education - Education For Live

February 11, 2023

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives | BMC Medical Education

Online student cross-sectional survey

Demographic characteristics

A total of 179 out of the possible 663 students (27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} completion) completed the online survey in June 2020. Median age of students was 19 years (IQR 18–28 years) and there were approximately three times as many females as males (Table 1), reflective of the undergraduate health sciences cohort (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} female). Student numbers were also reflective of the broader enrolment numbers in the programs (i.e., occupational therapy is the largest program). Just over half (53{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}; n = 94) of students had no prior experience in undertaking a Bachelor degree, and 76{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students had not completed any online courses prior to enrolment.

Table 1 Demographic characteristics

Quantitative results to the sense of belonging questionnaire

In terms of students’ sense of belonging to the university, the majority felt ‘quite’ or ‘extremely’ happy with their choice of university (74{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and felt ‘quite’ or ‘extremely’ welcomed by the university (68{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}). While most students felt respected by both staff (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and students (60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) at the university, students reported less connectiveness (23.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) to the university. Only 20{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students reported they felt they were understood as an individual, and only 13{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} felt they ‘quite’ or ‘extremely’ mattered to others at the university (Table 2).

Table 2 Online learning and Sense of Belonging to the University [1]

Table 3 shows how the online learning experiences impacted on students’ perception of the course; 27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to staff while 16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to other students. While 49{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students rated 4 and above for the level of respect that they received from other students and their contribution towards the subject, students who had prior higher education felt less respected than students who had no prior higher education (p = 0.03). When asked how the online subject had contributed to understanding, knowledge/skills in their chosen health profession, about half of the students rated the online subject highly (rating 4 and above). Students who had prior higher education indicated higher ratings of understanding and knowledge/skills compared to students without prior higher education (p = 0.07 and p = 0.03 respectively). There was also a significantly higher proportion of students with no prior higher education who identified the online learning experience as either ‘quite’ or ‘extremely’ likely to impact their intention to continue with their current course (p = 0.001).

Table 3 Impact of online profession-specific subject on perception of the course

Qualitative results

Qualitative findings provided insight into experiences of staff and students during the rapid, unplanned transition to online learning. Student questionnaire responses included two open-ended questions expanding on enablers and barriers to sense of belonging. These yielded 145 enablers and 254 barriers to students’ feeling a sense of belonging. Data were subjected to qualitative content analysis by two authors and categories are presented in Additional file 1.

Three focus groups were conducted: two student sessions, each with two students enrolled in Speech Pathology and Paramedicine, and one academic session with five participants. Four full time academics and one casual academic participated from a total population of nine eligible academics. Using the processes described in the methods, focus group analysis was compared with the survey content analysis and the authors identified synergies between them. Findings were then integrated under a global theme, underpinned by organising and basic themes. The following themes reflect triangulation between academic and student focus group data in addition to survey responses.

Global theme—navigating belonging during the COVID-19 crisis: a shared responsibility

“We are in this together…making the best of this”

This theme explores sense of belonging creation during this period as a shared process, where participants perceived they worked together to get through the crisis. Students and academics encountered many challenges as they transitioned to online learning but despite hard times, were able to engage positively. The global theme revealed students and academics were navigating belonging during the COVID-19 crisis, and this journey was a shared responsibility. Both groups were working to achieve positive student engagement that would in turn create a sense of belonging in first-year students. A strong commitment of working hard to make the best out of this was mutually acknowledged.

Students perceived academics had done “a really good job at making sure we belonged…in those first few weeks that we were on campus but even more so probably while we were in Zoom” (Student-Astrid-Focus Group). Academics perceived students were actively engaged in making online learning work and were collegial and collaborative.

The shared experiences about navigating belonging during the COVID-19 crisis, have been captured under four organising themes: dimensions of belonging, individual experiences and challenges, reconceptualising teaching and learning, and relationships are central to belonging. Within each organising theme, basic themes were identified that provide depth to the organising theme (Fig. 1). Additional files 1 and 2 present a summary of the quotes obtained from the open-ended surveys and focus groups respectively, that contribute to the themes in Fig. 1.

Organising theme: dimensions of belonging

This theme outlines that belonging is a multidimensional experience with several facets underpinning participants’ experiences. Students and academics identified several dimensions of belonging in relation to first year students’ experiences, as illustrated by two basic themes that sit under the organising theme: what it means to belong, and layers of belonging.

Basic theme: what it means to belong

This theme explores the idea that belonging at university is underpinned by feeling valued and connected. Academics and students agreed that having a sense of being valued by the university and a desire to have an active connection across all aspects of university life was important for students.

Belonging as a student was gained through a connection with the “vocation” (Student-Claire-Focus Group) or the course and career, and with people who will “be there” (Student-Claire-Focus Group) for them. Furthermore, support of academics was critical to gaining a sense of belonging. It was noted by academics and students, that when students feel they belong at university, they are actively engaged in their learning, and this sense of belonging in turn shapes their overall identity. Students can then “actually sort of relax and become themselves” (Staff-Brooke).

Belonging to their cohort, their course, their future profession, and their university was important for students. One academic noted that the “concept of acceptance” is part of the sense of belonging and goes “both ways” (Staff-Brooke).

Both academics and students agreed that the rapid change to online learning due to COVID-19, meant that developing a sense of belonging was challenged.

Basic theme: layers of belonging

This theme identified layers of belonging reflected in participants’ experiences. Peer, academic and professional layers each contributed to an overall sense of belonging and key examples are provided below.

Peers

Belonging to peers was described as “having that connection to someone that’s going through exactly the same thing as what you’re going through” (Student-Astrid-Focus Group). Students were concerned that when learning moved online that this sense of belonging would be jeopardised by less opportunities for in-person interaction.

Academics

Being connected to academics was perceived by students as directly impacting learning, with one student commenting: “…when they’re not connecting with the teacher, they’re not connecting with the content, they’re not connecting with the feedback. That’s when you develop this sense of feeling like you just don’t belong” (Student-Emily-Focus Group).

Academics perceived it was also important for students to develop a sense of belonging to the university community.

Profession

Belonging to a profession was identified as an important feature of belonging by academics and students. Studying a degree with a clear professional identity facilitated first year students to feel they belonged compared to those undertaking general health science degrees which may have multiple pathways and career options less directly aligned to first year studies.

One academic actively encouraged first year students to belong to their professional association as a way of fostering belonging in first years.

Organising theme—Individual experiences and challenges

This theme outlines that while there are similarities in participants’ experiences, individuals have unique contexts and factors shaping their experiences. Academics and students reflected upon personal impacts of the COVID-19 pandemic on their teaching or learning and how they responded as individuals to the ensuing challenges. Two basic themes emerged: Challenges of transition and recognising different learning preferences.

Basic
theme
—challenges of transition

This theme explored the significant challenges of transitioning to online teaching and learning. For some students, the transition to online learning offered potential benefits of flexibility and reduced travel time. Two of the four students in the focus groups opted for online learning opportunities available in other subjects of study prior to the pandemic to efficiently manage their study and external commitments. Nonetheless, the pandemic brought a raft of personal challenges that diminished these expected benefits. Covid-related changes to family employment, reduced access to childcare support and non-optional home schooling presented new concerns.

Clearly, students missed the opportunity to focus attention on their learning needs when balancing childcare demands and home-schooling during lockdowns.

Unlike a conventional online courses where students choose or plan to be online, the sudden, unexpected, and unplanned move to online study was prefaced by a short period (four weeks) of in-person class time. This initial in-person time was identified as being key to relationship building.

Academics identified positive experiences and challenges during the transition to online learning. The rapid change presented a problem to be solved and individuals could “embrace it and to work effectively…as a team” (Staff-Jane). Quickly strategizing and responding to the demands of online learning required team knowledge, experience, and support. Hence, enhanced team culture was a further positive for academics, being “present for each other” (Staff-Brooke).

Basic
theme
:
recognising different learning preferences

This theme identifies experiences of online learning influenced by personal attributes, individual expectations and learning preferences. Such key factors impacted students’ capacity to maintain focus on academic goals after the rapid change to online learning. Some students reflected that barriers were not solely a feature of online learning environments, reporting that competing priorities, including work commitments and limited contact time with staff as pre-existing challenges to belonging. However, some students directly attributed their limited engagement and reduced motivation to the online learning environment.

Students suggested that active engagement “comes down to personality” (Student-Astrid- Focus Group). If a student was not shy they were comfortable to come forward and participate online. Some students perceived clear links between personal discipline, engagement, commitment, and achievement in online learning environments.

Further, students perceived effective (and ineffective) online group functioning reflected personalities of individual members, with some groups/personalities seen as being able to organise whilst other groups lacked leadership and cohesion.

Students who perceived themselves as active engagers reported being drawn towards other students who demonstrated motivation to interact and learn. Other students perceived their personalities or learning preferences were misaligned with the expectations of belonging in online learning environments and focussed upon tasks rather than connection.

Academics recognised student diversity and a need to reflect and re-evaluate expectations of students in online environments. They accepted that some students may be quietly engaging and learning to belong, but this was harder to observe in online compared to in-person learning environments.

Organising theme—relationships are central to belonging

This theme identified the relationship between all parties as a fundamental aspect of creating a sense of belonging. Two basic themes were influential in shaping perceptions of how relationships and connections contribute to belonging: collaboration with peers is fundamental, and effective and regular communication with staff is necessary.

Basic
theme
—collaboration with peers is fundamental

This theme revealed collaboration with student peers was a key element of creating a sense of belonging. The degree of social interaction with student peers and opportunities to create friendships contributed to feelings of belonging. Accordingly, students found it problematic when peers neglected to turn cameras on during classes, making interaction very difficult. Visualisation of peers and use of cameras in online classes impacted students’ opportunities to get to know each other.

Challenges posed by online learning were further highlighted in the student survey through a focus on non-academic aspects of university and campus life. Typically, university campuses offer interactional opportunities through clubs, sport, and shared spaces to learn and socialise. Campus life, students suggested, may facilitate learning and personal development. Absence of this type of interaction was linked to barriers in developing friendships and consequently a lesser sense of belonging as reflected in Additional file 1.

Basic theme—
communication
with academics is necessary

This theme outlined that communicating with academics was a key component of creating a sense of belonging. With less opportunities for peer support, there was stronger reliance on the academic-student connection, although students reported positive and negative interactions with academics during online learning.

Positive interactions and individualised communication with academics enhanced student sense of satisfaction and belonging. Furthermore, students in the focus groups reported a feeling of trust and a bond created by a shared challenge. Survey responses echoed this sentiment, noting that academics were “non-judgmental and supportive” (Student Survey 18) and created a sense of camaraderie. However, when students perceived impersonal communication from academics, they felt less connected or believed that teaching had become a “transaction” (Student-Astrid- Focus Group). Perceived levels of enthusiasm and engagement from academics influenced student’s perceptions of connection and belonging.

Students identified the online environment as a barrier to communication with academics. While systematic and university level communication was perceived as a useful source of information, students prioritised individualised communication from academic staff as key to belonging.

Academics concurred that effective communication was challenged in online environments, missing non-verbal cues and responsivity that characterises a classroom environment. Although the online learning environment provides an opportunity for academics to connect professionally with students, there were students who left their cameras off, with one academic noting they didn’t push this issue because there are many reasons for students choosing this option.

Organising theme: reconceptualising teaching and learning

This theme reveals how academics and students reconceptualised their expectations and modes of teaching and learning, to manage the crisis. It was not easy for academics or students, and many strategies were employed to make it work, with two basic themes emerging: challenges to online teaching and learning, and strategies to engage and connect.

Basic theme:
challenges
of online teaching and learning: “how do I make this work?”

This theme outlined many challenges faced by both academics and students during a rapid change to online mode. With the rapid change to online learning, academics asked themselves, ‘How do I make this work?’.

Managing workload

Academics reported their workload increased significantly, and they “found it a juggling act” (Staff-Louise) to meet their teaching requirements. Administrative loads consequently increased when reduced in-person contact with students led to more electronic communication. Academics needed to up-skill in online teaching in a short time frame and perceived this responsibility as all encompassing.

The rapid switch to online learning attracted significant academic workload, implementing and adapting content to see how material “might play out in a Zoom environment…[where]…everything takes longer” (Staff-Natalie).

Some students noticed a temptation to disengage from online learning, which meant balancing their workload and study demands became a challenge as they also faced significant workload and stressors in their personal lives due to COVID-19.

Class dynamics

Academics and students spoke about the change to classroom dynamics. The online environment was noted as being one in which it was difficult to read the room to see how students were progressing with their work. Others tried to use humour to enliven a class, only to have the Zoom frame freeze, killing the mood they were trying to create. Hence, staff felt teaching online was less conversational, flexible and responsive compared to face-to-face. Moreover, academics missed hands-on practical elements; a big shift for some programs.

Technological challenges

Academics learnt new skills quickly, but often these skills would be challenged when technology failed. Some academics reported a sense of vulnerability due to technological ineptitude but acknowledged that making mistakes in front of students could humanise the experience. Academics also acknowledged that some students did not have adequate technological resources to meet changes in their learning requirements when classes were placed online.

Basic theme: strategies to engage and connect

This theme reflected the strategies academics and students employed to remain engaged and connected. Academics worked hard to enhance online learning and hoped to connect with students and engage them in activities. Students too were active and appreciated academics’ efforts to facilitate engagement and connection. Underlying many of the strategies adopted by academics was a deep concern for student welfare during this time. Therefore, many academics aimed to ensure students were engaged and connected with each other and with the academic team. Academics built in small group opportunities during online teaching so students could connect, learn, and socialise.

Staff also spoke about informing students they could contact staff for support. One staff member described crossing the divide and actively discouraging a ‘them and us’ dynamic between students and staff.

A variety of teaching tools were identified by staff to build connection and promote engagement. Such tools included interactive quizzes, ice breakers activities, integrating reflective practices into activities and ‘drop in’ sessions. Staff also encouraged students to establish social media groups or other group experiences outside the classroom. Some staff members arrived early to zoom classes and left late to enable students to connect informally.

Students appreciated staff attempts to provide these activities. Students found these initiatives helpful, recognising staff placed effort into knowing students personally and focussing on student wellbeing and achievement. Students cited examples of provision of extra resources, mini-lectures, additional question and answer sessions, and fast response times to student queries. Students also initiated their own engagement strategies, including using group and personal messaging over platforms such as Facebook messenger.

February 10, 2023

‘No more skewed history’: why Black families homeschooling grew fivefold | US education

Since she began homeschooling her children in Louisiana in the early 90s, Joyce Burges has watched the practice explode in popularity among families like hers.

“Parents nowadays – this woke generation of 25- to 40-year-old parents – their eyes are open. They’re just not having that whitewashed, skewed history any more,” she says.

Back when she started homeschooling, it was against the advice of friends and family who questioned how she could teach effectively without a college degree – only a handful of states require homeschool teachers have a GED or high school diploma.

She’d decided to teach her son at home after his principal said he was struggling academically and would need to find a new school. “Here I am, Black woman, and our children are not welcomed into the system. So homeschooling was the only option at that time that we had.”

Though her son wasn’t expelled for behavioral issues, Black students in general have long been overrepresented in exclusionary practices. It’s especially true for boys. Data from the US Department of Education’s Office of Civil Rights show that Black boys in 2017-2018 were expelled and suspended at proportions that were three times their proportion of enrollment.

Under a structured regimen of chores and study time, Burges’s son blossomed, and she went on to educate all of her five children at home and co-found, in 2000, along with her husband, the National Black Home Educators organization. She says the organization now serves “hundreds of families a year”, providing them with study plans as well as community.

The homeschooling landscape today is vastly different from what it was when Burges was starting out. According to data from the US Census Bureau’s Household Pulse Survey, there was a dramatic rise after the start of the pandemic from an estimated 5.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of school-aged children homeschooling in spring 2020 to 11.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} the following school year. The number of Black families increased more than five times over – from 3.3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} to 16.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} – a bigger jump than any other racial group.

children sit side by side with a list of “homeschool rules” in the background — Jacoby Brown, 11, and his sister Felicity, nine, practice math at home in Austin, Texas. Photograph: Eric Gay/AP

There’s no single motivating factor driving Black families to homeschool. But those who spoke to the Guardian described being fed up with a public school system that disproportionately punishes Black children, relies heavily on standardized testing and lacks diverse representation in the literature and history books their children are given. As the number of Black families turning to homeschooling grows, they are simultaneously creating communities that allow Black children to learn in a culturally affirming environment, free from the punitive approach of traditional schools.

Chris Stewart, a parent, education activist and former member of the Minneapolis school board, has for years been a vocal advocate for the importance of creating such educational environments for students – both as a refuge from systemic racism and a means of empowerment.

He recognizes that homeschooled students represent only a small portion of the students in the US, but he sees promise in the frameworks Black families are creating through networks and cooperatives.

“While we don’t have robust research to support the idea this is something everybody should be doing, I think we have enough research to say that for many African Americans and people of color, when they put their kids into the safe harbor of learning environments that are created specifically for them, it’s a positive direction to go,” he says.

Burges says she’s met a lot of people who perceive homeschooling as primarily an option for white families, a notion she’s never agreed with. “There were definitely a lot of myths – as though those of us who were homeschooling were ‘Benedict Arnolds’ after Martin Luther King Jr fought so hard for public education. But as parents we didn’t wrap our heads around any of that. We just wanted the best possible education for our son,” she says.

More recently, Burges has encountered more families who are interested in homeschooling not because they’re fleeing public schools, but because they can give their children the educational experience they deserve at home. With more Black families opting in than ever before, children can also find the community they need to thrive.

“Nowadays homeschooling is a much more sophisticated option,” Burges says. “We’re no longer the mom sitting at the kitchen table homeschooling children. You’re seeing moms and dads teaching on cruise ships, grandparents homeschooling kids, families coming together at local parks.”

Homeschooling predates the nation’s public education system, says James Dwyer, a professor at William & Mary School of Law and author of Homeschooling: The History and Philosophy of a Controversial Practice. But the modern version began in the 1960s with leftist parents who had grown suspicious of the state and any curriculum it sponsored.

The ranks of homeschoolers ballooned during the 1980s, Dwyer says, partly in response to a series of supreme court decisions that banned prayer in schools as well as an increase in youth violence. Homeschooling had a few more growth spurts, but remained largely stable from about 2012 until the pandemic hit. Today, an estimated 3 to 5 million children in the US are homeschooled; the exact number is difficult to pin down due to differences in reporting methods.

Drew Waller, seven, Zion Waller, 10, and Ahmad Waller, 11, left to right, study at home in Raleigh, NC. — Drew Waller, seven, Zion Waller, 10, and Ahmad Waller, 11, left to right, study at home in Raleigh, North Carolina. Photograph: RED/AP

Dwyer isn’t opposed to homeschooling and says he’s considered the option for his own children. But he says it’s hard to argue homeschooling is a good fit for all students because laws and requirements vary by state – about a dozen states don’t require parents to notify school districts that their children are homeschooled, making it more difficult to track students’ whereabouts and ensure their safety; some states require that homeschool teachers cover basic subjects like math, science and language arts, while others do not, which may create a challenge for monitoring academic progress.

There’s also the chance that homeschooling doesn’t work and parents re-enroll their children in public schools, at which point they may have been set back academically. “If parents decide to call it quits and their child loses a year or two of academic advancement, is that a tragedy? Maybe not. But I think we can call it sub-optimal,” Dwyer says.

That wasn’t the case for Khadijah Ali-Coleman. She homeschooled her daughter, who enrolled in college classes while she was still in high school, a status known as dual enrollment. Her daughter went on to earn her associate’s degree at 17 and is now in her second year at the University of San Francisco on a full scholarship.

For Ali-Coleman, who has spent a decade as a community college educator, teaching dual-enrolled students – who overwhelmingly exhibited skills they needed to be successful in college, such as the confidence to ask questions and the ability to self-pace – confirmed what was missing from traditional education and became the basis of her dissertation. “I wanted my dissertation to focus on African American dual homeschool students, because I think that their practices can be incorporated in pre-college programs for our students whether or not they’re homeschooled,” she says.

Along with the University of Georgia researcher Cheryl Fields-Smith, Ali-Coleman co-founded a group called Black Family Homeschool Educators and Scholars, which she describes as a repository of research and a community where parents can share information and best practices free from vendors trying to market new products.

In addition to the study skills Ali-Coleman noticed among the dual enrolled students she interviewed, her research revealed something she wasn’t expecting: the students seemed to have an awareness not only of their own cultural identity, but a sense of responsibility to be allies to other Black students.

“They were talking about things they just picked up from their parents and hearing their parents engage with other Black people,” she says. “They wanted to make sure that a person felt comfortable in an environment where they were a minority.”

boy smiles at table as another child raises hand — RJ Bernard participates in a creative writing class through the Sankofa Homeschool Community/Collective. Photograph: The Washington Post/Getty Images

Bernita Bradley sees this in the students she serves as a facilitator and partnership manager for Engaged Detroit, a co-op and advocacy network for homeschooling families. “Children thrive where they know that they’re loved. And that becomes, ‘I will learn to love learning what I’m learning,’” she says.

Bradley notes the anxiety students have about school when she first starts working with them; she sees it in the way they disengage, hang their head or shrug their shoulders. And she watches them come alive and open up to learning when they trust that the adults around them care about them.

She’s watched the same change happen in her own daughter, Victoria, who attended traditional public schools and charter schools. She enjoyed learning but struggled to deal with the disruptions familiar to public schools – one year, Victoria had three different science teachers; she endured bullying and impatient teachers. Victoria had always been one to ask questions in class, but she believes some teachers saw that as a challenge to their authority.

“A lot of schools in brown and Black communities have become this space where they want children to fit in this square peg. And, and if they don’t fit in that square peg, then there’s something wrong with you as a child – not our broken system that’s historically failed brown and Black families,” she says. “Homeschooling flipped my thinking about education upside down.”

A turning point came when Victoria struggled with a chemistry class and began to check out of her studies. Bradley’s instinct was to pressure her daughter to buckle down, but on the advice of a friend and mentor, she instead asked her daughter what class she wanted to take. Victoria chose forensic science, which Bradley said was more advanced than chemistry. But she flourished; it was no longer a struggle to focus. Victoria came away with a plan to become a criminal psychologist, Bradley says.

“I realized I had been doing the same thing that public schools have done to kids. When kids don’t do things the way that they want them to, they shut them down and make it seem like there’s something wrong with them, instead of letting them be guided by their own passion.”

February 8, 2023

Minister unveils five-year plan to reform higher education

LEBANON

Lebanon has introduced a five-12 months bigger schooling program for 2023 to 2027 that aims to reinforce universities’ social duty and competitiveness as effectively as manufacturing business and market-completely ready graduates, together with setting up a understanding-based economy and reaching sustainable advancement.

The Five-Calendar year Plan was launched by Lebanese Minister of Training and Higher Instruction Abbas El Halabi at a 23 January ceremony for the Global Day of Instruction.

Professor Bassel Akar, director of the Heart for Utilized Study in Schooling at Notre Dame University-Louaize in Lebanon, told University Globe Information: “The bigger training sector is in dire want of reforms, particularly its governance, excellent assurance and the public college as shown in my October 2022 research titled Surviving the Crises: Lebanon’s greater education in the equilibrium.”

Dr Aref Alsoufi, coordinator of the Nationwide Erasmus+ Office environment in Lebanon, instructed University Planet Information that the system is major as it is the initially strategic program due to the fact the legislation for the organisation of the bigger schooling sector was ratified in 2014.

“The five-calendar year approach is timely as it comes in this interval of multi-dimensional disaster that has been hitting the region given that 2019,” Alsoufi stated.

With no president and a caretaker government having difficulties with a monetary and social disaster, Lebanon is currently going through detrimental political and financial uncertainty.

Professor Ellen Hazelkorn and Dr Tom Boland, who advised the Ministry of Schooling and Larger Instruction on the enhancement of the strategy at the request of UNESCO, explained in a joint concept to University World Information that the publication of the strategy “is a main accomplishment for Lebanon, and substantially recognises the enormous contribution that higher training makes to economic improvement and innovation, and accomplishment of the UN Sustainable Improvement Goals”.

“The 5-12 months strategy is also a substantial achievement for the region, as Lebanon’s geographic posture is critical for regional sustainability and balance,” additional Hazelkorn and Boland, who are joint handling associates of BH Associates training consultants.

“The approach serves as an significant demonstration to the people of Lebanon and to the global local community that, whichever the recent financial and political complications, the govt is centered on the long run social, cultural and financial accomplishment of Lebanon.”

They said the critical to its good results will be the extent to which the universities engage constructively with the ministry on implementation.

The approach matches recommendations produced by a report revealed by the Friedrich Naumann Foundation titled Lebanon’s Education System – Why reforms are vital.

Lebanon is a reasonable performer in phrases of its expertise infrastructure. It ranks 29th out of 39 nations with high human advancement and 92 out of 154 countries in the World-wide Knowledge Index 2021, which measures understanding effectiveness globally, using seven principal sectoral indices, which include greater education and learning together with research, growth and innovation.

Strategy strengthens social obligation

The system focuses on 3 strategic pillars, including steering the larger instruction program and enhancing relevance and quality results together with strengthening social responsibility and competitiveness.

Quite a few priorities parts ended up identified underneath the strategic pillars such as governance and accountability, high quality assurance, funding, management, exploration progress and innovation, doctoral education and learning, teaching and understanding, curriculum growth and evaluation, equality and justice, company to society and civic engagement, and internationalisation.

Looking for a diversified article-secondary system

In purchase to reinforce governance and accountability, various initiatives will be introduced which include establishing an integrated and diversified put up-secondary education and learning system.

Requested what a diversified post-secondary system would glance like in Lebanon, Hazelkorn and Boland said: “The essential goal is to give a selection of institutions with unique missions, ranging from people with a robust vocational orientation to individuals with a much more academic and investigation orientation.

“In this way the capabilities desires of Lebanese modern society and the overall economy can additional properly be achieved and people [will] have obtain to a range of programmes finest suited to their desire and competencies,” they reported.

“The ministry (or a national agency with obligation for increased training) ought to develop an integrated coverage technique across the publish-secondary process with very clear institutional missions, merged with very easily obtainable understanding pathways from vocational and better schooling and the reverse,” they reported.

“The ministry (or company) could use funding as a mechanism to make sure clarity of mission and adherence to mission at institutional degree. It really should also cooperate with the agency with accountability for quality assurance and the VET [vocational education and training] authorities,” they pointed out.

Support to modern society and civic engagement

Explaining how the regulatory framework could persuade involvement of increased schooling institutions in service to society and civic engagement, as indicated in the system, Hazelkorn and Boland reported support to society necessitates a holistic motivation and engagement involving universities and society, putting expertise in company to modern society by teaching and finding out, scholarship and exploration, collaboration, outreach and engagement.

“Examples of factors of these kinds of an technique include college-amount engagement the place universities work in partnership with other schooling providers, industries or business and civil culture to develop a shared vision for social, cultural and economic sustainability, and establish initiatives to tackle popular issues,” they mentioned.

“Besides furnishing lifelong discovering and continuing schooling programmes, university student volunteer initiatives, as very well as local community-based mostly discovering (or ‘service learning’), universities will also aid area organization (SMEs and substantial companies) to be ground breaking, establish new products and companies and adapt to technological transform alongside with participating in collaborative study which addresses a neighborhood-discovered will need, validates community awareness and contributes to social adjust.”

They mentioned universities will also supply consultancy, ability-developing and organization and expert products and services, and technology transfer and innovation things to do alongside with opening up their services and giving community solutions by cultural centres, museums, theatres, galleries, athletics amenities and cafes.

“Universities will also assistance students to specifically handle the needs of local communities by launching their personal group engagement functions, either through student organisations or via activism and advocacy initiatives,” Hazelkorn and Boland said.

“Universities will also assistance learners of all ages, ethnicity, race, gender, citizenship status and skills to accessibility and take part efficiently in better education and learning, in particular as folks stay extended, and improve careers and careers extra commonly,” they said.

Guaranteeing high quality and justice

The strategy contains environment a framework and regulations to be certain equality and justice in terms of parity in equity of access, participation, range and inclusion.

Hazelkorn and Boland mentioned the problems for reaching parity of obtain, participation, variety and inclusion are in lots of respects the similar for Lebanon as for other nations around the world –economic, cultural and social.

“In individual, how does a place be certain that men and women from lower socio-economic groups are served to, first, appreciate the value of larger schooling (as opposed to entering the workforce as soon as achievable) and, when they do, how to guidance them financially to accessibility it.

“Lebanon has the further obstacle of considerable figures of refugees and internally displaced persons,” they added.

Lebanon, 1 of the world’s smallest countries, remains the nation web hosting the most significant number of refugees per capita. The federal government estimates that among the the approximately six million inhabitants there are 1.5 million Syrian refugees, 90{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of whom stay in excessive poverty. In addition, there are about 13,347 refugees from other nations like Iraq and Sudan, according to info from the UN refugee company UNHCR.

“To have any sensible prospect of addressing these major issues there demands to be a clear system and plan with realistic and achievable targets,” Hazelkorn and Boland indicated. But they warned that to accomplish the preferred outcomes will need determination at the greatest levels of federal government and in the larger education establishments and, of class, funding.

“This is a certain problem for Lebanon now – but it is an place which might be a prospect for global donors,” they emphasised.

Less than the strategy, a model of general performance-based mostly funding for the Lebanese College, the only general public college in Lebanon, and a strategic fund for all universities will be established for increasing funding together with monitoring general performance.

New governance framework

A new governance framework for Lebanon’s higher schooling system, a Lebanese Good quality Assurance Agency, a Lebanese Qualifications Framework and a procedure for the recognition of qualified skills will also be produced.

A sustainable technique for the constant revision and development of greater instruction skills in relation to the task current market, a platform to join greater training to the employment sector, to increase labour industry skills and employability, and to forecast skills for new and upcoming jobs and professions will also be intended and applied.

In addition, a national taskforce will be recognized to review all educational programmes, and a universities-economic stakeholders discussion board, a countrywide method for tutorial and vocational direction and a college or institutional exploration unit will be made.

Besides setting up collaborative doctoral educational institutions, centres for improvement and improvement in educating and understanding in increased education establishments, the program features the enhancement of a nationwide framework and laws for internationalisation and world partnerships.

Additionally, a countrywide university-primarily based investigate plan and strategy supporting innovation and improvement will be developed alongside with developing national centres of excellence.

Program criticised

Professor Akar of Notre Dame University-Louaize reported: “There is extremely small reference to topical crises the reforms prompt in the 5-year system look generic, relevant to almost any context.”

He explained the prepare created no reference to reforming the administration of salaries and operations throughout the campuses. “It overlooked any intention to improve discovering and instructing by means of formal professional learning of instructors (eg, written qualifications) and the role of learners in accountability steps.”

He mentioned the plan experienced been generated in workplaces at UNESCO and the Ministry of Education and learning and Higher Instruction but there is “virtually no evidence of consultations with teachers or professors, and students”.

Complicated contexts

Alsoufi of the Nationwide Erasmus+ Place of work in Lebanon argued that the program will be challenged by the numerous adverse contexts, specially the “deteriorating situation of the state at political and economic levels”.

An additional obstacle is the extent to which Lebanese better schooling establishments will choose the prepare severely and add to its implementation, he explained, arguing that there is a need for higher involvement of the greater schooling sector in the system.

“The international community should really enjoy a position in supporting the implementation of the plan, in specific the launching of its 1st-12 months phase,” Alsoufi reported.

Professor Hussin Jose Hejase, educational and scientific specialist to the president of Al Maaref University in Lebanon, described the program as a “very serious, detailed, ahead-hunting and a advanced multi-participant plan”, but “full of conflicts when [it is] likely to be implemented”.

He instructed College Entire world Information: “The ministry is getting into a future conflict with other ministries with regard to many five-yr prepare programmes which includes skills, governance and regulating the Lebanese University.

“As for the ministry and the universities’ requests for growth or new programmes, there are double criteria ruled by these universities which take into consideration on their own previous [in terms of being in the market first] building variations amongst various energy circles, etcetera.”

“One basic problem arises amid the chaos of politics and the governmental lifecycle in terms of who is the champion of these a system? When a new president is elected, a new cabinet is selected, and for confident the current minister pushing for this prepare is out,” Hejase concluded.&#13

February 6, 2023

Afghan Women Turn To Virtual Learning Amid Education Ban, But Obstacles Remain

Number of Taliban members can access him, and even much less Afghans have witnessed him. He refuses to meet up with foreigners, like the most distinguished spiritual students from the Muslim environment.

Despite the Taliban’s guarantees of moderation on seizing electricity in August 2021, its man behind the curtain, supreme chief Mullah Haibatullah Akhundzada, has dominated final decision-producing as the tricky-line Islamist team carries on to restore a lot of of the draconian procedures it was notorious for when it dominated Afghanistan from 1996 to 2001.

And even though there has been some steady backlash inside the Taliban’s ranks, Akhundzada has cemented himself as the closing say in almost all issues by micromanaging the Taliban federal government and decreeing policies that deprive Afghans of essential legal rights.

Pure Islamic Procedure

In his endeavor to build what he sees as a “pure” Islamic technique, specialists say, Akhundzada has alienated Afghans and the outside the house world and is steering the Taliban and the place he guidelines down a destructive route.

Michael Semple, a former European Union and UN adviser to Afghanistan, claims that resistance to Akhundzada’s uncompromising solution could unleash yet another damaging civil war or even spill over Afghanistan’s borders.

“Haibatullah’s insistence on pushing through the radical system increases the probability of a new round of conflict,” Semple informed RFE/RL.

On returning to electric power, the Taliban claimed it had set an stop to much more than 4 many years of combating in Afghanistan that began with a communist coup in 1978. The group’s leaders have pointed to the somewhat very low levels of violence recorded considering the fact that it took in excess of the federal government as evidence that war in the state was around.

But additional than 16 months of Taliban rule beneath Akhundzada’s management has poured cold drinking water on the hopes of Afghans and the intercontinental community for peace and security.

Taliban leader Mullah Haibatullah Akhundzada is seen in an undated photograph distributed by the Taliban at the time of his appointment in 2016. — Taliban chief Mullah Haibatullah Akhundzada is seen in an undated photograph dispersed by the Taliban at the time of his appointment in 2016.

Semple says the Taliban’s political place of work in the Qatari capital, Doha, which negotiated the February 2020 settlement with the United States that was to pave the way for a stop-fire with the former government ahead of the withdrawal of foreign forces, was in essence a public relations stunt. Even though the Taliban’s diplomats in Doha talked about a peaceful transition of power and a wide-primarily based government, they never ever experienced genuine authority.

“We can now securely say that this was in no way the policy of the Islamic Emirate and these diplomats never experienced the ability inside of the motion to press as a result of these strategies … even if they personally assumed it was a fantastic idea,” Semple reported, referring to the Taliban by its formal identify.

Semple characteristics Akhundzada’s results in exercising his electric power in part to the actuality that Taliban leaders and foot troopers obey his instructions as a religious obligation.

Akhundzada, 56, is formally titled the “commander of the devoted.” The Taliban also refers to him as the “sheikh” in a nod to his title of Sheikh al-Hadith, which denotes his standing as an eminent scholar of the Prophet Muhammad’s sayings.

Semple suggests that Akhundzada’s faithful followers want to create their excessive eyesight of Islamic rule at all fees, no matter of the effects.

“The Taliban is an armed Islamist revolutionary motion, long dedicated to establishing their model of an Islamic state and culture by force of arms,” he stated.

Parallel Governing administration

Sami Yousafzai, a veteran Afghan journalist and commentator who has tracked the Taliban due to the fact its emergence in the 1990s, says that adhering to the Taliban takeover in August 2021, Akhundzada stored his distance from the group’s caretaker government in Kabul by picking to stay in the southern Afghan town of Kandahar.

Yousafzai states that in recent months Akhundzada has tightened his grip on electric power by appointing loyalists to critical govt positions and has even founded his individual administrative secretariat in Kandahar.

Taliban members participate in a parade in the southern Afghan city of Kandahar on August 31 to mark the first anniversary of the withdrawal of US-led troops from Afghanistan. — Taliban members participate in a parade in the southern Afghan metropolis of Kandahar on August 31 to mark the initial anniversary of the withdrawal of US-led troops from Afghanistan.

“Akhundzada is working a parallel governance program from Kandahar and has step by step concentrated all the ability in his palms,” Yousafzai stated, introducing that every single ministry or governmental division now has at minimum one particular Akhundzada loyalist working for it.

“Anyone in that ministry is familiar with that he experiences to the big boss,” Yousafzai explained.

Yousafzai says that Akhundzada has surrounded himself with like-minded advisers who echo his imagining on religious and temporal matters. In latest months the supreme leader has also fashioned provincial clerical councils to supervise the Taliban administration in most provinces.

Akhundzada has also appointed well known loyalists Mawlawi Habibullah Agha and Mawlawi Nida Mohammad Nadim as the ministers of education and learning and greater schooling, respectively, two essential enforcers of the Taliban’s latest ban on women’s education. The Taliban’s main justice, Abdul Hakim Haqqani, and Mohammad Khalid Haqqani, the head of the Ministry for the Marketing of Virtue and Prevention of Vice, are other critical confidants.

Akhundzada’s religious credentials increase issues as to irrespective of whether he could grow to be much more extreme.

In an job interview this 7 days, Shahabuddin Delawar, the Taliban’s minister for mining, unveiled that Akhundzada approved of his son carrying out a suicide bombing right after his father was chosen as the chief of the team in 2016.

He has also taken a defiant stance versus exterior criticism.

“You are welcome to use even the atomic bomb in opposition to us due to the fact nothing can scare us into getting any action towards Islam or Shari’a,” Akhundzada advised a accumulating in Kabul in July.

Revolutionary Enthusiasm

Semple, now a Queen’s College Belfast professor, states Akhundzada has increasingly exercised his authority in excess of the earlier couple of months.

Akhundzada additional to the Taliban’s extensive record of limits by banning ladies both equally from attending college and doing work for domestic and worldwide nongovernmental corporations. He also purchased the Taliban’s judiciary to carry out Islamic corporal punishments collectively identified as hudood, which prescribes flogging for consuming, amputation of limbs for theft, and stoning for adultery.

These kinds of policies, Semple says, have alienated a expanding cross-part of Afghan culture. The Taliban’s bans on girls pursuing larger education and get the job done, along with significant limits on mobility and how they can look publicly, have taken absent elementary legal rights. Several adult males, in turn, have misplaced their livelihoods amid the financial downturn triggered by the Taliban’s return to energy. And ethnic and religious minorities have decried becoming marginalized by the Islamist governing administration.

“The Taliban’s the latest groundbreaking enthusiasm is alienating Afghan culture almost as extensively as did the Afghan communists in 1978 and 1979,” Semple claimed.

After seizing electrical power in a bloody armed service coup in April 1978, the ruling Khalq faction of the Afghan communists embarked on a innovative method to remake Afghan culture. The shift quickly provoked a revolt in the conservative countryside that drastically expanded just after the Soviet invasion in December 1979, which mounted the Parcham faction of Afghan communists in energy.

Tricky Engagement

Semple claims that under Haibatullah’s leadership, the Taliban is also cultivating new conflicts with important neighbors. He states that longtime Taliban ally Pakistan is furious about the sanctuary the Tehrik-e Taliban Pakistan (TTP), which is engaged in preventing from the authorities in Pakistan, enjoys in Afghanistan. Iran, meanwhile, has expressed considerations about the activities of Sunni Baluch militants energetic in the southeastern province of Sistan and Baluchistan.

Semple states that a lot of Muslim nations around the world are alarmed that Taliban interpretations are supplying Islam a bad identify. Western donors, he says, are fearful about constraints on aid functions, women’s concerns, and terrorism. Highlighting the seriousness of the condition, lots of nongovernmental corporations suspended their functions in Afghanistan previous thirty day period immediately after the Taliban ordered them to prevent employing Afghan ladies.

“Even nations which identified it expedient to have interaction with the Taliban diplomatically instead than risking another spherical of civil war are locating it difficult or unpalatable to sustain that engagement,” he reported.

China, Russia, and two of Afghanistan’s Central Asian neighbors, Uzbekistan and Turkmenistan, have constantly tried to make improvements to cooperation with Kabul. But the Taliban’s draconian guidelines have kept them away from formally recognizing its government.

Akhundzada’s extremism has also provoked steady criticism in just the Taliban ranks, including from Taliban Deputy Foreign Minister Sher Mohammad Abbas Stanikzai, a best negotiator in Doha, who has opposed Akhundzada’s ban on women’s education and learning.

“You are only obliged to comply with the orders in line with Shari’a Islamic law,” he explained to a Taliban gathering previously this thirty day period.

But whilst Akhundzada has steadily exerted his will, these who do set up some opposition to his procedures are inconsistent and passive, in accordance to Kabul-based mostly educational Obaidullah Baheer.

And that “is hurting all of us,” Baheer claimed.

February 4, 2023

North central Ohio teams earn top honors at academic challenge event | Education

February 3, 2023

CEBS Online Education Programs Recognized by U.S. News

WKU’s Higher education of Training and Behavioral Sciences is delighted to announce some of its online programming is ranked among the the best in the country and in Kentucky.

The on the internet graduate stage Schooling courses rank #3 in Kentucky and #2 in the commonwealth for veterans. Dr. Susan Keesey is the Director of the School of Instructor Education states on the web packages are certainly essential suitable now to assist university distracts that are going through a instructor lack. “The School of Trainer Education is reworking our conventional in-individual coursework into high quality hyflex supply solutions customized to the requirements of non-classic college students and college personnel doing the job to turn out to be licensed instructors. These higher-quality on the internet packages improve the selection of very well-well prepared lecturers in our lecture rooms.”

Total, undergraduate degree on the internet plans at WKU rank #1 for Veterans in Kentucky. Kent Johnson, Director of Military services Pupil Companies, clarifies the very important purpose of on-line learning for armed service connected learners. “These rankings are a testomony to the large quality educational and college student guidance plans at WKU. Getting these high-quality on line systems opens WKU up to servicemembers and veterans who are not ready to attend campus in particular person and they are equipped to choose courses where they are and when they can. It assists them be equipped to carry on their instruction and work toward their particular and expert ambitions, in a way that suits within their several other duties and obligations. In addition to featuring classes in a structure which matches the students’ requires, WKU provides remarkable university student aid providers for our on-line college students. We want our students to know that they are an crucial element of our WKU Hilltopper family members and that they have our assist, no matter of exactly where and how they go to classes. Our office environment, WKU Military Pupil Expert services, seeks to be that relationship to the actual physical campus of WKU, for our on the internet learners. Our army related learners are frequently the “boots on the ground” serving all about the environment, and we want to be their “boots on the ground” on the Hill at WKU. One illustration of Armed forces University student Providers getting this actual physical relationship or bridge involving campus and the on line learners, is our free of charge textbook lending software, “Textbooks for Troops”. With this program, we ship eligible military services linked college students the textbooks they will need for their courses. This usually means, no subject where by they are serving all around the environment, when they use the Textbooks for Troops plan, the acquire a package prior to classes, made up of the books they want to be productive, as very well as a WKU Crimson Towel, so they can truly feel that link with the establishment and its traditions. In addition, the students like figuring out that they have somebody on campus that can be their eyes and ears at WKU, who can make connections for them, keep them apprised of significant occasions, assistance providers, and significantly additional. In these means and much more, WKU would make a position to have interaction with our learners, regardless of no matter if they are finding out on the web or in the school rooms, to supply them quality academic applications and the help services to support them together their journey in higher education.”

In the nationwide standings, on the internet graduate education and learning ranked #89, graduate education and learning for Veterans at #26, and on line undergraduate degrees for Veterans at #34. WKU over-all was rated #55 in the country for on-line undergraduate applications. You can see the total listings in this article.