What do we know about how people learn? How do young people's motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.
Among the contributors are Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern and Dylan Wiliam.
The Nature of Learning: Using Research to Inspire Practice is essential reading for all those interested in knowing what research has to say about how to optimise learning in classrooms, schools and other settings. It aims, first and foremost, to inform practice and educational reform. It will be of particular interest to teachers, education leaders, teacher educators, advisors and decision makers, as well as the research community
Not by bread alone gathers essays on higher education, including some written especially for this book. They cover three key areas: the missions of higher education, public responsibility and qualifications. Together, these essays spell out a view of higher education as a key factor in developing modern societies built on the fundamental Council of Europe values of democracy, human rights and the rule of law. They also underline the key role of higher education in developing the ability of our societies to conduct intercultural dialogue.
To fulfil its role, higher education needs to prepare for citizenship as well as for employment, for personal development as well as for the development of a broad knowledge base. Our vision of higher education and its multiple purposes must be reflected in the way we view qualifications. We also need to take a close look at how the public responsibility for higher education and research can best be exercised in a society with many actors, all of which have their own legitimate agendas. In this situation, public authorities have an overall responsibility for coherent education policies.
In Colombia, the beginning of a new century has brought with it a palpable feeling of optimism. Colombians and visitors sense that the country's considerable potential can be realised, and education is rightly seen as crucial to this process. As opportunities expand, Colombians will need new and better skills to respond to new challenges and prospects.
The government is therefore determined to address key challenges confronting tertiary education in the country: expanding enrolment and improving equity, increasing quality and relevance, and making governance and finance more responsive. Colombia has more than a decade of progress under its belt, and the energy to reach ambitious policy goals. Getting there in practice will involve dialogue and consensus-seeking among all stakeholders, as well as new resources and new rules.
Higher-level skills are increasingly demanded by the knowledge-based economy. But with rising mobility and demographic change, it is no longer so simple to invest in a skilled workforce for the future. Actions are needed on a variety of fronts, including attracting and retaining talent, better integrating disadvantaged groups into the labour force, and upgrading the skills of low-paid workers. Much of the responsibility for these actions falls squarely on the shoulders of local policy makers.
Drawing from a wide array of case studies, this book analyses best-practice local strategies for increasing workforce skills. And it also takes a close look at the opportunities and challenges presented by international migration. The in-depth case studies in this report range from Shanghai's "Highland of Talent Strategy" to new "career ladders" which help immigrants escape low-skilled, low-paid employment in New York. National and local-level recommendations on local skills development are provided, for both OECD and non-OECD countries.
Leaders and academics can improve the quality of higher education teaching, and thereby the quality of their graduates, by reflecting on institution-wide practices. This book explores the interplay between actors within institutions, organisational structure, commitment of senior leadership, involvement of faculty and students, and evaluation instruments.
Based on an OECD review of 46 quality teaching initiatives in 20 countries, the report highlights the significant impact of the institutions' environment, trends in the quality of academia, teaching methods and learning conditions. The sample represents 29 higher education institutions, from technological and vocational institutions to business and economic schools, from small undergraduate institutions to multidisciplinary postgraduate universities.
The book illustrates the following factors with examples from around the world:
the aims of institutions when fostering quality teaching, their options and the guiding philosophy behind a quality approach;
concrete ways to apply quality teaching initiatives, challenges to implementing them, and key actors in their dissemination;
evaluation systems and the impacts of institutional support on teaching, research and quality culture;
how institution-wide approaches can be combined to enhance quality teaching in a sustainable way.The book also analyses the effects of quality teaching on institutional leaders, faculty members, quality units and students.
The Epiphany, 1916.
On an unforgivingly cold winter's night in Val-Jalbert, Lac-Saint-Jean, a twelve month-old child, wrapped in furs, is discovered by a nun from the convent school. The discovery of this abandoned girl, possibly afflicted by the dreaded chicken pox, deeply upsets the nuns from Notre-Dame-Bon-Conseil who have just taken on their teaching duties. Val-Jalbert, a small factory-town built at the foot of the Ouiatchouan River, is run by the pulp and paper company. The villagers are hard-working and have everything they need. Life in Val Jalbert flows in an orderly fashion, morally irreproachable.
The child of the night increasingly disrupts the nuns and their neighbors, the Marois family, who eventually take her in. But where does Marie-Hermine, with eyes so blue, come from? Why did her parents drop her off like a heavy burden on the steps of the convent school? Over the years, the orphan girl will become affectionately known as ``the Winter Nightingale'' because of her extroardinary voice, and she will become the pride of the factory village which is later abandoned, doomed after the closure of the industry in 1927. Homes are now empty, gardens left unattended, and the nuns leave the barren village. During these unfortunate incidents, Marie-Hermine's past resurfaces and jealousies erupt, such as the love of a young metis named Toshan, encountered during a trip to Lac-Saint-Jean.