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Autor/inn/en | Barrett, Angeline M.; Bainton, David |
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Titel | Re-Interpreting Relevant Learning: An Evaluative Framework for Secondary Education in a Global Language |
Quelle | In: Comparative Education, 52 (2016) 3, S.392-407 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0068 |
DOI | 10.1080/03050068.2016.1185271 |
Schlagwörter | Secondary Education; Global Approach; Secondary School Students; African Languages; English (Second Language); Language of Instruction; Learning Processes; Outcome Measures; Outcomes of Education; Sustainable Development; Teaching Methods; Textbook Content; Relevance (Education); Foreign Countries; Tanzania Sekundarbereich; Globales Denken; Sekundarschüler; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Learning process; Lernprozess; Lernleistung; Schulerfolg; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbuchtext; Relevance; Relevanz; Ausland; Tansania |
Abstract | The 2030 education goal privileges "relevant learning outcomes" as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting "relevant learning" at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illustrate this with the example of an innovation in Tanzania that aimed to improve language and subject learning amongst lower secondary school students making the transition from using an African language, Kiswahili, to using a global language, English, as the language of instruction. The project developed a framework for evaluating learning processes and outcomes that was grounded in socio-cultural theories of learning. The framework was founded on an understanding of subject learning consistent with the purpose of sustainable development. Sustainable development is understood here as a process of social learning engaged through local responses to issues that have global reach. We conclude that implementing the 2030 education goals as part of a broader ambition towards sustainable development, demands reinterpretation of its targets in a way that makes explicit our underpinning theories of learning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |