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The UCL Institute of Education
The history of the UCL Institute of Education is one of persistent renewal. Since its founding in 1902 as the London Day Training College, through its establishment as a university institute and merger with UCL, the IOE has constantly grown into new areas of learning and social research. As a locus for leadership, it has exerted influence upon the nature and direction of education nationally and internationally. Drawing upon a wide range of sources, the connections between internal history and external historical developments are sensitively teased out. The result is an elegantly written history, characterised by substantial scholarship and analysis, and enlivened by illustrations and anecdo...
Changing Higher Education in East Asia
East Asia is a most dynamic region and its fast developing higher education and research systems are gathering great momentum. East Asian higher education has common cultural roots in Chinese civilization, and in indigenous traditions, each country has been shaped in different ways by Western intervention, and all are building global strategies. Shared educational agendas combine with long political tensions and rising national identities. Hope and fear touch each other. What are the prospects for regional harmony-in-diversity? How do internationalization and indigenization interplay in higher education in this remarkable region, where so much of the future of humanity will be decided? Exper...
The Education System in Mexico
Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to...
Studies in Education
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The World of UCL
From its foundation in 1826, UCL embraced a progressive and pioneering spirit. It was the first university in England to admit students regardless of religion and made higher education affordable and accessible to a much broader section of society. It was also effectively the first university to welcome women on equal terms with men. From the outset UCL showed a commitment to innovative ideas and new methods of teaching and research. This book charts the history of UCL from 1826 through to the present day, highlighting its many contributions to society in Britain and around the world. It covers the expansion of the university through the growth in student numbers and institutional mergers. I...
Shaping Higher Education with Students
Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.
Developing the Higher Education Curriculum
A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a r...
Education and International Development
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Education for All and Multigrade Teaching
This book, based on original research, explores the challenges and opportunities in multigrade teaching in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos Islands, and Vietnam. It raises awareness among policymakers and practitioners in education of the realities of multigrade classes. Moreover, the book explores the implications for teachers, teacher educators, curriculum developers, and educational planners.
