A la fin du XIXe siècle, le progrès des sciences et des techniques parut ouvrir une ère de bonheur où l'homme, délivré des tâches serviles et de toutes les superstitions, serait enfin le maître de la nature et de son propre destin. Mais le XXe siècle ne tint pas ces promesses. Certes, le progrès des sciences a fait reculer la mortalité infantile et allonger l'espérance de vie. Les nouveaux moyens de communication ont permis la circulation rapide d'informations autour du globe. (...) Mais notre environnement est menacé par toutes sortes de déchets. La biologie a ouvert des voies effrayantes. l'automatisation a bouleversé le monde du travail. La nécessité de former des scientifiques pour créer et maîtriser ces nouveaux outils a fait reculer la culture classique. De tels changements ont obscurci les repères traditionnels, les esprits sont déroutés, le sens est en crise. A l'entrée du troisième millénaire, l'Académie d'Education et d'Etudes sociales ne pouvait laisser ces questions dans l'ombre : elles sont trop souvent l'objet de débats plus passionnés que fondés et raisonnés. La science menace-t-elle l'homme et son environnement? Pèse-t-elle sur la cohésion sociale et la démocratie? Quelle est sa place dans la culture, à côté de la philosophie? Comment le chrétien se situe-t-il dans ce monde scientifique et technique? Par une étude raisonnée de ces questions, l'AES souhaite délivrer un message d'espoir et de confiance, et contribuer à mettre le développement scientifique et technique au service de l'homme, suivant la parole de l'Ecclésiastique : " Le Très-Haut a donné à l'homme le savoir pour être glorifié dans ses merveilles " (17,8). (shrink)

Digitalization is becoming an integral part of the development of all spheres of society, including the education system. The purpose of this research is to analyze trends in the development of digitalization in modern higher education institutions, the prospects for their interaction and mutual influence. The dialectical method, instrumental and functional approaches are used. The author concludes that in Russia, according to modern needs, requests and interests of the population, there is a qualitative process of development of digitalization of higher (...) education. (shrink)

Entendemos que promover a qualidade na educação para crianças pequenas é uma das metas da Educação Básica brasileira e que, nesse sentido, há ainda muito por fazer no cenário nacional. Desse modo, busca-se inspiração na experiência de décadas do trabalho nos serviços educativos com crianças pequenas na Itália para pensar peculiaridades da etapa Educação Infantil que contribuam para qualificá-la. Assim, este artigo propõe-se a discutir aspectos relacionados à qualidade dos serviços educativos destinados a crianças pequenas na Itália. Para analisar a (...) questão posta, apoiamo-nos em Galardini e Malaguzzi. O estudo segue delineamento qualitativo e parte da observação de serviços educacionais na cidade de Pistóia, região da Toscana, na Itália, durante período de estágio de doutoramento no ano de 2018. Dessa observação, emergem categorias que serão problematizadas: a formação do professor que atua com crianças pequenas, o papel do coordenador pedagógico nas escolas e, por fim, a relevância do espaço, seja interno ou externo, como um princípio educativo. Aponta-se como resultados que qualificar o espaço nos serviços educativos significa construir um ambiente bem dimensionado e articulado às demandas infantis e que o coordenador pedagógico e os educadores são profissionais fundamentais para garantir a qualidade nos serviços ofertados. (shrink)

The article examines the place and role of the conception of the so-called educational services in the Russian legislation, which is one of the topical ideological problems of modern Russian educational policy. The author argues that the discussion of this issue in Russian society, in scientific publications and media as well as in government structure does not have a purely theoretical content but includes the most important practice-oriented aspects and raises the issues of the goals of education, (...) of the essence of the evolving system of educational relations, and, moreover, of the nature of the social system that has developed in Russia in general. According to the author, the conception of services is largely based on the desire to exclude the human factor from education, and it contradicts the specificity of educational relations, which implies the influence of a person on a person, the formation of a person by a person. The main content of the article is the analysis of alternative bills aimed at partial or complete exclusion of the conception of educational services from the legislation. The article analyzes the history of the issue, the arguments of supporters and opponents of the conception of educational services, as well as the parliamentary struggle and its results. The author substantiates that the discussed amendments to the Federal Law On Education in the Russian Federation is at best a half-way solution to the problem, and the work to improve federal legislation in this direction should be continued. (shrink)

This study aims to examine counseling services as determinants of senior secondary 2 students’ anti-social behaviour in Calabar Education Zone of Cross River State, Nigeria. The main independent variable of the study was counseling services which includes informative counseling services, rehabilitation while the dependent variable is anti-social behaviours. Two hypotheses were formulated to direct the study. Ex-post facto research design was adopted for the study. The population of the study consisted of 2686 senior secondary 2 students in (...) 90 public secondary schools in Calabar Education Zone of which a sample of 700 senior secondary 2 students were selected using stratified and proportionate random sampling procedures. A questionnaire titled Counseling services and antisocial behaviour was used for data collection. The instrument was face-validated by two experts in measurement and evaluation from the University of Calabar. The reliability estimate of the questionnaire was established through the Cronbach alpha which ranges from give .82 to .87. Simple Linear Regression was the statistical technique adopted to test the two hypotheses at .05 level of significance. The results of the analysis revealed that informative counseling services, rehabilitation counseling service are significantly determinant of senior secondary 2 students’ anti- Social behaviour in public secondary schools in Calabar Education zone. Based on these findings, it was recommended that regular counseling services should be given to students in order to inform them about the acceptable behaviours in the society and to curb anti-social behaviours among them. (shrink)

This volume offers a crucial resource for those interested and involved in linking schools and higher education with communities to foster justice-oriented curriculum and instruction. Noted scholars explore the connections, limits, and possibilities between service-learning and social justice education. Exemplary models, unexpected hurdles, and synthesis of justice-oriented research are some of the important topics explored. This is a critical addition to the literature for teachers, teacher educators, and scholars committed to community-based teaching and learning that truly grapples with and engages (...) issues of diversity, democracy, and civic activism. (shrink)

German universities come under fire: in contemporary political discourse they are considered to be antiquated, inefficient and unfit for international competition. Accordingly, the German government implemented an extensive program of reforms. Following the so‐called ‘Sorbonne Declaration’, the universities shall become part of an European higher education system with comparable and compatible structures. With the focus on the field of academic teaching and learning, this essay discusses the way of defining these activities in a new, entrepreneurial way, and the implications of (...) this process within the university. The reflections lead to the thesis that the actual reforms ask for new forms of critique, because the neoliberal offer of marketable ways to teach and to learn makes the enduring asymmetry of power relations within the educational field invisible, endangers the democratic character of the university and trivializes education. (shrink)

Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning, a pedagogical approach that blends student learning with community engagement overseas and the development of a more just society. Drawing upon key philosophers and theorists, Bamber offers an integrated, multi-dimensional approach, linking transformative learning to the development of the authentic self, (...) and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world. Chapters explore rich empirical data to provide a timely framework and ethical ecology of transformative learning, detailing the challenges facing the approach, and how it can be embedded at the levels of practice, institutional ethos and partnership. Transformative Learning through International Service-Learning will appeal to academics, researchers, teachers, instructors and leaders in the fields of service-learning, international education, character education and in adult learning and education. It will also be of interest to practitioners working in international education, development education, volunteering, service-learning and community engagement. (shrink)

This study investigates the development of service-learning models for business school students in Azerbaijan. Drawing on the United Nations Sustainable Development Goals, this study identifies field projects and financial literacy immersions that benefit society while also promoting partnerships between Azerbaijan’s business schools, Central Bank, and international non-profit organizations. Based on the conceptual framework of Brower (Academy of Management Learning & Education 10:58-76, 2011) and theoretical underpinnings of Kolb (2015), this article develops two service-learning models for business schools in Azerbaijan and (...) presents new corollaries between issues of sustainable community development, service-learning, and experiential learning theory. In one service-learning model, business school students complete a service-oriented consulting project based on real-world assignments from the United Nations Food and Agriculture Organization. In a separate service-learning model, business school students partner with the Central Bank of Azerbaijan and Junior Achievement in exerting servant leadership by serving as mentors for Azerbaijan’s schoolchildren in the area of financial literacy. The service-learning models in this study are distinctive and innovative in the context of Azerbaijan, both in terms of management education development and the potential to infuse and teach the United Nations Sustainable Development Goals into the business curricula. (shrink)

This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school’s interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of teaching them (...) the ways of knowing and doing necessary to live and work/study in the West. The authors illustrate the ways in which the lessons students are being taught about what it means to be a global citizen reinscribe hegemonic discourse through Pan-African rhetoric. The article concludes by calling for alternative forms of global citizenship education that emphasize critical consciousness. (shrink)

German universities come under fire: in contemporary political discourse they are considered to be antiquated, inefficient and unfit for international competition. Accordingly, the German government implemented an extensive program of reforms. Following the so‐called ‘Sorbonne Declaration’, the universities shall become part of an European higher education system with comparable and compatible structures. With the focus on the field of academic teaching and learning, this essay discusses the way of defining these activities in a new, entrepreneurial way, and the implications of (...) this process within the university. The reflections lead to the thesis that the actual reforms ask for new forms of critique, because the neoliberal offer of marketable ways to teach and to learn makes the enduring asymmetry of power relations within the educational field invisible, endangers the democratic character of the university and trivializes education. (shrink)

The main goal of this paper is to analyse the effect of high school scholarships tied to community service on the development of secondary school students in Northwest China. Using data from three rounds of surveys of thousands of students in 298 classes in 75 high schools in Shaanxi province, the paper documents the implementation of the Compassionate Heart Scholars Program and evaluates the effect of the programme on the educational performance, self‐esteem, self‐efficacy and social responsibility of the participants. (...) We present evidence that part of the protocol of the programme (which includes the nomination and election of programme participants) improves the academic performance and self‐esteem of those involved in the programme. The community service part of the programme is shown to raise the self‐efficacy and the sense of social responsibility of the programme participants. One striking result is that the test scores of the community service participants do not appear to be adversely affected, even though they spend considerable time doing community service. The findings of this study, therefore, suggest that adding extra‐curricular community service to school curricula may be a win–win–win strategy, for the students, for schools and for the local communities served. (shrink)

The main goal of this paper is to analyse the effect of high school scholarships tied to community service on the development of secondary school students in Northwest China. Using data from three rounds of surveys of thousands of students in 298 classes in 75 high schools in Shaanxi province, the paper documents the implementation of the Compassionate Heart Scholars Program and evaluates the effect of the programme on the educational performance, self‐esteem, self‐efficacy and social responsibility of the participants. (...) We present evidence that part of the protocol of the programme (which includes the nomination and election of programme participants) improves the academic performance and self‐esteem of those involved in the programme. The community service part of the programme is shown to raise the self‐efficacy and the sense of social responsibility of the programme participants. One striking result is that the test scores of the community service participants do not appear to be adversely affected, even though they spend considerable time doing community service. The findings of this study, therefore, suggest that adding extra‐curricular community service to school curricula may be a win–win–win strategy, for the students, for schools and for the local communities served. (shrink)

This article explores Carter G. Woodson’s The Mis‐Education of the Negro in terms of its political philosophical content. It examines how Woodson’s account of the miseducation of Black people and the accordant miseducation of whites is involved in the production and reproduction of an unjust basic structure, with reference to John Rawls and Frantz Fanon. It then turns to Woodson’s critique of leadership and its relationship to miseducation, drawing on E. Franklin Frazier’s study of the Black bourgeoisie and the political (...) philosophy of Enrique Dussel. Finally, it examines miseducation as a site for the reproduction of racist knowledge production in light of the work of Anténor Firmin and examines how, for Woodson, rigor in the human sciences was essential for counteracting miseducation and serving the greater cause of liberation. (shrink)

In this article, the author explores a model of alternative medical education being pioneered at Loyola University Chicago Stritch School of Medicine. The five-year Global Health Fieldwork Fellowship track allows two students per year to complete an extra year of medical education while living and working in a free rural clinic in the jungle lowlands of Bolivia. This alternative curricular track is unique among other existing models in that it is longitudinally immersive for at least one full additional year of (...) medical education, grounded in clinical and service learning, and heavily focused upon global health and the social components of medicine. Studies have shown that both longitudinal alternative medical curricular tracks and short-term global health electives have long-term benefits upon the professional development of participants, suggesting that the GHFF is likely to do the same. The author also argues that the GHFF is an advantageous model of global health education compared to standard offerings and provides a unique curricular model by which to foster the development of social values—such as professionalism, advocacy, and social justice—that are widely considered lacking in today’s medical education. (shrink)

This book offers concrete and specific suggestions for improving teacher education programs.

This article explores the civic republican conception of citizenship underlying the Labour government's programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility.

Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, teaching and service – (...) would allow for a more holistic conception of academic identity where the various components work together to offer a more robust, and less ‘bashable’, academic identity. (shrink)

Higher educational research has been bashed for its aloofness and isolation as individuals question its impact and its worth. This essay aims to highlight how the unbundling of academia, where research has become separate from teaching and service, has left a reduced conception of educational identity in the higher education sector. In becoming isolated, research has become an easier target. Instead, it is proposed that rebundling the three core aspects of higher education - research, teaching and service – (...) would allow for a more holistic conception of academic identity where the various components work together to offer a more robust, and less ‘bashable’, academic identity. (shrink)

It may be commonplace hearing people accuse the discipline of philosophy of irrelevance, especially when it comes to societal issues. Hannah Arendt, a contemporary political thinker, remarked that philosophy and political action are irreconcilable spheres of thought—that the space for contemplation is nowhere near the space for action. Granting Arendt’s observation, how can philosophy courses cross the chasm brought about by disciplinal borders? How can philosophy classes help produce active and more engaged citizens? In this paper, I dispute the former (...) claim by way of undertaking two tasks. First, to lay down the groundwork, I provide a philosophical analysis that underlines Hannah Arendt’s political position and most important ideas, particularly those that surface in one of her greatest works, “The Human Condition.” Second, I point out how Arendt’s notions inspire some practices in education and pedagogy, thus paving the way for a genuine application of a philosophical theory to society. By drawing on experiences in teaching philosophy by employing social reconstructionist education and its corollary pedagogical tool, service-learning, this paper hopes to bring back some space to a reconsideration of philosophy as a relevant discipline in society, particularly in education. In the end, I conclude that philosophy and action, contrary to the claim of Arendt herself, are fully compatible. In doing philosophy, the germ of genuine action may be found. (shrink)

Service learning is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a bibliometric analysis. A descriptive, retrospective, (...) and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems. (shrink)

This volume seeks to improve an understanding of and conversations about the nature, meaning and significance of higher education's public service within the scope of a democratic society. Contributors offer educators and students a praxis-oriented, hope-infused, contemplative approach to conceiving, developing and in some cases, returning to public service and public identity in the twenty-first century.

Plato noticed a sizeable problem apropos of establishing his republic—that there was always a ready pool of zealous potential rulers, lying in wait for a suitable opportunity to rule on their own tyrannical terms. He also recognized that those persons best suited to rule, those persons with foursquare and unimpeachable virtue, would be least motivated to govern. Ruling a polis meant that those persons, fully educated and in complete realization that the most complete happiness comprises solitary study of things unchanging, (...) would have to compromise their happiness for the wellbeing of their polis and of the people in it. Plato’s solution, in effect that the aristoi would merely recognize their duty to sacrifice personal happiness for the happiness of the polis, has perplexed and continues today to perplex scholars. Like Plato, Jefferson recognized that there was always a pool of eager sharks, ready to govern. His republicanism, comprising a ward system and general education, was founded on the fullest participation of its citizenry, suitably educated and a governing aristoi. The true aristoi, the “natural aristoi”, are the intelligent and virtuous and that government is best which allows for a “pure selection” of the natural aristoi into the governing offices. Nonetheless, as Jefferson’s own life shows, non-parochial governing meant being rent from domestic tranquility, being forced to leave behind one’s personal affairs to decay, and being tossed willy-nilly into the coliseum of nonstop political wrangling. Why would anyone, particularly one wanting to be happy, wish to govern? Thus, Jefferson faced the same problem that Plato faced. How could a state be structured so that the wisest and most virtuous would be motivated to rule? In this paper, I argue that Jefferson, in full recognition of the problem of encouraging the most intelligent and virtuous to govern, the problem of public service, offers a solution that is remarkably Platonic. (shrink)

RESUMEN Introducción: Son escasos los servicios en salud mental dentro del contexto escolar que permitan una integración intersectorial para superar la brecha de falta de asistencia en salud mental en la población infanto - juvenil, aun cuando, es en la escuela donde se detectan mayoritariamente los problemas de salud mental. Objetivo: Comentar el uso de servicios de salud mental en el ambiente escolar en relación con los trastornos mentales y trastornos subumbrales. Método: El presente resultado se obtiene a partir del (...) “Estudio de Prevalencia Comunitaria de Trastornos Psiquiátricos y Utilización de Servicios de la Población Infanto-Juvenil Chilena”. La muestra estuvo representada por sujetos entre 4 y 18 años. La información sobre el uso de servicio de salud mental se recogió con una versión modificada de la Escala Service Assesment for Children and Adolescent. Se realizó un modelo de regresión logística para analizar cinco áreas del uso de servicios en el ambiente escolar, las cuales se correlacionaron con diagnósticos de trastorno mentales y trastorno subumbral de ansiedad, disruptivo y depresión en el último año. Resultados: Las escuelas se enfrentan a grandes desafíos sobre cómo proporcionar apoyo efectivo de salud mental para los estudiantes, que presentan algún tipo de trastorno mental o trastorno subumbral. Discussión: Las instituciones educativas requieren ser visualizadas como una entidad que podría satisfacer las necesidades que se advierten de manera urgente en atención, prevención y promoción de problemas mentales en la población infanto- juvenil, si se vinculan de forma más directa con los servicios de salud mental. ABSTRACT Introduction: Mental health services are scarce within the school context that allow intersectoral integration to overcome the gap in mental health care in the child and adolescent population, being the school where mental health problems are mostly detected. Objective: to know the use of mental health services in the school environment in relation to mental disorders and subthreshold disorders. Method: The present secondary study is carried out from the "Study of Community Prevalence of Psychiatric Disorders and Utilization of Services of the Chilean Child-Youth Population". The sample was represented by subjects between 4 and 18 years old. Information on the use of mental health service was collected with a modified version of the Service Assessment Scale for Children and Adolescents. A logistic regression model was performed to analyze five areas of the use of services in the school environment, which were correlated with diagnoses of mental disorders and subthreshold anxiety, disruptive and depression disorder in the last year. Results: Schools face great challenges on how to provide effective mental health support for students, who present some type of mental disorder or subthreshold disorder. Discusion: Educational institutions need to be visualized as an entity that could meet the needs that are urgently noticed in attention, prevention and promotion of mental problems in the child and adolescent population, if it is linked more directly with health services. (shrink)

The long-standing vision of universities as the “alma mater” of students and graduates is a demonstration of its role as sustaining the person, the expert/professional, and the citizen. This role has persisted in the face of rising global challenges such as the emergence of new learning spaces, the growing diversity of publics, the call for productivity and performativity, and the hope for a significant engagement with the community and the public good. These sometimes conflicting tendencies have also stimulated higher education (...) institutions to further pedagogical strategies that articulate in novel ways the classical elements of learning: action/experience and reflection/theory. In this context, service learning received a new impetus, particularly in the post-Bologna European Higher Education Area, as universities were looking for ways in which to articulate the social dimension of HEI and their “third mission” as institutions not only committed to addressing and solving societal problems, but also committed to fostering public-minded alumni through powerful experiences of engagement for both the students and the community.This paper is based on the experience of Erasmus+project ESSA, a service earning based project focused on University social responsibility (USR). ESSA engaged four groups of students from three European universities (Edinburgh, Porto, and Kaunas) in conducting a 1-week on-site USR audit based on an ecologic and situated concept of social responsibility. We will consider the perceived impact of ESSA on 44 students through a thematic analysis of focus group discussions and student self-assessment reports produced during and after their participation in the USR audit. (shrink)

For the past five years at the Daniels College of Business at the University of Denver a community service or service learning component has been included in the Values in Action class (now Values-Based Leadership), a core MBA course that integrates ethics, law, and public policy perspectives on business issues. This paper summarizes the educational philosophy and the mechanics of this required component. Few empirical studies have been conducted to gauge the perceived value and impact of a service learning (...) requirement on students. Thus, several surveys were conducted to understand better the choices made by students as well as the impact of the requirement on students. Preliminary results reveal generally a positive effect on students, including some evidence that such a service learning requirement may influence students to make a greater lifetime commitment to community service. (shrink)

This study examined the prevalence and impact of imposter syndrome on a sample of pre-service educators. We report a majority of pre-service educators experience IS; 93% experience moderate levels and 54% had frequent or severe levels of imposter thoughts, and further that IS was negatively associated with educator well-being. We also investigated the effects of minority group membership on experiences of IS, and found that IS was more severe for women and queer minorities, but less severe for racial minorities. Lastly, (...) we investigated the potential for healthy emotion regulation to mitigate the effects of IS on pre-service educator well-being and found that adaptive emotion regulation strategy use mitigates the effects of IS, which may provide a viable means for addressing this pervasive issue among educators, and specifically among those with minoritized identities. We discuss the implications of our findings for educational training and improving the experiences of pre-service educators. (shrink)

This paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program (...) follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative. (shrink)

She concentrates on responses to the 'crisis' that currently confronts the American legal profession and legal education—including the increasing cost of legal services, the threat to lawyer income and the oversupply of law graduates. Rhode regards the response by the American Bar Association (ABA) through its Ethics 20/20 Commission as lacking innovation and achieving only modest reform. Surveying other countries' efforts at opening the provision of some traditional legal services to non-lawyers and outside investment in law practices, she (...) argues that the US 'is likely to lag behind other nations in its capacity to provide cost effective legal services'. She also proposes greater diversity in the options available for legal education. (shrink)

This critique of nine service learning projects within schools of business is designed to encourage other educational institutions to add service learning requirements into business ethics and leadership courses. It champions the role of the faculty member teaching these courses while at the same time offering constructive analysis on pedagogy, a review of curriculum issues, identification of barriers to service learning, and guidelines for teaching service learning ventures. Challenges to all faculty involved in business ethics courses are made to (...) better manage their courses and careers from a broader context outside of university settings. (shrink)

Reducing the global treatment gap for mental health conditions in low- and middle-income countries requires not only an expansion of clinical psychology training but also assuring that graduates of these programs have the competency to effectively and safely deliver psychological interventions. Clinical psychology training programs in LMICs require standardized tools and guidance to evaluate competency. The World Health Organization and UNICEF developed the “Ensuring Quality in Psychological Support” platform to facilitate competency-based training in psychosocial support, psychological treatments, and foundational helping (...) skills, with an initial focus on in-service training for non-specialists. Our goal was to design the first application of EQUIP to implement competency-based training into pre-service education for clinical psychology trainees. With Makerere University in Uganda as a case study, we outline an approach to develop, implement, and evaluate a competency-based curriculum that includes seven steps: Identify core clinical psychology competencies; Identify evaluation methods appropriate to each competency; Determine when competency evaluations will be integrated in the curriculum, who will evaluate competency, and how results will be used; Train faculty in competency-based education including conducting competency assessments and giving competency-based feedback; Pilot test and evaluate the competency-based education strategy with faculty and students; Modify and implement the competency-based education strategy based on pilot results; and Implement ongoing evaluation of the competency-based curriculum with continuous quality improvement. This approach will be formally evaluated and established as a foundation for pre-service training in other low-resource settings. (shrink)

A major criticism of contemporary business education centers on its failure to help business students achieve sufficient educational breath, particularly with regard to the external environment of business. The service-learning movement offers business faculty an excellent opportunity to address this deficiency. By developing curricular projects linked to community needs, faculty can further their students' technical skills while helping them simultaneously develop greater inter-personal, inter-cultural, and ethical sensitivity.

It is vital that social studies be an integral part of the elementary (Kindergarten-6) curriculum to prepare all children to participate in increasingly diverse democracies. This study's purpose was to investigate how nine planned and implemented social studies professional development activities, outside traditional classrooms, could impact five volunteer K-6 pre-service teachers’ beliefs about their emergent professional identities as social studies educators. This case study explored research questions primarily through qualitative methods. Research implications contribute to possible solutions for (1) helping pre-service (...) teachers understand how professional educators, outside their local areas, create and learn public scholarship to educate diverse democracies, (2) helping pre-service teachers recognize relationships between high quality professional development, networking, organization membership, and professional identity, and (3) sense of belonging as one treatment for U.S. novice teacher attrition rates. (shrink)