Relevant bibliographies by topics / Education programs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Education programs"

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Kilic, Cigdem. "Father education programs in Turkey." Journal of Education and Sociology 4, no. 2 (October 15, 2013): 114–18. http://dx.doi.org/10.7813/jes.2013/4-2/17.

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Kudláček, Martin, Ondřej Ješina, and Zbyněk Janečka. "Paralympic education programs." Tělesná kultura 32, no. 1 (January 1, 2009): 44–55. http://dx.doi.org/10.5507/tk.2009.004.

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Foley, Regina M., and Lan-Sze Pang. "Alternative Education Programs: Program and Student Characteristics." High School Journal 89, no. 3 (2006): 10–21. http://dx.doi.org/10.1353/hsj.2006.0003.

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Seaton, Jane B. "Individualized Education Programs." ASHA Leader 16, no. 10 (August 2011): 5–6. http://dx.doi.org/10.1044/leader.ftr8.16102011.5.

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Nickles, James L., Terry G. Cronis, Joseph E. Justen, and Garnett J. Smith. "Individualized Education Programs." Intervention in School and Clinic 28, no. 1 (July 1992): 41–44. http://dx.doi.org/10.1177/105345129202800107.

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Sukumaran, T. U. "Pediatric education programs." Indian Pediatrics 48, no. 10 (October 2011): 761. http://dx.doi.org/10.1007/s13312-011-0122-x.

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Novichkov, V. B. "Regional Education Programs." Russian Education & Society 40, no. 2 (February 1998): 68–77. http://dx.doi.org/10.2753/res1060-9393400268.

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Black, Talbot. "Budget and Program Planning in Early Education Programs." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 53–62. http://dx.doi.org/10.1177/027112148500500106.

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Phillips, Leah Adeline, and Jeanne Weis. "Education Program Standards of Canadian Practical Nurse Programs." Journal of Nursing Regulation 9, no. 1 (April 2018): 38–46. http://dx.doi.org/10.1016/s2155-8256(18)30053-x.

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MOURTOUPALAS, C., and H. BURST. "ACNM-accredited nurse-midwifery education programs Program information." Journal of Nurse-Midwifery 37, no. 4 (July 1992): 274–86. http://dx.doi.org/10.1016/0091-2182(92)90132-m.

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Dissertations / Theses on the topic "Education programs"

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Morgan, Ashley. "Online Ultrasound Programs: Program Directors’ Perspective." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3651.

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This study focused on opinions of diagnostic medical sonography program directors concerning online education within an allied health field that is clinically based. Although the study is centered around sonography, the findings can be applied to many online programs with clinical aspects. There was limited information concerning online education within a clinically based healthcare field, therefore the literature review focused on distance or online education in general. The participating program directors used online/distance learning terms interchangeably. The objective of this study was to identify factors that attributed to or hindered the progress of an online program in diagnostic medical sonography. The question that guided this research was: What are the program directors’ perception of face-to-face versus online program delivery in a clinically based subject? Individual interviews were conducted with three directors of online sonography programs. The responses showed that these directors saw improved overall outcomes in their online programs. This was ultimately attributed to a supportive staff and ease of access to resources. Resources and communication are easily accessed due to the improved technology seen in today’s online classroom.
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Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
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Christensen, Kelvin Daryl. "Global education in Canadian teacher education programs." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28163.

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Global education is that focus of education which is concerned with coming to a better understanding of worldwide (i.e. multinational] perspectives, problems, issues, interdependencies and human values. It was initially found in North American educational systems after World War II and it became a major focus of attention in the 1970s. Some global education content can be found in the 1982 public school curricula of the ten Canadian provinces. There was no information in the educational literature concerning global education in Canadian teacher education programs and so this study was developed. In the late spring of this year a twelve-item questionnaire was mailed to the heads of the social studies departments (or equivalent] of those Canadian higher education institutions which offer teacher education at at least the bachelors degree level. Fifty-two such institutions were identified. Forty English-language and twelve French- language questionnaires were mailed out with appropriate cover letters explaining the study. Several weeks after the initial mailing a follow-up letter and an additional questionnaire were mailed to those institutions which had not yet responded. Replies were received from thirty-six of the fifty-two institutions. Eighteen of these identified global education courses at their institutions. More than fifty specific global education courses were identified, overall, and of these there were slightly more at the undergraduate than graduate level. Most courses were identified as being for pre-service rather than in-service teacher education. Only two non-credit courses (workshops) were identified. There was some indication that a few institutions plan to add one or two modules or courses on global education over the next few years. Information was also obtained concerning exchange programs, resource centers of information, and sources of funding for the promotion of global education in teacher education programs. The general conclusion of this study was that there appears to be a marginal to modest level of global education present in the teacher education programs across the country tin most of the provinces). A secondary and less solid conclusion of this study was that over the next three to five years it appears as though a global education emphasis in Canadian teacher education programs will either be maintained at present levels or will be increased slightly.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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ANTUNES, FLAVIA LOBO DE CASTRO. "BUILDING CONTENT FOR EDUCATIONAL TV PROGRAMS: COMMUNICATION AND EDUCATION CHALLENGES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25441@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A dissertação trata das questões enfrentadas por profissionais de comunicação e educação, que trabalham na produção de conteúdo para TV educativa. O estudo de caso, desenvolvido com 10 produtores da MultiRio, no período de maio a julho de 2014, seguiu a abordagem qualitativa. O foco da análise é a percepção de conteúdo educativo compreendida por estes profissionais e como esta acepção norteia a produção destes programas. A TV educativa, lócus desta pesquisa, apresenta características comuns ao meio, como entretenimento e informação. Todavia, possuiu peculiaridades, constituindo o objetivo primeiro deste tipo de emissora: educar e formar a audiência. O presente trabalho desenvolve-se a partir da Pedagogia da Comunicação, desenvolvida por Mario Kaplún, no estudo da educação e da comunicação, configurando o que o autor chamou de educação informal, assumindo esta modalidade de TV seu papel na promoção do desenvolvimento humano. A MultiRio é a empresa municipal de multimeios, vinculada à Secretaria Municipal de Educação do Rio de Janeiro. Os objetivos da empresa são a articulação entre a sociedade e a educação, atuando ainda na capacitação continuada de professores e alunos da rede pública municipal. Desde sua criação, em 1993, foram mais de 4.200 programas produzidos e veiculados em sistema aberto e fechado de televisão. As considerações do estudo demonstram a existência de conflito entre as duas áreas, evidenciando uma tensão entre aprendizagem e entretenimento, sugerindo que este conflito pode ter origem na percepção sobre o papel da escola e do ensino na sociedade e desta através da TV.
This dissertation brings questions which are faced by communication and education professionals who work with content production for educational TV. This is a case study that has a qualitative approach. It was developed from May to July of 2014 with ten producers who work at MultiRio. The focus of this analysis is to perceive how these professionals comprehend educational content and also to understand how this perception influences the production of these programs. Educational TV has its own characteristics such as entertainment and information. However, it has its peculiarities. The first goal of this kind of station is educating and achieving viewership. This research was developed within the studies of Mario Kaplún on Pedagogy of communication. This author brought the concept of informal education assuming that this type of TV plays a role in promoting human development. MultiRio is a city government company which is connected to the Educational Secretary of the city. The company goals are mainly to articulate society and education as well as promoting continued formation for students and teachers from public schools. Since its creation, the company has produced and aired more than 4.200 programs both on open and paid TV. This study found out that there is a conflict between the two fields which showed a tension between learning and entertaining. It suggests that this conflict may have been originated in the perception about the role of the school and the role of teaching in the society and through TV.
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Wisener, Katherine Marie. "Aboriginal health education programs : examining sustainability." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33830.

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Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, constructivist theories, and Indigenous methods, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? A university-community partnership titled the Community Learning Centres (CLC) provided the context for the collective cases. CLC involved the development of three learning centres (CLCs), each of which provided community members with a physical space and online resources pertaining to culturally relevant health education. Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Document review served to verify information described by participants. Analysis included a description of each case (within-case analysis) and a thematic analysis across cases (cross-case analysis). Seven factors were identified to either promote or inhibit CLC sustainability, including: 1) community uptake (if and how users access the CLC); 2) environmental factors (conditions within the CLC and the community); 3) stakeholder awareness and support (presence and extent of support exhibited by stakeholder groups); 4) presence of a champion (passionate leaders dedicated to CLC success); 5) availability of funding (ability to identify and allocate program funding); 6) fit and flexibility (CLCs’ ability to address user needs and community priorities), and; 7) capacity and capacity building (capacity to sustain the CLC and use learned skills to address other health education issues). These findings were integrated into practical sustainability tools where each factor was provided a working definition, influential moderators, key evaluation questions, and their relationship to other factors. These tools represent the development of a sustainability framework that is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education intervention.
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Cutter, Casey. "Effective mentoring programs a guide to developing successful programs /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CCutter2007.pdf.

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Spady, Rebecca. "Correlating Formative Self-Assessment of Education Graduate Online Programs." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929776.

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As we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories.

A mixed methods study was used that included quantitative and qualitative data for triangulation of the study results. A correlational research design was used for the quantitative approach and a phenomenological research design was used for the qualitative approach. The correlational research design was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was chosen because the study was focused on the relationship of a particular phenomenon to the participant’s cognitive and dispositional experiences. The subjects included students that were enrolled in Master’s in Education or Doctor of Education courses from three universities located in Southern California. The methodology included student self-assessment through a project rubric, a survey to operationalize academic achievement, and a survey and interviews to operationalize student self-efficacy. While the statistical findings did not reflect strong correlations, the non-statistical findings reflected a positive relationship between formative self-assessment as it related to academic achievement and student self-efficacy in online graduate programs. Formative self-assessment provides online educators with a tool to enhance the course effectiveness and the overall learning process.

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Fraser, Joy H. "Administrative issues in nursing distance education programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ34765.pdf.

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Kaufmann, Shayla. "Marginalized students accessing museum art education programs." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.

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Thesis (M.A.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
For many years as an art educator, this researcher, has observed, the positive impact an art education program can have on a variety of different student populations. All students deserve access to a meaningful art education. It has been shown that developing brain health and looking at art is beneficial for the human mind. Scientists in collaboration with artists have recently shown, through Computed Axial Tomography (CAT scans) something that we already knew (or suspected), from our own experiences; making and looking at art is positive for human cognition. According to Professor Semir Zeki, Chair of the Neurasthenics Department at University College London: (1999, p.187). Inner Vision: An exploration of art and the brain: "What we found is when you look at art – whether it is a landscape, a still life, an abstract or a portrait – there is strong activity in that part of the brain related to pleasure. We put people in a scanner and showed them a series of paintings every ten seconds. We then measured the change in blood flow in one part of the brain. The reaction was immediate. What we found was the increase in blood flow was in proportion to how much the painting was liked. The blood flow increased for a beautiful painting just as it increases when you look at somebody you love. It tells us art induces a feel-good sensation direct to the brain." This thesis will not be examining the positive impact art has on the brain; it is referred to in order to acknowledge the fact many artists and art appreciators already know: Looking at art is a valuable thing, and art education is important for developing minds. This thesis will examine the bridge between art museum programs and marginalized student populations. These are the students who have Individualized Education Programs (IEP’s), or those for whom English is a second language and who may live in low-income urban communities. It will also examine what museum-based art education programs can provide to this population of youth. In the Wall Street Journal, as cited by (Winner, Goldstein, and Vincent-Lancrin, 2013, p.18) the former chairman of the National Endowment for the Arts, Rocco Landesman offers pointed remarks when arts education comes up: "Some students don’t fit the No Child Left Behind regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts 'catch' them and pull them back, turning a sinking ego on the margins into a creative citizen with 'a place in society.'" Museums often provide a place for students to go and engage with art in a meaningful way that captures their imagination and engages them in learning. The emphasis of this research falls on the unusual student, the difficult learner, the student who has a learning style difference and who may never have encountered an original work of art. The purpose of this study is to report the ways in which students responded to art in a museum setting. Why art museums enjoy a reciprocal benefit from serving these students will also be examined. Art educators know that art is important for the development of creativity in students, and students’ benefit from engagement in studio art activities. Yet, most crucially, art programs are often marginalized in low-income urban communities. According to the Center on Budget and Policy Priorities, more than 95 percent of schoolaged children are attending schools that have cut art education since the recession. In low-income communities, many students have few studio art classes along their journeys through pre/K-12 public education. Those denied an art education often find themselves without the benefit of an education that includes studies about the value of culture, leaving those affected by poverty with little impetus to reach for higher educational goals. Art education programs at two museums are examined to show how their programs reach out to students from underserved communities. In particular, this study looks at the Cape Ann Museum in Gloucester and Peabody Essex Museum in Salem, both in, Massachusetts, to evaluate how to engage marginalized, urban students and retain these youth as enthusiastic lifetime museumgoers.
2031-01-01
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Books on the topic "Education programs"

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Economic Community of West African States. Education programs. Dakar, Senegal: ECOWAS, 2004.

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Education, Alberta Alberta. Policy/program monitoring handbook: Special needs programs. [Edmonton, Alta.]: Alberta Education, 1985.

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United States. Dept. of Energy. Office of Scientific and Technical Information. Education programs catalog. [Washington, D.C.?]: The Dept., 1992.

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Amsterdam, Universiteit van. International education programs. Amsterdam: the University, 1996.

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United States. Dept. of Energy. Office of Scientific and Technical Information. Education programs catalog. [Washington, D.C.?]: The Dept., 1992.

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Information, United States Dept of Energy Office of Scientific and Technical. Education programs catalog. [Washington, D.C.?]: The Dept., 1992.

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Jordan, K. Forbis. Federal Indian education programs. [Washington, D.C.]: Library of Congress, Congressional Research Service, Major Issues System, 1987.

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Assessing general education programs. Bolton, Mass: Anker Pub. Co., 2006.

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National Endowment for the Humanities. Division of Education Programs. Washington, D.C: National Endowment for the Humanities, 1991.

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U.S. Dept. of Energy. Education programs catalog, 1994. Washington, D.C: Dept. of Energy, 1994.

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Book chapters on the topic "Education programs"

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Suit, Herman D., and Jay S. Loeffler. "Education Programs." In Evolution of Radiation Oncology at Massachusetts General Hospital, 173–78. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6744-2_11.

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Clark, Valerie A. "Education Programs." In Handbook of Issues in Criminal Justice Reform in the United States, 503–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77565-0_25.

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Levesque, Roger J. R. "Individualized Education Programs." In Encyclopedia of Adolescence, 1418–20. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_681.

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Roberson, Noma L. "Cancer Education Programs." In Minorities and Cancer, 107–13. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3630-6_9.

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Parson, Laura. "Higher Education Programs." In Polygamy, Women, and Higher Education, 111–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02798-8_7.

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Coffee, Gina. "Sex-Education Programs." In Encyclopedia of Child Behavior and Development, 1340–42. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2609.

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Tzuriel, David. "Cognitive Education Programs." In Mediated Learning and Cognitive Modifiability, 413–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_15.

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Levesque, Roger J. R. "Individualized Education Programs." In Encyclopedia of Adolescence, 1897–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_681.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "School Programs." In Best Practices In Gifted Education, 215–22. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-28.

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Choi, Jennifer, and Dimitrios Stefanidis. "Designing Surgical Education Programs." In Advancing Surgical Education, 145–56. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3128-2_14.

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Conference papers on the topic "Education programs"

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Iasnenko, Irina Petrovna. "Systematization of digitalization directions of higher education in Russia." In Proceedings of the conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103330.

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Scientific and technological progress and digitalization stimulate the dynamic development of Internet programs for the development of higher education in Russia. Digitalization has affected all aspects of the educational process, including: management, communications, a paradigm shift in education and a complete transformation of the traditional school of higher education. Digital methods of teaching in higher education are integrated into existing traditional training programs, there is a digital update of educational programs and disciplines. Mixed learning models are being created, distance education programs are being developed and implemented, a digital educational environment with system unified modules is being introduced, a digital approach to managing educational institutions has been established.
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Valdez-García, JE, M. Lopez, and SL Olivares-Olivares. "EDUCATIONAL MANAGEMENT STRATEGIES IN OPHTHALMOLOGY SPECIALTY PROGRAMS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7162.

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Medical specialty programs are aimed to train doctors in a specialization closely intertwined with a professional context. Progressively physicians experience more complexity and responsibility under the supervision of tutors and institutions approved for such purposes. For this program to be feasible to implement, institutions rely on their educational management strategies to plan, organize, lead, and control their process. This study aimed to assess these educational management strategies in specialty programs. The approach in this study was quantitative, with a descriptive and cross-sectional design. The sampling strategy was a convenience sample that consisted of the assessment of 22 programs of Ophthalmology. The assessment used an instrument of 13 items with a Likert scale of 5 levels ranging from 1, which stands for strongly disagree, to 5, which represents strongly agree. Results show a mean of 3.7 on the total scale, with a standard deviation of 1.4. The educational management strategy with the most favorable response was planning (mean = 3.9), and the least favorable response was found in leadership (mean = 3.5). These results indicate that educational institutions in health and medicine, particularly in Ophthalmology programs, have neglected to develop some management strategies, which must need to develop systematically. The universities must consider the establishment and adherence to good practices and policies, as these are part of establishing a quality educational program. A systematic analysis is needed to document and reflect the development, management, and institutional assessment of these strategies. Keywords: educational innovation, higher education, medical education, educational management, ophthalmology
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.

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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Strelkova, Lyudmila, Yulia Makusheva, Olga Bodrikova, Anton Shtanyuk, and Anna Miloserdova. "On the issue of evaluating educational programs for additional professional education." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.gizu3309.

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The article considers the problems of assessing the program of additional vocational education, considering the new realities, the management environment, the widespread introduction of the digital economy, which place new demands on workers and their professional competencies or even changes in their work activities. A methodology is proposed for calculating the integrated index of the educational program effectiveness, including vocational education, considering important economic, social, organizational, and educational components, which involves considering their quantitative and qualitative characteristics. The main conceptual elements of the evaluation system of additional programs are reflected, and the scale and evaluation standards are proposed. The economic effect of the program is determined in cost terms based on the expected revenues and expenses for the program. The article shows an example of calculating private indicators of the effectiveness of educational programs for additional vocational training, and their translation into the relative effect is carried out with the help of the profitability indicator. This allows choosing the educational product necessary for specific consumers to attract additional extra-budgetary funds for the development of science in educational institutions. In addition, the issue of training the necessary personnel in demand for business is being addressed. According to societal needs, personnel with specified professional competencies appear on the labor market. All this creates conditions for realizing the interests of employees, employers, and the state.
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McColgan, Michele W., Robert J. Colesante, and Lindsay Clark. "IPER programs: a narrative framework for program development." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.mccolgan.

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Chalmers, Denise, Beatriz Moya, and Hector Turra. "A framework for the evaluation of educational development programs in higher education in Chile." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7997.

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This paper outlines the experience of evaluating the impact of educational development in Chilean higher education drawing on the example of the Universidad Católica de Temuco. The aim is to demonstrate the importance of a implementing a robust and flexible evaluation and impact framework to identify the effectiveness of education development programs. The rationale and processes that informed the development of the evaluation and impact framework are described and then illustrated with one example, the Faculty Learning Communities (FLC) program. The example shows how the overall framework is contextualised in a specific program, drawing on indicators and outcomes to demonstrate its flexibility and robustness. The rich evidence gathered has been used to inform the educational developers on the effectiveness of their work, and the faculty participants on their knowledge and practice. Just as importantly, it has informed the institution about the impact of the programs and student engagement. The evaluation framework provides a Chilean example informed by international best practice.
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Milićević, Ivan, Snežana Dragićević, Nedeljko Dučić, Milan Marjanović, and Vojislav Vujičić. "Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.213m.

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Development in information technology has resulted in revolutionizing all aspects of life and this revolution has been realized as Industry 4.0. A main approach that universities’ educational systems may take towards Industry 4.0 is educating students who have the right skill set for reacting to the changes in their working environment, adapting their performance, and learning to cope with technological development. This paper presents the results of the project „Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0“, which was funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia as a part of program activity „Development of higher education“ and performed in the 2020/21 academic year
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Puzović, Sanja, Jasmina Vesić Vasović, and Vladan Paunović. "PLM Education: The Role of Engineering Management Study Programs." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.364p.

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Due to its ability to support the achievement of operational and strategic business excellence despite complex business conditions, growing globalization, demanding customers, and shorter product lifecycles, the Product Lifecycle Management concept (PLM concept) is becoming the most significant industry initiative today, while PLM education is becoming an essential strategy in the education of future engineers. The paper emphasized the necessity for the promotion of PLM education by academic communities, discussed PLM education issues, and identified key PLM competencies. It also explores the role of Engineering Management study programs in educating professionals with comprehensive PLM competencies.
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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
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Ivanuna, Yelena, Elmira Uteubayeva, and Dilyana Arsova. "UPDATED EDUCATIONAL CURICULUM FOR ENGLISH LANGUAGE LESSONS IN KAZAKHSTAN." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(13).

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In the 2016-2017 academic year, an update of the education system and its content was introduced in Kazakhstan. Updating the content of education in the Republic of Kazakhstan sets itself the main goal - improving the pedagogical skills of teachers in the context of updating the educational program and introducing a system of criteria-based assessment. The article discusses the features of the updated content of education in the Republic of Kazakhstan, containing aspects of building knowledge acquisition based on Bloom's taxonomy. Here we have discussed: the details of taxonomy levels; a new structure of educational programs; the main differences from previous versions of educational programs compared to the updated version; criteria for assessing formative assessment; the tasks for the summative assessment of primary schoolchildren in English for the section and for the quarter; an example of a descriptor for assessing the mastery of knowledge in English lessons; the principle of the spiral approach in the preparation of programs within the framework of renewed education; the advantages of a training program using the spiral principle; Using the updated version, education should become competitive, high-quality, and, therefore, such that graduates of the Kazakh school can easily continue their studies in foreign universities
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Reports on the topic "Education programs"

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Thomas, O. Voluntary Education Programs,. Fort Belvoir, VA: Defense Technical Information Center, February 1997. http://dx.doi.org/10.21236/ada325517.

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Bardeen, Marjorie, Angela Gonzales, and Reidar Hahn. Education Programs at Fermilab. Office of Scientific and Technical Information (OSTI), November 1990. http://dx.doi.org/10.2172/1156531.

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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Baxter, Shannon, and Russ Keller. Development of Hydrogen Education Programs for Government Officials. Office of Scientific and Technical Information (OSTI), March 2016. http://dx.doi.org/10.2172/1252199.

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Stol, Jacqueline Stol, Rebecca Houwer Houwer, and Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), September 2016. http://dx.doi.org/10.15868/socialsector.33747.

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Harrigan, M. Energy education on the move: A national energy education survey and case studies of outstanding programs. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/10144165.

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Harrigan, M. Energy education on the move: A national energy education survey and case studies of outstanding programs. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/5390241.

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Hollenbeck, Kevin. Postsecondary Education as Triage: Returns to Academic and Technical Programs. W.E. Upjohn Institute, April 1992. http://dx.doi.org/10.17848/wp92-10.

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Hollenbeck, Kevin, and William Anderson. Workplace Education Programs in Small- and Medium-Sized Michigan Firms. W.E. Upjohn Institute, August 1992. http://dx.doi.org/10.17848/wp92-13.

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Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. Cambridge, MA: National Bureau of Economic Research, November 2003. http://dx.doi.org/10.3386/w10060.

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