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Este texto trata do conceito de Círculo de Cultura, trazido por Freire, como espaço crítico, criativo à uma educação libertadora e protagonista da relação entre a decolonialidade. Realizou-se uma pesquisa teórica para conhecer parte do pensamento freiriano e alguns elementos da decolonialidade. Freire (2000a, 2000b, 1999, 1996a, 1996b, 1985a, 1985b...
Citations
... Pedagoški modaliteti putem kojih se navedeni principi mogu zadovoljiti svakako su raznoliki i teško da se mogu ostvariti isključivo frontalnim oblikom nastave. Suvremeni klasteri inovativnih pedagogija (Paniagua, Istance, 2018;Istance, Paniagua, 2019), između ostaloga, preporučuju pedagoške modalitete tjelesnoga učenja, "računalnoga" mišljenja (kombinacija matematičke, znanstvene i digitalne pismenosti za učenje raznolikih transferzalnih vještina putem IKT-a), multipismenosti i diskusije, gejmifikaciju učenja (Flatt, 2015), iskustveno učenje (projektno i servisno učenje) te kombinirano učenje ("obrnuta" učionica, laboratorijsko učenje i kombinacija online i "face to face" modela učenja). ...
In this paper, we deal with the consideration of space as materiality and space as a process in the broader context of childhood studies and, more specifically, in the context of school pedagogy. We outline the question of the material construction of childhood (in childhood geographies and geographies of education). Then, we consider the relationship between space and pedagogy, that is, the material aspect of learning, on an explicit level, presenting findings on the share of spatial components in student achievement. The central consideration in the paper is devoted to the concept of innovative learning environments (ILE) and its spatial requirements, especially to the renaissance of open school plans based on that concept. Furthermore, we deal with the issue of spatial mediation of power relations in open-plan schools but also in traditional corridor-type schools ("cells and bells" schools) and with the idea of shaping the identity of students and teachers through these processes. We conclude the paper with a brief review of the neoliberal nature of the concept of ILE and with recommendations on considering the space and environment for learning through the paradigms of critical pedagogy of place and common world pedagogies.
... Moreover, addressing skill gaps in specific areas, particularly underserved communities, demands targeted interventions and strategic talent development programs. Ultimately, navigating the tides of medical innovation requires a commitment to continuous learning, collaborative knowledge sharing, and innovative solutions to inequities (Istance & Paniagua, 2019). By equipping healthcare professionals with the tools and skills they need to adapt and thrive, we can create a future where medical advancements reach every corner, ensuring exceptional care for all. ...
In the ever-evolving landscape of the knowledge economy, organizations must align their talent development strategies with the demands of a dynamic global business environment. This research undertakes a comprehensive exploration of talent development practices on a global scale. It seeks to unravel the intricacies of how organizations strategically align their initiatives with the evolving demands of the knowledge economy. Drawing on data from diverse industries and regions, this study aims to provide a nuanced understanding of the contextual factors that shape effective talent development. It pursues three primary objectives: analyzing global talent development practices, identifying challenges and opportunities, and offering actionable insights for organizations. Key findings highlight regional variations in commitment to talent development, with Asia, the technology sector, and smaller organizations exhibiting notable dedication. Employee satisfaction with training programs remains high, showcasing the adaptability of talent development efforts in accommodating diverse needs. Emerging trends, such as digital platforms, data-driven personalization, and collaborative learning networks, offer promising avenues for enhancing talent development effectiveness. The study’s theoretical implications emphasize the importance of human capital investment, continuous learning, technological innovation, and networked collaboration. Managerial implications underscore the need to prioritize talent development as a strategic investment, cultivate a culture of constant learning, integrate technological innovation, and foster networked collaboration. This research contributes to the existing body of knowledge by offering practical insights that organizations can leverage to optimize their talent development strategies. It addresses the complexities of talent development in a rapidly evolving knowledge economy, providing a roadmap for organizations to navigate and thrive in this dynamic environment.
... В изследване на Eвропейски Център за образователни изследвания и иновации 2020 г. "Учителите като дизайнери на учебна среда. Значението на иновативните педагогики" [7] се посочват следните клъстери на иновативни педагогики: ...
This article examines methods and tools for innovative pedagogy and elements that create innovation in learning. Emphasis is placed
on the process of learning modeling and design as an iterative process of
planning outcomes, selecting effective teaching and learning strategies, selecting appropriate technologies, identifying the educational environment,
and measuring the results achieved.
... Children and young adults are internalizing the problem, and in trying to 12 find solutions and ways to cope, are integrating different sources of information into general public, slowing down positive action [11][12][13]. Yuan et al. [14] have analyzed 24 more than 7 million tweets about climate change between 2019-2020 and found that 25 aggressive tweets (although a small proportion of total tweets) were more likely to be 26 retweeted and politicised. 27 To counteract misinformation and bolster action, interventions at the level of 28 communications and education have been deemed essential [15]. ...
... For example, the EU education and training sector focus on green education 38 1 ; the Office of Climate Education, under the auspices of UNESCO [23]; or initiatives 39 like the GLOBE (Global Learning and Observations to Benefit the Environment) 40 Program, supported by US governmental agencies, which gives students and the public 41 the opportunity to contribute to observations, research and analysis of global 42 environmental data [24]. Existing successful models of climate-focused project-based 43 learning have resulted in increased climate awareness and overall carbon reduction [25]. 44 For example, significant carbon reduction was measured through student-consumer 45 choices after five years of taking a university climate change course, indicating that even 46 a small amount of climate change information and awareness introduced into school 47 curricula has the potential to result in a significant effect [21]. ...
Escalating climate impacts predicted in the past decades are now a reality almost everywhere on the planet, and the time-critical dimension of the climate crisis means that the coming years will be instrumental in securing a climate resilient future for generations to come. Education is central to promoting climate action, yet the role that climate change education plays in advancing climate awareness, action and advocacy, and helping to enhance resiliency for young generations and the public at large is poorly understood. Here, we provide a first-of-its kind mapping of the literature on climate change education to better understand topic relationships and spatial distribution, and highlight potential new avenues for research on climate education. Machine learning methods including semantic analysis, geoparsing and topic modeling are used to support our study. Topic modeling shows that climate change education is a very interdisciplinary field of research well embedded in key climate change research topics including climate change adaptation, disaster risks and education, mitigation and sustainability, with the bulk of the literature situated in social science research, followed by topics on agricultural and adaptation, and education topics including methodologies, paradigm shifts, and research methods. Central to climate change education is the methodological dimension of teaching and educating either through formal or informal methods. Topic clustering reveals that topics including energy, renewable energy, fossil fuel and emissions are visibly far from topics school, teacher and science. As expected, social research lies in the middle and overlaps at the periphery with most other topic clusters, except with topics of energy mitigation, disaster risk, and medical health. Through geoparsing, country mentions and case studies are largely skewed towards the English speaking countries and in particular the United States– though this is not always the case when we look at more specific topics. This study should stimulate more targeted research into the specific topics that have emerged. Our findings also call for a strong incentive for governments to react on funding for further research into climate change education, also stimulating a global exchange of ideas through support and incentives for open science. More broadly, climate change education should be compulsory at all levels of formal education, ensuring a comprehensive curriculum of all relevant topics.
... Indeed, at the workplace, it is estimated that about 70 percent of what people learn about their jobs, they learn informally from the people they work with (Cisco, 2010), and that every hour of formal training is matched by four hours of informal learning. This is important because learning is critical, and is at the heart of the ambition to leapfrog education systems (Istance and Paniagua, 2019); and has the power to transform the world for the better (Stefania and Archer, 2019). ...
... This is because when the learning environment is condusive, thus everything threatening adult learning is removed (Knowles, 1980;Biney, 2017Biney, , 2018, it promotes meaningful learning. However, success in adult learning largely depends on the readiness and motivation to learn (Istance and Paniagua, 2019;Knowles, Holton, and Swanson, 2015;Biney, 2017;Desautels, 2015). To Wlodkowski (2008), being motivated means being purposeful; meaning that adult learners demonstrate sufficient readiness to learn and add values to themselves and contribute to the growth of communities, workplaces, and society in general. ...
The global economy requires lifelong learners in the fast-paced ever-changing digital world to be successful. This means that change is inevitable, and in a lightening pace, in this digital era. Therefore, any little delay in learning means that the individual is relegated to the background. Using visual model of adult learning as an illustration, this conceptual paper explores prospects and challenges adult learners face in learning. The chapter makes a case for adult learners to engage in lifelong learning to impact on both productivity at workplace, communities, and societies at large. It discusses learning and knowledge society in fostering growth and enterprising mindset in people, and explores the usage of Sakai Learning Management System (LMS) by the University of Ghana. Ghana has embarked upon a digitization process to give meaning to learning, but the benefits of this initiative can only be realized when the citizenry consciously strive to become lifelong learners. This chapter has policy implications for adult education practice in Ghana in particular, and the global economy, in general.
... Hence, new developments in technology and their usage have meant a push forward for DE. Issues related to distance has new solutions and information, and communication technologies have developed into information and relation technologies (Carlsen Fig. 1 Key aspects of BL derived from (Graham, 2013;Moskal et al., 2013) et al., 2016; Istance & Paniagua, 2019). Technologies, including smartphones and another advancement in hardware and software, the worldwide web, the internet, applications such as chat, blogs, wikis, and podcasts, SMS, MMS, and communication platforms such as Sakai LMS, to Carlsen et al. (2016) have opened up opportunities for excellent presentations of subject matter, for easy access and opportunities to implement pedagogical theories with high relevance for quality DE (Carlsen et al., 2016;Rosen & Stewart, n.d.;UNESCO, 2015UNESCO, , 2016. ...
... It is becoming increasingly crucial that most jobs require ICT specific skills; significant numbers of people need high digital literacy skills to succeed at the workplace (Biney, 2020(Biney, , 2021. Technologies are being used by learners of all ages in schools (Istance & Paniagua, 2019) and are becoming faster, cheaper, mobile, integrated, and more powerful (Biney, 2020). ...
... BL moves the emphasis from teaching to learning, enabling students to become more enthused in the learning process and improving their perseverance and commitment (Ismail et al., 2018). BL can significantly contribute to social and emotional learning and students' engagement (Istance & Paniagua, 2019). BL allows students to progress at speeds sensitive to their different needs, fostering tech-based competencies and autonomy (Kumi-Yeboah & Smith, 2018), and offers motivating and meaningful learning through different asynchronous and synchronous teaching strategies such as forums, social networking, live chats, webinars, and blog that provides more opportunities for reflection and feedback from students (Dakduk et al., 2018;Graham, 2013;Moskal et al., 2013). ...
Globalization in higher education institutions (HEIs) has made single-mode delivery institutions dual mode. HEIs in Ghana have adopted various digital learning technologies (e.g. Moodle and Sakai Learning Management System [LMS]), which are currently deployed in adult and distance education (DE). The University of Ghana employed the Sakai (LMS) to create blended learning (BL) experiences for adult learners. The University of Ghana used modules in DE with adult learners at eight (8) Learning Centres in 2007 and grew to eleven in later years. In 2014, the University of Ghana made a paradigm shift and adapted the BL approach using the Sakai (LMS) to complement the traditional face-to-face (F2F) to cushion teaching and learning among adult learners. This chapter presents a case study drawing on technology in distance learning. In-depth interviews, purposive sampling procedures were employed to elicit responses from eight (8) adult learners pursuing degree programmes by DE mode. The chapter illuminates beneficial experiences of adult learners adapting BL in pursuing degree programmes by DE mode. It isolates challenges adult learners face and discusses strategies for strengthening technology use in HEIs. The study's findings, including improved adult learners' digital literacy skills and interactions among tutors and lecturers, were discussed. Implications for adult higher education, including HEIs partnering with the Government of Ghana to provide 'one laptop' each to adult learners and strengthening BL among adult learners to drive the digitalization process in Ghana, were discussed. It concludes with a call for effective technology deployment in learning at HEIs by DE mode.
... A wealth of evidence suggests that innovative teaching represents an important teaching approach that can be used to flexibly and creatively meet complex demands of the teaching environment and diverse needs of learners (Boaler, 2008;Istance & Paniagua, 2019;Naz & Murad, 2017). It indicates that innovative teaching strategies help to create a flexible and personalized learning environment that fosters inclusivity and educational equity. ...
... Given the role of innovative teaching practice in fostering educational equity (Boaler, 2008;Istance & Paniagua, 2019), the fresh insights from our study on how CoPs cultivate such practice have practical implications on the capacity development of EMI workforce and the implementation of EMI policies into practice in the international higher education space. Using a global lens to study the professional development of EMI faculty (Dang et al., 2021;Lasagabaster, 2022;Sahan et al., 2021;Wächter & Maiworm, 2014), studies identified two key barriers inhibiting the use of effective teaching strategies that facilitates student-centered learning in EMI contexts: poor language proficiency (i.e., fluency, pronunciation) and pedagogical competencies. ...
While innovative teaching behavior is a promising type of competency that can equip faculty members with the necessary capability to adapt their teaching to fit their specific teaching context, how to achieve it remains underexplored. This study explored ten faculty members’ perceptions of the kind of values pertaining to innovative teaching behavior in English medium instruction (EMI) settings created by the co-participatory learning opportunities provided by their EMI community of practice (CoP). Using semi-structured interviews and thematic analysis underpinned by the value creation framework, we identified three themes illustrating faculty members’ conceptualization of (1) prospects of value creation associated with membership in the community, (2) attained values, created through participating in the CoP, and (3) aspirational values, needed to sustain the community. Expectations of gains in professional development and peer support motivated members to join the community, and the values attained through co-participatory learning were underpinned by a sense of camaraderie and psychological safety that the community offered its members. Language-related support for developing English competencies and tailored support towards EMI issues constituted the main aspirational values members sought to gain. Finally, organizational support was highlighted as a crucial ingredient for sustaining the community’s activities. The implications of the results with respect to sustainable development of a faculty member’s innovative instructional practices are discussed.
... The United Kingdom's development finance institution, the CDC, made five education investments between 2012 and 2017, of which two were in Bridge International Academies, one in the low-cost brand from elite private school chain GEMS, and two in the private university UNICAF. 3 Philanthropists and investors have argued that private school chains can be both attractive private investments, and valuable supplements to public education (Assomull et al. 2015;Featherston and Ferreira 2017;Abdo et al. 2019;Istance and Paniagua 2019). ...
The private school sector has expanded with almost no public intervention to educate half of primary school children in many urban centers in Africa and Asia. Simple comparisons of test scores would suggest that these private schools may provide better quality than public schools, but how much of this difference is due to selection effects is unclear. Much donor and policymaker attention has proceeded on the basis that private schools do perform better, and focused on models of public subsidy to expand access, and investment in networks or chains to encourage expansion. We review the evidence of the effects of private schools on learning, and how that effect translates to public-private partnerships (PPPs). We also study the effects of private school chains. We conduct a systematic review for eligible studies, with transparent search criteria. The search resulted in over 100 studies on low-cost private schools and PPPs, with a large majority being on low-cost private schools. Our meta-analysis shows moderately strong effects from private schooling, although the limited number of experimental studies find much smaller effects than quasi-experimental studies. This advantage, though, is not nearly enough to help most children reach important learning goals. Turning to policy goals, we find that the private school advantage has not translated to public private partnerships, which have shown limited value in improving quality. They can however represent a lower-cost means of increasing access to school. We also find that private school chains perform little better than individual private schools and have little scope for achieving meaningful scale.
... Regarding teaching, leapfrogging is an ambitious goal since it adds new skills to an existing system or practice. It necessitates rethinking current teaching and learning systems (Winthrop et al., 2017) and revamping education systems to meet future demands (Istance and Paniagua, 2019). In such cases, teachers must develop new skills, paradigms, and ways of thinking to leap over conventional approaches to different or better ones successfully. ...
Emerging from the discourse of business in the 1960s, the concept of “best practices” has gained increasing status in education but has rarely been problematized. This essay aims to problematize the use of K-12 best practices in the Gulf Cooperation Council Region (GCC) since nowhere is the importing of best practices more evident than in the GCC region. Using Foucault’s notion of problematization as the theoretical framework, this essay provides an understanding of how best practices have emerged as a solution to educational change, how these practices are legitimized, and how the use of best practices has evolved into challenges for those relying on best practices to bring about educational change. The discussion centres on five central challenges: (1) educational transfer and profit-making, (2) a false universalism, (3) leapfrogging, (4) language and discourse, and (5) the fidelity of implementation. The essay concludes by addressing the issue of using problematizing as a tool for transformative or reconstructive possibilities.
... For many, the concept was understood in terms of growing something in a marketplace and derived from startups or new business technologies. In the scaling science, this corresponds to the "horizontal" path of scaling: expanding reach or coverage, 88 which is just one available pathway to scale. Many government decisionmakers in our study emphasized growing or replicating an innovation, but scaling scientists and advocates call for other dimensions, too. ...
In our qualitative study, CUE seeks to examine how
national and regional decisionmakers in the public
sector approach scaling education innovations in LMICs.
This includes exploring what they see as key factors
or influences on the process of supporting or adopting
education innovations to scale, what the contours and
calculations of their decisionmaking processes are,
and how broader components of the decisionmaking
ecosystem interrelate.
