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• General & Introductory Education
• K-12 General
• Teacher Education (K-12)

Issues in Education Research: Problems and Possibilities

ISBN: 978-0-787-94810-8

Jossey-Bass

Ellen Condliffe Lagemann , Lee S. Shulman

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In a significant development, seven prominent educational institutions and universities in India have been slapped with GST show-cause notices by the Directorate General of GST Intelligence (DGGI). The notices, issued in early August, demand unpaid taxes totalling approximately ₹220 crore.

Institutions Involved and Tax Demands

The institutions facing these demands include some of India's leading educational and research bodies:

• IIT Delhi : ₹120.3 crore
• Punjab University : ₹4 crore
• Sree Chitra Tirunal Institute for Medical Sciences and Technology : ₹7.3 crore
• Centre for Sponsored Research and Consultancy (Anna University) : ₹5.4 crore
• Shanmugha Arts, Science, Technology & Research Academy : ₹10 crore
• Amrita Vishwa Vidyapeetham : ₹63 crore
• Kalasalingam Academy of Research and Education : ₹10 crore

Reason for the Notices

According to sources, the DGGI contends that the grants received by these institutions for conducting research do not qualify for GST exemption. These grants, provided by government bodies like CSIR, ICMR, SERB, and various private entities, are considered taxable under the supply of R&D services. As such, the institutions are now held liable to pay GST on these amounts.

Implications for the Institutions

The situation raises critical questions about the tax treatment of research grants and the financial burden it places on educational institutions. It remains to be seen whether these institutions will pay the demanded amounts or seek relief from the government, possibly leading to further legal and administrative proceedings.

Impact on the Education Sector

This development could have broader implications for other educational institutions across India, particularly those involved in research activities funded by grants. The outcome of these notices might set a precedent for how such grants are treated under GST law in the future.

Stay tuned for further updates on this evolving story as the institutions respond to the DGGI's demands and the potential legal battles that may ensue.

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The 10 Education Issues Everybody Should Be Talking About

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What issues have the potential to define—or re define—education in the year ahead? Is there a next “big thing” that could shift the K-12 experience or conversation?

These were the questions Education Week set out to answer in this second annual “10 Big Ideas in Education” report.

You can read about last year’s ideas here . In 2019, though, things are different.

This year, we asked Education Week reporters to read the tea leaves and analyze what was happening in classrooms, school districts, and legislatures across the country. What insights could reporters offer practitioners for the year ahead?

Some of the ideas here are speculative. Some are warning shots, others more optimistic. But all 10 of them here have one thing in common: They share a sense of urgency.

Accompanied by compelling illustrations and outside perspectives from leading researchers, advocates, and practitioners, this year’s Big Ideas might make you uncomfortable, or seem improbable. The goal was to provoke and empower you as you consider them.

Let us know what you think, and what big ideas matter to your classroom, school, or district. Tweet your comments with #K12BigIdeas .

No. 1: Kids are right. School is boring.

Out-of-school learning is often more meaningful than anything that happens in a classroom, writes Kevin Bushweller, the Executive Editor of EdWeek Market Brief. His essay tackling the relevance gap is accompanied by a Q&A with advice on nurturing, rather than stifling students’ natural curiosity. Read more.

No. 2: Teachers have trust issues. And it’s no wonder why.

Many teachers may have lost faith in the system, says Andrew Ujifusa, but they haven’t lost hope. The Assistant Editor unpacks this year’s outbreak of teacher activism. And read an account from a disaffected educator on how he built a coalition of his own. Read more.

No. 3: Special education is broken.

Forty years since students with disabilities were legally guaranteed a public school education, many still don’t receive the education they deserve, writes Associate Editor Christina A. Samuels. Delve into her argument and hear from a disability civil rights pioneer on how to create an equitable path for students. Read more.

No. 4: Schools are embracing bilingualism, but only for some students.

Staff Writer Corey Mitchell explains the inclusion problem at the heart of bilingual education. His essay includes a perspective from a researcher on dismantling elite bilingualism. Read more.

No. 5: A world without annual testing may be closer than you think.

There’s agreement that we have a dysfunctional standardized-testing system in the United States, Associate Editor Stephen Sawchuk writes. But killing it would come with some serious tradeoffs. Sawchuk’s musing on the alternatives to annual tests is accompanied by an argument for more rigorous classroom assignments by a teacher-practice expert. Read more.

No. 6: There are lessons to be learned from the educational experiences of black students in military families.

Drawing on his personal experience growing up in an Air Force family, Staff Writer Daarel Burnette II highlights emerging research on military-connected students. Learn more about his findings and hear from two researchers on what a new ESSA mandate means for these students. Read more.

No. 7: School segregation is not an intractable American problem.

Racial and economic segregation remains deeply entrenched in American schools. Staff Writer Denisa R. Superville considers the six steps one district is taking to change that. Her analysis is accompanied by an essay from the president of the American Educational Research Association on what is perpetuating education inequality. Read more.

No. 8: Consent doesn’t just belong in sex ed. class. It needs to start a lot earlier.

Assistant Editor Sarah D. Sparks looked at the research on teaching consent and found schools and families do way too little, way too late. Her report is partnered with a researcher’s practical guide to developmentally appropriate consent education. Read more.

No. 9: Education has an innovation problem.

Are education leaders spending too much time chasing the latest tech trends to maintain what they have? Staff Writer Benjamin Herold explores the innovation trap. Two technologists offer three tips for putting maintenance front and center in school management. Read more.

No. 10: There are two powerful forces changing college admissions.

Some colleges are rewriting the admissions script for potential students. Senior Contributing Writer Catherine Gewertz surveys this changing college admissions landscape. Her insights are accompanied by one teacher’s advice for navigating underserved students through the college application process. Read more.

Wait, there’s more.

Want to know what educators really think about innovation? A new Education Week Research Center survey delves into what’s behind the common buzzword for teachers, principals, and district leaders. Take a look at the survey results.

A version of this article appeared in the January 09, 2019 edition of Education Week as What’s on the Horizon for 2019?

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Issues in educational research

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• Preface (J.P. Keeves, G. Lakomski). Introduction. Overview of issues in educational research (J.P. Keeves). History of educational research (G. de Landsheere). Research paradigms in education (T. Husen). Research in education: epistemological issues (J.C. Walker, C.W. Evers). Teachers as researchers (S. Hollingsworth). Policy-oriented research (J.D. Nisbet). The Range of Approaches. Scientific methods in educational research (A. Kaplan). Biographical research methods (N.K. Denzin). Case study methods (A. Sturman). Ethnographic research methods (R. Taft). Historical methods in educational research (C.F. Kaestle). Narrative enquiry (F.M. Connelly, D.J. Clandinin). Naturalistic and rationalistic enquiry (E.G. Guba, Y.S. Lincoln). Action research (S. Kemmis). Critical discourse analysis (A. Luke). Critical theory and education (G. Lakomski). Hermeneutics (P.-J. Odman, D. Kerdeman). Issues. Research in education: nature, needs and priorities (J.P. Keeves, P.A. McKenzie). Equality of educational opportunity: philosophical issues (K.R. Howe). Feminist research methodology (B.D. Haig). Measurement in educational research (J.P. Keeves). Postmodernism (J. Marshall, M. Peters). Positivism, antipositivism and empiricism (D.C. Phillips). Phenomenology and existentialism (R. Small). From foundations to coherence in educational research (C.W. Evers). Symbol processing, situated action, and social cognition: implications for educational research and methodology (G. Lakomski). Name index. Subject index.
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Vol. 25 No. 1 (2024): Current Issues in Education’s Spring Issue

Welcome to the Spring issue of Current Issues in Education, where we embark on a journey through the dynamic landscape of contemporary educational research. In this edition, we are delighted to present a collection of insightful papers that delve into critical topics shaping the field of education today.

As we navigate the complexities of education, one recurring theme that emerges from our exploration is the pursuit of equity and social justice. From examining the limitations in education in regards to developing the possible selves of young Black men through Hip Hop-based education (Robinson, 2024) to identifying barriers to parental involvement in early childhood education (Wildmon et al., 2024) or beginning teachers’struggles in regards to students’ and their own social-emotional development and needs (Martin, 2024), the papers in this issue underscore the importance of ensuring equitable access to quality education for all learners. Through rigorous inquiry, the authors shed light on the challenges faced by marginalized communities and advocate for inclusive practices that empower every student.

Another prominent theme that permeates the research presented here is the need for adaptability and resilience in education. Whether it is navigating the transformation of courses between different modalities in higher education (Bernauer et al., 2024) or responding to the disruptions caused by the COVID-19 pandemic (Scheopner Torres & D’Souza, 2024), educators and institutions must be flexible and innovative to meet learners' evolving needs, which are changing rapidly due to broader societal demands (e.g., Caddy & Sandilands, 2019).The papers in this issue provide valuable insights that can help in building resilient educational systems capable of withstanding 21st-century challenges and re-emphasize the importance of communities, both those of practice and local, in shaping the experiences of teachers and students. 

As lead editors, we extend our gratitude to the authors for their dedication to advancing knowledge in the field of education. We also express appreciation to the reviewers and editorial team for their meticulous attention to detail and commitment to academic excellence.

We invite you to immerse yourself in the rich tapestry of research presented in this issue, engage with the findings and insights, and join us in the ongoing dialogue surrounding the future of education. Together, let us work towards building a more equitable, resilient, and inclusive educational landscape for generations to come.

Warm regards,

Tipsuda Chaomuangkhong and Bregje van Geffen

Lead Editors of Current Issues in Education

References:

Bernauer, J.A., Fuller, R.G., & Cassels, A.M. (2024). Transforming courses across teaching modalities in higher education. Current Issues in Education, 25 (1). https://doi.org/10.14507/cie.vol25iss1.2157

Caddy, J., & Sandilands, R. (2019). Analytical Framework for Case Study Collection Effective Learning Environments . OECD.

Martin, P.C. (2024). Teacher SEL Space: Addressing Beginning Teachers’ Social Emotionalm Learning in a Support Group Structure. Current Issues in Education, 25 (3). https://doi.org/10.14507 /cie.vol25iss1.2186

Robinson, S. R. (2024). Hip Hop, social reproduction, and the possible selves of young Black men. Current Issues in Education, 25 (1).   https://doi.org/10.14507/cie.vol25iss1.2143

Scheopner Torres, A., & D’Souza, L. A. (2024). Pipeline disruption: The impact of COVID-19 on the next generation of teachers. Current Issues in Education, 25 (1). https://doi.org/10.14507/cie.vol25iss1.2125

Wildmon, M.E., Anthony, K.V., & Kamau, Z.J. (2024). Identifying and navigating the barriers of parental involvement in early childhood education. Current Issues in Education, 25 (1).  https://doi.org/10.14507/cie.vol25iss1.2146

Picture: " Education is All " by cogdogblog is licensed under CC BY 2.0 .

Teacher SEL Space: Addressing Beginning Teachers’ Social Emotional Learning in a Support Group Structure

Identifying and navigating the barriers of parental involvement in early childhood education, pipeline disruption: the impact of covid-19 on the next generation of teachers, transforming courses across teaching modalities in higher education, hip hop, social reproduction, and the possible selves of young black men, make a submission.

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Journal Summary

Current Issues in Education ( CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines . As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

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10 of the biggest problems facing education

Children across the UK are heading back to school in the coming weeks. However, 250 million children around the world will be left out of the classroom. Revised for 2024, here are 10 of the biggest problems facing education around the world.

Education can help us end poverty. It gives kids the skills they need to survive and thrive, opening the door to jobs, resources, and everything else that they need to live full, creative lives. In fact, UNESCO reports that if all students in low-income countries had just basic reading skills, an estimated 171 million people could escape the  cycle of poverty . And if all adults completed their secondary education, we could cut the global poverty rate by more than half. 

So why are  250 million children around the world currently out of school? We aren’t at a loss for reasons after the last few years. Here are the top 10 problems facing education in 2024. 

1. Conflict and violence

Conflict is one of the main reasons that kids are kept out of the classroom, with USAID estimating that half of all children not attending school are living in a conflict zone — some 125 million in total. To get a sense of this as a growing issue, in 2013, UNESCO  reported that conflict was keeping 50 million students out of the classroom. Last year alone,  19 million children in Sudan were out of school due to renewed conflict. 

Education is a lifeline during a conflict, protecting children from forced recruitment and potential attacks, while giving them a sense of normalcy in times that are anything but. It’s also a critical element in reducing the chance of future conflicts in certain areas. However, despite international humanitarian law, schools have become targets of attacks in many recent conflicts. Many parents have opted to keep their children at home as a result. However, these are not easy years to make up. According to UNESCO, the first two years of  the Syria crisis erased all the country's educational progress since the start of the 21st century. Recovering these missed years also takes more time and effort, with many Syrian children requiring psychosocial care that hinders a "normal" learning curve. Unfortunately, as conflicts become more protracted, they are also threatening to create multiple lost generations. 

2. Violence and bullying in the classroom

Violence can also carry over into the classroom. One UN study found that, while 102 countries have banned corporal punishment in schools, that ban isn’t always enforced. Many children have faced sexual violence and bullying in the classroom, either from fellow pupils or faculty and staff. 

Children will often drop out of school altogether to avoid these situations. Even when they stay in school, the violence they experience can affect their social skills and self-esteem. It also has a negative impact on their educational achievement. Concern has addressed this head-on in Sierra Leone with our  Safe Learning Model .

3. Climate change

Climate change is another major threat to education. Extreme weather events and related natural disasters destroy schools and other infrastructure key to accessing education (such as roads), and rebuilding damaged classrooms doesn’t happen overnight. 

Climate change also affects children’s health, both physical and emotional, making it hard to keep up with school (and at times making it hard for teachers themselves to focus on delivering a quality education). With climate change linked so tightly to poverty, it also leads families to withdraw their children from school when they can no longer afford the fees or need their children to contribute to the household income. 

4. Harvest seasons and market days

In agricultural communities, the harvest is both a vital source of food and income. During these periods, children are often required to skip school to help their families harvest and sell crops. Sometimes they'll be out of school for weeks at a stretch. Families who make their living from farming may also have to move around if they have herds that graze, or to harvest crops planted in different areas. This is also disruptive for children and their education.

5. Unpaid and underqualified teachers

When governments are dysfunctional, public servants aren’t paid. That includes teachers. In some countries, teachers aren’t paid for months at a time. Many have no choice but to quit their posts to find other sources of income or are moved to other districts. 

As a result, schools often struggle to find qualified teachers to replace those who have left. But, without qualified teachers in the classrooms, children suffer the most. In sub-Saharan Africa, the  World Bank estimates that the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 (with no updates yet as to how the pandemic may have affected these numbers). The World Bank adds that teachers in STEM are especially hard to come by in low-income countries. 

6. The cost of supplies and uniforms

Although many countries provide free primary education, attending school still comes at a cost. Parents and caretakers often pay for mandatory uniforms and other fees. School supplies are also necessary. These costs alone can keep students out of the classroom. 

7. Being an older student

According to UNICEF, adolescents are twice as likely to be out of school compared to younger children. Globally, that means one in five students between the ages of 12 and 15 is out of school. As children get older, they face increased pressure to drop out so that they can work and contribute to their family income. 

One solution we’ve adopted at Concern is to help those who didn't complete their education learn many of the things they missed out on, including financial literacy, business management, and vocational skills. 

8. Being female

In many countries around the world, girls are more likely to be excluded from education than boys. This is despite all the efforts and progress made in recent years to increase the number of girls in school. According to UNESCO, up to 80% of school-aged girls who are currently out of school are unlikely to ever start. For boys, that same figure is just 16%. This rate is highest in emergency situations and fragile contexts.

Many schools have no toilets (let alone separate bathrooms for boys and girls). This usually means more missed days for girls when they get their period. The World Bank estimates that girls around the world miss up to 20% of their school days due to period poverty and stigma.

Girls may also be pressured to drop out of school to help out their family, as we mentioned above with regards to taking a job. However, in many countries where Concern works, they may also be forced out of school to get married. Girls who enter into an early or forced marriage usually leave school to take care of their new families. According to the UN, 33% of girls in low-income countries wed before the age of 18. Just over 11% get married before the age of 15. In most instances, marriage and having children mean the end of a girl’s formal education.

9. Outbreaks and epidemics

We learned this the hard way with COVID-19. Even if the student body is healthy, they may be kept out of school if an epidemic has hit their area. Teachers might get sick, and families with sick parents may need their children to stay home and help out. Quarantines often go into effect. 

The 2014-16 West African Ebola outbreak was a severe problem for education in countries like  Liberia and  Sierra Leone . Ebola put the education of 3 million children in these countries on hold. As a response, we worked with the governments of both countries to deliver lessons by radio. We also trained community members to work with small groups of children on basic reading and maths. As schools reopened, we shifted our focus to helping children get back into classrooms safely, but many kids still had a lot of catching up to do. 

10. Language and literacy barriers

Even if a child goes to school in the town where they were born and grew up their entire life, they may face a language barrier in the classroom between their mother tongue and the official lingua franca used in education systems. In Marsabit county,  Kenya , the first language for most children is Borana. Once students start school, they must learn two new languages to understand their teachers: Swahili and English. 

UNESCO estimates that 40% of school-aged children don’t have access to education in a language that they understand. This is especially difficult for students who have migrated to a new country, such as Syrian refugee children being hosted in Türkiye : Not only do they have to switch from Levantine Arabic to Turkish, but they also have to learn an entirely new alphabet. 

This dovetails with literacy, another key issue in education. If a student struggles with reading (even in their mother tongue), it can have a ripple effect on their ability to learn in all other subjects. Many students drop out if they feel like they can’t keep up, either due to the quality of the teaching or to a special accommodation they need for their learning that can’t be made.

Concern's work in education

Concern’s work is grounded in the belief that all children have a right to a quality education. We integrate our education programmes into both our development and emergency work to give children living in extreme poverty more opportunities in life and supporting their overall well-being. Our focus is on improving access to education, improving the quality of teaching and learning, and fostering safe learning environments

We've brought quality education to villages that are off the grid, engaged local community leaders to find solutions to keep girls in school, and provided mentorship and training for teachers. Last year alone, we reached 1.1 million people with education programmes across 10 countries.

Learn more about Concern's education programmes.

Problems in education, solved

Education - Safe Learning Model Research

The power of education and emotional support in Syria to avoid another ‘lost generation’

How has Covid-19 affected education?

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Eliminating silos in higher education to tackle climate change

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During the 2024 THE Global Sustainable Development Congress, experts discussed a holistic approach to climate change early-warning systems

The record heatwave taking place in Thailand has already killed more than 60 people since the start of 2024. The climate emergency in the country, and elsewhere, is increasingly severe and pressing. During a recent discussion at the 2024 THE Global Sustainable Development Congress in Bangkok, representatives from international organisations, academia and community-based social support groups came together to examine the creation of early-warning systems to alleviate climate and health crises.

“There is no doubt that the world is in crisis,” said Duncan Ross, chief data officer at THE. “Higher education is critical here but we also need to understand how higher education can interact with our broader communities.” Fei Chen, co-chair of the World Weather Research Programme’s Urban Prediction Project at the World Meteorological Organization and professor at the Division of Environment and Sustainability at the Hong Kong University of Science and Technology (HKUST), spoke about the importance of adopting an international approach to tackling climate change.

“To enhance our observations and improve climate disaster warning systems, we need access to data,” Chen explained. “We need to engage with local stakeholders, governments and community leaders to improve resilience. All urban climate adaptation actions must also be taken locally because every city is different and has a different climate risk.” The importance of both collaboration and coordination was highlighted in Chen’s presentation.

“Air quality has become an important issue in Hong Kong,” added Alexis Lau, head of the Division of Environment and Sustainability at HKUST. “We’ve developed an early-warning system for this issue that we think can be used for other hazards, including heatwaves.”

Lau explained that early warning technologies that have displayed utility can potentially be extrapolated and applied to other extreme weather events. However, these technologies must move beyond giving generic information, ideally providing personalised advice.

“We recently developed a personalised real-time air quality informatics system for exposure,” Lau continued. “With this system, we can help people manage their individual exposure to poor air quality. We can build a numerical weather prediction system combined with air quality that gives high-resolution information.” An effective early warning system is about providing individuals with information about their personal risk factors. Of course, financial issues come into play here but they are not always fully understood.

“From an investment point of view, for every US dollar spent on disaster preparedness, you can save up to 15 in disaster relief,” said Eva Yeung, senior manager of community resilience service at the Hong Kong Red Cross. “That is why it is so important to build community resilience,” Yeung added. The reality is that climate change does not affect everyone equally, with effects varying by demographic, location and socioeconomic background. Altogether, it represents a complex conundrum but one that “as a scientist is also an exciting one to confront”, Chen explained. However, solving it will require all stakeholders to work together. They cannot operate in silos if they want to overcome a challenge of this scale, he said. 

• Alexis Lau, head, Division of Environment and Sustainability, Hong Kong University of Science and Technology
• Fei Chen, co-chair, World Weather Research Programme’s Urban Prediction Project and professor, Division of Environment and Sustainability, Hong Kong University of Science and Technology
• Duncan Ross, chief data officer, Times Higher Education (chair)
• Eva Yeung, senior manager of community resilience service, Hong Kong Red Cross

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Department of Industrial Psychology and People Management.

Open Journal Systems

Original research, does integrated talent management foster competitive advantage in higher education institutions, about the author(s).

Orientation:  Today, industries and academic institutions across different continents, including those in South Africa, compete for the same talent, which presents the most valuable asset of an organisation. The surge in talent rivalry means that employers need to adopt strategies to distinguish themselves from their rivals.

Research purpose:  The aim of this study was to develop a conceptual model to better understand how talent management (TM) creates value for higher education institutions.

Motivation for the study:  Talent management research is primarily built around an exclusive approach to TM, yet how it works in practice and is implemented, conceived and developed in higher education, remains unclear. Hence, this study is needed to understand how integrated TM fosters competitive advantage in higher education institutions.

Research approach/design and method:  A quantitative research method was, by means of a questionnaire. Primary data were collected from 265 academics across three universities in South Africa. The data were analysed using the Statistical Package for the Social Sciences and Analysis of Moment Structures.

Main findings:  The results revealed that integrated TM practices (i.e. talent attraction, development and retention) positively contributed to sustainable competitive advantage of higher education institutions.

Practical/managerial implications:  The study provides a better understanding of the role of integrated TM in improving competitive advantage. Also, the study will help shape the policy-making process on TM in higher education institutions.

Contribution/value-add:  This study adds value to TM literature by designing a conceptual model for higher education institutions to achieve sustainable competitive advantage.

Sustainable Development Goal

Crossref citations.

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SA Journal of Human Resource Management    |    ISSN: 1683-7584 (PRINT)    |    ISSN: 2071-078X (ONLINE)

ISSN: 2071-078X