Relevant bibliographies by topics / Education of Desire

Academic literature on the topic 'Education of Desire'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education of Desire"

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Wilar, Abraham Silo. "Desire Education." Theologia in Loco 4, no. 2 (October 31, 2022): 239–69. http://dx.doi.org/10.55935/thilo.v4i2.251.

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This study explores the traces of the desire for education historically and phenomenologically in Indonesia amid secularism and nationalism discourse. Several questions can be asked regarding the portrait of education amid the crush of secularism and nationalism. For example, what was the picture of the world of education and humans (as well as society) who were in the crush of secularism and nationalism? To address this question, I focus on the scope of locality, religious primordialism, and corruption as the primary problem. These three sections are reviewed to show the role of the desire for education in forming secularism and nationalism. Decentralization is a critical part of exploring the influence of locality in the formation of secularism and nationalism. Narratives of religious authorities show how religious primordialism affects the formation of secularism and nationalism.; on corruption, we are dealing with a systemic culture of corruption in both regional and central governments. Based on the three factors, I would like to highlight the portrait of education at that time and its role. From here, I move on to offer education on the desire that I borrowed from Timothy Schroeder to talk about motivation, enjoyment, and recognition that can shake and build human character. From this, I argue that education on desire is vital to manage human beings from the desire for hatred (religious), the desire to dominate, and the desire for political-economic satisfaction.
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Allis, James B. "The Education of Desire." Ancient Philosophy 9, no. 1 (1989): 121–25. http://dx.doi.org/10.5840/ancientphil19899132.

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THØGERSEN, ULLA. "Desire, Democracy and Education." Educational Philosophy and Theory 43, no. 4 (January 2011): 400–410. http://dx.doi.org/10.1111/j.1469-5812.2008.00482.x.

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Henri, Kelli. "Desire." Teaching Philosophy 19, no. 4 (1996): 397–99. http://dx.doi.org/10.5840/teachphil199619454.

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Lamb, Roberta. "Music Trouble: Desire, Discourse, Education." Canadian University Music Review 18, no. 1 (March 15, 2013): 84–98. http://dx.doi.org/10.7202/1014822ar.

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"Music Trouble" is an experimental paper, a linear re-presentation of the multi-media performance (which included costume, poetry, photographs, and musical scores, in addition to the paper) designed for the Ottawa Border Crossings Conference. "Music Trouble" explores identity construction through music and music education, specifically in relation to issues of sexuality. Judith Butler's idea of "gender is drag" and Sue-Ellen Case's "butch-femme aesthetic" are employed in conjunction with feminist auto/biography to critique current theories and practices supporting music education.
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Hetrick, Laura J. "My Desire for Art Education." Studies in Art Education 54, no. 3 (April 2013): 273–76. http://dx.doi.org/10.1080/00393541.2013.11518899.

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Bohlin, Karen E. "Schooling of Desire." Journal of Education 182, no. 2 (April 2000): 81–94. http://dx.doi.org/10.1177/002205740018200209.

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Hepni, Riayatul Husnan, and Ahmad Khuza'i Faruq. "Developing Children's Sprituality Education." TADRIS: Jurnal Pendidikan Islam 17, no. 1 (July 13, 2022): 21–31. http://dx.doi.org/10.19105/tjpi.v17i1.5900.

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A smart, intelligent, and skilled child is the desire of every parent. Therefore, not a few parents make various efforts so that their children can be smart in accordance with their expectations. This paper aims to reveal how great the desire of parents to make their children as desired, often experience some fundamental errors of orientation that actually destroy the future of their own children. The research method used is a qualitative approach with the type of library research. The results of the discussion show that the potential of children who are only focused on the Intelligence Quotient aspect will give birth to the child's personality which in fact becomes a Split Personality, Intelligence Quotient, therefore all three aspects must be developed equally.
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ALDRIDGE, DAVID, and DAVID LEWIN. "Introduction: Love and Desire in Education." Journal of Philosophy of Education 53, no. 3 (August 2019): 457–59. http://dx.doi.org/10.1111/1467-9752.12384.

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Biceaga, Victor. "Narrated Desire: Reflections on Flaubert’sSentimental Education." European Legacy 23, no. 4 (March 5, 2018): 382–402. http://dx.doi.org/10.1080/10848770.2018.1441250.

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Dissertations / Theses on the topic "Education of Desire"

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Philibert, Céline Lydia Germaine. "French postmodern cinema : desire in question /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487760357819381.

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Trimble, Lisa M. "Toward an education of joy, desire and possibilities : sexualities education as liberatory pedagogy." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81516.

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As sexualities educators, we rarely examine the broader social context our sexualities are shaped within, nor do we often give meaningful instruction to students on how to come to terms with emotions and desire or choosing and being good partners. Some of the ways we 'do' masculinity, femininity and gender in this culture can compromise our ability to fully engage in loving relationships with our selves and others. Teaching sexualities as transformational learning, critical theory challenges us to do better, both as individuals and as a society aware of and resisting oppression. Instead of teaching as though the body and spirit can thrive independently of one another, an authentic sexualities education would address the many dimensions of human experience, including morality, physicality and emotionality.
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Hatmaker, Elizabeth A. Strickland Ron L. "Producing desire/desiring production reconfiguring creative writing pedagogy /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106757.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Ronald Strickland (chair), Janice Neuleib, Cecil S. Giscombe, Karen Coats. Includes bibliographical references (leaves 201-211) and abstract. Also available in print.
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Heron, Barbara Arlene. "Desire for development, the education of white women as development workers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41173.pdf.

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Cary, Lisa Jane. "Complicating the Professional Development School Model: Redemption, Desire and Discourse." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391615665.

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Erbstoesser, Richard James. "Student motivation: instilling a desire to learn in middle school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1302.

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Wittek-Balke, Janay. "Assessing the desire of online course offerings at the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wittek-balkej.pdf.

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Walker, Ginger. "'The Writing Writes Itself': Deleuzian Desire and the Creative Writing MFA Degree." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4721.

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This post-qualitative inquiry project investigated subjectivity (sense of self) among graduates of creative writing Master of Fine Arts (MFA) programs. The project asked how subjectivity is involved in the creative writing process and how that process fuels further writing after a creative piece (such as the MFA thesis) is completed. A post-qualitative, thinking-with-theory approach was used to explore the role of subjectivity among four anonymous graduates of creative writing MFA programs who provided writing samples describing their creative writing processes. Following the thinking-with-theory approach, the data were analyzed using Deleuze and Guattari’s theory of productive desire. Study findings are presented in two formats. First, a traditional, qualitative presentation of findings describes how unconscious desires develop a beneficial weakening of subjectivity that may encourage creative writers to continue writing after completion of the MFA degree. Next, further findings are presented via a nonlinear, rhizomatic data assemblage. The project concludes with recommendations for the use of Deleuzian productive desire as a pedagogical framework in graduate-level creative writing courses, as well as a call for the consideration of post-qualitative research methods in the field of education.
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Sandmeier-Marquardt, Bridget. "Patients' self-concept, desire for information and uncertainty reduction." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/542.

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This is a post-test only experimental design using an uncertainty reduction video to alleviate patient uncertainty, desire for information and increase self-concept to improve overall patient satisfaction with health care experience. The subjects were 80 cardiac consultation patients in a cardiology clinic in Northern California. Forty people were randomly assigned to a control group and forty people to the experimental group. A scale was given to each group which measured the patients' level of self-concept, level of uncertainties (medical setting, relational and illness), and desire for information. The experimental group received an uncertainty reduction video prior to filling out the questionnaire. The uncertainty reduction video was designed to debrief the patient on subjects that may be causing uncertainty for the patient. In conclusion, this study found that the uncertainty reduction video significantly reduced the patient's level of medical setting uncertainty. The study showed a relationship between medical setting uncertainty and relational uncertainty and a relationship between relational uncertainty and illness uncertainty. The study also indicated that patients have high levels of uncertainties in all uncertainty areas: illness, relational, and medical setting, and high a desire for information. However, the video did not show an ability to reduce a patient's level of relational or illness uncertainty. The study also did not show a relationship between self-concept and level of uncertainty and desire for information. Future areas of research suggest that for a similar study a series of illness specific videotapes may be more beneficial at reducing illness uncertainty. The patient's level of previous knowledge, its source, depth and credibility was also suggested for future research. Another area suggested for future research would be the correlation between uncertainties and anxieties.
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Kaland, Ole Johannes. "Negotiating educational desire : migrant youths and aspirations in Shanghai, China." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51610/.

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Books on the topic "Education of Desire"

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Dickey, William. The education of desire. Hanover: University Press of New England, 1996.

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University of London. Institute of Education, ed. Race, gender and educational desire. London: University of London, Institute of Education, 2008.

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Jensen, Phillip D. Burning desire: Obahiah/Malachi. Kingsford, N.S.W: Matthias Media, 1998.

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Race, gender and educational desire: Black feminist thought in education. London : New York, NY: Routledge, 2009.

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White urban teachers: Stories of fear, violence, and desire. Lanham, Md: Rowman & Littlefield Pub. Group, 2012.

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Everyday ethics and social change: The education of desire. New York: Columbia University Press, 2009.

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Sullo, Bob. Activating the Desire to Learn. Alexandria: ASCD, 2009.

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Vavrus, Frances Katherine. Desire and decline: Schooling amid crisis in Tanzania. New York: P. Lang, 2003.

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Dewey and eros: Wisdom and desire in the art of teaching. New York: Teachers College Press, 1997.

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The education of desire: Towards a theology of the senses. London: SCM Press, 2001.

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Book chapters on the topic "Education of Desire"

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Mann, Thorbjoern. "The Need for a Design Education Strategy." In Desire, 229–40. New Brunswick : Transaction Publishers, 2016. | Series: Praxiology; Volume 24: Routledge, 2018. http://dx.doi.org/10.4324/9780203793435-12.

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Solans, Miquel. "Moral Education as Education of Desire in Plato’s Symposium." In Desire and Human Flourishing, 167–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_12.

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Bosch, Magdalena. "Education of Desire for Flourishing." In Desire and Human Flourishing, 29–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_3.

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Páez, Ciro. "Desire and Madness: Platonic Dialogues on Education." In Desire and Human Flourishing, 153–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_11.

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Vázquez, Daniel. "The Stoics on the Education of Desire." In Desire and Human Flourishing, 213–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_15.

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Martínez, Enrique. "The Education of Desire According to Aquinas." In Desire and Human Flourishing, 259–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_18.

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Murillo, José Ignacio. "The Education of Desire: Moderation or Reinforcement?" In Desire and Human Flourishing, 121–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_9.

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Diorio, Joseph A. "Desire, Reason and Distributive Justice." In Race and Racism in Education, 14–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003346104-2.

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Bernal, Aurora. "The Joy of Doing Good and Character Education." In Desire and Human Flourishing, 45–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_4.

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Nubiola, Jaime. "Attention and Education: Key Ideas from Charles S. Peirce." In Desire and Human Flourishing, 275–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47001-2_19.

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Conference papers on the topic "Education of Desire"

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Carlan, Elisabeta Brindusa. "The Illusion of Natural Desire: the Induced Desire." In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.20.

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Wang, Ziyuan. "Research on the Guidance of Design to Consumer Desire." In 7th International Conference on Arts, Design and Contemporary Education (ICADCE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210813.067.

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K. Barsky a, Constance, and Stanislaw D. Glazek b. "21st Century Ergonomic Education From Little e to Big E." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.

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Despite intense efforts, contemporary educational systems are not enabling individuals to function optimally in modern society. The main reason is that reformers are trying to improve systems that are not designed to take advantage of the centuries of history of the development of today’s societies. Nor do they recognize the implications of the millions of years of history of life on earth in which humans are the latest edition of learning organisms. The contemporary educational paradigm of “education for all” is based on a 17th century model of “printing minds” for passing on static knowledge. This characterizes most of K-12 education. In contrast, 21st Century education demands a new paradigm, which we call Ergonomic Education. This is an education system that is designed to fit the students of any age instead of forcing the students to fit the education system. It takes into account in a fundamental way what students want to learn—the concept “wanting to learn” refers to the innate ability and desire to learn that is characteristic of humans. The Ergonomic Education paradigm shifts to education based on coaching students as human beings who are hungry for productive learning throughout their lives from their very earliest days.
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He, Yizhou. "Desire Theme in the Movie Lolita." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.5.

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van den Bergh, Marie. "The desire to excel in design education: Have we pushed it too far?" In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.917.

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Parandjuks, Rihards. "The Importance of Education for Sport Schools Students." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.85.

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The main task of vocational education institutions is to implement the relevant knowledge and skills, alongside the acquisition of primary or secondary education. In the context of sports schools, the main emphasis is on achieving results in tournaments, games, and competitions. However, in parallel with the implementation of the sports field, the task of sports schools is to promote the opportunities and desires of students in the field of education. The author points out that too much emphasis is placed on the realization of sports goals, without paying attention to the accents of students’ personal development – for example, the importance of education. The aim of the research is related to the actualization of education in the context of sports schools. Two main guidelines are emphasized – the interest of sports schools in educating students, as well as the athletes’ own opinion about the education and its connection with sport. Within the framework of the research, the author wants to analyze the obtained data correlations. For example, the relationship between students’ current progress and their desire to continue their studies at university. Analyze the results and make recommendations to improve the situation. Data were collected from three professional sports schools in Latvia – Vidzeme and Riga region. The total number of respondents is 147. The survey was conducted anonymously, with respondents aged 13–16 years. Data processed using Windows SPSS and Microsoft Exel programs.
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MacFeely, Steve, and Eoin McCuirc. "Another brick in the wall – improving statistical literacy in Ireland." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13801.

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In May, 2007 the Irish Central Statistics Office embarked on an Education Outreach Programme. The programme is driven by the desire to increase the awareness and effective use of statistics in Ireland. Educating CSO data customers is seen as a key driver in this goal. Since 2007, the CSO has fostered key partnerships at a national and international level to develop and implement a number of key projects. Seminar Series, Statistical Liaison groups, Oireachtas briefings, CensusAtSchool, the John Hooper Medal For Statistics, the Professional Diploma in Official Statistics for Policy Evaluation, the International Statistical Literacy Poster Competition and YouTube video production, are some of the projects developed under the umbrella of the Education Outreach Programme. This paper outlines the rationale behind the development and implementation of the Irish Education Outreach Programme with illustrations drawn from the Irish experience to date.
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Petres Csizmadia, Gabriella. "STIMULATING A DESIRE TO READ USING A CONTEMPORARY CHILDREN’S FABLE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1034.

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Ayobami Akanbi, Paul. "Entrepreneurship Education as Correlates of Desire and Intention for New Venture Creation." In 2nd International Conference on Advanced Research in Management, Business and Finance. Global, 2019. http://dx.doi.org/10.33422/2nd.icmbf.2019.09.581.

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Clingwall, Dion. "NEED VS DEMAND: INTERNATIONAL PHD STUDENTS AND THEIR DESIRE FOR EXPLICIT PRONUNCIATION INSTRUCTION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0736.

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Reports on the topic "Education of Desire"

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Sokolowski, Susan L. Rethinking Soft Goods Design Education. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-403.

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Livney, Lee, and Peggy Monahan. Center for Design-Based STEM Education. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada592853.

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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