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There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. [ABSTRACT FROM AUTHOR]

The papers in this special issue describe evaluations of the scaling journey of five different education programmes operating in humanitarian crises. This introduction first presents the research context for these evaluations followed by a synthesis of the overarching barriers and facilitators to scaling across three domains: (1) context, (2) business model, and (3) advocacy and ownership based on a qualitative synthesis. The synthesis showed that implementers often started multiple pilot projects in different contexts rather than scaling-up in one context. We also present a summary of impacts on learning outcomes from impact evaluations of three of the five education programmes. [ABSTRACT FROM AUTHOR]

One of the most important challenges for our society is how we view and organise learning and education. To respond to this challenge the European Commission stimulated a debate in order to generate forward-looking policy ideas. A specific topic addressed is the likely future development and importance of social innovation in education. The basis for this paper is a specific foresight study investigating future trends in education and supporting elements, especially with regard to the Europe 2020 strategy and the 'Future of Learning' agenda. Therefore, the aim of this paper is to provide a vision of the future of social innovation in education and derive implications for the education system and policy. [ABSTRACT FROM AUTHOR]

The article focuses on the World Bank's Education Sector Policy Paper, which highlights issues and trends in the development of education. It examines the relationship between education and development. The significance of education can be shown in the following ways: education as a basic need; education as an instrument to support programs designed to meet other basic needs and education as an activity that sustains overall development. Meanwhile, a set of problems that affects educational development include equality in educational opportunities; internal efficiency of educational systems; management of educational systems and source of funds for education.

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation. [ABSTRACT FROM AUTHOR]

Copyright of Facta Universitatis: Series Philosophy, Sociology, Psychology & History is the property of University of Nis, Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the large number of students, instructors teaching high enrollment courses often rely on traditional assignments such as scantron exams and research papers. While these types of assignments are functional and satisfy a purpose, they are typically not meaningful or pleasurable for students. In an introductory information technology course, the final paper was redesigned to focus on visuals rather than on written words. The redesigned visual learning experience – a digital infographic – gave students the opportunity to rely primarily on images rather than text to communicate their message about an emerging technology to an external audience. Throughout this creation process, where students had to analyze and synthesize complex information, they gained new understanding about their topic as they were thinking and making. Further, this experience had personal significance to the students – one that gave them a sense of pride and accomplishment. The students also recognized that their unique digital artifact had a life beyond the classroom, and they wanted to share their creation with others. [ABSTRACT FROM AUTHOR]

This paper aims to identify secondary teachers' perspectives regarding educational supervision as well as the role of the inspector in convincing teachers of his/her applied supervisory method. The previous viewpoint has given way to a new one that believes in the developmental supervision method, as this new method stems from the supervisor's ability to anticipate the future and stay current on educational developments in the professional development field. This includes the ability to forecast future educational needs for the organization and the administrative direction of education. In addition, the developmental supervision method comprises the presentation of educational innovations and their incorporation into study programs, content, practices, and means, as well as the target audience. The goal is to prepare in advance for new roles and tasks to instill a sense of seriousness in the educational process and propel it forward. [ABSTRACT FROM AUTHOR]

This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management. [ABSTRACT FROM AUTHOR]

Innovation in education has been heavily focused on pedagogical, technological, or regulatory elements, while service innovation relates to other elements involving interpersonal and community co-production too. This paper provides a conceptual framework to understand innovation in education from a service economic perspective. This is done by bridging two rather disconnected research areas: service innovation and education innovation. The results indicate that (i) the characteristics of education as a service (such as interactive co-production) should be taken into account to better understand how innovations are created and implemented; (ii) innovation modes in education can be aligned with service innovation modes, mainly when a public service logic is adopted; (iii) the tension existing in service innovation between customization and standardization is replicated in the education sector; and (iv) multiagent frameworks in service innovation are particularly visible in innovative learning communities. Managerial and policy implications should be guided by service-friendly principles such as freedom, autonomy, and subsidiarity. [ABSTRACT FROM AUTHOR]

New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity ; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights – or "neuroscientific literacy" – that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed. [ABSTRACT FROM AUTHOR]

This research work has a particular emphasis that deals with innovation and development of international Chinese language teaching and learning within the classroom in the new era, especially with an emphasis on AI (artificial intelligence) as well as an emphasis on the creation of smart classrooms. This paper focuses on utilizing creative pedagogy methodologies in international Chinese language classrooms especially in smart classrooms. With the use of various qualitative approaches including the utilization of media, interpreting advertisements movies, newspapers, and the utilizing of techniques such as sand blots that may be engaging in the classroom with an objective of developing pupils' second language absorbing ability. Furthermore this research paper highlights the various teaching methodologies that should be adapted and expanded upon in the classroom fittingly by understanding the absorbing capacity of pupils and their learning interest in the theatre of pedagogy. [ABSTRACT FROM AUTHOR]

The rapid advancement of generative AI technology offers new opportunities for the innovation and transformation of education. However, this also brings forth risks and challenges, including the potential to exacerbate educational inequality and integrity. This study aims to address the extensive controversies surrounding the application of generative AI technology in education by providing an objective and comprehensive understanding of its current state, development in educational contexts. Using the CiteSpace and VOSviewer software, we conducted visual analyses of relevant literature from the Web of Science core collection pertaining to the application of generative AI in education.Subsequently, we identified productive journals, productive articles, collaboration patterns, article hotspots, and prevalent topics in this field.This study will facilitate the promotion of in-depth research and practical implementation of AI in education. [ABSTRACT FROM AUTHOR]

Copyright of Management Issues / Problemy Zarządzania is the property of Problemy Zarzadzania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rousseau was a great thinker of educational philosophy. This paper explores Rousseau's view of educational philosophy to be aware of educational goals and innovation using dialectical materialism. Methodology is a comprehensive principle, a development principle, and a specific historical focus. The above method is the basis for understanding people and human nature in general. The article indicates that education needs to understand educators as well as learners. The paper also describes the task of education to recognize that human nature is a process from childhood to adulthood. In addition, the report uses analytical and aggregated methods to realize that Rousseau's educational ideas have tremendous and profound implications for Vietnam's educational innovation today. [ABSTRACT FROM AUTHOR]

Copyright of Revista d'Estudis Autonòmics i Federals is the property of Revista d'Estudis Autonomics i Federals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario‐led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario‐led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale‐up European school teachers' development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time‐constraints were major issues. [ABSTRACT FROM AUTHOR]

Management is a form of social interaction that governs, influences, directs, and regulates cultural, social, and legal relationships among people in the interests of the state, society, and the group. The most important issue in the management of modern schools in the innovation environment is the transfer of the traditional school to the novel educational institution and to implement developmental strategies. The purpose of the paper is to analyze innovative approaches that principals use in public schools of Azerbaijan and to evaluate, describe and interpret the situation in its original environment. Analysis of the interviews with school principals revealed that technological development is the most effective factor that creates the need for innovation. School administrators mentioned different kinds of challenges in the process of innovation such as : teachers’ insufficiency, age group of staff, parent contingent of the school, lack of communication with staff, lack of teachers and equipment,, inadequate functioning of school-parent associations and school budgets. In this context, principal with the contribution of all stakeholders should be in line with the culture of their school and manage the innovation process in line with the vision of the future. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield’s interpretive structural modelling (ISM). Design/methodology/approach – The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings – All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value – The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges. [ABSTRACT FROM AUTHOR]

This paper reviews the purposes of higher education in South Africa through to lens the 1997 Education White Paper. It is argued that, while the principles of the White Paper have shaped the development of the higher education system over the following decade the primary objectives of transformation have yet to be realized. [ABSTRACT FROM AUTHOR]

This paper discusses the contribution of international studies on educational effectiveness in the light of 4 papers presented at the new ICSEI Methodology of Research and Effectiveness (MORE) Network in Barcelona in January 2005 and published in this issue of the journal. A brief historical overview is used to provide a context for these papers and a number of themes are identified in relation to the secondary analysis of international datasets such as TIMSS and PISA. The value of creating a new international teacher observation and feedback instrument to facilitate collaborative international research is discussed. In addition, the paper discusses the value of comparative studies of education policy in different national systems using the example of a high profile study of successful countries (in terms of PISA 2000 results) initiated by the Deutsches Institut für Internationale Pädagogische Forschung to inform a review of the German system. [ABSTRACT FROM AUTHOR]

The current generation of learners has been very much influenced by technology. Instructors have the power to engage learners in the learning activity by using online resources, tools or apps at learners' level of interest. However, there has been the issue of clearly defining integration of technology in education. Technology integration in education is a process, it would be considered effective if learners are capable of choosing a tool which can help them to acquire, analyze, synthesize and present the information in a timely and professional manner. Nevertheless, technology is a means or a tool to achieve an end goal, technology is not the end in itself. This paper discusses the various tools and resources available for education, their advantages and disadvantages. How can we improve the technology integration? What are the options available? This paper discusses these issues and their possible solutions. [ABSTRACT FROM AUTHOR]

In the history of human thought, Confucius' thought is prominent in Chinese philosophy. The value of Confucius' philosophical thought has transcended space and time and influenced the social life of China, Vietnam, and the world. In general, Confucius thought in particular and Confucian ideas became the ideology of the feudal class during its development through feudal dynasties in China and many other Asian countries, including Vietnam. The report describes the educational philosophy of Confucius. The article clarifies the limitations and existing values in the educational innovation of Vietnam today. The paper uses dialectical materialism methodology and synthesis, analysis, and comparison methods to explain the system of views on education, educational objects, educational program content, and educational plans to educate people in socio-political and moral ways to stabilize society. The article also clarifies Confucius's thoughts as the man who laid the foundation for the development of Confucianism in Chinese history. [ABSTRACT FROM AUTHOR]

Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the "transformational" educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these "non-traditional" spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual "state of play" of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals' opinions, teachers' perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidencebased platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand. [ABSTRACT FROM AUTHOR]

The article comments on the Educational Sector Policy paper of the World Bank. The paper explores the educational problems in developing countries. The author compares it with the 1974 paper of the Bank, claiming that the present paper is more clear in terms of recognizing the complexity of the social and political forces at work on the educational scene in developing countries. However, he criticizes the paper's view of the purposes of education. He suggests that it lacks diachronic perspective on the processes of growth and adjustment in the past.

Research on the opportunity recognition stage in the process of entrepreneurships is still in an early stage. This paper is covering the possibility of art as being one of the inspirational sources for entrepreneurs. Once aware of it, an unavoidable observation seems to be: innovative entrepreneurs love art. But is this true? And if it is true what can be the reasons for entrepreneurs to love art? This paper will address these questions by analyzing the data from a project with nine entrepreneurs and nine artists followed by interviews of 14 art-loving entrepreneurs and managers. [ABSTRACT FROM AUTHOR]

Knowledge and learning mechanisms are investigated in a multiple and inter-related context depicted by the definition of an innovation ecosystem [Lusch and Nambisan (2015)]; by questioning knowledge, the paper opens up practice-based learning studies [Gherardi (2000)]. Action research offered the opportunity to focus on knowledge and learning mechanisms in an emerging innovation ecosystem linked to a project supported by the Italian Ministry of Research. The paper identifies three different knowledge practices - connecting knowledge dots, integrating knowledge, and authoring and disseminating knowledge - to describe learning and knowledge mechanisms in a networking innovation context, leading to an innovation ecosystem. [ABSTRACT FROM AUTHOR]

The article presents an analysis to define the term "educational studies." Looking at a series of conferences held in the summer and autumn of 1977, that some kind of definition might result from considering such conferences. Firstly, there was the seventh world congress of the International Association for the Advancement of Educational Research at Ghent, Belgium, in July. Some fifty nationalities were present at this meeting so possibly it was not the ideal occasion for seeking an agreed definition. In fact, though the congress had a central, unifying theme, 'Self-Realization through Education', the plenary papers almost served as illustrations of the variety of approach to educational studies in different areas of the world. From Poland came emphasis on the search for quality of life and the place of art in education while from the U.S. and Canada came a complex review of aims, objectives, innovations, methods, numerous research findings. Individual papers in discussion group sessions offered equally rich variety, ranging from educational television for adults in Quebec, Canada through Yoruba myths and pupils' understanding of science concepts to school counselling in Iran.

Educational research teams are increasingly recognized as an optimal configuration for addressing more complex mixed methods research problems; however, their development is often approached as a conventional research collaboration rather than an integrative one. An approach informed by complexity theory provides the practical guidance for studying mixed methods research teams as complex adaptive systems with the capacity for generating novel educational research outcomes greater than the sum of individual contributions alone. In this paper, I advance a complexity-sensitive strategy through which to realize the integrative capacity of educational mixed methods research teams comprising of four interrelated elements: membership, contributions, interactions, and performance. These elements embody amalgamations from a decade of my readings of the literature and real-life professional experience. Each element is examined in light of the three key concepts of complex adaptive systems to describe the necessary conditions for emergence, influential challenges illustrating interdependency, and desirable individual and team adaptations. The study's theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This paper extends an emerging approach emphasizing contextual variation in the affordances of digital technologies and new media through an empirical application focused on relational dynamics of power and resistance. Specifically, I focus on the case of student and teacher negotiations over smartphones and social media in the classroom ‒ a case where actors on either side of a power relationship assign conflicting meanings to the same technology. Interviews were conducted with 37 students and 19 teachers at a public high school with a technology policy designating students' personally-owned smartphones as educational devices. As the affordance of contextual mobility allowed students to access shared online social spaces within the classroom, smartphones threatened the cultural logic of separation bounding the social from the educational. With their sense of control threatened, teachers sought to re-constitute separation through strategies of restriction and differentiation. Viewing online-offline integration as a taken-for-granted part of social life, students used strategies of adaptive resistance to combat school policies and maximize technology use. However, students also worked to re-constitute separation through peer cultural norms limiting the in-school consequences of online peer social interactions. Underneath the contestation between restriction and resistance, both teachers and students worked to set conditions on the affordance of contextual mobility. [ABSTRACT FROM AUTHOR]

The article focuses on learning technologies and cognition. It stresses that learning technologies have been taking an increasing role in almost all learning environments and they are used in a variety of informal and formal educational environments. Specific technologies and their usage are important to understand in their own right but they need to be considered and understood in light of learning objectives. When considering how best use to learning technologies one needs to be able to determine when learning materials and objectives are best suited for these technologies.

The article focuses on learning technologies and cognition. Learning technologies play a significant role in almost learning environments. These technologies are used in formal and informal education environments. It is critical to understand how learning technologies interact with human cognition. Learning technologies must be considered and understood in terms of learning objectives. These two concepts may facilitate and enhance learning. Moreover, it also tackles how learning technologies be blended with traditional learning.

The concept of sustainable development was described by the 1987 Brundtland Commission Report as "Development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs." The commission also notified that sustainable development has four dimensions: social, cultural, economic and environmental, the commission further stressed that these four dimensions needs to be meticulously balanced in the pursuit of an improved quality of life. With the passage of time the concept of education for sustainable development has been integrated into many global frameworks and conventions related to key areas of sustainable development. The United Nation's "Decade in Education for Sustainable Development (DESD, 2005 to 2014)" was a global movement it was an endeavor that aims to reorient education policy, practice and investment to address sustainability. As the lead agency for the Decade, UNESCO is responsible for ensuring that appropriate mechanisms are in place optimize the implementation of the Decade. The principal aim of it was not only to transform education policies, investment and practice but also transform education keeping in view current global challenges and demands. It is believed that if this educational movement succeeds it could change not only education systems in a positive manner but also improve the quality of life for many people across the globe. Hence they put highest emphasis on achieving education for all (EFA) and recommended member nations to implement the kind of education system which would encourage equity, inclusion, quality learning, flexibility and innovation in their educational institutions in order to accomplish social cohesion and social justice through lifelong learning by improving educational systems with a view to increase both the quality and the relevance of education in this fast changing world. In this scenario the author of this research paper feels that education systems need to be transformed constructively, various curriculums be redesigned in order to meet the challenges of highly uncertain future as well as to conform to norms of the Education for Sustainable Development. Prof. Daniella Tilbury in her expert review on DESD pointed out that ESD refers to learning to ask critical questions, learning to clarify one's own values, learning to envision more positive and sustainable futures, learning to think systemically, learning to respond through applied and learning to explore the dialectic between tradition and innovation. The following headings have been used to express workable ideas which can work as effective tools to achieve "Education for Sustainable Development" 1. Acquisition of knowledge and its application, 2. Holistic approach to Science and Arts Streams 3. Skill Acquisition and Mind Expansion 4. Inculcation of Values in Personal and Community Life 5. Pursuit of Excellence and 6. Enlightened Nationalism. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present the Large Unit District Association virtual high school (LUDA-VHS) project and discuss its design, development, and implementation. A model developed at the Center for the Application of Information Technologies for designing online classes will be presented and discussed. The focus of the paper will be to present the lessons learned and provide practical recommendations on how to design successful online programs. Issues to be discussed include the following: recruiting, training, and compensating teachers; selecting and supporting students; developing instructional strategies for online learning; building a sense of community; educating the public on the benefits of online education; providing equal access; building quality assurance mechanisms. [ABSTRACT FROM AUTHOR]

In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students' digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence. [ABSTRACT FROM AUTHOR]

Tutorials/discussion classes1 are seen as an essential part of the teaching mix in the natural sciences, because that is where problems can be solved and course content is applied. Learning support provided by teaching assistants may free up the lecturer to do research, but are these assistants sufficiently well trained and well informed? Do tutorials offer learning spaces or merely activities to engage the willing student? In this paper I report on a study conducted in a science faculty of a research intensive university in South Africa. I collected data using interviews and questionnaires which gave insight into the many variants of tutor/teaching assistant2 support that exist in the faculty. Practices that seem to lead to better student learning were also foregrounded. It became evident that lecturers need to plan their tutorials as an integral part of the learning space and not as an add-on activity. [ABSTRACT FROM AUTHOR]

This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in examining the partnerships perceived by the participants. The enablers responsible to bring about sustained professional learning are proposed. A contribution of this study is to clarify how resources in the HQ and its schools can be bridged. Deliberate bridging of resources is critical particularly at the initial stage of the partnerships. This bridging is made possible through dedicated appointed champions. The appointed champions are passionate about the educational innovations and are willing to invest their time to understand the teachers’ needs. This paper argues that the enablers can offer opportunities for lateral networks to be forged within a hierarchical system. [ABSTRACT FROM AUTHOR]

The purpose of socio-philosophical analysis presented in this paper is to study the innovative potential of modern education in the implementation of the principle of multiculturalism in human development. There are innovations: «material and technical; organizational and managerial; information; social; economic; educational «. Innovation is not only a scientific activity related to the knowledge of the laws of nature, but also engineering, as a result of which new artificial objects are created. Analyzing the internal restructuring of the educational institution, innovation in science and education, we can conclude that the qualitative change of the educational system includes the following mechanisms, in particular, all reconstructions related to the transfer of innovation: creation of special research institutions to support researchers; knowledge in a particular area, not only the implementation of socio-moral norms (as before), the formation of control mechanisms for scientific and pedagogical activities. [ABSTRACT FROM AUTHOR]