Relevant bibliographies by topics / Education systems

Contents

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

Academic literature on the topic 'Education systems'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Education systems"

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Adams, Kevin MacG, and Joseph M. Bradley. "Systems of systems engineering education." International Journal of System of Systems Engineering 3, no. 3/4 (2012): 290. http://dx.doi.org/10.1504/ijsse.2012.052682.

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Gravel, Nicolas, Edward Levavasseur, and Patrick Moyes. "Evaluating education systems." Applied Economics 53, no. 45 (June 9, 2021): 5177–207. http://dx.doi.org/10.1080/00036846.2021.1922586.

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Bhatt, Vatsal, and Akanksha Arya. "Health Systems Education." Academic Medicine 92, no. 4 (April 2017): 435–36. http://dx.doi.org/10.1097/acm.0000000000001607.

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Sage, A. P. "Systems engineering education." IEEE Transactions on Systems, Man and Cybernetics, Part C (Applications and Reviews) 30, no. 2 (May 2000): 164–74. http://dx.doi.org/10.1109/5326.868437.

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Sami, Mariagiovanna, Miroslaw Malek, Umberto Bondi, and Francesco Regazzoni. "Embedded systems education." ACM SIGBED Review 14, no. 1 (January 5, 2017): 22–28. http://dx.doi.org/10.1145/3036686.3036689.

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Jackson, David Jeff, and Paul Caspi. "Embedded systems education." ACM SIGBED Review 2, no. 4 (October 2005): 1–4. http://dx.doi.org/10.1145/1121812.1121814.

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Bahill, Terry. "Systems Engineering Education." INSIGHT 8, no. 2 (March 2006): 8–9. http://dx.doi.org/10.1002/inst.2006828.

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Gelen, İsmail. "Education Viruses That Agonizing Education Systems Components." World Journal of Education 10, no. 6 (December 20, 2020): 97. http://dx.doi.org/10.5430/wje.v10n6p97.

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The purpose of the research is to define the factors that negatively affect education and learning process. Descriptive content analysis, one of the non-interactive qualitative research designs, was used to analyze the data. The analyses were conducted in six stages. First, aim, subject, and research questions were determined. Literature review was done according to the inclusion and exclusion criteria, the literature was read, the literature tags were created in the form of a table, the codes, categories, themes were created inductively according to the descriptive content analysis, and finally, analysis, association, interpretation, signification, and reporting were made. To this aim, 238 research conducted between 2014 and 2018 were jointly investigated within the framework of determined criteria. Correlation between raters was determined as rp= 0.94. According to the obtained results, variables that negatively affect learning related to technology and media may be indicated as phone, tablet, computer, game, internet, cartoons, social media, television, and TV series. Private teaching institutions and central examinations that negatively affect teaching are among the variables related to exams. Negative and disruptive factors arising from the school, education system, and educational practices; assignments, disconnection from real life, discipline problems, legislation and procedures, teaching practices that do not change or be updated, and a low possibility for failing a class are educational fashions. Addiction related viruses such as drugs, technology addiction, smoking habits affect education negatively. Obesity and excessive consumption culture and unhealthy nutrition problems that are health-related problems are also observed. Violence, swearing, using slang words, peer bullying, moral collapse, noise pollution, and problems stemming from ignoring others are the problems arising from all kinds of school environments.
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Fisher, J. F. "International Education Systems and Contemporary Education Reforms." Comparative Studies of South Asia, Africa and the Middle East 26, no. 1 (January 1, 2006): 148–49. http://dx.doi.org/10.1215/1089201x-2005-017.

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LUKASIK, STEPHEN J. "Systems, systems of systems, and the education of engineers." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 12, no. 1 (January 1998): 55–60. http://dx.doi.org/10.1017/s0890060498121078.

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The thesis presented here is that the result of engineering is the design, construction, or operation of systems or their subsystems and components and that the teaching of systems must be central to engineering education. It is maintained that current undergraduate engineering curricula do not give the student adequate appreciation of this major intellectual element of their profession. Five proposals for approaches to correct this deficiency are offered: opportunities for clinical practice throughout all the undergraduate years; the use of distributed interactive simulation technology in semester-long projects; courses or course material on the phenomenology and behavior of systems; use of project management tools in engineering clinics; and encouraging engineering faculty to spend some part of their sabbaticals engaged in system design or operation. Issues of implementation are addressed, including the scaling of these ideas to universities that must meet the needs of large numbers of students.
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Dissertations / Theses on the topic "Education systems"

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Buckner, Marjorie M. "Parents' Expressed Educational Dissent in Middle School Education Systems." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.
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Ascher, Tamar. "The role of educational belief systems in teacher education." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340825.

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Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
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Meth, Halli Elaine. "DecaFS: A Modular Distributed File System to Facilitate Distributed Systems Education." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1206.

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Data quantity, speed requirements, reliability constraints, and other factors encourage industry developers to build distributed systems and use distributed services. Software engineers are therefore exposed to distributed systems and services daily in the workplace. However, distributed computing is hard to teach in Computer Science courses due to the complexity distribution brings to all problem spaces. This presents a gap in education where students may not fully understand the challenges introduced with distributed systems. Teaching students distributed concepts would help better prepare them for industry development work. DecaFS, Distributed Educational Component Adaptable File System, is a modular distributed file system designed for educational use. The goal of the system is to teach distributed computing concepts to undergraduate and graduate level students by allowing them to develop small, digestible portions of the system. The system is broken up into layers, and each layer is broken up into modules so that students can build or modify different components in small, assignment- sized portions. Students can replace modules or entire layers by following the DecaFS APIs and recompiling the system. This allows the behavior of the DFS (Distributed File System) to change based on student implementation, while providing base functionality for students to work from. Our implementation includes a code base of core DecaFS Modules that students can work from and basic implementations of non-core DecaFS Modules. Our basic non-core modules can be modified to implement more complex distribution techniques without modifying core modules. We have shown the feasibility of developing a modular DFS, while adhering to requirements such as configurable sizes (file, stripe, chunk) and support of multiple data replication strategies.
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Kamthan, Pankaj K. "Dynamical systems education on the WWW." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ44803.pdf.

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McCusker, Kerri A. "Intelligent assessment and learner personalisation in adaptive educational systems for STEM Education." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675465.

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Foster, Jason. "Understanding and Improving Undergraduate Engineering Education." Thesis, University of Waterloo, 2001. http://hdl.handle.net/10012/849.

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This thesis seeks to understand the past and present state of engineering education and to plot a course for its future evolution. This research is limited to engineering education as it has taken place in North American universities during the last half of the 20th century. Within this context, broad trends are described. The description is supplemented with a case study of a unique and innovative engineering programme. The trends and case study form the foundation of a synthesis, and alternative vision, for higher education and engineering education. The intended audience of this thesis includes those who teach, design curriculum, or administer engineering education programmes. The description of the current state of engineering education contains analyses of the state and of the gaps within it. Both of these analyses are based almost exclusively on publicly available documentation. The present state of engineering is drawn from accreditation criteria. Critiques of the current state and suggestions for future change are drawn from reports commissioned by groups affiliated with professional engineering. The discussions identify recurring themes and patterns. Unlike the analysis of the literature, the case study merges interview evidence and personal experience with the available documentation. The synthesis and visions continue the trend away from formal sources towards experiences and beliefs. Engineering education research is in its infancy and shows few signs of maturing. There is no documented, common framing of engineering education nor have there been any efforts in this regard. Few sources address broad issues and those that do lack theoretical rigour. The visions for engineering education are simple amalgams of visions for the profession and for general higher education. The Department of Systems Design Engineering has enjoyed great past successes because of its unique vision that combines the theories of systems, complexity, and design with the discipline of engineering. Its recent decay can be traced to its faculty having collectively lost this vision. The original vision for Systems Design Engineering holds promise as a means to reinvent and reinvigorate both the engineering profession and engineering education. For this renaissance to be successful a theoretically rigorous research programme assessing the past, present, and future of engineering and engineering education must be developed.
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Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-76).
Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.
by Esha T. Sahai.
S.M. in Engineering and Management
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Ingram, Colin. "Computing education in FE : a systems approach." Thesis, University of the West of Scotland, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419787.

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Phillips, Vicki L. "Designing new systems of accountability in education." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249714.

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Books on the topic "Education systems"

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C, Green Preston, and Richards Craig E, eds. Financing education systems. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2008.

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Elliot, Sergio. Distance education systems. Rome: Food and Agriculture Organization of the United Nations, 1990.

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Vos, A. J. Comparative education and national education systems. Durban: Butterworths, 1990.

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Developing equitable education systems. New York, NY: Routledge, 2012.

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Eddy, John. International higher education systems. Lanham, Md: University Press of America, 2000.

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Scott, David. Education Systems and Learners. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59884-4.

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Council for Educational Technology for the United Kingdom. Satellite systems and education. London: CET, 1988.

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Janusz, Zalewski, and Embry-Riddle Aeronautical University, eds. Real-time systems education. Los Alamitos, Calif: IEEE Computer Society Press, 1996.

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Zwaenepoel, Paul P. Systems analysis in education. 2nd ed. España, Manila: UST Print. Office, 1985.

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Nickl, Benjamin, Stefan Popenici, and Deane Blackler, eds. Transnational German Education and Comparative Education Systems. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36252-2.

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Book chapters on the topic "Education systems"

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Hatos, Adrian. "Education Systems." In Encyclopedia of Quality of Life and Well-Being Research, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_844-2.

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Lo Bianco, Joseph. "Educational Linguistics and Education Systems." In The Handbook of Educational Linguistics, 113–26. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch9.

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Scott, David. "Global Education and Educational Reform." In Education Systems and Learners, 101–7. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59884-4_6.

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Hopkins, Neil. "Contemporary Education and Education Systems." In Democratic Socialism and Education: New Perspectives on Policy and Practice, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18937-2_1.

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Treur, Jan. "Multidisciplinary Education." In Understanding Complex Systems, 473–84. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45213-5_17.

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Bray, Mark, and Kai Jiang. "Comparing Systems." In Comparative Education Research, 139–66. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05594-7_5.

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Bray, Mark, and Jiang Kai. "Comparing Systems." In Comparative Education Research, 123–44. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6189-9_5.

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De Kaper, Ir W. J. Th. "Micro Electronics Systems Design." In Microelectronics Education, 105–8. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5110-8_25.

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Castro Cardenal, Vanessa, and José Ramón Laguna. "Nicaraguan Education System." In Global Education Systems, 1–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-93443-3_40-1.

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Baraldi, Claudio, and Giancarlo Corsi. "Social Systems Theory." In SpringerBriefs in Education, 11–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49975-8_3.

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Conference papers on the topic "Education systems"

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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MARIAN (TUTUNARU), Tatiana. "APPROACHING ”QUALITY OF EDUCATION” IN ROMANIAN AND FINNISH EDUCATION SYSTEMS." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.11.

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The concept of "quality" is fundamental in the education system because the improvement of the training process and the identity of the school, allow the verification of results and provide a guideline for research and continuous improvement. Evaluation and quality have become major policy issues in education around the world, simultaneously act as strong governance mechanisms at the national and transnational levels. This paper, through the systemic analysis of quality assessment proposes the presentation of two different ways of approaching it, in the education systems of Romania and Finland, each of them personalizing the values and options of educational policy, in a common European intercultural space.
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Angelescu (Demirci), Violeta Mihaela. "Implementing Quality Management Systems in Preschool Education." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/5.

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This paper aims to highlight essential contributions in terms of management development in preschool institutions, the facts that leads to increasing quality of the entire educational process. Approaching this topic and bending with particular interest in the field of formal education in Romania, we dive into the essence of educational management so that we can offer important constructive suggestions for optimizing analysis activities and implicitly increasing performance in terms of specific management of the network of kindergartens. Preschool education is the cornerstone of the formation of human personality, as well as the first gateway to knowledge. To ensure high quality in education, a complex process is needed, very well organized and structured, which must be integrated into the institutional culture of the organization. Talking about quality management while focusing on quality in education represents in fact an analysis and careful research on management actions aimed directly at increasing the satisfaction of the needs of the beneficiaries of the educational system.
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Ibrahim, Hazem, and Walid Ibrahim. "Gamification in Online Educational Systems." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11238.

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The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.
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Jotsov, Vladimir. "Emotion-Aware Education and Research Systems." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3385.

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An emotion-aware method KALEIDOSCOPE is presented in the paper. It consists of a visualization approach, a method for information transfer-by-sense and applied approaches to maintain a natural-style dialog. The combination is purposed to provoke and keep positive emotions in the user and to maintain his interest in the problem. The main goal of this paper is to show how different machine-done visualized patterns lead to student’s perceptions that can’t be represented or estimated by the machine and how this is helpful during the educational process. It is shown that dynamic information presentations are superior to static ones. Original evolving (dynamic) ontology applications have been introduced. It is shown that the creation and maintenance of such ontologies may be a rather complicated process. Essential principles of an educational process using KALEIDOSCOPE method are introduced. It is shown that high quality education systems are far away from monotonic presentation forms, and that they are rather close to contemporary research systems. Both education and research systems use a clear and thoroughly understandable dialog depending on user’s knowledge level. The considered education system is an active part of the human-computer dialog process. Instead of trying to estimate the user’s emotions we apply a set of logical data mining methods aiming at making the human-computed interaction emotion-aware. The educational part of the system is domain independent. Aiming to show domain independent approaches, the examples are introduced from Number Theory to language expressions and nonclassical logic applications. Applications are presented in the domain of Number Theory and IT information security systems.
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Zou, Qiaoling, Zishun Su, Lei Zou, and Dongning Li. "The design guide and scenario of virtual reality education APP." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002903.

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Virtual reality education App is the product of the application of virtual reality technology in education, it is a new paradigm of educational technology in the digital age. In this study, Kano model was used to assess the learners' needs for specific design elements in the virtual reality education App from the perspective of user needs. Through the survey method verification, the learner has the high expectation to 7 attributes, carries on the optimization design to these aspects to have the good effect. According to the results, the concrete design scheme of virtual reality education App is summarized in order to guide the development of virtual reality education App in the future.
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Rezende, Criscilla M. C., Ana Carolina G. Inocencio, Thiago B. De Oliveira, and Ana Paula F. V. Boaventura. "Educational Technologies for Brazilian Basic Education." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760595.

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Matulčíková, Marta, and Daniela Breveníková. "QUALITY OF EDUCATION AND SYSTEMS–BASED EDUCATIONAL EVALUATION." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.029.

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Sami, Mariagiovanna, Miroslaw Malek, Umberto Bondi, and Francesco Regazzoni. "Embedded Systems Education." In the WESE'14: Workshop. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2829957.2829961.

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Marwedel, Peter, Daniel Gajski, Erwin De Kock, Hugo De Man, Mariagiovanna Sami, and Ingemar Söderquist. "Embedded systems education." In the 2nd IEEE/ACM/IFIP international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1016720.1016781.

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Reports on the topic "Education systems"

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Silberstein, Jason, and Marla Spivack. Applying Systems Thinking to Education: Using the RISE Systems Framework to Diagnose Education Systems. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/051.

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This essay summarises a framework for understanding education systems by specifying the system’s components and the ways that those components interact to cultivate or undermine learning for children. Since education systems are complex and involve complex interactions, a structured framework for characterising their features can help identify problems and the way towards solutions to overcome them.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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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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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Author, Not Given. [Hydrogen systems analysis, education, and outreach]. Office of Scientific and Technical Information (OSTI), January 1998. http://dx.doi.org/10.2172/677050.

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Spivack, Marla, Jason Silberstein, and Yue-Yi Hwa. The RISE Education Systems Diagnostic Toolkit. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/09.

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Kaffenberger, Michelle, Jason Silberstein, and Marla Spivack. Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/093.

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and show how they can be used to evaluate and improve alignment of curricula, assessments, and teacher support and instruction. Finally, we present a systems diagnostic framework and apply it to a program in South Africa, showing how the program takes a systems approach to improve learning. These tools help concretize systems thinking and bring insights to bear on the design and evaluation of policies and programs intended to improve learning.
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Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of Sobral, Brazil, the systems framework illustrates how a coherent package of reforms, improving upon multiple system components, produced positive outcomes. In the case of Indonesia, a reform that increased teacher pay, but did not change underlying system dynamics, had no impact on learning. The chapter shows how a systems approach can help to understand success, diagnose failure, and inform action to bring about improvements to children’s learning.
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Hanson, Kara. What can Education Systems Research Learn from Health Systems Research? Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/003.

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Pritchett, Lant. Creating Education Systems Coherent for Learning Outcomes. Research on Improving Systems of Education (RISE), December 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/005.

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