Relevant bibliographies by topics / Educational development

Contents

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

Academic literature on the topic 'Educational development'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Educational development"

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Наголюк, Олена, and Наталія Мельник. "FEATURES OF MANAGEMENT IN EDUCATIONAL INSTITUTIONS." РОЗВИТОК МІСТА, no. 1 (01) (May 31, 2024): 69–74. http://dx.doi.org/10.32782/city-development.2024.1-9.

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У даній статті розглянуто ключові аспекти управління персоналом в освітніх установах України. Аналізуються принципи керування персоналом, структурні особливості системи управління персоналом у навчальних закладах, основні проблеми управління персоналом та на основі виявлених проблем пропонуються теоретичні та методологічні підходи для їх вирішення. Згідно законодавства України та Законом «Про освіту», «Про загальну середню освіту» та Статутом і угодою про працю, сучасний керівник будь якого навчального закладу безпосередньо керує ним і несе відповідальність за освітню, фінансово-господарську та іншу діяльність. Він виступає як представник закладу перед державними органами, органами місцевого самоврядування, юридичними та фізичними особами і діє без потреби у довіреності в межах своїх повноважень. Значну увагу приділено управлінню в закладах освіти, його витрат та підходам, оцінці компетенцій науково-педагогічних кадрів, яка повинна враховувати інтереси кожного працівника. Головним завданням є те, щоб теоретично оволодіти засадами управління у всіх типах закладів освіти: від дитячих садочків до університетів. Також при створенні моделей управління важливо враховувати зміни соціально-економічних умовах, появу значної невизначеності та різноманітність можливих ситуацій, де необхідно діяти в умовах загального вибору. Також в статті акцентовано увагу на те, що правильний процес управління призводить до поліпшення якості праці. Правильно обізнаний керівник з питань менеджменту дає змогу подолати проблемні моменти здобувачам освіти, як майбутнім фахівцям, також вибудовує правильні підходи до виконання своїх обов’язків педагогічного персоналу. Керівник повинен знаходити спільну мову з усім оточуючим середовищем та повинен бути почутим. Сам керівник повинен встановлювати стандарти якості освітньої діяльності та їх удосконалювати. Адже завдяки його правильних адміністративних підходів дії працівників стають досить впевненими, рішучими та відповідальними.
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Webb, Pat. "Educational development." Nursing Standard 3, no. 36 (June 3, 1989): 56. http://dx.doi.org/10.7748/ns.3.36.52.s75.

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West, Bernice. "Educational development." Nursing Standard 6, no. 2 (October 2, 1991): 51. http://dx.doi.org/10.7748/ns.6.2.51.s64.

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Havnes, Anton, and Bjørn Stensaker. "Educational development centres: from educational to organisational development?" Quality Assurance in Education 14, no. 1 (January 2006): 7–20. http://dx.doi.org/10.1108/09684880610643584.

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Rafiudin, Chepi, Anis Zohriah, and Anis Fauzi. "Educational Resource Development." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 3049–56. http://dx.doi.org/10.33487/edumaspul.v7i2.6848.

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Educators in the educational process have a strategic role, especially in efforts to shape national character through developing character, personality and expected values. Development is given to educators as human resources who have an important role in achieving the goals of educational institutions or schools. Development is carried out with the aim that educators as human resources have competencies that can compete amidst developments in science and technology. The urgency of educators in the learning process (the application of methods is more important than the material. The development of educational resources in education is influenced by various aspects, including: the need to increase the competence of educators, both theoretical and practical knowledge, the independence of educators to carry out professional development, supporting resources to carry out the development of educational resources, professional development, the willingness of educators as learners, and the ability of educators to realize the results of professional development as demonstrated through the performance of educators and the effectiveness of educators in carrying out their duties.Increasing and developing educational resources begins with the acceptance of new prospective educators.The process The selection of prospective educators needs to be carried out strictly in accordance with the terms and conditions that have been determined. Apart from that, the development of educators as human resources is seen from developments in science and technology. It is hoped that the development of human resources for educators can be continuously improved.
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Laksov, Klara Bolander. "Strategic educational development." Higher Education Research & Development 27, no. 2 (June 2008): 91–93. http://dx.doi.org/10.1080/07294360701805226.

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Manathunga, Catherine. "Doing Educational Development Ambivalently: Applying post‐colonial metaphors to educational development?" International Journal for Academic Development 11, no. 1 (May 2006): 19–29. http://dx.doi.org/10.1080/13601440600578771.

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Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.

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Sytnyakivska, Svitlana. "PERSPECTIVES OF THE DEVELOPMENT OF BILINGUAL EDUCATION IN UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS." INTERNATIONAL JOURNAL OF NEW ECONOMICS, PUBLIC ADMINISTRATION AND LAW 1, no. 1 (May 2018): 206–15. http://dx.doi.org/10.31264/2545-093x-2018-1(1)-206-215.

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Yechury, Sitaram. "Educational Development in India." Social Scientist 14, no. 2/3 (February 1986): 3. http://dx.doi.org/10.2307/3520169.

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Dissertations / Theses on the topic "Educational development"

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Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.

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Chung, Hyunsook. "Governmentality in educational development : education, development and the role of ICT." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/556102/.

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Contemporary discourse in the related fields of education and development are increasingly dominated by notions of the knowledge economy, global competition, market compatibility, privatisation, performativity and entrepreunership. These dominant notions or imaginaries, proliferating through discourse across the world, impact on how we think about education and development and how thoughts are materialised in our everyday actions. Drawing on a Foucauldian approach to discourse analysis, this thesis problematises these inconspicuous, taken-for-granted notions, to make them visible and tangible, and to interrogate their role as mechanisms of discourse formation. It traces how such notions are manifested through the rhetorics, structures and trajectories of some instances of ‘education for development’. It works towards a better understanding of how the apparent post-WW2 neoliberal consensus has framed, transmitted and ratified these globalised and globalising discourses, and changed the dynamics of our social construction as citizens of a [post]modern globalised world, through the constitutive power of governmentality. Recent developments in ICT and digital education technologies have contributed to transfers or mobility of global education policies and a widening technologisation of educational systems. The thesis argues that these changes have been fuelled by transnational development programmes, such as Official Development Assistance funding, public-private partnership funding, and large scale philanthropy - under the rubric of bridging the digital divide. It further argues that these changes at the level of discourse are formed and sustained through relations of knowledge and power, which serve to legitimate the discourse and, in a kind of strategic game, make its dominant imaginaries appear more real. International policy makers, researchers and consultants are positioned at the centre of production and reproduction of the dominant discourse/s, and the consequent formation of policy and governance. The empirical data for this study comprises interviews with 51 such global knowledge workers, together with the texts of some key national and transnational policy documents. The study shows how these actors have themselves been constructed as subjects in the process of educational globalisation, and how the logic of the knowledge economy has been objectified and naturalised through this technology of the self.
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Brandley, Celestial Starr. "The Effect of an Educational Intervention on Adolescent Cognitive Autonomy, Identity, Hope, and Educational Aspirations." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/46.

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This thesis summarizes a study conducted to explore the effect of an educational intervention on cognitive autonomy, identity, hope, and educational aspirations. The primary goal of this study was to investigate (1) the impact of awareness and readiness educational intervention on low-income adolescents’ cognitive autonomy, identity, hope, and educational intentions, and (2) how the low-income adolescents receiving the awareness readiness educational intervention compared to adolescents who did not receive the intervention. The Cognitive Autonomy and Self-Evaluation (CASE) inventory, the Modified Extended Version of the Object Measure of Ego Identity Status (EOMEIS), The Children’s Hope Scale, and a self-report of educational aspirations were used to measure the four variables in this study. Subjects included 38 adolescents, ages 13 to 17, from lower socioeconomic status (SES), located in the two different school districts who participate in the GEAR UP intervention, and a comparison sample included 47 adolescents, ages 14 to 17, from various classes at a local high school. Findings reveal that changes from time 1 to time 2 (four months) for adolescents participating in the educational intervention were not significant in three of the four areas. The educational aspirations results were statistically significant. The adolescents in the educational intervention group and from the comparison sample found to be similar on all measures, thus establishing a form or social validation. Results may be contingent on the type of sample obtained and testing procedures. The results of this study indicate there may need to be further research in this area.
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Yas, Arlene Marion. "Perceptions of educational slides : implications for multicultural and development education." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26636.

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The problem investigated was the analysis of connotative meaning of educational materials. Slides of Third World plantation workers were rated on two 15-scale semantic differential forms by a group of Scottish teacher trainees. The scales, generated from general qualitative guidelines found in multicultural and development education literature, were tested for their relevance to the specific experimental materials in a pilot study. The persons depicted in the slides were labelled with different descriptive terms - loaded and neutral. Each subject was exposed to one type of label. The results demonstrated that the persons depicted in the slides were not perceived to be presented in an equal manner. Although both persons received mostly negative ratings, the image of the tea picker was generally rated more positively than that of the plantation worker. The overall photographs were also responded to differentially. The picker slide received more positive responses than did the worker slide. The adjective scales were grouped together into clusters and analysed for treatment and interaction effects. Treatment labels significantly affected at least some of the ratings. In the case of the plantation worker, the loaded label guided the viewers to more positive perceptions, at least on certain scale clusters. The discovery that more intense judgements were less affected by label treatment indicated that viewers' responses were influenced by their own personal attitudes towards the individual depicted as well as by the manner in which the individual was presented. The relationship between person perception and slide evaluation was not found to be statistically significant. More indepth research is required to determine the actual behaviour resulting from the attitudes revealed in the present type of study. Would teachers or teacher trainees actually use these slides in the classroom environment? And would they refer to the individuals depicted in the derogatory fashion implied by some of the judgements expressed? And finally, what effects would such negative teacher attitudes have on their pupils?
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Okonko, N. E. "Teacher education and educational development in Imo state of Nigeria." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381664.

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Martin, Kevin Joseph. "Educational Development Needs of Higher Education Faculty Working With ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.

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This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to their institutions and demographics. With N = 66, statistically significant results were found for the faculty's self-perceived responsibility to teach academic skills to their ELLs based upon teaching experience; and language skills based upon ethnicity. Significant results were observed for self-perceived needs related to addressing the academic needs of their ELLs based upon ethnicity; and language skills for gender, home language, where they grew up, and experience living abroad. The institutional context yielded significant results for the self-perceived responsibilities to teach academic skills based upon their ELL students' full-time study status; however, nonsignificant results were found for the impact of existing ED on the needs and feelings of responsibility for addressing the academic and language skills of their ELLs. This study contributes to positive social change by adding evidence-based information on the needs and feelings of responsibility of HE faculty working with ELLs. The results may have broader implications for improving and expanding ED for HE faculty by providing insights into their curriculum, instruction, and assessment needs.
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Covert, Julia L. "Abstract reasoning development: a result of formal schooling and natural development." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399630695.

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Saitow, Ann. "Educational Travel and Adolescent Development." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-110213/.

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Educational travel forms the basis for novel learning experiences that enhance adolescent development by enabling students to make choices about their own survival in an unfamiliar setting. This biological adaptation is driven by stimulation of the midbrain which produces high levels of dopamine, the chemical associated with learning. The elements of educational travel that promote sustained adolescent learning are: clear communication, commitment and action, communal trust and respect, maturity developed through assigned responsibilities and exposure to varied life circumstances, flexibility, and transition back to traditional school environments.
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Beckton, Julian. "Modelling university educational development units." Thesis, University of Lincoln, 2010. http://eprints.lincoln.ac.uk/3257/.

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This thesis explores the precarious position of educational development units (EDUs) in the modern university. EDUs face the challenge of bringing about government inspired change, particularly, though not exclusively, with regard to exploiting new technologies in the practice of professionals trained to be critical of external demands, and whose practice is informed more by their disciplines than by their employers, their universities. The thesis therefore explores, using five case studies of EDUs, how those working in such units see the ways to meet the challenge of change, conceptualise the purpose of the university, the practice of university teaching, and the introduction of new technologies into the curriculum with a view to establishing a narrative of educational development from those working in the field. Using data from interviews and documents, the case studies suggest that in order to survive, EDUs do draw largely on their own institutions for their narrative, with the result that each EDU tends to reflect the focus of its own university, rather than draw inspiration from an external common view of universities. Rather than a factory based model of change based on high levels of power and resources, EDUs appear to have more in common with the pre-industrial household, in that they offer small, highly specialised services to relatively small groups of people, where necessary employing additional faculty based colleagues to pursue specific projects. This, along with the relationship building in which EDUs engage, enables units to break down barriers between disciplines through the sharing of practice between colleagues in different faculties. Thus the EDU, despite its small size, plays an important role in unifying the university, and in building an institutional brand.
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Christie, Jordanne. "Educational development for online teaching." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/82861/.

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This thesis discusses a case study that explores the impact on educators’ teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The philosophical worldview adopted in this study is closely aligned to the constructivist perspective. It draws upon the conceptions of teaching literature, Bandura’s theory of self-efficacy (1977; 1986; 1997) and Mezirow’s (1978) theory of transformational learning as a conceptual framework. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke’s (2006) thematic analysis approach. The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online teaching produce a positive increase in technological and pedagogical knowledge and understanding of accessibility for some educators. This new understanding, in turn, results in changes to both online and face-to-face teaching practices of educators. The results also indicate that for some educators, participation in an educational development programme for online teaching encouraged more student-centred teaching approaches and helped to dispel misconceptions about the lower quality and value of online learning. Participation in educational development for online teaching was also found to increase some educators’ technical and pedagogical confidence, although a few participants experienced an initial decline in self-efficacy. Finally, the results reveal that educators perceived their participation in the educational development programme for online teaching to have a positive impact on the learning experience of their students.
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Books on the topic "Educational development"

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Educational staff development. London: Croom Helm, 1985.

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Baguley, Margaret, Patrick Alan Danaher, Andy Davies, Linda De George-Walker, Janice K. Jones, Karl J. Matthews, Warren Midgley, and Catherine H. Arden. Educational Learning and Development. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137392848.

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Hunyinbo, Tony. Educational development in Nigeria. Surulere, Lagos [Nigeria]: Raytel Communications, 2002.

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Nasional, Indonesia Departemen Pendidikan, ed. Educational development in Indonesia. Jakarta: Ministry of National Education, Republic of Indonesia, Office of Research and Development, 2000.

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Verspoor, Adriaan. Textbooks and educational development. New York: World Bank, 1990.

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Forojalla, S. B. Educational planning for development. New York, N.Y: St. Martin's Press, 1993.

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Budhori, K. B. History of educational development. Delhi: Milan Prakashan, 1988.

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Nsamenang, A. Bame. Human development: An educational perspective. Bamenda, Cameroon: Human Development Resource Centre, 1999.

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Burke, Richard J. Understanding & implementing development. Washington, D.C: National Catholic Educational Association, 1988.

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Klitgaard, Robert E. Data analysis for development. Karachi: Oxford University Press, 1985.

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Book chapters on the topic "Educational development"

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Kuroda, Kazuo. "Educational Development Experience." In Economic and Policy Lessons from Japan to Developing Countries, 143–58. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230355019_9.

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Kenny, Maureen E., and Lynn Y. Walsh-Blair. "Educational development: Applications." In APA handbook of counseling psychology, Vol. 2: Practice, interventions, and applications., 29–55. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13755-002.

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Roth, Wolff-Michael, and Alfredo Jornet. "Learning | Development." In Understanding Educational Psychology, 127–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39868-6_6.

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Crain, William. "Montessori's Educational Philosophy." In Theories of Development, 56–73. 7th ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003315483-5.

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Gordon Biddle, Kimberly A., Aletha M. Harven, and Cynthia Hudley. "Educational Leaders and Educational Agencies." In Careers in Child and Adolescent Development, 48–56. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203705216-5.

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Heyneman, Stephen. "Educational Quality and the Crisis of Educational Research." In Education, Democracy and Development, 49–55. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5518-2_5.

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Ainscow, Mel. "The development of a methodology." In Educational Equity, 38–57. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-3.

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Weller-Clarke, Alandra. "Educational Psychology." In Encyclopedia of Child Behavior and Development, 559–60. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_950.

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Watt, Fatima. "Educational Therapy." In Encyclopedia of Child Behavior and Development, 560–61. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_951.

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Gairín, Joaquín, and David Rodríguez-Gómez. "Leadership, Educational Development, and Social Development." In International Handbook of Educational Leadership and Social (In)Justice, 819–43. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_42.

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Conference papers on the topic "Educational development"

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Poletti, Giorgio. "Educational Robotics Inclusive And Technology Education." In 10th International Conference Education, Reflection, Development. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23056.20.

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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.

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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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Serafin, Cestmir. "DIGITAL EDUCATIONAL RESOURCES IN TECHNICAL EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0165.

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Kovienė, Skaistė, and Rima Bakutytė. "EDUCATIONAL CONDITIONS ENABLING PARENTAL PEDAGOGICAL EDUCATION." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0400.

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Masárová, Jana, Eva Koišová, and Monika Gullerová. "Changes in the Educational Structure of the Workforce in Slovakia and Its Regions." In 8th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eraz.2022.203.

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Educational attainment plays a critical role in everybody’s em­ployment options. Education determines human development, and affects the economic development of countries. For this reason, the education­al structure of the population has long been considered an important in­dicator of the overall maturity and development of the country. In connec­tion with technical progress and the use of advanced technologies, the de­mands for tertiary education attainment in the workforce are growing. The purpose of the paper is to evaluate changes in the structure of the work­force in terms of educational attainment in the Slovak Republic and to find the relationship between the educational attainment and economic perfor­mance of the regions of the Slovak Republic. The educational attainment of the workforce in the Slovak Republic is developing positively. However, sig­nificant regional differences have been identified, and it is possible to see a big gap between the Region of Bratislava and the remaining Slovak regions. In recent years, there has been a marked improvement in the educational attainment of the workforce in the Region of Košice. Tertiary education at­tainment of the workforce has an impact on the creation of regional gross domestic product per capita
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Gladovic, Cedomir. "Capability development by educational technology." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0119.

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The capability to identify and make a judgement about the quality of own and work of others is known as evaluative judgement. Such capability is crucial for learners and their learning trajectories, allowing them to become job-ready graduates and life-long learners. The overall concept is newly named but existed in different forms and shapes in the literature. There is sporadic literature investigation of evaluative judgement development by educational technology. Self-assessment, peer-assessment and portfolios in the online learning environment bring various educational values and benefits. Each of these pedagogical activities can contribute to the development of evaluative judgement in an online environment enhanced by educational technology. The primary purpose of this paper is to expand the discussion about the development of evaluative judgement using educational technology. This paper provides some rationale for the inclusion of selected pedagogical activities in the curriculum and actively using them in student-centred education.
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Tranchant, Clarine, Laurence Joselin, and Cédric Moreau. "CROSSOVER STUDY BETWEEN EDUCATION AND TECHNOLOGY ; WHEN RESEARCH IN EDUCATION AND EDUCATIONAL RESEARCH EXPERIENCES DEAL WITH EDUCATIONAL SOFTWARE AND SERIOUS GAMES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1823.

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Lopes, Ana Paula, and Filomena Soares. "OPEN EDUCATIONAL RESOURCES FOR MATHEMATICS IN HIGHER EDUCATION." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0154.

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HORNYÁK GREGÁŇOVÁ, Radomíra, Dana ORSZÁGHOVÁ, and Jarmila HORVÁTHOVÁ. "THE ROLE OF TERTIARY EDUCATION IN REGIONAL DEVELOPMENT IN CONDITIONS OF SLOVAK REPUBLIC." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.126.

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In addition to the infrastructure of the regions, an essential aspect of their development is their educational structure and the demographic potential according to the predominance of the age composition. The education is basic tool for acquiring expert knowledge, which affects human capital of the labor market and professional mobility and adaptability of human resources at the labor market. It is important to educate the university undergraduates for practice by using appropriate and suitable educational methods. In Slovakia the share of inhabitants with the university education is increasing. This group represents the development potential of the regions. Great possibilities consist in the training of a new generation of graduates for different fields of regional development. Therefore, the educational structure and also the active working and networking of universities with other actors in the region are important. The objective of this paper is focused on the tertiary education and study programs for the regional development. We will analyze the development of number of students at universities with regard to the individual levels of study (bachelor, engineer/master and PhD.) and study programs within the individual regions of the Slovak Republic. The evaluation of the obtained data will be made by using the methods of comparative statistics.
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Serafin, Cestmir. "EDUCATIONAL PROCESS AND ITS COMPONENTS IN THE ELECTROTECHNICAL EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0138.

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Reports on the topic "Educational development"

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Pouezevara, Sarah, and Laura Horn. MOOCs and Online Education: Exploring the Potential for International Educational Development. RTI Press, March 2016. http://dx.doi.org/10.3768/rtipress.2016.op.0029.1603.

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Liao, Pei-Ju, Ping Wang, Yin-Chi Wang, and Chong Kee Yip. Educational Choice, Rural-urban Migration and Economic Development. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23939.

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Thomas, Sally, W. J. Peng, H. S. Tian, and J. Z. Li. Improving educational evaluation and teacher development in China. Unknown, October 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii056.

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Blochina, E. S., and T. V. Petrova. Electronic educational and methodological development «Classification of charitable foundations». OFERNIO, September 2021. http://dx.doi.org/10.12731/ofernio.2021.24878.

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KALUGINA, N., and N. BELAN. FORMATION AND DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY OF STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-40-47.

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The author presents the results of a study of the resourcefulness of the educational environment of the Far Eastern Federal University from the perspective of a subjective approach, which involves students’ awareness and acceptance of the availability of objective resources, and concludes that there is a need for tutor support of their educational and practical activities.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Лисоконь, Ілля Олександрович. Implementation of the Investment Program for Development of a Higher Educational Institution as an Individual Path for Attracting of Necessary Investments. Baltija Publishing, 2021. http://dx.doi.org/10.31812/123456789/4285.

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The urgency of the topic is determined by the educational system, which is one of the leading social institutions, so socio-economic development of its subjects is beyond the importance. Socio-economic development of higher educational institutions will not only integrate Ukrainian higher education into the European educational space, but will also strengthen its own position.
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Nayn, A. Y. Pedagogical Management of Teachers Educational-Cognitive Orientation Development Process in he System of an Additional Professional Education. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/18_2015_18.

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Lang, Kevin. Does the Human-Capital/Educational-Sorting Debate Matter for Development Policy? Cambridge, MA: National Bureau of Economic Research, April 1992. http://dx.doi.org/10.3386/w4052.

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Cueto, Santiago. Empirical Information and the Development of Educational Policies in Latin America. Inter-American Development Bank, October 2005. http://dx.doi.org/10.18235/0008713.

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This paper discusses the links between empirical information and the development of educational policies in Latin America. The data presented in this paper comes from responses to a questionnaire sent to Vice Ministers of Education in six countries of the region: Argentina, Brazil, Ecuador, Paraguay, Peru and Uruguay. The study's principal objectives were to describe what information was available and to understand how the information available in their countries proved useful in the design and evaluation of programs and policies. The results are presented with both statistics and qualitative analysis, and include formal evaluation mechanisms, achievement assessments on a national scale, and examples of policy development. This paper was prepared for the Hemispheric Meeting of the Regional Policy Dialogue held on November 7th and 8th, 2005 in Washington, DC.
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