Academic literature on the topic 'Contemporary education systems'
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Journal articles on the topic "Contemporary education systems"
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Fisher, J. F. "International Education Systems and Contemporary Education Reforms." Comparative Studies of South Asia, Africa and the Middle East 26, no. 1 (January 1, 2006): 148–49. http://dx.doi.org/10.1215/1089201x-2005-017.
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Farhan, Ishaq, and Mahmoud Rashdan. "Towards Developing Contemporary Education Theory." American Journal of Islam and Society 7, no. 1 (March 1, 1990): 103–7. http://dx.doi.org/10.35632/ajis.v7i1.2674.
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With the increased interest in Islamic countries to adopt a way of lifebased on Islamic law, the need has intensified for practical and scientificIslamic alternatives to social and economic problems facing the world ingeneral and the Islamic nations in particular.Most countries of the world are undergoing severe education crises andreform is especially needed in education. The education systems in manycountries have failed to develop the individual in relation to social andhumanistic goals. Educational systems in the Islamic countries have beenmostly modeled on those of Western countries. As a result, these Islamiccountries are undergoing dual crises. First, the adopted education systemshave had a severe impact on many aspects of daily life in the Islamic countries.Second, the adopted education systems frequently counter Islamic goals andideals.Numerous thinkers and intellectuals in Muslim countries have emphasizedthe role of education in building a balanced and integrated individual personalityin society. Hundreds of books were written discussing these issues. Variousconferences were held to restore educational thought from the Islamic heritage.The effects of these efforts has resulted in emphasizing the successful roleof Islamic education in shaping the person, rebuilding society, and contributingto civilization.Education in modern society plays an important role in training humanresources to bridge the economic gap between the developed and developing ...
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Panov, Hilda. "FROM CONTEMPORARY MANAGEMENT TO CONTEMPORARY EDUCATION." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1873–76. http://dx.doi.org/10.35120/kij31061873p.
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The last decade of the twentieth century is filled with numerous events which will mark the economic and social relations in our country for a long time. In terms with the whole changes that rose after the constitution of The Republic of Notrh Macedonia as an independent country, special emphasis is put on the model of the economic systemand the introduction of a new in accordance with the principles of the free market and the market economy.This change dictates adequate changes in the economic relations in the field of educational and the science-reseach system. In the field of education and upbringing management should be implemented as a contemporary process which includes the following activities: planning, organizing, coordinating, motivating and controling, without which modern educational process cannot be concieved.Therefore, the new techno-economic paradygma represents a nucleous of mutually connected technologically, organizational and managirial inovations whose advantage is in the new range of products and production systems and services without which a modern economic structure of the society cannot be imagined.Management in this respect shoulb be recognised and characterised with: managers’ knowledge, their skills and ability to run and to deal in conditions of market economy.The development of management as a separate field can be divided in various periods: Pre-scientific management, scientific management, human resources, refining , spreading and synthesis. Each of these periods is characterized with specific principles,functions,authors, researches and management schools.Management as a process, applicable in each environment (economic, non economic, governmental etc)including the basic functions or primary activities executed by the managers, enables each activity to be planned, to be orgnaised its implementation, to coordinate the implementation, to motivate,and run and to take corrective measurements should there be opposing in the implementation of the activities.
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EGUZ, Sule. "Contemporary Education Systems: The Case of United States." Eurasia Proceedings of Educational and Social Sciences 33 (January 3, 2024): 126–34. http://dx.doi.org/10.55549/epess.1413353.
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Modernization efforts for the development of education systems were carried out in parallel with the needs of the age. In this direction, societies that have taken the step of modernization have first tried to revise their existing education systems and identify the prominent obstacles. Education systems have followed a very different course in history; It has been affected by many historical, geographical, economic, social, and cultural factors. The United States education system is an education system that is managed locally due to the history and structure of the country, where the education program, academic calendar, programs, school system structuring, and teacher appointments are determined by the states. In this study, first the political and cultural history of the country and then the functioning and structure of the education system are discussed. The study also compared the Turkish education system and US education. Finally, the study was concluded by including the problems encountered in the US education system.
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Ruchin, V. A., and A. V. Ruchin. "Education Systems in Contemporary Society: Social and Philosophical Analysis." Vestnik Povolzhskogo instituta upravleniya 20, no. 2 (2020): 76–85. http://dx.doi.org/10.22394/1682-2358-2020-2-76-85.
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Aberšek, Boris, and Andrej Flogie. "Smart Education Systems Supported by ICT and AI." Applied Sciences 13, no. 19 (September 27, 2023): 10756. http://dx.doi.org/10.3390/app131910756.
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Jiménez, Robert T., and Patrick H. Smith. "Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities." Reading Research Quarterly 43, no. 1 (January 2008): 28–46. http://dx.doi.org/10.1598/rrq.43.1.3.
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Silva, Jorge Natalino da, and Joelma Gonçalves de Souza. "Contemporary school." RCMOS - Revista Científica Multidisciplinar O Saber 2, no. 1 (January 22, 2024): 23–30. http://dx.doi.org/10.51473/rcmos.v2i1.313.
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This study aims to understand the importance of the role of the school in social formation and, therefore, needs to be known and analyzed within society as an environment of change. The contemporaneity requires permanent analysis of the practice and the countless changes in the social, cultural, political and economic systems, this imposition presents itself both as a condition to accompany the evolution of knowledge, and to redirect the teaching actions in search of meeting the new demands educational. This article refers to the new meaning of education and knowledge in contemporary times, it addresses conceptual references, taking them as the basis for a critical refl ection on continuing education. Emphasizes the importance of a contemporary conception that encompasses, alongside the scientifi c dimension, a sociocultural perspective and teacher training, through an interdisciplinary approach.
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Carter, Nancy F. "Sources: International Education: An Encyclopedia of Contemporary Issues and Systems." Reference & User Services Quarterly 53, no. 3 (March 1, 2014): 279. http://dx.doi.org/10.5860/rusq.53n3.279a.
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Shadiyeva, Dilfuza. "Revolutionizing Language Teaching: Integrating Modern Pedagogical Technologies into Education Systems." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (March 31, 2024): 1325–27. http://dx.doi.org/10.22214/ijraset.2024.59119.
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Abstract: The integration of contemporary pedagogical technology into language instruction within the educational system is examined in this research article. The study looks at the advantages and difficulties of using technology in language learning, assesses how pedagogical technology use is evolving, and investigates how these developments affect language learning results. This paper offers insights into the efficacy of contemporary educational methods in boosting language acquisition and establishing a more dynamic and engaging learning environment through an extensive literature study and empirical research
Dissertations / Theses on the topic "Contemporary education systems"
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Turner, Charlotte. "Exploring Social Issues and Value Systems in Contemporary Art Education." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/16.
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The purpose of the study was to field test a unit of lessons in which students explore how a variety of social issues and value systems impact the meaning expressed in their artwork. By exposing students to different systems of belief, their historical contexts, and providing opportunities for students to discuss, research and symbolically express meaning I hope to develop critical thinking skills; promote increase in the social conscience of teenagers; help students develop critical thinking skills; promote student active involvement in their community at large; encourage social activism; and help students become part of the larger global community. The study utilized pre and post written tests, student artwork, student written responses and an auto-ethnographic approach to document student outcomes. Although evidence of progress was observed there is a need for additional research about ways art education might be used to assist students in the development of a social conscience and awareness of the global community.
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Hallett, Nigel. "Ontological developments in contemporary art and their implications for value systems in art education." Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/5924.
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The subject of this study, which engages philosophy, art and the teaching of art, asks how art can be taught if it can be any thing. I characterise this status as ‘open’, meaning that it is epistemologically and ontologically unstable in ways which challenge our understanding of what an ‘artwork’ might constitute. The research looks to debates in the philosophy of art, for example, the definitional challenge of art, but especially to attempts to identify where the ontological distinctiveness of art lies if physicality fails to explain such distinctiveness. I argue that, although such debates have a relevance for the teaching of art at undergraduate level, this relevance is not widely acknowledged in the literature of art teaching. I first examine how openness is recognized and dealt with in art schools through the Benchmark Statement for art and design. I use a case study to explore the implications of open art with educational practitioners. I then ask whether art has always been problematical to teach and whether it is any more so in the context of contemporary art practices. Two accounts of value in art teaching (Ginsborg and de Duve) are examined in order to show how differently the practices which reflect that value can be interpreted and how the value is shifting as particular theories manifest themselves in art schools. I explore the relationship between theory and practice in the art school context, identifying six ways in which the term theory can be interpreted. Each way has implications for how art teaching is understood although I give special attention to an aspect of philosophical theory – the ontological structure of artworks – to argue that the teaching of art would meet the challenge of open art more readily by acknowledging, more overtly than is currently evident, the ontology of artworks.
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Grant, Brianne Alia May. "Where hope lives : an examination of the relationship between protagonists and education systems in contemporary native North American young adult fiction." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7322.
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Indigenous children’s and young adults’ literature remains in the margins of the academic community – either misidentified as multicultural fiction or left aside in favour of critiquing controversial literature produced by non-Aboriginal writers. Through children’s and young adults’ literature, Aboriginal writers are expressing their own perspectives on the way Western education has affected and continues to affect their lives, and these representations present a significant contribution to the way North American children learn about the history of Aboriginal relations with the dominant society. My thesis examines education issues in a representative sample of contemporary Aboriginal young adult fiction. It is innovative in its application of several forms of Indigenous theory, which provide rich and complex insights into the political and social circumstances of the Aboriginal protagonists. Relationships between land, community, and identity are examined in The Porcupine Year by Anishinabe writer Louise Erdrich, Good for Nothing by Métis author Michel Noël, No Time to Say Goodbye: Stories of Kuper Island Residential School by Sylvia Olsen with Tsartlip community members Rita Morris and Anne Sam, and The Absolutely True Diary of a Part-Time Indian by Spokane / Coeur D’Alene writer Sherman Alexie.
Drawing primarily on the critical writing of Robert Warrior, Craig S. Womack, and Kimberly Blaeser, this thesis examines issues of land, community, and identity as manifested in education systems affecting Aboriginal peoples. The primary works for this thesis all convey an unresolved paradox of hope and hopelessness through the contrast between the historical and political context and the protagonists’ emotional strength and connection to their communities and homelands.
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ASPINALL, ROBERT. "Policies for 'Internationalizaton' in the Contemporary Japanese Education System." 名古屋大学大学院国際言語文化研究科, 2000. http://hdl.handle.net/2237/8022.
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Young, Kathryn, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA." Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.
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In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms.
The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report:
P a critical review of the imported educational system and related practices
and related issues since Independence
P narrative report of the experience of two colleagues in western education
P evidential research based on curriculum Reform in the Language and
Literacy Unit.
How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context.
The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project.
The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.
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Baker, Sally. "'Like a fish in water' : aspects of the contemporary United Kingdom higher education system as intended and as constructed." Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420650.
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Chariet, Mounira. "Les transformations de l'Algérie contemporaine au prisme des usages du français." Thesis, Aix-Marseille, 2020. http://www.theses.fr/2020AIXM0014.
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Cette thèse de sociologie politique prend la langue comme analyseur pour appréhender la transformation de l’Algérie contemporaine. La langue a été investie d'un rôle majeur après l'indépendance. La politique d'arabisation devait rompre avec l'état colonial, Il fallait défranciser pour algérianiser. Aujourd’hui, cette option n'a pas été abandonnée, mais la société algérienne contemporaine fonctionne dans un plurilinguisme ordinaire, où le français a un rôle complexe : sélection à l’université, langue de l’emploi, distinction sociale, stratégies migratoires. Nous avons mis en évidence deux grandes périodes, de part et d’autre de la guerre civile : celle du projet national caractérisé par un « zèle révolutionnaire » (arabisation, socialisme, récit national autour de la guerre de libération...), qui a bénéficié de l'adhésion relative des populations jusqu'aux événements d’octobre 1988 ; et celle des années 2000 où la société, épuisée, se caractérise par le désaveu politique, l’anomie, le désespoir, le sentiment de hogra. Entre les deux, la guerre civile a mis au second plan les enjeux de la libération. Nous avons restitué la variation du statut du français en multipliant les prises d’information dans différents espaces sociaux, en particulier dans le champ éducatif, et à partir de supports culturels tels que les films. Les usages de langues éclairent le hiatus entre les logiques politiques et les logiques sociales, hiatus qui s'est exacerbé au fil des épreuves de l'histoire algérienneThis thesis in political sociology analyses French language to elucidate social transformation in Algeria since 1962. In the aftermath of independence, language was vested with a key role. The policy of "Arabisation" aimed to break with the colonial state. French had to be eradicated in order to Arabise. Today this option has not been abandoned, but contemporary Algerian society operates with a regular plurilinguism in which French plays a complex role including: selection mechanisms for university, language of work, social prestige, migration strategies. This thesis focuses on two periods on both sides of the civil conflict (1990s): the period of the project of nation building, characterised by "the revolutionary zeal" (Arabisation, Socialism, the construction of a national narrative built around the war of liberation...) which had the support of the population until the events of October 1988 and the period of the 2000s during which the exhausted society was characterised by a repudiation of politics, anomie, despair and the sense of hogra (suspicion, exclusion). In between these two periods, the civil conflict pushed many questions raised following the liberation in the background. This thesis has attempted to reveal varying statuses accorded to French language drawing on a wide range of data sources including cultural materials such as films and diverse social spaces, with a particular focus on the field of educational. It shows that the languages used can shed light on the gap between political logics and social logics. This hiatus has only been exacerbated in more recent years and tests of Algerian history
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Davis, Linda Agatha. "Curriculum rhetoric and contemporary practice in the Bahamian primary school system." Thesis, 1992. http://hdl.handle.net/2429/6839.
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This study examined the ‘intended’ curriculum and the processes of its translation
into classroom practices. The ‘intended’ curriculum is the rhetoric incorporated in state
documents of the independence era in The Bahamas. These state documents included three
key general educational policy documents in which policy makers presented persuasive
arguments and strategies for the nation’s development, and the curriculum guides based on
these earlier policy documents. Since these documents represent the educational intentions
and objectives of the nation, it was assumed that an examination of their rhetoric would
produce a portrait of the government’s ‘independence plan.’ However, because one cannot
assume that rhetoric is translated into practice, this study also examined the extent to which
teachers in the Bahamian Primary School System have translated this ‘independence plan’
into their contemporary practices.
The methods of investigation included documentary analysis, participant
observation, informal interviews with classroom teachers and other Ministry of Education
officials, and a teacher questionnaire.
The documentary analysis revealed a continuity of themes ran throughout the major
educational documents. Foremost among these themes were the move toward the
Bahamianisation of the educational system, the production of indigenous materials, the
recognition of the classroom teacher as central in the reform process, and the importance of
communication between policy makers and teachers. Field investigations revealed a
divergency between the rhetoric of the educational policy documents and the practices
within the contemporary educational context. The study identified five major factors that
influence the success of the curriculum implementation process. These factors include
resources, support services, the internal dynamics of the school context, assessment
practices, and the personal backgrounds and professional experiences of teachers.
The evidence reported in the study pointed to several components that would
enhance success in the implementation of the intended curriculum. The question of
resource availability, specifically resources of an indigenous nature, was the most
significant issue uncovered by this study. In addition, the need for a more collaborative
support network for teachers was evident. Finally, the study highlighted the importance of
two components that are directly related to the formulation of policy. These include the
need for policy makers to use teacher experience and insight, and be more cognizant of the
factors that have an impact, both internally and externally, upon the school context.
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Tsai, Ing-Tzyy, and 蔡英子. "A comparative study: system reform and contemporary paradigm in early childhood education and care in Taiwan and Japan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ft9hsv.
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碩士淡江大學
日本語文學系碩士班
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The purpose of this paper is to investigate and compare the Early Childhood Education and Care paradigm reforms in Taiwan and Japan. Starting in the 1960s, the topic of preschooler education and care has received considerable attention by education and welfare authorities alike, a concern that finally resulted in the 2006 education policy of kindergarten and nursery school integration. By a delay of 34 years, the new integrated paradigm was introduced in Taiwan in the late 1990s and became fully established in 2011. The thesis is divided into three sections. The first section analyzes and compares the pre-reform educational practices and regulations of the two nations. The second section focuses on the educational and institutional reforms in both countries. The last section discusses the contemporary policies and paradigms of Early Childhood Education and Care in Taiwan and Japan.
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Bostani, Fateme. "Children’s right to “proper education” in contemporary Iran : a critical legal essay with an ethical and empirical approach towards improving Iranian governance." Thèse, 2019. http://hdl.handle.net/1866/23506.
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La recherche prend place dans le quotidien actuel de la sphère éducationnelle en Iran. Remarquons que l’Iran est État non occidental et islamique, mais ayant néanmoins adhéré au principe, plutôt occidental, de la Convention internationale sur les droits de l’enfant. Cette recherche s’insère dans une continuité de recherche au soutien des droits humains. Elle propose une voie d’empowerment aux groupes iraniens ouverts à la démocratie, mais aussi aux mouvements éducatifs soucieux des droits fondamentaux de la personne. Divisé en quatre chapitres, le questionnement hybride de la thèse conduit à un essai interdisciplinaire critique bénéficiant aux trois disciplines du droit, de la philosophie et de l'étude empirique. Face au système juridique international et iranien d'un point de vue juridique classique, le chapitre philosophique tend à répondre à la question de «que pourrait-on considérer non seulement du droit à l'éducation, mais également du droit à une « éducation appropriée » fondée sur des motifs éthiques et philosophiques dans le sens où cela conviendrait mieux à la culture iranienne et aux habitudes sociales ». Le chapitre empirique recherche donc "Dans l'action en faveur des droits des enfants iraniens, que révèlent les représentations sociales iraniennes au sujet du fossé potentiel entre un concept idéal de «proper education» et la vie quotidienne des enfants? "
À partir d’une approche philosophique— plus précisément d’une éthique de la vertu—, la thèse propose le concept d’«éducation appropriée » [proper education] comme approche critique des positions internationales et internes du droit à l’éducation de l’enfant. Y est présenté comme «éducation appropriée » un droit moral et juridique pour les enfants : ce droit relève alors de la catégorie des droits au développement qui servent le droit à un avenir ouvert et ainsi que le droit de s'épanouir pleinement. Le recours à ce concept propose ainsi conception du droit à l’éducation harmonisée au contexte iranien actuel. D'un point de vue empirique, à partir d’une approche inductive typique de la Human Rights Advocacy approach et sur la base de quatre-vingts (80) entretiens auprès d’enfants et d’enseignants, sont observés et analysés les écarts entre le droit officiel et les façons dont ils sont vécus, mobilisés, pensés ou niés dans la sphère de l’éducation iranienne aujourd’hui. Enfin, l’essai juridique critique suggère que la gouvernance iranienne soit ouverte à une évolution vers une autorité contractuelle moderne dans le système éducatif pour être plus compatible avec les besoins psycho-émotionnels des enfants et en même temps pour d'appliquer des conseils politiques de l'éthique de la vertu à se déplacer vers une forme libérale de politiques éducatives qui promeuvent les vertus de l’autonomie et de la tolérance. Ils sont autant d’informations cruciales pour une gouvernance législative iranienne avisée, ancrée à une quête islamique de vertu tout autant qu’au bonheur des enfants.The research takes place in the current daily life of the educational sphere in Iran. It should be noted that Iran is a non-Western and Islamic state, but nonetheless adhered to the rather Western principles of the International Convention on the Rights of the Child. This research is part of a continuity of research in support of human rights. It offers a path of empowerment to Iranian groups open to democracy, but also to educational movements concerned with the fundamental rights of the person. Divided into four chapters, the hybrid questioning of the thesis leads to a critical interdisciplinary essay benefiting the three disciplines of law, philosophy and empirical study. Facing the international and Iranian legal system from a classical legal view, the philosophical chapter tends to respond to the question of “what could be considered not just the right to education, but the right to a “proper” education based in ethical and philosophical grounds in the sense that it would better suit Iranian culture and social habits than an allegedly “universal” [occidental] classical legal conception?". The empirical chapter, then, looks for the “Iranian social representations of the children’s rights that reveal the gap between the ideal expressed concept of “proper education” and day-to-day life of children?” with an advocative approach. From a philosophical view —more precisely from virtue ethics stand point—the thesis proposes the concept of "right to proper education" as a critical approach to the international and internal positions of the right to education for children. "Proper education" is presented as a moral and legal right for children under the category of developmental rights which serves the right to an open future and the right to maximizing self-fulfillment. It is also a conception of the right to education harmonized with the current Iranian Islamic context. From an empirical standpoint, starting from a typical inductive approach of the Human Rights Advocacy approach and based on more than eighty (80) interviews with children and teachers, the gaps between the official laws and the ways in which they are experienced, mobilized, thought of or denied in the sphere of today Iranian education, are observed and analyzed. Finally, the critical legal essay suggests the Iranian governance to be open to a shift toward a modern contractual authority in educational system to be more compatible with the psycho-emotional needs of children and at the same time to apply the virtue ethics political advice to move toward a liberal form of educational policies that promotes the virtues of autonomy and toleration. These are all crucial information for wise Iranian legislative governance rooted in an Islamic pursuit of virtues as well as the happiness of children.
Books on the topic "Contemporary education systems"
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Al-Bataineh, Adel T. International education systems and contemporary reforms. Lanham, MD: University Press of America, 2005.
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Jha, Rajeev Indramani. Kathak dance education: Contemporary systems, problems and suggestions. Delhi: B.R. Rhythms, 2015.
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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, and Katerina Mavrou. Integrating touch-enabled and mobile devices into contemporary mathematics education. Hershey PA: Information Science Reference, 2015.
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Kerry, Dunn, ed. The contemporary applications of a systems approach to education: Models for effective reform. Lanham, MD: University Press of America, 2007.
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Kerry, Dunn, ed. The contemporary applications of a systems approach to education: Models for effective reform. Lanham, MD: University Press of America, 2007.
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Mathew, Gwanfogbe. Anglophone & francophone educational systems in Cameroon--: An overview in comparative contemporary and historical perspectives. [Yaoundé]: Educational Research Group, 1998.
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1942-, Leithwood K. A., and Musella Donald, eds. Understanding school system administration: Studiesof the contemporary chief education officer. London: Falmer, 1991.
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A, Leithwood Kenneth, and Musella Donald F, eds. Understanding school system administration: Studies of the contemporary chief education officer. London: Falmer, 1991.
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Bertrand, Yves. Contemporary theories and practice in education. Madison, Wis: Magna Publications, 1995.
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Bertrand, Yves. Contemporary theories and practice in education. 2nd ed. Madison, Wis: Atwood Pub., 2003.
Find full textBook chapters on the topic "Contemporary education systems"
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Hopkins, Neil. "Contemporary Education and Education Systems." In Democratic Socialism and Education: New Perspectives on Policy and Practice, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18937-2_1.
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Gumbo, Mishack T. "Alternative Knowledge Systems." In Contemporary Issues in Technology Education, 87–105. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3106-9_6.
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Hallström, Jonas. "Feedback in Technological Systems." In Contemporary Issues in Technology Education, 153–70. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_8.
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Axell, Cecilia. "Indigenous Technological Knowledge Systems Education: Technology Education in a Sámi School." In Contemporary Issues in Technology Education, 75–101. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1396-1_6.
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Norström, Per. "Technological Systems in National Standards and Curricula." In Contemporary Issues in Technology Education, 35–51. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_3.
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Engström, Susanne, and Maria Svensson. "An Educational Model for Teaching About Technological Systems." In Contemporary Issues in Technology Education, 109–26. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_6.
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Adewusi, Adeniran Gregory. "The Contemporary State of Education in South Africa." In The Education Systems of Africa, 1–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_20-1.
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Adewusi, Adeniran Gregory. "The Contemporary State of Education in South Africa." In The Education Systems of Africa, 421–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_20.
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Hallström, Jonas. "Teaching and Learning About Technological Systems: A Research Synthesis." In Contemporary Issues in Technology Education, 235–49. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_12.
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Mioduser, David. "Young Students’ Perceptions of Control Systems and Adaptive Robots." In Contemporary Issues in Technology Education, 129–52. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7719-9_7.
Full textConference papers on the topic "Contemporary education systems"
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Perugini, Saverio, and David J. Wright. "Developing a Contemporary and Innovative Operating Systems Course." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293734.
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Kaulins, Janis, Raimonds Ernsteins, Ivars Kudrenickis, Anita Lontone, and Ilga Zilniece. "Municipal Thematical and Territorial Indicator Systems for Sustainable Socio-Ecological Coastal Governance." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.141.
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There are recognized in Latvia the lack of locally based coastal socio-ecological research knowledge and its interpretation into municipal safety and development planning from one side as well as also only land-side oriented and separate sectorial development interests based coastal municipalities’ governance/planning practice from other side. Coastal governance practice development problems solution at the local level are to be seen at both ends of governance cycle – coastal situation evaluation (e.g. science) and policy design and implementation. Overall objective is to create, apply/test and use applicable interface system for integrated coastal science transfer into integrated coastal management (ICM), and so altogether developing whole and flexible integrated coastal governance (ICG) cycle, esp. at the local municipal level, but also coping with vertical integration with other national and international governance levels, as well as horizontal integration with other municipal development sectors. ICG complex interface system has been started to develop step-wise during realization of various research and development projects and particularly by designing and testing both complementary thematical and territorial approaches based municipal indicator systems (IS). Approaches were applied as different cross-sectorial municipal IS (coastal, climate change governance, coastal risk etc.) and, interrelatedly, eventual whole municipal development IS. There was designed and implemented Sustainable development governance IS proposal for Saulkrasti municipality, being used now for supervision of mandatory municipal long term planning document – Sustainable Development Strategy. Further proposals for coastal indicators observatory system for sealand border area administrative territories has to be developed, respecting all types of coastal components as for highly specific socio-ecological systems in the Baltic Sea region area.
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K. Barsky a, Constance, and Stanislaw D. Glazek b. "21st Century Ergonomic Education From Little e to Big E." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.
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Despite intense efforts, contemporary educational systems are not enabling individuals to function optimally in modern society. The main reason is that reformers are trying to improve systems that are not designed to take advantage of the centuries of history of the development of today’s societies. Nor do they recognize the implications of the millions of years of history of life on earth in which humans are the latest edition of learning organisms. The contemporary educational paradigm of “education for all” is based on a 17th century model of “printing minds” for passing on static knowledge. This characterizes most of K-12 education. In contrast, 21st Century education demands a new paradigm, which we call Ergonomic Education. This is an education system that is designed to fit the students of any age instead of forcing the students to fit the education system. It takes into account in a fundamental way what students want to learn—the concept “wanting to learn” refers to the innate ability and desire to learn that is characteristic of humans. The Ergonomic Education paradigm shifts to education based on coaching students as human beings who are hungry for productive learning throughout their lives from their very earliest days.
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Zhao, Wei, and Yan Liu. "Training of Contemporary University students and the Education of Innovative Talents." 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-13.2013.114.
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Mikelsone, Elina, and Elita Liela. "Bridging the Gap of Idea Management Systems Application and Organizational Effectiveness with Adaptive Structuration Theory." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.045.
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Information technologies that help to manage knowledge have a scientific and practical topicality. Among such technologies are web-based idea management systems (IMS). But there is little scientific evidence on how web-based IMS application materializes with in organizations and how they relate with organization effectiveness (OE). Authors of this paper aim to develop conceptual bases to fill this gap. The paper is based on an extensive review of literature about IMS, OE, and Adaptive Structuration Theory (AST). The aim is to develop a new research framework to explore how can the concepts – IMS, AST, OE, – be operationalized for empirical research to explore how IMS application and its results relate with OE and what are the main input and process elements in these relations? Based on a systematic literature review, that was analysed through content analysis technique and exploratory meta-analysis, authors created the adapted framework of AST for IMS context and proposed hypothesis. The paper contributes by developing detailed characterization of AST construct in webbased IMS application context on organizations. Authors propose theoretical guidance on how to explore the IMS impact on OE and expands the domain of outcomes of AST researching outcomes of web-based IMS by including OE dimensions.
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Jotsov, Vladimir. "Emotion-Aware Education and Research Systems." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3385.
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An emotion-aware method KALEIDOSCOPE is presented in the paper. It consists of a visualization approach, a method for information transfer-by-sense and applied approaches to maintain a natural-style dialog. The combination is purposed to provoke and keep positive emotions in the user and to maintain his interest in the problem. The main goal of this paper is to show how different machine-done visualized patterns lead to student’s perceptions that can’t be represented or estimated by the machine and how this is helpful during the educational process. It is shown that dynamic information presentations are superior to static ones. Original evolving (dynamic) ontology applications have been introduced. It is shown that the creation and maintenance of such ontologies may be a rather complicated process. Essential principles of an educational process using KALEIDOSCOPE method are introduced. It is shown that high quality education systems are far away from monotonic presentation forms, and that they are rather close to contemporary research systems. Both education and research systems use a clear and thoroughly understandable dialog depending on user’s knowledge level. The considered education system is an active part of the human-computer dialog process. Instead of trying to estimate the user’s emotions we apply a set of logical data mining methods aiming at making the human-computed interaction emotion-aware. The educational part of the system is domain independent. Aiming to show domain independent approaches, the examples are introduced from Number Theory to language expressions and nonclassical logic applications. Applications are presented in the domain of Number Theory and IT information security systems.
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Zhamaletdinova, E. Kh, and O. K. Kalashnikova. "CONTEMPORARY DIGITAL APPROACH TO THE SPANISH LANGUAGE TEACHING FOR FUTURE SPECIALISTS IN THE SPHERE OF INTELLECTUAL TRANSPORT SYSTEMS." In Intelligent transport systems. Russian University of Transport, 2024. http://dx.doi.org/10.30932/9785002446094-2024-844-851.
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This article provides an extensive overview of the importance and benefits of incorporating digital technologies into foreign language teaching, particularly in the case of Spanish. It highlights the way digital tools and methods can enhance the learning process, increase students’ motivation and efficiency, and develop critical thinking and information search skills. The article also lists various applications and programs that can be used to teach Spanish, such as ConjuGato, SpanishDict, and Quizlet, as well as online resources like YouTube, Telegram, and Skribbl.io. Additionally, it discusses the use of digital platforms like Notion, Moodle, and various educational websites, open educational resources, professional development platforms, and teaching community platforms. The article emphasizes the need for adapting to the digital era in education to stay competitive in the global job market and to meet the evolving needs of students in the 21st century.
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Bułat, Radosław, and Łukasz Popławski. "Sustainable Development of Rural Communities in Poland – an Attempt to Apply Genetic Algorithms and Expert Systems in Decision Making Process." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.049.
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All scientific projects have the need of operating on large matrices of data. This article has the aim to establish if there is a correct and useful scientific method of data management by utilizing genetic computations and/or artificial intelligence expert systems in the sustainable development of selected rural areas in Poland, using a cross-field project of economic development and IT. It discusses the methods of preparing of the data from their most basic form, data manipulation, database operations in the form of genetic operators, custom scripting and working algorithms, getting the answers from the multi-criterion analysis. There are also further case studies, achievable with the methodology, as a successful example of the right set of methodologically correct tools. Also a consideration if there is a potential for its possible usage on economic and social analysis in the aspect of sustainable development.
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Tamošiūnas, Andrius. "Challenges of MCA in Public Investment Projects." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.057.
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Paper investigates peculiarities of management of public investment projects subject to State Investment Program (SIP) in Lithuania. Using comparative analysis for compatibility of European Structural and Investment Funds (ESIF) and SIP management systems as well as utilizing multi criteria analysis (MCA) techniques with attention to the Euclidean distance author reveals challenges of rationality of evaluating, selecting and implementing public investment projects according to the requirements of inclusive growth applicable to the country under ESIF management system. In this regard, there is as well noticed that current regulations for pubic investments under SIP in the country inevitably requires significant improvement in order to ensure the rational use of the state budget funds and comply with the requirements for inclusive growth as set under ESIF management system. Subsequently possible solutions proposed focusing on improving specific tasks of the management process of evaluating, selecting, implementing public investment projects.
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Cui, Yong. "Construction of Literacy Education Model for Contemporary College Students Based on DQR Framework." In ICISCAE 2021: 2021 IEEE 4th International Conference on Information Systems and Computer Aided Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3482632.3483177.
Full textReports on the topic "Contemporary education systems"
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London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.
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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.
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Ambekar, Neelima, Divya Jain, Vishal Patel, Arvind Sakat, Abhishek Shah, and Nagma Shah. Exploring Education's Role in Sustainable Urbanisation through PUKAR's Youth Fellowship Program. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1707.2024.
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This research explores the potential of the Youth Fellowship Program (YFP) as a supplementary urban educational intervention to formal higher education. The findings highlight the significance of the YFP as a crucial element in enabling research-oriented, problem-focused and action-oriented urban education. Such an approach complements formal urban higher education and addresses existing gaps, making contemporary urban education more responsive to the challenges faced in urban settings. Firstly, the programme recognises critical gaps in the contemporary higher education curriculum, ensuring that essential dimensions of Indian urbanisation, including vulnerability, inequality, access to basic services, urban poverty and informal employment, receive due recognition. Secondly, the YFP acts as a bridge between formal and informal education systems, establishing strong feedback loops within the learning ecosystem and facilitating the integration of practical knowledge into formal higher education. Thirdly, the YFP places human agency at the core of its transformative agenda. By prioritising core constitutional principles in education and providing space for vulnerable and marginalised youth to become YFP fellows, the programme aligns with representation issues, ensuring inclusivity and fostering empowerment among the learners. Fourthly, the YFP structurally demonstrates its effectiveness in addressing multiple interdependencies inherent in various urban development agendas. Unlike discipline and skill-focused higher education systems in India, the programme enables a holistic approach where YFP can engage with challenges in areas like healthcare and navigate a suite of interconnected development issues. Finally, the research emphasises the YFP’s participatory processes of learning as an iterative and dynamic approach. Such participatory learning fosters an empowering environment and emphasises learning as a continual journey rather than a mere end point.
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London, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.
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Đặng Tự Ân played a pivotal role in the genesis, adoption, and diffusion of pedagogical and curricular reforms that are transforming teaching and learning in the Socialist Republic of Vietnam. His is a fascinating story of a career that began with the paralyzing disappointment of being assigned to study in a seemingly lowly teacher training college only to culminate, decades later, in his central role in the research, design, piloting, and scaling up of a reform that, despite numerous difficulties, would shape the most far-reaching and progressive curricular reforms in Vietnam’s long educational history. This essay uses the case of VNEN, a pedagogical and curricular reform adapted to Vietnam from the Colombian Escuela Nueva (EN) model, to advance our understanding of the challenges policy entrepreneurs and networks of policy stakeholders can encounter in efforts to institute pathbreaking reforms and of the formidable challenges they can encounter in bringing such reforms to scale. In contemporary research on the political economy of education and learning, the notion of an education system’s coherence for learning refers to the extent to which an education system develops relations of accountability that support improved learning outcomes across a range of relationships that define an education system and an array of policy design elements that education policies contain (Pritchett 2015, Kaffenberger and Spivack 2022). In the development literature, the notion of iterative adaptation speaks to a process wherein the performance of policies can improve rapidly through experimentation rather than mechanical transplantation of “best practices” (Andrews et al. 2013, Le 2018). From the standpoint of research on education systems and major reform efforts aimed at enhancing learning, the case of VNEN represents a particularly interesting instance of the innovation of pedagogical and curricular reforms that were, at their most successful moments, deeply coherent for learning, but which encountered problems at scale owing to a range of factors highlighted in this analysis. More broadly and however problematic at times, Vietnam’s VNEN experience contributed to the broad uptake and diffusion of new curricula and teaching practices. This raises questions about what we can learn from VNEN, including its successes and problems, that may have value for promoting continued improvement in Education systems performance around learning in Vietnam and other settings.
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Jaramillo-Echeverri, Juliana, and Andrés Álvarez. The persistence of segregation in education: Evidence from historical elites and ethnic surnames in Colombia. Banco de la República, June 2023. http://dx.doi.org/10.32468/chee.58.
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Inequality in access to high-quality education can hinder the ability of education to promote intergenerational mobility. Looking at the case of Colombia, one of the most unequal and least mobile countries in Latin America, we evaluate whether contemporary differences in access to high-quality education have deep roots in the past. We use several past and contemporary sources to define social status attributes for several historical groups. Assuming that sufficiently rare surnames are part of the same extended family, we trace dynasties of indigenous, encomenderos (Spaniard colonial officers), 19th century slave-owners, and members of different educational, social, and business elites of the 17th, late 19th and the beginning of the 20th centuries. Using microdata from administrative sources, we provide evidence of social segregation in education and test if the historical status of each social group is associated with access to disadvantageous or privileged educational institutions. The results show that the original social status of the historical groups is highly associated with their contemporary performance in educational outcomes. We explore assortative mating as a mechanism for perpetuating segregation in education. We find evidence of homogamy within the historical elites and ethnic surnames. We conclude that the educational system in Colombia reproduces patterns of social exclusion rooted in the past.
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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.
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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.
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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.
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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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Rivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, April 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.
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This paper studies the long-run effects of concertaje, a forced labor system from the Spanish colonial era in Ecuador that coerced indigenous workers in rural estates after indebting them. I collected and digitized historical tax records (1800) and connected them to contemporary ones (2010s) via surnames. Employing a TS2SLS approach, I find that a 10 percentage point (pp) increase in a surname's concertaje rate reduces the current formal income of (pseudo) descendants by 1.7%. On a regional scale, I establish a causal relationship by leveraging variations in concertaje intensity due to differences in crop labor requirements. IV estimates show that a 10 pp rise in a district's concertaje rate increases contemporary poverty by 4.2 pp. As channels of persistence, I show that concertaje historically led to lower education levels, reduced public goods provision, increased agricultural employment, and inequality. Concertaje also limited mobility, although its effect on immigrants is milder, suggesting migration acted as a mitigation channel.
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Khemani, Shreya, Jharna Sahu, Maya Yadav, and Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.
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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools across the country are women (UDISE+ 2019-20)—how do we understand the working lives of teachers and the work of teaching? This study thinks through this question by inquiring into the labouring lives of teachers in our fieldsite—centring tensions between productive and unproductive labour and paid and unpaid work.
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Barradas, Ricardo. Why does the nexus between finance and inequality break in times of financialization? Empirical evidence for the European Union countries. DINÂMIA'CET-Iscte, 2023. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2023.01.
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The majority of policy makers in developed countries have, since the 1970s and 1980s, put in place a strong process for the liberalization, deregulation and privatization of the financial system, particularly persuaded by the mainstream assumption that this represents the best strategy to sustain the growth of finance, enhance economic growth and lessen inequality. Nonetheless, economic growth has been quite anaemic in the majority of developed countries, and inequality has continued to widen in the last four decades, which feeds non-mainstream beliefs regarding the disruptive role played by the growth of finance in contemporary societies in times of financialization. This paper aims to contribute to the current debate between the mainstream and the non-mainstream literature on the effect of the growth of finance on the level of inequality by performing a panel data econometric analysis for all the European Union countries from 1980 to 2019. Our findings confirm that finance, economic growth, educational attainment and degree of trade openness have a positive long-term effect on the level of inequality in the European Union countries, whilst government spending has a negative impact in the short term. Our findings imply that policy makers should rethink the functioning of the financial system and adopt public policies that are more in favour of the poor in order to constrain the growth of inequality in the European Union countries.
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Rankin, Nicole, Deborah McGregor, Candice Donnelly, Bethany Van Dort, Richard De Abreu Lourenco, Anne Cust, and Emily Stone. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, October 2019. http://dx.doi.org/10.57022/clzt5093.
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Background Lung cancer is the number one cause of cancer death worldwide.(1) It is the fifth most commonly diagnosed cancer in Australia (12,741 cases diagnosed in 2018) and the leading cause of cancer death.(2) The number of years of potential life lost to lung cancer in Australia is estimated to be 58,450, similar to that of colorectal and breast cancer combined.(3) While tobacco control strategies are most effective for disease prevention in the general population, early detection via low dose computed tomography (LDCT) screening in high-risk populations is a viable option for detecting asymptomatic disease in current (13%) and former (24%) Australian smokers.(4) The purpose of this Evidence Check review is to identify and analyse existing and emerging evidence for LDCT lung cancer screening in high-risk individuals to guide future program and policy planning. Evidence Check questions This review aimed to address the following questions: 1. What is the evidence for the effectiveness of lung cancer screening for higher-risk individuals? 2. What is the evidence of potential harms from lung cancer screening for higher-risk individuals? 3. What are the main components of recent major lung cancer screening programs or trials? 4. What is the cost-effectiveness of lung cancer screening programs (include studies of cost–utility)? Summary of methods The authors searched the peer-reviewed literature across three databases (MEDLINE, PsycINFO and Embase) for existing systematic reviews and original studies published between 1 January 2009 and 8 August 2019. Fifteen systematic reviews (of which 8 were contemporary) and 64 original publications met the inclusion criteria set across the four questions. Key findings Question 1: What is the evidence for the effectiveness of lung cancer screening for higher-risk individuals? There is sufficient evidence from systematic reviews and meta-analyses of combined (pooled) data from screening trials (of high-risk individuals) to indicate that LDCT examination is clinically effective in reducing lung cancer mortality. In 2011, the landmark National Lung Cancer Screening Trial (NLST, a large-scale randomised controlled trial [RCT] conducted in the US) reported a 20% (95% CI 6.8% – 26.7%; P=0.004) relative reduction in mortality among long-term heavy smokers over three rounds of annual screening. High-risk eligibility criteria was defined as people aged 55–74 years with a smoking history of ≥30 pack-years (years in which a smoker has consumed 20-plus cigarettes each day) and, for former smokers, ≥30 pack-years and have quit within the past 15 years.(5) All-cause mortality was reduced by 6.7% (95% CI, 1.2% – 13.6%; P=0.02). Initial data from the second landmark RCT, the NEderlands-Leuvens Longkanker Screenings ONderzoek (known as the NELSON trial), have found an even greater reduction of 26% (95% CI, 9% – 41%) in lung cancer mortality, with full trial results yet to be published.(6, 7) Pooled analyses, including several smaller-scale European LDCT screening trials insufficiently powered in their own right, collectively demonstrate a statistically significant reduction in lung cancer mortality (RR 0.82, 95% CI 0.73–0.91).(8) Despite the reduction in all-cause mortality found in the NLST, pooled analyses of seven trials found no statistically significant difference in all-cause mortality (RR 0.95, 95% CI 0.90–1.00).(8) However, cancer-specific mortality is currently the most relevant outcome in cancer screening trials. These seven trials demonstrated a significantly greater proportion of early stage cancers in LDCT groups compared with controls (RR 2.08, 95% CI 1.43–3.03). Thus, when considering results across mortality outcomes and early stage cancers diagnosed, LDCT screening is considered to be clinically effective. Question 2: What is the evidence of potential harms from lung cancer screening for higher-risk individuals? The harms of LDCT lung cancer screening include false positive tests and the consequences of unnecessary invasive follow-up procedures for conditions that are eventually diagnosed as benign. While LDCT screening leads to an increased frequency of invasive procedures, it does not result in greater mortality soon after an invasive procedure (in trial settings when compared with the control arm).(8) Overdiagnosis, exposure to radiation, psychological distress and an impact on quality of life are other known harms. Systematic review evidence indicates the benefits of LDCT screening are likely to outweigh the harms. The potential harms are likely to be reduced as refinements are made to LDCT screening protocols through: i) the application of risk predication models (e.g. the PLCOm2012), which enable a more accurate selection of the high-risk population through the use of specific criteria (beyond age and smoking history); ii) the use of nodule management algorithms (e.g. Lung-RADS, PanCan), which assist in the diagnostic evaluation of screen-detected nodules and cancers (e.g. more precise volumetric assessment of nodules); and, iii) more judicious selection of patients for invasive procedures. Recent evidence suggests a positive LDCT result may transiently increase psychological distress but does not have long-term adverse effects on psychological distress or health-related quality of life (HRQoL). With regards to smoking cessation, there is no evidence to suggest screening participation invokes a false sense of assurance in smokers, nor a reduction in motivation to quit. The NELSON and Danish trials found no difference in smoking cessation rates between LDCT screening and control groups. Higher net cessation rates, compared with general population, suggest those who participate in screening trials may already be motivated to quit. Question 3: What are the main components of recent major lung cancer screening programs or trials? There are no systematic reviews that capture the main components of recent major lung cancer screening trials and programs. We extracted evidence from original studies and clinical guidance documents and organised this into key groups to form a concise set of components for potential implementation of a national lung cancer screening program in Australia: 1. Identifying the high-risk population: recruitment, eligibility, selection and referral 2. Educating the public, people at high risk and healthcare providers; this includes creating awareness of lung cancer, the benefits and harms of LDCT screening, and shared decision-making 3. Components necessary for health services to deliver a screening program: a. Planning phase: e.g. human resources to coordinate the program, electronic data systems that integrate medical records information and link to an established national registry b. Implementation phase: e.g. human and technological resources required to conduct LDCT examinations, interpretation of reports and communication of results to participants c. Monitoring and evaluation phase: e.g. monitoring outcomes across patients, radiological reporting, compliance with established standards and a quality assurance program 4. Data reporting and research, e.g. audit and feedback to multidisciplinary teams, reporting outcomes to enhance international research into LDCT screening 5. Incorporation of smoking cessation interventions, e.g. specific programs designed for LDCT screening or referral to existing community or hospital-based services that deliver cessation interventions. Most original studies are single-institution evaluations that contain descriptive data about the processes required to establish and implement a high-risk population-based screening program. Across all studies there is a consistent message as to the challenges and complexities of establishing LDCT screening programs to attract people at high risk who will receive the greatest benefits from participation. With regards to smoking cessation, evidence from one systematic review indicates the optimal strategy for incorporating smoking cessation interventions into a LDCT screening program is unclear. There is widespread agreement that LDCT screening attendance presents a ‘teachable moment’ for cessation advice, especially among those people who receive a positive scan result. Smoking cessation is an area of significant research investment; for instance, eight US-based clinical trials are now underway that aim to address how best to design and deliver cessation programs within large-scale LDCT screening programs.(9) Question 4: What is the cost-effectiveness of lung cancer screening programs (include studies of cost–utility)? Assessing the value or cost-effectiveness of LDCT screening involves a complex interplay of factors including data on effectiveness and costs, and institutional context. A key input is data about the effectiveness of potential and current screening programs with respect to case detection, and the likely outcomes of treating those cases sooner (in the presence of LDCT screening) as opposed to later (in the absence of LDCT screening). Evidence about the cost-effectiveness of LDCT screening programs has been summarised in two systematic reviews. We identified a further 13 studies—five modelling studies, one discrete choice experiment and seven articles—that used a variety of methods to assess cost-effectiveness. Three modelling studies indicated LDCT screening was cost-effective in the settings of the US and Europe. Two studies—one from Australia and one from New Zealand—reported LDCT screening would not be cost-effective using NLST-like protocols. We anticipate that, following the full publication of the NELSON trial, cost-effectiveness studies will likely be updated with new data that reduce uncertainty about factors that influence modelling outcomes, including the findings of indeterminate nodules. Gaps in the evidence There is a large and accessible body of evidence as to the effectiveness (Q1) and harms (Q2) of LDCT screening for lung cancer. Nevertheless, there are significant gaps in the evidence about the program components that are required to implement an effective LDCT screening program (Q3). Questions about LDCT screening acceptability and feasibility were not explicitly included in the scope. However, as the evidence is based primarily on US programs and UK pilot studies, the relevance to the local setting requires careful consideration. The Queensland Lung Cancer Screening Study provides feasibility data about clinical aspects of LDCT screening but little about program design. The International Lung Screening Trial is still in the recruitment phase and findings are not yet available for inclusion in this Evidence Check. The Australian Population Based Screening Framework was developed to “inform decision-makers on the key issues to be considered when assessing potential screening programs in Australia”.(10) As the Framework is specific to population-based, rather than high-risk, screening programs, there is a lack of clarity about transferability of criteria. However, the Framework criteria do stipulate that a screening program must be acceptable to “important subgroups such as target participants who are from culturally and linguistically diverse backgrounds, Aboriginal and Torres Strait Islander people, people from disadvantaged groups and people with a disability”.(10) An extensive search of the literature highlighted that there is very little information about the acceptability of LDCT screening to these population groups in Australia. Yet they are part of the high-risk population.(10) There are also considerable gaps in the evidence about the cost-effectiveness of LDCT screening in different settings, including Australia. The evidence base in this area is rapidly evolving and is likely to include new data from the NELSON trial and incorporate data about the costs of targeted- and immuno-therapies as these treatments become more widely available in Australia.