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1
Tamura, Robert, Curtis Simon, and Kevin M. Murphy. "BLACK AND WHITE FERTILITY, DIFFERENTIAL BABY BOOMS: THE VALUE OF EQUAL EDUCATION OPPORTUNITY." Journal of Demographic Economics 82, no. 1 (February 29, 2016): 27–109. http://dx.doi.org/10.1017/dem.2015.17.
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Abstract:This paper produces new estimates for white and black mortality and fertility at the state level from 1800(20)–2000. It produces new estimates of black and white schooling for this same period. Using a calibrated model of black and white parents, we fit the time series of black and white fertility and schooling. We then produce estimates of the benefits of equal education opportunity for blacks over the period 1820–2000. For the better part of US history, blacks have suffered from less access to schooling for their children than whites. This paper quantifies the magnitude of this discrimination. Our estimates of the welfare cost of this discrimination prior to the Civil War range between 0.5 and 20 times black wealth, and between 0.5 and 10 times black wealth prior to 1960. Further we find that the Civil Rights era was valued by blacks in the South by between 1% to 2% of wealth. Outside of the South, we find significant costs of discrimination prior to 1960, ranging from 6% to 150% of black wealth. For these divisions from 1960–2000, blacks have attained rough parity in schooling access. The welfare magnitudes are similar to the hypothetical gains to blacks if they had white mortality rates. We show that the model’s black and white human capital series are strongly, positively correlated with state output measures, black and white permanent incomes and black and white earnings.
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Daniels, Berenice. "Developing inclusive policy and practice in diverse contexts: A South African experience." School Psychology International 31, no. 6 (December 2010): 631–43. http://dx.doi.org/10.1177/0143034310386536.
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Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.
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Westhuizen, Carol van der. "Undervalued and Under-Served: The Gifted Disadvantaged." Gifted Education International 23, no. 2 (September 2007): 138–48. http://dx.doi.org/10.1177/026142940702300204.
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It is a fallacy that the government does not value bright children because it wants to reduce every child to the lowest common denominator. Nothing could be further from the truth (Asmal, 2003: 4). The omission of gifted learners as a special education needs category from policy documents such as White Paper 6 (Department of Education, 2001) In South Africa is cause for concern. Although the White Paper acknowledges that certain learners may require intensive support to develop to their full potential and that learner differences should be respected, “whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases” (Department of Education, 2001: 16, 6) it makes no specific mention of gifted learners. Asmal (2003:4) stated that the success of the South African (SA) school system is dependent on providing for the “blossoming of the potential of all our children”, but not by isolating gifted learners, since they could “add great value to the potential of other children through collaboration”. Naledi Pandor, South Africa's minister of education recently explained: “We must promote the broadest possible view of inclusion, in the sense of social inclusion, which poses challenges for every school that has one or more children who are ‘different’ in some way. We must embrace and celebrate that difference” (2005:5).
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Cordini, Marta, Andrea Parma, and Costanzo Ranci. "‘White flight’ in Milan: School segregation as a result of home-to-school mobility." Urban Studies 56, no. 15 (May 7, 2019): 3216–33. http://dx.doi.org/10.1177/0042098019836661.
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The paper aims to show how and to what extent the system of compulsory education in Milan is affected by social and ethnic segregation. We argue that, despite being guided by the general criteria of universal access and equality of treatment, not only do Milan’s schools fail to counter socio-economic inequalities and differentiation along ethnic lines in an effective manner, but they actually tend to amplify and entrench them. We begin with a theoretical discussion of the main factors contributing to school segregation and a general overview of Italy’s compulsory education system. This is followed by a presentation of the empirical case of Milan, analysing social and ethnic segregation of children of primary school age (i.e. 6–10 years) by place of residence and school of enrolment. As a clear gap emerges between the ‘natural’ and the ‘actual’ school composition, our analytical focus then shifts to home-to-school mobility as an expression of parental choice. We show that 56% of all students in Milan do not enrol at local state schools and this is due to two main phenomena: families choosing private schools and families moving within the state school system. The analysis of these movements makes it possible to identify avoidance dynamics (i.e., in which disadvantaged or ethnic areas are avoided), as well as incoming mobility towards private schools and state schools located in affluent areas or with a lower intake of pupils of non-Italian ethnic backgrounds.
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Wilkey, Barbara J., Benjamin A. Abrams, J. Mauricio Del Rio, Miklos D. Kertai, Kathirvel Subramaniam, Coimbatore Srinivas, Yong G. Peng, Marta Berrio-Valencia, and Archer K. Martin. "Statement From the Society for the Advancement of Transplant Anesthesia: White Paper Advocating Desirable Milestones and Competencies for Anesthesiology Fellowship Training in the Field of Lung Transplantation." Seminars in Cardiothoracic and Vascular Anesthesia 24, no. 1 (August 8, 2019): 104–14. http://dx.doi.org/10.1177/1089253219867695.
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The clinical, educational, and research facets of lung transplantation have advanced significantly since the first lung transplant in 1963. The formation of the International Society for Heart and Lung Transplantation (ISHLT) and subsequent Registry has forged a precedent of collaborative teamwork that has significantly affected current lung transplantation outcomes. The Society for the Advancement of Anesthesia (SATA) is dedicated to developing educational platforms for all facets of transplant anesthesia. Additionally, we believe that the anesthetic training for lung transplantation has not kept pace with other advances in the field. As such, SATA presents for consideration these educational milestones and competencies for anesthetic fellowship training in the field of lung transplantation. The proposed milestones were designed on the framework of 6 core competencies created by the Accreditation Council on Graduate Medical Education. The milestones were identified by combining the expert opinion of our Thoracic Transplant Committee, our experience as educators, and literature review. We offer this White Paper to the anesthesiology and transplant communities as a starting point for the discussion and evolution of perioperative anesthetic care in the field of lung transplantation.
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Frew, David J., Jeff Stanger, Michael Fitzgerald, Quentin Parker, Lena Danaia, David McKinnon, Martín A. Guerrero, et al. "K 1-6: An Asymmetric Planetary Nebula with a Binary Central Star." Publications of the Astronomical Society of Australia 28, no. 1 (2011): 83–94. http://dx.doi.org/10.1071/as10017.
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AbstractWe present new imaging data and archival multiwavelength observations of the little-studied emission nebula K 1-6 and its central star. Narrow-band images inHα (+[N II]) and [O III] taken with the Faulkes Telescope North reveal a stratified, asymmetric, elliptical nebula surrounding a central star which has the colours of a late G or early K-type subgiant or giant. GALEX ultraviolet images reveal a very hot subdwarf or white dwarf coincident in position with this star. The cooler, optically dominant star is strongly variable with a period of 21.312± 0.008 days, and is possibly a high-amplitude member of the RS CVn class, although an FK Com classification is also possible. Archival ROSAT data provide good evidence that the cool star has an active corona. We conclude that K 1-6 is most likely an old bona fide planetary nebula at a distance of ∼1.0 kpc, interacting with the interstellar medium, and containing a binary or ternary central star. The observations and data analyses reported in this paper were conducted in conjunction with Year 11 high school students as part of an Australian Research Council Linkage Grant science education project, denoted Space To Grow, conducted jointly by professional astronomers, educational researchers, teachers, and high-school students.
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Földesi, Gyöngyi. "Can We Talk about European Public Policy in the Field of Sport?" Physical Culture and Sport. Studies and Research 47, no. 1 (December 1, 2009): 28–34. http://dx.doi.org/10.2478/v10141-009-0029-6.
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Can We Talk about European Public Policy in the Field of Sport?Despite the continuous deepening, development and enlargement, the members of the European Union still diverge in their policies and have to find a way to diminish this divergence. The social, economical and cultural significance of sport is well known in the whole of Europe. Accordingly, in the recent past, the various institutions of the European Union have come to pay more attention to sport issues. An important milestone of this was the European Commission issuing a White Paper on sport, and the inclusion of sport in the Lisbon Treaty. However the question is raised: Is there a European public policy of sport? The author's objective was to investigate this question. This paper aims to highlight the European sport policy and tries to find the answer to the following question: can we talk about European public policy in the field of sport? The research examines through the analysis of documents whether sport can be regarded as an element of public policy. We can talk about common public policy of a certain area if it corresponds to the following five criteria: content, social competence, coercive factor, normative orientation and programme. In the first part, the content and the social competence are analyzed, and then some critical issues of the definition, namely of the public policy will be discussed. In the opinion of the author, the most problematic criterion is the programme, which presumes at least a mid-term European sport conception. It is especially important that sport could fulfil its community building, identity-forming role to which it is suited in the continuously enlarging Europe. Finally the author draws the conclusion that the European sport policy corresponds partly to the above-mentioned criteria; however, the realization of the Pierre de Coubertin Action Plan included in the White Paper, and the ratification of the Lisbon Treaty can create opportunities for sport to become a public policy of the European Union.
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Sistermans, Ilse Johanna. "Integrating competency-based education with a case-based or problem-based learning approach in online health sciences." Asia Pacific Education Review 21, no. 4 (November 18, 2020): 683–96. http://dx.doi.org/10.1007/s12564-020-09658-6.
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AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.
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Bruwer, Marietjie, Cycil Hartell, and Miemsie Steyn. "Inclusive education and insufficient school readiness in Grade 1: Policy versus practice." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 18. http://dx.doi.org/10.4102/sajce.v4i2.202.
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A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement – CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.
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MORITOKI ŠKOF, Nagisa. "Foreword." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
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Panova, A. "On Governance and Decision-Making at Russian Higher Education Institutions." Voprosy Ekonomiki, no. 6 (June 20, 2007): 94–105. http://dx.doi.org/10.32609/0042-8736-2007-6-94-105.
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The paper considers some results of the research of the governance structure at Russian higher education institutions. The study covers admission policy as well as educational, scientific, investment and other policies. The level of participation of inter-university agents in different activities is also discussed. The analysis of opinion polls shows that governance at Russian universities is mainly hierarchic, most decisions are taken by the university’s administration while the opinion of the faculty is of very low significance. This model is notably different from that of European university where governance is more collective.
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Fincham, Kathleen. "Rethinking higher education for Syrian refugees in Jordan, Lebanon and Turkey." Research in Comparative and International Education 15, no. 4 (June 7, 2020): 329–56. http://dx.doi.org/10.1177/1745499920926050.
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Within the Middle East and North Africa region, more than 5,600,000 Syrian refugees are currently registered with the UN Refugee Agency (UNHCR) as seen here https://www.unhcr.org/. Amongst university-aged refugees, only a small fraction (Jordan – 8%, Lebanon – 6%, Turkey – 1%) are currently enrolled in higher education. This paper, based on empirical qualitative research with Syrian refugee youth, is a critical investigation into their access to, and experiences with, higher education opportunities provided for them by local and international partners. Using interview and focus group data, the paper examines the availability, accessibility, acceptability and adaptability of higher education opportunities currently on offer for Syrian refugees in Jordan, Lebanon and Turkey. The paper argues that while access to higher education is increasing for refugees within the Syrian context, accessibility, acceptability and adaptability of these opportunities to the needs of refugees remains problematic. In this way, higher education often falls short of enabling refugees to live lives that they have reason to value.
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Haq, Rashida. "Rekha Wazir. The Gender Gap in Basic Education: NGOs as Change Agents. New Delhi: Sage Publications, 2000. Indian Rs 225.00 (Paper), Rs 395.00 (Cloth) 286 pages." Pakistan Development Review 38, no. 2 (June 1, 1999): 225–26. http://dx.doi.org/10.30541/v38i2pp.225-226.
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In the Constitution of India in 1951 it was set out that… “the State shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years”. But at the turn of the century nearly 424 million are still illiterate while it is estimated that nearly 35 million children in the age of 6-10 years age group are still out of school. The statistics for female education make even more dismal reading. Although the field of education is considered to be the prime responsibility of the State yet there is mushrooming growth of non-governmental organisations (NGOs). The impact of these NGOs is rarely reflected in overall educational performance and their approach is seldom transferred to the mainstream.
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Razia, B. "Causes of Deprivation of Elementary Education in Children Living in Slums." European Journal of Education and Pedagogy 2, no. 3 (July 21, 2021): 141–44. http://dx.doi.org/10.24018/ejedu.2021.2.3.133.
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Education plays an important role in uplifting the Socio-economic Status of a society. Significant proportions of urban poor population in India live in slum areas and are deprived of education. Large number of children living in slums (age group of 6-14 years) are out of school due to varied reasons. The researcher focused the study on the causes of non-enrolment and dropout of such deprived children. Incidental sampling technique was employed to collect the data from various households of 8 different slum localities of Aligarh city, India. Data collected from the parents through Structured Interview Schedule indicates that 43.06% children between the age group of 6-14 years have never enrolled in schools while 33.57% of total children dropped out due to varied reasons. The causes underlying non-enrolment and dropout of children living in slums have been discussed in detail in this paper.
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Ashadi, Andri. "Muslim Paruh Waktu di SMAN 6 dan SMKN 2 Kota Padang." Religió: Jurnal Studi Agama-agama 7, no. 2 (September 10, 2017): 205–36. http://dx.doi.org/10.15642/religio.v7i2.738.
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Some Islamic programs both in SMAN 6 nor in SMKN 2 such as Muslim-Muslim clothing, learning of Islamic Religion and Character Education are not only aimed at Muslim students but also involve non-Muslim (Christian) students. In this position, Christian students are faced with a conflict of identity. On the one hand, they are not possible to establish Islamic identity as Muslim students because the religion is a dogma that does not cast doubt. On the other hand, they were almost impossible to get out of various Islamic programs because it was a regional policy and in the public schools was embodied in various rules and rule of schools. This paper presents a study of how they imitate the Islamic identity of the school's public space and how they interpret the imitation process. Based on the results of observations, interviews, and FGDs with schools, Christian students, their parents, Padang City Christian religious leaders and Padang City Education Office, this paper concludes that Christian students try to imitate "like" Muslim students. It's just they behave "like" Muslim students are more meaningful than self-adjustment which has nothing to do with religion. While religion is interpreted as faith and belief and that is the reality of religion.
[Beberapa program keislaman baik di SMAN 6 maupun di SMKN 2 seperti kewajiban berbusana muslim-muslimah, kultum dan pembelajaran Pendidikan Agama Islam dan Budi Pekerti tidak hanya ditujukan terhadap siswa muslim, namun juga melibatkan siswa non-muslim (Kristen). Dalam posisi tersebut siswa Kristen dihadapkan pada benturan identitas. Di satu sisi, mereka tidak mungkin untuk menjati-dirikan identitas keislaman sebagaimana layaknya siswa muslim lantaran agama adalah dogma yang tidak meruangkan keragu-raguan. Mereka hampir tidak mungkin pula keluar dari berbagai program keislaman lantaran hal tersebut merupakan kebijakan daerah dan di sekolah-sekolah umum negeri dijelmakan dalam berbagai aturan dan tata tertib sekolah. Paper ini menghadirkan kajian tentang bagaimana mereka meniru identitas keislaman ruang publik sekolah dan bagaimana pula mereka memaknai proses peniruan tersebut. Berdasarkan hasil-hasil observasi, wawancara, dan FGD dengan pihak sekolah, siswa Kristen, para orang tua mereka, pemuka agama Kristen Kota Padang dan Dinas Pendidikan Kota Padang, paper ini menyimpulkan bahwa bahwa siswa Kristen berusaha meniru untuk “seperti” siswa muslim. Hanya saja berperilaku “seperti” siswa muslim lebih mereka maknai sebatas penyesuaian diri yang tidak ada hubungannya dengan agama. Sementara agama dimaknai sebagai iman dan keyakinan dan itulah agama yang sesungguhnya.]
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Clark, Tim. "New Labour's Big Idea: Joined-up Government." Social Policy and Society 1, no. 2 (March 28, 2002): 107–17. http://dx.doi.org/10.1017/s1474746402000234.
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There can be little doubt that joined-up government (JUG) is one of New Labour's big ideas, alongside their new managerialism. Since New Labour's initial election victory in 1997 and their subsequent second term in 2001, significant resources have been spent in developing ‘joined-up’ strategies for social policy. This ‘big idea’ stretches from Cabinet level with new groups such as the Social Exclusion Unit (SEU) and the Performance and Innovation Unit (PIU) and extends into every single social policy sector with area-based initiatives, such as Health Action, Education Action and Employment Zones, and encompasses agents from all sectors, public, private and voluntary. New Labour state that by ensuring policy making is more joined-up and strategic, social and public policy can be more ‘inclusive and integrated’ (White Paper, 1999: 6).
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Constable, Sophie, Roselyn Dixon, and Robert Dixon. "Learning Preferences and Impacts of Education Programs in Dog Health Programs in Five Rural and Remote Australian Indigenous Communities." Australian Journal of Indigenous Education 40 (2011): 48–58. http://dx.doi.org/10.1375/ajie.40.48.
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As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by most (68.4%) respondents, followed by visual (65.0%) and practical learning (46.9%). Text-based and computer/screen-based learning were important to 16.2% and 14.6% of respondents respectively. With paper-based visual and text resources, respondents reported a preference for locally made (28/36 or 78%) over mainstream resources. Twenty eight residents involved in the creation of locally made resources reported satisfaction, knowledge exchange, and displayed enthusiasm for the process. Colour resources were more successful than black and white resources or word of mouth in terms of program advertising, alerting 67% (10/15) of respondents compared to 6% to 24% for programs using word of mouth. Dog health programs that incorporated education programs based on these identified preferences achieved significantly better results in terms of improvements in mange prevalence and average condition score, partly through increased community understanding and engagement with the program. Thus, culturally appropriate and locally relevant education programs can significantly improve the success of dog health programs.
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Sharakhina, L. V., and A. V. Ranchin. "Advertising and Public Relations Professional Education in the Regions of Russia: Educational Organizations Branding Issues." Discourse 6, no. 2 (May 19, 2020): 44–60. http://dx.doi.org/10.32603/2412-8562-2020-6-2-44-60.
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Introduction. The Russian higher education market in the sphere of Public Relations and Advertising is represented in the paper. The basic approach to the market is shaped by the vision on higher education in the frame of service paradigm. The need to analyze and implement professional communication activities while promoting university education organizations is stressed by the authors. A special attention is put to the necessity of professional communication technologies, such as branding, their application to universities, because it influence such institutions managerial efficiency, helps to systemize a share of their voice, and it is already the necessity for the present day society.Methodology and sources. Theoretical and methodological basis of the paper was composed by scientific works of Russian researchers in the field of university branding, brand-management, including papers on Russian Federation regional universities branding. Empirical study base was designed by materials of regional leading universities, which give higher education in PR and Advertising. Underlying rationale for defining the leadership were the following: number of state-funded student places; 1st year students’ unified national exam results; the dynamics of prospective students in PR and Advertising on tuition payment basis enrollment. Russian regions, the most of enrollees are coming from to Saint Petersburg Electrotechnical University, were also unveiled. The elements of value-based branding platforms of departments responsible for Public Relations and Advertising education in regional leading higher education institutions are also brought in focus.Results and discussion. Empirical study revealed that PR and Advertising education departments of the universities studied did not fulfill their scientific and methodological potential in practice to the full extent. The education institutions examined in the research mostly communicate their objective quantitative indicators positioning Public Relations and Advertising education rather than core value messages. Thus it does not seem possible to typify these communication components as examples of branding process and brand element of university. It would help to structure the market share and influence positively on university promotion.Conclusion. Following the results of the study the authors conclude the necessity to apply communication technologies of brand development and brand management for structuring the market share and influencing positively on university promotion. It directly impacts on education institutions managerial efficiency and proves its relevance to modern society.
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Sykes, Heather. "Turning the Closets Inside/Out: Towards a Queer-Feminist Theory in Women’s Physical Education." Sociology of Sport Journal 15, no. 2 (June 1998): 154–73. http://dx.doi.org/10.1123/ssj.15.2.154.
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One of the ways heterosexuality maintains its privileged status is through the discursive figure of “the closet,” where everyday speech normalizes heterosexuality while silencing lesbian sexuality. In this paper, feminist and queer theories are used to explain why the closet has featured so prominently in women’s physical education. The paper also contains a poststructural analysis of how the closet was constructed in the life histories of 6 lesbian and heterosexual physical educators. Excerpts from the life histories illustrate how silences inside the closet acquired meaning only in relation to everyday talk about heterosexuality. Finally, deconstruction is used to suggest how heterosexuality can sometimes find itself inside the closet, thereby undermining the boundaries between inside/outside, silence/speech, and lesbian/heterosexual.
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McGrother, Jane. "White Paper education." Nursing Standard 3, no. 32 (May 6, 1989): 32. http://dx.doi.org/10.7748/ns.3.32.32.s55.
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Adhikari, Sapana. "Struggles of Tamang children in achieving elementary education." Siddhajyoti Interdisciplinary Journal 1 (January 30, 2020): 131–38. http://dx.doi.org/10.3126/sij.v1i0.34927.
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This paper explores on how Tamang children achieve elementary education along with their socioeconomic conditions. This study tries to assess the impact of living condition, home and surrounding environment, parental education, and economic condition of the family on elementary education of Tamang children of Dhankuta district, aged 6-14 of. Data were collected from 15 households, purposively selected, through interview and observation, and the thematic analysis was done employing qualitative research design. It was found that, of the total 18 children,27.27% were non-enrolled, 24.14% drop-outs while 48.56% were continuing formal education. It was also found that the economic factors (poverty), family size, and home condition were the major struggle of the Tamang children in achieving elementary education. To combat with these issues income generation and poverty alleviation programs should be properly implemented; more job opportunities and shelters for the shelterless families are to be provided at low and affordable prices; and teachers and school authorities should make the parents aware about the importance of sending children regularly to school.
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Ngware, Moses W., Eldah N. Onsomu, and David I. Muthaka. "Financing Secondary Education in Kenya: Cost Reduction and Financing Options." education policy analysis archives 15 (December 31, 2007): 24. http://dx.doi.org/10.14507/epaa.v15n24.2007.
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The paper examines the financing status of secondary education in Kenya and explores possible cost reduction and financing options in the long term. Educational needs for secondary education in Kenya are on the increase since the introduction of Free Primary Education in 2003. Financing of secondary education continues to be a challenge to the government, parents and communities at large. Identifying sustainable financing options that maximize on cost-effectiveness in resource utilization is therefore critical. The study utilized secondary data obtained from education trend statistics, the 2003 Kenya school census, and the Teachers Service Commission. The education simulation and financial projection tool provided the basis for projecting both growth in secondary enrollments, resource needs, and financial implications of various policy options. Some of the insights from the study show that expenditure on secondary education as a proportion of GDP and the total education public budget averaged 1.6% and 22%, respectively. Public financing is predominantly recurrent, while non-recurrent expenditures are estimated at 6%. High-income quintiles benefit more from public provision and financing of secondary education compared to the low-income quintiles. Feasible financing options would therefore include increasing secondary education revenue and fiscal allocation on non-salary expenditures. Cost reduction measures should target the expansion of quality day schools, efficiency utilization of teachers, and streamlined procurements. The paper provides research findings and makes objective projections with a view to informing researchers, education managers and policy makers.
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Davydova, N. G., A. N. Kosarikov, D. M. Kirillov, and A. V. Igumnov. "Online Format of Extracurricular Education: a New Reality of Project-Based Education for Senior High School Students." Open Education 24, no. 6 (December 28, 2020): 41–50. http://dx.doi.org/10.21686/1818-4243-2020-6-41-50.
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Purpose of the study. The paper presents data and analyzes the practice of transferring a major All-Russian event in the system of extracurricular education – the Russian National Junior Water Competition – to a distance format due to the coronavirus pandemic. The system of extracurricular education for senior high school students formed within the framework of the Water Competition for the adaptation of school graduates to the technological and communication realities of “adult life” combines project-based training with the format of a competitive component. As part of the preparation and implementation of research projects, a student receives methodological, organizational and educational support from teachers and consultants from universities and academic institutions, attends special seminars, trainings and master classes on project activities.The system has been developing using the model of cooperation in the educational sphere “NPO-state-business” since 2003, and over these years, 32 thousand schoolchildren from all regions have completed and submitted 23 thousand research and applied projects to solve environmental problems. The winners of the regional stages take part in the All-Russian final held annually in Moscow. The winner of the final represents the country at the international Stockholm competition. 2020 events coincided with the coronavirus epidemic. It was necessary to transfer the offline final to online within a month and ensure information interaction between all participants so that the online event was a complete analogue of the offline final.Materials and methods. The transferring of traditional public events of the final into a remote format was carried out using a set of organizational measures and information technologies according to the following algorithm: the choice of technologies for videoconference and broadcasting, work with the website, training and testing of the technical capabilities of participants, work on synchronization, support and assistance to participants with a final questionnaire.Results. The obvious advantage of the online format is a significant expansion of the external audience and an exponential growth of the information footprint: during the month, more than 400 publications were posted on the Internet; the number of views was 300 thousand. The ER (Engagement Rate) ratio – an indicator of the audience’s reaction to the publication, has shown a rapid increase in comparison with previous years. The questioning of the participants made it possible to understand the mood and assessment of the events by the target audiences. The number of viewers of each broadcast event ranged from 2 to 5-6 thousand people. The online final allowed to involve in the general system of adaptation training, in addition to schoolchildren, teachers and regional partners, an interested audience, while 77% of respondents supported the full-time final, 23% – remote, noting that the organizers managed to preserve the emotional atmosphere of the final events.Conclusion. In general, the system of extracurricular education for schoolchildren, combined with a competitive component, turned out to be capable of prompt reformatting while maintaining the level and quality of events in the face of new challenges. In the process of transferring the final events of the cycle of additional adaptation education, combined with the All-Russian competition of projects for senior high school students to the remote mode, the possibility of online implementation of almost all types of interaction with the target audience – junior participants, including master classes, general discussions and personal consultations and the competitive component is shown.The possibility of using the remote format for the implementation of the organizational and information infrastructure, the operational correction of educational adaptation programs following the spread of innovative technologies that are gaining priority importance for the modern period of socio-economic development is demonstrated. At the same time, the entire volume of training cannot be reduced to formalized forms without the direct presence of teachers and consultants in the creative design process. Direct communication becomes especially relevant at the beginning of the journey when choosing a topic for training and a general understanding of environmental and related problems. It is also obvious that the effectiveness of the remote format is significantly increased for a prepared audience of participants: those who have completed additional training offline with the project development itself.
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Yue, Ai, Bin Tang, Yaojiang Shi, Jingjing Tang, Guanminjia Shang, Alexis Medina, and Scott Rozelle. "Rural education across China’s 40 years of reform: past successes and future challenges." China Agricultural Economic Review 10, no. 1 (February 5, 2018): 93–118. http://dx.doi.org/10.1108/caer-11-2017-0222.
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Purpose The purpose of this paper is to describe the policy and trends in rural education in China over the past 40 years; and also discuss a number of challenges that are faced by China’s rural school system. Design/methodology/approach The authors use secondary data on policies and trends over the past 40 years for preschool, primary/junior high school, and high school. Findings The trends over the past 40 years in all areas of rural schooling have been continually upward and strong. While only a low share of rural children attended preschool in the 1980s, by 2014 more than 90 percent of rural children were attending. The biggest achievement in compulsory education is that the rise in the number of primary students that finish grade 6 and matriculate to junior high school. There also was a steep rise of those going to and completing high school. While the successes in upscaling rural education are absolutely unprecedented, there are still challenges. Research limitations/implications This is descriptive analysis and there is not causal link established between policies and rural schooling outcomes. Practical implications The authors illustrate one of the most rapid rises of rural education in history and match the achievements up with the policy efforts of the government. The authors also explore policy priorities that will be needed in the coming years to raise the quality of schooling. Originality/value This is the first paper that documents both the policies and the empirical trends of the success that China has created in building rural education from preschool to high school during the first 40 years of reform (1978-2018). The paper also documents – drawing on the literature and the own research – the achievements and challenges that China still face in the coming years, including issues of gender, urbanization, early childhood education and health and nutrition of students.
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Alsubhi, Afaf Awad, Kazi Enamul Hoque, and Ahmad Zabidi Abdul Razak. "Workplace Barriers and Leadership Conflicts Experienced by the Women in Higher Education in Saudi Arabia." International Journal of Learning and Development 8, no. 2 (April 15, 2018): 1. http://dx.doi.org/10.5296/ijld.v8i2.13007.
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Based on the published scholarly works, this paper attempts to explore and accumulate the challenges and barriers that Saudi women leaders in higher education are experiencing in their professional lives. For this purpose, literature review method has been adopted. Relevant scholarly articles published in 2004 to 2017 have been rigorously studied and cited. Findings of this paper suggest that women leaders in higher education generally experience assorted challenges, such as 1) socio-cultural, 2) organizational, 3) economical and 4) personal. They also encounter eight workplace berries, such as 1) gender-based stereotypes, 2) work-life conflict, 3) self-imposed constraints, 4) social network limitations, 5) biased organizational policies, 6) non-gender-based discrimination, 7) inadequate qualification and 8) minimal existing representation. The findings also suggest that these challenges and barriers decrease the job-performances of the women leaders while igniting conflicts with their male counterparts. This paper can be helpful to the policy maker in formulating effective solutions for women leadership conflicts in Saudi Arabia. Besides, it may create new scopes for the researchers and academicians to conduct empirical studies in this very realm.
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Tsai, F., and L. C. Chen. "Challenges of Remote Sensing and Spatial Information Education and Technology Transfer in a Fast Developing Industry." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 103–6. http://dx.doi.org/10.5194/isprsarchives-xl-6-103-2014.
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During the past decade, Taiwan has experienced an unusual and fast growing in the industry of mapping, remote sensing, spatial information and related markets. A successful space program and dozens of advanced airborne and ground-based remote sensing instruments as well as mobile mapping systems have been implemented and put into operation to support the vast demands of geospatial data acquisition. Moreover, in addition to the government agencies and research institutes, there are also tens of companies in the private sector providing geo-spatial data and services. However, the fast developing industry is also posing a great challenge to the education sector in Taiwan, especially the higher education for geo-spatial information. Facing this fast developing industry, the demands of skilled professionals and new technologies in order to address diversified needs are indubitably high. Consequently, while delighting in the expanding and prospering benefitted from the fast growing industry, how to fulfill these demands has become a challenge for the remote sensing and spatial information disciplines in the higher education institutes in Taiwan. This paper provides a brief insight into the status of the remote sensing and spatial information industry in Taiwan as well as the challenges of the education and technology transfer to support the increasing demands and to ensure the continuous development of the industry. In addition to the report of the current status of the remote sensing and spatial information related courses and programs in the colleges and universities, current and potential threatening issues and possible resolutions are also discussed in different points of view.
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Rocha, Luis, and Luana Nascimento. "Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil." Journal of Intelligence 7, no. 1 (February 20, 2019): 7. http://dx.doi.org/10.3390/jintelligence7010007.
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Achievement gaps refer to the difference in the performance on assessments of students belonging to different social groups. Achievement gaps between ethnic groups have been observed in countries with heterogeneous populations. In this paper, achievement gaps between ethnic populations in Brazil were analyzed by studying the performance of a large cohort of senior high-school students in a standardized national exam. Ethnic groups were stratified by Brazilian states and socio-economic variables to homogeneize the groups, and the analyses focused on the disciplines of mathematics and writing that involve different cognitive functions. A Welch’s t-test analysis was performed and key socio-economic variables that may explain the gaps were studied. The results show that gaps between ethnic groups of students living in low-income households were either statistically insignificant or small (2– 6 % ) if statistically significant. Larger gaps however were observed for students coming from high-income families in some contexts. Although parental education was associated with higher performance, it may either increase, decrease or maintain the gaps between White and Black, and between White and Pardo students. Our results support that socio-economic variables, linked to historical developments, have an impact on student’s performance irrespective of ethnic background, resulting on little to no influence on group performance when students are exposed to similar cultural and economic contexts.
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Doniņa, Agita, Karīna Svētiņa, and Kristaps Svētiņš. "CLASS ATTENDANCE AS A FACTOR AFFECTING ACADEMIC PERFORMANCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 578. http://dx.doi.org/10.17770/sie2020vol6.5060.
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The purpose of this paper is to investigate whether class attendance in higher education improves academic performance. The research has been performed among bachelor level (EQF 6) international students studying in English for a full-time degree in Latvia. The attendance is analysed for fall and spring semesters while the academic performance has been analysed in three categories – midterm exam grade, exam grade and the final assessment. Correlation as a research instrument has been applied. The research results reveal interconnectivity between the attendance of classes and the subsequent academic performance.The results of the correlation obtained have been discussed with a representative of Higher Education Export Association.
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Wang, Weidong, Yongqing Dong, Renfu Luo, Yunli Bai, and Linxiu Zhang. "Changes in returns to education for off-farm wage employment: evidence from rural China." China Agricultural Economic Review 11, no. 1 (February 4, 2019): 2–19. http://dx.doi.org/10.1108/caer-05-2017-0098.
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PurposeThe purpose of this paper is to examine the role of education in the labor market and to understand how returns to education change over time in rural China.Design/methodology/approachUsing nationally representative survey data from 2004 to 2015, this study provides insights on wage determination in the labor market and examines how the returns to education in rural China differ with time and educational endowment. This study applies ordinary least squares estimation and the Heckman selection model to estimate the returns to education.FindingsThe returns to education decreased during the observed years from more than 6 percent in 2004 to only about 3 percent in 2011, rising to nearly 4 percent in 2015. The overall trend is robust and observed within groups defined by education. Additionally, the returns to education vary greatly with educational endowment. Tertiary education has always maintained a high rate of returns at nearly 10 percent, while returns to senior high school education and below have gradually diminished.Originality/valueThe authors believe that the results will not only enrich studies on the returns to education in rural China, but also provide a basis for diagnosing the changes of rural labor market in the early twenty-first century.
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Wium, Anna-Marie, and Brenda Louw. "The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.348.
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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.
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Thirunavukkarsu, Karunakaran. "Reintroduction of English as Medium of Instruction in Sri Lanka: With Special Reference to Jaffna." International Journal of English Language and Literature Studies 1, no. 1 (September 17, 2012): 1–8. http://dx.doi.org/10.18488/journal.23/2012.1.1/23.1.1.8.
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English is now introduced in grade 6 once the children finish their primary education in vernacular. The main aspect of the way in which English is used as medium of instruction is that in government schools some subjects are taught in English while some other subjects are taught in Tamil. This helps the students be balanced bilinguals because they constantly learn their first language while acquiring mastery in L2. Eventually, it is assumed that this will facilitate the additive bilingualism and children would be balanced bilinguals. This paper tried to appraise the potential success of one decade –long English medium program and also see the different perspectives of the stakeholders involved in the English medium education. This study captured the views of parents, teachers and children: English medium and vernacular children.
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Benner, John, and J. J. McArthur. "Data-Driven Design as a Vehicle for BIM and Sustainability Education." Buildings 9, no. 5 (April 26, 2019): 103. http://dx.doi.org/10.3390/buildings9050103.
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The development of BIM pedagogical strategies within the Architecture, Engineering, and Construction disciplines is a topic of significant research. Several approaches and theoretical lenses, such as Project-Based Learning, constructivist pedagogy, experiential learning, and Bloom’s Taxonomy have been applied to guide pedagogical education. This paper presents the development and evaluation of an approach integrating these four perspectives that was developed within an Architectural Science undergraduate program. A data-driven design project was incorporated into the curriculum to give students opportunities to engage with BIM-based simulation (cost and energy) to guide their design studio project development. The pedagogical approach is discussed, along with refinements to this project based on early implementation. Four years of data are analyzed, consisting of 1325 design iterations and student feedback on the project. A critical evaluation of the project determined that it was highly effective to engage students at an advanced level - level 4 (Analyze) of Bloom’s Taxonomy was consistently achieved (over 96% of students) and two thirds of students also engaged meaningfully at Level 5 (Evaluate; 67%) and/or 6 (Create; 8%) — while developing a high degree of competence in the use of BIM.
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Chen, Ruo Wei, and Kan Kan Chan. "Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education." Journal of Educational Computing Research 57, no. 7 (June 25, 2019): 1812–31. http://dx.doi.org/10.1177/0735633119854028.
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Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.
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Hartwell, James Christian, Yog Upadhyay, and Amr Sourani. "Influential factors of life cycle management in education PFI projects." Built Environment Project and Asset Management 9, no. 2 (June 10, 2019): 302–14. http://dx.doi.org/10.1108/bepam-02-2018-0043.
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Purpose It has been claimed that the private finance initiative (PFI) provides value for money in the overall life of the project through the lifecycle costing (LCC) process under the umbrella of lifecycle management (LCM). The available literature points to the fact that LCC is very important in getting value for money from PFI projects. However, there is no literature available on the effect of the use of LCM in PFI projects in the UK. Therefore, the purpose of this paper is to explore the factors that influence the success of LCM in educational PFI projects. Design/methodology/approach The paper adopts a post-positivist approach to literature review. Purposive sampling is utilised with a mixed methodological approach. 6 qualitative inductive interviews offer key themes, which are further investigated using quantitative deductive questionnaires, of which 35 were issued and 26 were returned. Findings The paper provides empirical insights about the key success factors of LCM in the education sector. The results highlight the necessity of quality standardized data collection in a big data form. It highlights the need for a cultural shift from short- to long-term profit maximisation and service provision by the use of LCM in the PFI education sector. Research limitations/implications A purposive sample was used to maximise the validity of data collection. Although this method has garnered concise and clear results, it is understood that this study is limited into a niche sector and a set of subsequently niche professionals. It is recommended that a larger sample be utilised and the spectrum of PFI sectors be opened up to further explore the topic. Practical implications Further investigations across different sectors of PFI project may be viewed as a good comparison, sectors such as health, accommodation and prisons. Gathering responses across all sector types could have resulted in a greater number of responses received and offer greater validity to this study. Social implications While key success factors are clearly identified, fragmentation is seen as a barrier to the wholesale collection of such data. The responsibility, obligation to collect data for the benefit of future projects is not a priority for SMEs with little or no incentive to consider the progression of the sector. Albeit, there is evidence of one particular successful constructor/SPV, which is consolidating their business and are experiencing greater and sustained success. Originality/value This paper identifies previously unknown key influencing factors of success for educational PFI projects in relation to LCM.
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Cunningham, Brooke, Rachel Hardeman, and Samantha Carlson. "2503 First year medical student characteristics associated with readiness to talk about race." Journal of Clinical and Translational Science 2, S1 (June 2018): 56. http://dx.doi.org/10.1017/cts.2018.211.
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OBJECTIVES/SPECIFIC AIMS: Calls to break the silence around the effects of racism on health are growing. Few researchers have examined the relationship between medical student characteristics and students’ comfort, motivation, and skill to discuss racism. This paper examines medical student characteristics associated with readiness to talk about racism among first-year medical students at the University of Minnesota. METHODS/STUDY POPULATION: In February 2017 prior to a lecture on racism and health, we invited first year medical students to participate in a web-based survey about their experiences and comfort discussing racism. We calculated descriptive statistics and measured differences by student race (White vs. Asian vs. Black/multiracial/other) and undergraduate major type (STEM vs. non-STEM) using χ2 tests for variables with categorical responses and generalized linear regression models with pairwise comparisons (i.e., 2-sample t-tests) for variables with continuous responses. RESULTS/ANTICIPATED RESULTS: (n=107/163). The majority of students were male (53%); White (75%); and majored in STEM majors in college (85%). College major was not associated with race. Students’ responses to multiple items suggest that the vast majority perceived racial inequality as a major problem in the United States. Race was significantly associated with only 1 of these items. Specifically, 100% (16/16) of Black/multiracial/other students [under-represented minority (URM) students] reported “too little attention” is paid to race and racial issues, while only 53% of White students (42/79) and 55% of Asian students (6/11) chose this response. Students with non-STEM majors and students who identified as URM students reported talking about racism with friends more often than STEM majors and white students, respectively. In conversations about race at school, two-thirds of students were concerned that they might unintentionally offend others or be misunderstood. However, non-STEM majors and URM students were significantly less worried that they would unintentionally offend others in conversations about race at school than STEM majors and white students. Larger percentages of URM students (50%) than White students (25%) were afraid that others would not respect their views because of their race. White students were more afraid that they might that they would be called racist than URM students. DISCUSSION/SIGNIFICANCE OF IMPACT: Many students find it challenging to discuss race and racism in medical education settings. URM students and non-STEM majors reported greater frequency talking about racism with friends and appear to be less anxious in conversations about racism than White students and STEM majors respectively. Given non-STEM majors' greater psychological safety discussing racism, future research should explore whether non-STEM majors are better prepared and more motivated to address racial disparities in health and health care than STEM majors. Such research could have important implications for medical school admissions.
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Suluh, Melkianus. "Perspektif Pendidikan Nasional." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, no. 1 (December 31, 2018): 1. http://dx.doi.org/10.36312/e-saintika.v2i1.78.
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[Title: The National Education Perspective]. This paper aims to describe the fulfillment of quality educator resources, the concept of national education quality, and the role of education in shaping the character of the nation. This study uses a library research approach (Library Research) with steps (1) choosing research topics, (2) searching for supporting information, (3) determining the focus of research, (4) classifying supporting materials, (5) reading and making research notes , (6) review and enrich reading material, and (7) carry out source analysis. The data analysis technique used is descriptive analysis by concentrating on solutions or solving problems raised. The results of this study indicate (1) the fulfillment of professional educator resources is filled with conventional methods, namely through the awarding of the teaching profession through certification programs, while in innovative ways carried out through training activities, increasing teacher capacity through the provision of scholarship programs, and the introduction of teacher prefectures (2) the concept of national education quality is fulfilled with the implementation and achievement of eight national education standards; (3) education has the role of forming noble characters and personalities through attitude formation, by making affective domains as protectors for the skills and cognitive domains.
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Dovros, Nikolaos, and Vassilios Makrakis. "Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach." Journal of Teacher Education for Sustainability 14, no. 2 (December 1, 2012): 73–88. http://dx.doi.org/10.2478/v10099-012-0010-z.
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Abstract Critical and reflective thinking is acknowledged as one of the key skills within education for sustainable development whereas sustainable development requires a shift in the mental models which frame our thinking and inform our decisions and actions. This paper describes the implementation of a blended learning lesson unit which aimed at activating pupils’ reflective thinking in order to negotiate the controversial topic of genetically modified food (GMF). It describes a small case study that was implemented in a semi-rural school in Chania, Crete, with the participation of 23 pupils from Form 6. Specific changes in the pedagogical practices were adopted, pertaining to content, time and space conventions and the use of online learning activities. The instructional design incorporated a five-stage instructional session, which started by the introduction of a problematic situation, continued with the infusion of cognitive dissonance procedures and ended with a reflective evaluation activity. The pupils’ stances towards the open learning procedure and the integration of online activities were positive, while certain changes in their beliefs about the issue of GMF were observed, due to the design of the learning approach.
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Sato, Nanae, Fumi Hayashi, and Nobuo Yoshiike. "Effectiveness of a Nutrition Education Program to Improve Children’s Chewing Habits." International Scholarly Research Notices 2016 (March 10, 2016): 1–10. http://dx.doi.org/10.1155/2016/4304265.
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This quasi-experimental study determined whether the nutrition education program we developed to promote chewing food properly influenced children’s chewing habits successfully. Four kindergarten classes in Japan (150 children, aged 5-6 years) were studied; one class received the educational program in the classroom and at home (Group A) and three classes received the program in the classroom only (Group B). The educational program was integrated into the classes’ daily curriculum for five weeks. It included storytelling with large picture books, chewing consciously while eating lunch, singing a song with gestures, and greetings before and after meals (both groups). Group A also used a paper textbook and was provided information by the leaflet to encourage guardians to implement the program at home. Chewing habits before and after intervention were evaluated: (1) guardians completed seven questionnaire items related to chewing habits and chewing movement and (2) the number of chews and time spent eating the test meal were measured by a portable chewing sensor. Both approaches improved the children’s chewing habits; however, no difference was found between the two groups. We concluded that this intervention could be used to improve chewing habits in young children even without active involvement of their guardians.
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Pietrusewicz, Krzysztof. "Multi-degree of freedom robust control of the CNC X-Y table PMSM-based feed-drive module." Archives of Electrical Engineering 61, no. 1 (January 1, 2012): 15–31. http://dx.doi.org/10.2478/v10171-012-0002-6.
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Multi-degree of freedom robust control of the CNC X-Y table PMSM-based feed-drive module The paper presents results of studies on linear synchronous motors controlled in CNC feed axes through an intelligent digital servodrive. The research includes a conceptual design of an open servodrive control system and identification of dynamic models of a test stand with an open CNC system. Advantages of robust control over the classic one are discussed. A hybrid predictive approach to robust control of milling machine X-Y table velocity is proposed and results of simulation tests are presented. was prepared during the work for the Ministry of Science and Higher Education grant number N N502 336936, (acronym for this project is M.A.R.I.N.E. multivariable hybrid ModulAR motIon coNtrollEr), while its main purpose is the development of new robust position/velocity model-based control system, as well as to introduce the measurement of the actual state into the switching algorithm between the locally synthesized controllers. Such switching increases the overall robustness of the machine tool feed-drive module. The paper is the extended version of material proposed in [10].
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Matsushita, Kayo, Kazuhiro Ono, and Yugo Saito. "Combining course- and program-level outcomes assessments through embedded performance assessments at key courses: A proposal based on the experience from a Japanese dental education program." Tuning Journal for Higher Education 6, no. 1 (November 29, 2018): 111–42. http://dx.doi.org/10.18543/tjhe-6(1)-2018pp111-142.
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This paper addresses how to combine the course- and program-level assessments and presents a new method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized tests or questionnaire surveys. We have developed several performance assessments at the course level, such as Modified Triple Jump for the PBL course. Based on this experience, we propose Pivotal Embedded Performance Assessment (PEPA) as a method for combining assessment at the course and program levels. The method limits the range of performance assessment to key courses directly linked to program goals and placed at the critical juncture points of curriculum, while entrusting the assessment of other courses to expert judgment of individual teachers. PEPA consists of the following procedures: systematization of curriculum and selection of key courses; design and implementation of performance assessments by a faculty team; setting passing criteria with incorporating the function of formative assessment; certifying the completion of the degree program. PEPA thus enables maintaining assessment feasibility and compatibility with a credit system, while ensuring assessment validity and reliability.Received: 27 September 2018Accepted: 13 November 2018Published online: 29 November 2018
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Ziman, J. "Not the White Paper." Higher Education Quarterly 48, no. 1 (January 1994): 12–23. http://dx.doi.org/10.1111/j.1468-2273.1994.tb01638.x.
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Zakso, Amrazi, Iskandar Agung, Arie Budi Susanto, and M. Calvin Capnary. "The Effect of Strengthening Character Education on Tolerance Increasing and Development of Pancasila Students in Border Area: Case of West Kalimantan Province." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 232. http://dx.doi.org/10.36941/ajis-2021-0136.
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This paper aims to explain the relationship between the variables of Principal Leadership (PL), Extracurricular in Schools (ES), Parents’ Participation (PP), Community Leaders (CL), and Border Area Development (BAD) on Strengthening Character Education (SCE). and Strengthening Character Education (SCE) on Improving Tolerance (IT) and Pancasila Student Profiles (PSP). This paper is a case study in the state border area in West Kalimantan Province which is carried out in 6 (six) Senior High Schools. The main data collection was carried out by distributing questionnaires with a sample size of 180 grade 11 students at the school who were obtained randomly (random sampling). Analysis using Structural Equation Modeling (SEM) with the help of the LISREL 8.70 program. The results showed PL, ES, PP, CL, and BAD on SCE, while SCE had a positive effect on IT and PSP. On the other hand, efforts to strengthening character education need to pay attention to the strength of indicators that contribute to each of these influence variables, including: the vision of the principal's character education, the availability of teaching staff / experts to support character education, provision of educational facilities character, socialization to increase awareness and tolerant behavior by involving non-formal leaders, attention to development that leads to increased understanding of differences in beliefs and ethnicities, and indicators of the availability of character education teachers in competent schools. Emphasis on these indicators will increase student tolerance and foster the profile of Pancasila students. Received: 9 April 2021 / Accepted: 19 August 2021 / Published: 5 September 2021
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Tamim, Tayyaba. "Languages, Symbolic Power and Multidimensional Poverty in the Context of Pakistan." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 70. http://dx.doi.org/10.26417/ejls.v9i1.p70-79.
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This paper engages with the question of languages in education and language policy in the multilingual context of Pakistan, from the perspective of its impact on multidimensional poverty. Poverty is interpreted as ‘capability deprivation’ following Amertya Sen’s capability approach, while Bourdieu’s social critical theory inform the analysis. The paper is based on findings from a 3-year qualitative study, funded by Research Consortium on Educational Outcomes and Poverty (RECOUP). The methods of data collection included participant observation, documentary analysis and interview data from 16 cases of private and government school graduates, in two provinces. Each case comprised of a final-year secondary school student and his/ her same sex 5-6 year older sibling. The findings reveal that the symbolic power of English in the country, in contrast to its restricted access, and the concurrent devaluation of the local linguistic capital reinforced the structures that nest inequality and poverty. This restrained the agency and of the already socioeconomically disadvantaged government school participants to achieve valued goals as inequality was unleashed in the multiple dimensions of their lives: cognitive, social, affective, economic, and physical. The paper argues for more inclusive language policies and languages in education.
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Brozova, Dagmar, and Dominik Stroukal. "Gender Differences in Preference of the Wage Level and Risk on the Czech Labour Market." European Scientific Journal, ESJ 14, no. 4 (February 28, 2018): 73. http://dx.doi.org/10.19044/esj.2018.v14n4p73.
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This work focuses on the preference theory and shows that this theory is valid also in the Czech labour market. In this paper, we posed three hypotheses, which we verified using four models with 2011 data about 1984 Czech employees. The first hypothesis says that women will prefer intrinsic rewards compared to high wages more likely than men. This hypothesis was verified. It turns out that women prefer higher wages against other nonmonetary job characteristics with 6% lower probability. The second hypothesis that women with a university education will prefer intrinsic rewards with the same probability as men the same degree was also verified. Czech data, however, shows that university education is associated with 40% higher preferences of intrinsic rewards, which is inconsistent with previous findings. Thirdly, it was shown that women prefer less risk than men, by 0.7 points on a scale of 0-10, while gender does not matter among people with university education.
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Too, Linda, and Bhishna Bajracharya. "Sustainable campus: engaging the community in sustainability." International Journal of Sustainability in Higher Education 16, no. 1 (January 5, 2015): 57–71. http://dx.doi.org/10.1108/ijshe-07-2013-0080.
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Purpose – The purpose of this paper is to identify the major factors necessary for engaging university campus community in sustainability. While general awareness in sustainability issues has improved in recent years through mass media coverage, this knowledge is not always translated into actual sustainable practice. Studies have indicated that there are many factors for engaging the community in sustainability. Design/methodology/approach – A multi-disciplinary literature review is first undertaken to distil the drivers that enhance participation in sustainability programmes by the university community. Next, to illustrate the applicability of the factors identified in the community engagement framework, two case studies are undertaken to highlight the importance of the identified factors in influencing the level of community participation in their sustainability programmes. Findings – The 6-P framework for community engagement includes factors such as psychological needs, physical facilities, personal motivations, public perception, price mechanisms and policies. The case studies of two universities’ sustainability projects illustrate that the framework is highly applicable to university communities. Originality/value – While research on behaviour change has been undertaken by various disciplines such as urban planning, marketing and psychology, these have been done in isolation. The originality of this paper is therefore achieved by drawing together the knowledge from these well-established disciplines to develop an original 6-P framework. This framework has the potential of assisting university leaders in the development of their community engagement strategy to mobilise and motivate their community members to take practical steps towards building a sustainable campus. However, the robustness of this framework will need to be further validated in future studies.
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Daniels, Desiree. "Gender Gaps in Education White Paper." Agenda, no. 24 (1995): 49. http://dx.doi.org/10.2307/4065894.
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Allinson, Alex, Nick Frank, Alexa Morcom, and Lise Hertel. "NHS WHITE-PAPER AND MEDICAL EDUCATION." Lancet 333, no. 8643 (April 1989): 907. http://dx.doi.org/10.1016/s0140-6736(89)92909-7.
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Nurhasanah R, NURHASANAH R., and FAJRI DWIYAMA. "PENGEMBANGAN LEMBAGA PAUD MELALUI IMPLEMENTASI MANAJAMEN BERBASIS SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 8, no. 1 (February 1, 2019): 797–815. http://dx.doi.org/10.35673/ajmpi.v8i1.419.
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Abstract. The existence of early childhood education institutions in Indonesia has received special attention from the government as the initial foundation to build reliable human resources. But in its journey, the institution was confronted with quite a number of serious problems such as: First, the level of teacher education where only 23.06 percent had a bachelor degree, while according to the National Education Standards, PAUD teachers should have both formal and non-formal minimum S.1 PAUD, Psychology, or Education. Second, the problem of the quality of PAUD institution programs. Third, there is still one third of children aged 3-6 years who have not received PAUD services. Fourth, family involvement that is not in line with PAUD institutions. Fifth, PAUD learning which is supposed to be 80 percent building attitudes, is currently focusing on learning to read and write in an academic nuance. Sixth, problems with education investment.Seventh, nutrition problems and eighth, namely the status of non-formal PAUD teachers who have not been considered as teachers. Seeing so many problems in the management of PAUD institutions, a management approach is needed to deal with these problems. Recommended alternative problem solving is school-based management. This paper only expresses in outline to attract the interest of managers of early childhood education institutions to learn more about the implementation of school-based management.
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Robertson, Lorayne, and Janette M. Hughes. "Investigating Preservice Teachers’ Understandings of Critical Media Literacy." Language and Literacy 13, no. 2 (September 1, 2011): 37. http://dx.doi.org/10.20360/g22s35.
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This paper examines preservice teachers’ understandings of critical media literacy as they designed critical media literacy lessons in an initial teacher education language and literacy course for K-6 teachers. The teachers reflected on their initial understandings about social justice, designed several pre-tasks, designed and taught critical media literacy lessons, and then reflected on teaching critical media literacy to elementary school students. The results of this two-year study indicate that while the preservice teachers seemed willing to address social justice issues and they used digital literacies in interesting and engaging ways, some of them faced challenges articulating and focusing their own understandings in media literacy lessons.
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Sureda-Negre, Jaume, Ruben Comas-Forgas, and Mercè Morey-López. "Internet access by minors at home: Usage norms imposed by parents." Comunicar 17, no. 34 (March 1, 2010): 135–43. http://dx.doi.org/10.3916/c34-2010-03-13.
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This paper examines and discusses the rules and standards set by parents for their children on Internet usage at home. Data that supports the paper have been obtained by surveying a representative sample of children in the Balearic Islands aged between 6 and 16 years; the analysis dimensions are: access by minors to the Internet from home; location of the computer from which have online access; level of autonomy or accompaniment while surfing the Net; norms imposed by their parents; types of rules imposed; relationship between norms and gender; the minors’ opinion and assessment of the knowledge and abilities of their parents on use of the Internet and, finally, the accompanying strategies of parents when their children access the Internet. The main results shows that just over 53% of minors between 6 and 14, and 62% of those between 15 and 16, surf the Internet without their parents’ presence and free of any norms and/or limitations. Where standards are established, these are mainly to do with temporary restrictions. Therefore, it appears that parents are unaware of the dangers of the Internet or at least act irrationally. This shows the need for awareness and provision of skills, knowledge and abilities to enable parents to assume their responsibilities in the Internet usage of minors. Este artículo analiza el establecimiento de normas por parte de los progenitores a sus hijos sobre la utilización de Internet en los hogares. Los datos se han obtenido mediante encuestación sobre una muestra representativa de los menores de las Islas Baleares de entre 6 y 16 años, habiéndose analizado las siguientes dimensiones: acceso de los menores a Internet desde el hogar; grado de autonomía o acompañamiento en la navegación; normativización impuesta en el hogar por parte de sus padres y madres; tipos de normas impuestas; relación entre normas y género; valoración de los menores de los conocimientos y habilidades de sus progenitores para navegar por Internet y, finalmente, el acompañamiento de los padres y madres a la hora de navegar por Internet. Se constata que poco más del 53% de los menores de entre 6 y 14 años, y del 62% de los de 15 y 16 años navegan a través de Internet sin que sus progenitores les establezcan limitaciones. Cuando establecen algún tipo de normas, éstas se refieren, principalmente, a restricciones de carácter temporal. Por tanto, se infiere que los padres y madres no son conscientes de los peligros de la Red o que, al menos, actúan de forma poco razonable. Ello muestra la necesidad de sensibilizar y formar a las familias para que asuman su responsabilidad educativa.