This study is based on the results from a national project initiative on digitalization, supported by methodology evidence from e-learning materials at the level of teachers’ training for vocational education institutes. Looking for the new paths to online learning We have been formulating the question for almost a decade: How can we manage t...he transfer of knowledge and make learning more enjoyable? For the steps forwards, the first impulses for understanding the recontextualization of vocational didactics and re-defining roles and responsibilities of the actors. Our paper deals with seeking a new method for content development and its application in vocational education and training (VET). This study recommends a kind of open framework is provided by the fact that the innovation, which takes open source content development as one of the approaches of reforming teacher training for VET, is connected to a technical university of long-existing traditions. In line with the peculiarities of Hungarian VET, our research group undertook to develop methodological training in terms of complex school subjects. By applying their new concept, their concrete objective was: the methodological renewal of vocational teacher training and practical training by creating and applying complex learning content units online.
Child-rearing is an individualist, social and cultural process. This paper proposes that Child-Rearing has invariable characteristics and huge diversity. It has been considered that cultural perspective may contribute to the understanding of such multiple forms of child-rearing. The present paper provides an analytical account of dominant facto...rs of child-rearing and caring. The factors selection is done by reviewing the articles which have either more than 50 Google scholar citations or are indexed in top-class journals. It also aims to ascertain whether or not Indian child-rearing intrinsically has something different in its practices and which child-rearing patterns are global and common among all the countries. This article took majorly dominating factors in the area of child-rearing and provided a qualitative comparative account of India especially in relation to the world. Some factors are individualistic as parental attitude and the parent-child relationship. But the study found that corporal punishments, socialization and cultural factors have a strong impact on child-rearing. Altogether these factors affect the cognitive skills of children. The study will give a critical overview of child-rearing patterns in India and across the globe, which would be helpful for policymakers to create new policies and act accordingly.
As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to dem...onstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.
Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments.... However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.