Academic literature on the topic 'Economic development Study and teaching (Secondary) Victoria'

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education cannot exclude itself from this process.

AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

The world of education is inextricably linked to the development of human resources in order to generate intellectual resources in tandem with global economic growth. Teachers' teaching quality must be improved so that students can benefit from more meaningful learning. In this regard, self-learning, such as heutagogy, should be highlighted in teachers' teaching as one of the efforts to empower students' ability to face the educational era of the twenty-first century. The requirements of PdPR in the endemic situation of Covid 19 also necessitate the use of a heutagogic approach in schools in order to increase student autonomy in learning. As a result, this study was carried out to investigate secondary school Islamic Education teachers' attitudes toward the heutagogic approach as self-learning in the teaching of Islamic Education. The implementation of the heutagogic approach will improve the teaching and learning process, allowing the main goal of student development to be met to the greatest extent possible. This is a case study with a qualitative approach that includes semi-structured interviews and document analysis. Data from interviews were transcribed, thematically analysed, and triangulated through document inspection. The study's findings on teachers' understanding of the heutagogic approach are organised into five themes: self-reliance, student focus, teachers as guides, technology use, and religious demands.

Science and technology (S&T) education is crucial to the achievement of socio-economic development of any society and also a critical element in the attainment of the Millennium Development Goals (MDGs). Standard laboratories and equipments as well as reagents are S&T infrastructures essential for providing qualitative education for producing national technological manpower. This study evaluates the condition of S&T infrastructures in the Nigerian secondary schools. The study utilises primary data collected from public and private secondary schools across the six geo-political zones in the country. Findings show that there are inadequate teachers, laboratories and necessary equipment for teaching S&T related subjects in most of the secondary schools in Nigeria. Also, electricity supply from the national grid to secondary schools is poor because only 30% of them have light at most 4hours a day. The study therefore recommends the provision of adequate funds and electricity generators for these institutions to enhance the teaching and overall development of S&T education in Nigeria. In addition, adequate and qualified personnel (teachers and laboratory technicians) should be provided while good maintenance culture and improved security of laboratories and equipment in secondary schools should be imbibed by all secondary schools in the country.

Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.

Training Russian entrepreneurs capable of generating the innovative approaches to the implementation of national and federal projects is an important task for increasing the efficiency of the economic system in the foreseeable future. Teaching entrepreneurship in secondary school and the development of entrepreneurial competencies among schoolchildren, starting from grades 6-7 in Russian secondary schools, is a necessary stage in achieving that goal. The authors have analyzed the current experience and the first results of the implementation of the pilot educational project “Small Academy of Economics, Finance and Law” that was implemented by the teachers of the Institute of Social and Humanitarian Education of the Moscow State Pedagogical University in early 2020. The target audience of this project was school students of grades 7-9 of educational institutions of secondary education in Moscow. The article reveals some didactic aspects of the entrepreneurial education and promising directions for improving the process of teaching entrepreneurship, taking into account the specifics and capabilities of secondary schools. The main methods used in the present study were methods of observation, conversation, synthesis, expert assessment. As a result of the analysis of the experience of teaching entrepreneurship in secondary school conclusions about the advisability of using the system-activity approach and contextual approach to organizing the cognitive activity of the school students were drawn by authors. To improve the educational process the authors have proposed to develop a standard program of entrepreneurship for the extra-time activities for educational organizations of secondary education and educational guidelines for teachers and schoolchildren. The article emphasizes that the experience of that project should be replicated as part of the interaction of universities and educational organizations of secondary education in all subjects of the Russian Federation.

Modern Russian society has experienced constant and signifi cant changes in recent years creating the need to reform the system of general and secondary vocational education and highlighting the problem of continuous vocational training. The article substantiates the idea of developing the theoretical and methodological foundations for advanced vocational training. It also shows the importance of this training for ensuring a sustainable innovative social and economic development of Russian regions. The article presents the goals and objectives of the study, describes the mechanisms of their implementation through The Centers for advanced training and the creation of appropriate conditions ensuring the integrity of the educational and production process. It also specifi es the development and testing of multi-level textbooks and teaching materials, the use of innovative technologies and various forms of interaction, including the creation of educational and industrial clusters on the basis of vocational education institutions. The authors of this study employ diff erent approaches and general scientifi c research, empirical, dialectical, experimental and specifi c sociological methods such as conversation, questioning, testing and pedagogical observation.

Utilizing knowledge of education to manage technology as modern human lifestyles and meet the demands of work and life is the subject of this study. While those living in the suburbs to meet the demands of education, utilizing information technology as a way of life will come to their rescue. They also still use the natural wealth of forests, mountains and oceans as a source of learning and life. In remote areas, technology and the demands of rapid change, are sluggish and does not make the technology as a necessity of life. They depend on nature to meet their educational knowledge as well as the necessities of life. How technology can be implemented and enjoyed on this earth without distinguishing its diversity. They utilize contextual nature as education and then institutionalized it in teaching. Every human being has the same rights and if in fact there is a gap it means that there is injustice. So there are things that need to be repaired. The knowledge and skills of human resources in the context of this study are defined as an entity of teachers. Human and organizational resources, which indeed underlies the base of organizational performance. There is a substantive difference between knowledge and skill. The concept of knowledge is more oriented to intelligence, intellect, and extensive mastery of knowledge and the narrowness of insight that one. This is a qualitative descriptive study based on the paradigm of post positivism. Qualitative research is still using the theories and concepts that are not tested as in positivism paradigm. The results of the study of literature are (1) The need for establishing educational institutions in each region are categorized as remote and isolated areas. (2) Closer direct services to remote and isolated areas then form the institution can be either natural school. (3) Adequate education that is modified and performed should remain principled and lead to economic value, efficiently utilize the environment without leaving the quality of education. Efforts to render these services is in line with Government Regulation No. 19 Year 2005 on National Education Standards, at the school level, which can be used as a referral to the rule above are: (1) education as a process of acculturation and empowerment. (2) Education in order to increase the nation's competitiveness. (3) Education for development. (4) Education for affirmative action / serving disadvantaged communities. (5) The commitment to the policy of providing certain types of education.

Abstract The economic potential of Kenya marine resources is critical for the socioeconomic development. The current study reports fisheries output from marine systems in Kenya as a priority for Blue Economy investment in order to rival the current production from inland systems as a trigger for sustainable development. The assessment of fish landings and economic value was based on Catch Assessment Surveys, cruises and secondary literature. Kenya’s inland capture fisheries contributes about 83%, aquaculture 12%, and marine artisanal fisheries 5%. Lake Victoria that contributes up to 90% of inland capture fish production has shown decline in catches in the recent past and the trend indicates that the fishery may not be sustainable. The Kenya Exclusive Economic Zone has a coast line of about 647 km and an area of 142,000 km2 that constitutes about 42% of the country’s surface area and has several commercially important species that are barely exploited; yet it produces a paltry 26,000 mt annually that is estimated at an export value of about USD 50 million. However, recent estimates have found that Kenya Exclusive Economic Zone could contain up to 2 million mt of fish that is valued at about USD 130 million. Furthermore, additional worth along the value chain and with substantial trickle-down effect that could have a positive impact on the Blue Growth in Kenya and other developing nations with oceanic potential – triggering the possibility for sustainable exploitation.

Summaries in Afrikaans and English
Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan.
Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens.
Psychology of Education
D. Ed. (Psychology of Education)

Practice-oriented models are essential when teaching economics to engineering students. This chapter will discuss how to set and solve the applied scientific task of processing technogenic mineral reserves. Tools will be offered relating to engineering geological, economic, and mathematical sciences, as well as to form a group of students with various specialties. Experiments will aim to find solutions to these tasks with a generalized gradient method. This chapter will use evolutionary algorithms to calculate ad valorem MET rates. Technogenic raw materials are of economic interest to extract valuable components and produce finished goods. Often, the content of valuable components in technogenic deposits (TD) exceeds the content in natural fields. While secondary mineral resources harm the ecosystem, it is impossible to prevent environmental risks due to the lack of subsoil use. Differentiated rates will be selected based on maximum MET capacity on all valuable components extracted from deposits provided that each deposit is considered an investment project for the stated problem.

Using primary and secondary data, this case study analyzes the issue KORFEZ must face during the COVID-19 pandemic and demonstrates how KORFEZ may deal with its lack of digital marketing-related initiatives and digital communication weaknesses throughout the pandemic. It highlights the need of making judgments while considering all promotional instruments in marketing, including digital ones, and provides a real-world example that can be addressed from both an academic and a practical standpoint. The teaching case's subject field is marketing, specifically marketing communication. The teaching case may be utilized at the undergraduate and MBA levels. Successful students will be able to improve their theoretical knowledge of strengths and weaknesses analysis, critique elements of the promotional mix in integrated marketing communication, critique a digital marketing strategy, and learn how to lead unusual situations such as a pandemic in terms of marketing-related issues after completing this case study.

Accurate information on the state of water resources in the Lake Victoria watershed is crucial for planning and sustainable development in the East African region. This region largely depends on its natural resource-base for economic development, and therefore comprehensive information on its resources dynamics is key in implementing poverty alleviation strategies, improving human condition and preserving the biological systems upon which the region‘s population depends. This chapter focuses on key issues, which have emerged as a result of population growth and development in the region. The research on which this chapter is based aims to address the concerns on land use and settlement trends in the study sites, vulnerability of the communities to water stress and sustainability of the livelihood systems in the watersheds of Nzoia River Basin (Kenya), Nakivubo Wetland (Uganda) and Simiyu River Basin (Tanzania). These communities engage in unique land use practices that have intensified environmental degradation in recent times. The research adopts a multi-disciplinary approach in bringing to the fore the various processes affecting watershed resources use and management in the selected wetlands of the Lake Victoria Drainage Basin (LVDB). The data presented covers trends in vegetation cover loss, pesticide pollution and general water quality parameters. Geographic information systems (GIS) and remote sensing techniques were employed to unveil land use patterns that have resulted in the degradation of the watershed. Wetland degradation levels have been characterized using secondary data generated by analytical techniques. New emerging challenges of environmental degradation caused by industrial, domestic and agricultural activities are presented and discussed. The potential of the new science of hydroinformatics in integrated watershed management through mathematical modeling, geographic information systems analysis and water supply management is highlighted.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

Providing professional learning and development opportunities for lecturers is necessary for enabling ‘open learning’, as promoted by the Department of Higher Education and Training (DHET). In the Technical and Vocational Education and Training (TVET) sector, there are desperate shortages of suitably qualified and experienced lecturers. This shortage is a multifaceted problem, with some staff lacking formal qualifications, some lacking vocational experience, and others lacking professional educator training for the TVET context. This chapter explores how approaches to professional learning and development, particularly work integrated learning (WIL) opportunities for TVET staff, coordinated by DHET through collaborative linkages with industry, drew on and/or contributed to open learning. The study used a range of secondary sources of information, supplemented with five semi-structured interviews and a structured email-based questionnaire. Open learning has a strong social justice intention. Thus, we adopted Fraser’s three-dimensional conceptualisation of social justice to illuminate the extent to which these interventions sought to create conditions of participatory parity, and in so doing address economic, cultural and political injustices experienced by lecturers. The study identifies a number of instances of injustice, including the direct and indirect costs of WIL, the extent to which misrecognition excludes marginalised individuals from WIL, and the extent to which governance structures entrench inequalities. Furthermore, we suggest how the design of these interventions might take these barriers to parity of participation into consideration in future designs. Critically, we suggest that locating WIL in formal learning opportunities, and reviewing merit awards systems might lead to greater uptake and, in the long run, improved teaching and learning.

[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.

In an Irish national setting, the urgent need to address the national language skills' shortage has been highlighted in numerous arenas, and in the context of the need for a continued economic recovery, language skills and proficiency are essential. Against this backdrop, the national project* reported in this paper aims to develop a digital literacies framework and accompanying on-line interactive resource for language learners and teachers in Irish higher education (HE). Within the scope of this project the target user groups include first year students, study abroad students, and language lecturers. The main research questions for the project are: - what are the main practical issues that students have when making the transition from secondary to third level language study? - to what extent are digital literacies part of the curriculum at third level and what gaps do students and lecturers identify in this provision? - what are the strengths and weaknesses of the emerging digital literacies framework for language learning (as identified through piloting and evaluation) and how do these inform the final design and implementation of the ‘digilanguages’ platform? Preliminary primary pilot research conducted in 2015 as part of the project identified a number of key areas where online flexible support is best focussed. Based on these findings and international research in the field, the aim of the project is to develop online resources and activities in three broad areas: Digital Literacies for Language Development Language Learning Strategies and PracticesTransitions to Third Level Language Learning Environments The portal will be freely available, offering a range of OERs and will be scalable for use in other contexts. The contents and activities will afford integration into many programmes currently on offer in Irish HE.

"Newly qualified teachers are barraged with uncertainties and could seem inadequately prepared for the teaching profession. Even though graduates are believed to have sufficient subject content knowledge the average day could offer more interruptions than anticipated. Although this study will not aim dispute the quality or value of the curriculum offered; there seems to be an absence in the holistic development of educators. It is therefore imperative that experienced educators serve as mentors to expand the gain of their skills learnt through exposure and involvement in teaching, adding value to the education sector. As part of prospective doctoral study, the researcher will investigate whether a mentorship program for seasoned educators could offer guidance, stability and confidence to novice teachers by contributing maturity and responsibility. South Africa has educational challenges 25 years post-apartheid; whether it be pit latrine, bilingual schools in monolingual areas (and vice versa) or often vandalized schools. These factors impact education ranging from macro- (education sector), meso- (socio-economic decline) as well as micro-level (teacher and learner) with majority support from the Department of Education to socio-economic challenges and little attention to educators. Hence, this study will purposefully focus on micro-level where educators could hold one another accountable to build educational capacity. The discovery of challenges novice teachers experience and whether possible gaps exist which could be filled by a suitable mentoring program will have initial priority, with the secondary intention to assist seasoned teachers on a road to self-discovery, embracing a servant leadership role in a quest to address these challenges, striving towards solutions in mentoring for the benefit of sustainable learning. The study elects to include Secondary schools from different backgrounds in the Free State Educational District, involving teachers selected based on their eagerness to improve their life and teaching skills. A pragmatic research approach will be intended with the inherent use of mixed method research to analyze data. Quantitative data could point towards the possible gaps and challenges with the use of a questionnaire. From this data strengths-based-mentoring collaboration sessions will follow to obtain qualitative data about the suitability of a mentorship programme. Pragmatism as a research method complements the combination of positivism leading to the appreciation of its suitability in practice focusing on solutions."

Sustainability has been a topical issue for more than 20 years not only dealing with environmental/ecological, social/cultural and economic issues. Combining social, economic, and environmental initiatives in education is a complex process that should result in a completely new vision of educational institutions. It raises the necessity for a management structure to encourage and support the sustainability initiatives within the organisation. The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of a sustainable team in educational institution. This article answers the research questions on how students are seen and perceived in the education management hierarchy of an educational institution, and what fosters the development of sustainable team in an educational institution. The data were collected by the content analysis of the education management hierarchy structure reflected on 33 homepages of educational institutions; content analysis of 62 students’ teaching practice assignments on the education management hierarchy structure; 12 interviews with school administration on the state of the art of sustainable team. Research sample was 107 educational institutions: 23 primary schools, 66 secondary schools, and 18 state gymnasiums with broad geographical representation – the schools in the capital, cities, small towns, and countryside. Sustainable team achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, there is a misunderstanding of the notion of a sustainable team in educational institutions in Latvia. There is also a lack of evidence of students as meaningful players in how the education management hierarchy is seen and interpreted which slows down the implementation of the sustainability initiatives.

The quick evolution and development of digital technologies contribute to changes and turning points in every aspect of the modern society. Managing these the digital changes and turning them into long-term sustainable solutions for higher education could be a real challenge. Technology offers immeasurable opportunities to the learning environment and higher education is rapidly integrating information and communication technology (ICT). This paper is discussing the concept of enhanced sustainability in education through learning technologies like applications, electronic resources, and teaching methods for educational development. Technology in higher education is particularly important, therefore it is important to assess the quality that it can provide and the impact on sustainable education. The educational system has been also harshly affected by the latest pandemic situation, which brought significant consequences on the social, economic, and cultural life worldwide. This paper aims to contribute with insights to the literature in the field, by emphasizing that the latest situation around the world could be a great opportunity for further implementation and development of digital technologies for sustainable learning. The methodology used for fulfilling the study goal is a qualitative one, particularly the technique used is data analysis from secondary sources. The results of this analysis lead to the conclusion that there is need and room for improvement of digital sustainable resources in higher education, which includes the challenges that the academic environment face and need to overcome if their goal is to stay relevant on the education market.