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Showing 1 to 15 of 297 results Save | Export
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Regmi, Kapil Dev; Andema, Samuel; Asselin, Marlene – International Review of Education, 2020
The global movement to achieve the 17 Sustainable Development Goals (SDGs) of the United Nations' 2030 Agenda rests on strengthening international connections and cooperation. However, in recent years nationalism and protectionism have been on the rise in donor countries such as the United States and the United Kingdom. In this situation, Julius…
Descriptors: Foreign Countries, Educational Policy, Sustainable Development, Policy Formation
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Bilagher, Moritz; Kaushik, Amit – International Review of Education, 2020
Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children's Fund (UNICEF) implemented an ALP initially in…
Descriptors: Foreign Countries, Acceleration (Education), Conflict, War
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Danka, István – International Review of Education, 2020
In the first decade of the 21st century, distance learning (usually subject to course fees and resulting in formal certification) was complemented by free-of-charge open learning courses with unlimited numbers of participants and no final certificate. Termed "massive open online courses" (MOOCs), these soon fell into different…
Descriptors: Large Group Instruction, Educational Technology, Online Courses, Distance Education
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Perry, Kristen H.; Shaw, Donita M.; Saberimoghaddam, Sara – International Review of Education, 2020
The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key skills in literacy, numeracy and problem-solving in technology-rich environments, as well as their relationship to other social outcomes for adults. PIAAC's developers claimed to better account for adults' literacy practices than earlier international studies…
Descriptors: Adults, Literacy, Numeracy, Problem Solving
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Hays, Jay; Reinders, Hayo – International Review of Education, 2020
This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is not necessarily education for sustainability, but rather sustainable learning, a new and different idea. The intention behind SLE is to create and proliferate sustainable curricula and…
Descriptors: Sustainability, Teaching Methods, Attitudes, Skills
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Tran, Ly Thi; Wall, Tony – International Review of Education, 2019
Evidence now calls into question the efficacy and appropriateness of pedagogical practices that force international students to adapt to Eurocentric expectations when they enrol in tertiary education outside their home country and cultural environment. In response to calls for alternative perspectives, this article introduces the educational…
Descriptors: Adult Vocational Education, Foreign Students, Educational Philosophy, World Views
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Schreiber-Barsch, Silke; Mauch, Werner – International Review of Education, 2019
This article explores the potential of adult learning and education, its pivotal role in addressing social transformation and promoting global-local partnerships, and its relationship to the issue of sustainability. The authors' conceptual setting helps to reveal the closely connected yet contested and always power-related perspectives of adult…
Descriptors: Adult Education, World Problems, Social Change, Sustainable Development
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Elfert, Maren – International Review of Education, 2019
This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education (ALE) in the context of the global Education 2030 agenda, which is aligned with the Sustainable Development Goals (SDGs) launched in 2015 by the United Nations. Whereas the Millennium…
Descriptors: Lifelong Learning, Sustainable Development, Civil Rights, International Organizations
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Zhao, Dan; Chen, Yuchun; Parolin, Bruno; Fan, Xiao – International Review of Education, 2019
With urbanisation, rural-urban migration has meant falling levels of rural labour, loss of agricultural land and lowered agricultural productivity, all of which have hindered the development of modern agriculture in China. It has become crucial to train the rural labour force to become modern professional farmers who are knowledgeable, skilled,…
Descriptors: Foreign Countries, Agricultural Education, Farm Management, Lifelong Learning
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Vlachopoulos, Dimitrios; Makri, Agoritsa – International Review of Education, 2019
Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational…
Descriptors: Computer Mediated Communication, Distance Education, Higher Education, Cooperative Learning
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Morris, Thomas Howard – International Review of Education, 2019
Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed…
Descriptors: Independent Study, Social Change, Competence, Outcomes of Education
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Trudell, Joel; Cheffy, Ian – International Review of Education, 2019
Lifelong learning is an established concept in international education, with the discourse surrounding it implying that it is globally relevant. Nevertheless, lifelong learning takes place in specific local contexts in which features such as language, location and content are distinctive. This raises the question: How is an understanding of the…
Descriptors: Foreign Countries, Rural Areas, Lifelong Learning, Adults
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Easton, Peter B.; Malam Moussa, Laouali – International Review of Education, 2019
The demand for literacy in sub-Saharan Africa -- as throughout most regions of the world -- is directly linked to the uses to which those skills can be put in everyday life. Although educators know a good deal about the dynamics of learning itself, many are typically much less familiar with the detail of literacy's actual usages in the labour…
Descriptors: Foreign Countries, Access to Education, Literacy, Poverty Areas
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Castillo, Nathan M.; Wagner, Daniel A. – International Review of Education, 2019
This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing a two-year multimedia reading programme for rural South African children in grades 1-3, and sought to assess key learning outcomes in existing school computer laboratories. The programme…
Descriptors: Foreign Countries, Rural Schools, Reading Programs, Beginning Reading
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Trudell, Barbara – International Review of Education, 2019
In the education context of sub-Saharan Africa, reading has received substantial attention in recent years. Reading skills and habits have been identified as a marker of success in formal education, particularly with the current international focus on reading achievement as a measure of learning. Meanwhile, adult literacy continues to be seen as…
Descriptors: Foreign Countries, Reading Instruction, Reading Skills, Adult Literacy
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