Although much of the discussion on entrepreneurship education focuses on introducing entrepreneurship skills into other disciplines, the reality is education should be already about challenging existing practices and ways of thinking. This chapter argues that the trend toward integrating entrepreneurship skills into other curricula presents an important shift in teaching practices for sport management teachers. If we begin with the assumption that other disciplines do not have an entrepreneurial mindset, then sport entrepreneurship education cannot be sustainable in its own right but rather needs to be integrated as the foundation for all education courses. Therefore, a number of new approaches to entrepreneurship education are beginning to emerge about the need to develop stronger links between business and other disciplines. These potential synergies will help bring sport entrepreneurship education to the forefront of other disciplines and change sport student's mindsets in terms of learning practices. This chapter aims to contribute to the growing field of sport entrepreneurship education by presenting and analyzing existing research and to suggest future research areas.
Comparative education is deeply embedded in the Czech education tradition. Its development has primarily joined with the effort to improve national education. In every…
Comparative education is deeply embedded in the Czech education tradition. Its development has primarily joined with the effort to improve national education. In every period the state of the field was interdependent with the social situation and political orientation of the country. A revival in the 1990s was challenged by a social and political shift. Now comparative education is a constituted field developing with increasing relevance for educational policy and practice. By descriptions, explorations and interpretations, comparative education helps to understand the substance of the world of education in its diversities and similarities. However, there are some weak points. Comparative education is taught at universities, but it is not a degree specialization. Comparative research is performed in various institutional frameworks primarily designated for other purposes. Contributions to the international community are limited by the Czech language of the most produced publications. To steer activities, to develop the theoretical and methodological discourse, to encourage young scholars to participate in comparative research, and to be more visible internationally are challenges for the future development of Czech comparative education.
The Gulf Comparative Education Society (GCES) was officially established in 2009. The aim of the society is to provide a forum for educators, researchers, and policymakers…
The Gulf Comparative Education Society (GCES) was officially established in 2009. The aim of the society is to provide a forum for educators, researchers, and policymakers from the Gulf region and elsewhere to share their knowledge and experience; to encourage the development of educational research throughout the region; to strengthen the links between research, policy, and practice; to maximize the impact of quality research and effective innovations; and to encourage and support junior and early career education researchers throughout the region. The GCES firmly believes that educational policy development and implementation and pedagogical practice need to be supported by research-based knowledge, and that, at the same time, the knowledge, experience, and insights gained from each country in the region can provide invaluable lessons for others as they seek to overcome similar challenges.
The significant increase in refugees in Europe and worldwide during 2015 challenges the paradigm of refugee education. For many decades, ‘refugee education’ has been…
The significant increase in refugees in Europe and worldwide during 2015 challenges the paradigm of refugee education. For many decades, ‘refugee education’ has been primarily associated with the education of refugees in countries far-away as the majority of the world’s displaced persons and refugees are hosted by countries in the Global South. However, the recent European ‘refugee crisis’, that is, the large influx of refugees and migrants in Europe, has definitely turned refugee education into a European issue. As refugee students from all over the world enter European classrooms, policy makers, educators and researchers need to rethink refugee education ‘at home’ in order to ensure quality and equity. As many refugees in Europe are here to stay, the challenge is how education can contribute to their inclusion in school as well as their integration into the host society. There is a great need for rethinking the education of refugees resettling in Europe and their inclusion in national school systems. How can universal principles of quality and equity for all students be implemented in national education policies, schools and classroom practice? The current challenges are complex and call for an interdisciplinary approach. Findings and perspectives from refugee education research as well as comparative and international education research can advance our understanding of these issues. This chapter argues for a holistic, whole-school approach to refugee education, which includes education policy, school structures, classroom practice, curricula, pedagogy and teaching materials, as well as cultural awareness and refugee competence.
Examines formal education and its contributions to the developmentof human resources in organizations. Advances the main thesis thatformal education has contributed…
Examines formal education and its contributions to the development of human resources in organizations. Advances the main thesis that formal education has contributed significantly in developing the skills of employees in areas such as motivation, leadership, job design, communication and labour law. It would have been difficult to organize work in a systematic manner without formal education. Formal education therefore is the pillar on which the “wheel” of organizations is made to spin.
Summarizes the aims of school health education, emphasizing the important role which teachers have in relaying health education messages. Reviews studies which have examined the provision and extent of initial and in‐service training on health education for teachers. Observes that professionals from external agencies are often better equipped to provide health education lessons than teachers, but that the way in which schools use this external expertise, with external contributors delivering talks on discrete topics to groups of up to 200 pupils, is not ideal. Concludes that initial and in‐service training on health education for teachers is inadequate and sometimes non‐existent, but that health education should form a part of all initial teacher training courses.
Outlines the background of Nigeria, politically, citing particularly the British influence on the education system. Offers a framework that traces the historical…
Outlines the background of Nigeria, politically, citing particularly the British influence on the education system. Offers a framework that traces the historical background of inequality in education and shows how this is linked to the global internal workings of Nigeria’s education system. Argues that most women are aware of their right to equality, but there is a need for the state to acknowledge their obligation to encourage development in areas of educational inequality.
The purpose of this paper is to review the achievements of Chinese educational management in the past 30 years, conclude the characteristics of Chinese educational…
The purpose of this paper is to review the achievements of Chinese educational management in the past 30 years, conclude the characteristics of Chinese educational management and indicate the problems of Chinese educational management and the countermeasures.
This paper reviews the research of educational management in China in the past 30 years from four aspects: research purpose, research methods, research contents and disciplinary system.
The paper sums up the main achievements, the main characteristics and the main problems of Chinese educational management in the past 30 years. It suggests that the disciplinary relationship should be further clarified; the role of disciplinary research accomplishments has to be further developed and the specialization level in disciplinary research needs to be further improved.
This paper indicates the direction for the construction of Chinese educational management in the future: to further clarify the relationship among related disciplines; to put the role of the research results into full play; to further improve the specialization level of disciplinary research.
This paper contributes to the construction of Chinese educational management both theoretically and practically.
In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a…
In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a student in a communist country, interpreting her lived experiences in light of their impact upon her education and teaching profession. The second perspective is that of the researcher who looks to the future, initially lacking in resources but willing to connect to the global research in his or her field of interest, educational ethics. The international studies that substantiated and inspired our research in the domain of educational ethics include philosophical works, moral psychology studies, and resources from sociology and organizational psychology as well as from pedagogy. Regarding the trends expected in comparative and international education, I have grouped them into three categories: (1) Trends related to the research themes in comparative education: many major themes of education have already been filtered or will be filtered through the comparative lens (the history of education, philosophy of education, curriculum and didactics, sociology of education, politics and economy of education and psychology of education); (2) Methodological trends – joint quantitative and qualitative methodology will support the research processes in comparative education; and (3) Trends regarding the impact of the research in comparative pedagogy: global models will inspire local initiatives, without being copied.
Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.Design/Methodology/Approach – This research used…
Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.
Design/Methodology/Approach – This research used the qualitative method where data were gathered by deep interview and study of documents.
Findings – The results show that the Aceh government education agency has not yet developed a standarized concept of peace education to be implemented throught out the schools in East Aceh. However, non-governmental agencies both national and international have stepped ahead and implemented it in formal and non-formal educational institutions. UNICEF and AusAID had facilitated the preparation of a peace education textbook which was written by academicians at UIN Ar-Raniry in 2005. It has been applied to many schools in East Aceh by incorporating peace education in to Aqidah Akhlak subject.
Research Limitations/Implications – The paper does not examine students’ understanding of peace education that can be learnt by incorporating concepts of peace education.
Practical Implications – The concept of peace education is feasible to be adopted at whole senior high school in Aceh.
Originality/Value – This paper offers a new concept of peace education, the liberal peace, religious peace, and traditional values that have been integrated in one subject to be taught at once.