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Relevant bibliographies by topics / Affective education

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Academic literature on the topic 'Affective education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Affective education"

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Nuri GÖMLEKSİZ, Mehmet. "Affective Dimension in Education and Affective Learning." Journal of Turkish Studies Volume 7 Issue 1, no. 7 (2012): 1159–77. http://dx.doi.org/10.7827/turkishstudies.3127.

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Evans, Nina, Tahereh Ziaian, Janet Sawyer, and David Gillham. "Affective Learning in Higher Education." Australian and International Journal of Rural Education 23, no. 1 (March 1, 2013): 23–41. http://dx.doi.org/10.47381/aijre.v23i1.645.

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A pilot study was conducted in a regional university setting to promote awareness of the value of affective teaching and learning amongst staff and students. Academic staff and students from diverse disciplines at University of South Australia’s (UniSA) Centre for Regional Engagement (CRE) were recruited to the study. The research investigated whether engagement in mindfulness meditation by lecturers can improve their mental well-being and contribute to affective teaching and learning. The findings show that staff members learned mindfulness meditation techniques, improved their concentration and mental health status and also improved with regards to the implementation of the affective teaching skills. The impact of affective teaching practices on student learning and the perceptions of students about what constitutes ‘good teaching’ were also investigated. Students reported that the affective teaching of especially excellent teachers was improved through the meditation intervention. Furthermore they reported that the most important component of affective learning is that lecturers listen to them as students. The study provides important data related to the value of affective teaching and learning in a tertiary environment, as well as the potential impact on the social responsibility of graduates employed by regional businesses.

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Clear, Tony. "Affective dimensions of computing education." ACM Inroads 2, no. 4 (December 2011): 12–13. http://dx.doi.org/10.1145/2038876.2038878.

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Grootenboer, Peter. "Affective development in university education." Higher Education Research & Development 29, no. 6 (December 2010): 723–37. http://dx.doi.org/10.1080/07294361003682586.

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Lolich, Luciana, and Kathleen Lynch. "The affective imaginary: students as affective consumers of risk." Higher Education Research & Development 35, no. 1 (December 23, 2015): 17–30. http://dx.doi.org/10.1080/07294360.2015.1121208.

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Sinner, Anita. "Affective Epiphanies." Art/Research International: A Transdisciplinary Journal 6, no. 2 (September 4, 2021): 301–15. http://dx.doi.org/10.18432/ari29610.

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This proposition explores the potential of a pedagogy of affect as an arts- based research approach to museum education at the university level. Such an approach is predicated on a continuous movement of situated stories as the heart of the learning encounter, generated relationally between object-body-space, or artwork- learner-museum. As a forum for deliberation, the purpose of this conversation is to consider how emotions, as the basis for teaching with caring and sensory awareness, bring vitality, aliveness, and feelings to the fore. This conversation explores affective epiphanies sourced from personal practical knowledge as an expression of arts- research-in-progress. By drawing on autoethnographic life writing, I explore an alternate approach to three museum collections that demonstrate how and why the aesthetic relation of stories operate as pedagogic pivots in ways that reconfigure conventional museum engagement. Rethinking museum education with an arts research perspective is an effort to advance how context connects affective systems of knowing relationally, and why embracing stories offers new pathways to understand museum education through more expansive learning approaches, inclusive of feeling.

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Thomas, Alexander. "Affective Response Tendency." Review of Research in Education 12 (1985): 197. http://dx.doi.org/10.2307/1167150.

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Rothkrantz, Leon. "Affective Didactic Models in Higher Education." International Journal of Human Capital and Information Technology Professionals 8, no. 4 (October 2017): 50–66. http://dx.doi.org/10.4018/ijhcitp.2017100105.

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Heidorn, Brent, and Mindy M. Welch. "Teaching Affective Qualities in Physical Education." Strategies 23, no. 5 (May 2010): 16–21. http://dx.doi.org/10.1080/08924562.2010.10590889.

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Beard, Colin, Sue Clegg, and Karen Smith. "Acknowledging the affective in higher education." British Educational Research Journal 33, no. 2 (April 2007): 235–52. http://dx.doi.org/10.1080/01411920701208415.

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Dissertations / Theses on the topic "Affective education"

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Yeung, Mei-lun. "A study of the role of affect in school learning in Hong Kong." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834721.

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Sellars, Maura, and res cand@acu edu au. "The Affective Component in Effective Education." Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp103.11092006.

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This study investigated eight and nine year old children’s capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students’ self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of ‘self’ can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students’ capacity to learn successfully. Consequently, programs and strategies designed to promote students’ intrapersonal intelligence may become a valuable part of school practice and curricula.

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Sellars, Maura. "The affective component in effective education." Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/64b51026fb66cb33e16fb27e970e56e1edeade927c664f76303e64877a0d080f/7319852/65081_downloaded_stream_306.pdf.

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This study investigated eight and nine year old children's capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students' self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of 'self' can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students' capacity to learn successfully.;Consequently, programs and strategies designed to promote students' intrapersonal intelligence may become a valuable part of school practice and curricula.

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Eaton, Dennis. "Cognitive and affective learning in outdoor education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41587.pdf.

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Roche, Stephen. "Promoting the Affective Domain Within Online Education." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/292.

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In the past decade Higher Education Institutions have experienced tremendous growth in enrollments. To meet this demand, many higher education institutions have embraced online education and its requisite technologies. Online education has matured, and studies focusing on the cognitive domain indicate that distance education is as effective as the traditional face-to-face instructional modality. However, there is a scarcity of affective domain studies due to: a) the need for the institutions of higher education to perform quantitative studies to establish the quality of online education b) the affective domain's inherent subjective nature, and c) the educational research environment has slow recognition of the validity and value of qualitative research. This scarcity of research has created a reluctance to engage in online education on the part of a large number of private and public mission-driven educational institutions. Historically these institutions place great emphasis on the affective domain and currently believe that the affective domain cannot be effectively promoted in the online environment. Therefore, the conclusion is drawn that if online education cannot provide the affective component, then it is counterproductive to the mission of the institution desiring to provide a transformative education. This reluctance threatens the existence of many mission-driven institutions by falling behind in the distance education market place. Quality research is needed in the area of the affective domain in distance education to convince these institutions that the affective domain can effectively be taught in the online environment. This grounded theory study of an established online Bachelors of Radiography Program has developed a theory as to why students report a strong sense of mission when compared with other like institutions in the Mission Engagement Consortium for Independent Colleges (MECIC). Through a series of interviews with eight students, two alumni, four faculty, and the requisite coding, six contributing pedagogical phenomena and three central categories emerged. The three central categories, Instructor Persistence, Synchronous Encounters, and Integrated Institutional Mission, when working together, were found to have created continued and significant impact on the affective domain for the students of the Radiography program. Further research will be needed to quantitatively test the theory developed in this study and establish a baseline of best practices in promoting the affective domain in the online learning environment.

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Yeung, Mei-lun, and 楊美鄰. "A study of the role of affect in school learning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957572.

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Meredith, Joyce Elaine. "A model of affective processes in nonformal education." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239976661.

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Mercer, Jennifer Ann. "The importance of affective curriculum in educating children to live responsible, creative and fulfilling lives." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mercerj.pdf.

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Bicak, Bayram. "Affective domain applications in the junior high schools in Turkey." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280254.

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Teachers' affective domain applications in the junior high schools in Turkey were explored in this dissertation. Teachers' attitudes toward, awareness levels of, importance placed on, and planning and classroom applications of affective objectives were investigated. One hundred thirty-one junior high school teachers participated in the study. They were selected randomly from 13 schools in central Ankara. They answered a 57-item questionnaire. Ten of the teachers were interviewed based on the questionnaire items used for the study. Differences among teachers were studied according to subjects taught, amount of training received, gender, and years of teaching experience. Group differences were evaluated by performing t tests and analyses of variance statistical methods. Results showed that teachers' awareness, attitudes, applications, and planning levels were at moderate levels. Physical education and art teachers had the lowest mean scores for planning processes. The implications of the findings are discussed.

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Evans, Vickie Denise. "The affective consequences of grade retention." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0329101-163413/restricted/evans0420.pdf.

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Books on the topic "Affective education"

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Krefft, Katherine. Affective self-esteem: Lesson plans for affective education. Muncie, Ind: Accelerated Development, 1993.

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Kahveci, Murat, and MaryKay Orgill, eds. Affective Dimensions in Chemistry Education. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-45085-7.

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L, Sonnier Isadore, ed. Affective education: Methods and techniques. Englewood Cliffs, N.J: Educational Technology Publications, 1989.

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Hamilton Township Schools (N.J.), ed. Special education: Affective education guide for emotionally disturbed students. Hamilton Square, N.J: Hamilton Township Schools, 1985.

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Igborgbor, G. C. Education of the heart: Towards a reconstruction of the Nigerian organism. Abraka, Delta State, Nigeria: Delta State University, 2006.

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Igborgbor, G. C. Education of the heart: Towards a reconstruction of the Nigerian organism. Abraka, Delta State, Nigeria: Delta State University, 2006.

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Hunte, Kenneth. Issues in education: Principles, practice, policies. S.I: s.n., 2007.

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Otero, Oliveros F. Educar el corazón. Madrid: Ediciones Internacionales Universitarias, 2000.

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Tognetta, Luciene Regina Paulino. A construção da solidariedade e a educação do sentimento na escola: Uma proposta de trabalho com as virtudes numa visão construtivista. [São Paulo, Brazil]: FAPESP, 2003.

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Błażejewski, Wojciech. Kanon, skuteczność i efektywność kształcenia ogólnego w Polsce. Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego, 2013.

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Book chapters on the topic "Affective education"

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Ferguson, Stephanie K. "Affective Education." In Methods and Materials for teaching the gifted, 479–512. 4th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236603-19.

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Di Leo, Jeffrey R. "Affective Education." In Dark Academe, 67–86. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56351-5_4.

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Alepis, Efthimios, and Maria Virvou. "Mobile Affective Education." In Object-Oriented User Interfaces for Personalized Mobile Learning, 109–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-53851-3_10.

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Sancho-Gil, Juana M. "Higher Education Student’s Learning Trajectories: Feeling Affected Dimensions." In Affective Cartographies, 207–25. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42163-1_13.

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Peterson, Jean Sunde. "Affective Curriculum." In Introduction to Curriculum Design in Gifted Education, 307–30. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235842-19.

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Onsès Segarra, Judit, and Fernando Hernández-Hernández. "Exploring Scenarios, Possibilities and Challenges of Cartographies in School and Higher Education." In Affective Cartographies, 65–80. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42163-1_5.

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O’Brien, Maeve. "The Impact of Economic, Social, Cultural and Emotional Capital on Mothers’ Love and Care Work in Education." In Affective Equality, 158–79. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245082_9.

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Hyland, Terry. "The Affective Domain of Education." In Mindfulness and Learning, 87–104. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1911-8_7.

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Fallace, Thomas D. "Affective Revolution and Holocaust Education." In The Emergence of Holocaust Education in American Schools, 43–66. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230611153_4.

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Lynch, Kathleen. "Affective Equality in Higher Education." In Student Carers in Higher Education, 10–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177104-2.

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Conference papers on the topic "Affective education"

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Clinch. "Affective engineering design education." In Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69403.

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Oliver, Javier, and Begoña García-Zapirain. "AFFECTIVE COMPUTING AND EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0454.

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Rynearson, Anastasia M., and Lee Rynearson. "Embedded Affective Assessment." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658460.

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Limke, Ally. "Affective Reporting." In SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3545947.3573273.

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Liu, Jing, Jun Tong, Jun Han, Fan Yang, and Shuo Chen. "Affective Computing Applications in Distance Education." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.212.

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Nguyen, N. Rich. "Affective Peer Tutoring." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162282.

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Knieova, Veronika, Jan Janovec, Roman Kroufek, and Vlastimil Chytrý. "AFFECTIVE DIMENSION OF TECHNOLOGICAL LITERACY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1146.

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Moura, Ana Regina Leão Ibiapina, and Ludimilla Esteffane Sousa Noleto. "Affective diary as an assessment tool in physical education." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-065.

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Writing the experience allows you to reorganize your ideas and helps you reflect. Affective development occurs in parallel with cognitive development, so affection with colleagues, teachers and content is important for cognition in the classroom. Therefore, the present work aims to report the experience of using the affective diary as an assessment tool in physical education classes. In the year 2023, at the Federal Institute of Education of Maranhão, Presidente Dutra campus, in the 2nd year class of the technical course in the environment integrated into high school, it was proposed that the students write an emotional diary. The class is made up of 34 students, of which 67.7% (n=23) presented their emotional diary at the end of the school year. The purpose was to record and self-evaluate experiences in each class and/or content proposed in physical education classes. The contents covered were: games workshops (electronic, indigenous, motor, cognitive and sensory), dance (collective construction of choreography, June festivals) gymnastics (elements, types, presentations) and sporting events. In addition to recording, students were asked to report their emotions during each practice. The affective diary allows you to create possibilities for building knowledge collectively and can strengthen interpersonal relationships in the school environment. In this way, it was possible to observe, with the production of affective diaries, positive reports regarding the scope of knowledge and strengthening of bonds. Furthermore, there was a learning gain in situations such as defeats in games, lack of structure, equipment and problem solving. The affective diary contributes to critical education, sharing knowledge and reflecting the autonomy of teaching-learning. Thus, the experience with using the affective diary as an assessment tool in physical education classes was satisfactory and it is expected that this work will contribute to new experiences or related studies.

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Spencer, Catherine, and Marty Meinardi. "AFFECTIVE EMPOWERMENT AND THE L2 LEARNER." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1439.

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Bacon, Dr Liz. "Implications of Affective Computing for Computer Science Education." In Annual International Conferences on Computer Science Education: Innovation and Technology. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-2195_cseit01.

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Reports on the topic "Affective education"

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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.

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Alvarez, Benjamin. Secondary Education: Critical Policy Issues. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0012258.

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The purpose of this report is to identify critical issues for consideration in the development of secondary education policies in Latin America. The document follows a simple and direct logic. First, grand forces affecting the expansion, structure and curriculum of secondary schools in Latin America are briefly described. Next, dilemmas that countries typically face are posed. Finally, critical issues, that is, central policy making problems and aspects that allow international comparisons and country-specific lessons are identified.

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Fryer, Michelle, Virginia Poggio, Viviana Vélez-Grajales, Anna Risi Vianna Crespo, Grace Noboa-Hidalgo, Monika Huppi, Leslie F. Stone, and Ursula Quijano. Approach Paper: Review of IDB Support to Secondary Education-Quality and Learning in Latin America and the Caribbean, 1995-2011. Inter-American Development Bank, May 2012. http://dx.doi.org/10.18235/0010422.

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The main objective of this evaluation is to identify lessons from IDB's support to secondary education policies and systems in LAC since 1995, with a particular focus on quality of education and learning outcomes. The evaluation will review the IDB's dialogue with countries on educational policies; the design, execution and results of IDB-financed education operations; and the building of education-related knowledge and capacities. Findings will seek to identify factors affecting the success of interventions in different contexts, and to provide Management and client countries with specific recommendations on how the IDB could approach the sector going forward. Data sources include literature reviews and background papers, the IDB secondary education lending portfolio, country case studies, existing impact evaluations on secondary education-related topics, EDU and SCL economic and sector work reports, and key-informant interviews of stakeholders, IDB education sector specialists and other relevant IDB staff.

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Rodríguez, Alberto, and Carlos Alberto Herrán. Secondary Education in Brazil: Time to Move Forward. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0011027.

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This study represents a collaborative effort between the two Banks, developed in close consultation with brazilian government officials and education authorities, both at the federal and state level. The report is based on new research commissioned to brazilian social scientists focusing on both supply and demand factors affecting student attainment and performance. It explores the main challenges faced by brazilian secondary education in terms of access, equity, quality and financing, and presents a menu of policy options -not prescriptions- to address them.

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Zegarra, Eduardo, and Renato Ravina. Teacher Unionization and the Quality of Education in Peru: An Empirical Evaluation Using Survey Data. Inter-American Development Bank, January 2003. http://dx.doi.org/10.18235/0011251.

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This paper analyzes the evolution and current profile of teacher unionization and estimate the impact of unionization on the quality of public education in Peru. The research uses data from a 1999 household survey (ENAHO) and from a recent evaluation of a public program oriented to improve the quality of Peruvian public education. Regarding the evolution of unionization, there is evidence compatible with the hypothesis that the rate of teacher unionization has dropped during the last three decades, but especially during the 1990s, due basically to the hiring of temporary teachers. For the impact of unionization on quality, the data indicate that unionization does not currently seem to be a major factor affecting the quality of educational services in the Peruvian public education system.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.

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Elacqua, Gregory, Patricia Navarro-Palau, Maria Prada, and Sammara Soares. The impact of online technical education on schooling outcomes: Evidence from Brazil. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003778.

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This paper studies the impact of online technical education offered to complement regular academic instruction in high school on student schooling outcomes. Using a regression discontinuity design with an oversubscribed large-scale online technical course in Brazil, we find that students who score above the cutoff on the online technical education admission exam are less likely to drop out of high school, while their performance on standardized tests in math and Portuguese is similar to that of students just below the admission exam cutoff. Overall, we provide evidence that complementing high school regular instruction with technical education in an online format can be an effective public policy to increase students work readiness as it reduces the dropout rate from secondary education without negatively affecting students academic proficiency.

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Székely, Miguel, and Suzanne Duryea. Labor Markets in Latin America: A Supply-Side Story. Inter-American Development Bank, March 1998. http://dx.doi.org/10.18235/0010757.

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This paper shows that the factors affecting labor supply have been key determinants of the changes in employment, unemployment, and income differentials in Latin America in the 1990s. The two main forces driving labor supply in the region have been demographics and education.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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