Prof. Razali Bin Hassan, Malaysia Research Institute for Vocational Education and Training (MyRIVET), Universiti Tun Hussein Onn Malaysia, Malaysia
Razali Bin Hassan教授，马来西亚敦胡先翁大学,马来西亚
Research Area: Technical and Vocational Education TVET Teachers, P&P, Tranning and Innovation
研究领域：技术和职业教育 TVET 教师、P&P、培训和创新
Title: Transformational Leadership Behaviors of TVET Institutions for post-COVID 19 Pandemic
Leaders of TVET institutions face many challenges to build and maintain a culture of TVET institutions during the COVID 19 pandemic. Leaders of TVET institutions need to disperse their leadership authority at the TVET institution level which can create a better collaboration among TVET institution leadership and teachers. The distribution of authority among teachers in TVET institutions not only motivates them to work harder, but also strives to improve the quality of classroom instruction with new technology enhanced. As a result of quality education, students' learning outcomes are improved. The leadership of TVET institutions must work hard and take responsibility for improving student learning. To do this, TVET institution leaders need to define a TVET institution's vision, share this vision with TVET institution staff, and work with teachers to set TVET institutional standards. In recent years, the leadership role of TVET institutions has shifted from oversight and supervision of TVET institutions to full responsibility and accountability for student performance. Therefore, the principal of the school not only leads the TVET institution, but also influences the culture of the TVET institution. In some countries, previous research studies have been conducted to confirm that transformative leadership by TVET leaders can make the necessary changes to TVET systems. This paper addresses some important points, such as the need for leadership in TVET institutions; the significance of TVET institution leadership in promoting TVET institution culture; TVET institution s leadership in Malaysia; and factors of transformational leadership.
Prof. Alina Rodriguez, Department of Epidemiology and Biostatistics, School of Public Health, Imperial College London, UK
Research Area: Mental Health, Child Development, Stress, Depression, Obesity, Lifestyle, Medicine, Public Health, Epidemiology
Title: Attention Deficit Hyperactivity Disorder (ADHD) and educational attainment
This talk will provide an introduction to ADHD and the implications for educational attainment. Inattention and hyperactivity problems are commonly observed in children and are core symptoms of ADHD, one of the most common neurodevelopmental disorders of childhood and adolescence globally. Both the disorder and the presence of inattention and hyperactivity symptoms have been linked to a number of difficulties including academic performance. I will present evidence-based potential explanations underlying this link as well as mitigatation possibilities to improve educational outcomes.
A. Prof. Na Li, Liaoning Normal University, China
Research Area: Language research in the Republic of China, textbook language research, Liang Qichao's new style research, etc.
Title: Education for the future:What is the key competencies in the new edition curriculum
The 2022 edition of the compulsory education curriculum plan and syllabus was finally introduced last month. The concept of “key competencies”in the new outline is applied to compulsory teaching, put forward the concept of interdisciplinary integration, so what is the“key competencies”, how to cultivate the students’ “key competencies”, we should know more about the concept in the new edition of the curriculum, through the origin and meaning of the concept of“key competencies”, and the interpretation of it in different international organizations,major countries in the world,Which will help us to analyze our concept better.
Prof. CongLi, Dalian Jiaotong University, China
Research Area: EFL, teachers’ leadership and development
Title: Development and Challenges of Leadership Facing English Teachers in Higher Education
In the era of post-pandemic and post-globalization, the higher education over the world is facing more challenges that we never met before in the last century. Foreign languages education, traditionally seen as a required general course in all universities in China, on the one hand, is motivated to speed up development on the wave of The New Liberal Art Construction Project (initiated by the Educational Department of China). On the other hand, its role and significance are being questioned, due to the escalating regional frictions and conflicts , gloomy economy after pandemic and ubiquitous English learning. Facing marginalization and low expectation both from students and school authority, English teachers are feeling pressure and burnout. Therefore, reshaping the role and new perspectives to the College English education are being needed to change the path of English teachers’ development. To start with, leadership development and practices are the necessary move to help teachers change what they are experiencing. However it is a complicated process worth further exploration. Here factors impacting leadership development and suggested principles in designing leadership development programs are addressed and discussed.
2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022) http://mhehd.org/