia school's sites, many teachers and other staff members would like to provide high quality education. Unfortunately, the financial support from the government is not sufficient so that the schools deeply depend on support from foreign countries. Without this support, the schools cannot do anything. In this situation, art education is always deferred. During this field survey, we observed both types of schools: one that has no art education, and one that has art education. The school that has art education benefits from the support of the principal’s education philosophy, and a Japanese NPO. We would like to report on the problems and prospects of art education in Cambodia, and also the educational circumstance of Cambodia after the democratization. This research has been supported by a Grant-in Aid for Scientific Research (A) 2008 (#20240071) from the Japan Society for the Promotion of Science. The tile of the research is ”Development of two education systems: a system to nurture future abilities in infants and children, and a teacher education system.”