Promoting Sustainability through the Humanities: On the Potential Contribution of Oakeshott’s Educational Philosophy to DeSeCo Competency Education Proposals

When a teacher thinks about why an educational act is done? The answer to that question will boil down to the beginning of the process of the education system. The beginning and estuary of the process of the education system are deep-rooted ideas about education itself which are often referred to as educational philosophy. The need for the study of educational philosophy is urgent to help every Elementary School ( ES ) teacher realize the importance of answering the question "why do educational acts or learning acts do?" Departing from this background, literature study research was carried out which aimed to explain and criticize (1) the philosophical foundations in ES , (2) the role of philosophical foundations in ES, (3) the implementation of philosophy in ES, and (4) ) philosophical problems in ES. A literature study of the philosophy of education in elementary schools found (1) There are 5 (five) educational philosophies implemented in elementary education explicitly or implicitly, namely the educational philosophy of Pancasilaism, progressivism, perennialism, essentialism, and reconstructionism. (2) The role of the foundation of educational philosophy includes the role as a source of formulation of institutional educational objectives or Graduate Competency Standards, a practical role as a source of planning, implementing, and assessing education, and acting as a policy foundation at the macro, messo, and micro levels. (3) The implementation of educational philosophy in education in elementary schools includes planning, implementing, and assessing education. (4) Problems of educational philosophy in ES , including (a) uniformity vs. diversity, (b) the practice of identity politics, (c) teacher comfort zones, (d) dynamics of demands for change, and (e) incremental innovation.

Philosophy of Sport from the Institutional, Content Related and Methodological Viewpoint In this article Author presents the dispute on the philosophy of sport. He points out four standpoints concerning the existence of the philosophy of sport: a) a commonsense one, b) a content related/methodological one, c) a reductionist one, d) a nihilistic one. The first points out that the discussed branch of science exists, that its final stabilization took place in the years 1967-1979. That opinion is proclaimed by Wojciech Lipoński (an English philologist), who is supported by Zbigniew Krawczyk (a sociologist of culture, an outstanding sociologist of sport, he dealt also with philosophical aspects of sport, 1995, 1997a, 1997b), Stanisław Kowalczyk (an outstanding catholic philosopher, he expressed his opinions also on the philosophy and theology of sport 2002, 2007). That viewpoint, according to my exploratory talks, is shared by a majority of members of the British Philosophy of Sport Association, the European Association for the Philosophy of Sport and the International Association for the Philosophy of Sport, mainly because of lack of proper preparation - that is, philosophical education. The discussed standpoint has a commonsense character, since it does not tale into account the real level of contents of the philosophy of sport and relations taking place between it and general philosophy. It emphasizes only the first of the abovementioned requirements (the structural-functional one). Nobody of the abovementioned proponents of the first standpoint is aware of the need of meeting the two others of the abovementioned requirements - the content related one and the methodological one. An exception in that respect is Rev. Stanisław Kowalczyk, who admittedly raises issues connected with those two others requirements, but the contexts of justification he has formulated have - especially in the content related respect - a commonsense character. Nota bene , statements of a similar character on fundamental issues happened even to the greatest philosophers, among others to Hegel. Moreover Kowalczyk considers also (although in a disputable way) methodological issues concerning methodological foundations of the philosophy of sport. Because of the fact that I do not agree with both content related and methodological argumentation of the great Catholic philosophers, I devote more space to a polemic against him - that is, justification of my standpoint - in the subsequent part of the text. The second standpoint is expressed by Jerzy Kosiewicz. It is shared by, among others, Ivo Jirasek, Scott R. Kretchmar, Jim S. Perry, Arno Muller (it refers to arguments comprised in that text in part III and presented also in presence of the abovementioned persons during the conference of the IAPS in Olomouc in 2005). It assumes that the philosophy of sport exists, but solely in the institutional-organisational (structural-functional) sense. However, because of content related and methodological reasons, it is still in an early phase of development and hence we more have to do in that respect with philosophical reflection on sport - that is, in that case, with application of assumptions and issues from the field of general philosophy and specialized philosophies to ideography, explaining, understanding and evaluating phenomena as well as theoretical and practical activity connected with sport - than with the philosophy of sport in the strict sense of the word. The third viewpoint suggests that the philosophy of sport has not come into existence yet. McFee in one part of his text entitled Do we need a philosophy of sport? (in: Are There Philosophical Issues Respect to Sport (Other Than Ethical Ones) , 1998, pp. 3-18) undermines the sense of its existence. He wonders if it is needed at all and he proclaims, after a long argument, that it is not. He proclaims, not without a reason, that if in the process of creating the philosophy of sport we have to do solely with application of philosophy for reflection on sport, so, as a matter of fact, the philosophy of sport as such is not needed at all. The general philosophy will suffice as a theoretical foundation for reflection on sport, for explaining and understanding its sense, meaning, essence, cultural and biological background, social and psychological mechanisms, needs, motives, etc. I suppose that working on that assumption we have to do rather with philosophical reflection on sport than with any form of the philosophy of sport. Nevertheless, the precondition of existence of the philosophy of sport in the strict sense of the word is referring to achievements of the whole philosophy. And philosophical reflection on sport is the first step on the road to creation of a fully autonomous and mature philosophy of sport. Hence, I do not share the final McFee's conclusion included in the discussed text and proclaiming that the philosophy of sport as such is not needed, since each newly born philosophical branch goes through the application period, but, sooner or later, it breaks free from that initial content related and methodological dependence. It has also a right for its own academic name since the very beginning. The fourth standpoint has a radical character. It proclaims categorically that any philosophical reflection on sport is unnecessary - similarly as neither the philosophy of railroading, nor the philosophy of transport as such, nor the philosophy of mining or carpentry are needed. It is proclaimed that there are such fields which may do without philosophy and which do not need philosophy for anything. They allegedly include physical activity, activity in the field of physical culture. That view is proclaimed and supported by, among others. Henning Eichberg and Ejgil Jespersen. Author is not a proponent of that viewpoint, because physical culture and sport, among others because of their significance and range of social, cultural, health-related or axiological influences, implicate indubitably the need of cognitive studies of a philosophical character which should be continuously deepened and widened. Defining organizational-institutional, content related and methodological deficiencies characteristic for the philosophy of sport Authors points out to barriers which must be overcome to enable its further development. It is facilitated by defining its identity. Author thinks at the first about institutional-organisational difficulties: 1. The philosophy of sport has not appeared in structures of many scientific and didactic institutions closely connected with sport. 2. Neither she is present in syllabuses and didactic of many of the abovementioned institutions. 3. About 85% of members the international, the British and the European association of philosophy of sport - as well as participants of conferences on the subject and research projects and teams - have no philosophical education. 4. Many former chairpersons of scientific associations in Europe and outside had no philosophical education. A majority of them played a remarkable organizational and institutional role connected with promoting and strengthening the status of the philosophy of sport. However, their activity only indirectly and insufficiently facilitated development of that philosophy in the content related and methodological sense. 5. The strictly philosophical milieu manifests poor interest in the philosophy of sport. A percentage of persons from that milieu who carry out studies connected with it or express their opinions about it are too low. He thinks also that it is possible to distinguish the following content related and methodological deficiencies characteristic for the philosophy of sport: 1. Shortage of original assumptions and issues, which have been worked out solely on the ground of the philosophy of sport and are characteristic only for that discipline. 2. The discussed philosophy uses only languages of general philosophy and other specialised philosophies, referring to their terms, notions, categories, branches, circles, schools, currents, periods, ages, assumptions, issues, etc. 3. There is no feedback influence on general philosophy and specialised philosophies. 4. Literature on the philosophy of sport has introductory (initial) and applicative qualities. 5. Because of the abovementioned reasons, the philosophy of sport does not meet the fifth, the sixth and the seventh methodological condition concerning becoming independent from the abovementioned application and working out its own, specific assumptions and issues, as well as feedback influence. That is because such a situation makes it impossible to confirm not only its autonomy, but also its maturity. 6. Sports sciences (which, treated in a broader or different way, can be called physical culture sciences) have no common and coherent content related and methodological basis. They are very varied in that respect. It makes impossible coherent sublimation of that science in the form of the philosophy of sport. In that case, the first methodological criterion (according to S. Kamiński's interpretation), concerning its autonomy, is not fulfilled, because the subject of its interest connected with sports sciences has not been defined. 7. The fact that the philosophy of sport is not cognitively advanced (that is, there are no significant results of practising it), and that there are no means connected with the discussed activity (that is, a specialised methodology) and facilitating its developme

Analysis of Educators’ Work Motivation in Supporting Main Tasks of Development and Education Command of Indonesian Navy (Causal Study in Educators Group Kobangdikal, Surabaya)

The article analyzes the program-basic document "New Ukrainian School", which is not only conceptual but also practical and implementation. In particular, the document defines the groups of competencies that should be considered by the pedagogical community as a practical basis for teaching and education. This project envisages significant changes in the philosophy of education, the theory of modernization of its key areas and the branch in general, priority and promising steps to bring the education system in line with trends tested by world practice. The document of the European Parliament and the Council of Europe identifies 8 groups of competencies, while the Project outlines 10 key competencies. It is worth noting that these competencies are the key ones, so their features are: multifunctionality, supersubjectivity, interdisciplinarity, multi-component, focus on the formation of critical thinking, reflection, defining one's own position. The concept recognizes their equivalence at all stages of learning. This means that each educational field (linguistic-literary, foreign language, mathematical, natural, technological, informational, social and health, physical culture, civic and historical, artistic) has the educational potential which is necessary for the formation of each key competence. This potential must be realized through the learning process of each subject or course. It is emphasized that the formation of the above competencies requires the use of technologies of modular developmental learning, problem-based learning, project methodology, interactive learning, including game technology, case technology, debates, public presentations, various types of training, critical thinking technology, etc. The prospect of further development of the outlined issues is precisely the development of specific initial, methodological, practical mechanisms for the implementation of these groups of competencies in national education.

This paper notes the critical response that the ‘competence movement’ has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the ‘transparency’ of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of ‘competence’ can be defended in these terms and that this requires a more generic and cognitively laden concept of personal and professional competence.

This article analyzes the potential and problems of determining the content of education based on competencies. Were identified the main impacts of this process. Particular attention is paid to the implementation of the principle of comparability in the construction of modern educational standards. Analyzed the contradictions of General competences of the project Tuning. In the two tables are integrated contradiction competence on three educational levels and general competencies two lists of project Tuning.

First Published in 1988. The critical thinking movement is increasingly important in the philosophy of education. Beginning from the generally accepted view that children should be taught to reason, not simply to repeat what they have been told, it tries to establish whether it is in fact possible to teach children a set of skills which add up to thinking. Siegel here examines three major conceptions of critical thinking and then puts forward his own definition of the critical thinker as one who is appropriately moved by reasons'. He argues that critical thinking is a fundamental educational ideal, and defends the ideal against charges of indoctrination. Chapters on science education and minimum competency testing highlight its practical implications for education policy and curriculum. This book should be of interest to lecturers and students of education and philosophy.

This study explored pre-service special education teachers’ perceptions of AI-based career and academic guidance systems within the 2022 revised special education curriculum, focusing on the domain of career and transition education. To complement potential interpretive limitations stemming from pre-service teachers’ limited field experience, perspectives from a small number of in-service teachers were also examined. A questionnaire survey and focus group interviews(FGI) were conducted with undergraduate and graduate students majoring in special education. Participants perceived AI as a collaborative tool that supports students with disabilities by reflecting their individual characteristics and developmental stages in career decision-making and transition planning. They highlighted the need for several preconditions for effective implementation, including teacher professional development, standardized operational guidelines, data protection, and algorithmic fairness. These views suggest that AI should function as a system that enhances teacher professionalism and student autonomy rather than replacing educators. Based on these perceptions, the study identifies key conditions for designing AI-based career and academic guidance that promote autonomy and dignity for learners in special education. The findings underscore the importance of grounding AI design and application in educational philosophy and ethical reflection, offering foundational implications for strengthening AI-related competencies in teacher education and informing future policy directions.

Inclusive education is an educational philosophy that specifies that students with disabilities have to be educated alongside their same‐age peers to the maximum extent possible has garnered traction across the globe. Despite global calls to make inclusive education a means to advance educational equity for students with disabilities, many countries such as South Africa have struggled to make it a reality. Teachers report being unprepared and not confident to address the learning needs of students with disabilities in inclusive settings. This study examined the competency levels of South African teachers in inclusive education. Data were collected through questionnaires from 126 primary and secondary school teachers employed in full‐service schools, in the Capricorn Region, Limpopo Province of South Africa. The results show that teachers who had prior training in inclusive education, on average, had higher inclusive education competencies than those who had no training. The results also indicate significant gaps in training and the lack of explicit articulation of inclusive education in the teacher training programs. Recommendations and implications for future practitioners are provided.

Problem statement: Bologna process challenges European higher education area by comparability and compatibility of several issues including educators’ professional competence. However, through their educational philosophy and activity educators have discovered and shaped their own sense and meaning of pedagogical competence. During the time when teacher professional standard has been reexamined nationally, teachers’ voice in Latvia is still poorly considered. Therefore, this article aims to provide a balance between two directions-’from-above’ that implies policy and legislation and ‘from-below’ that stands for practitioners’ own voice. Approach: This study is an attempt to enter into professional world of elementary school teachers and to describe how they interpret meaning of their pedagogical competence embodied in educational activity. Thus, this basic interpretive study reflects characteristics of phenomenology and constructionism. The data are collected through semi-structured interviews. The sample (n = 14) is created by snowball approach and includes teachers who represent different length of service, main ethnic backgrounds and geographical parts of Latvia. The data analysis implies identification of recurrent themes that emerge through the data. Results: As a result, the study provides a description of developed themes that illustrate elementary school teachers’ understanding of social and emotional aspect of pedagogical competence. Conclusion: The developed themes are discussed in the context of Bologna initiatives in higher education, holistic understanding of pedagogical competence and sustainable development of teacher education.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? An Evaluation of Current Lifelong Learning Policy in Australia.” International Journal of Lifelong Education 28, no. 1 (February): 19–40.Dausien, Bettina, and Dorothee Schwendowius. 2009. “Professionalisation in General Adult Education in Germany—an Attempt to Cut a Path through a Jungle.” European Journal of Education 44, no. 2 (June): 182–203.Dowling, Jennie. 2009. “Changes and Challenges: Key Issues for Scottish Rural Schools and Communities.” International Journal of Educational Research 48, no. 2 (June): 129–39.FitzSimons, Gail. 2009. “Perspectives on Adult Education in Portugal.” Studies in Continuing Education 31, no. 1 (March): 91–96.Foley, Ellen E. 2009. “The Anti‐politics of Health Reform: Household Power Relations and Child Health in Rural Senegal.” Anthropology and Medicine 16, no. 1 (January): 61–71.Gross, Marin. 2009. “The Professionalisation of Adult Educators in the Baltic States.” European Journal of Education 44, no. 2 (June): 221–42.Guimarães, Paula. 2009. “Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.” European Journal of Education 44, no. 2 (June): 205–19.Gur’lanova, M. P. 2009. “Problems and Prospects of the Development of the Rural School in Russia.” Russian Education and Society 51, no. 7 (July): 3–12.Handa, Sudhanshu, Heiling Pineda, Yannete Esquivel, Blancadilia Lopez, Nidia Veronica Gurdian, and Ferdinado Regalia. 2009. “Non‐formal Basic Education as a Development Priority: Evidence from Nicaragua.” Economics of Education Review 28, no. 4 (August): 512–22.Hargreaves, Linda M. 2009. “Respect and Responsibility: Review of Research on Small Rural Schools in England.” International Journal of Educational Research 48, no. 2 (June): 117–28.Hargreaves, Linda, Rune Kvalsund, and Maurice Galton. 2009. “Reviews of Research on Rural Schools and Their Communities in British and Nordic Countries: Analytical Perspectives and Cultural Meaning.” International Journal of Educational Research 48, no. 2 (June): 80–88.Hillier, Yvonne. 2009. “The Changing Faces of Adult Literacy, Language, and Numeracy: Literacy Policy and Implementation in the UK.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 531–46.Ireland, Timothy D. 2009. “Literacy in Brazil: From Rights to Reality.” International Review of Education 54, nos. 5–6 (December): 713–32.Kalaoja, Esko, and Janne Pietarinen. 2009. “Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network.” International Journal of Educational Research 48, no. 2 (June): 109–16.Liu, Mingxing, Rachel Murphy, Ran Tao, and Xuehui An. 2009. “Education Management and Performance after Rural Education Finance Reform: Evidence from Western China.” International Journal of Educational Development 29, no. 5 (September): 463–73.Liu, Ning Rong. 2009. “Decentralisation and Marketisation of Adult and Continuing Education: A Chinese Case Study.” International Journal of Educational Development 29, no. 3 (May): 212–18.Lloyd, Cynthia B., Cem Mete, and Monica J. Grant. 2009. “The Implications of Changing Educational and Family Circumstances for Children’s Grade Progression in Rural Pakistan.” Economics of Education Review 28, no. 1 (February): 1997–2004.Luo, Renfu, Yaojiang Shi, Linxiu Zhang, Chengfang Liu, Scott Rozelle, and Brian Sharbono. 2009. “Malnutrition in China’s Rural Boarding Schools: The Case of Primary Schools in Shaanxi Province.” Asia Pacific Journal of Education 29, no. 4 (December): 481–501.Macpherson, Ian. 2009. “The Rights‐Based Approach to Adult Education: Implications for NGO‐Government Partnerships in Southern Tanzania.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 263–79.Marshall, Jeffery H. 2009. “School Quality and Learning Gains in Rural Guatemala.” Economics of Education Review 28, no. 2 (April): 207–16.Maruatona, Tonic. 2009. “Reflections on Policies for Mass Literacy Education in Sub‐Saharan Africa.” International Review of Education 54, nos. 5–6 (December): 745–54.Mazurkiewicz, Grzegorz. 2009. “Adult Educators: An Example of the New Approach to Lifelong Learning in Poland.” European Journal of Education 44, no. 2 (June): 243–55.Moffat, Shaye, and Cynthia Vincent. 2009. “Emergent Literacy and Childhood Literacy‐Promoting Activities for Children in the Ontario Child Welfare System.” Vulnerable Children and Youth Studies: International Interdisciplinary Journal for Research, Policy, and Care 4, no. 2 (August): 135–41.Ogawa, Akihiro. 2009. “Japan’s New Lifelong Learning Policy: Exploring Lessons from the European Knowledge Economy.” International Journal of Lifelong Education 28, no. 5 (September): 601–14.Osborne, Michael, and Kate Sankey. 2009. “Non‐vocational Adult Education and Its Professionals in the United Kingdom.” European Journal of Education 44, no. 2 (June): 271–89.Papastamatis, Adamantios, and Eugenia Panitsidou. 2009. “The Aspect of ‘Accessibility’ in the Light of European Lifelong Learning Strategies: Adult Education Centres—a Case Study.” International Journal of Lifelong Education 28, no. 3 (May): 335–51.Pitman, Tim, and Susan Broomhall. 2009. “Australian Universities, Generic Skills, and Lifelong Learning.” International Journal of Lifelong Education 28, no. 4 (September): 439–58.Preece, Julia. 2009. “Lifelong Learning and Development: A Perspective from the ‘South.’” Compare: Journal of Comparative and International Education 39, no. 5 (September): 585–99.Probyn, Margie. 2009. “‘Smuggling the Vernacular into the Classroom’: Conflicts and Tensions in Classroom Codeswitching in Township/Rural Schools in South Africa.” International Journal of Bilingual Education and Bilingualism 12, no. 2 (April): 123–36.Reprintseva, G. 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Parr. 2009. “Chain of Influence from Policy to Practice in the New Zealand Literacy Strategy.” Research Papers in Education 24, no. 2 (June): 135–54.Usman, Lantana M. 2009. “Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria.” International Journal of Lifelong Education 28, no. 5 (September): 631–47.Van den Dungen, Marja. 2009. “Lifelong Learning within HE in the Netherlands.” European Journal of Education 44, no. 3 (September): 339–50.Weyer, Frédérique. 2009. “Non‐formal Education, out‐of‐School Learning Needs, and Employment Opportunities: Evidence from Mali.” Compare: Journal of Comparative and International Education 39, no. 2 (March): 249–62.Whitescarver, Keith, and Judith Kalman. 2009. “Extending Traditional Explanations of Illiteracy: Historical and Cross‐Cultural Perspectives.” Compare: Journal of Comparative and International Education 39, no. 4 (August): 497–511.Zarifis, George. 2009. “Decisions, Provisions, and Disillusionment for Non‐vocational Adult Learning (NVAL) Staff in South‐Eastern Europe: A Comparative Appraisal of Some Policy Developments with Diminishing Returns.” European Journal of Education 44, no. 2 (June): 163–82.Zepke, Nick. 2009. “A Future for Adult Lifelong Education in Aotearoa New Zealand: Neoliberal or Cosmopolitan?” International Journal of Lifelong Education 28, no. 6 (December): 751–61.Child, Citizenship, and Human RightsAraújo, Ulisses, and Valéria Arantes. 2009. “The Ethics and Citizenship Program: A Brazilian Experience in Moral Education.” Journal of Moral Education 38, no. 4 (December): 489–511.Bromley, R. D. F., and P. K. Mackie. 2009. “Child Experiences as Street Traders in Peru: Contributing to a Reappraisal for Working Children.” Children’s Geographies 7, no. 2 (June): 141–58.Castellino, Joshua. 2009. “The MDGs and International Human Rights Law: A View from the Perspective of Minorities and Vulnerable Groups.” International Journal of Human Rights 13, no. 1 (February): 10–28.Christie, Pam. 2009. “The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa.” International Journal of Educational Development 30, no. 1 (January): 3–11.Cowan, Elaine M., and David C. McMurty. 2009. “The Implementation of ‘Education for Citizenship’ in Schools in Scotland: A Research Report.” Curriculum Journal 20, no. 1 (March): 61–72.Devaney, John, and Trevor Spratt. 2009. “Child Abuse as a Complex and Wicked Problem: Reflecting on Policy Developments in the United Kingdom in Working with Children and Families with Multiple Problems.” Children and Youth Services Review 31, no. 6 (June): 635–41.Evans, Carly Anne. 2009. “Ethical Implications of Child Welfare Policies in England and Wales on Child Participation Rights.” Ethics and Social Welfare 3, no. 1 (April): 95–103.Freeman, Mark. 2009. “Education and Citizenship in Modern Scotland.” History of Education: Journal of the History of Education Society 38, no. 3 (May): 327–32.Ghosh, Biswajit. 2009. “Trafficking in Women and Children in India: Nature, Dimensions, and Strategies for Prevention.” International Journal of Human Rights 13, no. 5 (December): 716–38.Golmohamad, Muna. 2009. “Education for World Citizenship: Beyond National Allegiance.” Educational Philosophy and Theory 41, no. 4 (August): 466–86.Hand, Michael, and Joanne Pearce. “Patriotism in British Schools: Principles, Practices, and Press Hysteria.” Educational Philosophy and Theory 41, no. 4 (August): 453–65.Haynes, Bruce. 2009. “History Teaching for Patriotic Citizenship in Australia.” Educational Philosophy and Theory 41, no. 4 (August): 424–40.Herrera, Elsa, Gareth A. Jones, and Sarah Thomas de Benítez. 2009. “Bodies on the Line: Identity Markers among Mexican Street Youth.” Children’s Geographies 7, no. 1 (March): 67–81.Jaramillo, Rosario, and José A. 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Teacher competency is fundamental to successful vocational education reforms and quality enhancement. The rapid economic transformation and industrial upgrading in Shandong Province require highly skilled talents, prompting the implementation of modern vocational education (MVE) reform. However, the current competency of vocational teachers (VTs) often falls short of MVE standards, and there is an urgent need for a development model suitable for regional characteristics as a guide. In this study, we aim to assess the current state of VT competency development in Shandong Province and propose an integrated competency development model tailored to its specific needs. Our research employed a mixed-methods design, incorporating a cross-sectional survey of 280 VTs and 140 administrators and semi-structured interviews with management personnel. We conducted the exploratory factor analysis (EFA) on a comprehensive survey questionnaire and identified six key determinants of VT competency development. Based on these findings and expert interviews, we developed an integrated competency development model, comprising the teacher’s personal qualities and educational philosophy, educational technology competence, digital teaching competence, social policy, professional identity, and school culture and support. This model offers practical implications for designing effective teacher training programs and establishing supportive institutional environments, ultimately aiming to enhance the quality of vocational education through improved teacher competency.

This study aimed to examine the educational philosophy of Taekwondo Instructor who are working in the field of sport for all from the perspective of andragogy, which is a key principle used in adult education. In addition, this study started with the goals of advancing the educational paradigm and teaching competency of Taekwondo Instructor based on the learning behaviors of adult learners, and suggesting directions for the educational philosophy of Taekwondo Instructor. The content of this study is as follows. First of all, the educational philosophy of Taekwondo Instructor was examined from the perspective of andragogy, and it was found to be necessary to provide field Instructor at the heart of Taekwondo, being loved as a martial arts sport around the world, with various curriculums, programs that can be utilized valuably by them, and educational patterns based on their educational philosophy. First, in terms of andragogical adult learning, it is necessary to establish educational programs for the educational philosophy of Taekwondo Instructor as an alternative to continuous self-directed learning. New attempts need to be made through an andragogical approach in a valid way. Second, based on andragogical thinking, it is necessary to establish a learning paradigm in which learners can experience their own learning performance, that is, the outcome of learning.

Currently the vocational education has been oriented to the educational processes in which focusing on the development of the student in order to ready to work professionally and ready to improve their self-potential in particular field work. Meanwhile, today and future jobs in various business sectors and industry are still growing and developing towards green jobs. If there is no counter and solution for this growth of green jobs, then it would create a new gap between the output’s competencies of vocational education and the qualification that needed by various business sector and industry. After studying some latest literatures, it was found that there is no any explicitly and concretely both concept and definition of green jobs in the vocational education curriculum (Curriculum 2013). Thus, this paper presents the urgent and such a challenge to change the philosophy of vocational education towards green jobs and ecology oriented.

Currently the vocational education has been oriented to the educational processes in which focusing on the development of the student in order to ready to work professionally and ready to improve their self-potential in particular field work. Meanwhile, today and future jobs in various business sectors and industry are still growing and developing towards green jobs. If there is no counter and solution for this growth of green jobs, then it would create a new gap between the output’s competencies of vocational education and the qualification that needed by various business sector and industry. After studying some latest literatures, it was found that there is no any explicitly and concretely both concept and definition of green jobs in the vocational education curriculum (Curriculum 2013). Thus, this paper presents the urgent and such a challenge to change the philosophy of vocational education towards green jobs and ecology oriented.