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This paper contains information which provides a context for the work of the CAMAU research team based in the Universities of Glasgow and of Wales Trinity Saint David. This information includes an outline of the context of curriculum and assessment arrangements within which the research is situated and provides information on the processes of working with the Pioneer Schools network, a key aspect of the Welsh Government’s commitment to subsidiarity in educational decision making. This paper also includes key findings from the project’s Interim Report (October 2017) ‘Learning about Progression’.

On June 13-15, 2014, the Second National Symposium on Experiential Education in Law took place in Greensboro, North Carolina. The Alliance for Experiential Learning in Law and Elon University School of Law hosted the symposium, with the support of Northeastern University School of Law. Presenters included professors and practitioners across multiple disciplines, including business, medicine, and architecture, and they shared their insights about the value of experiential education in their fields. Working groups from the Alliance for Experiential Learning in Law also presented their findings and distributed a set of working papers, which eventually culminated into this report. The report covers research in six areas of experiential learning, including defining a vision and mission for the experiential education movement, tracking the developing rhetoric of experiential education, studying cost and sustainability measures for experiential legal education, integrating experiential learning into the law school curriculum, establishing creative initiatives at law schools, and integrating with the profession. The whole article is posted and reflects the work of a number of authors. Professors Barry and Paulsen wrote Part VI, The Role of Practitioners in Experiential Education. That section discusses their assessment of the contributions practitioners can make in achieving law school goals for student learning.

Publishing in a high impact international journal is like a dream come true shared among many faculty, students, and graduate programs directors from different nationalities. This article aims at identifying the characteristics of authors who have published in high impact international journals. Specifically, the scope of this study was authors affiliated to prestigious graduate programs in Business Management, Accounting, and Tourism in Brazil. The research was conducted based on the Ministry of Education Evaluation Reports, authors' curricula, descriptive statistics and statistical tests. The tests indicated that there is no significant different between the average number of articles published per author with educational background in Brazil and abroad, at the undergraduate, graduate and postdoctoral levels. We found that only the average number of publications by authors with full PhDs abroad is significantly higher than the average number of publications by authors who have a full doctorate in Brazil. The average number of publications of doctors who did part of their PhD training abroad was a grey area in our results, that neither differed from the average number of publications of those who earned a doctor degree exclusively in Brazil or entirely abroad.

Many lawyers, judges, law clerks, and legal scholars feel unprepared to make or evaluate claims about the original meaning of the Constitution based on the Federalist Papers. The typical law school curriculum acknowledges the importance of the Federalist Papers - usually by assigning Supreme Court cases which cite them - but does not treat the essays in depth. As a result, many law students and graduates still need accessible information about the creation, content, and distribution of the essays, manageable summaries of the theories under which the Federalist Papers might provide evidence of the original meaning, and instruction on possible grounds for impeaching claims about the original meaning based on the Federalist Papers. I hope to address these needs in this guide to the Federalist Papers. The guide provides the essential background that lawyers, judges, law clerks, and legal scholars ought to have before advancing, contesting, or evaluating claims about the original meaning of the Constitution based on the Federalist Papers. I have tried to keep the guide concise in the hope that the intended audience will have time to read it. At the same time, I believe that the guide is sufficiently analytical to promote critical thinking, careful judgment, and judicious evaluation of arguments that rely on the Federalist Papers.

Despite the urging of the profession to include a capstone experience in the undergraduate economic major, little has appeared in the literature about such courses. Additionally, though changes in computing have made it possible for undergraduates to complete reasonable professional-style research, a natural capstone experience, little has been written about teaching undergraduates to complete research at that level. At our small university, we have discovered that a successful capstone research project requires teaching students the rhetoric of economic research as well as economics and econometrics. We have also discovered that the complexity of completing that task requires more than one semester for most students. We describe our curriculum, our method of assessment, and some evidence that our students have improved as the curriculum has evolved.

We are in the midst of a communications revolution which is transforming us from a printed-text society to a hypertext society. This screen-based technological revolution, only a few decades old, is having a profound effect on the way humans learn -- as profound an effect as mass print had on society. Having grown-up with television, video games, and computers, students currently entering law schools are vanguard of the new communication revolution. Within a few years, students reared almost entirely on digital information will be arriving in American law schools. These 21st century students learn differently than their professors, who learned primarily from printed text. These new learners present a significant challenge to legal education.This article examines how computers, the Internet and hypertext are affecting the way humans learn in much the same way as printed text did in the 16th century. The article critiques the current state of legal education and asserts that law schools must enlist the tools of the current technology revolution to assist these new learners' transition into the legal profession. The article is not a blind endorsement of technology. It cautions that the integration of electronic technology must be pedagogically sound or it will accomplish little more than technologizing unsound teaching. The article demonstrates that 21st century students identify with and therefore learn better when electronic technology is incorporated into law school teaching. Finally, the article provides a blueprint for law schools to incorporate electronic technology into the curriculum in order to achieve the goals of legal education in the 21st century.

In this study, I developed operational versions of Hirsch’s H index that can be applied to each researcher’s curriculum vitae (CV) to allow cross-disciplinary comparisons. The revised indices account for anomalies that potentially arise from tactical or opportunistic citation and publication behaviours by authors and editors, and can be calculated from readily available information. I split the original H index into nested indices to isolate networking activity, distinguish scientific production and productivity, and used nested Gini indices to identify intentional and successful inter-topical and inter-disciplinary research. I applied the most popular normalisations (i.e., per author and per year) using simple methodologies (i.e., least-squares linear and cubic interpolation fitting, whole-career vs. sub-periods, two-dimensional graphs) to solve empirical problems (e.g., sensitivity to citations, the “fashion” effect, attribution to disciplines, life cycle of articles) as well as open questions (e.g., the attribution of an article to a given discipline) associated with the original H index. I provided three numerical examples based on a representative heterodox, a representative orthodox multi-disciplinary, and a representative orthodox uni-disciplinary CV: the first CV includes 17 Scopus publications, and shows a highly heterodox (i.e., 5.8%), but no interdisciplinary research career, with a tiny networking component (i.e., 0.9%); the second CV includes 24 Scopus publications, and shows a slightly heterodox (i.e., 0.3%), but highly interdisciplinary (i.e., 53.9%) research career, with a small networking component (i.e., 14.3%); the third CV includes 16 Scopus publications, and shows slightly heterodox (i.e., 0.1%) and no interdisciplinary research career, with no networking component.

This short paper provides an empirical examination of the link between law school experiential (or "skills") learning opportunities and JD employment outcomes. The current "law school crisis" poses a number of serious challenges to the legal academy, and how law schools should respond is hotly debated. One common suggestion is that law schools should reform their curriculum to emphasize the development of practical skills through experiential learning, rather than emphasize what is described as the impractical, theory- and doctrine-heavy book learning of the traditional law school curriculum. Employers are said to be more likely to hire those with substantial skills training. This paper provides a simple empirical examination of that basic hypothesis. To summarize the paper's key finding: there is no statistical relationship between law school opportunities for skills training and JD employment outcomes. In contrast, employment outcomes do seem to be strongly related to law school prestige.

Today's legal workplace demands technology-related skills that the traditional law school curriculum does not cover. The original research conducted for this white paper finds that these skills include organizing complex distributed teams, exploiting data and information on the Web, and "meta-lawyering" (establishing systems of practice). The study also finds that traditional methods of training such as apprenticeship have eroded in recent years and that law schools often overlook skills education, leaving a large gap in training of all skills and not just technology-related ones. The paper discusses how thoughtful use of pedagogical technology can address these needs, arguing for integrated and authentic learning experiences rather than "teaching technology" in the abstract.

This paper discusses the results of a study that yield information on the process of teachers reframing a linguistic mindset from standard language beliefs to linguistically informed, and proposes the Reframing of a Linguistic Mindset (RLM) model as a means of analysis for more impactful professional development. The participants were fourteen teachers who attended language variation workshops, then integrated linguistically informed content into their curricula throughout the year. The study employed mixed methods data analysis principally from transcribed individual and focus-group interviews. Analysis of the data resulted in a theoretical conceptualization of the reframing of a linguistic mindset as a circular process consisting of five phases: confronting new linguistic information; questioning linguistic information and previously held language beliefs; integrating new linguistic information within social contexts; evaluating relational, emotional and cognitive responses to integrating; and reframed views of language. The RLM model addresses a phenomenon in the reframing process where, not only do the phases repeat and inform each other, but the process can also include juxtaposed contrary views where previously held standard language beliefs are reinscribed, and at the same time a linguistically informed awareness is gained from the experience. Link to paper: https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:f9431a26-b0c9-4b16-b4ca-ca14e76b4c68

Mismanagement is the major cause of all problems and in an educational institute the allocating resources, setting timetables, and blocking resources for use to specific entities have always been cumbersome because of paperwork. With the increase in the use of technology and digitization, the process should be automated, for which digitization is the first step. This system is developed to digitize the basic intra-collegiate processes. The first being the process of lab allotment which is as of now carried out via the medium of letter-writing. Second, being the mismanagement of student data which causes duplicity and the collected data does not get utilized. The last module focusing on the curriculum. The speed and sources of learning vary from student to student on syllabus topics which causes contradiction of facts during the lecture. This is tackled by providing daily lecture notes and references to parts of the textbooks after each lecture. Ultimately creating a unified environment for managing students’ data, curricular and co-curricular activities. This paper describes a way of managing a few inter-dependent functions of any educational institute in an efficient way. In this paper we have included three basic activities all institutions perform and used K.J.Somaiya as an example to prototype them

Coronavirus or COVID-19, from the earliest days of its appearance has affected our lives as human beings. The spread of COVID-19 in a short time affected every sector leading to the closure of majority. One of the sectors affected is the education system. Most governments have temporarily closed the educational institutions as an attempt to fight the spread of the pandemic. Due to the Coronavirus pandemic, in early 2020, universities and schools in the Republic of Kosovo were closed and moved online. By March 2020, it became clear that the academic and school year would continue virtually. Teachers all over Kosovo suddenly found themselves teaching in distance learning. The term Distance Learning in this study refers to learning that occurs either synchronously or asynchronously while students and educators are physically distant. This research paper aims to analyze and evaluate the distance learning process in Kosovo. Questionnaires were used to collect data on teaching during the pandemic. Also, the materials used in this research paper can be mail-based, internet-based, or broadcast. The results gathered from the research show that the non-digitalization of schools has been among the biggest challenges faced by teachers in Kosovo. It can be concluded that the distance learning period in Kosovo has revealed problems both in the content of the curriculum and infrastructural problems.

This year 2021 holds an important promise to humanity as codified treatments to control the effects of the COVID-19 are already in the final phase of the clinical test. With that positive note, there is also a new glimmer of hope in higher education as it will navigate another challenging but interesting era. This essay article explores the concept of a post-COVID-19 era called ‘next normal’ in the context of Philippine higher education. Drawing from the experiences, observations, and reflections, the researcher conceptually introduces the idea of a next normal and then discusses it in the context of Philippine higher education. This paper contends that the next normal is not the ‘what’ but the ‘how’ as higher education navigates beyond the COVID-19 crisis. It is characterized by an active reshaping process that involves the following actions: bolstering teaching and learning continuity, developing educational recovery plans, keeping the machine running as an obligation, and attuning the curriculum to the next demands. A conclusion answering the metaphorical cure to COVID-19 in higher education to pave the way to the next normal is presented. Finally, a next normal framework for higher education which authorities and teachers may consider in educational planning is offered at the end of the paper.

This paper conceptualises a Lego Serious Play Wheel framework as a gamification teaching and learning method. It aims to offer a detailed approach from Design and Preparation to Delivery, to engage a broad section of continuing learners and students, which can be easily applied throughout different educational and training contexts. The LSP Wheel refers to the concept of a circular learning journey and draws on a combined autoethnography responsible management research approach. A prominent part of the responsible management literature has hitherto focused on examining whether responsible management modules are inherently considered non-crucial elements of curriculum design. However, there is a paucity of research into applying novel teaching approaches to engage students and promote responsible management education endeavours. This paper therefore contributes to broader pedagogical application and critical responsible management education discourse, by providing educators with an academic gamification framework to support student engagement and co-creation of knowledge, by fostering exploratory learning environments and enriching the practices of active learning communities.

The 2018 PISA report revealed that 71.8 percent of participating students from the Philippines have failed to reach minimum basic learning thresholds, raising doubts about the state of education in the country. While most East Asian economies lead the world in terms of their significant share of high-performing students, Filipino students are critically left behind by their peers. Before the PISA, the discourse on policies surrounding educational improvement processes lacked a strong evidence base, mainly due to the absence of a robust learner-centered evaluation mechanism. In addition, despite prior discussions on how the Philippines suffers from systemic issues of access and equity, learners’ characteristics and backgrounds were rarely considered. To contribute to the policy discussions, we unpack the primary sources of inequalities in science, mathematics, and reading achievement using the PISA data. We also explored how performance is construed by factors such as learners’ backgrounds, learning mindsets (such as the implicit beliefs about intelligence, i.e., growth vs. fixed mindset beliefs), reading difficulties, and other self-reported characteristics. Our results indicate that (1) inequalities are highly persistent among regions, between public and private schools; (2) significant gains in academic achievement are contingent on the interaction between students’ socioeconomic backgrounds and the possession of a growth mindset. However, the associated positive effect of growth mindset on test scores interacts only among higher-SES students and not among students with lower-SES. Further, (3) reading difficulties are prevalent among Filipino students, which are comorbid with science and mathematics achievement. Lastly, (4) students with a history of repetition are severely disadvantaged, particularly males from public schools. The paper contributes to the literature on the determinants of academic achievement through a large-scale assessment framework. Several actionable policy insights related to learning mindsets are also presented in the paper, particularly improving the curriculum and intensifying teacher training. Thus, the education sector needs to strategically commit to long-term education quality goals to prevent the otherwise late detection of learning comorbidities among Filipino students.

In this paper, we identified five fundamental principles for developing data protection law courses in today’s digital age. The paper outlines the broader context of the transformation of legal education in a digital age; describes the importance of integrating legal-thinking and design-thinking with a deeper understanding of the underlying technologies and user-interfaces; and introduces the main features of a new approach to teaching data protection and privacy. The main argument of the paper is to suggest that the data protection lawyer of the future will become a key intermediary of innovation – or a ‘transaction engineer’ – who helps facilitate and coordinate new forms of business and other social relationships; contributes to harnessing the benefits of disruptive technologies, automation and digital connectivity to build next generation legal services; and contributes to the development of a legally compliant and socially responsible technological infrastructure. To perform this function effectively, however, data protection professionals need to develop a new mindset, along with several new skills and capacities, including a better understanding of the technological architecture of a post-digital transformation world, as well as the power and importance of legal design. Crucially, this means re-visiting the law school curriculum and legal education, more generally. From a pedagogical perspective, we propose a task-oriented, “sandbox”, and “gamified” approach to data protection law that delivers a more meaningful student experience in which students are given the space to experiment via engagement with timely and practical problems.

Competition law curricula pay scant, if any, attention to gender. This paper argues in favour of integrating gender throughout the curricula in a wide range of law modules/courses. It weaves selected threads from feminist legal scholarship into a framework for appraising the gender neutrality of competition law. The selected threads from feminist enquiry unmask assumptions and highlight gendered impact which, combine, to perpetuate or exacerbate existing socio-economic divisions. In order to offer illustrations of assumed gender neutrality, this paper looks at economic research on, firstly, competition agencies’ selection of enforcement projects and, secondly, the definition of markets. This paper hopes to draw attention to the fledgling topic of competition law and gender in the hope of raising its visibility among competition law academics.

Change is the most permanent process in any organization. Any other process in the organization is a result of change thereby making change to be inevitable. The concept of change management is such a critical issue that if not handled with the highest level of caution can bring about devastating hazards to the organization. As important as change, one major issue that affects change in any organization is the resistance to change by the targeted recipients of the change. Naturally, humans are created with the instinct to resist subjugation when perceived. This has also been the driving factor for resistance to change. This paper explores the various dynamics for managing change resistance within the Nigerian University system through review of various literatures with special focus on the Nigeria University system and drawing relevant conclusions. The paper concluded with the view that the University system as a knowledge enhancing citadel of learning is one of the major agents of change in any society. Therefore strong theories for managing change resistance can be formulated by Universities to give a good management foundation to upcoming and practicing managers as majority of these manager pass through various tertiary institutions as a transition to the industry. Similarly, this paper suggests that Change management forms part of the major management courses within the University’s academic curriculum for students.

This paper intends to inform and avail instructors of pedagogical approaches proven effective in winter sports environments, specifically in the sport of snowboarding, that we suggest may be particularly effective in teaching business law to non-law students in undergraduate business programs. We join other scholars in examining the approach to teaching business law to non-law students in an effort to develop the knowledge and skills necessary to manage the "dynamic and untidy" legal issues that business professionals deal with, while mitigating the difficult and confusing subject matter and pedagogy associated with business law courses. Broadly speaking, teaching requires the acquisition of skills and knowledge; teaching law, the practice of law, and snowboarding are no different. Undergraduate business law courses are an essential accompaniment to the suite of curricula associated with various majors within business schools, such as management, accounting, economics and supply chain. It is particularly important for business school students to develop and retain skills and knowledge associated with legal studies for several reasons. Students' exposure to legal studies concepts is typically limited, yet the topics are critical for developing the conceptual skill to understand and work within the broader business environment. A basic understanding of business law can help managers make sound business decisions, and in the wake of corporate scandals over the last twenty years, an awareness of the legal environment of the business is ever more urgent. One important way that business law courses develop students' knowledge and conceptual skills is through the critical thinking required to identify legal issues in cases presented and to apply abstract legal concepts to the management of those legal issues. this is often a difficult challenge for students; mastery requires high-impact learning experiences and significant applied practice. The same can be said of snowboarding knowledge and skills. A snowboard instructor can talk about snowboarding with a new athlete, but the athlete can only learn how to snowboard by the significant applied practice of snowboarding. Business law instruction is similar to snowboarding instruction in a number of other more specific ways. In both domains, it is critical that students receive frequent instruction on how to perform relevant skills and feedback on performance to improve at their craft. The learning curve is steep for both business law and snowboarding students- concepts are often not intuitive, they can be overwhelming, and it can be a frustrating and painful process. A common reason that snow sports enthusiasts give for avoiding snowboarding is the steep and often physically painful learning curve that must be endured. In undergraduate business law courses, students are given background for the cases they study, yet spillover from law school pedagogy often means that business law instructors are hesitant to engage in high-touch practices that lead to internalizing a shift from transmitting knowledge to facilitating active learning. We believe these insights have the potential to enhance dramatically student learning of business law concepts. In this paper, we explore snow-sport pedagogy, snowboarding in particular, to gather specific insights into how to improve business law instruction in business schools. We first present a brief background describing the dominant paradigm in business law education, drawing from select scholarly literature on legal studies education in business, and then introduce sport and snow-sport pedagogy, including connections to legal studies pedagogy. We then turn specifically to snowboarding pedagogy, discussing how the development of the field generated specific pedagogical approaches in response to the nature of snowboarding as a sport. In particular, snowboard instructors have proven to be innovative and encouraged to disrupt pedagogical boundaries. Here, we offer specific core insights from snowboard pedagogy and how they may be applied to business law instruction.

COVID-19 pandemic force to shut down all the educational institutes across the country. But we cannot stop our learning and sharing our knowledge. Thus, the purpose of this paper is to study the effectiveness of webinars and online workshops during the COVID-19 pandemic. Online survey method was used to collect the data from 210 respondents across India and from different institutes. Purposive sampling technique was used. Researchers have used self-made questionnaire with both open ended and close ended questions. Researchers have divided the analysis section into sub-sections like: readiness and purpose of participants, organizational aspects, efficiency of resource persons, instructional design and delivery, learning out comes/feedback and the respondents’ reflection on online programs. The study revealed that pre-requisite knowledge of ICT tools and applications (86%) and pre-requisite knowledge of themes are very important to understand online programmes. Majority of the respondents said that they have attended the online programme as per their specialization (76%). But long duration programme creates boredom (68%). It is found that geographical location and internet connectivity are the major problems. The study revealed that organizers are working well in the ground of the online registration, selection of the theme, providing e-certificate on time and circulation of the power-point presentation and learning materials of the resource person to the participants and many more. But a loop hole is the poor technical difficulties from organizers side (64%). The study has reported that 71% of the respondents said, resource persons must have both content and technological skills. 42% respondents have accepted that resource persons have content knowledge but they do not have technological skills at per. The positive side is that resource persons give lectures with the help of power point presentations (74%). The remarkable part of the study is that 81% of the respondents have agreed with the transform of the education system in the post pandemic era through this online programme. Some other positive sides of online programmes are; budget friendly (56%), collaborative and discussion-based learning (67%), participants can use the learnt knowledge in the professional field (81%), preparing and submitting the tasks are easy (59%), practical and skill-based subjects can learn effectively (53%). The paper also discussed about the title of the online programme attended by the respondents, important points learned, new skills developed from the programmes during the lock down period, important themes want to learn in future and some of the suggestions for future online programmes. The study ends with giving some suggestions to the participants, organizers, curriculum planners, government and the educational institutes for improvement and smooth running of the online programmes.

The paper explored the opportunities of introducing critical thinking (Tafakhur) framework in the educational curriculum of Muslim educational institutions. The assumption was that critical thinking education can help young Muslims to interrogate stereotypical nuances that are often used to spread extremist ideologies. In this paper, the curriculum of Islamic education institutions were examined with a view to determine the level of critical thinking content. Relying on secondary data the paper found that most Islamic educational institutions emphasized on memorization and recitation of the Qur’an with little or not critical thinking contents in their curriculum. Several Qur’anic verses that encouraged critical thinking (Tafakhur) among Muslims were highlighted to justify the need to introduce critical thinking framework in the curriculum of Islamic educational institutions. It established that critical thinking has been part of Islamic civilization since the Ottman empire which was responsible for Muslim communities to flourish. The paper therefore argued that critical thinking skillsets be embraced in Islamic educational institutions so as to empower young Muslims to challenge irrational ideologies. It suggested integrated and federating approaches to adopting critical thinking framework in Islamic educational institutions. The central argument of the paper is that critical thinking will pave way for better community engagement and help vulnerable communities to develop resilience in P/CVE.

The purpose of this paper is to provide an overview of some of the main empirical theoretical and realistic themes in the area of management student’s employability. The paper draws upon various studies to highlight the different themes necessary for the employability. It further draws upon research that has explored the ways in which management students construct their employability and begin to manage the move from HE to work. The paper explores some of the theoretical notions that have informed understandings of employability containing the employability agenda, curriculum developments and academic perspectives, employability attributes, reflective learning, work experience, team work, employability performance indicators and employer’s perceptions.

The rationale behind the study and design of this paper is to first create awareness of switching ABET Criteria 3 (a – k) Student Outcomes into the changed (1 – 7) Student Outcomes. Secondly, the paper discusses how to cope with ABET’s updated accreditation model for those programs undergoing a review during the 2019-20 cycle, which may choose to comply with the revised ABET guidelines. Further, we review ABET’s process timeline, which has warranted the need of mapping (a – k) Student Outcomes to (1 – 7) Student Outcomes. Our study reveals that there are different mappings models suggested through the reported research works. Hence, through this paper we want to present our proposed mappings model. The proposed model is based on the design of Performance Indicators (PIs) for (a – k) and (1 – 7) Student Outcomes, analysis of the Washington Accord’s attributes (WA1 – WA12) and knowledge (WK1 – WK8), along with analyzing the definition of complex engineering problems at different levels and stages of curriculum progression.

Although many papers estimate returns to education, little causal evidence has been found for low- and middle-income countries. This paper estimates the causal effect of one year of university education on wages and employment in Russia. In 2011, the Bologna reform shortened the university study period by one year and reduced the content of the curricula but did not change the quality of admitted students. I exploit this reform as a natural experiment and use a difference-in-differences design. I find no adverse effect of a one-year reduction on wages and on the probability of being employed. This suggests that the reform lowered the opportunity costs of education but did not affect the accumulation of specific skills relevant for the labour market.

Before the use of mathematics in economics was generalized, mathematical and nonmathematically trained economist lived together. This paper studies this period of cohabitation. By focusing on the communication challenges between these two groups during the 1940s, 1950s, and 1960s, a watershed moment, this paper analyzes the entrance of mathematics into economists’ training. The paper explores the development of teaching materials specific for the mathematical training of social scientists, the entrance of mathematics to the economics curriculum, and the role of the Social Science Research Council in this delivered process. All these elements are integral to understand how the mathematical methods and tools introduced by a small group of economists during the mid-twentieth century came to be adopted by the entire discipline within a couple of decades and thus effected a permanent transformation of economics.

Can there be a bigger challenge for a dean facing an accreditation visit than deficiencies in faculty scholarship metrics? Given the publication lead-time (sometimes two years between manuscript completion and actually being available in print), for many deans, this will be a crisis with no immediate, easy answer. If a school has not previously hired with scholarship metrics in mind and employed strategies to empower faculty to publish, this may be a problem without a comfortable short-term remedy. Internal, organic growth of publication metrics tends not to happen quickly, and not-at-all without communication of it being a priority “at the top.” This topic and case study has profound academic, financial and reputational implications for institutions of higher education everywhere. U.S. News & World Report has announced that rankings of U.S. law schools will soon include a proxy for scholarship metrics. Can business schools be far behind? We live in an age that is obsessed with personal and institutional branding, competition and rankings. In our contemporary culture almost nothing escapes rating by some authority. Cities are rated by unemployment rate, cost of living and climate. Olympic athletes are ranked by appropriate measurements. Professional sports teams are ranked by conference in their quest to win the World Series or Super Bowl. While professional athletes are rated for batting average, runs batted-in, whatever measurement is relevant almost everything in life that has a value is rated by some metric(s), provided by a credible rating authority. These ratings or rankings are then widely circulated in the regular and social media. They become an important part of the branding efforts and are readily available on the institutional webpage, social media communications and of course on the Internet. This paper contributes to the debate about business school curriculum, rankings, relevance, scholarly impact and value to current and future students. The paper draws lessons from the 2011 movie, Moneyball, based on Michael Lewis’ 2003 bestseller, Moneyball: The Art of Winning an Unfair Game. The book depicts the unlikely success of baseball’s Oakland A’s general manager Billy Beane [played by Brad Pitt] as he attempts to build a Major League championship-winning team in face of competition from teams with much larger salary budget for professional baseball players. Billy Beane out-thinks other team managers by hiring a recent Yale economics graduate (fictional character Peter Brand) and by employing computer-generated statistical analysis (in reality, sabermetrics) to identify and recruit undervalued young players and inexpensive discarded veterans. This paper is based on our experience, perspectives and success working in a College of Business in a mid-size, public university in Texas. However, the challenges we face -- limited resources, and working within the bureaucratic framework of a public university-- are applicable to many disciplines, programs, and universities. The same issues, challenges and strategies should be applicable to law schools and all other disciplines. We believe that parallels may be drawn to the plight of less-endowed educational institutions as they seek to stand out in a crowded marketplace, and excel via creative strategies, despite being relatively resource-poor compared to bigger and wealthier colleges and universities.

This paper deals with the role of English in promoting better socio-economic conditions in three ASEAN members: Malaysia, the Philippines, and Singapore. Being former colonies of the West, these three countries have been the recipient of the gains there is in the English language: being the de facto language of international understanding, scholarship, scientific studies, trades, diplomacy, and cultural exchanges. The paper acknowledges the vital role of English in tertiary education. Hence, the study has involved premier universities among the three ASEAN members and compares the curricular emphasis for English as the medium of instruction. This paper centers on the curriculum mapping of the representative universities through some key informants and documentary analysis. This research has used mixed methods to show what the three representative universities have gone through in solidifying the status of English not only in the curriculum but more importantly in workplaces across the industries. Learning from the best practices of the participating universities, the Bulacan State University may find materials in taking a proactive and strategic position in revitalizing practices in English instruction across the disciplines. The paper indicates the ways by which the practices in English curriculum be reinforced starting with refocusing priorities down to cascading best practices at the classroom level. In effect, this paper tears down the classic notion of a university sitting on an ivory tower. Instead, the higher institution of learning, through research and extension services, strikes the balance between its mandate and the emerging realities to ensure that its graduates remain relevant, responsive, and productive – not only in the Philippines but also in the ASEAN community.

An attempt is made at this point to undertaking issues associated in the direction of the LIS education in India and specified some suggestions based on routine features and experiences. This paper presents a historical outlook of Library and Information Science (LIS) education in India. This paper discusses the study also put forward the fundamentals of the LIS curriculum and the vision of LIS education in India for a future decade and stresses the wants of revised course contents and allied challenges for the readiness of Indian LIS education in the digital environment. Finally, this paper highlights the recommendations of the National Knowledge Commission offer an opportunity for restructuring and modifying the educational system of LIS that needs to be snatched.

Teaching translation is a two-fold question; the first phase of the question refers to whether or not the translation is teachable as a subject in class. The second phase deals with identifying the methodological approaches of teaching/learning a foreign language in translation. Research has demonstrated that learners of a foreign language do refer to their mother tongue to aid the process of acquiring a second language or in other words, they translate silently. Translation into another language can help them systematize and rationalize the learning mechanism that is used. In other words, translation is present in the process of learning a foreign language. Moreover, it is necessary to differentiate between teaching translation as an academic subject included in the curriculum of the departments of English and teaching translation for professional translators. This paper addresses itself to the process of teaching translation to the students who are going to get their BA in English, not in translation. The researcher takes the department of English, College of Languages, University of Baghdad as a case study to diagnose the difficulties and to suggest remedies for them. The curriculum of the English department incorporates translation from the second-stage to the forth-one with different aims, topics and hours per week. The paper sheds light on several relevant topics such as: is translation a science or a craft? The issue of teachability, and the methods of teaching.

More governmental entities are supporting their residents in digital skill acquisition as part of their information and communications technology (ICT) strategies to foster digital inclusion and broadband adoption. Digital skills frameworks and curricula have been developed by community-based organizations, libraries, and companies, but there lacks a robust comparison between these resources to understand what specific skills they cover. The selection of skills and competencies covered by these trainings impacts the effectiveness of public and private investments in areas such as workforce training, education, and government application development. Understanding which skills are important and are being offered in training can help guide policy, investments and assessment. For this paper, University of Washington and the City of Seattle partnered together to identify and compare digital skills and competencies recommended by fifteen popular frameworks and curricula. This research can be used to adopt shared definitions and evaluation of skills, clarify education pathways, assess training programs, guide investments and policy, and identify important skills not currently addressed by popular resources. For the review, we examined six digital skills and competency frameworks and nine digital skills curricula from the United States and Europe targeted at high school students or adults. We compared the skills covered across the frameworks and curricula to understand what digital literacy resources covered which skills for different learner needs. The resulting comparison identified a total of 74 distinct digital skills. We then placed these skills into ten separate categories: gateway or foundational skills (11 skills), communication (8), creation (8), device ownership (4), information skills (7), lifelong learning (3), mobile (6), online life (11), privacy and security (7), and workplace (9). Overall, frameworks covered more skills (median of 31) than curricula (median of 23) but individual curriculum covered certain topics more in-depth. We also discovered that only about half of the resources had accompanying assessments for individuals or training providers to measure skills progression. The result of this work is a tool for funders, governments, and training providers to help focus and improve their digital inclusion efforts. The research paper also recommends future action and collaborative efforts to clarify and align learning pathways, expand the application of the comparative tools, develop new training and competency standards, and guide investments in digital skills training and materials.

Twenty first century law students and graduates are increasingly being exposed to legal issues and disputes beyond their own domestic shores and across international jurisdictions. In order to equip students with the necessary knowledge, skills and values to seamlessly transition from law school into dispute resolution processes and legal practice set in the global context, there is a need to incorporate international clinical legal education experiences into the law school curriculum. This paper begins by reviewing the current place of dispute resolution in Australian and Chinese law school curricula and legal practice. The paper then reviews a pilot program conducted by the University of Newcastle Law School, Australia, where Newcastle students undertook a two-week clinical legal education externship in China with a focus on dispute resolution. This included both Australian and Chinese students participating in simulated negotiation and mediation exercises. The program concluded with students interviewing the key stakeholders in a dispute resolution regime based in an arbitration institute, where there were on-site ‘live client’ mediations and arbitrations. This experiential learning opportunity enabled students from both Australia and China to develop cross-cultural communication skills and sensitivities, and comparative knowledge in different legal systems. It also provided opportunities for students to reflect on ways in which the dispute resolution processes can be enhanced in Australia and China, together with a hands-on clinical experience for students at a time when law schools are seeking to further internationalize their teaching and learning. Students’ reflections on this aspect of the externship indicated a strong desire to see additional international dispute resolution learning opportunities set in a practical context.

Since the financial crisis financial literacy has attracted growing interest among researchers and policy makers, as there is international empirical evidence that financial literacy is poor among both adults and students. In Germany we have almost no empirical evidence on financial literacy, especially in the case of students attending secondary schools, as financial education has not featured on German school curricula to date. Besides, Germany has not yet participated in the optional financial literacy module of PISA, which was offered for the first time in 2012. However, a lack of private pension provisioning, in spite of demographic change, and low stock ownership among German households indicate a deficit in financial knowledge and skills in this country as well. In this paper we investigate financial literacy among students aged 14 to 16 attending a secondary school in the state of Hesse. The foundation is a test designed according to international standards. The statistical analysis of the test reveals substantial deficits in key areas of financial literacy. Particular deficits could be identified in the fields of basic knowledge of financial matters and, to an even greater degree, in more advanced concepts such as risk diversification. Applying interest calculations to financial matters turned out to be problematic for many students. Furthermore, the paper analyses the impact of gender and type of school on the overall test score as well as test performance in specific tasks. The findings suggest that financial matters should be covered in some form at secondary schools. In light of the potentially far-reaching consequences of financial illiteracy for financial wellbeing, German participation in future PISA financial literacy tests seems highly advisable to gain a deeper understanding of the preliminary findings presented in this paper.

A recent survey of Canadian secondary school curricula and associated interviews with provincial individuals who are responsible for curriculum design was intended to evaluate the focus of secondary school curriculum content to see if they met six parameters on climate change education, as outlined by the study’s authors Wynes and Nicholas (2019). This paper challenges the fundamental premises of Wynes and Nicholas, their confirmation bias, their view of the purpose of education and the application of the scientific method. Although this is an independently authored paper, with no direction from any party, the author declares her own confirmation bias as a part-time contractor to Friends of Science Society, an organization referred to in the Wynes and Nicholas paper.

While acting has always been a concern for dramatists and performers since the Greeks and Romans, it nevertheless plays and assumes more prominent roles up to the present day; for the dramatists and players, it is a play to write and to be performed on a stage; for students it is a play to read as literature and it becomes a text to analyze for academic evaluation — testing. This article argues that English as a foreign language (EFL) students, EFL dramatists and EFL directors can pair up to make English language learning, and teaching through drama an enjoyable learning experience. The process requires EFL dramatists to write topics related to students' culture, and curriculum designers should set clear goals to strengthen these aspects. By the same token students should feel drama as a vehicle of education for language learning. Thus, their potential for learning expands beyond their class or lecture to the extent that they look up at theatre as a venue of self — learning the natural way. The paper would then recommend a one-act play to read and perform, inserted in the curriculum of teaching English as a means of learning and performing. Ultimately, students prospects be achieved following the measures proposed in the paper.

This paper is a wake-up call for the legal profession: Heed the justice changes that are upon us or risk extinction. Online dispute resolution (hereinafter ODR) is currently being incorporated into U.S and international court systems, re-shaping and re-defining justice as we know it today. Courts and clients, two stakeholders in our justice system, are increasingly receptive to ODR as a viable option to help provide and access justice efficiently and affordably. The legal profession, the third stakeholder in our justice system, however, has been slower to react. As ODR plays an increasingly prominent role in the court system, it will eliminate some of the justice roles currently reserved for lawyers, diminish others, and create new areas of practice. We highlight ODR innovations already in the justice system and project the paths of ODR’s likely expansion. This paper alerts the legal profession and legal education community to take heed of these developments and become active contributors in shaping these justice innovations. Viewing ODR’s entry into the court as an evolution of the justice system, we identify six adaptive skills that will redefine “thinking like a lawyer” and help the legal profession avoid extinction and remain relevant. Some of these are currently marginally addressed in the law school curriculum, others are entirely absent. Law schools, the primary disseminators of legal education, must re-align their curriculum with the skills that practice-competent lawyers require to succeed in the ODR-infused justice system.

Software Development process is quite mature now a days and various software development models are existing in the software industry since last many decades. Software development has very high failure rate due to various reasons. In the recent years Agile has gain popularity in the software industry and there is need to teach this process is to students studying in technical institutions. Students studies the traditional models like waterfall model, Iterative process, RAD model etc. in the courses and Implements their project using above software development models. This research paper is the study of the learning of students while Implementations agile in the project. this paper focus on how much students have learned while applying agile in their university curriculum projects and their short comings and identification of weakness.

An important component of language teaching is the development of higher order thinking skills (HOTS) among the students. In some language classes, this is done in the literature component of the curriculum. However, in many circumstances teachers are not trained on how to integrate critical thinking skills in literature integrated language learning classes. Training teachers nationwide can be costly to a country if the traditional way of in-service training is adopted. One of the ways to address this problem is by providing online training programmes. A viable alternative platform for online engagement is the Massive Open Online Course (MOOC) which has the potential to reach the mass. A training module would have to take into consideration the fact that different schools could be using different literary texts. Hence, the training module for teachers would need to focus on activities or pedagogical approaches rather than the text itself. This paper will focus on the aspects to consider when developing a MOOC for this purpose. This study will focus on Malaysian teachers who are expected to integrate HOTS into their literature lessons. When developing the materials, two important aspects that need to be considered are the components of HOTS and also the approaches that can be adopted. This paper discusses the approaches that can be applied to develop a specific aspect of HOTS. It focuses on the Malaysian teachers who are expected to integrate HOTS into their literature lessons.

Higher education is the source by which transformation of advanced knowledge and learning takes place. This article comprehensively examines the study of dimensions of curricular aspects of criterion in accreditation of higher education institution. The objective behind this paper is how an Institution can improve its curriculum for the betterment of students and finally improves the quality of higher education. This paper will give detailed study about curriculum design and development, curriculum planning and implementation, academic flexibility and feedback system. A good curriculum gives output in generating knowledge and ensures its application into a life through acquisition of various skills.

In this paper, we explain the benefits of introducing a “Coding for Lawyers” course in the legal curriculum and present our initial experiences with the course in Europe and the United States. The paper outlines the broader context of the transformation of education in a digital age; describes the importance of computer code in a legal context, particularly in terms of on-going changes in the legal profession; and, introduces the main features of the course and its initial reception. The main argument is to suggest that the lawyers of the future will be “transaction engineers” and that to perform this function effectively, legal professionals need to be able to understand the basic concepts and power of coding.

Problem Based Learning (PBL) is a pedagogical approach to teaching content knowledge through structured or unstructured problems. The medical education literature is replete with its uses and effectiveness in teaching and learning medical curriculum for nearly five decades. PBL has started to emerge in accounting education context over the last two decades but its progress is rather slow compared to the medical or other disciplines. This paper examines the available evidence on PBL over the last two decades in accounting education context and synthesizes the progress of this approach in teaching and learning of accounting curriculum. The paper then evaluates the achieved outcomes that emerged from the synthesis and compares these achievements against the calls from different stakeholders to reform accounting curriculum to the changing demands in accounting education and practices.

This paper compares the financial education initiative implemented by Malaysia under its national strategy for financial education with five developed and emerging economies who have implemented and/or revising their national strategy for financial education. This discussion is important given that how much knowledge an individual have affects how well he understand and manage his personal finances. This would influence his savings accumulated during his working years to be spent during old age. As the world population is ageing and that more people are living longer, saving adequately for old age is a general must. Past research posit that individuals were not saving enough for their old age and therefore need to save more. Financial literacy through financial education has been acknowledged as an important determinant of retirement savings and retirement investment. Increasing financial literacy through financial education increases an individual’s capability to plan, manage and protect his old age savings. The financial education initiative should encompass a curriculum to prepare an individual to manage all financial activities required throughout their lifecycle. This paper explores the strategy adopted in terms of the setup of the leading authority, use of baseline in developing the financial education curriculum as well as the curriculum implemented by Malaysia and five developed and emerging economies. The study aims to learn from other countries the approach adopted to implement the financial education initiative as well as serve as reference for other developing countries who wishes to plan and implement their own national strategy.

Uganda has come a long way on its journey towards having a largely educated population. Undoubtedly, notable progress has been made towards this cause e.g. introduction of Universal Primary Education which was followed by achieving impressive primary school enrollment rates, and increment in mean years of schooling from 2.8 years in 1990 to 5.7 years in 2015. However, there are still a number of challenges holding the country’s education sector back. The major challenges pointed out in this paper include: high fertility rates; low quality of education; competing national budget priorities; biting poverty and child labor; and high unemployment rates. To deal with these challenges, this paper proposes that the government of Uganda should: widen its tax base to mobilize more funds for the education sector and other priority sectors; devise strategies to reduce the country’s fertility rate; revise the school curriculum to make it more relevant to current and future economic needs; design an education system with the ability and aim of giving all Ugandans a minimum education level of an undergraduate degree or equivalent vocational/ technical training and; strengthen enforcement of national education standards and other related regulations.

The deepening of Democracy is no more resembles to the earlier majoritarian perspective, where the minority’s culture, demands and needs were no value in the majority obsessed society. It was something which the fanatic assimilationist groups trying to submerge the voices of the downtrodden in the name of National Concord in the pre-liberal democracies. It showed exclusive tendencies. But with the hasty extension of equity and inclusiveness in Democracy in a plural nation the diversity certainly got a major place into the government agenda. It is no exception even in India. The framers of Indian Constitution in the beginning although did not value the necessity of a multicultural curriculum which can represent the diversity of India into the syllabus for the coming generation. But with the maturity of Constitution the governments have been recognized the importance of inclusion of local – regional art, history, culture and language as a major subjects to be taught at the higher education side by side with the mainstream ideas. This has often been debated whether the local be represented or submerged by nation states in projecting a unified nation system. The Assam in this connection become a major reference point where the “little nationalisms” are still fighting for representation in the higher education curriculum design which is in many ways submerged by the mainstream society and authors. There have been two major movements fought for protection of Language and many such movements were already initiated for inclusion of local languages and culture by the smaller language groups in Assam, the streets were filled by many mass protest for representing local history and culture in the curriculum, the walls were being written for demanding separate educational facilities for the natives in the post independent period. Taking these demands were into consideration the paper intended to study the issues of diversity, equity and inclusion via a multicultural curriculum design in higher education in Assam in retrospect to the mass demands mooted by the people from Assam. The methodology adopted for the paper is descriptive and analytical and data will be collected from relevant secondary sources.

The paper focuses on the various obstacles which comes in the way of achieving girls education focuses on some important issues such as crowded classrooms, difficulty in reaching classrooms, preference given to son over daughter for education for education and other important issues. The paper also through many examples prove the fact that the curriculum is very gender biased, focusing on the examples of National Curriculum Framework, it also gives examples of a poem Kadambh Ka Pedh and the story of a sparrow. The paper also gives example from different countries to prove that men should also be involved in the process of gender equality. The paper also shows examples from Countries like Bangladesh and says that programs like Cash Transfer has a positive impact on Girls Education. The paper finally gives certain policy recommendations for achieving gender equality.

Content and pedagogy are seen as inter-twined components of learning, However, the textbook culture sees the teacher as a mere disseminator of the prescribed text book. This emphasis on pre-defined content and creates a disconnect between the teacher and teaching learning process. It has been found that the creation of digital curricular resources that are relevant for the teachers’ context, supports teacher development. Through a case study of an ICT program implementation in Telangana, this paper seeks to examine if the Technological Pedagogical Content Knowledge Framework can be a useful way for evaluating an ICT program. The program had the components of curriculum design for ICT in schools, creation of digital open educational resources and teacher training for use of digital methods This study explores teachers’ expectations of technology, their self-evaluation of their abilities to integrate technology for making digital resources and, the connection between their pedagogic practices and understanding of technology. The paper is based on interactions with teachers, educational administrators and educational content developers.

The paper aims at examining the current practices concerning the education of business ethics (BE) and corporate social responsibility (CSR) in the university curricula in Nepal. Since the issue of business ethics and CSR has the direct bearing on business and management domain, the paper has explored the syllabi of management and business schools. The study — based on a descriptive approach — sought to draw out a perspective on the content and pedagogy of the BE and CSR module in Nepali varsities. Encompassing the existing Nepali universities and/or the business schools under their fold, the study discovered that Tribhuvan University, the only central and national university of Nepal, has offered more the BE and CSR contents either as a separate, independent module or as an integral part of other related subjects in a larger number of bachelors and masters programmes. Yet, pedagogical arrangements have to be specified and ameliorated in most of the universities in Nepal. Since BE and CSR are relatively very young modules in graduate and post graduate levels, the study findings should prove instrumental for Nepali universities to formulation of curricular plans and strategies vis-a-vis foreign business schools in the days to come.

Despite great focus on and public investment in STEM education, little causal evidence connects quantitative coursework to students’ economic outcomes. I show that state changes in minimum high school math requirements substantially increase black students’ completed math coursework and their later earnings. The marginal student’s return to an additional math course is 10 percent, roughly half the return to a year of high school, and is partly explained by a shift toward more cognitively skilled occupations. Whites’ coursework and earnings are unaffected. Rigorous standards for quantitative coursework can close meaningful portions of racial gaps in economic outcomes.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Efforts in legal education have been made to adapt the curriculum, teaching methodologies, and materials to bring students attention to the matters concerning the linkages between poverty, inequality, human rights, and development. In Latin America, due to its socio and economic realities, these efforts are permanently required. The present research aims at exploring and documenting the experience of the Law & Poverty Group, founded in 2006 at the University of Sao Paulo Law School. More specifically, this paper discusses the implementation of the Law & Poverty Group approach of three interlocking cycles (formation, investigation, and intervention), considering its teaching methodologies, and multidisciplinary materials, which focuses on legal, historical, and institutional perspectives to address effectively the challenge of poverty and inequality. By analyzing its publications and interviewing its current and previous members, ultimately, the purpose of this paper is to postulate reproducing patterns of the Law & Poverty Group experience, so it can be replicated, with adaptations, throughout Latin America and the Global South, spreading critical legal thinking and action in unequal countries. This paper is structured in following three parts. First, it presents the creation of the Law & Poverty Group and its themes related to Legal Structuralism and the required multidisciplinary approach. Second, it presents how the conductive learning is applied in the Law & Poverty Group, enabling students to actively participate in discussions, critically understand Brazilian problems, and creatively produce solutions pulling away compensatory measures, blind legal transplants and one-size-fits-all models. Following, it presents LPG’s projects, focusing on three initiatives: a book, a case, and a database. Finally, it presents the Law & Poverty Group perspectives for the future, and what it is in for the next ten years.

Our paper fits into all the themes ● The clinician and community needs ● The clinician and research into the impact of clinic ● The clinician and academic identity ● The clinician and curriculum and student learning This paper examines the value in students, academics and clinical supervisors learning and working together across different disciplines through an interdisciplinary student clinic (IDSC) to deliver legal and public health education to people who experience social exclusion by reason of vulnerability or disadvantage (including poverty)– the ‘Health Justice Partnership Student Clinic’. This paper situates the discussion firstly within the context of author one’s research on multi-disciplinary practices (MDP) including Health Justice Partnerships (HJP) which have led to this decision at University of Portsmouth to set up a IDSC. MDP in this context is where a number of professionals work together in a practice to assist the client using their different skills but in the one place and setting. One subset of an MDP is the HJP which sees lawyers working alongside nursing and allied health professionals to reach clients with a range of problems capable of legal solutions e.g. debt, family violence, poor housing, consumer issues, care and protection, human rights, access to services. It is about going to where people in need of help are likely to turn. This paper firstly identifies the evidence-based research that has led the authors to see the need, not just for multi-disciplinary practices in a service context but also interdisciplinary practice and teaching opportunities through clinical learning that brings greater collaboration for students, supervisors and academics across the professional divide to improve outcomes for clients. The authors see a critical need in universities to better prepare the emerging professionals to learn about collaboration with other disciplines and demonstrate influence and impact in the wider community. Author one’s empirical research into effective practice also suggests that such collaboration leads to better outcomes for clients and patients especially those experience some form of vulnerability or disadvantage. Secondly, as there is some literature on IDP and IDSC, (mainly from the United States and Australia) this paper will explore other models, the reasons and rationales for their emergence and the benefits and challenges and how this has informed the development other new pilot IDSC at the University of Portsmouth. The paper then discusses why the IDSC has emerged as an important way of building better and more responsive future practitioners in nursing, law and allied health disciplines. The paper also discusses aims of the three-year University of Portsmouth pilot IDSC and the joint learning opportunities for students of different disciplines, their supervisors and across departments which are envisioned so as to break down barriers between professionals, enable future practitioners to collaborate across different fields and thereby improve social justice and health outcomes for clients and community. These include fostering and increasing understanding and respect for different professional roles and approaches, breaking down stereotypes, enhancing student employability and working together to better reach and meet client/patient needs by being more responsive to legal and public health needs. The proposed trial IDSC HJP student clinic course will teach new approaches to students studying nursing, dentistry and law in a joint learning environment that includes problem solving, relationship-building, communication and collaboration skills in a clinic which will provide live client legal and public health advice. It will discuss how this is being undertaken and the challenges and approach of the course and its curriculum. The paper finally discusses the embedded evaluation of the pilot study. It is embedded as the authors are keen to enable good practice, share lessons learned and inform replicable models in other university settings. The embedded evaluation being undertaken will inform as to the projects impact on students, academic staff, partner agencies and clients.

This paper’s purpose is to reflect the flow of linguistic culture in the dialect of Rahovec and surroundings, especially after the end of the war from 1999-2017. As it’s known in the city of Rahovec there’s a bilingual situation, which once had the official language the one of the power, so as a consequence of that Albanian Language hadn’t prospered. So the spelling mistakes especially those on pronouncing were obvious in the management of this municipality (city). We have observed the linguistic situation in this area with a deep study of a doctorate thesis, so I think that we can bring lots of valuable things to this conference (in the paper are described the advantages and risks through which Albanian Language is going through). The paper highlights mistakes that were noticed from 2000-2004, also we have followed the situation of changes which have happened until nowadays. In 2005, after the development of the spelling program (curriculum) by QEP, spelling mistakes and the language had radical changes. The Language of the Electronic Media, two digital systems: Digitalb and Tring Tv are lying the linguistic range and they are uniting the Albanian Nation. To realize this paper has been used, collected materials during the work for the doctorate thesis and Rahovec’s archive. This paper draws conclusions about the future of this territory