The Faculty of Education and Teaching Institut Agama Islam Negeri (IAIN) Bukittinggi, West Sumatera Indonesia, organized the 2nd International Conference on Education (BICED 2020) on 14-15 September 2020 in Bukittinggi, West Sumatera, Indonesia. The number of participants who joined the zoom room was recorded at 736 participants. 224 participants attended the conference via the zoom application and 539 participants via YouTube Channel. Participants came from 5 countries, namely Indonesia, Malaysia, Kuala Lumpur, Brunei Darussalam, Thailand and Australia. BICED 2020 is implemented with the support of a stable internet network system and a zoom application. In the implementation there were several technical obstacles encountered by the participants, namely the difficulty of joining the zoom application due to the unstable internet signal. The holding of a virtual conference felt less meaningful, due to the lack of interaction between speakers and participants. The BICED 2020 committee 29 papers were presented and discussed. The papers were authored by researchers from Australia, Brunei Darussalam, Thailand, Malaysia, United Kingdom, and Indonesia. All papers have been scrutinized by a panel of reviewers who provide critical comments and corrections, and thereafter contributed to the improvement of the quality of the papers.

This handbook provides new dimensions and directions to design tourism education curriculums and transform students' learning. It delves into issues such as job opportunities, business opportunities, required skill sets, and the role of critical and creative thinking in tourism education, and focuses on a shift in mindset from R&D (research and development) to L&D (learning and development), to aid in gaining in-the-field knowledge. It presents a global perspective on the latest trends, innovative curriculum, research, and skill needs in the travel, tourism, and hotel industry via empirical, theoretical, and conceptual chapters, as well as through global case studies. This handbook explores how to develop the skills, attributes and prospects for employment in these competitive industries, and also highlights what employers in the tourism and hospitality sectors expect from graduate and/or post-graduate candidates. Besides examining the contribution of tourism education towards a better society, this handbook introduces a new way of designing curriculums, and examines the past practices, current trends, and future opportunities in the field.

Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms.

As part of a long series of Vietnam’s policy objectives, English education has been identified as key to improving the quality of its rapidly expanding tertiary institutions and is crucial to the larger aim of modernising and internationalising its economy. Bringing together a wide range of Vietnamese and foreign English education scholars, and tertiary educational practitioners, this book documents the significant progress and challenges in the realisation of Vietnam’s English language policies as they are enacted in the higher education sector. Changes to Vietnam’s higher education system remain unstable, unsystematic, and insubstantial. This book provides insights into how recent Vietnamese government policy is providing for a substantial and comprehensive renewal of Vietnam’s tertiary education as part of their 2020 plan. Academics and students of English education, language policy, and nation building within the context of increased globalisation and marketisation in developing nations and Vietnam, in particular, should find this book valuable.

Regionalization and Harmonization in TVET contains the papers presented at the 4th UPI International Conference on Technical and Vocational Education and Training (TVET 2016, Bandung, Indonesia, 15-16 November 2016). 1. Standardization in Regionalization and Harmonization 2. Skill and Personal Development 3. Social and Cultural Issues 4. Teaching Innovations in TVET 5. Innovations in Engineering and Education.

Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to * Create authentic tasks and projects to address both academic standards and 21st century skills. * Apply task frames to design performance tasks that allow voice and choice for students. * Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. * Incorporate performance-based instructional strategies needed to prepare students for authentic performance. * Differentiate tasks and projects for all students, including those needing additional support or challenge. * Effectively manage the logistics of a performance-based classroom. * Use project management approaches to facilitate successful implementation of tasks and projects. * Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.