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.
Lisa D. Delpit is an American educationalist, researcher, and author. She is the former executive director and Eminent Scholar at the Center for Urban Educational Excellence at Florida International University in Miami, Florida, Benjamin E. Mays Chair of Urban Educational Leadership at Georgia State University, and the first Felton G. Clark Distinguished Professor of Education at Southern University and A&M College in Baton Rouge, Louisiana. She earned the MacArthur "Genius" Fellowship for her research on school-community relations and cross-cultural communication.
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.
William G. Spady is an academic, educational psychologist, sociologist and is considered the father of Outcome-Based Education (OBE). He is largely noted for his works that attempt to expand and enhance the philosophical grounding and performance of educators, leaders, educational systems, and learners.
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.
Sir Michael Bayldon Barber is a British former public servant and educationist, best known for serving as Head of the Prime Minister's Delivery Unit under Tony Blair’s government. He was knighted in 2005 for his contributions to improving government. He is the founder and chairman of Delivery Associates, a global advisory firm focussed on working with governments and other public and social impact organisations to help deliver improved outcomes for people around the world.
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 ForumTM.
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 5 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 24 executives that manage some companies and institutions, as well as a team of staff, led by Akef Aqrabawi, President and CEO of the Middle East/North Africa for JA Worldwide.
The relationship between education and technology has become a defining feature of modern development, fueled by the rapid growth of internet connectivity and mobile penetration. Our world is now interconnected, with approximately 40% of the global population utilising the internet, a figure that continues to rise at an astonishing pace. While internet connectivity varies across countries and regions, the number of households with internet access in the global South has surpassed those in the global North. Additionally, over 70% of mobile telephone subscriptions worldwide are now found in the global South. It is projected that within the next twenty years, five billion people will transition from having no connectivity to enjoying full access.
Rosan Bosch is the founder and creative director of Rosan Bosch Studio in Copenhagen, Denmark. Internationally known for the design of the Swedish Vittra school at Telefonplan, Bosch has designed learning environments for Sheikh Zayed Private Academy in Abu Dhabi, the IB school Western Academy of Beijing in China and Liceo Europa in Spain.
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 closed. Most countries decided to temporarily close 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 have 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.
