Academic literature on the topic 'Education – Demographic aspects – Spain'
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Journal articles on the topic "Education – Demographic aspects – Spain"
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Jornet-Meliá, Jesús Miguel, Carlos Sancho-Álvarez, and Margarita Bakieva-Karimova. "Analysis of Profiles of Family Educational Situations during COVID-19 Lockdown in the Valencian Community (Spain)." Societies 13, no. 1 (December 30, 2022): 10. http://dx.doi.org/10.3390/soc13010010.
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Due to the pandemic (COVID-19), the education system in Spain was forced to close for three months, creating an unprecedented situation: improvised distance schooling. Family characteristics and their life situations with Information and Communication Technology use would be aspects to be studied as educational conditioning factors. This paper presents the ways in which a representative sample of families in the Valencian Community (Spain) assumed the education of their children during the lockdown. Mixed methods (quantitative -surveys-/qualitative -focus groups-) are used. Multivariate profiles are studied (k-means cluster) that summarise the life circumstances, represented by composite indicators resulting from the families’ responses to specific items describing their way of life and educational performance. Associated variables, such as demographic or life situation characteristics, are analyzed for each profile. Some gaps (described by indicators that synthesize the functioning of the families) are observed due to life circumstances that correspond not only to vulnerable groups but also to upper-middle-level families.
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Vara-Miguel, Alfonso. "Cross-National Similarities and Differences between Legacy and Digital-Born News Media Audiences." Media and Communication 8, no. 2 (April 16, 2020): 16–27. http://dx.doi.org/10.17645/mac.v8i2.2733.
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The decline of the news business model for print newspapers in many Western countries and the digital disruption caused by the Internet have influenced the rise of digital-born news media. These new media are different from legacy brands in terms of business models, distribution strategies, corporate organisation, and editorial priorities. It would be expected that the different nature of both legacy and digital-born news media has driven to two types of significantly different audiences. This article aims to analyse whether there are significant differences between the users of these two types of media, by comparing the online audiences of five European countries’ (United Kingdom, Germany, France, Spain, and Italy) legacy and digital-born media brands in 2015 and 2019. The article will focus on four aspects: demographic and socioeconomics profiles (sex, age, income and level of education); interest in news; payment for online news; and media trust.
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González Valero, Gabriel, Alejandro Bastida Castillo, Carlos David Gómez Carmona, Juan Antonio Corral Pernía, Eduardo Melguizo Ibáñez, and Pilar Puertas-Molero. "Psychosocial status of Physical Education teachers according to socio-demographic characteristics (Condición psicosocial de los profesores de Educación Física según las características sociodemográficas)." Retos 44 (February 24, 2022): 1090–98. http://dx.doi.org/10.47197/retos.v44i0.91907.
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Currently, teachers are exposed to psychosocial risks specific to the educational context and it is important to overcome and anticipate the adversities involved. Therefore, this study aims to analyse the levels of stress, burnout syndrome and resilience in physical education teachers, as well as to establish the existing relationships according to gender and socio-occupational situation. The study had a non-experimental, descriptive, comparative and correlational design, with measurement in a single group. The sample consisted of 415 physical education teachers from all over Spain, with an age range of 21-53 years (M=28.78±6.15) and a heterogeneous distribution, representing 69.4% of the male gender and 30.6% of the female gender. The Perceived Stress Scale (PSS), the Maslach Burnout Inventory (MBI), the Connor-Davidson Resilience Scale (CD-RISC) and an Ad-Hoc questionnaire were used to record socio-demographic aspects. Finally, it is observed that, for burnout syndrome, the subscale with the highest score is emotional exhaustion, followed by self-fulfilment and depersonalisation. For resilience, the highest scoring subscale is personal competence, followed by positive acceptance, control and purpose, tolerance of negative events and spiritual influences.
Resumen. Actualmente, los docentes están expuestos a riesgos psicosociales propios del contexto educativo y es importante superar y anticiparse a las adversidades que ello conlleva. Por ello, este estudio pretende analizar los niveles de estrés, síndrome de burnout y resiliencia en profesores de educación física, así como establecer las relaciones existentes en función del género y la situación sociolaboral. El estudio tuvo un diseño no experimental, descriptivo, comparativo y correlacional, con medición en un solo grupo. La muestra estuvo compuesta por 415 profesores de educación física de toda España, con un rango de edad de 21-53 años (M=28,78±6,15) y una distribución heterogénea, representando el 69,4% del género masculino y el 30,6% del género femenino. Para registrar los aspectos sociodemográficos se utilizó la Escala de Estrés Percibido (PSS), el Inventario de Burnout de Maslach (MBI), la Escala de Resiliencia de Connor-Davidson (CD-RISC) y un cuestionario Ad-Hoc. Finalmente se observa que, para el síndrome de burnout, la subescala con mayor puntuación es el agotamiento emocional, seguida de la realización personal y la despersonalización. Para la resiliencia, se observa que la subescala con mayor puntuación es la competencia personal, seguida de la aceptación positiva, el control y el propósito, la tolerancia a los acontecimientos negativos y las influencias espirituales.
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Cazalla-Luna, Nerea, and David Molero. "Emociones, afectos, optimismo y satisfacción vital en la formación inicial del profesorado." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 1 (March 1, 2018): 215–33. http://dx.doi.org/10.30827/profesorado.v22i1.9926.
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Resumen:Las emociones, los afectos, el optimismo y la satisfacción son aspectos relevantes en los futuros docentes. Los objetivos del estudio son conocer las puntuaciones de inteligencia emocional, afectos, optimismo-pesimismo disposicional y satisfacción vital de los sujetos de la muestra; analizar si existe relación entre las variables consideradas; y comprobar la existencia de diferencias significativas en las mismas en función de las variables sociodemográficas contempladas (género, edad y titulación). La muestra está compuesta de 324 estudiantes de los grados de Educación Primaria y Educación Infantil de la Universidad de Jaén (España). Los instrumentos empleados han sido el TMMS-24, PANASN, SWLS y LOT-R. Los resultados informan de diferencias significativas (p<.05) en función del género a favor de los hombres en regulación emocional y en pesimismo, y a favor de las mujeres en la afectividad negativa y satisfacción con la vida. Hay significatividad en las diferencias entre algunos grupos de edad en las variables contempladas. Por último, encontramos diferencias significativas en compresión y regulación emocional a favor de los estudiantes de Educación Primaria y en afectos negativos a favor de Educación Infantil. Abstract:Emotions, affections, optimism and satisfaction are relevant aspects of future teachers. The objectives of the study are to know the intelligence, affectivity, dispositional optimism-pessimism scores of the test subjects; to analyse whether there is a relationship among the variables under consideration; and to verify the existence of significant differences between them according to the social and demographic variables considered (gender, age and academic qualification). The study consists of 324 students of the degrees in Primary Education and in Early Childhood Education of the University of Jaen (Spain). The survey instruments used have been the TMMS-24, PANASN, SWLS and LOT-R. The results show significant differences (p<.05) based on gender favouring men in emotional regulation and pessimism and favouring women in negative affectivity and life satisfaction. There are considerable disparities among some age groups in the variables contemplated. Finally, important differences can be found in emotional regulation and understanding favouring the students of Primary Education and in negative affections in favour of Early Childhood Education students.
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Drosopoulou, Georgia, Foteini Vlasopoulou, Eleni Panagouli, Androniki Stavridou, Alexia Papageorgiou, Theodora Psaltopoulou, Maria Tsolia, Chara Tzavara, Theodoros N. Sergentanis, and Artemis K. Tsitsika. "Cross-National Comparisons of Internalizing Problems in a Cohort of 8952 Adolescents from Five European Countries: The EU NET ADB Survey." Children 10, no. 1 (December 21, 2022): 8. http://dx.doi.org/10.3390/children10010008.
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Various factors such as family relationships, socioeconomic indicators, socio-cultural aspects, mental health problems and demographic variables, have been associated with internalizing problems in adolescence. The purpose of this study was to examine the prevalence of internalizing problems in adolescents from five European countries in comparison with risk factors. Using data from the European Network for Adolescent Behavior (EU NET ADB) survey, a cross-sectional school-based study of adolescents (from 14 to 17.9 years) was conducted. Data were retrieved from self-report questionnaires derived from Greece, Spain, the Netherlands, Iceland and Romania. Multiple logistic regression analysis overall and by country was held through estimation of odds ratios (OR) and 95% confidence intervals (95% CI). A total of 8952 adolescents participated in the study. According to the results, Greece (7.6%) and Romania (2.4%) presented with the lowest rates of internalizing problems, while Iceland presented the highest (11.1%). Internalizing problems were associated with lower school grades (adjusted OR = 1.21, 95% CI: 1.08–1.36), while the higher education level of parents was associated with lower odds of internalizing problems (adjusted OR = 0.75, 95% CI: 0.62–0.92). In country-specific analyses, factors that affected the likelihood of internalizing problems were gender, age, maternal and paternal unemployment. Variations detected in adolescents’ internalizing problems were determined by the socio-cultural context of each country. Cultural differences should be addressed thoroughly in further research, in order to better understand and intervene in aspects of internalizing problems in adolescence.
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Carrapiso, Ana Isabel, Elena González, María Jesús Petrón, Francisco Pérez-Nevado, and Paula Gaspar. "Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction." Education Sciences 13, no. 2 (January 24, 2023): 121. http://dx.doi.org/10.3390/educsci13020121.
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The School of Agricultural Engineering has been involved in English-medium instruction (EMI) within the framework of the internationalization strategy of the University of Extremadura (Spain). Several years after these actions were initiated, it has become necessary to analyze them, with the main objective of researching the attitude of the students towards it, keeping the focus on finding common trends. With this aim, a segmentation of the students was carried out based on a questionnaire that included aspects related to their attitudes towards English-medium instruction, their socio-demographic characteristics and the program they were enrolled in. A total of 251 students were surveyed, and the data were analyzed by performing a multiple correspondence analysis and a cluster analysis. They revealed three typologies of students with clearly different underlying features, especially related to the program and year in which they were enrolled, their age and English level, and their perceived skills. The main conclusion is that the multivariate techniques applied are useful tools to identify groups of students with different features in the EMI frame, which may facilitate the launch of specific actions focused on the needs and expectations of each group to ensure that EMI programs and students achieve their goals.
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Deters, Kacie. "VARIABLE PREDICTORS OF COGNITIVE PERFORMANCE WITHIN ETHNIC/RACIAL GROUPS USING A COMPUTERIZED COGNITIVE BATTERY." Innovation in Aging 6, Supplement_1 (November 1, 2022): 56. http://dx.doi.org/10.1093/geroni/igac059.217.
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Abstract The Computerized Cognitive Composite (C3) may provide an efficient assessment of early cognitive impairment to inform early interventions and screening criteria for Alzheimer’s disease clinical trials. The C3 battery, which includes the CogState Brief Battery, has components assessing memory, reaction time and aspects of executive function. The battery has little demand for spoken language and may reduce the sociocultural biases of traditional paper-and-pencil tests. The goal of this project was to determine demographic and genetic predictors of cognitive performance on the C3 battery across different ethnic/racial groups. We examined 4,026 cognitively normal participants (self-identified non-Hispanic Black, Asian, or White; Hispanic) at baseline visit from the Anti-Amyloid Treatment in Asymptomatic Alzheimer's Disease (A4) clinical trial. Linear models were performed to examine the association of C3 and years of age, years of education, gender/sex, and Apolipoprotein E (APOE) genotype, within ethnic/racial group. We found variation in demographic and genetic risk factors that predicted cognitive performance within ethnic/racial groups. These findings highlight the importance of within group analysis to identify risk factors for cognitive impairment.
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Farrés-Tarafa, Mariona, David Bande, Juan Roldán-Merino, Barbara Hurtado-Pardos, Ainoa Biurrun-Garrido, Lorena Molina-Raya, Marta Raurell-Torredà, Irma Casas, and Urbano Lorenzo-Seva. "Reliability and validity study of the Spanish adaptation of the “Student Satisfaction and Self-Confidence in Learning Scale” (SCLS)." PLOS ONE 16, no. 7 (July 23, 2021): e0255188. http://dx.doi.org/10.1371/journal.pone.0255188.
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The European Higher Education Area (EHEA) recommends the use of new educational methodologies and the evaluation of student satisfaction. Different instruments have been developed in Spain to evaluate different aspects such as clinical decisions and teamwork, however no instruments have been found that specifically evaluate student self-confidence and satisfaction during clinical simulation. The aim was to translate the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) questionnaire into Spanish and analyse its reliability and validity and understand the level of satisfaction and self-confidence of nursing students with respect to learning in clinical simulations. The study was carried out in two phases: (1) adaptation of the questionnaire into Spanish. (2) Cross-sectional study in a sample of 489 nursing students. The reliability and exploratory and confirmatory factorial analyses were performed. To analyse the relationship of the scale scores with the socio-demographic variables, the Fisher Student T-test or the ANOVA was used. The scale demonstrated high internal consistency reliability for the total scale and each of its dimensions. Cronbach’s alpha was 0.88 (0.83 to 0.81) for each of the dimensions. The exploratory and confirmatory factor analysis showed that both the one-dimensional and two-dimensional models were acceptable. The results showed average scores above 4 for both dimensions. The SCLS-Spanish translation demonstrated evidence of its validity and reliability for use to understand the level of satisfaction and self-confidence of nursing students in clinical simulation. Clinical simulations help students to increase their levels of confidence and satisfaction, enabling them to face real scenarios in clinical practice.
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Bezerra, Polyana Caroline De Lima, Simone Perufo Opitz, Rosalina Jorge Koifman, Gina Torres Rego Monteiro, and Pascoal De Torres Muniz. "Self- Reported morbidity in adults: population survey in Rio Branco, Brazil, 2007 – 2008." Journal of Human Growth and Development 30, no. 2 (June 17, 2020): 311–25. http://dx.doi.org/10.7322/jhgd.v30.10383.
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Introduction: Epidemiological data allow to know the needs of the communities and can provide subsidies for planning and actions in the health services, hence, it is necessary to investigate illness and chronic non-communicable diseases in the population of interest.
Objective: The objectives of this study are to describe and verify the association between the most prevalent self-reported morbidities in adults regarding the characteristics: socioeconomic, demographic and lifestyle.
Methods: This is a population-based survey conducted with adults (?18 years of age), living in Rio Branco, Acre State, Brazil, during the period 2007/2008. The sample consisted of 1516 individuals, from a probabilistic sampling in two stages of a draw.
Results: The most prevalent self-reported morbidity was spine/back disease with a percentage of 30.8%, followed by hypertension (28.3%), malaria (28.3%) and depression (18.7%). Regarding socioeconomic and demographic aspects, the most prevalent characteristics were: female gender and low level of formal education, with statistical significance. As for life habits, the most common characteristics with statistical significance were: smoking and physical inactivity.
Conclusion: In view of the scarcity of studies of this nature in the North region of Brazil, and especially in the State of Acre, the results regarding the most prevalent self-reported morbidities in the adult population of Rio Branco are of fundamental importance, to alert researchers and health professionals. This contributes to a better adaptation and/or implementation of public strategies for promotion, protection and health assistance.
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Thompson, Amber, and Rebecca Utz. "DEATH FEARS AND ANXIETY ACROSS THE LIFE COURSE: IMPLICATIONS FOR DEATH REFORM." Innovation in Aging 6, Supplement_1 (November 1, 2022): 350. http://dx.doi.org/10.1093/geroni/igac059.1387.
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Abstract Western culture is experiencing a movement for death reform which includes aspects such as death acceptance and supporting individual choice concerning how one wishes to experience end-of-life (EOL). The underlying goal of this reform is to foster natural curiosity about death and dying in order to soothe death fears and anxiety. Over the past few decades in the U.S. there has been an increase in public support for the EOL option of medical-aid-in-dying (MAID), or legally prescribed pharmaceuticals intended to cause death. There have been mixed findings regarding the effects of age on attitudes and perspectives towards death and dying. The aim of this study was to determine the relationship between age, death fears and anxiety, values and perspectives, demographic characteristics, and approval of MAID at EOL in a U.S. nationally representative sample (N = 1994), using a partially latent structural equation model (SEM). Results show that age has a curvilinear effect on death fears and anxiety, and that as death fears and anxiety increase support for MAID decrease. This suggests that the ability to provide person-and-family-centered care at EOL must address the biopsychosocial aspect of death fears and anxiety across the life course. These findings demonstrate the need for more research documenting changes in attitude and perspectives towards EOL for different populations (i.e., ages). The potential benefits of this approach provide a basis for expanding education and awareness of both death and dying in general, and EOL needs and wants for older adult populations.
Dissertations / Theses on the topic "Education – Demographic aspects – Spain"
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Brown, Eleanor Joanne. "Transformative learning through development education NGOs : a comparative study of Britain and Spain." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13050/.
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This thesis examines non-formal settings for development education by non-governmental organisations (NGOs). I focus on teaching and learning methodologies and on the attitudes and actions generated in learners. The study is informed by transformative learning theory, particularly as developed by Jack Mezirow (2000) and by Paulo Freire (1970). I look at opportunities for non-formal transformative learning in both Britain and in Spain and the use of participative methodologies to develop knowledge and understanding of and attitudes towards global development issues. I consider how such personal transformations might lead to social change and how a postcolonial analysis might affect the way issues are presented. This is a qualitative study informed by interviews with staff from seven organisations in the UK and seven in Spain. Illustrative cases are also provided based on observations of three non-formal educational activities in each country and interviews with learners attending these courses. I found that the extent to which participative critical dialogue was generated by such development education activities varied and depended on a number of factors, including the length of the course and pedagogical styles of the facilitators. Learners showed signs of transformation through the activities. Many talked about increased self-esteem and changes in understanding and attitudes. This had consequential influences on behaviour, particularly relating to more sustainable consumer behaviour and other lifestyle or career choices. I note that, through opportunities for transformative learning, participants also formed networks that could contribute to social as well as personal transformations; this relates to the stated aims and objectives of the NGOs and thus has important policy implications.
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Cabrera, Hernández Francisco-Javier. "Essays on the impact evaluation of education policies in Mexico." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63707/.
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This thesis gathers research on three impact evaluations of interventions at the school and student level in Mexico. The first chapter evaluates the effects of a School Breakfast Program (SBP) on children's outcomes such as cognitive skills, illness, height and weight and grade repetition in the period 2002 to 2005. Quasi-experimental estimations provide evidence of positive effects on children's weight; however, such gains push children over their 'ideal' standardized average causing them overweight. This effect is significantly higher in the case of poorer children. The second chapter evaluates a Full-Time Primary Schools Program implemented in 2007, to work out if changing the time pupils spend at school can enhance skills in language and mathematics. Differences in Differences regressions point to a significant improvement of 0.11 standard deviations in mathematics and Spanish test scores after four years of treatment. These gains are three times higher in schools located in deprived areas and do not seem to be driven by students self-selection. The last chapter focuses on an exogenous policy change in Mexico which eliminates enforced grade repetition for all first to third grade students. This reform helped schools to reduce repetition rates from varying higher levels to almost zero in one academic year. Estimations coming from two-way fixed effects models using a panel of schools show an average reduction in dropout rates after reform implementation of 0.3% points along with no seeming effects on pupil's performance. General findings from the three chapters are of strong significance when placed into the broader debate about what works best in schools for improving children's academic performance and general education outcomes in Mexico.
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Haeri, Mazanderani Fawzia. "Navigating the 'new South Africa' : an ethnographic study of the 'born free' generation in Mpumalanga province." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/79748/.
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This thesis explores the aspirations of black South Africans who were born after the end of apartheid. These young people are controversially referred to as the ‘born free' generation. They were born into a democracy that officially offers them equal opportunities but continues to grapple with a legacy of racial discrimination, spatial segregation and unequal educational provision. Despite the majority of ‘born frees' experiencing poor educational attainment and high levels of unemployment, existing research indicates that those in this category hold ambitious future aspirations, although these rarely come to fruition. The focus of my work is the aspirations of rural youth and draws upon ten months of ethnographic data collected within a township in Mpumalanga province. It analyses selected curriculum content, observations, focus groups and interviews with two groups of young people – those in their last year of schooling and those two years out of school. Through ethnographic observations in one secondary school in particular, I elucidate how students' schooling environments relay particular discourses concerning what constitutes a ‘good education' and what it means to aspire towards a ‘good life.' Integrating insights from feminist, poststructural and postcolonial theories, I consider how the discourses of the ‘new South Africa' are transmitted within the schooling environments, homes and wider social and political arenas which these young people occupy, thereby creating and structuring ways for them to speak and think about their futures. My analysis engages with the shifting attachments that shape how South Africans living in a rural area construct their narratives of the future and demonstrates how these young people's performances of identity are both spatially constructed and affectively negotiated. By considering the silences and contradictions in their imaginaries, this thesis shows how the discourses through which these imaginaries are constructed create boundaries around ways of being and becoming that are deemed valuable and those that are not. In problematising an understanding of aspiration as an individual disposition, my research demonstrates that the hopes of young, black South Africans are rooted in social and spatial inequalities.
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Yankosky, Richard E. "The proprietary school sector: a demographic and financial aid profile." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54820.
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The purpose of this study was to answer several questions concerning distribution of student financial aid in the proprietary school sector. The study was conducted in the Spring of 1989 using a Fall, 1986, nationally representative sample of 3,837 students attending less than two-year and two-year proprietary schools in the 50 states and the District of Columbia. The sample was drawn as part of the National Postsecondary Student Aid Survey (NPSAS) conducted by the National Center for Educational Statistics in the 1986/87 academic year. Data came from edited NPSAS tapes dated May 12, 1988.
Several statistical procedures from the Statistical Analysis System (SAS) and Lotus 1-2-3 were used to answer research questions related to (1) types of educational services provided by proprietary schools, (2) types of students receiving financial aid; and, (3) types of aid packages distributed in these schools.
Several of the major results are: (1) Proprietary schools provided short-term, high-cost vocational training leading to relatively low-paying entry-level jobs. (2) Over four-fifths (84%) of the students received financial aid. The majority of these students were unmarried (74%), female (67%), less than 23 years of age (52%), lived off-campus (98%) and attended school on a full—time basis (81%). Nearly one-half (48%) of dependent and 70 percent of independent recipients had incomes of less than $20,000. About 30 percent lacked a high school diploma. Almost 43% percent were from minority backgrounds with over 70 percent having incomes under $11,000. (3) Nearly 80 percent of the recipients received either a single source of aid or two sources of aid in their aid packages. About 88 percent of this aid came from the federal government with the Guaranteed Student Loan and Pell Grant programs the predominate sources.Ed. D.
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Serventi, Edwina R. F. "The Relationship of Androgyny and Self-Esteem in Women including the Demographic Aspects of Marital Status, Educational Level and Age." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3165.
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The purpose of this study was to test certain hypotheses related to androgyny and self-esteem in women and how marital status, educational level, and age may be related to those constructs. These constructs were assessed through the utilization of the Tennessee Self-Concept Scale {TSCS) and the Bern Sex-Role Inventory (BSRI). The subjects who voluntarily participated in this research were 143 female re-entry students from community colleges, colleges and universities in the central-northern region of California. The statistical analyses included the Analysis of Variance procedure, Pearson and Partial Correlation coefficient and the Chi -Square Test of Association. The findings of this study indicated that adult females who are categorized as Androgynous reported higher self-esteem than females in the other three BSRI categories, Feminine sex-typed (high femininity/low masculinity), Masculine sex-typed (high masculinity/low femininity), and Undifferentiated (low femininity/ low masculinity). Those women who were categorized as Undifferentiated generally scored lower than the females in the other categories. Further statistical analyses indicated that women who rated themselves high on masculinity traits and/or those who rated themselves high on femininity traits, tended to also rate themselves high on self-esteem. The magnitude of the trait ratings, however, not their categorization, was the primary correlate to self-esteem. Due to the low magnitude of the coefficients, the practical significance of the relationship is questionable. Results of the study suggested that self-esteem is a personal characteristic not restricted on the bases of marital status, educational level, or age.
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Rahim, Abdur. "Effects of women's education on fertility in rural Bangladesh : an empirical test of a causal model." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61713.
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Lertphongwathana, Kulthida. "Population dynamics, education and manpower planning in Thailand : the case of the 15-19 age group." Thesis, Canberra, ACT : The Australian National University, 1988. http://hdl.handle.net/1885/133206.
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The objective of this study is to examine
of demographic process in relation to school
iv
the dynamics
enrolment and
employment with particular reference to the Thai population
aged 15-19 years. Secondary sources of information ar e
widely used and the future enrolment and labour force
participation of the study population is assessed.
The study observes that fertility started to decline
around 1960-1970. The fertility decline will have wider
implications not only for the future size of the population
but also for schooling and manpower planning. Universal
primary school enrolment has virtually been achieved in
Thailand. In the age group 6-11 years, the numbers to be
enrolled in primary schooling will start to decline by 1991
and by 1997 for the secondary level aged 12-17 years.
Taking the medium variant of fertility and mortality
assumptions used in official planning in Thailand, the stud y
applies three sets of enrolment and labour force assumptions
to examine the future size of the population aged 15- 19
years in schooling and labour force. According to the medium
variant of the school enrolment projection, school enrolment
in the age group 15-19 will increase from 27 per cent in
1980 to 39 per cent in the year 2005. The labour force
participation rate is estimated to decline from 64 per cent
in 1980 to 42 per cent in the year 2005 for the same age
group of population.
The study concludes that Thailand is undergoin g a
socio-economic and a demographic transition. Therefore,
every effort should be made to reduce the gap bet we en
educated labour supply and demand -so that a favourable
situation can be created for the rapidly modernizing Thai economy and society in order to usher in a quick transition.
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McPherson, Michael W. "Study of the attitudes of educational leaders in West Virginia toward collective bargaining and selected demographic variables." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49831.
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Sondhi, Gunjan. "Gendering international student mobility : an Indian case study." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46066/.
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This thesis explores the dialectical relationship between gender and international student mobility (ISM). The focus is on the experiences of Indian students across three space-time locations: before the students left India; while abroad in Toronto; and their return to New Delhi. The value of this research is two-fold. Firstly, my research helps to fill the lacuna in ISM research that examines the phenomenon through a gender optic. Secondly, there is increasing interest in Canada and other countries – evident in the media and government policy – in international students from India. The study is located at the nexus of gender and mobility scholarship; it adopts Gendered Geographies of Power as a foundational framework. The research employed a multi-sited, mixed-methods approach to data collection. The data collection in the field sites of Toronto, Canada and New Delhi, India consisted of in-depth semi-structured interviews and participant observations. An online survey was mounted for the duration of the fieldwork to gather data on the broader population of Indian students abroad. The results of this survey provide context for the discussion in three empirical chapters. The first of the three empirical chapters explores the impact of gender relations in shaping motivations to study abroad. The second chapter examines how relations of power in and across multiple spaces (re)shape the students‟ performances of gender identities in everyday life in Toronto. The final empirical chapter examines the students‟ experience of return mobility as they attempt to adapt to a different (but familiar) gender context again. My research contributes to the growing body of scholarship on ISM as well as that on gender and migration. By employing a gendered perspective, the indepth interviews as well as ethnographic research reveals the shifting subjectivities of the migrants as they simultaneously negotiate multiple ethnic and kinship interactions in their everyday lived experiences. Secondly, the online survey presents the gendered class configurations of the socio-economic background of the Indian international students. Lastly, the „return‟ experiences of the students are differentiated by gender: more women than men found it harder to (re)negotiate their gender-expected performances in New Delhi. Furthermore, the „return mobility‟ of men appears to be more permanent than the return mobility of women.
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Dean, Kelley M. "The effects of gifted programming on student achievement: differential results by race/ethnicity and income." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39642.
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The central research question is the extent to which gifted programming effects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.
Books on the topic "Education – Demographic aspects – Spain"
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Brandon, David P. Demographic factors in American education. Arlington, Va: Educational Research Service, 1995.
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Bickers, Patrick M. Demographic influences on American education. Arlington, Va. (2000 Clarendon Blvd., Arlington 22201): Educational Research Service, 1990.
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Bogie, Donald W. Education in Alabama: A demographic perspective. [Montgomery, Ala.]: Auburn University at Montgomery, 1990.
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Morrison, Peter A. The changing demographic context of postsecondary education. Santa Monica, CA: Rand, 1991.
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Education, for All Summit of Nine High Population Countries (1993 New Delhi India). All for education: Sharing strategies and experiences : panel proceedings of the Education for All Summit of Nine High-Population Countries. Paris, France: UNESCO, 1994.
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O.R.S.T.O.M. (Agency : France). Education, changements démographiques et développement: Quatrièmes journées démographiques de l'ORSTOM, Paris, les 18 et 19 septembre 1991. Paris: Editions de l'ORSTOM, 1993.
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Sebatane, E. Molapi. Implications of Lesotho's population growth for education. [Maseru]: Dept. of Population and Manpower, Ministry of Economic Planning, Govt. of Lesotho, 1995.
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O'Neill, David M. Education in the United States, 1940-1983. Washington, D.C: U.S. Dept. of Commerce, Bureau of the Census, 1985.
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O'Neill, David M. Education in the United States, 1940-1983. Washington, D.C: U.S. Dept. of Commerce, Bureau of the Census, 1985.
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Education, Alberta Alberta, ed. Education in Alberta: Facts and figures 1989. Edmonton, Alta: Alberta Education, Planning and Policy Secretariat, 1989.
Find full textBook chapters on the topic "Education – Demographic aspects – Spain"
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Garcia, Maria del Carmen Mendez. "Chapter 10. Citizenship Education in Spain: Aspects of Secondary Education." In Education for Intercultural Citizenship, edited by Geof Alred, Michael Byram, and Mike Fleming, 187–212. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599200-012.
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Calvo-Iglesias, Encina, Irene Epifanio, Sonia Estrade, and Elisabet Mas de les Valls. "Gender Perspective in STEM Disciplines in Spain Universities." In Women in STEM in Higher Education, 165–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_9.
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AbstractIn this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.
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Muñiz, Leticia, and Joan Miquel Verd. "Theoretical-Methodological Elements for Comparative Analysis of Social Inequalities in Life Courses." In Towards a Comparative Analysis of Social Inequalities between Europe and Latin America, 295–329. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48442-2_10.
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AbstractSocial inequalities are one of the structural problem areas of Western capitalist societies, and are of particular relevance both in Europe and in Latin America. Sociological studies on the issue account for the complexity of the phenomenon by presenting their constitution and consolidation based on the analysis of institutional and subjective aspects, which include the particularities, on the one hand, of the socio-economic systems of countries and regions; and, on the other hand, the representations, dispositions and actions deployed by individuals in order to deal with and live in an unequal world.This chapter forms part of these discussions on social inequalities by developing a theoretical-methodological analysis that helps to generate critical views of the phenomenon in a context in which there is a need to design public policies that will foster equality. In particular, social inequalities are studied from the perspective of life courses, which involves multidimensional analyses over time; and a theoretical-methodological model that deepens our current knowledge of the Comparative Biographical Perspective is developed. In order to show how this approach can be used empirically, we then present an analysis of the career paths of workers with different levels of education in Argentina and Spain.
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Cipolla-Ficarra, Francisco V., Jim Carré, Alejandra Quiroga, and Valeria M. Ficarra. "Anti-Models for Architectural Graphic Expression and UX Education." In Advances in Human and Social Aspects of Technology, 218–33. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3437-2.ch011.
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We present the main motivations why the excellence of the university education related to architectural CAD, graphic art/expression, and UX may be inexistent in Spain, by focusing exclusively on graphic design. A set of online examples allows to orient the potential users of computer systems, user experience (UX), electronic information systems and generators of original multimedia contexts towards the epistemological principles of the formal and factual sciences. Besides, we detected an educational anti-model and the mercantilism in CAD, architectural graphic expression, art and UX education with a semiotic analysis of the dynamic and static media in university websites.
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Äijö, Marja Anneli, Cidalina da Conceição Ferreira de Abreu, and Nandu Goswami. "Fall Prevention Education." In Integrated Care and Fall Prevention in Active and Healthy Aging, 171–81. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4411-2.ch009.
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Current demographic development requires appropriate care (informal/formal) for falls prevention in the growing older population across different settings as well as in the community. The development of new knowledge and research must be echoed in education and training of healthcare staff and also in the society. There is an urgent need to develop an interdisciplinary and interprofessional Master of Gerontology (“Master of Active and Healthy Aging”), which brings together research and practice. The innovative character of the program should be highlighted by the holistic perspective, incorporating courses in medical, nursing, rehabilitation, social, behavioral, psychological, economic, physiological, and management service aspects related to aging. A strong focus should be on active aging as well as the empowerment of self-care and (care) independency leading to falls prevention. In fall prevention work, new educational structures to teach and develop the workways across the Europe is needed.
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Vitalaru, Bianca. "Competences in US and Spain." In Advances in Educational Technologies and Instructional Design, 302–37. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch013.
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This chapter analyzes teaching strategies that English-speaking Language Assistants (LAs) enrolled as students in the ‘Teach and Learn in Spain' Program at Instituto Franklin-Universidad de Alcalá, considering their curriculum designs developed as Master's Theses between 2014 and 2017. It is based on the assumption that they focus on the aspects they perceive as essential for developing Spanish students' oral communication skills in English in the context of their relationship with other types of skills that are specific for the 21st century in particular. Specifically, after describing the basic context for developing competences in the Spanish and North American education systems, the chapter analyzes several aspects: the teaching strategies their academic papers focus on, the proposal of guides and guidelines as a strategy to solve difficulties, and some of the other types of solutions they provide to motivate the students and improve specific skills.
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Deka, Shikha Jyoti. "Vocational Education and Training for Women." In Gender Issues in Technical and Vocational Education Programs, 138–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8443-8.ch007.
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Emphasizing on the need for greater skill development efforts in the country, Prime Minister Narendra Modi launched his campaign “Skill India” in July 2015. The recommenced and vigorous focus on skill development, which is noticeable in various government and non-government initiatives, underlines the evolving importance of skill development. This chapter tries to address the demand and implementation of skill development and training program for a highly disposed yet enormously untended segment of the society (i.e., rural women). By taking the example of two states, namely, Assam and Maharashtra, the chapter discusses on the current context, aptness, and predilection of the rural female folk; the perception; and recommends attainable solutions. Additionally, it highlights the evolving customized region-specific solutions that take into account various traditional, social, cultural, and demographic aspects.
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Sánchez-Torres, Jorge. "Needs of the ‘Bilingual Schools' Program in Andalusia Regarding EFL Classrooms and Language Assistants." In Research Anthology on Bilingual and Multilingual Education, 1369–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch069.
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Since the implementation of Bilingual Education in Spain, research has focused on studying ways to improve the quality of this educational model. However, although there are aspects that threaten its correct functioning and/or implementation, little has been done to find solutions to those issues. Thus, this chapter presents findings from a research conducted in Seville, Spain, and compare them to those of some current studies in different autonomous communities to conclude that some important issues that have been previously reported but have not been solved are the lack of linguistic and methodological training for the stakeholders and time for coordination or planning, and confusion regarding specific information (roles, functions, procedures, etc.), among others. Most importantly, the chapter concludes that a number of actions should be taken by the regional Board of Education and/or schools to improve the quality of the bilingual education offered in Andalusia.
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Abu-Shanab, Emad Ahmed. "Demographic Factors as Determinants of E-Government Adoption." In Advances in Wireless Technologies and Telecommunication, 60–81. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3045-0.ch004.
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E-government services are important aspects of today's wellbeing of citizens. The adoption of technology is explored utilizing many theories and predictors. The theory of reasoned action (TRA) proposes that perceived usefulness, perceived ease of use, and subjective norms are significant predictors of behavioral intentions. This study extended the theory with trust, and hypothesized that demographic factors (gender, age, education, and experience) are significant moderators of the relationships assumed in the research model. Responses from 699 Jordanians fully supported the suggested research model, where BI to use e-government services was significantly predicted by all proposed variables. All four demographic factors failed to be significant predictors of BI, and only two relationships were moderated by age and education. In addition, an ANOVA test concluded that means differences existed within categories of sample based on specific variables of the model. The complete results and findings and conclusions are deliberated at the end of this chapter.
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Esteve-Faubel, Rosa Pilar, and José María Esteve-Faubel. "Teachers' Perceptions of Their Educational-Musical Practice at Compulsory Education Levels in Spain." In Advances in Educational Marketing, Administration, and Leadership, 119–34. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8156-1.ch008.
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Music education has formed part of compulsory education levels in Spain since the entry into force of the Organic Law for the LOGSE of 3 October 1990. Nonetheless, it cannot be said that music education is fully consolidated at these education levels. The purpose of this article is to determine the perception of currently active teachers regarding their daily teaching practices in the subject of music. A focus group of 11 active teachers was established, all of whom were civil servants: six primary school teachers and five compulsory secondary and higher secondary education teachers. The results show that problems arise due to their different conceptions of music education, as well as the lack of connection between teaching practice and the supporting theory. It is therefore considered necessary to reflect on these aspects with a view to definitively establishing this subject as a basic and integral part of the school curriculum.
Conference papers on the topic "Education – Demographic aspects – Spain"
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Roman, Monica, Bogdan Ileanu, and Mihai Roman. "A comparative analysis of remittance behaviour between East European and North African migrants." In International Conference on Eurasian Economies. Eurasian Economists Association, 2010. http://dx.doi.org/10.36880/c01.00189.
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The labour migration in Europe is a phenomenon with multiple effects, both positive and negative. Money sent by emigrants to their families is increasing their quality of life and has positive effects on the family relations; therefore it can be identified an increasing interest in the literature in studying such aspects.
The purpose of the paper is to conduct a comparative analysis of the migrants’ propensity to sending money to the origin country.
The study is based on data coming from the National Immigrant Survey of Spain (in Spanish: Encuesta Nacional de Inmigrantes – 2007). A total of 15,475 interviews were carried out. Moroccans, Romanians, and Ecuadorians represent 30% of the total number of immigrants resident in Spain.
We employ a binary logistic regression model in order to identify the impact of socio-demographical factors on the probability of sending money abroad from Spain. Our aim is to identify cultural discrepancies in remittances sending, according to origin of migrants. We are mainly focusing on two large groups of respondents, which are North African and South Eastern Europe migrants. The variables employed are age of respondent, education, Intention to return in the country of origin, The period spent in Spain, gender of respondent, and the relation with the country of origin defined by the frequency of visits in the country. We identified similar patterns and also significant differences among the two groups.
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Pietrafesa, Emma, Sergio Iavicoli, Agnese Martini, Rosalba Simeone, and Antonella Polimeni. "Occupational safety and health education and training: an innovative format and experience." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11051.
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Health begins at home and in community where people live and work, in fact, the World Health Organisation (WHO) defines health as ‘a state of complete physical, mental and social well-being’. Experts and professionals, of all sectors and specialities, need to take account the Occupational Safety and Health (OSH) in all aspects of their working lives. Mainstreaming OSH into education concerns integrating one policy area – OSH – into another – education. This study started from a first analysis of an international and national OSH training offer, in which some critical aspects emerged: there are mostly sectoral training courses, qualifying some prevention actor roles, most linked to traditional risks, and primarily focused on the safety aspects rather than the health ones. The current study is related to an innovative format and experience for an integrated management of OSH in the evolution of the world of work. The concept was born from the need to train new professionals figures when the rapid demographic changes and technological innovation are changing the working world and therefore also the required skills to prevention actors. A first test has been conducted on 26 students who attended the first edition of this innovative training.
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Koev, Krasimir, and Ana Popova. "Social aspects of the intra-EU mobility." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.16169k.
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The paper presents a topical picture of the intra-EU mobility on the basis of officially published quantitative data. Several social aspects of this type of internal migration are discussed and analyzed, such as: risks for the health, education and socialization of the migrant children; risks for the stability of the migrant families; demographic and social consequences for the EU countries which are reported as the biggest sources of intra-EU mobility. The official statistical data are compared with the results of the authors’ study on socialization deficits for the children from so called “transnational families”, where one or both parent are labor migrants and have left their children to the care of relatives in the country of origin. The comparative results serve as a basis of conclusions about the negative social impact of the intra-EU mobility on the migrant families and especially on their children.
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Botella-Mascarell, Carmen, Antonio Soriano-Asensi, Jaume Segura-García, and Sandra Roger. "Active learning in digital communications with low-cost software defined radio." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12879.
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Digital Communications have been traditionally taught in laboratory sessions from a theoretical point of view, using simulation platforms. However, current Academic Accreditation includes the dimension of “what students are expected to be able to do”, which poses the need of decreasing the gap between standard simulated laboratory sessions and more practical and realistic approaches. In this paper, we propose a methodology to enhance the learning of practical aspects related to Digital Communications courses, as well as increasing the student’s engagement, via the use of low-cost software defined radio devices. This methodology has been applied in the Degree in Telematics Engineering at the School of Engineering from the University of Valencia, Spain. With the aim of improving the engagement of both master and undergraduate students, a project based learning methodology has been implemented. In the paper, the methodology is described, several laboratory activities based on the 802.11 standard are presented, and recommendations for practice are given.
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Cubas Cano, Javier, Santiago Pindado Carrión, Elena Roibás Millán, Javier Pérez Álvarez, Ángel Sanz Andrés, Sebastián Franchini, Isabel Pérez Grande, et al. "An example of Space Engineering Education in Spain: a master in space based on Project-Based Learning (PBL)." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.036.
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This work describes the successful education experience for five years of space engineering education at the Universidad Politécnica de Madrid (UPM), Madrid, Spain. The MSc. in Space Systems (MUSE, Máster Universitario en Sistemas Espaciales) is a 2-year and 120-ECTS (European Credit Transfer and Accumulation System) master program organized by the Microgravity Institute ‘Ignacio Da Riva’ (IDR/UPM), a research institute of UPM with extensive experience in the space sector. The teaching methodology is oriented to Project Based Learning (PBL), taking advantage of the IDR/UPM Institute experience. The main purposes are to share the IDR/UPM knowledge with the students and promote their collaboration with several space scientific institutions, both national and international. In the present work, the most relevant characteristics of this master program are described, highlighting the importance of the student’s participation in actual missions. In addition, to offer practical cases in all aspects of satellite development, the IDR/UPM decided to create its own satellite development program, the UPMSats. The latest, the UPMSat-2, is an educational, scientific, and in-orbit technological demonstration microsatellite (50 kg-class) that was launched in September 2020 on-board a Vega launcher (VV-16 flight). MUSE students have participated in all phases of the mission, from design to integration, calibration, and testing, and (at present) in-orbit operation. The construction of a microsatellite, although it exceeds in time the academic duration of the master, has proven to be a very interesting and versatile tool for PBL education, since it provides practical cases at all levels of development. Furthermore, the continuity of the project encourages graduated students to continue their education with a Ph.D. and the collaboration of master and doctoral students. These reasons have made MUSE one of the most successful academic programs in space systems engineering in Spain, with high employment rates in the most prestigious space engineering institutions
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Reunanen, Tero, and Vesa Taatila. "Student Satisfaction Towards Studies - Disciplinary, Demographic or Situation Related Variable?" In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002290.
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Students´ satisfaction towards studies is one of the most interesting information for universities in student questionnaires. How satisfied our students are and how we could enhance the satisfaction or guarantee that it will be high also in future. The reasons why some students are more satisfied towards their studies than others are always crucial to develop organization and studies. Sometimes the reasons can be explained more easier way than others and sometimes the reasons are more critical to organizations future than others. We have already shown in our last article that student satisfaction is correlating with personnel´s felt justice. In this research we are scrutinizing things which are affecting to students´ satisfaction deeper. We are studying how if and how the available demographic variables are affecting to the results of felt satisfaction. It will also be interesting to note if there are some demographic variables that do not have an effect on the felt justice.This research will be conducted by utilizing two different questionnaire tool Student barometer. Student barometer is a questionnaire for higher education students in Finland. It´s objectives are to provide data and information for researchers, research institutes education developers and decision makers in the institutes. Student barometer handles a variety of different matters from student life by asking students´ opinions from quality of studies to their civil life activities and their expectations of the future. Student barometer data consists of 2165 individual students as respondents in year 2019. They answered at most to 201 different questions and propositions. As the questionnaire was dynamic and depended partly on the previous answers, not all the questions and propositions were targeted to all of the students. Also the students’ responses were grouped by their degree programs, which makes it possible to compare the felt justice of the staff members to that of the students per each degree program. We are studying data sets from year 2016 to 2021. Data is analyzed with Excel and SPSS. Samples were taken from the data mass and were composed to a statistical model with excel spreadsheet. Students were grouped under schools and arithmetic averages and standard deviations were calculated to each proposition. After calculating the arithmetic averages further analysis was done with SPSS statistical analysis program. In SPSS proposition’s correlations were analyzed by single tailed Pearson correlation.The overall research question is: Is there a correlation between student satisfaction and available demographic variables. If so, how can this/these correlations be interpreted and what conclusions can be made? Future research aspects and practical recommendations will also be issued in the paper.
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Mazur-Kumrić, Nives. "POST-COVID-19 RECOVERY AND RESILIENCEBUILDING IN THE OUTERMOST REGIONS OF THE EUROPEAN UNION: TOWARDS A NEW EUROPEAN STRATEGY." In The recovery of the EU and strengthening the ability to respond to new challenges – legal and economic aspects. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2022. http://dx.doi.org/10.25234/eclic/22443.
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The socio-economic environment of the outermost regions of the European Union was severely affected by the COVID-19 crisis. Due to their geographical and historical specificities, the outermost regions were significantly lagging behind the rest of the European Union in terms of economic indicators even in the pre-pandemic period. Expectedly, COVID-19-induced shocks additionally potentiated their development gap. The purpose of this paper is to summarise the multiple impacts of the COVID-19 pandemic in Guadeloupe, French Guiana, Réunion, Martinique, Mayotte, and Saint Martin (France), the Azores and Madeira (Portugal), and the Canary Islands (Spain), and the related legislative responses of the European Union aiming at eliminating adverse effects of the crisis and building more resilient societies. The factual assessment is carried out primarily through the prism of the European Commission’s 2021 Study on the Impact of the COVID-19 Pandemic on the Outermost Regions, which underlines the health, economic and social repercussions of the crisis as well as a recommended set of recovery and resilience-building measures in the outermost regions. The legal analysis focuses on the ongoing codification of the rules and measures regulating the governance of the outermost regions as integral parts of the European Union. Pursuant to Article 349 of the Treaty on the Functioning of the European Union (TFEU), the European Union shall adopt specific measures for laying down the conditions for the development of the outermost regions, such as those in the area of fiscal policy, European Structural and Investment Funds, State-aid, agriculture and fisheries policies, and others. In that regard, the paper looks into the recently adopted regulations facilitating the use of EU funds and particular benefits (e.g. tax exemptions) in the outermost regions. Special emphasis is put on the currently tabled initiatives for an updated regulatory framework enabling the outermost regions to improve and strengthen their overall socio-economic position. That mainly refers to the forthcoming European strategy for the outermost regions, to be adopted in 2022. The respective strategy shall lay the foundations for a new strategic approach of the European Union to shaping a sustainable and resilient future for the outermost regions apt to face the challenges of the 21st century, notably those related to green, digital, and demographic transition.
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Ibáñez Usach, Carmen, and David Hernández Figueirido. "Project Based Learning experience with engineering students for the design of steel structures." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5342.
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This work describes the Project Based Learning (PBL) experience carried out with engineering students in the field of steel structures design during the academic year 2016-2017 at the Universitat Jaume I of Castellón de la Plana (Spain). This experience is integrated in the Master of Science in Industrial Engineering. The experience consists of simulating the activity of a technical office dedicated to the development of structural projects. A real situation comprising the design and calculation of an industrial building for a costumer is presented to the students. Some geometrical aspects according to the customer desires and the industrial process to be set at the building are specified. The students are organized in groups and have to work in a project to develop a competitive solution to this real necessity within deadline. Finally, a survey is conducted to evaluate both the impact of this experience in the learning process and the students’ degree of satisfaction with respect to this technique. The results of the survey show that PBL promotes the technical training of the students in this field and encourages the development of transversal skills, enhancing, at the same time, their motivation.
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Maseda Rego, F. Javier, Itziar Martija López, Patxi Alkorta Egiguren, Izaskun Garrido Hernández, and Aitor J. Garrido Hernández. "WOMEN IN ENGINEERING, FACULTY OF ENGINEERING IN BILBAO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end124.
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The situation of women in the engineering world has different aspects. On the one hand, it can be stated that women are well received in certain areas of the technological world, and they are very integrated into academia. In other areas, such as the world of industrial business, recognition is more complex being those less open environments. Last century, the woman who broke the taboo in Spain was the mayor of Bilbao and the first industrial engineer graduated in Spain in 1912, Pilar Careaga. By means of her public presence, her message could reach the general society, but as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, graduated in 1965. Fifty-three years had passed. Women in Engineering, more than a century later, remain a clear minority. While it is true that the presence of women in engineering schools is socially fully accepted, it is no less true that many young women dismiss the possibility of approaching that world from an early age. The lack of benchmarks seems to be a clear factor. Many of the engineers who are being interviewed in the search for ideas to motivate girls and young women, end up seeing lacks of references when asked about it. While the experience of being a woman in such a traditionally male field has lights and shadows, reflect of what can be seen in different referenced studies, a positive message must be transmitted, as this has been the experience of both engineering students and workers in academia or in the business world. Proposing solutions to smooth out the differences in numbers between men and women in the world of Engineering and Science requires knowing the causes, in order to be able to carry out actions that lead to collecting women's talent and with the appropriate training give it all the value that can achieve, both in the improvement of society as a whole and in the personal development of each of them. The aim is to achieve real equal choice between women and men and put everyone at the service of a better society. Equality is theoretically achieved, but it can still be improved.
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Popescu, Mariamagdalena, Ion Roceanu, Michela Ott, Jeffrey Earp, and Pablo moreno Ger. "ASPECTS OF SG CURRICULUM INTEGRATION – A TWO-FOLDED APPROACH." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-149.
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Over the years, there have been numerous definitions of curriculum integration,where the curriculum is interwoven, connected, thematic, interdisciplinary multidisciplinary, correlated, linked and holistic.(Robin Fogarty, 2007) Curriculum integration is based on both philosophy and practicality, drawing together knowledge, skills, attitudes and values from within or across subject areas to develop a more powerful understanding of key information. Curriculum integration is best done when components of the curriculum are connected and related in meaningful ways by both students and teachers.With the large uptake of SGs in education nowadays, one must consider SGs curriculum integration an issue at large since effectiveness of SGs use in training and education is getting more and more proponents. This paper looks at SGs curriculum integration issues from two perspectives- of the teacher connecting the content of the game and the learning outcomes into the whole educational context on the one hand, and of the researcher who sees the connection between the pedagogical state-of-art in SG and what realia can offer, on the other. By drawing on the experience of three teams of researchers and educators from Romania, Italy and Spain, based on common activities conducted by same partners and others in the Games and Learning Alliance (GaLA), an EC-funded Network of Excellence on SGs, joint perspectives over curriculum integration will be presented, with a view to sharing the experience in order to give guidelines for future extension of SGs into education and training, into well built curricula. The situations presented of SGs curriculum integration in the three different educational contexts are to showcase the framework for building a SGs curriculum design , the way SGs are effective for instruction, to present forms of integrating a SG into curriculum- how,where, how long, and showcase trans- and inter-disciplinarity within SG curriculum integration. A set of guidelines will be just a quick overview on what both practitioners, researchers and policy makers should consider for the near future in terms of SG currriculum integration, to enhance a lage-scale uptake of SGs into all levels of education and training, to better respond the 21st Century student and current social needs. All the statements and observations will be outspoken based on genuine results of the experiments and long-term practice of the authors in the realm of SGs integration into the training programs.