The European Framework of Refernce for Visual Literacy

The European Network for Visual Literacy (ENViL), a European network of art educators, curriculum developers, researchers and teacher trainers for the school subjects related to Visual Literacy, was set up in 2010 and now includes more than 50 representatives from eleven European countries. Based on the concept of the Common European Framework of Reference for Languages, in 2015, the network developed the Common European Framework of Reference for Visual Literacy (CEFR-VL). The framework comprises competences, attitudes and situations where they can be observed, developed, and documented. Activities are grouped in responsive and creative components, like the Hungarian Visual Skills Framework developed in 2009-2011. Novel elements of the framework is the emphasis on affective components like intercultural consciousness, self-awareness, responsible citizenship and capacity to act. Competences are embedded in reflective activities in this flexible system, where experimentation, envisioning and empathy is appreciated. This paper discusses the precedents of the framework, its constituents and structure, outlines the main contents of the CEFR-VL and shows how it can be employed in the praxis of art education for policy makers, curriculum designers, teachers and trainers and authors of textbooks.

Keywords: visual arts education, framework of visual competences, educational assessment

05
Apr 2016
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The potential role of career guidance and career education in combating early school leaving

Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue, or as an issue related to a range of push-out factors. The article has a focus on the potential role of career guidance, and in particular on the aspect of developing career management skills in combating ESL. No single initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation which aims at offering guidance and opportunities for education and training for those who have interrupted their education.

Keywords: early school leaving, lifelong guidance, drop out, push out

16
Oct 2015
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The Impact of Observing Good Teaching Practice on Early CLIL Teachers: A European Project

The aim of the present study is to underline the importance of the observation of authentic lessons for the professional development of trainee teachers. This is especially important with innovative methodologies, such as CLIL (Content and Language Integrated Learning). In Slovakia, since the new educational reforms in 2008, there has been a huge shortage of professional teachers able to teach English to young learners. Another challenge has been presented by the difficulties of implementing this innovative methodology in school practice. Of course, one of the most effective ways is trying to include as many hours of direct observation of CLIL lessons as possible during teacher training. To address the shortage of professional teachers trained in CLIL, in 2013 and 2014 Matej Bel University (UMB) invited Prof. Kovács, an expert from ELTE, Budapest to provide students, teacher trainers and methodologists, with opportunities to observe practical CLIL lessons (project of the European Social Fund No. 26110230082). Feedback from the participants showed the value of seeing CLIL demonstrated in real life. They reported feeling encouraged, motivated and enabled to implement CLIL methodology later in their schools in Slovakia.

Keywords: CLIL, early years education, observation, teacher education, in-service teachers, EFL teaching practice

12
Jul 2015
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The State-of-the-Art of Content Analysis

 This methodological study presents an overview of the current variants of content analysis which were identified by examining their constitutive components. These components are the following: types of content, types of sampling, depth of analysis, direction of analysis, types of control of coding, and modes of presentation of findings. The current paper shows how these components are framed in the works of the relevant international authors. Five configurations of these components and their contents were identified, which represent five variants of content analysis. It has been shown that configurations are not arbitrary; rather their components establish certain relationships in order to form meaningful methodology.

Keywords: content analysis, types of content, sampling, induction, deduction, manifest content, latent content, coding

16
Apr 2015
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The Governance of Innovation in Education

The education sector is often considered not prone to innovation. However, recent research indicates that education can be as innovative as other sectors, if the right conditions and governance structures are in place. This article examines the governance of innovation in education systems. It traces the role of innovation for education, presents how innovation is measured and analyses how it can be governed successfully. Education systems operate under considerable governance complexity which has consequences for questions of accountability, trust, professionalism and leadership. This article proposes a simple framework of different governance elements and examines what kind of accountability, leadership, trust and professionalism may be suitable to promote and sustain innovation in education. The article indicates that, for instance, horizontal accountability combined with strong professionalism and trust may generate a culture of innovation, especially when supported by strong learning and political leadership. Nonetheless, the context and specific conditions in countries and education systems need to be taken into consideration as there is no one-size-fits-all solution. The findings are based on OECD publications and existing literature on education, governance and innovation.

Keywords: education, governance, innovation, reform, OECD

21
Dec 2014
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Evidence-based Educational Research vs. Pedagogy as Cultural Studies – About a Renewed Paradigm Debate in the Educational Sciences

 

The article presents the emergence of „evidence based research” in the context of the US education policy under the Bush Administration as well as the criteria and the program developed in that period. Furthermore, the international and German reception of this new paradigm of educational sciences is also discussed. Reception refers to the wide range of intended functions associated with evidence based research, its claimed advantages in the field of education policy, and the education research methodology proposals and limitations suggested in connection with the new paradigm. Attributed as „empirische Bildungsforschung” and propagated as the new and only acceptable model of education research in Germany, evidence based research has been object to strong controversies in the country and around the world. The paper critically examines the ambition of this model for research, political planning and education reform. Finally, the paradigm is refuted due to its implications for research, and to the problematic consequences it may produce in education and in the status and theory of educational sciences.

Keywords: research methodology in educational sciences; evidence based research, status of educational sciences, Empirische Bildungsforschung, Germany.

13
Nov 2014
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A brief discussion of the socio-political context of multiculturalism in the USA

 

06
Oct 2014
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Comparing Adult Education in the United States and Other Countries

This article provides an international comparative perspective on various American adult education programs, characteristics, and combination of personal and situational influences. Fourteen brief sections based on research and practice, each section contains an explanation, examples, and questions to encourage the readers reflections on comparative analysis with adult education in other countries. The article concludes with suggested guidelines for adapting concepts from relevant sections for planning, conducting, and evaluating programs and comparative inquiry about adult education programs and influences, especially related to strategic planning.

Keywords: comparative andragogy, research and practice, proposal of international comparative analysis

 

28
Mar 2014
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More than an antidote against amnesia…

 

This article observes the paradigm shift in the history of education through different time periods. The author
departs from his perspective as a historian and educator, while comparing authors who have dealt with the
same thematic discourse. The realisation of the challenges of the so-called ‘new cultural history of education’
by a new academic approach invites to experience the so necessary historical contextualisation.

Keywords: History of education; Grammar of Schooling; Education; Linguistic turn 

 

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10
Oct 2013
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Learning by Developing in Higher Education

 

This article describes the Learning by Developing (LbD) action model developed to meet the future challenges. It takes into account the new role of higher education institutes in a world where changes are continuous and today’s truth is not competent tomorrow. The article discusses the new ways of ‘teaching’ by inviting to move from a knower’s world to a competent actor’s world. It further attempts to rediscover a pragmatic learning theory as a basis for the development of higher education. The article describes the development of LbD by following the changes in the nature of higher education guided by the expectations of the surrounding world. It begins with a competence – oriented approach and concludes by intruducing the LbD action model that integrates competence – producing learning and an innovative
research and development project.

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11
Jul 2013
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