Curriculum and Technological Change: A Digest

Unquestionably there is much evidence to support the contention that the prime aim of modern curriculum changes is a better trained and more adaptable workforce, able to exploit the opportunities presented by new technologies. The institutional channels from which resources have flowed, and the accompanying rhetoric, frequently testify to concerns about the need for improved economic performance in a global struggle for survival.

The opening words of the British government’s White Paper announcing the extension of TVEI to all schools are typical. “We live in a world of determined, educated, trained and strongly motivated competitors… For the nation… survival and success will depend on… maintaining an edge over all competition”.
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Podcast: Keith Smyth talks about Digital Literacies

Keith Smyth, Senior Lecturer in Education at Napier University gave a presentation at the Adult Learning Project Annual General Meeting on how community education can use digital tools. Digital literacies are high on the priority list for educationalists, and it is key how they are employed in the community context. Where do the internet, computers, MOOCs, email, and any modern technology fit into learning today ? Well, these are some of the concepts which Keith talks about here.
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Education and the State: A Digest

By the middle of the nineteenth century, a broad consensus existed among governing and middle classes in Europe and America over the necessity of some form of education for the masses. Disagreements raged over precisely how this education should be administered. In many countries, debates over church involvement retarded the organisation of public education. In others, serious conflicts over the precise nature of educational organization – whether it should be centrally or locally controlled, for instance – had a similar effect.

A vibrant educational press and a rich international educational literature contributed to the generalization and widespread acceptance amongst the dominant classes in various countries of the necessity of popular education.

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Intercultural Education: A digest by Alex Dunedin

This is the name of a reforming tendency in educational practice, too broad and too diverse in aims to be called a movement, to respond to the cultural diversity produced by postwar immigration to Britain. It is part of a widespread international interest in the representation of ethnically diverse populations in education, but not all education responses to plurality are multicultural or intercultural.

Separate education for different linguistic, cultural, or racial groups is not multicultural education, which is a part of a wider interest in equality of opportunity. It is also known as ‘multicultural education’, ‘multi-ethnic education’ (particularly in the USA), and ‘inter-cultural education’, particularly in a European context.

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