Relevant bibliographies by topics / Commission on Native Education

Academic literature on the topic 'Commission on Native Education'

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Published: 25 July 2024
Last updated: 26 July 2024

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Journal articles on the topic "Commission on Native Education"

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Ngeno Kipkemoi Robert, Dr Samson O. Barasa, and Prof. John Chang’ach. "Political ramification on educational policy in colonial kenya." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (July 13, 2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.

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Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.
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Lampert, Jo. "Indigenous Australian Perspectives in Teaching at The University of Queensland." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 35–39. http://dx.doi.org/10.1017/s1326011100002234.

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The goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), the recommendations of the Royal Commission into Aboriginal Deaths in Custody and the broader implications of the High Court's Native Title decision place considerable pressure on the higher education system to move rapidly to achieve equity in access, participation and outcomes for Indigenous Australians and non-Indigenous Australians.
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Tijūnėlienė, Ona. "Antanas Smetona as Advocate of the Native Language." Pedagogika 121, no. 1 (April 22, 2016): 156–70. http://dx.doi.org/10.15823/p.2016.11.

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Antanas Smetona (1874–1944) was one of the most active promoters of the innate self in the early 20th century. His attention to the national heritage and the native language was directly related to the growth of the movement of national liberation at the turn of the 20th century, as well as the struggle for the democratic school and the rights of the native language. According to the author, the Lithuanian revival was more than just the retention of the parent language. Rebirth meant the rise from contempt, recognition by other nations, spiritual renewal, and promotion of traditional values. More than once A. Smetona wrote in the press about a difficult state of the Lithuanian language and the disrespect of Lithuanians for the native language. He blamed intellectuals (teachers, journalists, or authors of textbooks) for their indifference to language pollution and advised everybody to learn Lithuanian from dialects, fiction, and quality press. A. Smetona encouraged intellectuals to improve the native language and raised the idea of the reinstatement of the language section in the Viltis newspaper; he believed enthusiasts able to moderate it would appear. He repeatedly emphasised the issues of language standardisation and purification, as well as the related problems, formulated the functions of the Lithuanian Language Commission set up in 1911, and recommended theoreticians and practitioners to join efforts in the solution of the language standardisation issues. As the author cherished the idea of a free nation, he stressed that the system of education has to be of a national character, all the Lithuanians have to at least learn to read and to write Lithuanian: the tsarist government-established primary schools did not provide the skills, therefore, the author encouraged learning from the experience of secret schools. Under the then conditions, family or home schools were the only way out. However, it was necessary to write textbooks, primers, reading and writing books suitable for family schools, and to provide quality Lithuanian penmanship examples. A. Smetona responded to the state of the Lithuanian language in Lithuanian secondary schools and taught in Vilnius gymnasiums after his working hours in the bank. A. Smetona believed that Lithuanian intellectuals had to demand more from the authorities, to be more active, and proposed to set up a committee to deal with the issues of the Lithuanian language.
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Paterson, Andrew. "“The Gospel Of Work Does Not Save Souls”: Conceptions Of Industrial And Agricultural Education For Africans In the Cape Colony, 1890–1930." History of Education Quarterly 45, no. 3 (2005): 377–404. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00040.x.

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Charles T. Loram was an important proponent of fashioning African education in ways that would best meet the needs of the colonial system. In the 1920s, Loram championed adapting the colonial curriculum away from “bookishness” towards a manual and agricultural orientation in order to meet the “needs” of rural Africans, as white settlers defined them. As his ideas on adaptation matured, Loram wrote an influential book, The Education of the South African Native in 1917, in which he stated: “On the necessity of industrial training for the Natives of South Africa there is remarkable unanimity. Government commissions and officials, missionaries and students of the Native Question, and the general public all agree that industrial training should be made the chief end of Native education.” What is interesting about this statement is the certainty with which Loram attributed consensus on the question of industrial training to all white colonial interest groups. Loram claimed “unanimity” in order to strengthen his argument for the particular form of industrial education that he favored. Yet, even though colonial actors ostensibly agreed on the need for “industrial education,” they lacked a common definition of “industrial education” which raises the question: were they agreeing to the same thing?
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Singh, Bhupendra, and Patanjali Mishra. "Uniformity and Diversity of Components of Teacher Education." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (July 5, 2017): 228. http://dx.doi.org/10.21013/jems.v7.n3.p7.

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<div><p>It was the suggestion of the National Education Commission (1964-66) that investment for teacher education can return in rich surpluses because the fiscal resources essential are small when compared to the resulting developments in the upbringing of masses. Today, it is an imperative to prepare dynamic teachers. Therefore, skill development programmes for in-service and teacher trainees should be ornamented with the teaching-learning skills, real mode internship, pedagogical knowledge with application, multi-lingual and multicultural classroom management techniques and ICT based technologies. These conditions are fulfilled by implementing the components of teacher education with uniformity in knowledge and diversity in functioning. The universal and local aspects of teacher education programs might be meaningful for the environment of training. This research article is trying to ascertain their devotion to global trends versus the impact of native circumstances and cultures. Teacher Education Curriculum-1978 very rightly emphasized on the fortune of the school curriculum which is affected by the teacher education curriculum.</p></div>
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Kuzmenko, Nadiia. "EDUCATIONAL ACTIVITY AND PEDAGOGICAL VIEWS OF ILYA SHRAG (1847–1919)." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (16) (2022): 15–17. http://dx.doi.org/10.17721/2415-369.2022.16.03.

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Based on archival materials and an analysis of pedagogical literature, the author studied the main life milestones and analyzed the leading activities of Ilya Shrag, a Ukrainian public, the political and cultural figure of the late 19th and early 20th centuries. The article reveals the peculiarities of Illya Shrag's educational activities and pedagogical views regarding the development of Ukrainian education in the conditions of the Russian Empire at the end of the 19th and the beginning of the 20th century, in particular, his conviction about the necessity and possibility of the functioning of a native-language Ukrainian school. The report he gave at the meeting of the commission of the Chernihiv provincial zemstvo assembly on February 24, 1884, was analyzed. The procedure for conducting the meeting of the commission of the Chernihiv provincial zemstvo assembly, the reaction of the members of the assembly to the report heard, and the peculiarities of decision-making were studied. I. Shrag drew the attention of those present to the activities of the provincial zemstvo in measures to improve the organization of primary public education, namely: activation of special supervision of schools by the zemstvo; conducting repetitive classes to promote the strength of knowledge acquired by students, creating school libraries; promoting the development of pedagogical knowledge and experience of national teachers on short-term pedagogical courses. In the report, the educator defended the opinion about the need to teach in the Ukrainian school in the native language, the publication of Ukrainian textbooks and books for reading, and the provision of school library funds with Ukrainian-language literature. He argued his position by referring to the pedagogical views of M. Wessel, A. Disterweg, and K. Ushinsky. Further study and promotion of Illya Shrag's pedagogical ideas regarding increasing the accessibility and democratization of education, the introduction of general primary education, as well as regarding the widespread Ukrainization of the educational process is needed.
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Mardiros, Marilyn. "Preparing Native Indian RNs in British Columbia." Practicing Anthropology 10, no. 2 (April 1, 1988): 8–9. http://dx.doi.org/10.17730/praa.10.2.q36316234501h246.

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In 1981 the Nisga'a Tribal Council in New Aiyansh and North Coast Tribal Council in Prince Rupert commissioned a feasibility study to determine whether there was interest among Indian people of coastal British Columbia in pursuing registered nurse (RN) education. The study resulted in a three year project, the Northern Native Indian Professional Nursing Program (NNIPNP) offering RN preparation which addressed the personal, social and cultural needs of prospective students, their families and communities, while ensuring quality education at par with provincial standards. This article discusses the project as a community-based initiative and my roles as program coordinator, cultural broker, advocate, and liaison between communities, students and the educational institutions offering the RN program.
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Gómez-Parra, M. Elena. "Measuring Intercultural Learning through CLIL." Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 43–56. http://dx.doi.org/10.7821/naer.2020.1.457.

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CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable ‘resources’ for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens.
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PONOMAREVA, Varvara V. "FIRST REFORM OF THE SMOLNIY INSTITUTE (FROM THE HISTORY OF THE INITIAL FORMATION OF THE SYSTEM OF WOMEN’S EDUCATION IN RUSSIA): 1783-1785." Historical and social-educational ideas 10, no. 6/1 (January 18, 2019): 29–36. http://dx.doi.org/10.17748/2075-9908-2018-10-6/1-29-36.

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This article looks at the phenomenon of Smolniy Institute, the first state run educational establishment for women, in the context of general educational policy. As thought out by Empress Catherine II and her supporters, an enlightened and educated mother or mentor was to play an important role in the modernization of the country, which was happening at an accelerated pace. It became clear two decades after the foundation of the women’s institute that it needed restructuring. Reformation of the institute was one of the tasks of the Commission of establishment of common population’s colleges (1782), which was headed by the future minister of people’s education P.V. Zavadovskiy. Serbian teacher F.I. Jankovich de Mirievo had experience of reforming the advanced (for its time) Austrian educational system, and he became the author of the new teaching system at the Smolniy Institute. All aspects of teaching at the institute were transformed – teaching plans, methods of teaching, establishment of teaching literature, choice of teaching staff. Teaching of the native tongue was the main change, its status was raised, and more time was devoted to its study. New methods touched pedagogy itself, aiming to make the students think consciously about the information they have learnt. Teachers from France, who had low levels of competence, were gradually replaced by well- prepared Russian teachers. This became part of the policy. Members of the Commission kept a watchful eye on the proceedings in order to ensure successful transition and implementation. The author of the article concludes that development of women’s schools, whose teaching programs covered large areas in sync with the Age of Enlightenment, proceeded similarly to the general developments in the Russian educational system.
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Erokhina, Elena. "Institutional Transformations and Development Projects in the Arctic and the North: Expertise of Human Development Project Examination by Ethnosociologists of the Novosibirsk Scientific Center." Ideas and Ideals 14, no. 4-2 (December 27, 2022): 315–36. http://dx.doi.org/10.17212/2075-0862-2022-14.4.2-315-336.

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The article is devoted to the scientific expertise of human development projects in the North in the late Soviet and early post-Soviet periods of the institutional transformation of Russian society. Despite the fact that its official goal was the further development of the Soviet project among the peoples of the North, in essence, the researchers, in alliance with the authorities, searched for a balance between the mobilization (planned) and market strategies for the development of the Arctic and the North. The purpose of the article is to introduce into wide scientific circulation the results of research in the circumpolar zone of the RSFSR, carried out by ethnosociologists of the Novosibirsk Scientific Center (NSC) from 1982 to 1991 and later. The relevance of this work is brought to life by the desire of the state that emerged in 2010 to use market institutions in the implementation of plans for the development of the polar zone of the Russian Federation. This paper presents materials on the activities of the Regional Interdepartmental Commission for the Coordination of Comprehensive Socio-Economic, Medical, Biological and Linguistic Research on the Problems of the Development of the Peoples of the North, established in 1981 on the basis of the Siberian Branch of the USSR Academy of Sciences. The tasks and functions of the Commission are described in detail. Among the key issues of its activities were the problems of labor and employment of the peoples of Siberia, the preservation of the traditional economy and native language, mass education and access to social benefits, the development of transport infrastructure and quality housing. Although the focus of the Commission’s work remained the study of the situation of the indigenous peoples of the North and Siberia, these problems were considered in a wide range of issues of developing the national economy, gaining access to the social benefits of late socialism in the paradigm of ‘the flourishing and rapprochement of nations’. With the liquidation of the Commission in the early post-Soviet period, researchers focused on studying the consequences of radical market reforms in the interethnic communities of the North of Siberia: the archaization of everyday practices, the decline in the living standards of the population, and the revitalization of ethnic self-organization structures. It is concluded that in future ‘northern’ projects, it is necessary to combine the mobilization and market strategies for the development of the Arctic.
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Dissertations / Theses on the topic "Commission on Native Education"

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Ray, Giulia. ""Wiping the Slate Clean of What Has Never Been Written". The Sout African Truth and Reconciliation Commission, History Education and the Building of National Identity." Thesis, Linköping University, Department of Thematic Studies, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2621.

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During Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.

Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.

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Sellers, John Paul. "Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.

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The problem of this study was the perceptions of Texas public school teachers and principals regarding recommendations for educational reform made in April, 1983, by the National Commission on Excellence in Education. Purposes included determining those perceptions and investigating differences between them, differences among teachers1 perceptions, and differences among principals' perceptions relative to specific categories of recommendations and specific biographic variables. A random sample of 460 teachers and 180 principals, stratified equally among the state's twenty education regions, was selected from the population of public school teachers and principals on computer at the Texas Education Agency, Austin, Texas. The actual number of respondents included 224 teachers and 91 principals, or 49 percent and 51 percent respectively. The instrument used was an attitude scale developed by the investigator. The thirty-nine original recommendations made by the Commission were converted into 118 specific recommendations, more precise and easier to read according to a jury of experts. An. analysis of variance was calculated for hypotheses one, two, five, and six, and t values were calculated for hypotheses three and four. The study was organized into five chapters including the "Introduction," "Review of the Related Literature," "Procedures for Collection and Analysis of Data," "Analysis of Data," and "Summary, Conclusions, and Recommendations." The Appendix includes a sample of the instrument used, the overall mean scores on each individual item for teachers, principals, and all respondents combined, and the total mean scores.
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Swartz, Moshe Edward. "African perspectives on the land question: The Native Laws Commission 1883." University of the Western Cape, 1995. http://hdl.handle.net/11394/6335.

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Magister Artium - MA
Both Am-Xhosa and the European farmers, being pastoralists "the search for land and grass was (their) first principle", notes Walker (1928). When they met, they differed fundamentally on the "vital matter oflandholding" . So different were their perspectives, that Lekhehla (1955) suggested, as far as the treaties were concerned: "The Native Chiefs either did not understand the implications of the border treaties, or if they did, never intended to respect such treaties" (p.2 1). Hopper (1980) says the tension between the Europeans and the Africans on the land issue emanated from the fact that "Xhosa expansion" and "colonial expansion" processes were entirely different. While Am-Xhosa expanded in order to "preserve their political integrity" colonists were driven by an economic dynamic they expanded because land was necessary to accommodate growth (1980:261).
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Lagarde, Natasha. "Indigenous Worldviews: Teachers’ Experience with Native Studies in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37834.

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This research is an analysis of Ontario teachers’ experiences with Grade 11 NDA3M Current Aboriginal Context in Canada curriculum. By deconstructing and critically analyzing the curricular and pedagogical implications, my thesis is a targeted response to number 63 of the Truth and Reconciliation Calls to Action. As outlined by Clandinin and Connelly (2000), this research is centred in narrative research techniques. Additionally, I draw on Miller’s (1996) 3L’s: Look, Listen, and Learn approach, paired with Dion and Dion’s (2004) storytelling as a means of telling and (re)telling the story. I used one-on-one interviews with teachers and one sharing circle with teachers and elders to synthesize data from documents to capture the essence of the lived experiences. Participants revealed their experiences of what Aoki claims is curriculum-as-planned and curriculum-as-lived in this course. The results of this research were revealed responses to components of number 63 of the Calls to Action; NDA3M requires a review of curriculum expectations to align with teachers’ classroom experiences; participants discussed how their respective schools are using every opportunity to students’ capacity and awareness of Indigenous Worldviews; and professional development to support Indigenous education is in high demand.
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Steinhauer, Diana M. "Native education, a learning journey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21253.pdf.

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Bae, Sun Hee. "The Syntax-Phonology Interface in Native and Near-Native Korean." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845482.

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In this thesis, two types of non-native speakers are examined to advance our understanding of the language faculty. Filling a gap in literature, a production study of heritage language speakers of Korean and a comprehension study of heritage and non-heritage language speakers of Korean and of English for phenomena at the syntax-phonology interface are conducted. In the production study, narrative data collected from American heritage language speakers of Korean from the lower end to the higher end of the proficiency spectrum are examined for error analysis. Various tactics are used in dealing with unfamiliar vocabulary (extending their morphological knowledge of Korean and/or English, circumlocution, asking for the corresponding vocabulary in English, code-switching between Korean and English, and literal translations from English); sentence connections are less than fluent; sentence-level errors are observed with honorifics and with inanimate subjects, along with morpho-syntactic errors concerning misuse of particles (locatives and passives/causatives). Even at the lower-proficiency level, few difficulties in the realm of syntax-phonology interface, or prosody, are observed, motivating the next study. The comprehension study investigates the issues in the context of prosody and information structure. Information structure in Korean is surveyed, with a proposal laying out the environment in which the otherwise optional case and information-structural particles are mandatory, based on recoverability. A series of listening experiments with seven-point acceptability rating scores as the dependent variable are conducted to answer the following questions about language spoken by non-native speakers: (i) Do non-heritage and heritage learners acquire prosodic information conveying information structure? (ans heritage: yes, non-heritage: no), (ii) Does Sorace & Filiaci's (2006) Interface Hypothesis, which proposes that phenomena involving the interface of syntax and other areas (pragmatics) are less likely to be learned for very advanced learners, extend to the syntax-phonology interface? (ans no). The current study demonstrates how heritage language study may contribute to our understanding of the language faculty that other types of acquisition studies cannot.
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Mishina, Christy Lokelani. "Hawaiian Culture-Based Education| Reclamation of Native Hawaiian Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275900.

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American colonization of the Hawaiian Islands has brought about generations of Native Hawaiian learners being subjected to educational practices that are incompatible with core Indigenous beliefs. Consequently, Native Hawaiian learners have lower academic achievement than other ethnic groups in the islands. The lack of success is not confined to academics since Native Hawaiians are also underrepresented in material-economic, social-emotional, and physical wellbeing. Hawaiian culture-based education (HCBE) can be used to decolonize educational practices by increasing cultural relevancy and compatibility within schools. This study was conducted within a school founded explicitly for the education of Native Hawaiian children. The selected campus has approximately 80 teachers and 650 Native Hawaiian learners (age eleven to fifteen). The purpose of the study was to better understand implementation of the HCBE framework components and data was collected through surveys and semi-structured follow-up interviews. The findings showed that although there was a range of the extent the teachers at the school understood and implemented the various HCBE components, there was commitment to using Hawaiian language, knowledge, and practices as the content and context for student learning. The data also showed though teachers have a high level of understanding of the importance of relationship building, that building family and community relationships remains an area of challenge. Additionally, teachers pride themselves on delivering meaningful personalized learning experiences and assessments to their students, and would like their own professional development to be grounded in the same educational practices. This study provides baseline data to inform further growth.

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Allan, Elizabeth J. "Constructing women's status : policy discourses of university women's commission reports /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941051.

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Brown-Tremblay, Paulette C. "Educational climate in a Native employment preparation program: The perceptions of Native learners." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10344.

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In Canada, many undereducated Native adults have not experienced positive educational climates in formal education systems. In fact, a high percentage of Native people have dropped out of the educational process prior to the completion of grade twelve to join the ranks of the undereducated and unemployed. This has created a pressing need to focus on Native literacy and the creation of positive learning environments which encourage Native adults to excel in educational settings. The purpose of this exploratory, qualitative research was to describe and analyze the salient factors in a Native literacy program which created an optimal educational climate for Native adult learners. As a research construct, educational climate relates to the total environmental quality in a learning facility as perceived by the participants. To focus and guide the data collection and analysis processes, a conceptual framework of educational climate was developed. Operationally defined, educational climate includes five major dimensions: learner milieu, instructional environment, social environment, cultural environment, and learner outcomes. The Employment Preparation Program, which was delivered by staff of the Grand River Polytechnical Institute and located on the Six Nations Reserve in Canada, was the research site selected for the study. The program was community based and administered by Native staff for Native adult learners. Data were collected at the site over a continuous nine week period which started in September 1994 and ended in November 1994. Eight program learners participated in level one and eleven learners participated in level three; level one was six weeks in length while level three was seven and a half weeks long. A data reduction analysis approach was used as a means to process research findings. Miles and Huberman (1994) indicated that this approach "refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions" (p.10). Data were analyzed individually and then across participant perspectives. Research findings were compared to the basic tenets of three alternative adult learning frameworks: andragogy, proficiency, and whole language. The findings of the study indicated that the cultural environment of educational climate was the key dimension which contributed to an optimal learning environment for Native literacy learners. The cultural environment components which emerged as influential included values, cooperation, and supportiveness. The findings relating to the learner milieu and learner outcomes are presented in the form of rich, narrative descriptions using the words of the Native adult learners. When the results were compared to the humanistic, holistic, and learner-centred frameworks of andragogy, proficiency, and whole language, research findings confirmed many of the tenets of these frameworks. Furthermore, the findings indicated that the program participants perceived the Employment Preparation Program to be one which was characterized as humanistic, learner-centred, holistic, and empowering. Future research needs to replicate the study to examine educational climate in different settings with participants from the same ethnic group to confirm the findings. Furthermore, the study may be replicated using different ethnic groups in order to generate comparative findings. There is also a need to refine the focus of educational climate to determine how the different components and elements of the social, instructional, and cultural environments interact to create a quality environment. (Abstract shortened by UMI.)
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Jones, Peter D. "The European Commission and Education Policy in the European Union." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505797.

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Books on the topic "Commission on Native Education"

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Brant, Castellano Marlene, Davis Lynne, and Lahache Louise, eds. Aboriginal education: Fulfilling the promise. Vancouver: UBC Press, 2000.

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United States Commission on Civil Rights., ed. Native American Studies In North Dakota Special Education Programs... U.S. Commission On Civil Rights... April 1993. [S.l: s.n., 1997.

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Association, Canadian Education, ed. Les programmes d'enseignement des langues d'origine dans les commissions scolaires canadiennes. Toronto: Association canadienne d'éducation, 1991.

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Machungo, Inês. Evaluation of the status of teaching and use of African languages in higher education: A study commissioned by the Association of African Universities. [Accra]: The Association, 1998.

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1934-, Davidson Jane L., and National Council of Teachers of English., eds. Counterpoint and beyond: A response to Becoming a nation of readers. Urbana, Ill: National Council of Teachers of English, 1988.

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Thailand. National Education Commission, Office of the National Education Commission. Bangkok, Thailand: The Commission, 1985.

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Education, Child. Native Americans. Leamington Spa: Scholastic, 1998.

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Imel, Susan. Adult education for Native Americans. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2001.

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Education, Alberta Alberta, and Native Education Project (Alberta), eds. Native education in Alberta's schools. [Edmonton]: Alberta Education, 1985.

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Reyhner, Jon Allan. American Indian/Alaska Native education. Bloomington, Ind: Phi Delta Kappa, 1994.

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Book chapters on the topic "Commission on Native Education"

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Peters, Michael A., and Tina Besley. "Contesting the Neoliberal Discourse of the World Class University: ‘Digital Socialism’, Openness and Academic Publishing." In Evaluating Education: Normative Systems and Institutional Practices, 235–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_14.

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AbstractThe principal aim of this paper is to contest the neoliberal discourse of the World Class University (WCU). The first section provides an understanding of the concept of the WCU within the context of a global competitive model of the knowledge economy and contrasts it with the social-democratic model based on open science and education that also provides links between new modes of openness, academic publishing and the world journal architecture. The paper makes the case for ‘knowledge socialism’ that accurately depicts the greater communitarian moment of the sharing and participative academic economy based on peer-to-peer production, social innovation and collective intelligence. It instantiates the notion of knowledge as a global public good. Profound changes in the nature of technology has enabled a kind of ‘digital socialism’ which is clearly evident in the shift in political economy of academic publishing based Open Access, cOAlition S, and ‘Plan S’ (mandated in 2020) established by national research funding organisations in Europe with the support of the European Commission and the European Research Council (ERC). The social democratic alternative to neoliberalism and the WCU is a form of the sharing academic economy known as ‘knowledge socialism’. Universities need to share knowledge in the search for effective responses to pressing world problems of fragile global ecologies and the growing significance of technological unemployment. This is a model that proceeds from a very different set of economic and moral assumptions than the neoliberal knowledge economy and the WCU.
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McCarty, Teresa L. "American Indian, Alaska Native, and Native Hawaiian Bilingual Education." In Bilingual Education, 45–56. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_5.

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Pratt, Sabrina V. "Santa Fe, New Mexico's creative tourism initiative." In Creative tourism: activating cultural resources and engaging creative travellers, 165–71. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0022.

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Abstract The City of Santa Fe, New Mexico's Creative Tourism Initiative ran from 2009 to 2015. It began as a result of Santa Fe's membership in the United Nations Educational and Scientific and Cultural Organization (UNESCO) Creative Cities Network. Santa Fe joined the network in 2005, and that same year a UNESCO representative involved in forming the Creative Cities Network brought up the concept of creative tourism as an economic development tool. Santa Fe, population 84,683 (US Census Bureau, 2019), is known for its history, arts, and culture in a southwestern US state that shares a border with Mexico. As a crossroads for Native American, Spanish, Mexican, and European culture, plus a beautiful desert and mountainous landscape, tourism is one of New Mexico's primary industries. The Creative Tourism Initiative, led by the City of Santa Fe, developed a robust selection of creative tourism experiences and promoted them. The City assigned staff members of its Arts Commission, the city's arts agency, to design and implement the programme. This study tackles how CTI promotes Santa Fe, in terms of training, their website, and other marketing channels.
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Nicaise, Eric. "A new teacher education model." In Native and Non-Native Teacher Talk in the EFL Classroom, 182–91. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-7.

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Kadowaki, Kaoru. "“Native” Japanese Speaker Teachers in Japanese Language Education at Primary and Secondary Schools in Australia." In Native-Speakerism, 173–87. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_8.

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Kuznekoff, Jeffrey H., Stevie M. Munz, and Scott Titsworth. "Problematizing the “Digital Native”." In Mobile Devices and Technology in Higher Education, 18–23. New York, NY: Routledge, 2020: Routledge, 2019. http://dx.doi.org/10.4324/9780429355097-3.

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van Eijck, Michiel, and Wolff-Michael Roth. "Novelizing Native and Scientific Discourse." In Cultural Studies of Science Education, 177–200. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5392-1_9.

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Cajete, Gregory A. "Native Science and the Cosmos." In Sociocultural Explorations of Science Education, 5–21. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30451-4_1.

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Lavakare, P. J. "India’s National Knowledge Commission." In Global Opportunities and Challenges for Higher Education Leaders, 137–41. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_31.

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Medgyes, Péter. "The Native/Nonnative Conundrum." In Research Questions in Language Education and Applied Linguistics, 607–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_106.

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Conference papers on the topic "Commission on Native Education"

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Tascovici, Daliana ecaterina, Robert gabriel Dragomir, and Eliza consuela Isbasoiu. "VALUES WITHIN THE EUROPEAN DIMENSION OF EDUCATION - A CASE STUDY ON THE FOREIGN LANGUAGES LEARNING IN ROMANIA." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-140.

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The proposed paper aims at presenting the present situation as concern the challenges the pupils are taught about during their university and pre university courses on one hand, the necessity of the labour market and the European new paradigms in the educational policies on the other hand. From all the values taken into consideration, we focus mainly on the familiarization of the European inhabitants with the usage of the foreign languages. Firstly, we refer to the values within the European dimension of education, as they were established by the European Commission for every state. Here we make reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talk about the new paradigms met with the new political and social situation. Here we stress the importance of knowledge, but also of competences and values people have to achieve. In order to fulfill this task, the usage of the TIC and of the educational resources gained for every type of educational issue should be intensified. We also mention the series of activities that help learning the common language for a European citizenship and the defining of the new types of educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect is to establish the defining of the problem mentioned at the beginning. For that we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to different categories of respondents: students, employed, unemployed, discriminated categories and so on) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.
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Tascovici, Daliana ecaterina, and Robert gabriel Dragomir. "VALUES IN THE PROFESSIONAL ACTIVITY - FROM ACQUISITION TO APPLICATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-307.

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The present paper aims at presenting the actual situation as concern the values the students are taught about during their university courses on one hand and the necessity of the labour market on the other hand. At first, we referred to the values within the European dimension of education, as they were established by the European Commission for every state. Here we made special reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talked about the new paradigms met with the educational policies. Here we stress the importance not only of knowledge, but also of competences and values the students will achieve. In order to fulfil this task, the usage of the TIC and of the educational resources opened for every type of educational contexts should be intensified. Here we also mentioned the series of activities which help the learning of the common language for a European citizenship and the defining of the new educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect was to establish the defining of the problem mentioned at the beginning. Here we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to two different categories of respondents: students who want to get a job on one hand and employers on the other hand) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.
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Velzing, Evert-Jan, Annemiek Van der Meijden, Kitty Vreeswijk, and Ruben Vrijhoef. "Circularity in value chains for building materials." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10196.

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AbstractThe urgency for developing a circular economy is growing, and more and more companies and organisations are concerned with the importance of adapting their business to fit a changing economy. However, many analyses on the circular economy are still rather abstract and there is a lack of understanding about what circularity would mean for specific industries. This insufficient insight especially seems to be apparent in the building and construction sector. Besides, the building and construction sector is responsible for a major part of energy use and emissions. To tackle the issue of insufficient insight into the business consequences of circular devlopments, further research is necessary. Therefore, we propose to collaborate on a research project that aims to provide a more detailed level of analysis. The goal is to identify drivers and barriers to make better use of materials in the building and construction sector. This further research would benefit from an international collaboration between universities of applied sciences and industry from different European countries. An additional benefit of the applied orientation would be the relevance for professional education programmes. References CBS, PBL &amp; Wageningen UR. (2017). Vrijkomen en verwerking van afval per doelgroep, 1990-2014 (indicator 0206, versie 13, 26 janauri2017). Retrieved from: https://www.clo.nl/indicatoren/nl0206-vrijkomen-en-verwerking-van-afval-per-doelgroep Cuchí, A.; Arcas, J.; Casals, M. &amp; Fobella, G. (2014). Building a common home Building sector – A global vision report. Produced by the Global Vision Area within the World SB14 Barcelona Conference. De Jesus, A. &amp; Mendonça, S. (2018). Lost in Transition? Drivers and Barriers in the Eco-innovation Road to the Circular Economy. Ecological Economics, 145, 75-89. doi: 10.1016/j.ecolecon.2017.08.001. EC. (2015). Closing the Loop – An EU action plan for the Circular Economy. Brussels: European Commission. EC. (2019). Report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the implementation of the Circualr Economy Action Plan. Brussels: European Commission. Ghisellini, P; Cialini, C. &amp; Ulgiati, S. (2016). A review on circular economy: the expected transition to a balanced interplay of environmental and economic systems. Journal of Cleaner Production, 114, 11-32. doi: 10.1016/j.jclepro.2015.09.007. Kirchherr, J., Pisciceli, L., Bour, R., Kostense-Smit, E., Muller, J., Huibrechtse-Truijens, A. &amp; Hekkert, M. (2018). Barriers to the Circular Economy: Evidence From the European Union (EU). Ecological Economics, 150, 264-272. Mazzucato, M. (2018). Mission-Oriented Research &amp; Innovation in the European Union – A problem-solving approach to fuel innovation-led growth. Retrieved from: European Commission; https://ec.europa.eu/info/sites/info/files/mazzucato_report_2018.pdf Nederland circulair in 2050. Rijksbreed programma Circulaire Economie (2016). Den Haag: Ministerie van Infrastructuur en Milieu &amp; Ministerie van Economische Zaken. Stahel, W.R. (2016) The Circular Economy. Nature, 531(7595), 435-438. UN. (2018). 2018 Global Status Report – Towards a zero-emission, efficient and resilient buildings and construction sector. United Nations Environment Programme. UNCTAD. (2018). Circular Economy: The New Normal (Policy Brief No. 61). Retrieved from United Nations Conference on Trade and Development (UNCTAD): https://unctad.org/en/PublicationsLibrary/presspb2017d10_en.pdf
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Wei, Xing, Catia Cucchiarini, Roeland van Hout, and Helmer Strik. "Distinctive Features for Classifying Spoken Native Versus Non-Native Speech." In 9th Workshop on Speech and Language Technology in Education (SLaTE). ISCA: ISCA, 2023. http://dx.doi.org/10.21437/slate.2023-11.

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Ramlan, Anaztasia Natasha Muhamad. "Move Analysis in Ph.D. Theses Abstracts: Comparing Native and Non-Native Corpora." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.51.

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Kharisov, Firaz, and Chulpan Kharisova. "INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.

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INNOVATION IN NON-NATIVE LANGUAGE EDUCATION Education system both in Russia and abroad has its own traditions and customs established throughout the centuries. In some educational institutions there were used non-conventional teaching methods along with traditional ones. However we are aware of the fact that both in those old times and now educational and pedagogic work was founded on the Jan Amos Comenius teaching, that was published in Didactica Magna (1638) that contains 'universal art of teaching everyone everything...'. Despite the fact that every country establishes specific educational systems which capture the peculiarities of socio-political framework and national and cultural differences, there is a certain degree of commonality among them. We understand 'innovation' as a certain novelty that was specifically developed or accidentally discovered through the pedagogical practice. Authors give different meanings to 'novelty' and 'innovation'. Novelty is a new means (new method, new methodology, technology etc.), while Innovation is the process of adopting that means. Innovational teaching is focused on developing an individual who is adaptable to constant changes in society, living conditions, to effective and durable acquisition of science basics by means of developing creative capabilities, thinking, and communication skills through new technology. When using innovation technologies, there occurs transition from lesson (task) systems as a teaching process to a lesson as 'a leading form of living' (lesson-creation, lesson-labor, lesson-communication, lesson-friendship, lesson-meeting, lesson-concerto, lesson-conversation, integrated lesson, lesson-roundtable, lesson-craft, etc.), Innovative approaches when teaching non-native language can be considered from the point of view of innovation-modernization of the teaching process, whereby the result is guaranteed as in traditional reproductive orientation. Technological approach to teaching concerns communicating certain knowledge to a student, forming a certain set of actions based on an example offered by a teacher; innovation-transformation which changes traditional understanding of the educational process and supports the research nature of the cognitive activity. Exploratory approach has an ability to transform traditional learning based on productive activity, which guarantees meeting certain goals and results. Teaching languages by using innovative technologies implies organizing the teaching process in a new, oriented at foreseeing the end results, stimulating students to dynamic communicative activities dialogue which fully leverages the emotional and intellectual potential. By 'technology' we mean a set of methods and techniques, which are used by teachers, as well as educational materials that are used when teaching Tatar language (educational-methodical system, computer technologies, video and audio, etc.). Educational-methodological systems that have been developed in recent years are communication-oriented and contain multiple tests that allow for self-control and teacher-control. Essentially, they bring communication in a non-native language close to natural environment. There are several goals of using modern technologies for teaching non-native languages, o Increasing motivation and interest in studying; o Strengthening cognitive activity; o Creating comfortable environment, the atmosphere of mutual understanding and support when communicating in non-native language; o Developing creative potential and skills, developing initiative. Using new educational technologies implies that the teacher should act in numerous roles: be a producer, a teacher, a student, an organizer of certain type of activity (e.g. games), a consultant, etc. Dr. Firaz F. Kharisov, Professor, Doctor of Pedagogical Sciences, Kazan Federal University Chulpan M. Kharisova, Professor, Doctor of Pedagogical Sciences, Kazan Federal University
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Elliott, Lidija. "Exploration of Native Speaker Teachers and Non-native Speaker Teachers Within the English Learning Communication." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.2.

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Ardika, Dewa Nyoman, I. Irwan, and Dewa Gede Deniyasa Ekasaputra. "Native and Non-Native English Refusal Strategies in Transactional Negotiation: A Pragmatic Analysis." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.093.

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Miranda-Aldaco, Citlali. "CONFIDENCE IN SPEAKING WITH NATIVE SPEAKERS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1644.

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Kim, Jin-Ha. "Learner's Native Culture and the Humanities in Foreign Language Education." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.23.

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Reports on the topic "Commission on Native Education"

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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, March 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
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Otero-Cortés, Andrea, Ana María Tribín-Uribe, and Tatiana Mojica-Urueña. The Heterogeneous Labor Market Effects of the Venezuelan Exodus on Female Workers: Evidence from Colombia. Banco de la República, July 2022. http://dx.doi.org/10.32468/dtseru.311.

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We study the labor market effects of the Venezuelan migration shock on female labor market outcomes in Colombia using a Bartik-instrument approach.For our identification strategy we leverage regional variation from pull factors and time variation from push factors. Our findings show that in the labor market, female immigrants can act as substitutes or complements for native-born women depending on native women’s education level; immigrant workers are substitutes in the labor market for native-born low-educated women as they compete for similar jobs. Hence, the low-educated native women’s labor force participation decreases. At the same time, time spent doing unpaid care increases for low-educated native women, possibly further preventing the job search for this group. On the other hand, we find an increase in labor force participation of 1.6 p.p. for highly educated women with minors at home and a 1 p.p. higher likelihood of becoming entrepreneurs due to the migratory shock, which supports the complementary-skill hypothesis. Finally, we don’t find evidence that the migratory shock induced households to outsource more home-production as a means for high-educated women to spend more time at paid work.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Adebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia, et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, August 2022. http://dx.doi.org/10.1308/fos2.2022.

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Over the past 50 years the capability of technology to improve surgical care has been realised and while surgical trainees and trainers strive to deliver care and train; the technological ‘solutions’ market continues to expand. However, there remains no coordinated process to assess these technologies. The FOS:TEST Report aimed to (1) define the current, unmet needs in surgical training, (2) assess the current evidence-base of technologies that may be beneficial to training and map these onto both the patient and trainee pathway and (3) make recommendations on the development, assessment, and adoption of novel surgical technologies. The FOS:TEST Commission was formed by the Association of Surgeons in Training (ASiT), The Royal College of Surgeons of England (RCS England) Robotics and Digital Surgery Group and representatives from all trainee specialty associations. Two national datasets provided by Health Education England were used to identify unmet surgical training needs through qualitative analysis against pre-defined coding frameworks. These unmet needs were prioritised at two virtual consensus hackathons and mapped to the patient and trainee pathway and the capabilities in practice (CiPs) framework. The commission received more than 120 evidence submissions from surgeons in training, consultant surgeons and training leaders. Following peer review, 32 were selected that covered a range of innovations. Contributors also highlighted several important key considerations, including the changing pedagogy of surgical training, the ethics and challenges of big data and machine learning, sustainability, and health economics. This summates to 7 Key Recommendations and 51 concluding statements. The FOS:TEST Commission was borne out of what is a pivotal point in the digital transformation of surgical training. Academic expertise and collaboration will be required to evaluate efficacy of any novel training solution. However, this must be coupled with pragmatic assessments of feasibility and cost to ensure that any intervention is scalable for national implementation. Currently, there is no replacement for hands-on operating. However, for future UK and ROI surgeons to stay relevant in a global market, our training methods must adapt. The Future of Surgery: Technology Enhanced Surgical Training Report provides a blueprint for how this can be achieved.
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Triakina, Olga O., Olena O. Pavlenko, Nataliia P. Volkova, and Darja Kassim. Usage of E-learning Tools in Self-education of Government Officers Involved in Global Trade Activities. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2670.

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The article concerns the issue of e-learning tools implementation, including the Customs Learning and Knowledge Community electronic platform designed by the World Customs Organization and the Trade Facilitation Implementation Guide case studies collected by the United Nations Economic Commission for Europe, into the self-education process of current government employees (within in-service training) and future public officers (within master’s programs) connected with international trade transactions. The authors give a description of the content and characteristical features of existing e-learning instruments related to training of professionals in Customs and trade fields as well as of certain tasks developed by the authors. The efficiency of the abovementioned e-learning tools has been experimentally proved in the paper, which has shown that these tools promote the growth of the professional competence of government officers and give a great opportunity for them to be involved in life-long learning to acquire various professional knowledge and skills.
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Fehily, Caitlin, Julia Dray, Olivia Wynne, Alexandra Metse, Jacqueline Bailey, Simone Lodge, Tegan Bradley, and Jenny Bowman. Interventions to reduce or prevent lifestyle risks for people with disability. The Sax Institute, March 2021. http://dx.doi.org/10.57022/jmuj9605.

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This Evidence Snapshot, commissioned by the Australian Commission on Safety and Quality in Health Care, identifies evaluated interventions targeting lifestyle risks and behaviours that reduce the risk of chronic disease for adults with disability. A range of intervention strategies were found, focusing on different risks. Of these, the reviewers found good evidence to support the following strategies: consumer education and resources, individualised goals and activities, practical support, involving family/unpaid carers, and staff training. The Snapshot is one of three rapid reviews funded by the NDIS Quality and Safeguards Commission examining effective strategies to improve the health of people with disabilities.
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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Pember, Susan, Helen Tilley, Jack Price, and Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, December 2021. http://dx.doi.org/10.54454/20211216.

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To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.
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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are highlighted: 1) Forging New Relationships to Build on Community Cultural and Linguistic Wealth, 2) Designing Bilingual Teacher Residency District-University Partnerships and Programs, 3) The Burden of Support: Augmented Financial Barriers for Bilingual Teacher Residents and, 4) Bilingual Teacher Pedagogies: Critical Consciousness and Culturally Responsive Teaching. Based upon the findings, the research brief proposes three key recommendations for policy and practice to address the ongoing and projected California’s bilingual teacher shortages at the state and local levels: 1) Create Coherent and Articulated Cross-State Agency Efforts, 2) Differentiate Bilingual Networks of Support, and 3) Strengthen Bilingual Teacher Residency Communities of Practice.
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