English Further Education through American Eyes

This paper describes a summit on Community Colleges in the Evolving STEM Education Landscape organized by a committee of the National Research Council (NRC) and the National Academy of Engineering (NAE) and held at the Carnegie Institution for Science on December 15, 2011. This summit followed a similar event organized by Dr. Jill Biden, spouse of the Vice President, and held at the White House in October 2010, which sought to bring national attention to the changing missions and purposes of community colleges in contemporary American society.1 The NRC/NAE event built on the White House summit, while focusing on the changing roles of community colleges in science, technology, engineering, and mathematics (STEM) education. An in-depth summary of the summit was prepared by the NRC and NAE for publication in late Spring 2012 by the National Academies Press (NRC and National Academy of Engineering, 2012 ). This paper provides a synopsis of that report, which is available at www.nap.edu/catalog.php?record_id=13399, and emphasizes how we can use the report to improve STEM education for our students, but also how much progress still needs to be made to realize this ideal.

In this article we introduce and explain a funding framework for advancing an equity agenda at the community college. The need for the framework is premised on (a) Dowd's observation that the traditional community college commitment to student access no longer suffices as an adequate strategy to achieve greater equity in society and (b) the recognition that community colleges are becoming more entrepreneurial as a result of challenges posed by privatization, state performance accountability systems, and marketization. A new approach to advancing equity is needed in this environment. We propose a funding framework that reflects lessons learned from a review of funding systems used in English further education systems and community college systems in Colorado and California.

Geographic Information Systems (GIS) offer a powerful framework for visualizing and analyzing spatial data. In community college systems – where student populations are closely tied to local demographic and economic conditions, GIS is particularly valuable for strategic planning and resource allocation. The brief highlights the development and implementation of the Kentucky Education to Workforce GIS Application (KEWGIS), a statewide open-access tool designed by the Kentucky Community and Technical College System (KCTCS) to inform decision-making across education and workforce sectors. Developed through a multi-agency collaboration, the platform combines demographic, socioeconomic, and labor market data at various geographic scales, including county, institution, and Census tract levels. It supports functions such as program alignment, outreach targeting, dual credit tracking, and enrollment and labor market forecasting. Through this case study, the brief demonstrates how GIS can bridge the gap between data and decision-making, supporting more responsive, equitable, and future-oriented institutional planning.

The role of the in the EFL context is a key to success for the improvement of learners' English abilities. Research has been conducted on how to improve English education system in Korea to cultivate competent English teachers. However, few attempts were made to examine how the English education system in general has changed in the last few decades. This study aims to revisit the English education system in Korea on the basis of the education models. For this, the pre- and in-service English education research and programs are reviewed and analyzed. At least two new changes are recognized. The current pre-service program has become more English education oriented compared to past programs. In the in-service program, a new perspective of teacher development has been adopted to emphasize teachers' self-reflection. Several practical ideas were suggested for both pre- and in-service English education programs so as to meet teachers' needs and the changes in the Korean EFL environment.

This article provides an overview of community colleges as an access point to higher education, specifically for individuals without a high school diploma. The article highlights how one community college system is addressing both postsecondary access and workforce demands through policy and practice change. The Louisiana Community and Technical College System's (LCTCS)Five for Six Scholarshipprovides individuals without a high school diploma a path towards college and a credential that can lead to a high‐wage, high‐demand career. Ultimately, other community college leaders and practitioners can learn from the positive findings of this unique policy and practice in Louisiana, which is proving that educational pathways are not always linear.

Contrasts and Contexts The Australian higher education system stands at a very considerable remove fro the United States' system. United States higher education is the most diverse i the OECD; Australia's higher education system is among the least diverse. America has a strong developed private system of higher education institutions. In Australia, privately provided higher education development is recent, slight and highly tentative. The United States of America has a wide range of differen types of higher education institutions: doctorate granting universities, comprehensive universities, liberal arts colleges, specialist institutions, and two-year colleges. Australia's diversity was expressed more narrowly in the publicly funded binary system of universities and colleges of advanced educatio (CAEs). The universities were distinctive from the CAEs in that they offered research degrees and were funded for research activity. The CAEs were intended to be undergraduate teaching institutions, applied in orientation and with courses generally at subdegree level. However, as they evolved, their undergraduate provisions in nature, length of study, and award became increasingly similar to the universities'; that is, parallel bachelor's degrees in such areas as the arts, business studies, education, law, science, and the applied sciences were provided by both the CAEs and the universities. At the time of the dissolution of the binary system, only medicine, dentistry, and veterinary science remained the preserve of the universities in undergraduate vocational education. The CAEs, established from the technical and teachers' colleges of little more than twenty-five years ago, sought greater equity in funding, including research provision, with the universities and the capacity t greatly extend their postgraduate provisions. Such demands reflected the growin maturity of the non-university sector as well as the increasing expansion in higher education provision, much of which was met by the CAEs. These convergent forces led to the disbandment of the binary system from 1987 on. The former CAEs were absorbed, usually through institutional amalgamation, into the university system |17, 19~. Australian higher education is now dominated by one type of institution, the generally large, multicampus metropolitan university, with each, including the new ones, having the same range of functions. Indeed this new unitary system of higher education is officially called the Unified National System. In contrast to the United States, the universities receive their recurrent and capital funds, as well as research funding, from the federal government. From 1957 on, the trend in Australia has been to increasing federal responsibility for higher education. This movement is now complete with the federal government not only coordinating but since 1987, in particular, being directly and energetically engaged in the reform of the higher education system. Although constitutionally responsible fo the universities, the states now have very little responsibility or influence over what is now a centrally controlled system of higher education. This is a very different pattern from the funding and control of the United States' publi universities. In Australia, the financial dependency and difficulties of the states have been such that the universities would have suffered had they not been transferred to Commonwealth financing and control. In spite of such strong contrasts between the American and Australian systems o higher education, much the same contemporary political, economic, and social pressures are at work in both systems. This has much to do with higher educatio increasingly being viewed as a national economic resource. There are also related concerns about value for the public dollar, the quality of the educational service provided by the higher education institutions and ways of measuring it, the relationships of university priorities to national priorities and the extent to which the system's institutions are effectively articulated with one another. …

In recent years in Japan, there has been an urgent need to develop logical, critical thinking, and communication skills in Japanese English education. While there has long been considerable research on Japan’s English language education system and that of other East Asian nations, there has been less information available on the English education system in Taiwan. Despite similarities between the English education systems in Japan and Taiwan, there is less data on the Taiwanese system, which makes it difficult to draw comparisons between the two. This is the research focus of Professor Seiko Hirai, College of Liberal Arts and Sciences, Kitasato University, Japan. Hirai is interested in English education, with a particular focus on Taiwan, and her research also explores cognitive perspectives of bilingualism. Hirai has been investigating the English education situation in Taiwan, with a focus on Taiwanese English textbooks. Hirai’s findings indicate that, as demonstrated by the Taiwanese English education situation, it is possible to develop communicative skills in tandem with critical thinking skills and that these are not mutually exclusive. Her studies also suggest that literature materials used in Taiwanese English textbooks are useful for developing these skills, and for deepening the level and type of intellectual exposure to English in its many forms. There is some consensus in the literature that acquiring reading and writing abilities in one language helps with the acquisition of reading and writing abilities in other languages and that this could possibly also improve higher thinking processes. Hiraiâ–™s research on the cognitive perspectives of bilingualism is ongoing but she is eager to promote the improvement of communicative-based language development learning in Japanese school environments. She intends to collaborate with other researchers to explore how to improve Japanese English textbooks by using knowledge gained from her research on the Taiwanese system as well as research on other East Asian nations.

The question of educational efficacy is probably more important to the private liberal arts college than to any other type of institution. Indeed, the fact that so many of these institutions have been able to survive and even prosper during several decades of massive expansion of low-cost public higher education can only be attributed to the fact that many parents and students believe they offer special educational benefits not likely to be found either in the more prestigious private universities or in the various types of public institutions with whom they often compete for students. How justified are these beliefs? The short answer to this question is that residential liberal arts colleges in general, and highly selective liberal arts col leges in particular, produce a pattern of consistently positive student outcomes not found in any other type of American higher-education institution. Moreover, the selective liberal arts colleges, more than any other type of institution, have managed not only to effect a reasonable balance between undergraduate teaching and scholarly research, but also to incorporate a wide range of exemplary educational practices in their educational programs. In this essay I will review some of the empirical evidence concerning these unique educational benefits and then discuss the implications of this research for the larger higher-education system. However, in order to make sense out of this rather

This research aims to study the development of English education in Kota Setar from 1909 to 1957. Before the colonization of the British, Kota Setar used informal education system. After the Bangkok Treaty 1909 was signed, Kedah was put under British influence. With that, the British have changed the administration system in Kedah especially in the English education in Kota Setar. This study uses qualitative methods by reference in libraries and archives. The information is obtained through primary and secondary sources. The primary source is from the analysis of documents such as the Annual Report, and Government Secretary (SUK) files from the National Archives. While the secondary sources obtained from scholarly papers from the National Archives, University of Malaya (UM), Sultan Idris Education University (UPSI) and National University of Malaysia (UKM). This study found that the British had made changes in English education and expanded English education in Kota Setar. Initially, Kota Setar implemented an informal and traditional education system such as indirect learning from pondok and mosques. After the British occupation, English education system has given the local community the opportunity in learning English to improve their standard of living. Therefore, the study was conducted to review the development of English education brought in by the British to help improve the state's administration as well as improving the standard of living of the local community in Kota Setar, Kedah.

The objectives of the study were to study teacher leadership styles, self-efficacy future-oriented & self-control and achievement motivation affecting students’ study methods among groups of higher education students majoring Humanities/Liberal Arts and Educational Science in the Bangkok metropolitan area. The verification of invariance of structural model and measurement model among groups of students with different sex, year of study and type of institutions was included. The research sample were 480 students of both public and private universities in Bangkok selected by multistage random sampling from 4 public and 4 private universities. Data collection was performed using questionnaire and was analyzed using path analysis. It was clear that the developed model was fit to the empirical data with all goodness of fit indices satisfying the required criteria: X 2 = 34.28, df = 35, p = .503, GFI = .990, AGFI = .970, RMR = .006, SRMR = .014, and RMSEA = .000. The findings revealed that 1) Teacher leadership styles had significantly lower-positive direct effect on Foundation English course study methods; 2) Self-efficacy had significant moderate positive direct effect on Foundation English study methods; 3) Future-oriented and self-control affected both lower direct and indirect effect on Foundation English course study methods via achievement motivation in studying English. In addition, future-oriented and self-control gained the highest direct effect on achievement motivation; 4) Teacher leadership styles and student psychological characteristics mutually predicted students’ study methods of Foundation English at 72%; and 5) The developed research model was invariant across groups of students with different sex, year of study and types of higher education institutions. The author concluded that student’s psychological characteristics affected significantly the study methods of Foundation English courses.

Students' abilities to transfer from community colleges to baccalaureate-granting colleges and universities is an area that has produced considerable discourse during the twentieth century. Recent scholarship suggests that opportunities to transfer depend on the organization and curricular direction of community colleges, an outcome predominately influenced by educational administrators and elected state representatives. This article employs a macrosociological theory of education to explain the legitimation of a contextual framework within which opportunities to transfer become available to students who attend two-year colleges. By examining legislative enactments in the 48 contiguous states, this article finds that the structure of community college systems is not uniform across states. Only a small proportion of states have carefully coordinated local community colleges into statewide systems and incorporated them into their higher-educational systems. Although two factors associated with the creation of state community college systems are identified in this article, they are not found to influence the subsequent coordination of the system with higher education. Instead, the type of governance authority established (public education or higher education) is found to be an important factor in the coordination of community colleges with other higher-educational institutions. Because legislative histories provide a framework with which to identify states' commitments to community college systems and their incorporation into higher education, the article concludes that studies of student opportunities and outcomes must be examined in the context of the state educational systems.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsRoland J. KushnerRoland J. Kushner is assistant professor in the Department of Economics and Business, Lafayette College, Easton, PA.

English language education has evolved in Nepal and Sri Lanka over the course of time. Sri Lanka was colonized by the British Empire in the history. Nepal was never colonized; however, colonial influence can be observed in terms of English language education and planning issues. The progression of English in Sri Lanka and Nepal has been a gradual process, but it has been dissolved in everyday life of ordinary people as a necessity. Concerned to comprehend English language education in Sri Lanka and Nepal, this paper briefly investigates historical development of English education system in both countries. It tries to compare the English language education system in Sri Lanka and Nepal in terms of history, policy, textbooks and teaching methodologies. Likewise, the paper tries to find out the problems in English language education in both countries. The analysis of documents demonstrates that there are several things in common in Sri Lanka and Nepal in English language educational practices.

Written by a former tenure-track community college faculty member and current community college administrator, this chapter offers the reader a different perspective on teaching inequality and capitalism based upon the type of higher education institution. Having taught at two community colleges, a private four-year university, and a public research university, the author discovered that the challenges of teaching the topic were very different depending on the type of institution. Readers of this essay will come away with valuable insight into the different approaches employed in teaching inequality and capitalism as a dependent function of the type of institution where it is taught.

This study analyzed university and college graduates’ income gap in South Korea to investigate factors influencing such disparities. Specifically, this study focused on types of higher education institutions and academic disciplines among the many factors affecting post-graduation income differences, using a hierarchical linear model. According to the analysis, there were differences in post-graduation income of graduates based on types of higher education institutions they attended. There was an especially large income gap between graduates from 4-year universities located in Seoul and other types of institutions. However, the coefficient size of income differences between graduates from 4-year regional universities and 2-year junior colleges either decreased, when SES variables were controlled for. This result implies that income gap between 4-year regional universities and the other types of institutions can be explained by the differences in students’ socioeconomic background. In addition, the effects of SES on graduates’ income varied in academic disciplines. Based on these results, it can be said that the horizontal stratification of higher education is affected by the combination of institutional types and academic disciplines in Korea.