Related Research Articles
Distance education, also known as distance learning, is the education of students who may not always be physically present at school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction. Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).
Education in Mexico has a long history. Indigenous peoples created institutions such as the telpochcalli and the calmecac. The Royal and Pontifical University of Mexico, the second oldest university in the Americas, was founded by royal decree in 1551. Education in Mexico was, until the early twentieth century, largely confined to males from urban and wealthy segments and under the auspices of the Catholic Church.
An online school teaches students entirely or primarily online or through the Internet. It has been defined as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students. Online education exists all around the world and is used for all levels of education. This type of learning enables the individuals to earn transferable credits, take recognized examinations, and advance to the next level of education over the Internet.
Comparative education is a discipline in the social sciences which entails the scrutiny and evaluation of different educational systems, such as those in various countries. Professionals in this area of endeavor are absorbed in advancing evocative terminologies and guidelines for education worldwide, enhancing educational structures and producing a context to which the success and effectivity of education programs and initiatives can be assessed.
International inequality refers to inequality between countries, as compared to global inequality, which is inequality between people across countries. International inequality research has primarily been concentrated on the rise of international income inequality, but other aspects include educational and health inequality, as well as differences in medical access. Reducing inequality within and among countries is the 10th goal of the UN Sustainable Development Goals and ensuring that no one is left behind is central to achieving them. Inequality can be measured by metrics such as the Gini coefficient.
Imanol Ordorika Sacristán is a Mexican social activist, political leader, academic and intellectual. He was one of the initiators and principal leaders of the Consejo Estudiantil Universitario at the National Autonomous University of Mexico (Universidad Nacional Autónoma de México, UNAM), with Carlos Imaz Gispert and Antonio Santos Romero, from 1986 to 1990. A founder and prominent member of the Partido de la Revolución Democrática (PRD) until 2001. Professor of social sciences and education at the Universidad Nacional Autonoma de Mexico. Ordorika is an active participant in the Mexican political debate as well as an Op-ed writer for La Jornada and other Mexican media.
Duncan Waite is professor of education and community leadership at Texas State University. He is editor of The International Journal of Leadership in Education and director of the International Center for Educational Leadership and Social Change. He received and M.A. and his Ph.D. in Curriculum and Supervision from the University of Oregon. He received his B.A. from the University of Michigan with teaching credentials from Michigan State University. His professional affiliations include the American Educational Research Association (AERA) and Council of Professors of Instructional Supervision (COPIS). He has served on the following editorial boards: Educar, International Studies in Educational Administration, Investigación Administrativa, Journal of Teacher Education, Scholar-Practitioner Quarterly, ScholarlyPartnershipsEdu, Senzor, The Journal of Creativity in Mental Health, The Turkish Journal of Educational Administration, World Studies in Education. Duncan Waite's research includes issues in educational leadership, educational policy, instructional supervision and curriculum. As a recognized international scholar, Waite's work includes publication in Spain, Turkey, Russia, and Portugal. He has been invited to deliver the keynote address at conferences in Russia, Norway, Spain, Chile, Scotland, Turkey, Portugal, and Australia.
Lucy Green, is an Emerita Professor of Music Education at the UCL Institute of Education, UK. She had a key role in bringing the informal learning practices of popular and other vernacular musicians to the attention of music-educators, thus transforming classroom practice.
Minerva Project is an educational organization that designs and delivers educational programs through educational and corporate partners globally. Its mission is reforming education through an interdisciplinary curriculum and fully active learning pedagogy delivered on a proprietary learning environment called Forum.
Intercultural bilingual education in Guatemala was begun as part of a 20th-century educational reform effort intended to promote the country's cultural diversity. The programs merge Mayan language and culture with Spanish language and Ladino culture, a shift from the assimilation policy of educational programs promoting Spanish literacy which reduce the use of indigenous languages. During the 20th century, education reform evolved from castilianization and the 1965 Bilingual Castilianization Program to the 1980 National Bilingual Education Project. Each program aimed to increase Spanish fluency. In 1985, the Constitution legalized bilingual education and the Ministry of Education formed the Programa Nacional de Educación Bilingüe (PRONEBI). PRONEBI developed from the 1980–1984 National Bilingual Education Project, and aimed to provide bilingual education for rural indigenous children.
INJAZ Al-Arab is a non-profit organization for education and training in workforce readiness, financial literacy and entrepreneurship across the Arab World. INJAZ Al-Arab is the Regional Operating Center of JA Worldwide (JAW), one of the largest global non-governmental organizations dedicated to addressing fundamental social and economic challenges faced by young people. INJAZ Al-Arab is also an active participant in the United Nations Global Compact. Over 7 million students have participated in a broad base of entrepreneurship training opportunities aimed at developing basic business skills to start and run their own businesses while obtaining soft skills increasingly demanded by the private sector. Since its inception, INJAZ Al-Arab has built a network of over 100,000 classroom volunteers, who are leaders from the corporate world. INJAZ Al-Arab has a Regional Board of Directors, which comprises 15 executives, as well as a team of staff, led by Akef Aqrabawi, President and CEO of the Middle East/North Africa for JA Worldwide.
Rosan Bosch, born in 1969, is the founder and creative director of the Rosan Bosch Studio, located in Copenhagen, Denmark. She gained recognition for her design work on the Swedish Vittra School at Telefonplan. Additionally, her portfolio includes designing learning environments for a variety of educational institutions such as the Sheikh Zayed Private Academy in Abu Dhabi, the Western Academy of Beijing in China, and Liceo Europa in Spain.
Gideon Oluwaseun Olanrewaju is a Nigerian educational technology entrepreneur, and digital development resercher who started AREAi, a EdTech non-profit organisation that designs and provides digital and offline learning tools for engaging learning experiences to improve learning outcomes for children, youth and women that are not in education, employment or training, and has reached thousands of beneficiaries across Nigeria. He is also the Co-Founder and Chief Executive Officer of DigiLearns, an EdTech startup that leverages SMS and USSD technology in delivering learning contents to students without internet access via basic feature phones.
The COVID-19 pandemic affected educational systems across the world. The number of cases of COVID-19 started to rise in March 2020 and many educational institutions and universities underwent closure. Most countries decided to temporarily close the educational institutions in order to reduce the spread of COVID-19. UNESCO estimates that at the height of the closures in April 2020, national educational shutdowns affected nearly 1.6 billion students in 200 countries: 94% of the student population and one-fifth of the global population. Closures are estimated to have lasted for an average of 41 weeks. They have had significant negative effects on student learning, which are predicted to have substantial long-term implications for both education and earnings. During the pandemic, education budgets and official aid program budgets for education had decreased.
Solve Education!(SE!) is a global technology non-profit organization founded in 2015 by Peng Tsin Ong and Janine Teo (Peihan). Solve Education! is making education and employment accessible to children and youth who do not have access to school around the globe.
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".
There was a resurgence of homeschooling during the COVID-19 pandemic to help students return to school. Innovative parents sought to create solutions to their individual dilemmas by organizing local groups. These variations of homeschooling include micro schools and educational family co-ops. The first usually involves hired professionals to teach a small group of kids. The second is a parent-organized co-operative where families take turns educating and minding their kids during the week. Both are largely available only to the well-off, as costs in time and money are high. 'Pandemic pod' is the fashionable term used to describe one of these arrangements where all group members agree to participate under well-defined and strictly enforced health rules.
In 2020, school systems in the United States began to close down in March because of the spread of COVID-19. This was a historic event in the history of the United States schooling system because it forced schools to shut-down. At the very peak of school closures, COVID-19 affected 55.1 million students in 124,000 public and private U.S. schools. The effects of widespread school shut-downs were felt nationwide, and aggravated several social inequalities in gender, technology, educational achievement, and mental health.
The COVID-19 pandemic has had a considerable impact on female education. Female education relates to the unequal social norms and the specific forms of discrimination that girls face. In 2018, 130 million girls worldwide were out of school, and only two out of three girls were enrolled in secondary education. The COVID-19 pandemic may further widen the gaps and threatens to disrupt the education of more than 11 million girls. In addition, girls are less likely to have access to the Internet and online learning.
Emiliana Vegas is a U.S.-based policy analyst, academic, and author. She is a Professor of practice at the Graduate School of Education, Harvard University.
References
Reimers, F. (Ed). Education and Climate Change. Cham: Switzerland. Springer. 2021. (published also in Spanish).
Reimers, F. (Ed). Implementing Deeper Learning and 21st century education reforms. Cham: Switzerland Springer. 2021.
Reimers, F. Educating Students to Improve the World. Singapore. Springer. 2020. (also published in Spanish and Turkish).
Reimers, F. (Ed). Audacious Education Purposes. How governments transform the goals of education systems. Cham: Switzerland. Springer. 2020. (also published in Spanish).
Reimers, F. (Ed). Empowering teachers to build a better world. How six nations support teachers for 21st century education. Springer. 2020. (also published in Portuguese and Spanish).
Reimers, F. (Ed). Leading Education through COVID-19. Upholding the Right to Education. Independently published. 2020.
Reimers, F. (Ed). Leading Educational Change During a Pandemic. Independently publisher. 2021.
Reimers, F. (Ed). Liderando Sistemas Educativos Durante la Pandemia de Covid-19. Independently published. 2020.
Reimers, F. (Ed). Letters to a New Minister of Education. Independently published. 2019. (Published also in Portuguese and Spanish by Organization of Iberoamerican States).
Reimers, F. and C. Chung (Eds). Preparing Teachers to Educate Whole Students: An International Comparative Study. Cambridge, MA: Harvard Education Publishing. 2018. (Published in Spanish and Arabic).
Reimers, F. et al. Learning to collaborate to advance the global common good. Independently published. 2018.
Reimers, F. Teaching Two Lessons About UNESCO and other lessons on Human Rights. Independently published. 2017.
Reimers, F. Formar Lectores y Ciudadanos. Desafios de la Escuela en America Latina. Independently published. 2017.
Reimers, F. (ed.) One Student at a Time. The challenges of global education leadership. Independently published. 2017. (Published in Spanish as Educacion Para Todos. Un Estudiante a la Vez.)
Reimers, F. et al. Empowering Students to Improve the World in Sixty Lessons. Independently published. (Published in Arabic, Chinese, Italian, Portuguese, Turkish, and Spanish.)
Reimers, F. (ed). Empowering All Students At Scale. Independently published. 2017. (Published in Portuguese and Spanish.)
Reimers, F., V. Chopra, C. Chung, J. Higdon and E.B. O’Donnell. Empowering Global Citizens. Independently published. 2016. (Published in Spanish in 2018 and Portuguese in 2017.)
Reimers, F. and E.B. O’Donnell (eds). Fifteen Letters on Education in Singapore. (Published in Spanish Quince Cartas Sobre la Educacion en Singapur. 2016.)
Reimers, F. and C. Chung (eds). Teaching and Learning for the twenty first century. Cambridge. Harvard Education Publishing. 2016. (Published in Arabic, Chinese, Portuguese, Spanish and Turkish.)
Reimers, F. (Ed.) 2006. Aprender Mas y Mejor. Politicas, Programas y Oportunidades de Aprendizaje en Educacion Basica en Mexico. Fondo de Cultura Económica. Mexico City.
Reimers, F. (Ed.) Unequal Schools, Unequal Chances. The challenges to educational opportunity in the Americas at the end of the XX century. David Rockefeller Center for Latin American Studies. Harvard University Press. Cambridge, MA. 2000. (Published in Spanish as Escuelas Desiguales, Oportunidades Diferentes by Editorial Arco-La Muralla. Madrid. 2002).
Reimers, F. and N. McGinn Informed Dialogue. Changing Education Policies Around the World. Praeguer Publishers. 1997. (Published in Spanish as Diálogo Informado by Centro de Estudios Educativos in Mexico. 2000).
Warwick, D. and F. Reimers Hope or Despair? Primary Education in Pakistan. Praeger Publishers. 1995.
