I gave two talks at the WorldSTE2013 Conference. One discusses some successes and challenges of VVOB‘s SEAL programme. It relates the programme to Shulman’s Pedagogical Content Knowledge (PCK) and Mishra and Koehler’s extension of Tecnological, Pedagogical and Content Knowledge. By introducing PCK Shulman aimed at reasserting the importance of content knowledge, as opposed to a sole focus on generic pedagogical skills such as class management that was very much in vogue during the 1980s. The presentation is embedded below.
The second presentation is based on papers I submitted for MAODE course H810. It discusses accessibility challenges to (science) education for learners with disabilities in Cambodia. It presents these challenges from an insitutional perspective, applying the Framework of Instutional Change, developed by D.C. North in the 1990s and applied by Ozcan Konur in education. In particular, it highlights some of slow-changing informal constraints that hamper the effects of changes in formal rules (such as Cambodia’s recent ratification of the UN Convention on the Rights of People with Disabilities) to take much effect in practice. The framework underlines the importance of aligning formal rules with informal constraints and enforcement characteristics.
On a sidenote, I believe this presentation was about the only one that explicitly discusses inclusive education and how access to science education can be increased for learners with disabilities, despite WHO and the UN estimates that around 15% of learners has some kind of learning disability and that 90% of disabled learners in developing countries do not attend school.