Journal articles on the topic 'Economic development Study and teaching (Secondary) Victoria'
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1
Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Full textAbstract:
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:
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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
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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
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Gervai, Pál, and László Trautmann. "Teaching economics in Hungary after the crisis." Society and Economy 37, no. 3 (September 2015): 357–78. http://dx.doi.org/10.1556/204.2015.37.3.3.
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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.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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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.
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Mustafa Kamal, Noor Muslieah, Zaharah Hussin, and Abdul Muhsien Sulaiman. "TEACHERS' UNDERSTANDING OF THE HEUTAGOGIC APPROACH TO TEACHING AND LEARNING: A SECONDARY SCHOOL CASE STUDY TEACHERS OF ISLAMIC EDUCATION." International Journal of Education, Psychology and Counseling 7, no. 46 (June 30, 2022): 694–706. http://dx.doi.org/10.35631/ijepc.746053.
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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.
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Nwachukwu, Uche Emma. "The State of Science and Technology Infrastructure in Secondary Schools in Nigeria." International Letters of Social and Humanistic Sciences 16 (November 2013): 1–12. http://dx.doi.org/10.18052/www.scipress.com/ilshs.16.1.
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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.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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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.
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Platonova, Elena D., and Oleg A. Igumnov. "Experience in implementing educational projects for the development of entrepreneurship in secondary schools." Journal of Modern Competition 15, no. 1 (March 31, 2021): 116–22. http://dx.doi.org/10.37791/2687-0657-2021-15-1-116-122.
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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.
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Корнеев, Е., E. Korneev, В. Лысенко, V. Lysenko, И. Малкова, I. Malkova, В. Николаев, et al. "Advanced Professional Training for Specialists for Innovative Socio-Economic Development of Regions." Profession-Oriented School 7, no. 2 (May 23, 2019): 21–29. http://dx.doi.org/10.12737/article_5caf00ce41ae89.98756426.
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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.
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Hamadi, Hans. "Study on the Development of Education: Contextual Secondary Education in Papua." Journal of Education and Vocational Research 8, no. 1 (April 11, 2017): 12–16. http://dx.doi.org/10.22610/jevr.v8i1.1600.
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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.
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Njiru, James, Johnston O. Omukoto, Edward N. Kimani, Christopher Mulanda Aura, and Martin Van der Knaap. "Kenya marine fisheries: The next frontier for economic growth?" Aquatic Ecosystem Health & Management 24, no. 1 (January 2, 2021): 97–104. http://dx.doi.org/10.14321/aehm.024.01.14.
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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.
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Liu, Yuqiao, and Hongyuan Wang. "English Education in Rural Secondary Schools in Southwest China: Problems and Countermeasures under the Rural Vitalization Strategy." International Journal of English Language Teaching 8, no. 2 (July 17, 2021): 32. http://dx.doi.org/10.5430/ijelt.v8n2p32.
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The Chinese government has proposed the rural vitalization strategy in its poverty reduction, aiming at narrowing the discrepancies in economic levels between urban and rural areas. Under this development blueprint, poverty alleviation through education, one of the imperative approaches mentioned in this overarching strategy, has attracted attention from all sectors of Chinese society. In Southwest China, however, the urban-rural gap in compulsory education is still concerning, especially in English teaching and learning. This has lowered the overall quality of English education in these areas, whereas only a few studies have looked into this issue. Therefore, under the guidance of the rural vitalization strategy, the present study intends to offer a response by calling for more attention on the problems in rural English teaching in various aspects. Furthermore, this study explores the corresponding strategies adopted to solve these problems and discusses their effectiveness of English teaching. It is hoped that the study can develop a theoretical framework about the current issues of English teaching in rural areas under the rural vitalization and can provide practical suggestions for policymakers and educational practitioners.
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����������� and Nina Vassilchenko. "Approbation of Professionally Focused Course of English Language Distance Teaching in Secondary Vocational Education (SVE) System: First Results� Analysis." Standards and Monitoring in Education 2, no. 1 (February 17, 2014): 50–54. http://dx.doi.org/10.12737/2649.
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Results related to analysis of some domestic printing manuals on English teaching for students of economic specialties in secondary vocation education system are provided in this paper. During the analysis contradictions between these manuals� contents, methods, forms and training resources and requirements to results of acquisition FSES SVE�s educational programs, scientific achievements in area of foreign languages teaching�s didactics and technique, and also to information society realities had been revealed. As one of possible ways for named results achievement a professionally focused course of English language distance teaching for students of SVE of economic profile is offered. Thanks to its thematic and professionally significant content which is selected, developed and structured in a combination with a special set of information and pedagogical technologies, active methods of teaching, such course will become effective, economically expedient and socially significant tool for development of social and professional qualities of SVE system trainees. In the second part of paper the author tries to comprehend results of diagnostic and predictive stages related to a pilot study, and proves methodical tasks� statement as well as pedagogical experiment�s practical stage choice.
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Barak, Belma, and Görkem Avcı. "Comparative Analysis of Turkey and Germany (Bavaria) Secondary Education Curricula in Terms of Education for Sustainable Development." Discourse and Communication for Sustainable Education 13, no. 2 (November 15, 2022): 108–32. http://dx.doi.org/10.2478/dcse-2022-0022.
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Abstract Education for Sustainable Development (ESD) is a teaching and learning approach that is based on the principles that underpin sustainability and applies to all levels of education. However, there is a scarcity of research on the integration of curricula with ESD. In this study, secondary school curricula in Germany (Bavaria) (geography, nature and technology) and secondary school curricula in Turkey (social studies, sciences) were compared in terms of learning outcomes and learning areas to the principles of sustainable development (social-environmental-economic). Attempts have been made to shed light on how ESD is reflected in the curricula of Turkey and Germany, as well as how the approach of ESD directs the education curricula. According to the findings of the study, the learning outcomes and learning areas of the curricula of Turkey and Germany are related to the principles of sustainable development, and learning outcomes related to SD dimensions are given more place in the upper grades. Turkey’s social studies curriculum is more related to SD’s social dimension principles; the science curriculum is more related to SD’s environmental dimension principles; and Germany’s geography, nature and technology curricula are more related to SD’s environmental dimension principles. The number of learning outcomes related to the economic dimension principles of SD in both countries’ curricula has been determined to be very low. Especially in Germany’s curricula, unlike Turkey’s curricula, it has been determined that students offer solutions to existing environmental-social-economic problems for sustainability in the context of problem-solving skills and learning outcomes that include case study activities are included.
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GOMES, INÊS. "Observation versus experimentation in natural-history teaching in Portuguese secondary schools: educational laws from 1836 to 1933." BJHS Themes 3 (2018): 147–65. http://dx.doi.org/10.1017/bjt.2018.2.
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AbstractThe idea that a public and secular institution was needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century. However, because of local political, economic and social contexts the underlying model of what is now meant by secondary education has developed differently in each country. This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature (zoology, botany, geology and mineralogy) inliceus, during the nineteenth and early twentieth centuries. In particular, the importance given to specimens and collections will be emphasized. The emergence of laboratory-based teaching never replaced traditional approaches centred on observation of specimens. By focusing on the Portuguese case, this article aims ultimately to contribute to a broader understanding of the secondary-educational model implemented throughout Europe in the nineteenth century.
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.
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Fidele, Ukobizaba, Ndihokubwayo Kizito, Mukuka Angel, and Uwamahoro Jean. "Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 93–106. http://dx.doi.org/10.4314/ajesms.v15i2.8.
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Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.
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Carnegie, Garry D. "The accounting professional project and bank failures." Journal of Management History 22, no. 4 (September 12, 2016): 389–412. http://dx.doi.org/10.1108/jmh-04-2016-0018.
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Purpose The purpose of this paper is to examine the strategies and dynamics of the fledging accounting professional project in the context of boom, bust and reform in colonial Victoria. In doing so, the study provides evidence of the association of members of the Incorporated Institute of Accountants, Victoria (IIAV) (1886) and other auditors with banks that failed during the early 1890s Australian banking crisis, and addresses the implications for the professionalisation trajectory. Design/methodology/approach The study uses primary sources, including the surviving audited financial statements of a selection of 14 Melbourne-based failed banks, reports of relevant company meetings and other press reports and commentaries, along with relevant secondary sources, and applies theoretical analysis informed by the literature on the sociology of the professions. Findings IIAV members as bank auditors are shown to have been associated with most of the bank failures examined in this study, thereby not being immune from key problems in bank auditing and accounting of the period. The study shows how the IIAV, while part of the problem, ultimately became part of a solution that was regarded within the association’s leadership as less than optimal, essentially by means of 1896 legislative reforms in Victoria, and also addresses the associated implications. Practical implications The study reveals how a deeper understanding of economic and social problems in any context may be obtainable by examining surviving financial statements and related records sourced from archives of surviving business records. Originality/value The study elucidates accounting’s professionalisation trajectory in a colonial setting during respective periods of boom, bust and reform from the 1880s until around 1896 and provides insights into the development of financial auditing practices, which is still an important topic.
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Ayers, Cheryl A. "Developing Preservice and Inservice Teachers’ Pedagogical Content Knowledge in Economics." Social Studies Research and Practice 11, no. 1 (March 1, 2016): 73–92. http://dx.doi.org/10.1108/ssrp-01-2016-b0005.
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High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training in economics than most other social studies disciplines. In this self-study, the instructional affordances and constraints of an experimental economics methods course are analyzed in terms of developing secondary social studies preservice and inservice teachers’ pedagogical content knowledge (PCK) in economics from both the instructor and pre and inservice teachers’ perspectives. Two course assignments appeared to most notably develop PCK in economics, the Analysis of Economic Events and the Active-Learning, Interdisciplinary Economic Lesson. Findings suggest interrelationships exist among common content knowledge, specialized content knowledge, and horizon content knowledge for teaching economics. Implications and instructional suggestions for social studies teacher education and professional development are discussed.
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Ndiritu, Anne Wairimu, Willy Kimani Gichimu, and Caroline Njoki Ndiritu. "Transformational School principals: the missing piece of puzzle in ICT integration in teaching and learning." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 26–35. http://dx.doi.org/10.31686/ijier.vol6.iss4.988.
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ICT is a critical tool for expanding human skills and rests largely on a system of producing, distributing and utilising information and knowledge that in turn plays a great role in driving productivity and economic prosperity. Kenya as a developing country realizes this importance and has a ministry specifically dealing with ICT. The vision statement of the ministry of information and Technology as stated in its strategic plan 2013-2018 is to make Kenya a globally competitive knowledge-based economy. This vision aims at shifting the current industrial development path towards innovation where creation, adoption, adaptation and use of knowledge remain the key source of economic growth. Research has shown that countries which have invested a lot in their human capital are far ahead of others in development. This development is likely to be an illusion unless Kenya is able to achieve its educational goals. Education and training has been isolated in the vision 2030 as the only mechanism that will translate Kenya into a middle-income economy. This is because education is fundamental to development of human resource capacities for sustainable economic growth and development.
Through impartation of new skills and knowledge in people, education is able to improve human capabilities and labour productivity. It is in this regard that the Kenyan government has invested a lot of funds in ICT infrastructure including digitization of educational materials through Kenya Institute of curriculum Development. Kenya’s vision of education service provision is to have a globally competitive quality education, training and research for Kenya’s sustainable development. This study focused on the influence of secondary school managers on integration of ICT in teaching and learning in Githunguri subcounty, Kiambu County in Kenya. The study targeted 40 schools with a total population of 245 male teachers and 282 female teachers. teachers. A researcher developed questionnaire was issued to all the 40 school managers and to 100 teachers for triangulation purposes. Data analysis was done using statistical package for social sciences (SPSS).The study sort to establish if there is a relationship between management support and ICT integration in teaching and learning. Pearson correlation coefficient was used in the analysis. A positive correlation coefficient of 0.560 was obtained between the level of school management support and the use of ICT in teaching and learning. The findings indicated that school managers influenced integration of ICT in teaching and learning. The study therefore suggested that effort should be made by all stakeholders to ensure that school managers come up with policies on ICT integration in their schools which should be in line with the National ICT policy.
KEY word: ICT integration, Teaching and learning, school managers, transformational leadership, challenging the process, secondary schools
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Iatenko, Vladimir. "Fundamentals of implementation of the integrated content of learning geography and economy." Univers Pedagogic, no. 2(70) (July 2021): 10–13. http://dx.doi.org/10.52387/1811-5470.2021.2.02.
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In September 2020, Ukraine adopted the State Standard for Basic Secondary Education (No. 898 of September 30, 2020), which defined new requirements for the Model and Model Curricula. The article reveals the methodological foundations for the implementation of the intellectual content of teaching geography and economics, which is very important for the professional formation and development of both future teachers and practicing teachers. Attention is focused on the formation of a holistic natural-scientific picture of the world through the study of geographical concepts, objects and subjects of study of physical, social and economic geography, the main goal and tasks of integrating the content of teaching geography, research methods. Methodological recommendations are given for additional research of complex, interrelated topics (problems), geographical patterns, global processes, basic principles on which modern geographical knowledge is based. Designed for future teachers (students of institutions of higher education) and practicing teachers of institutions of general secondary education, methodologists of postgraduate education.
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Öhman, Marie, and Johan Öhman. "Harmoni eller konflikt? – en fallstudie av meningsinnehållet i utbildning för hållbar utveckling. "Harmony or conflict? – A case study of the conceptual meaning of education for sustainable development"." Nordic Studies in Science Education 8, no. 1 (June 29, 2012): 59–72. http://dx.doi.org/10.5617/nordina.359.
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Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectives that have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concrete school practice. The present study is a case study and investigates two classes of Swedish upper secondary students presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspired from pragmatic discourse analysis is used. The findings show how the students in their language usage constitute a harmony perspective on sustainable development. The results and implications for teaching and learning are finally discussed.
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Philominraj, Andrew, Ranjeeva Ranjan, Rodrigo Arellano Saavedra, and Claudio Andrés Cerón Urzúa. "English as Foreign Language Teaching in High Schools: A Chilean Case Study." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 51–67. http://dx.doi.org/10.26803/ijlter.20.3.4.
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In Chile, English is taught as a foreign language and its poor performance, as per the English Proficiency Index report, is a disturbing factor now that Chile is an official member of the Organisation for Economic Cooperation and Development (OECD). This study seeks to understand the dynamics of English language teaching by focusing on the didactics, methodologies, evaluative tools, techniques and resources commonly used in the municipal schools in the city of Talca. This case study involves a quantitative method within the characteristics of a descriptive, interpretative and correlational framework. The purposefully selected participants were fifteen teachers from four municipal schools in the city of Talca to whom an open-ended questionnaire was distributed to collect the primary data. The secondary data consisted of the Sistema de Medición de la Calidad de la educación (education quality measurement system) (SIMCE) results from 2010 to 2014 and the National Study results of the English language testing in 2017. The results show that the teaching of English as a foreign language is a difficult task because the didactics and methodologies used by the teachers are not adequate to favour students’ reaching the level of proficiency established by the Chilean Ministry of Education. The findings suggest a systematic teacher training programme and continuous focus on the teaching of the English language to enhance learners’ language proficiency.
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Bertotti, Rudimar Gomes, and Gisele Rietow Bertotti. "Moral and civism in higher education." Revista de História da Sociedade e da Cultura 20 (December 31, 2020): 467–88. http://dx.doi.org/10.14195/1645-2259_20_22.
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This article aimed to investigate the bibliography of the Study of Brazilian Problems (PBS) discipline at the Federal University of Paraná (UFPR) between 1971 and 1984. It was used primary and secondary sources, which unveiled the theoretical corpus that supported BPS teaching at UFPR. Some methodological elements of Cultural History were mobilized based on the understanding that individuals and groups grasp the social world and share it in a particular way, producing strategies and practices (political, social and educational) (Chartier 2002). Finally, the analysis revealed that BPS’ teaching programs were based on a bibliographic diversity, marked by books that were aligned with the Doctrine of the National Security and Development (DNSD), but which appeared alongside the works of some anti-regime authors. And that bibliographic focused on national problems denoted adherence to a larger DNSD policy aimed at encouraging the participation of university youth in the national political and economic plan.
Keywords: Brazilian Problems Study. Dictatorship. Teaching programs. Bibliography. History of Education.
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Lupeja, Thabita Lameck, and Sotco Cladius Komba. "Curriculum Implementers’ Perspectives on Relevance of Secondary Education in Real-Life Settings." European Journal of Humanities and Social Sciences 2, no. 3 (June 13, 2022): 109–15. http://dx.doi.org/10.24018/ejsocial.2022.2.3.264.
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The recent expansion of enrollment in secondary education in Tanzania has contributed to an increase in the number of secondary education graduates in the society than before. Regardless of the increase, there has been a poor transition rate to post-secondary education and therefore making the majority return to their communities to join the informal sector to sustain their livelihood. This article presents the findings on the relevance of secondary education curriculum to youth’s livelihood in Tanzania. It addresses the issue of the application of secondary education knowledge to learners’ social-economic context. Qualitative data were collected in 10 densely populated wards in the Mvomero district to secondary education leavers, headteachers, and academic teachers. Data were collected through semi-structured interviews and focus group discussions. Content analysis was used to analyze data. The findings revealed secondary education has the potential to improve individuals’ living standards and birth control. However, the study also showed that economic activities are still gender-specific, coupled with male-dominated traditions. In addition, the study revealed knowledge disjunction between the school and real-life settings. Moreover, the centralized curriculum widens the gap between school knowledge and real-life because it does not respond to the diversified geographical environment of Tanzania. Based on the findings the study recommends curriculum development process involve diverse groups of stakeholders to design contents that are reflective of the respective societal needs, integration of theory and practice in teaching and learning, and integration of both general and skill-based education.
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Malaki, Sospeter Shikulu. "Assessing the influence of Mathematics in Teaching and Learning Physics Subject in Secondary Schools in Tanzania." International Journal of Scientific Research and Management 9, no. 11 (November 6, 2021): 358–66. http://dx.doi.org/10.18535/ijsrm/v9i11.m01.
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Learning Mathematics is a key fundamental in every education system that aims to prepare its citizens for a productive life in the 21st century. As a nation, the development of a highly-skilled and well-educated manpower is critical to support an innovation and technology-driven economy. A strong grounding in Mathematics and a talent pool in Mathematics are essential to support the wide range of value-added economic activities and innovations. In this vein, a study intended to assess the influence of Mathematics in teaching and learning Physics, a case study of secondary education. A study was guided by two specific objectives; to determine the applications of Mathematics in Physics and to investigate the relationship between Mathematics and Physics. The qualitative and quantitative approaches were used in getting categorical and numerical data in line with the triangulation research design employed. Students and science teachers were targeted in the collection of data which made a total of 60 participants. The questionnaire, observation and documentary review were key devices used in data collection processes. The collected data were analyzed by using SPSS and the research findings revealed that there is statistically very strong positive relationship between Mathematics and Physics. . In other words, the influence of Mathematics in Physics subject is enormous to the extent that students are encouraged not to drop Mathematics in their early classes. This will assist to increase number of Tanzanian engineers and geologists in various sectors for extracting our natural resources.
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N.Kh, Khakimov. "Improvement of School Education in the Conditions of a New Stage of Development in the Republic of Uzbekistan." Journal of Clinical and Laboratory Research 3, no. 1 (June 29, 2021): 01–07. http://dx.doi.org/10.31579/2768-0487/029.
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The author of the article investigated the process of improving school education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of school education in the implementation of democratic reforms during the implementation of the strategy of actions for the further development of the country. The author of the article made an attempt to reveal the mission of school education in a developing civil society. Topical issues of the educational process of secondary schools, in the upbringing of the younger generation and the practical significance of the activity of teachers in the context of modernization of the content and methods of teaching in secondary schools are investigated. An important innovative element in the work of secondary schools is that under the new conditions in the country there is a process of formation of private schools and an increase in the number of specialized schools, where certain fundamental subjects are studied according to a special, in-depth program. The country has made an attempt at an innovative approach in the process of improving school education and teaching children. In the context of the deepening development of the market economy in the country, the teaching staff performs an important mission in the implementation of social policy, ensuring the educational process in secondary schools, including a dynamic increase in the number of students participating in international Olympiads, in attracting students to the study of foreign languages. It should be noted that high school graduates are actively involved in deepening democratic reforms and ensuring human rights. A modern high school graduate is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. High school graduates pass a test selection and become university students in foreign, developed countries of the world. An integrated scientific approach to the study of the learning process in secondary schools shows that education in schools is closely linked with the goal of the ongoing democratic reforms in the country and the deepening of the market mechanism in all spheres of socio-economic life. It should be noted that the desire to improve the quality of the educational process in secondary schools has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of school education, students are introduced to the knowledge necessary for the whole life of each person, which is considered a guideline for determining the future, finding a worthy place for a student in a competitive and globalized environment. The country has created equal legal conditions for high school graduates for admission to higher educational institutions.
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Gaurav Rustgi, Vandana Goswami, and Varsha Rustagi. "Impact of Various Variables on Teachers Commitment Towards Secondary School." Integrated Journal for Research in Arts and Humanities 2, no. 2 (March 31, 2022): 15–21. http://dx.doi.org/10.55544/ijrah.2.2.16.
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Growth of education sector can be expanded, if the faculties; teaching in the education sector are satisfied and committed. They are the asset to the organization. They are the one who can bring and responsible for bringing the positive changes in the society. They act as a powerful tool for moulding the behaviour of the students. They instruct, guide and give direction to the students so that the students can have healthy growth and stable life. They provide the creativity, innovative ideas for growth of the students and provide necessary knowledge not only relevant to the subjects but also give knowledge for their social and economic development. The present Study has attempted to investigate the relationship between Teacher Commitment of secondary school and age, sex and marital status. The Study was carried out on a selected sample (614) secondary school teachers drawn from various secondary schools of Delhi NCR. The descriptive analysis, ‘t’ test, percentage, frequency was applied to realize the objectives. Data was collected and analyzed with the help of SPSS package. Based on the data analysis major findings and conclusion were drawn.
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Gaurav Rustgi, Vandana Goswami, and Varsha Rustagi. "Impact of Various Variables on Teachers Commitment Towards Secondary School." Integrated Journal for Research in Arts and Humanities 2, no. 2 (March 31, 2022): 15–21. http://dx.doi.org/10.55544/ijrasb.2.2.16.
Full textAbstract:
Growth of education sector can be expanded, if the faculties; teaching in the education sector are satisfied and committed. They are the asset to the organization. They are the one who can bring and responsible for bringing the positive changes in the society. They act as a powerful tool for moulding the behaviour of the students. They instruct, guide and give direction to the students so that the students can have healthy growth and stable life. They provide the creativity, innovative ideas for growth of the students and provide necessary knowledge not only relevant to the subjects but also give knowledge for their social and economic development. The present Study has attempted to investigate the relationship between Teacher Commitment of secondary school and age, sex and marital status. The Study was carried out on a selected sample (614) secondary school teachers drawn from various secondary schools of Delhi NCR. The descriptive analysis, ‘t’ test, percentage, frequency was applied to realize the objectives. Data was collected and analyzed with the help of SPSS package. Based on the data analysis major findings and conclusion were drawn.
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Khakimovich, Name Khakimov Nazar. "Non-State Education in Uzbekistan: Formation and Development Prospects." International Journal of Innovative Technology and Exploring Engineering 10, no. 4 (February 28, 2021): 199–206. http://dx.doi.org/10.35940/ijitee.d8579.0210421.
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The author of the article investigated the innovative aspects of the formation of non-state education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of non-state education in the successful implementation of democratic reforms and the development of civil society. The author of the article made an attempt to reveal the mission of non-state education in society, the tasks of preschool institutions, secondary schools, in the upbringing of the younger generation. The formation of private schools and an increase in the number of specialized schools where individual subjects are studied according to an in-depth program has become a form of an innovative approach in the process of improving non-state school education and teaching children. In the context of the development of civil society, highly qualified teaching staff working in private schools fulfill an important mission in the process of social policy, ensuring the improvement of the quality of the non-state educational process in schools, including increasing the number of students participating in international Olympiads. Graduates of non-state secondary schools carry out a social mission in the implementation of democratic reforms, in ensuring human rights. A modern graduate of a non-state secondary school is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. The paper investigates the role of non-state higher educational institutions and the importance of highly qualified personnel in the process of modernizing society. An integrated approach to work in the non-state education system shows that this work is closely related to the democratic reforms carried out in the country in the context of the deepening of the market mechanism in all spheres of socio-economic life. Improving the quality of the educational process in non-state educational institutions has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of non-state school and higher education, pupils and students are introduced to the knowledge necessary for the whole life of every person, which is considered a reference point for determining the future. The country has created equal conditions for admission to higher educational institutions for graduates of non-state secondary schools.
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Pencheva, Antonia. "The Bulgarian voice in the world Russianists’ choir." Russian Language Studies 20, no. 4 (December 15, 2022): 399–413. http://dx.doi.org/10.22363/2618-8163-2022-20-4-399-413.
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The author thoroughly examines the emergence, formation and development of the Russian studies in Bulgaria as a scientific field, both in retrospect and in the context of its current state. The author traces the influence of historical, political and socio-economic factors on teaching Russian to Bulgarians. Keeping in mind the changes in the political and socio-economic orientation of the Republic of Bulgaria and of the Russian Federation in the last three decades, it appears relevant at the present states of development of the two countries to comprehensively describe the various development trends of the Russian studies and Russian language teaching in Bulgaria. Representative material from scientific publications and collective monographs on heterogeneous aspects of the Russian studies (linguistic, literary and applied) has been used in the research. Traditional methods of analysis and evaluation of scientific literature, observation, description and generalization of pedagogical experience are applied in this study. It also includes analysis of data from the National Statistical Institute of Bulgaria on the number of schoolchildren studying Russian at different stages and in different types of secondary schools. The official statistical data show a stable interest in the Russian language among Bulgarian pupils and students, regardless of changing attitudes in the society. The Russian language remains the second most frequently chosen after English. The pragma-tic attitude of pupils and students, a combination of subjective and objective factors contribute to their choice to study Russian. The specific feature of the Bulgarian model is teaching Russian at all levels: preschool, school, university and continuing education in accordance with the European policy of lifelong learning.
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Masuku, Mzenzi S., O. I. Oloyede, and Victoria L. Kelly. "TEACHERS’ USE OF INFORMAL FORMATIVE ASSESSMENT IN SENIOR SECONDARY SCHOOL CHEMISTRY CLASSROOMS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 348–60. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1062.
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The social-economic role of education as a major driver of human development calls for quality education that is rooted on effective teaching and learning. While Swaziland aspires to have products of her secondary education system efficiently joining tertiary training or the workplace, the SGCSE performance trend in Physical Science currently features below expectation. This study explored how teachers in Swaziland used informal formative assessment in their senior secondary school Chemistry lessons. Three purposively sampled lessons from Form 4 and Form 5 were observed. Data were collected through field notes and analysed using inductive content analysis. Findings showed that teachers used informal formative assessment by explaining misunderstood content in fresh ways, giving learners remedial work, initiating hand-clapping, repeating or adjusting initial and probing questions. All in all, teachers used informal formative assessment in line with standard practices though they often resorted to telling learners answers to seemingly demanding questions.
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Sierra Piedrahita, Ana María, and Paula Andrea Echeverri Sucerquia. "Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views." Íkala 25, no. 1 (January 28, 2020): 137–52. http://dx.doi.org/10.17533/udea.ikala.v25n01a13.
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A case study was conducted to explore public secondary school teachers’ perspectives, practices, and experiences concerning the design and implementation of the English curriculum, as well as the professional development offered by the government in order to implement language policies and curriculum guidelines in the city of Medellin, Colombia. The study lasted one year and included a survey, the analysis of curriculum documents from five selected institutions, and focus group interviews as data collection instruments. Results indicate that the initiatives provided by the government have not been effective in supporting teachers in this endeavor as they have been very limited in terms of curriculum design, and reflect a technical view of teacher learning. In addition, several contextual and social factors have tremendously affected the implementation of language policies and curriculum guidelines in schools. Besides, teachers point to several needs, including that they have more time to appropriate and implement reforms, that they be included in policy-making as affected parties, that professional development initiatives be freed from political and economic interests and that they be offered a preparation that combines improving their language proficiency, English teaching methodologies and curriculum design.
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Upadhyay, Surya Kumar. "Socio Economic Status and Its Impact on School Going Domestic Child Workers in Kathmandu District." Nepalese Journal of Development and Rural Studies 14, no. 1-2 (December 10, 2017): 124–28. http://dx.doi.org/10.3126/njdrs.v14i1-2.19655.
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The existence of child labor is not a new phenomenon as children are still engaging in all the sector of employment. The objectives of the study was to assess economic status of school going domestic child workers (DCWs), to assess the root causes of DCWs and to examine present working condition of the DCWs. To the end, 50 DCWs studying in Santi Bidhya Griha Higher Secondary School of Kathmandu are selected as respondents. The finding shows that the cause of poverty is an essential factor to increase domestic child worker. DCWs are involving in low level households activities. Their working hour is higher than study period. Remuneration paid for DCWs is very low or not paid, behave of the owner towards DCW's is low or medium in average. The bedding and fooding situations of the DCWs are not found good. Because of that most of them are not yet satisfied with their job but compelling to continue only for their school education life. At present 15 percent of the respondents are studying in primary level, 55 percent in lower secondary level and 30 percent in secondary level. Regarding job satisfaction, some of them want to kick out their job any time but some thoughtful children want to leave after completion of grade tenth. The thoughtful children want to start their professional career in teaching; business and political sectors and few of them also want to join police and army. However, they don't have the knowledge of child labour act and child right. Nepalese Journal of Development and Rural StudiesVol. 14 (Joint issue) (1&2), 2017, Page:124-128
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Dabić, Marijana, and Jovan Vukoje. "Development and tendencies of education of nurses-technicians in the process of reforming the educational system of the Republic of Serbia // Razvoj i tendencije obrazovanja medicinskih sestara-tehničara u procesu reformi obrazovnog sistema Republike Srbije." SESTRINSKI ŽURNAL 5, no. 1 (November 28, 2018): 15. http://dx.doi.org/10.7251/sez0118015d.
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Education of nurses in Serbia as in developed countries must follow the development and needs of the health system. This is still very difficult to implement because of the multi-week ‘hyperproduction’ of healthcare staff, and insufficiently basic systematization of jobs, mismatch of professional titles, as well as the ever more intensive departure of our healthcare workers abroad, primarily in the countries of the European Union. Also, the development of society, the political and economic situation, significantly disturb the development of sisterly practice as well as education that plays a key role.The issue of education and harmonization with European standards also entails the question of the competencies and competencies of teaching staff dealing with the education of future nurses, which still, at least in terms of secondary education, shows quite a strong resistance to change.The results of this research indicate that reforming the educational system in Serbia is present in higher education of nurses while in secondary education continues to stagnate. There is no complete harmonization of the education system with respect to the lesson of hours, the structure of study programs, or the unique nomenclature of vocational titles.The level of the pre-term for enrollment in the secondary medical school as well as the continuation of education is incompatible with European frameworks and makes it difficult to integrate into the European system of secondary education.Teaching and study programs are not fully comparable to the European ones, except for ESPB credits and study levels.There is a tendency for the development of nursing education in Serbia, but there is only partial preparation of nursing teachers in terms of upgrading professional titles and competences for the new education system.
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Sundaram, Satyam Shivam, and Pavitra Mishra. "Setting-up schools of excellence: the role of public private partnerships in emerging economies." Emerald Emerging Markets Case Studies 4, no. 5 (October 8, 2014): 1–14. http://dx.doi.org/10.1108/eemcs-11-2013-0221.
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Subject area Project structuring. Study level/applicability The case can be used for MBA, Executive MBA, Faculty Development Program (FDP) and Management Development Program (MDP) to introduce them to the selection of procurement method, concept of value for money and project structuring in the context of the education sector. Case overview Saryu Secondary Schools of Excellence Samiti (SSSES) functioned under the chairmanship of the Minister of Human Resource Development and was running 584 Saryu Secondary School of Excellence (SSSE) as of March 15, 2013. SSSE were focused on providing quality education to poor children, primarily from rural areas. In January 2013, SSSES was given a mandate to open 75 additional schools within one year and 500 schools within five years in rural and semirural areas to meet the demands of secondary education in India. The Managing Director of SSSES, was preparing for the meeting to be held on March 31, 2013 to discuss various options for development of the mandated schools including involvement of private player under the Private Finance Initiative (PFI) model. Expected learning outcomes The case introduces the participants to the challenges in the education sector including public delivery system, poor economic status of students, selection of appropriate procurement method (public delivery versus buying of service from private sector) and project structuring issues. Specific objectives are: introduce participants to the challenges of delivering education services; establish the benefit of PFI in social infrastructure domain and introduce the participants to the concept of value for money; identify risks and returns under various structures; and impress on importance of non-commercial issues which may shape a project. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Hoffmann, Jessica D., Kalee De France, and Julie McGarry. "Creativity and Connection: The Impact of inspirED with Secondary School Students." Journal of Intelligence 11, no. 1 (December 31, 2022): 8. http://dx.doi.org/10.3390/jintelligence11010008.
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The World Economic Forum predicts that the skills most highly valued by employers in 2025 will be problem-solving, self-management, working with people, and technology use and development. Educators are seeking ways in which to incorporate these skills into their daily instruction. Here, we offer one possible approach to bolster skills in each of these domains: the inspirED program. inspirED was designed for U.S. middle and high schools to support teams of students in completing projects or campaigns that they believe will make their school a better place for all. This study enrolled teams of students from 22 middle and high schools, and provided them with online training, coaching in the inspirED process, and resources to complete their project. Upon finishing their projects, students on the inspirED teams reported higher sense of purpose and self-awareness around the importance of emotions. The larger student bodies at schools in which inspirED projects took place also reported improvements in school climate including students’ perceptions of teaching quality, sense of school pride, student relationships, and emotional safety. Implications and future directions for school-based social-emotional learning and student leadership opportunities are discussed.
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Wartecka-Ważyńska, Agnieszka, Anna Jęczmyk, Mikołaj Jalinik, Jan Sikora, Stanisław Łuniewski, and Jarosław Uglis. "The Context of Sustainable Development: Funding Society’s Nature and Forest Education through Promotional Forest Complexes in Poland in 2012–2016." Sustainability 11, no. 15 (July 27, 2019): 4058. http://dx.doi.org/10.3390/su11154058.
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The aim of this article is to present the funding sources and scale of the expenditure for the educational activity provided by Promotional Forest Complexes (PFCs) in the context of sustainable development. Apart from a number of significant economic functions, the State Forests in Poland perform important social functions, including the function of nature and forest education. Economic functions bring profit, while social functions are not subject to such commercialization. The execution of the social functions of Poland’s forests is dealt with by special organizational units, called Promotional Forest Complexes (PFCs). PFCs have suitable educational facilities at their disposal, enabling them to perform their tasks (e.g., education sites, nature exhibition rooms, forest teaching shelters, educational trails). Running these facilities involves certain transaction costs, which are covered from the PFCs’ own resources. The educational activity is partly financed from external sources. This analysis indicates that we could observe a decrease in internal and external resources dedicated to the nature and forest education of the society. The authors carried out the secondary materials analysis concerning the object of study, as well as the analysis of scientific literature and statistical analysis.
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Kurek, Sławomir, Tomasz Rachwał, and Mariusz Szubert. "Kształtowanie kompetencji biznesowych uczniów gimnazjum w świetle opinii nauczycieli na podstawie wyników badań prowadzonych w ramach europejskiego projektu FIFOBI." Przedsiębiorczość - Edukacja 8 (January 1, 2012): 24–36. http://dx.doi.org/10.24917/20833296.8.2.
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The paper contains an analysis of the research results conducted among teachers in the research project FIFOBI – “Fit for business: developing business competencies in school”. The study consisted in interviews carried out with teachers of the citizenship subject in six lower secondary schools. The interviews were conducted in a specific situation connected with implementation a new Core Curriculum and new syllabuses for the subject. This paper presents teachers’ opinions regarding: the Core Curriculum for the citizenship subject as well as implementation of chosen syllabuses in relation to business skills development, a ranking of four business competencies that make up the business skills in a broad sense (as economic, social, personal and business competencies related with running your own business) in the process of teaching the citizenship subject, proposals for changes in the Core Curriculum (syllabuses) in the business education, resulting from implementation of their chosen syllabuses, teaching methods, pre-vocational education, evaluation of the educational process and its outcomes across all four competencies.
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Vasilieva, L. V., K. V. Lebedev, and E. S. Sumenova. "Medium-term forecast of the age structure of teachers in secondary schools in the Russian Federation." Education and science journal 23, no. 2 (February 13, 2021): 140–69. http://dx.doi.org/10.17853/1994-5639-2021-2-140-169.
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Introduction. The trend of teaching staff aging in secondary schools is evident in many countries. A negative consequence of this is the growing gap between the personal resources of teachers and the requirements of the profession. Solving the problem of maintaining an optimal age structure involves studying its dynamics and forecasting its development in order to develop measures for personnel planning. The present paper presents the results of the analysis of the current age structure of teachers in the regional context (in the subjects of the Russian Federation) and develops a forecast for its development.The aim of the current research was to present the results of the development of a medium-term (until 2024) forecast of the age structure of teachers in the subjects of the Russian Federation.Methodology and research methods. The research was based on a general scientific methodology applying a systematic approach and the methods of statistical analysis, comparison, generalisation, systematisation, structuring, interpretation, extrapolation, forecasting, and graphical representation of data. The authors analysed the data in official statistics of the Russian Federation and the Organisation for Economic Cooperation and Development. The provisions of normative and legislative documents in the field of strategic regulation of education in the Russian Federation, scientific publications of Russian and foreign researchers in the Scopus, Web of Science, and Science Index databases were investigated as well.Results. The authors identify and highlight the factors, which have the most significant impact on the current state of personnel support for educational activities in the world. The analysis of age-specific teacher characteristics in cross-country comparison is performed. The assessment of age structure of general education teaching personnel in Russia as a whole and at the regional level is carried out. The forecast for its development for the period up to 2024 is developed. Scientific novelty. The conceptual feature of the present study lies in the view of the trends in the development of age cohorts in homogeneous groups. The approach employed allows for increasing the accuracy of forecasting of teacher demand, taking into account the specifics of regional demand.Practical significance. Taking the specifics of the regions into consideration, it will be possible to improve the quality of education. The results of the research can be used by specialists in the course of conducting international research, planning teacher training, and developing measures to enhance the prestige of teaching profession and to stimulate the influx of young personnel to schools at the Federal level and in the regions of the Russian Federation.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Souvik Baura. "Languages used by teachers in English-language classrooms: An EFL perspective." World Journal of Advanced Research and Reviews 14, no. 2 (May 30, 2022): 339–47. http://dx.doi.org/10.30574/wjarr.2022.14.2.0450.
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Language and language policy researchers are particularly interested in the development of using English in the English language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged by their own language skills, students’ language ability, and pedagogical problems. The findings of this study will help teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes toward English language teaching. Additionally, the study may reveal the teachers’ perspectives on the issues their students face. In Bangladesh, social and economic disparities in two different regions within the same country produce an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language of instruction in the classroom. Taking this into account, educators must focus on the procedures for an engaging and neutral English language classroom use.
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Mutuma, J., J. Wakhungu, and C. Mutai. "The socio economic effect of cancer on patients’ livelihoods in Kenyan house holds." BIBECHANA 14 (November 28, 2016): 37–47. http://dx.doi.org/10.3126/bibechana.v14i0.15412.
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The study assessed The socio economic effect of cancer on patients’ livelihoods in kenyan households. In Kenya, cancer is ranked third among the main causes of death after infectious and cardiovascular diseases. In recent years, cases of cancer in Kenya have increased creating a burden on many households. This has negatively impacted on poverty alleviation and sustainable development in the long run. A Sample of 245 patients seeking treatment in the three major oncology centers in the country namely Kenyatta National and Referal Hospital, Moi Teaching and Referal Hospital and Agakhan University Hospital was used. Data was collected through self-administered questionares, Focus groups discussions and key informant interviews. A triangulation approach involving in-depth interview using questionnaires as the main collection instrument for key informants were carried out. Secondary data was collected through case study, review of documents, reports and publications related to the topic and online journals. Chi square was used to test the independence of variables. The result revealed poverty, late and poor cancer diagnosis and lack of medical cover were found to be the top ranking serious challenges facing cancer patients in the country. Cross-sectional survey, correlational and evaluation research designs were adopted for the study. Both non-probability sampling and probabilistic sampling methods were used in selecting subjects seeking treatment at the three main oncology centers in Kenya. BIBECHANA 14 (2017) 37-47
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Tikkanen, Irma, and Leila Jaakkola. "Sustainable value chain activities towards sustainable food services: a case study from Finland." Journal of Hospitality and Tourism Insights 2, no. 4 (November 5, 2019): 409–24. http://dx.doi.org/10.1108/jhti-12-2018-0086.
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Purpose The purpose of this paper is to present the sustainable value chain activities that have been implemented when providing sustainable food services and sustainable value. A municipal catering organisation in Finland is introduced as an example. Design/methodology/approach The theoretical framework comprises sustainability as a strategy and the value chain and its sustainability. Existing research on the sustainability of food services and sustainable value in the professional kitchens is described. The primary data were collected from the two representatives of the case organisation using a written questionnaire with open-ended questions. Furthermore, secondary data from the web pages of the case organisation were utilised. The sustainable actions were categorised using a pattern-matching logic. Findings The findings illustrate the implemented pragmatic sustainable actions in all primary and support activities, which are local, national and international. These actions were based on the owner municipality’s strategy of sustainable development. Economic, social and ecological sustainable values were achieved. Practical implications The case description may act as a reference model for a catering organisation when targeting sustainable food services and sustainable value. The case might also be utilised as a teaching case in hospitality management schools. The paper contributes to the pragmatic view of sustainability by describing the everyday working orientation of the case organisation. Originality/value The case provides practical information on how to achieve sustainable economic, social and ecological values in municipal food services.
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Ayebale, Lillian, Gilbert Habaasa, and Samson Tweheyo. "Factors affecting students’ achievement in mathematics in secondary schools in developing countries: A rapid systematic review." Statistical Journal of the IAOS 36 (December 25, 2020): 73–76. http://dx.doi.org/10.3233/sji-200713.
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Mathematics is seen by society as the foundation of scientific technological knowledge that is vital in social-economic development of a nation. In fact, studies suggest that mathematics as a subject affects all aspects of human life at different levels. This paper is a rapid systematic review of factors affecting students’ achievement in mathematics. We searched literature on student achievement in mathematics. We used ERIC database and supplemented with Google Scholar and random Google search. Twenty six articles met the final selection criteria and were reviewed. The teaching methods, teachers’ attitude, students’ attitude towards mathematics were noted as key factors in almost all articles reviewed. There seemed to be consistency too that parents can exert a positive influence on their children’s mathematical performance, classroom environment, students’ previous mathematics achievement and gender related factors. Student achievement at secondary level determines whether they will opt to or qualify to study statistics at university. From this review, it is imperative that these factors be addressed early in the students’ career so as to have more student enrollment for statistics at tertiary institutions.
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Salybekova, N. N., and A. Zh Abdukakhar. "Study of the Effectiveness of the Integration of Valeological Elements into the Pedagogical Process of Biology Lessons in Secondary Schools." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (December 15, 2022): 305–17. http://dx.doi.org/10.47526/2022-4/2664-0686.26.
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Today, the focus is on the healthy lifestyle of students. This is due to the fact that the health of children and adolescents includes important indicators that determine the economic, intellectual and cultural values of the country's potential, and is also one of the characteristics of national security. This article discusses the issues of strengthening and maintaining the health of schoolchildren through the formation of a healthy lifestyle, taking into account the current negative changes in the health status of adolescents. The study used theoretical and empirical methods, literary analysis, mathematical and statistical methods. In addition, innovative technologies and pedagogical conditions, control methods, valeological elements, and interactive methods were used in the classroom, as well as during extracurricular pedagogical experiments on protecting the health of schoolchildren. As a result of the study, pedagogical conditions were created for the formation of a healthy lifestyle for schoolchildren in the educational process, and methodological ways of integrating valeological elements into the teaching of biology were determined. Based on the active participation of students, classes on sanitary literacy in biology were held, including valeological elements. Thus, students form a positive attitude towards a healthy lifestyle and develop research, personal and cognitive abilities. The types of lesson organization using valeological elements in biological education, the methodology for studying the section “Coordination and regulation” using interactive methods, the patterns of formation of a healthy lifestyle through laboratory work on the section “Heredity and variability” are considered analyzed. The results of the study showed the results of 80% of students' self-assessment, which form the value attitude of students to a healthy lifestyle. The results of the pedagogical experiment confirmed the effectiveness of the integration of valueological elements in biology lessons and found that 90% of students actively lead a healthy lifestyle. The results of the study can be used by biology teachers as a guide in the development of effective teaching technologies and in research work with students.
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Gapon, Valentyna, Mariia Sharaievska, and Tetiana Derepa. "PROFILE EDUCATION AS A DRIVER OF HIGH-QUALITY COMPLETE GENERAL SECONDARY EDUCATION." Educational Analytics of Ukraine, no. 3 (2022): 57–74. http://dx.doi.org/10.32987/2617-8532-2022-3-57-74.
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The introduction of profile education (specialized training) in secondary schools ensures differentiated preparation of students at this level of education in accordance with their educational needs, inclinations and abilities, which are determined by orientation to future professional choices. The article is aimed at analyzing trends in the implementation of students' profile education and determining its impact on the results of obtaining high-quality comprehensive general secondary education in Ukraine. Statistical information of reporting forms № 76-RVК "Summary report of general secondary education institutions", № 83-RVК "Report on the number and structure of teaching staff in the general secondary education institutions", summary table № D-5 "Data on educational profiles in general secondary education institutions (without special general secondary education institutions)" and the open database of the Ukrainian Center for the Evaluation of Education Quality were used as the initial data for the study. The article analyzes the pre-war state (2014/2015–2021/2022) of the network of general secondary education institutions (GSEIs), the contingent of students, including those with profile training, and the number of teachers and pensioners teaching subjects. Dynamics and tendencies of development of profile education in Ukraine have been studied and analyzed, and the importance of the influence of a number of factors on the results of the external independent assessment in 2021 has been substantiated (in particular, completion of general secondary education in specialized educational institutions). The best scores in all subjects were obtained by graduates of physical-mathematical, mathematical, chemical-technological, agrochemical, economic and foreign philology. Students who received education in institutions of environmental, technological, sports, military-sports, universal profiles and Ukrainian philology received lower scores in each of the subjects compared to average scores in Ukraine. The main challenges for further reform of the secondary schools in the post-war period include the possibility of reorienting individual schools to provide teaching staff; upgrading teachers' qualifications, taking into account the needs and aspirations of students in the field of education, the suitability of material and technical base of GSEIs for the organization of profile education, etc. And the first steps in the field of educational statistics should be the collection and thorough analysis of data on the existing surviving educational network of each region, and the costs of its restoration and maintenance.
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Kraus, Artur, and Natalia Wojtas. "Labour Migration of Parents and Threats to Children and Youth." Journal of Risk and Financial Management 14, no. 8 (August 16, 2021): 377. http://dx.doi.org/10.3390/jrfm14080377.
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Labour migration is a global trend that shapes communities and economies around the world. Growing economic migration carries a specific threat to children and youth. Long-term consequences threaten life outcomes such as educational achievement, career development, mental and physical health. The study examined the problems of children from migrating families in educational institutions. It was also important to determine what assistance is provided to children from migrant families and what institutions support such families. The respondents were class tutors/educators who were teachers of educational institutions: 2317 respondents took part in the study, including 2044 women and 273 men. Significant differentiation of the respondents according to gender is mainly due to the feminization of the teaching profession in Poland. The results of the survey were analyzed with the chi-square test of independence. As a result of the research, threats to children and adolescents resulting from the economic migration of parents were diagnosed. In secondary schools, a decrease in attendance is observed (unexcused absences, truancy, being late). In lower secondary schools there are problems with school results and a decrease in motivation to learn. Educational institutions find it difficult to stay in contact with parents. In the youngest children (kindergartens, primary schools), emotional instability is observed due to the absence of parents in everyday contact. Educational institutions respond to diagnosed problems by providing support to students. In primary schools, students are provided with help in learning and students’ free time is organized. There are also activities aimed at providing additional nutrition. In lower secondary schools, as in secondary schools, support focuses more on motivational interviewing, mediation in conflict situations and psychological assistance. In order to solve problems and help students, educational institutions cooperate with the Psychological and Pedagogical Counselling Centre, the Social Welfare Centre and the Probation Officer.
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Wahyudin, Dinn. "PEACE EDUCATION CURRICULUM IN THE CONTEXT OF EDUCATION SUSTAINABLE DEVELOPMENT (ESD)." Journal of Sustainable Development Education and Research 2, no. 1 (May 30, 2018): 21. http://dx.doi.org/10.17509/jsder.v2i1.12354.
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Many efforts have been done by Ministry of Education and Culture (MoEC) in Indonesia in redesigning curriculum in primary schools as well as secondary schools related to peace education as requirements in implementing sustainable development goals (SDGs). The purpose of this paper is to (1) unpack some concepts and theoretical point of views on global education and peace education in the context of education sustainable development (ESD); (2) discuss policies and programs lead by MoEC in Indonesia in redesigning soft skills on peace education in the context of education sustainable development (ESD); (3) identify indigenous aspects in supporting and enriching teaching learning activities on peace education in the context of education sustainable development (ESD). Based on analyses conducted for this study, three points are noteworthy: (1) policies and programs concerning with the implementation of new curriculum that give more spaces on peace education in the context of education sustainable development (ESD); (2) some indigenous aspects in supporting and peace education in the context of education sustainable development (ESD); and (3) schools efforts in developing peace education program andresolution on conflicts in terms of core curriculum as well as extra curriculum in order to avoiding conflicts and meet with the challenge of living global citizenship in 21st century and changing technological, social, economic, national and global environment.
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Shalamova, Lubov Fyodorovna, Tatiana Nikolaevna Vladimirova, and Natalia Yurievna Leskonog. "Provision of comprehensive secondary schools with teaching staff holding university-level degrees: With the main focus on the regions of the Russian Federation." Science for Education Today 12, no. 2 (May 1, 2022): 111–35. http://dx.doi.org/10.15293/2658-6762.2202.06.
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Introduction. The current socio-political and economic situation in the Russian Federation requires significant reorientations of the Russian economy towards import substitution, the development of high-tech and social technologies, and a considerable renewal of the service sector. This, in turn, sets priorities for the entire Russian education system. Rapid changes in technological processes, the development of digitalization and artificial intelligence, the rapid obsolescence of knowledge and the need to update it, and the increasing processes of globalization require teachers to constantly advance their professional competences, have stable civic position, understand the vector of government policy and nurture the appropriate educational attitudes in the younger generation, to take part in the formation of a national-cultural consciousness, a conscious sense of national cultural peculiarities and the unity of the Russian people, taking into account the uniqueness and specificity of living in various Russian regions. The article discusses some regional features of staffing educational settings and examples of solving the national tasks of identifying professional deficits within regional educational systems, measures to support teaching staff, and strategies and mechanisms of state regulations in the field of education. The purpose of the study is to reveal the characteristic features of staffing comprehensive schools with employees holding university-level degrees in the regions of the Russian Federation. Materials and Methods. The article presents the results of investigating the representation of teacher education in the regions of the Russian Federation. The study was conducted using a comparative analysis of official statistical data on comprehensive secondary educational institutions (‘OO-11’ reporting form) and on Higher educational institutions (‘VPO-1’ reporting form). The research methods also included a sociological survey of Local Educational Authorities within the regions of the Russian Federation. Results. The research has revealed the need for teaching staff identified by Local Educational Authorities, the most common mechanisms for solving the problem of teacher shortage in the regions of the Russian Federation, and the mechanisms used for identifying the needs for teaching staff. The prevailing mechanisms of revealing the interest of children and youth in career in education and teaching are determined. The survey indicated the most common measures of support for teaching and education staff in the regions by Local Educational Authorities, directions for improving the quality of initial teacher education and other aspects related to the provision of regional education systems with teaching staff, and the quality of induction and mentoring systems for newly qualified educators. The results of the survey are selectively presented in the article. Conclusions. The results obtained can be used by the state authorities of the subjects of the Russian Federation, federal districts of the Russian Federation, and higher educational institutions to improve the efficiency of regional models of teacher education, integrating them into the national educational system of teacher education.