Relevant bibliographies by topics / Educational planning

Contents

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

Academic literature on the topic 'Educational planning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Educational planning"

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Rustad, H. C. "Planning Educational Systems." NASSP Bulletin 74, no. 526 (May 1990): 114–15. http://dx.doi.org/10.1177/019263659007452625.

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Sherwood, Gwen. "Planning an Educational Activity." AORN Journal 51, no. 6 (June 1990): 1586–90. http://dx.doi.org/10.1016/s0001-2092(07)66912-9.

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Harber, Clive. "Educational planning for development." International Journal of Educational Development 15, no. 3 (July 1995): 335. http://dx.doi.org/10.1016/0738-0593(95)90033-0.

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Leslie, Larry, Russell Rumberger, William H. Pickens, Patrick M. Callan, and Keith G. Pailthorp. "Economics and educational planning." New Directions for Institutional Research 1986, no. 52 (1986): 39–56. http://dx.doi.org/10.1002/ir.37019865205.

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Garforth, Chris, and Maurice Holt. "Judgement, Planning and Educational Change." British Journal of Educational Studies 36, no. 3 (October 1988): 277. http://dx.doi.org/10.2307/3120952.

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Kešetović, Želimir, Ivan Toth, and Marko Toth. "CRISIS PLANNING IN EDUCATIONAL INSTITUTIONS." FBIM Transactions 2, no. 2 (July 15, 2014): 186–94. http://dx.doi.org/10.12709/fbim.02.02.02.18.

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Watt, Rosemary C., and Joy Boarini. "STRATEGIC PLANNING EDUCATIONAL WORK SESSION." Journal of Wound, Ostomy and Continence Nursing 14, no. 3 (May 1987): 37A. http://dx.doi.org/10.1097/00152192-198705000-00024.

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Cline, Tony, and Candan Ertubey. "Planning for special educational needs." Education 3-13 26, no. 3 (October 1998): 28–32. http://dx.doi.org/10.1080/03004279885200291.

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Vaidyanatha Ayyar, R. V. "Educational policy planning and globalisation." International Journal of Educational Development 16, no. 4 (October 1996): 347–53. http://dx.doi.org/10.1016/s0738-0593(96)00056-9.

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Miller, Richard E., and Larry P. Smith. "Educational Aspects of Treatment Planning." Alcoholism Treatment Quarterly 2, no. 2 (June 24, 1985): 17–27. http://dx.doi.org/10.1300/j020v02n02_02.

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Dissertations / Theses on the topic "Educational planning"

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Itaaga, Nicholas. "Educational planning in East Africa, the role of imported planning technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38535.pdf.

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Estringel, Neida. "Planning as it relates to student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Fung, Tak-chuen Daniel. "Using indicators in evaluating the implementation of educational aims : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597328.

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Palframan, Jaqueline Birgitta. "Educational needs of the financial planning industry." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020986.

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The South African financial planning industry experienced a rapid growth from its generic beginnings in the 1970’s to the vast levels of specialisation taking place in the 21st century. Financial planning, akin to the medical profession, is arguably one of the most critical areas of influence in the personal lifestyle planning of individuals given the increasing longevity brought about by the medical profession. Early transgressions and irregularities, as in the case of most industries, brought about the introduction of the Financial Advisory and Iintermediary Services (FAIS) Act in 2004 to regulate, transform and restructure the industry. Since the introduction of the Act, compliance with the legislation and obtaining the appropriate qualifications have become a major focus for financial planners. This groundbreaking academic research involves an assessment of the educational needs of graduates in the financial planning industry including an evaluation of the relative importance of the subject fields, management competencies and skills required in the field of financial planning with specific reference to the financial planning programmes offered by the HEIs in South Africa. The purpose of this study can be phrased in a threefold manner: Firstly, to assess at programme level the theoretical and practical relevancy of the HEIs financial planning programme content relative to the present and immediate future normative requirements of the financial planning profession; Secondly, to assess whether the academic programmes address the critical skills shortage in financial planning by determining the appropriate qualification delivery in terms of academic and practical learning to develop the appropriate management competencies; and Thirdly, based on the findings of this research, to address any gaps pertaining to the financial planning programme content and management competency and skills levels, thereby contributing to the body of knowledge pertaining to financial planning education in order to be relevant and responsive in servicing the financial services sector. To give effect to the problem statement and to validate the research propositions, a mixed methods design within the pragmatic research paradigm was used. A relatively new and innovative mixed methods approach, namely Real-time Delphi (RTD) procedures of sourcing professional expert opinion enabled the collection of qualitative and quantitative data for data triangulation. The RTD methodology which seeks the pooled intelligence from a group of selected experts is also capable of determining future requirements rather than only the current practice. This is the first academic study of its kind in South Africa utilising the RTD methodology.
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Brillinger, Matthew. "Educational Park Planning in Berkeley, California, 1965-1968." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35312.

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Promoted as state-of-the-art desegregation devices, educational parks were large campus-like schools designed and sited to draw students from many neighborhoods. In the mid-1960s, the educational park movement featured prominently in debates about race and education in the United States, winning the support of numerous influential individuals and organizations, yet today the educational park movement is nearly forgotten, akin to a wave that swelled, crested, and crashed, leaving only a muddy wash. How could so many thoughtful and energetic people—1960s educational park advocates—work so hard yet achieve so little? This question can only be answered by reference to a wide-ranging 1960s debate about the appropriate role of the federal government in public education, a debate during which educational parks became emblematic of a federal government intent on remaking public schools to advance its own socially progressive ends. Whereas advocates for an expanded federal role in public education portrayed educational parks as cutting-edge alternatives to outdated and inequitable neighborhood schools, opponents of federalism in education presented the parks as staging areas for federal invasions of old-line school districts. In the end it was the latter vision—with its scenes of federal officials revising textbooks and drawing up lesson plans—that won the day, transforming educational parks into menacing symbols of federal overreach.
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Zheng, Kaidi. "School-age population and educational planning in China." Thesis, Canberra, ACT : The Australian National University, 1989. http://hdl.handle.net/1885/132445.

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This study has projected, compared and analysed the trends in size of the total population, school-going population (aged 6-14) and level of school enrollment under various fertility assumptions for China during the period 1982-2012, as well as associated demands. The focus of this study is on the future school enrollment and its implications. Based on population projections by residence (rural and urban), under different mortality and fertility assumptions, this study has found that in general the size of the projected school-age population aged 6-14 and school enrollment for primary and junior high school show a falling trend broken by a substantial period of increase during the period 1982-2012, but the dimension of changes is varied under different fertility variants. With the passage of time, the differences among the projected results under different fertility variants become larger as a result of the intensified influence of fertility assumptions. Taking the projection results under the medium variant as an example, it is found that the school-going population decreases by 23 per cent during the period 1982-1992 for rural areas and by 32 per cent during the period 1982-1999 for urban areas; and increases by 35 per cent during 1992-2005 for rural areas and increase by less than 0.01 during the period 1999-2001 for urban areas; then decreases again starting from 2006 and 2002 to the end of the projection period for rural and urban areas respectively. It is further assumed that the enrollment rate will increase from 87.6 per cent in 1982 to about 99.8 per cent in 2002 for urban areas and from 73.1 per cent in 1982 to about 99.5 per cent in 2012 for rural areas, indicating the realization of a universal period of nine years of compulsory education. Correspondingly, a similar fluctuation occurs to the associated demands for teachers and funds. This study has also examined and evaluated some of the implications of the fluctuation of the projected trends of school-going population. Although the policy of population growth control will benefit the people's well-being and the national development, including the development of education, this kind of fluctuation in the population trends that will result from the implementation of the inconsistent population policy in the past must be taken into serious consideration by the policy-makers and education-planners. Flexible and appropriate strategies should be implemented in advance, for such aspects as the training of qualified teaching staff and available funds, in order to accommodate the future fluctuations in the demand for educational services.
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Jones, Raymond Peter. "The international aid approach to educational planning : a case study of the planning and development of secondary education in Swaziland." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019672/.

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What happened in the planning and development of secondary education in Swaziland can be seen as representing a common African experience, and exemplifying a general paradox which characterised the aid process. What donors regarded as persistent weaknesses in planning and management in recipient countries was, in varying degrees, a way of protecting an African view of education against donor intervention. The development of secondary education was shaped by an African approach and the variety of societal institutions across African countries, rather than by the acceptance or imposition of international models and the responsible interventionism of donor agencies. The exceptionally well protected nature of the Swazi case stems from a distinctively Swazi paradox. Extreme dependence on South Africa provided a form of security within which the Swazi monarchy was enabled to give full expression to a remarkably homogeneous traditional system, a system which had broken down elsewhere in Africa. The functioning of a powerful traditional monarchy and the persistence of traditional institutions and processes gave Swaziland a rare degree of autonomy in protecting the Swazi model of education against external pressures brought to bear by a substantial array of donor agencies. The Swazi experience provides support for the view that education, far from being a powerful instrument for economic and social change, has only a limited role to play in the development process. The particularity of the Swazi experience, and the reason it was an extremely heightened case of a more general phenomenon, arises out of the features that imposed fundamental restrictions on alterations in existing societal structures. These features were those that form the two sides of the Swazi paradox, the functioning of a powerful traditional monarchy and extreme dependence on South Africa.
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Bugg, Kent A. Baker Paul J. "Quality assurance and improvement planning in Illinois high schools." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995664.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Paul J. Baker (chair), Albert T. Azinger, Elizabeth T. Lugg, William Rau. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.
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Murad, Abdulkader. "Applications of geographical information systems for educational facilities planning." Thesis, University of Newcastle upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341490.

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Barakat, Bilal Fouad. "Strategic educational planning in Palestine and other volatile contexts." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517680.

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Books on the topic "Educational planning"

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Mutua, Rosalind W. Educational planning. [Nairobi]: Educational Research and Publicationbs [sic], 1992.

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A, Arcelo Adriano, and Franco Ernesto A, eds. Educational planning. Metro Manila, Philippines: National Book Store, 1994.

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MacKenzie, Donald G. Planning educational facilities. Lanham, MD: University Press of America, 1989.

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Nitčhanēt, Chirawat. Kānwāngphǣn kānsưksā =: Educational planning. [Phuket, Thailand]: Phāk Wichā Phư̄nthān Kānsưksā, Khana Kharusāt, Sathāban Rātchaphat Phūket, 1999.

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International Institute for Educational Planning., ed. Educational planning in Asia. Paris: Unesco, International Institute for Educational Planning, 1990.

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Tilak, Jandhyala B. G. Educational planning at grassroots. New Delhi: Ashish Pub. House, 1992.

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Birch, Ian Keith Falconer. Law and educational planning. Paris: Unesco, International Institute for Educational Planning, 1993.

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

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Sabir, Hussain Kh, Waqar Ayesha, and Academy of Educational Planning and Management (Pakistan), eds. Educational planning and management. Islamabad: Academy of Educational Planning and Management, 2007.

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Bergquist, William H. Planning effectively for educational quality. San Francisco: Jossey-Bass, 1986.

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Book chapters on the topic "Educational planning"

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Walker, Sue, and Beth Wicks. "Planning educational provision." In Educating Children and Young People with Acquired Brain Injury, 114–26. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018. | Revised edition of: The education of children with acquired brain injury. London : David Fulton, 2003.: Routledge, 2018. http://dx.doi.org/10.4324/9781315453699-10.

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Bollweg, Petra, and Hans-Uwe Otto. "Educational Landscape Straddling Spaces and Education." In Education, Space and Urban Planning, 195–204. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_18.

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Murray, Denise E. "Managing Resources and Financial Planning." In Educational Linguistics, 247–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28601-8_15.

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Melton, Lili C. "Succession Planning Research in the Educational Sector." In Succession Planning, 175–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72532-1_14.

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Niemann, Lars. "Managing Educational Landscapes." In Education, Space and Urban Planning, 257–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_25.

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Gross, Jean. "Planning additional provision." In Beating Bureaucracy in Special Educational Needs, 140–68. 4th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003313526-8.

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Stolz, Heinz-Jürgen. "Educational Work in the Municipality." In Education, Space and Urban Planning, 241–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_23.

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Geddes, Patrick, and Ray Bromley. "Proposed Educational and Scientific Buildings." In Town Planning towards City Development, 121–26. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Studies in: Routledge, 2017. http://dx.doi.org/10.4324/9781315761961-22.

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Puig Gutiérrez, Maria. "Citizenship Education and School Organization: Educational Planning Documents." In School and Community Interactions, 159–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_9.

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Morel, Gwendolyn M., and J. Michael Spector. "Integrative Approaches to Planning and Implementation." In Foundations of Educational Technology, 63–67. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268406-7.

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Conference papers on the topic "Educational planning"

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Mudaliar, Aarthi, V. D. Garde, and D. P. Sharma. "Educational Resource Planning - A Framework for Educational Institutions." In 2009 Second International Conference on Emerging Trends in Engineering & Technology. IEEE, 2009. http://dx.doi.org/10.1109/icetet.2009.84.

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Rannut, Mart. "Planning Language, Planning Future." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-3.

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Language is planned, and plans themselves arer assessed in a multitude of countries in Europe and America, and to a lesser extent in Africa and Asia. In the presentation, the overview of the process of language planning is provided, based on the experience of language planning in various countries. The very first steps include a general assessment of the current linguistic and sociolinguistic situation, sustainability of the language(-s) concerned, trends, security aspects and various threats (social, regional, virtual), vision or desirable outcome with the description of main goals and sub-goals (with measurable quantitative data), activities and sub-activities with specific indicators measuring outcome, result or activity itself. The main motor of the whole process is status planning with legal, managerial, and PR-level (language marketing). For this planning to succeed, timely input from other language planning dimensions is necessary, first of all, from the corpus planning (general orthographic and grammatical standardization, geographical, business and personal name policies, terminology development and development of the domain of translation and interpreting, subtitling and dubbing). These standards are implemented in the educational system, providing education through various monolingual or multilingual educational programmes / models. Language technology as a support dimension must be developed in the level of a minimal survival kit, securing competitiveness in this way. Finally some typical misunderstandings and mistakes, drawbacks and failures are discussed that might help future language planners and thus, foster better results.
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Mbanefo, Maryrose. "Promoting Educational Resilience through Effective Strategic Planning of Students Learning Outcomes by Educational Institutions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4627.

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The paper examined the ways of promoting educational resilience through strategic planning of students learning outcomes by educational institutions management. Specifically, it investigated the extent management strategic planning operations can improve students learning outcomes, and promote educational resilience. Descriptive survey research design was used for the study, and it was carried out in National Open University of Nigeria with a population of 600 facilitators/ lectures in eight faculties. A sample of 60 lectures was purposefully selected from five faculties. A 16- items questionnaire and secondary data were used for data collection. The questionnaire was validated and trial tested to determine the reliability coefficient, which was 0.80. Mean and standard deviation were used to answer the two research questions. The findings revealed that management strategic planning operations can improve students learning outcomes to a high extent, such as: the institutions’ mission, vision, aspirations and objectives, core values, strengths, weaknesses, opportunities, and threats; strategies and operational tactics; evaluation and funding streams. It was also revealed that effective strategic planning of students learning outcomes can promote educational resilience to a very high extent, such as: creating an inclusive process (collaboration); having expectation for shared responsibility, taking ownership in managing, storing and securing data, consistency in motivating and building staff capacities, and commitment to making changes in organization for better options. The study gave the importance of Strategic planning in education amidst the past Covid-19 experiences; and the limitations of strategic planning in building educational resilience, these ranges from cultural, structural, managerial values, environmental, human resource capacity, management style, to inadequate strategy formulation and implementation of plans.
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S. Madan, Manohar, and Kingsley Gnanendran. "Agile Course Planning in Educational Programs." In 6th European International Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2023. http://dx.doi.org/10.46254/eu6.20230110.

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Madan, Manohar S., and Kingsley Gnanendran. "Agile Course Planning in Educational Programs." In 4th South American Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2023. http://dx.doi.org/10.46254/sa04.20230110.

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Elbarkouky, M. M. G., A. M. Aboshady, and A. S. Salem. "Sustainability assessment framework for engineering and sciences educational institutions in developing countries." In SUSTAINABLE DEVELOPMENT AND PLANNING 2013. Southampton, UK: WIT Press, 2013. http://dx.doi.org/10.2495/sdp130491.

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EL GHOUAT, HANANE. "THE DISTANCE EDUCATION, BETWEEN PLANNING AND THE AUDACITY, DURING THE COVID-19 PANDEMIC- MOROCCO MODEL –." In III. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress3-1.

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This paper is an extrapolation of the Moroccan experience, related to the audacity of the distance education/learning pattern, during the Covid-19 crisis, which generally produced educational problems and educational learning disabilities, the reform of which requires great effort and time. We have tried, through our reading of the reality of this audacity, to take into consideration the views of the various stakeholders in this process, in response to the following implicit problematic question: Has the boldness of the distance education model in Morocco achieved its desired goals and established in the national educational vision? What is the extent of the harmony between theorizing and educators audacity in Moroccan education? This paper revealed the great gap between the organizational theoretical visions of educational work, and the strategies of his audacity, as there is a clear lack of harmony between the ambition of directed educational documents, and the frustrations of repeated boldness. Its generality is with haste and urgency, rather than the gradualness and readiness that directed educational documents call for. Invoking the modern educational view, which considers the learner the center of the learning process, it is necessary to adopt principles of learning agreed upon by those working in the field of education and psychology together, and can be applied through educational applications of educational technology, including: - The learner must learn on his own, that is, through self-learning. - Each learner has his own rate, and this is achieved by adopting the educational program. - The large and gradual amount of learning is achieved through programmed learning. - General Proficiency This is achieved by dealing with the Bloom Model of Learning and Proficiency. - Learning motivation, where the learner must be aware of his role as a manager of learning resources and be trained on a set of jobs.
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LEONOVA, Olga A. "Educational Reality in the Strategic Planning Format." In III International theoretical and practical conference “The Crossroads of the North and the East (methodologies and practices of regional development)”. SibAC, 2020. http://dx.doi.org/10.32743/nesu.cross.2020.127-133.

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Lisjak, Jerneja, and Milena Ivanuš Grmek. "Planning an Educational Process in Inclusive Kindergarten." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.15.

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Milani, Alfredo, Silvia Suriani, and Valentina Poggioni. "Modeling educational domains in a planning framework." In the 7th international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1089551.1089687.

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Reports on the topic "Educational planning"

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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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KISELEVA, G., and O. TURYANSKAYA. EFFECTIVE MANAGEMENT OF AN EDUCATIONAL INSTITUTION AS A CONDITION FOR QUALITY ASSURANCE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-76-84.

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The author in his article highlights the main ways of effective management of an educational institution. He refers to the main methods of goal setting, planning, organization, control and regulation. The author reveals the structural elements of the management model, which is also reflected in the Development Program of the educational institution.
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Schiefelbein, Ernesto, Paulina Schiefelbein, and Laurence Wolff. Cost-Effectiveness of Education Policies in Latin America: A Survey of Expert Opinion. Inter-American Development Bank, December 1998. http://dx.doi.org/10.18235/0008789.

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This paper provides an alternative approach to measuring the cost-effectiveness of educational interventions. The authors devised a questionnaire and gave it to ten international experts, mainly located in universities and international agencies, all of whom were well acquainted with educational research and with practical attempts at educational reform in the region; as well as to about 30 Latin American planner/practitioners, most of them working in the planning office of their ministry of education. Each respondent was asked to estimate the impact of 40 possible primary school interventions on learning as well as the probability of successful implementation. Using their own estimates of the incremental unit costs of these interventions, the authors created an innovative index ranking the cost-effectiveness of each of the 40 interventions.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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Vasanth K, Pooja, and Dwaipayan Banerjee. Operations SOP: How to Organise COVID Vaccination for 200-Person Educational Institutions / Small Organisations. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/opssop.072021.

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This document details the Standard Operating Procedures (SOP) which can be followed by any small organisations/educational institutions/ apartment complexes (approximately up to 200 individuals) for organising an on-site COVID-19 vaccination drive for their staff, students, residents and family. The sections detail the basic design and process workflow that can be planned within the premises to ensure elimination of unproductive waiting time on one hand and also provide maximum safety for all beneficiaries from chances of cross transmission of COVID-19 infection. The document captures details about the manpower planning, zone demarcations and roles and responsibilities of stakeholders, which can be used as a guideline for setting up similar initiatives. The COVID-19 safety protocols have also been covered to ensure adherence of processes as a safeguard against infections. A section has been added at the end on lessons learnt, which provides an insight on how to further improve the existing process and account for additional aspects which need to be considered for an improved experience and enhanced safety.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Erulkar, Annabel, and Barbara Mensch. Youth centres in Kenya: Evaluation of the Family Planning Association of Kenya programme. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1025.

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Since 1987, the Family Planning Association of Kenya (FPAK) has operated two youth centers, one in Nairobi and the other in Mombasa. The centers target unmarried youth aged 10–24 and their primary objective is reduction in incidence of sexual and reproductive-health-related problems. These centers offer recreational and sports facilities, counseling services, including reproductive health (RH) information, limited RH services, and referrals. In 1996, FPAK undertook a systematic evaluation of its youth-center program including a situation analysis of the centers, a survey in their catchment areas, and an analysis of program costs. The main strength of the program was found to be its network of youth promoters and coordinators, who reached large numbers of youth through educational activities. A negative attitude toward adolescent sexual activity was found to be pervasive among youth center staff, however if retrained they could be an inexpensive and effective means of delivering nonprescriptive contraceptives. Investing in staff would reduce high rates of attrition among volunteers and cost of recruitment and training. As noted in this report, there is need for improvement in the youth centers, however FPAK has shown considerable commitment to meeting RH needs of adolescents in Kenya.
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Biswas, Anik, and Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, October 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings. The study also uncovers socio-economic factors, like limited parental involvement, that further constrain student engagement. These findings advocate for comprehensive educational reforms encompassing pedagogical innovation, infrastructural development, and community engagement. Policymakers, educators, and parents are urged to consider these multi-faceted insights for future educational planning and policy formulation.
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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.
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