Medium 9781475816556

IJER Vol 17-N4

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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5 Articles

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Perspectives on Addressing the Literacy Needs of Low-Functioning Individuals With Autism

ePub

Timothy E. Morse

ABSTRACT: Autism is a spectrum disorder characterized, in part, by core social communication skill deficits. Consequently, educators seek to develop interventions that address these and closely related skills, such as literacy. Accordingly, this article focuses on basic issues that pertain to designing and implementing appropriate educational programs that address the literacy needs of one segment of the autism spectrum: individuals with the disorder who have been characterized as being low functioning. Issues include the following: appropriate definitions of literacy for this population, historical approaches to this population’s literacy instruction, opportunities for literacy skill development within an instructional program based on recommended evidence-based practices, and ongoing impediments to appropriate literacy instruction and practical solutions.

Autism is a developmental disability with a reported prevalence rate of 2 to 5 per 10,000 as of the 1970s but with a recent rate of 60 per 10,000 (Fombonne, 1999). Consequently, more educators are now aware of the existence and nature of this disorder (Marks et al., 2003) and are seeking information about effective interventions that will result in the improvement of the overall functioning of individuals with autism.

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Student Injuries and Negligence: Lessons From the International Scene With Implications for Singapore’s Educators

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Kim Teh

ABSTRACT: Many jurisdictions are showing a trend of school-related negligence cases being taken to court. This article explores the legal principles applied by the courts in England, Australia, Canada, the United States, and New Zealand to ensure the safety of students in schools. As we look at the developments in these countries, we can see student injury issues that appear all too familiar in Singapore. How other jurisdictions are handling these episodes may provide useful pointers for Singapore’s school administrators. The article concludes with the first reported case in Singapore of an allegation of negligence by a school resulting in personal injury, and it offers some helpful hints for averting legal risks.

Safety in schools encompasses a range of related issues, but a recurring theme is that of negligence resulting in injury. When do schools become liable for a student’s injury, and what is the standard of care required of them in the supervision of students? Numerous cases have appeared over the years in many jurisdictions, and lessons can be learned from them. As such, this article reviews the more important legal principles applied in these jurisdictions. First, an overview is presented of the common law tort of negligence.

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Education and Empire: Democratic Reform in the Arab World?

ePub

Linda Herrera

ABSTRACT: Democracy and related concepts—human rights, active learning, civic participation, gender empowerment, and global citizenship—have become the international policy mantras of the post–Cold War era, or what many have labeled a neoimperial order. These bedrock principles of global educational reforms are supposed to contribute to processes of democratization and the forging of a cosmopolitan citizenry that will value pluralism, prosperity, and peace. Yet it is often not evident when these principles are being used to support neoliberal economic reforms, geopolitical aspirations, and security objectives or when they reflect more genuine progressive, universal, and emancipatory methodologies for change. These issues are examined through an interrogation of international development interventions in Egypt since the 1990s, in the spheres of privatization, the growth of educational markets, and curriculum reform for citizenship and moral education.

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Lifelong Learning: Attitudes of Slovenian Higher Educators Toward Accreditation of Prior Learning Experiences

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Doris Gomezelj Omerzel

Nada Trunk Širca

Arthur Shapiro

Mateja Brejc

Steve Permuth

ABSTRACT: This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues.

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Education Reform as Platform for Promoting Lifelong Learning: The Case of Hong Kong

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Kim Fong Poon-McBrayer

ABSTRACT: The fierce competition largely brought by the globalization of a knowledge-based economy provided an impetus for the Hong Kong government to endorse massive education reforms in 2000, as proposed by the Education Commission, as the central strategy to improve and sustain workforce quality and social justice through the provision of lifelong learning for all. The purpose of this article is to provide a preliminary analysis of the impact of reforms on lifelong learning thus far, through an examination of its implementation in the higher education sector and the operation of the qualifications framework. A comparison between the policymaking of the Education Commission and the Education Bureau was made to demonstrate how the process affected resulting policies. The preliminary analysis presented a pessimistic outlook, and implications for policies and practices to achieve lifelong learning were discussed. Key recommendations for future success included balancing the conflicting demands and interests, using wisdom and tact, without losing sight of upholding the quality of educational outcomes.

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