Sunthonkanokpong, Wisuit
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Preferred name
Sunthonkanokpong, Wisuit
Main Affiliation
Email
wisuit.su@kmitl.ac.th
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Item type:Publication, Quality, equity, inclusion and lifelong learning in pre-service teacher education(2019-12-01); Murphy, ElizabethSustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The role of engineering education for innovation in the 21st century(2019-01-01); Murphy, ElizabethThis conceptual paper first presents a synthesis of the central target and related concepts of five innovation policies from Asia. The paper then identifies how engineering education (EE) can help realise this target. Methods involved online, quantitative, key concept analysis combined with qualitative analysis of units of meaning. Analysis of the policies revealed that the overall target was social and economic prosperity. The prosperity is powered by a capacity for sustainability and inclusivity and by five other sub-categories of capacity as follows: human; relational; research and development; science, technology and innovation and; entrepreneurship and competitive. EE can contribute to social and economic prosperity by helping to build this capacity. Building capacity requires a shift from teaching as telling, to teaching as doing, from transmission of knowledge, to construction of knowledge, from teacher- to learner-centred learning and from didactic teaching to project- and problem-based learning situated in authentic, scientific, social and technological contexts.