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1

The Students’ Survey of Education for Sustainable Development Competencies: A Comparison Among Faculties

100%
Biasutti M., Surian A.
Discourse and Communication for Sustainable Education
|
2012
|
vol. 3
|
issue 1
75-82
EN
The paper reports research employing a quantitative approach to investigating the competences of university students about educating for sustainable development (ESD). Participants were 467 bachelor students of the following five areas: social sciences, educational sciences, applied sciences, engineering and health sciences. The Student Survey of Education for Sustainable Development Competencies was employed. Internal consistency and factor structure of this questionnaire were investigated by assessing Cronbach’s alphas and by performing exploratory factor analysis. Data were subjected to ANOVA for comparing the students of the five faculties. The relevance of factors and the differences between students of different areas were discussed considering also how to infuse ESD principles in university curricula. The aim is reorienting university study programmes in various faculties to prepare students about sustainable development issues.
2

The Reversal of the Flynn Effect and Its Reflection in the Educational Arena: Data Comparison and Possible Directions for Future Research and Action

72%
Zysberg L.
Roczniki Pedagogiczne
|
2019
|
vol. 11(47)
|
issue 3
147-157
PL
Przez lata wskaźniki zdolności poznawczych i kompetencji akademickich sugerowały, że zdolność ludzi do skutecznego radzenia sobie z otoczeniem ulega poprawie (nazwanej efektem Flynna). Ostatnie dowody sugerują, że ten trend może się zmieniać. To badanie analizuje dane uzyskane z Programu Międzynarodowej Oceny Uczniów (Program for International Student Assessment ) dla celowej próby grupy 9 krajów w ciągu ostatnich 6 lat i sugeruje, że rzeczywiście istnieją dowody na znaczny spadek kompetencji uczniów i umiejętności czytania, pisania i matematyki poza możliwymi względami ekonomicznymi i czynnikami krajowymi. Omówiono znaczenie wyników dla edukacji i jego potencjalne implikacje.
EN
For years indicators of cognitive abilities and academic competencies suggested that humans’ ability to effective cope with their environment is improving (dubbed the Flynn effect). Recent evidence suggests that this trend may be turning. This study explores data obtained from the Program for International Student Assessment for an intentional sample of 9 countries over the last 6 years and suggests that indeed there is evidence of substantial decrease in students competencies and literacy in Language (writing) and Math beyond possible economical, and national factors. The relevance of the results to education and its potential implications are discussed.
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