Thematische Bibliographien / Jordan, primary education

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Auswahl der wissenschaftlichen Literatur zum Thema „Jordan, primary education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Jordan, primary education"

Alwedyan, Safaa, und Aymen Taani. „Adoption of sustainable agriculture practices by citrus farmers and its determinants in the Jordan valley: the case of Northern Ghor“. Potravinarstvo Slovak Journal of Food Sciences 15 (31.08.2021): 768–75. http://dx.doi.org/10.5219/1676.

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The agricultural sector in the Jordan Valley plays an important role in the economic system and that the region is essentially Jordan's food basket. The adoption of sustainable agricultural practices is widely recognized as essential to ensure agricultural sustainability. This study analyzed factors influencing citrus farmer's adoption of sustainable agricultural practices (SAPs) in the Northern Ghor of Jordan valley. The study used a quantitative approach. Simple random sampling was adopted to select 115 farmers in the study area. A multiple regression analysis was applied to identify factors influencing the sustainability of citrus farming practices. The study found that the largest proportion 44.4% of the citrus farmers had a fairly high adoption rate of SAPs while 13.0% of ones had high adoption of SAPs. In addition, the study revealed that age of farmer, Farm experience, primary education, and tertiary education were factors that affected farmers SAPs adoption. Policy recommendations are proposed to enhance the implementation of sustainable agriculture practices by the citrus farmers in the Northern Ghor of Jordan valley.

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Al-Edwan, Zaid Suleiman. „The Security Education Concepts in the Textbooks of the National and Civic Education of the Primary Stage in Jordan—An Analytical Study“. International Education Studies 9, Nr. 9 (29.08.2016): 146. http://dx.doi.org/10.5539/ies.v9n9p146.

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<p class="apa">The present study aimed at exploring the concepts of the security education in the textbooks of the national and civic education of the higher primary stage in Jordan. It adopted the descriptive analytical method. The study sample consisted of the textbooks of the national and civic education for the basic eighth, ninth and tenth grades. To achieve the objective of the study, a form was prepared for the analysis of these textbooks which contained the security education concepts; (34) security concepts distributed over four areas: the intellectual security, the political security, the social security, and the economic security. The findings of the study showed that the textbook of the national and civic education of the tenth primary grade was of more inclusion of the concepts of security education than those of the eighth and ninth grades. Also, it was revealed that the extent of inclusion of the security education concepts in the textbooks of the national and civic education varies in the higher primary stage, while the level of sequence of these concepts included in these textbooks is low. Additionally, the findings showed that there were no statistically indicative differences in the level of integration of the security education concepts between the textbooks of national and civic education in higher primary stage in Jordan.</p>

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Shdaifat, Sameer Aowad Kassab, Nidal A. K. Shdaifat und Linda Ahmad Khateeb. „The Reality of Using E-Learning Applications in Vocational Education Courses During COVID 19 Crisis from the Vocational Education Teachers’ Perceptive in Jordan“. International Education Studies 13, Nr. 10 (21.09.2020): 105. http://dx.doi.org/10.5539/ies.v13n10p105.

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The present study aimed to explore the reality of using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan from the perspective of vocational education teachers. It aimed to explore the way students interact with e-learning applications in this regard. It aimed to explore the challenges associated with using E-Learning applications in this regard. A sample was selected. It consists from 60 vocational education teachers. These teachers were selected from the primary public schools in Jordan. A three-part questionnaire was used. It was found that respondents have negative attitudes towards using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan. It was found that the severity of the challenges associated with using E-Learning applications in this regard is high. In the light of the study’s results, several recommendations were proposed. For instance, the researchers recommend providing vocational education teachers at Jordanian schools with training courses about the way of using E-Learning applications.

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Al-Husban, Naima, und Mohammad Tawalbeh. „Investigating global citizenship concepts embedded in primary and secondary textbooks in Jordan“. Citizenship Teaching & Learning 17, Nr. 2 (01.06.2022): 309–26. http://dx.doi.org/10.1386/ctl_00087_1.

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This study explores the extent to which global citizenship knowledge is addressed in Jordanian textbooks on Arabic and English languages, science and social education across grades from KG2 to twelfth grade. A phenomenological design ‘content analysis’, which is a kind of qualitative study studies, was used. Fifty-seven textbooks were analysed. A matrix of the main concepts of global citizenship education (GCED) in the domains of knowledge, skills and values was conducted in light of the presence of these concepts. The results revealed that GCED concepts were superficially integrated into the analysed textbooks and this was done in a limited, unsystematic and inconsistent way with a reference to national or regional meanings rather than to a global one. Secondary stage, values and social education textbooks revealed that having the highest dominance among other components. Based on the results, it is recommended that the Ministry of Education reconsider and revise the current textbooks in light of the main requirements that UNESCO has asked its members to embed in its curricula and textbooks. It is also recommended to improve textbooks to engage learners with international issues that they are capable of mitigating the global risks like that posed by COVID-19. Additionally, the study recommends conducting further studies using other variables such as teachers’ awareness and comparative studies on which the current textbooks should be developed.

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AlQallab, Lina Kleaf, und Mohammad Saleem Al-Zboon. „A Proposed Future Vision for Improving the Virtual Learning Culture in Jordanian Schools“. Modern Applied Science 12, Nr. 4 (19.03.2018): 13. http://dx.doi.org/10.5539/mas.v12n4p13.

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The present study aimed to identify the future vision for developing the culture of virtual education in Jordanian schools by identifying the reality of the virtual education culture and the difficulties in applying this type of education.The study sample consisted of (2000) teachers and teachers representing all the directorates of education in Jordan, and were selected in the random stratified manner.The results showed that the reality of the virtual education culture in Jordanian schools from the point of view of the primary stage teachers in Jordan was high and that the difficulties facing virtual education in Jordan were high. Based on the results, the paper recommended to Bringing up people who accept the culture of change and adapt to it which shall enable them to seek achieving their ambitions and develop their potentials. and Promoting a culture that is based on a scientific methodology and employing people’s mental skills and scientific methods to find practical solutions for societal problems. The vision’s outlines include developing a personality that is capable to reach knowledge through using various sources of information.

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Majadly, Haifaa, und Aharon Geva-Kleinberger. „Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries“. Journal of Educational Media, Memory, and Society 12, Nr. 2 (01.09.2020): 1–29. http://dx.doi.org/10.3167/jemms.2020.120201.

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This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.

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Mohammad Alayasrah, Mohammad Nayef, und Shima’ Mkhymr Salih Yahyaa. „The Analysis of the Science Textbooks for the First Three Grades in the Brimary Education in Jordan in the Domain of Science Process Skills (2017)“. Review of European Studies 9, Nr. 4 (08.11.2017): 68. http://dx.doi.org/10.5539/res.v9n4p68.

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The current study aims at detecting the essential and integrated science process skills in the first three grades of the primary education in Jordan using the analytical and descriptive Method. The study population consists of the science textbooks of the first three grades in the primary education in Jordan in 2015/2016.The sample of the study is its population. The study has shown that the most basic science process skills included in the science textbooks is the observation process. The textbooks also include all the integrated science process skills, and the experimental process is the most frequent one. However, the books do not include the processes of using time and place elations and the connection process. According to its results, the study has recommended the following. The process of using numbers in the science textbooks of the first grade, and also the processes of using time and place processes, and connections process in the first three grades science books along with the basic science process skills in an organized and balanced form, in the first three grades should be included, it also suggests conducting a study about the evaluation of the first three grades teachers, and the changes in the science textbooks of the first three grades in Jordan.

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Al-Jazi, Dr Abdullah Ali. „Gender in Islamic Education Textbooks for the Higher Primary Stage in Jordan---An Analytical Study“. Journal of Studies in Education 12, Nr. 2 (15.04.2022): 32. http://dx.doi.org/10.5296/jse.v12i2.19584.

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The study aimed to investigate gender in Islamic education books for the higher preliminary stage, in the eighth, nineth, and tenth grades, and in order to achieve the objectives of the study, a content analysis card for these books was developed, and after making sure of their psychometric properties (truthfulness and consistency), they were applied to these books, the results showed that the education books The Islamic education handled various personalities such as: The Prophets, wives of the Prophet and his Companions, in addition to a number of scientists. The results also showed that there is a great variance in the genders mentioned in these books and in favor of males, and in light of the results the study recommended the necessity of a balanced distribution of the gender in these books.

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Al-Sayyed, Jihad Mohammed, und Mohammad Sayel Alzyoud. „The Degree of Using Social Media in the Educational Process from the Perspective of Teachers in Jordan“. Modern Applied Science 12, Nr. 4 (30.03.2018): 178. http://dx.doi.org/10.5539/mas.v12n4p178.

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This study aimed at investigating the degree of using social media in the educational process by the teachers of the upper-primary stage in Jordan from teacher’s perspective. The survey method used in this study is the descriptive method. The data were collected using a questionnaire and was developed to achieve the objectives of the study. The population of the study includes 37703 teachers of the upper primary stage in governmental and private schools, supervised by the Ministry of Education in Jordan for the academic year (2016/2017). The study sample consisted of 2133 teachers (766 male teachers and 1367 female teachers) who were randomly selected according to the stratified random sampling. The first question was answered by calculating the mean and the standard deviations of the sample individual’s responses based on the items of the questionnaire related to the degree of using social media in the educational process in the upper primary stage in Jordan. In answering question one, the mean and the standard deviations of the responses of the sample individuals were calculated on the questionnaire based on the degree of using social media in the educational process in the upper primary stage in Jordan in general, and also for each dimension of the study questionnaire. Results of question one showed that the degree of using social media means by the teachers of upper primary stage in Jordan was low. In answering question two, the significant statistical differences (α = 0.05) based on the degree of using social media in the educational process by the teachers of the upper primary stage in Jordan due to their gender, school type, and academic qualification were examined through calculated means, standard deviations, the independent samples t-test, and one way analysis of variance (ANOVA). Results of question two showed that there are statistically significant differences at α = 0.05 on the scores of the respondents in the study sample. This, however, can be seen in terms of the dimensions of the degree of using social media by teachers of upper primary stage in educational process in Jordan, for the whole tool, due to gender in favor of males. The differences were in the dimension of knowledge, skills, and value for males. In terms of the social dimension, the differences were in favor of females. There are no statistically significant differences at α = 0.05 on the degrees of the respondents to the study sample on the dimensions of the use of social media by teachers of upper primary stage in educational process in Jordan, and based on the degree of overall tool, according to school type variable (governmental, private). In the light of the study results, a number of recommendations were proposed, including enhancing the methods of the use of social media means in the educational process, and overcoming the obstacles that hinder the use of social media in the learning and teaching process.

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Abu-Alruz, Jamal, Salah Hailat, Mahmoud Al-Jaradat und Samer Khasawneh. „Attitudes toward Pillars of Sustainable Development: The Case for University Science Education Students in Jordan“. Journal of Teacher Education for Sustainability 20, Nr. 2 (01.12.2018): 64–73. http://dx.doi.org/10.2478/jtes-2018-0015.

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Abstract The primary aim of the study is to determine the attitudes of science education students at a public university in Jordan toward sustainable development. The validated instrument has been applied to a sample of 198 university students taking science education classes. Descriptive analyses have been used to analyse the data collected. Results of the study indicate overall positive attitudes toward three pillars of sustainable development (economic viability, society, and education). However, students’ attitudes toward the environment as a pillar of sustainable development are negative. The study offers recommendations for theory and practice.

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Mehr Quellen

Dissertationen zum Thema "Jordan, primary education"

Alshurfat, Saleh Swailem, University of Western Sydney, of Arts Education and Social Sciences College und School of Education and Early Childhood Studies. „The role of primary school teachers in education change in Jordan“. THESIS_CAESS_EEC_Alshurfat_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/756.

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This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested.
Doctor of Philosophy (PhD)

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Alshurfat, Saleh Swailem. „The role of primary school teachers in education change in Jordan“. Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/756.

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Alshurfat, Saleh Swailem. „The role of primary school teachers in education change in Jordan /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050811.150405/index.html.

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Al-Barakat, Ali Ahmad Ghaleb. „Primary science textbooks as a teaching and learning resource in the United Kingdom and Jordan“. Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368305.

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Momany, Mohammad Ahmad. „Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods“. Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.

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Paz, Muro Janeth Arvis, und Muro Janeth Arvis Paz. „Implementación de un sistema interactivo para contribuir a mejorar el nivel de rendimiento académico en la asignatura de matemática de los estudiantes del segundo grado de educación primaria en la Institución Educativa N° 11037 Antonia Zapata Jordán“. Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2015. http://tesis.usat.edu.pe/handle/usat/505.

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La presente tesis se centra en el bajo nivel de rendimiento en el curso de matemáticas de los estudiantes de segundo grado de primaria en la Institución Educativa Antonia Zapata Jordán. A raíz de ello se plantea la siguiente interrogante ¿De qué manera se mejorará el nivel de rendimiento académico en la asignatura de matemática en el segundo grado de primaria al hacer uso de un sistema interactivo? Para ello, el objetivo basado para el desarrollo del proyecto de tesis es mejorar el rendimiento académico en la asignatura de matemática de los estudiantes de segundo grado de educación primaria a través de la implementación de un sistema interactivo, por medio del uso de la metodología de software educativo DESED. Es así que el sistema propuesto contiene registrar usuario, gestionar prácticas, generar reportes, etc. Con la puesta en marcha de este software educativo se obtuvo mejoras en cuanto al incremento en el nivel de rendimiento en la resolución de problemas de combinación, se disminuyó el bajo rendimiento que tienen los estudiantes para desarrollar problemas de comparación e igualación, se incrementó el nivel de rendimiento en la resolución de problemas con doble y tripe de un número, se incrementó el rendimiento de los estudiantes en la realización de equivalencias de números menores que 999, se disminuyó la cantidad de estudiantes desaprobados por cada tema aplicado en el curso de matemática.
Tesis

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Paz, Muro Janeth Arvis. „Implementación de un sistema interactivo para contribuir a mejorar el nivel de rendimiento académico en la asignatura de matemática de los estudiantes del segundo grado de educación primaria en la Institución Educativa N° 11037 Antonia Zapata Jordán“. Bachelor's thesis, Chiclayo, 2015. http://tesis.usat.edu.pe/jspui/handle/123456789/358.

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Mustapha, Samir Ahmad dos Santos. „“A voz do dono e o dono da voz”: o jornal O Estado de S. Paulo e a criação do ensino primário municipal na capital paulistana (1956-1960)“. Pontifícia Universidade Católica de São Paulo, 2019. https://tede2.pucsp.br/handle/handle/22000.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2019-03-19T12:31:15Z No. of bitstreams: 1 Samir Ahmad dos Santos Mustapha.pdf: 12949422 bytes, checksum: 074af9d368642db7e7a1bc78399f6fd6 (MD5)
Made available in DSpace on 2019-03-19T12:31:15Z (GMT). No. of bitstreams: 1 Samir Ahmad dos Santos Mustapha.pdf: 12949422 bytes, checksum: 074af9d368642db7e7a1bc78399f6fd6 (MD5) Previous issue date: 2019-01-31
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study depicts the journalistic coverage of newspaper O Estado de S. Paulo (OESP, The State of Sao Paulo) in the creation of municipal primary education in the city of São Paulo in 1956, presenting the official opinion of the publication and the way in which the newspaper elaborated its informative material in a contrary way to the measure, promoted by the mayor Wladimir Toledo Piza (1956-1957), from the Partido Trabalhista Brasileiro (Brazilian Labor Party), and that would continue in the later administration, of Adhemar de Barros (1957-1960), from the Partido Social Progressista (Social Progressive Party), opposition of the organ. Working with different sections of the newspaper, the research presents the OESP's criticism to the municipalization of education, as a way of also diverging from its political opponents and defending the maintenance of the exclusivity of state education, administered at the time by political allies of the publication. In addition, it compares the different way that other newspapers of the capital provided projection to the new proposal of education. On the basis of the theoretical reference that contextualizes the history of the Sao Paulo press and the role of journalism, it is possible to detect a coherence on the discourse of the newspaper that, throughout the decade, sought to be an advocate for public policies in the educational field, within a political tendency further described in this research. It emphasizes that the strategies and discourses in the publication aimed to develop a partisan opposition to the municipal executive leaders that would seek to undertake the new modality of education, making partial the type of journalism practiced on the municipalization
A pesquisa retrata a cobertura jornalística do O Estado de S. Paulo (OESP) na criação do ensino primário municipal na cidade de São Paulo, em 1956, apresentando a opinião oficial da publicação e a forma como o impresso elaborou seu material informativo de maneira contrária à medida, promovida pelo prefeito Wladimir Toledo Piza (1956- 1957), do Partido Trabalhista Brasileiro, e que teria continuidade na gestão posterior, de Adhemar de Barros (1957-1960), do Partido Social Progressista, opositor do órgão. Trabalhando com diferentes cadernos e seções do jornal, a pesquisa apresenta a crítica do OESP à municipalização do ensino, como uma forma de também se opor a seus adversários políticos e defender a manutenção da exclusividade do ensino estadual, administrado à época por aliados políticos da publicação. Além disso, compara-se a forma distinta que outros jornais da capital deram projeção à nova oferta de ensino. Tomando-se por base referencial teórico que contextualiza a história da imprensa paulista e o papel do jornalismo, é possível detectar uma coerência no discurso do jornal que, ao longo da década, procurou ser porta-voz das políticas públicas no campo educacional, dentro de uma tendência política mapeada nessa pesquisa. Evidencia-se que as estratégias e discursos na publicação objetivariam desenvolver uma oposição partidária aos chefes do executivo municipais que buscariam empreender a nova modalidade de ensino, tornando parcial o tipo de jornalismo praticado sobre a municipalização

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Bücher zum Thema "Jordan, primary education"

Jeanne, Armento Beverly, Hrsg. Culturally responsive teaching: Lesson planning for elementary and middle grades. Boston: McGraw-Hill, 2001.

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Rabie, Tamer, Samira Nikaein Towfighian, Cari Clark und Melani Camrnett. Last Mile to Quality Service Delivery in Jordan: Evidence from Jordanian Schools and Primary Healhcare Facilities. World Bank Publications, 2017.

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Armento, Beverly J., Virginia E. Causey, Joan Cohen Jones, Ramona S. Frasher, Molly H. Weinburgh und Jacqueline Jordan Irvine. Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Grades. McGraw-Hill Humanities/Social Sciences/Languages, 2000.

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Human Development. United Nations, 1986.

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Buchteile zum Thema "Jordan, primary education"

Khader, Yousef, Mohamad Alyahya und Rami Saadeh. „Water, Sanitation, and Hygiene (WASH) and Infection Prevention and Control (IPC) in Primary Healthcare Facilities in Jordan in the Context of COVID-19“. In Primary Health Care. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.99523.

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Water, Sanitation, and Hygiene (WASH) and Infection prevention and control (IPC) are essential for preventing and containing outbreaks of disease. Nowadays, infection prevention is getting more attention due to the COVID-19 pandemic. The assessment of WASH/IPC indicators in the health sector is a major step in the preparation and management of such a pandemic. A facility-wide WASH and IPC assessment is the cornerstone for designing, developing, and implementing specific WASH and IPC activities at healthcare facilities. This type of assessment helps to identify and prioritize surveillance and prevention activities at the facility and provide healthcare policy makers at all levels with the evidence to strengthen WASH services and infection control policies, practices, and resources in health facilities. Moreover, this helps to motivate facilities to intensify efforts where needed to prevent, respond to, and control the spread of COVID-19. An assessment was conducted in primary healthcare facilities in Jordan to identify the strengths and gaps in the WASH and IPC practices, activities, and resources and to identify areas for quality improvement. This report demonstrates the results of a nationwide assessment of 33 healthcare centres. The assessment included eight domains (areas) pertaining to WASH/IPC with more than 150 indicators. The assessment tools were developed and adapted from the Water and Sanitation for Health Facility Improvement Tool (WASH FIT), the Infection Prevention and Control (IPC) Assessment Framework (IPCAF), Guide to Infection Prevention for Outpatient Settings: Minimum Expectations for Safe Care, the Systems for Improved Access to Pharmaceuticals and Services (SIAPS) tool, and COVID-19 Technical Guidance by WHO. The assessment revealed some deficiencies in basic WASH/IPC indicators such as lack of clear guidelines that support the management of health centres in planning and leadership, shortfalls in the budget needed to strengthen the infrastructure of WASH/IPC, inconsistent or under-provisioned training and education programmes for the development of staff skills to lead, plan, manage, and improve WASH/IPC at their facilities. Moreover, the report identified the unmet WASH/IPC needs at centres that should be addressed by policy makers and stakeholders as soon as possible for further steps of consideration in policy development. The report ends with specific recommendations to improve WASH/IPC services and practices.

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Al-hawari, Maen, und Sanaa Al-halabi. „The Preliminary Investigation of the Factors that Influence the E-Learning Adoption in Higher Education Institutes“. In Intelligent Learning Systems and Advancements in Computer-Aided Instruction, 64–74. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-483-3.ch005.

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Creativity and high performance in learning processes are the main concerns of educational institutions. E-learning contributes to the creativity and performance of these institutions and reproduces a traditional learning model based primarily on knowledge transfer into more innovative models based on collaborative learning. In this paper, the authors focus on the preliminary investigation of factors that influence e-learning adoption in Jordan. As a pioneer country for e-learning systems in the Middle East, an investigation has been completed for one of Jordan’s universities that has implemented e-learning. Factors are defined through the analysis of unstructured interviews with developers and users of the e-learning systems, and Leximancer content analysis software is used to analyze the interview’s content. Main factors include Internet, legislations, human factors, and Web content.

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Krafft, Caroline, Maia Sieverding, Colette Salemi und Caitlyn Keo. „Syrian Refugees in Jordan“. In The Jordanian Labor Market, 141–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198846079.003.0006.

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Since 2011, Jordan has been hosting a substantial number of refugees from Syria. This chapter profiles the Syrian refugee population in Jordan in terms of demographic characteristics, participation in the labor market, education, and health outcomes. Syrian refugees are disproportionately young, with half of the refugee population under age 15. Despite the availability of work permits, less than a fifth of refugees are working, and those who do work are primarily in informal employment and working without permits. Low enrollment rates suggest that refugees face challenges in persisting in school in Jordan through even basic education. Refugees have limited access to health insurance and although most do access health services, they are more likely than Jordanians to rely on charitable organizations and pharmacies. Although the majority receive food supports, refugees, particularly those residing in camps, experience higher levels of food insecurity than Jordanians.

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Konferenzberichte zum Thema "Jordan, primary education"

Nusir, Sawsan, Izzat Alsmadi, Mohammed Al-Kabi und Fatima Shardqah. „Designing an interactive multimedia learning system for the children of primary schools in Jordan“. In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773111.

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Murad, Odeh S. „THE ABILITY OF (LINGUISTIC AND MATHEMATICAL) MULTIPLE INTELLIGENCE IN PREDICTING THE ACHIEVEMENT OF HIGHER PRIMARY STAGE STUDENTS IN JORDAN IN THE COURSES OF ARABIC AND MATH“. In International Conference on Education. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/24246700.2018.4212.

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Berichte der Organisationen zum Thema "Jordan, primary education"

Khalayleh, A., und A. Taddese. EdTech in Jordan: A Rapid Scan. EdTech Hub, Juni 2020. http://dx.doi.org/10.53832/edtechhub.0031.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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