Learning from the Past, Looking to the Future: issues and agendas in education

Abstract

This year, EJE has marked its 50th anniversary with a special set of four linked issues, the organisation of which was inspired in part by the four pillars of learning first set out in the 1996 Delors Report, Learning: the treasure within. In this article, the authors highlight key themes that have emerged. Several of the contributing authors suggest that deepening tensions have driven education systems further away from the holistic, humanist vision of the Delors Report. At the same time, there are innovative policies and practices that address a broader range of aims of learning and have flourished despite challenges. Moving forward, the authors examine the challenges of citizenship, creativity and innovation in education. The article concludes with suggestions on important themes for the education agenda in the near future to which EJE may contribute further insights.

Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

“…Numerous authors have put forward proposals to integrate assessment into curriculum design in general [41][42][43][44][45][46][47][48][49] and communicative competence in particular [50][51][52]. The improvement in the competences requires new assessment procedures, the development of more precise measurement techniques with more people involved in the assessment and a greater balance between what needs to be measured and what can be measured [53]. It is essential that this assessment is systematically connected with teaching [54], and becomes the driving force for educational improvement [55,56].…”

Mathematics Teachers’ Conceptions of Assessment: Gender and Academic Qualification Comparisons

“…Previous studies showed that teachers' conception of the different parts of educational process including assessment plans could affect the success of the entire educational program (Gage, 2001;Delors, 2013;Carneiro, Looney & Vincent, 2015). Furthermore, over the past few decades, education authorities have considered the studies about the teachers' conceptions of the assessment process, especially resulting from the critique of teacher's educational process ineffectiveness, as a significant issue for teacher training (Kaiser, Südkamp & Möller, 2017).…”

E-innovación en Educación Superior. Claves para la institucionalización en las universidades

“…Desde que se institucionalizara este proyecto supranacional, también las universidades españolas han ido consolidando políticas en un marco de excelencia y calidad educativa conforme a estos principios (Carneiro, Looney, & Vincent-Lancrin, 2015;Khomeriki, 2015), obedeciendo a la denominada 'cuarta vía' para el cambio educativo y social, al que hoy se adscriben los entornos de educación superior, superando así la tradicional visión sobre la misión de la universidad (Oys, 2015). En la actualidad, en este proceso de construcción de mejores instituciones de enseñanza superior (Jacob, & Hellström, 2014), pasados ya dos decenios desde el surgimiento del EEES, paradojas y derivas de su sustento ético incluidas (Egron-Polak, & Hudson, 2014;Curaj et al, 2015), la innovación educativa se ha erigido en eje indiscutible de atención, análisis e investigación, con el firme propósito de liderar su implantación institucional, en unas universidades que detentan ciertos niveles de crisis y calificadas por algunos autores como instituciones «resilientes» (Pritchard, & Karlsen, 2015).…”