Relevant bibliographies by topics / Enrolments

Contents

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

Academic literature on the topic 'Enrolments'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Enrolments"

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Raymer, James, Nicholas Biddle, and Qing Guan. "A multiregional sources of growth model for school enrolment projections." Australian Population Studies 1, no. 1 (November 19, 2017): 26–40. http://dx.doi.org/10.37970/aps.v1i1.10.

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Background: Education planning requires accurate and efficient projection models. Current projection models either do not make use of all available information and are reliant on idiosyncratic expert judgement, or are too complex to be maintained and explained. Aims: To test whether a multiregional projection model performs better than current methodology in explaining and projecting school enrolments in a school system with student mobility. Data and methods: A multiregional cohort model was developed for projecting enrolments for multiple schools or districts simultaneously. For illustration, data were obtained for all government schools in the Australian Capital Territory (ACT) for the years 2008–2016. Multiregional projections were compared with a cohort transition model and the ACT Education Directorate’s own projections. Results: (i) There is great diversity in the sources of school enrolment growth that need to be accommodated in enrolment projections; and (ii) multiregional projections perform slightly better than traditional methods with less effort and more transparency. Conclusion: A sources of growth approach guides the understanding of enrolment change, which is critical for making informed projections.
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Scott, John T. "Enrolments in a Church School." Journal of Christian Education os-33, no. 3 (December 1990): 23–25. http://dx.doi.org/10.1177/002196579003300307.

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LEWIS, PHILIP, and KEITH NORRIS. "RECENT CHANGES IN ECONOMICS ENROLMENTS." Economic Papers: A journal of applied economics and policy 16, no. 1 (March 1997): 1–13. http://dx.doi.org/10.1111/j.1759-3441.1997.tb00135.x.

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Blicblau, Aaron. "Engaging Materials in the K1 to K12 School Environment as the Foundation for Engineering and Technology." Advanced Materials Research 422 (December 2011): 716–21. http://dx.doi.org/10.4028/www.scientific.net/amr.422.716.

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There is a need to re-vitalize science and technology education to suit today’s world. The specific aim for this study is to determine how school science in early years of schooling impacts on years 11 and 12 science studies in the areas of materials science, and subsequent further tertiary studies. Public education records were investigated to obtain post hoc enrolment data to establish trends and decline in enrolments in physics and chemistry in the final years of high school which revealed a trend in enrolments falling over a ten year period. The student population in science of physics and chemistry were not well prepared for future studies and are a challenge for students undertaking engineering and technology studies at a tertiary level. It is proposed that primary and high school science subjects be made more popular by integrating popular aspects of materials in everyday life, so making science an appealing part of the syllabus. Initiating these syllabus changes will enhance the way science subjects are taught to encourage studies into engineering.
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Partington, Geoffrey. "Enrolments in Australian Schools: An Update." Australian Quarterly 61, no. 4 (1989): 498. http://dx.doi.org/10.2307/20635562.

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Thangavelu, Anbarasu, Helen Partridge, Kathy Carey, Carmel O'Sullivan, and Naomi Lutvey. "Evaluating the student experience with enrolment assistance in an integrated student support service program at the University of Southern Queensland." Student Success 10, no. 1 (March 7, 2019): 99–114. http://dx.doi.org/10.5204/ssj.v10i1.1121.

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Interviews with students who accessed enrolment support were undertaken to explore reasons students utilised this service, and how integrated student support service models can impact on student transition, retention and success. Results indicate that students primarily required support with course enrolments because of the new environment they were studying in, not being accustomed to existing processes and a lack of confidence. In addition, along with the existing service model, the integration of enrolment support into the student support service model had a positive impact on the student experience and engagement. The implications of these findings for the tertiary education sector are considered in light of the increasing focus on student engagement and success.
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Dempsey, Ian. "Trends in the Placement of Students in Segregated Settings in NSW Government Schools." Australasian Journal of Special Education 31, no. 1 (April 2007): 73–78. http://dx.doi.org/10.1017/s1030011200025616.

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This brief report describes recent data on the enrolment of students in New South Wales (NSW) government special schools and special classes. There has been an increase in both special school and special class enrolments since 1998 with large increases among students with emotional disturbance. This pattern is briefly discussed in relation to government policy and legislation, social and political factors as well as the notion that there may be a threshold for the extent of inclusion of students with special needs in NSW government schools.
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Jayawardena, Nirma Sadamali, Mitchell Ross, and Debra Grace. "Exploring the relationship between Australian university websites and international student enrolments." International Journal of Educational Management 34, no. 10 (July 24, 2020): 1527–57. http://dx.doi.org/10.1108/ijem-02-2019-0068.

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PurposeThis paper focuses on exploring the relationship between Australian university websites and international student enrolments. Few studies have investigated this relationship and, as such, this research addresses some of the existing knowledge gaps.Design/methodology/approachA mono-method qualitative methodology was adopted for this study. Primary data collection was through the website content of selected Australian universities. Six Australian universities were selected; three universities with positive international student enrolments and three universities with negative international student enrolments. The website content of the selected six universities was analysed using the dimensions of the ICTRT framework (Li and Wang, 2011) to evaluate website effectiveness. The study results were based on two analysis levels, an overall thematic analysis (level 1) and an ICTRT framework-based analysis (level 2). The thematic analysis, based on the major themes and concepts, was conducted using Leximancer 4.5.FindingsTwo major findings emerged. First, the websites of universities with positive international student enrolments tend to be more people focused whereas websites from universities with negative international student enrolments tend to be technology or system focused. Second, websites from universities with positive international student enrolments tend to be more visionary or forward focused whereas websites from universities with negative international student enrolments tend to be more backward focused. Additionally, the study findings indicate some important website marketing strategies for Australian universities with negative international student enrolments.Research limitations/implicationsThis study used ICTRT framework to evaluate the websites of Australian universities. Li and Wang (2011) proposed this framework for evaluating websites. Hotel, travel agency and destination marketing organisation websites have been assessed using the ICTRT framework (Li and Wang, 2011; Pai et al., 2014; Sun et al., 2017). This model has not previously been used, however, to evaluate tertiary education websites. This study is among the first to examine the university websites using a theoretical framework employed in destination marketing organisations which is a major theoretical contribution.Practical implicationsThe major findings indicate that the website attributes, which are future focused and people oriented, are necessary for university websites with negative international student enrolments. Similar to university websites with positive international student enrolments, university websites with negative international student enrolments should also provide more contact details of staff members, should be more people oriented and should provide information focused on future students rather than past and current students. These practical implications are useful for administrative bodies in Australian universities for increasing international student enrolments.Originality/valueThis study is among the first to examine the university websites using a theoretical framework used in destination marketing organizations which is a major theoretical contribution. For example, this study has provided an illustrative example of how a research model of destination marketing organizations will be used in the universities or higher education context.
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Owolabi, S. O. "Improving managment of teaching spaces in higher institutions: the winneba model." Journal of Educational Management 1, no. 1 (November 1, 1998): 35–44. http://dx.doi.org/10.47963/jem.v1i1.353.

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As enrolments keep expanding in tertiary institutions teaching spaces become a scare commodity. This is often so because expansion in teaching and laboratory spaces are not keeping pace with expansion in student enrolments. Efficicency in the managment of available teaching spaces becomes the watch word for institutions seeking to expand student intake. The University College of Education of Winneba which first grew out of three diploma awarding institutions had to accommodate a larger student number in its apparently overused teaching spaces in the first semester of 1992/93 session. The use made of teaching space hitherto was assessed ex post facto. A central timetable, in which all teaching spaces on the three campuses were pooled for shared use by all students was then launched. The existing teaching spaces were not only sufficient but had rooms to spare for new programme of distant education and for residential accommodation. The use of the remaining rooms restricted to teaching (and which could accommodate were classes) were then re-assessed in March 1993 and the utilization rate increased from 25.4% to 38.9%. The installation of the central timetable on the campuses unlocked the golden gate for enrolment expansion at Winneba
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Alduais, Ahmed, and Meng Deng. "The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval." Education Sciences 9, no. 2 (April 30, 2019): 95. http://dx.doi.org/10.3390/educsci9020095.

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The possible effect of the National Plan on the development of special education has not been examined, and there is no published evidence concerning both national and international readership about the realisation of this policy document in China. Given this, we conducted a before–after design study at a 7-year interval including six variables of special education: number of schools, total enrolment, new enrolment, graduates, educational personnel, and full-time teachers. The data were retrieved from the National Bureau of Statistics of China (NBSC). The results indicated two patterns of special education development in China. First, the National Plan has quantitatively affected some special education services (schools, new enrolments, educational personnel, and full-time teachers). Second, the National Plan has possibly resulted into better control of the quality of special education—evidenced by an insignificant increase in total enrolment and graduates at the two compared intervals.
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Dissertations / Theses on the topic "Enrolments"

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Atleo, Eugene Richard. "Grade 12 enrolments of status Indians in British Columbia: 1949 - 1985." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/41451.

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This study examined the nature of the apparent increases in grade 12 enrolment patterns of status Indians in British Columbia from 1949 to 1985 in the light of a theory of context. This theory assumes that education takes place in, and is affected by, a context of conditions both external and internal to education. The external factors assumed to affect student achievement are the prevailing social, political, and economic conditions while the internal factors assumed to affect student achievement are curriculum and teacher characteristics. Historical evidence confirmed that a contextual change took place within the dominant society. This change was characterized as a move from a condition in which the dominant society excluded minorities (exclusion) to one in which the dominant society included minorities (inclusion) coincident with the apparent grade 12 enrolment increases of status Indians in British Columbia during the period covered by the study. When the enrolments were subjected to time-series analysis the results showed that the grade 12 enrolments had increased significantly between 1949 and 1985. This finding supported the hypothesis that inclusion was positively associated with academic achievement as measured by enrolment into grade 12. Inclusion by the dominant society was seen to have evoked at least two responses by Indian groups. Therefore, although a positive association between inclusion and academic achievement has been established it was necessary to compare contrasting responses to inclusion. For this purpose two British Columbia bands which were similar in terms of geographic, demographic, and cultural characteristics, but different in terms of their control of education, were selected. Band A was identified as having chosen to remain under government control with respect to Indian education between 1976 and 1985 while Band B had chosen to exercise Indian control with respect to Indian education during the same period. Their respective grade 12 enrolment patterns were then subjected to time-series analysis which revealed a significant difference in enrolment patterns. Band A's enrolment pattern was both linear and stationary, indicating a consistent level of enrolment over time. Band B's enrolment pattern, however, showed an abrupt constant intervention effect (significant at the .05 level, t=7.79) beginning at 1979. Since both bands began their enrolment pattern at about the same level, Band B's significant enrolment increase supported the prediction that Indian control of Indian education was positively associated with academic achievement as measured by grade 12 enrolments of status Indians while Band A's stationary enrolment pattern supported the hypothesis that government control of Indian education was associated with no increase in academic achievement as measured by enrolment into grade 12. The findings of this study indicate the explanatory value of a theory of context for academic achievement. Not only does the study suggest that improved student achievement of status Indians in British Columbia as measured by enrolment into grade 12 is found in a favorable context of external and internal conditions, but the study also suggests the necessity for a proactive response to these conditions. One such proactive response is Indian control of Indian education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Fontaine, Catherine Carleton University Dissertation Mathematics and Statistics. "A statistical study of Canadian university enrolments, graduates, and the future professoriate; analysis of available data sources." Ottawa, 2000.

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Mackie, Frederick Peter. "The clerical population of the Province of York : an edition of the clerical poll tax enrolments 1377-1381." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/14012/.

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Akpan, E. U. U. "Factors influencing the choice of science or non-science subjects in Nigerian secondary schools and the consequences for science enrolments in Nigerian universities." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375625.

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Chivwara, Nita. "An analysis of the governance of higher education access in malawi." University of the Western Cape, 2013. http://hdl.handle.net/11394/4039.

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Magister Educationis - MEd
Over the past few years researchers have been studying access reforms, as well as uncovering challenges related to systems with low participation rates; Examples of this type of work are Teferra and Altbach (2003), Maharasoa (2003) and World Bank (2008). A key factor often addressed are various reforms related to access policies, often merely descriptions of access reforms in general or the status quo of systems are given, particularly those with low participation rates or needing access reforms (Weber, 2005). The relationship between participation rates, access policies and the governance of higher education has however not yet been thoroughly examined. The purpose of this qualitative study is to present the results of an analysis carried out to investigate the research question: Is there a relationship between participation rates, access policies and the governance of higher education access in Malawi? The access-policygovernance theory whose proponents are Tapper (2005), Ball (1990), Bunting et al (2005) and Clark (1983), among others, formed the basis for a proposed framework of evaluating the governance of higher education access in Malawi. The data involved in this study are national educational policies and institutional policy. The second data set are interviews with fourteen personnel who are involved in formulation and implementation of higher education access policies and the governance of higher education, both at a national level in Malawi and institutional level at the University of Malawi. A conclusion is drawn that the policies which were utilised and the governance structure created from them generated the limited nature of access which characterises Malawi’s higher education sector. The policies belonging to the University of Malawi, for example, generated proposed growth in student numbers without drastic changes in the general governance structure of the university. Thus the University of Malawi was unable to maintain the growth that the institutional policies intended. This research is of significance to the domain of governance of access as it extends the knowledge base that currently exists in the field of higher education studies. The concept of linking participation rates, access policies and the governance of higher education is relatively under-researched in this field. It is hoped that this study has added to the understanding of this relationship by addressing the significance
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Magalhaes, M. M. M. P. de. "Time-varying Markov models of school enrolment." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380182.

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Crathan, Ansbert. "Challenges in service marketing in private sector education." Thesis, Queensland University of Technology, 2002.

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Robertson, Lynne Margaret Maclean. "Behavioural responses to automatic enrolment in workplace pension schemes." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/33110.

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In October 2012, the United Kingdom adopted nation-wide automatic enrolment into workplace pension schemes. Automatic enrolment on the current scale is a major undertaking but it is also an untested policy and it is important that we understand how individuals are adapting to these radical changes in pension provision. There is currently a lack of research into the dynamic decision-making processes that lie behind some individuals' deviation from workplace pension scheme default settings. This exploratory study investigates the importance of financial planning, social relations, and the role of the employer to default adherence and deviation. The embedded case study comprises qualitative interviews with 25 middle-income employees of a large UK utility company. Participants were selected on the basis of socio-economic similarity but had variable behavioural responses to the default settings of their workplace pension scheme. The study uncovered different motives underpinning individuals' reaction to membership defaults, contribution defaults, and investment fund defaults. Continued membership following automatic enrolment was driven by social pressures. Subsequent to enrolment, individuals tried to achieve a balance between current expenditure and saving for retirement. Property ownership and mortgage debt redemption were prioritised over additional pension scheme investment. The life-stage of the individual influenced how they reacted to the contribution default settings - default adherence appeared to be linked to unsettled personal lives and career insecurity. Motives for increasing contributions were household formation, parental ageing, and relationship breakdown. Saving strategies were influenced by parental accumulation of retirement assets and parental financial literacy. Employer-matching contributions were implicated in participants' willingness to increase pension contributions beyond the minimum default; investment in share option schemes was offered as justification for limiting contributions to the maximum match. Employer endorsement effects, driven by trust in the employer's intentions, were strongly implicated in fund default adherence and in investment diversification strategies: participants pointed to the employer's promotion of the pension scheme and employer-provided financial seminars. Advice from older colleagues was also cited as influential in directing retirement savings behaviour. The research concludes that the employment context is crucial to understanding how middle-income employees react to the default settings in their workplace pension scheme.
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Dixon, Dalma, and n/a. "Continuous enrolment policy : a study of transition from preschool to primary school in the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060705.094737.

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Since its inception the A.C.T. Schools Authority has implemented a number of changes in attempts to meet its aim to provide high quality programmes for children. In the case of enrolment policy the decision to change to continuous enrolment was made in many schools less on educational grounds than as a result of economic and political pressures. However, any policy which has an impact on children's learning in schools must be examined in the light of its educational implications. This study attempts to do this. It attempts to assess the policy on educational grounds with a particular focus on the programmes offered to individual children and the day to day problems encountered by teachers who attempt to implement the policy.
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Hoang, Christina. "Efficacy of strategies to increase enrolment rates in disease management programs." Faculty of Health and Behavioural Sciences, 2008. http://ro.uow.edu.au/theses/116.

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Chronic diseases have been growing in prevalence in the twentieth century and several factors have contributed to the emergence of what is now described as an “epidemic” (Crews and Gerber, 1994). These factors include complex social, cultural and technological changes, which have exerted a significant impact on the health of the population and have become large contributors of illness, disability and premature mortality (Swinburn, Egger and Raza, 1999). Currently in Australia, an estimated three million people suffer from one or more chronic conditions with the most common being cardiovascular disease, some forms of cancers, diabetes, asthma and mental illnesses such as depression (Australian Institute of Health and Welfare, 2004). Disease management programs were developed as a means of overcoming many of the burdens associated with the mounting chronic disease rate and this is primarily achieved by reducing the incidence of chronic diseases through prevention strategies, delaying the onset of disability, alleviating the severity of disease and prolonging the individual’s life (Brownson, Remington and Davis, 1998). However, participation rates in such programs are well below their desired level and often reported as being a particularly problematic and complex issue (for example: Foster, Kendall, Dickson, Chaboyer, Hunter and Gee, 2003). This study aimed to determine the most effective strategies for increasing participation rates in disease management programs using prospect theory (via message framing) and incentives. Members of a private health insurance company received, on a random basis, either a letter or phone call inviting them to join a health program. The letter or phone call contained a framed message: positive, negative or neutral. In addition, half the sample population was also offered a small incentive upon enrolment in the Total Health program, that is, a post-action incentive. The results of the study found no framing effects. Given the results, the use of tailoring should be examined as an alternative, and potentially more persuasive, means of communication. In relation to incentives, the use of a small gift or chance to enter a competition prize draw was found to be effective in influencing re-enrolment rates in two health programs. However, these same effects were not seen in relation to the use of a small monetary incentive. As a result, it is recommended that future studies test different types of incentives, both momentary and non-monetary, to determine the most optimum.
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Books on the topic "Enrolments"

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Polytechnics and Colleges Funding Council. Funding and enrolments, 1989-1990. [London]: Polytechnics andColleges Funding Council, 1990.

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Polytechnics and Colleges Funding Council. Funding and enrolments, 1991-92: Statistics on funding and enrolments on higher education courses. [London]: Polytechnics and Colleges Funding Council, 1992.

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Polytechnics and Colleges Funding Council. Funding and enrolments, 1990-91: Statistics on funding and enrolments on higher education courses. [London]: Polytechnics and Colleges Funding Council, 1991.

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Rickard, Gillian. Kent enrolments under the Navy Act, 1796. Canterbury: Gillian Rickard, 1996.

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Council, Polytechnics and Colleges Funding. Funding and enrolments, 1989-1990: Statistics of funding and enrolments at polytechnics and institutions of higher education. [London]: Polytechnics and Colleges Funding Council, 1990.

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Wales, Higher Education Funding Council for. Higher Education student enrolments in Wales 1993/94. Cardiff: Higher Education Funding Council for Wales, 1994.

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Department of Education & Science. Enrolments in public sector higher education: 1970-1985. London: DES, 1986.

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Science, Department of Education &. Enrolments on non-advanced courses of further education: November 1984. London: Department of Education and Science, 1986.

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Higher Education Funding Council for Wales. Student enrolments in higher education institutions in Wales 1992-1993. Cardiff: Higher Education Funding Council for Wales, 1994.

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Sembajwe, I. S. L. The impact of rapid population growth on school enrolments in southern Africa. [Roma, Lesotho]: Demography Unit, Dept. of Statistics, National University of Lesotho, 1985.

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Book chapters on the topic "Enrolments"

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Usher, Alex, and Jonathan Williams. "Losing Ground: Romanian Higher Education Since 2006 in Comparative Perspective." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 211–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_11.

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AbstractThis article uses a new global data set on higher education enrolments and finance covering 56 countries and well over 90% of the global higher education sector by enrolment, in order to examine the Romanian experience in higher education since 2006 in both a regional and a global comparative perspective. These comparisons highlight a few key facts about Romanian higher education, in particular: how different the institutional typology is compared to others in the region, how unprecedented the collapse in enrolments in the years after 2009, and how few resources, either public or private, the country invests in higher education compared to either a continental or global standard. The implications of these facts for Romanias future economic growth are briefly discussed.
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Ashbee, Andrew. "Exchequer: Enrolments and Registers of Issues." In Records of English Court Music, 161–243. London: Routledge, 2020. http://dx.doi.org/10.4324/9781003070511-3.

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Oo, B. L., and E. C. Widjaja. "Female Student Enrolments in Construction Management Programs." In Proceedings of the 21st International Symposium on Advancement of Construction Management and Real Estate, 789–98. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6190-5_71.

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Li, Ning. "Asking Good Questions to Understand Voluntary Enrolments in Mathematics." In Statistics for Data Science and Policy Analysis, 55–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1735-8_5.

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Kraybill, David, and Moses Osiru. "A case study of transformation in four African universities." In Transforming tertiary agricultural education in Africa, 240–50. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0015.

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Abstract This chapter presents selected analytical narratives of successful institutional transformation of tertiary agricultural education (TAE) from four African universities. The four universities analysed are Jomo Kenyatta University of Agriculture and Technology, Kenya (JKUAT); Gulu University, Uganda (GU); University of Abomey Calavi, Benin (UAC); and the University of Venda, South Africa (UNIVEN). The study examines what each of the universities changed, and how they went about effecting and supporting those changes. The discussion focuses on both 'soft changes' in organizational culture and strategies, and 'hard changes' in enrolments, staffing, programmes, departments, faculties/colleges and campuses. Outcomes of the transformation process are described, along with lessons learned.
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Bertolin, Julio, and Tristan McCowan. "The Persistence of Inequity in Brazilian Higher Education: Background Data and Student Performance." In Equity Policies in Global Higher Education, 71–88. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_4.

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AbstractIn the last three decades Brazil’s enrolments grew from approximately 1.5 million to more than 8 million students. Unlike the expansion in the 1990s, when few students from lower socioeconomic backgrounds gained access, the current expansion of Brazilian higher education is changing student profiles. The share of students from lower socioeconomic levels among enrolees and graduates has increased significantly. However, when analysing these changes in terms of the various courses/careers and modes of education present in the Brazilian higher education system, it becomes evident that there are still remnants of an elitist system displaying significant inequity. This chapter shows how the expansion going on in Brazil, despite including new students, does not achieve ‘horizontality’, and instead reproduces inequalities in one of the most unequal societies in the world.
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Beintema, Nienke, John Lynam, and Florence Nakayiwa. "Trends in tertiary agricultural education capacity in Africa." In Transforming tertiary agricultural education in Africa, 85–105. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0005.

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Abstract This chapter provides an assessment of trends in institutional and human-resource capacity in Africa's tertiary education sector and, specifically, in its tertiary agricultural education (TAE) sector. Sections 5.2 and 5.3 focus on the changing institutional landscape since the 1970s, including an analysis of whether more recent TAE expansion mirrors overall growth in the tertiary education sector. Sections 5.4 and 5.5 present an overview of growth in enrolments within Africa's tertiary education sector, along with information on student populations for sample countries and institutions for which TAE data are available. Section 5.6 provides an overview of developments in TAE teaching capacity across these sample countries, both over time and by various demographic indicators. The chapter concludes with an analysis of estimated future demand for PhD graduates in TAE compared with the potential supply, followed by a discussion of implications and recommendations.
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Pigini, Claudia, and Stefano Staffolani. "The Effect of University Costs and Institutional Incentives on Enrolments: Empirical Evidence for Italian Regions." In Geographical Labor Market Imbalances, 261–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-55203-8_12.

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Bombi, Barbara. "Pragmatic methods of record-keeping? The English chancery diplomatic enrolments between the thirteenth and fourteenth centuries." In Der Rotulus im Gebrauch, 207–28. Köln: Böhlau Verlag, 2020. http://dx.doi.org/10.7788/9783412518042.207.

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Nahler, Gerhard. "enrolment log." In Dictionary of Pharmaceutical Medicine, 65. Vienna: Springer Vienna, 2009. http://dx.doi.org/10.1007/978-3-211-89836-9_487.

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Conference papers on the topic "Enrolments"

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Aguiar, Joyce, and Cristina Sin. "Students from Portuguese Speaking African Countries in Portuguese Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12953.

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Recently, African countries have been making efforts to expand their higher education systems. However, neither capacity nor quality have kept pace with demand, leading to a steady increase in students studying abroad. In this paper, we aim to analyse the development of enrolments in Portugal, one of the main destinations for students from Portuguese-speaking African countries (PALOP). Descriptive analyses were performed, disaggregating enrolments according to degree level, disciplinary area of study, and institution type. The results show that the choices of students from PALOP countries have followed different trajectories, in some cases with similarities. The public sector has the largest presence of these students, and polytechnic institutions have been the most frequent choice. Most of the students were enrolled in first degrees, except for those from Mozambique. Enrolments in Health, Services and "hard" sciences have increased, which may reflect the growing demand for highly qualified labour force in these countries. This paper highlights the continued importance of PALOP students for the internationalisation of Portuguese higher education and the need to avoid considering them as a homogeneous group of students.
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Ariadurai, Samuel Anbahan. "Case for a Virtual University in Sri Lanka." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5888.

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Sri Lanka considers education as a wealth and offers facilities for education at various levels. It fares well ahead of many countries at primary and secondary education enrolments. However, it is much behind in tertiary education enrolments, thus denying access to quality higher education opportunities for most of the population, due to lack of places in the existing higher educational institutes. Many countries that have set targets to increase enrolments in higher education are considering online education, which offers flexible yet rigorous education opportunities for this purpose. Accordingly, it is proposed that focusing on the positive aspects arising out of Covid-19 pandemic, an online virtual university be established in Sri Lanka, adapting the best practices implemented globally to suit the specific local conditions with maximum flexibility. This would enable increased student intake and widening access to higher education, most of them away from urban centres, for the rural population to pursue higher education at an affordable rate and bring about a social transformation taking Sri Lanka to higher levels.
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Merciai, Ilaria, and Ruth Kerr. "MOOCS AS A TOOL FOR VIRTUAL UNIVERSITY ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end139.

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The Covid-19 era, and its enforced transition of all teaching and learning activity to the online space, is potentially leading to reduced university enrolment rates. International student enrolments are predictably down due to travel restrictions and concerns about student safety, but even at home the same trends are being observed. One of the conversations around this issue is the value-for-money question in relation to a perceived reduction in the quality of the overall student experience when the networking opportunities of on-campus life and study are taken away. A further question is the level of digital readiness of staff and school-leaver students, and whether they are able to deal successfully with preparation for final-year school exams, university choice, and for university entrance tests in remote learning. Federica Web Learning, the University Centre for Research Innovation and Dissemination of multimedia and distance learning, has long been making the case for MOOCs as a valid tool for virtual orientation. In the current climate, MOOCs can provide chunks of ready-made quality learning content for use as the asynchronous component in today’s hybrid online courses, meaning that the time teacher and class spend in plenary, in video-conferencing, can be devoted to discussion and more in-depth analysis of the learning objectives. The MOOCs can be specially chosen from the growing range on offer from university providers around the world: some provide remedial content in problem subjects and topics; some offer specific exam preparation content and others offer university orientation, or study skills.
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Aguiar, Joyce, and Cristina Sin. "THE LAST DECADE OF INTERNATIONAL STUDENT ENROLMENTS IN PORTUGAL: A MAPPING OF WHO, WHERE AND WHAT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2014.

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Turskis, Zenonas, Birutė Juodagalvienė, and Inga Garnytė Sapranavičienė. "Engineering graphics’ knowledge: its persistence and application evaluation." In The 13th International Conference on Engineering and Computer Graphics BALTGRAF-13. Vilnius Gediminas Technical University, 2015. http://dx.doi.org/10.3846/baltgraf.2015.004.

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The article deals with the knowledge of engineering graphics, obtained during studies and its application in architectural and constructional design. Data analysis was carried out and the relationship between the exams’ grades in lower and upper semesters was determined. The evaluations of the following subjects have been examined: General Engineering Graphics, Applied Engineering Graphics, Building Architecture and Structures 1, Building Architecture and Structures 2. The present paper describes the development of an approach that uses a real data set. The investigated data illustrates relevant concepts and methods in the application of introductory civil engineering. The creative use of students' scores evaluation data is recommended to facilitate the learning of civil engineering. The course has enrolments of approximately 250 students.
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Ugbejeh, Ernest Ogwashi. "Regulation of Teaching and Learning on Bachelor of Laws (LL.B) Programme in National Open University of Nigeria: A Call for a Paradigm Shift." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2150.

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The teaching and learning on Bachelor of Laws (LL.B) is one of the most regulated professions globally. This is due to the specialty of the programme and the relevance of law to all spheres of life and the society. Hence, the upsurge demand of LL.B degree programme globally will subsists. In the UK, the total law student enrolments in 2011 grew from 70,500, to 122,755 by 2019/2020 and in 2020/2021 to 138,080. The LL.B enrolments increased from 89165 in 2019/2020 to 99780 in 2020/2021 sessions. The National Open University of Nigeria (NOUN) had increased admission of LL.B students from 2007 to 2015 and the total number of admitted law students in NOUN is 28921. A total of 197,015 LL.B degree holders had been called to the Nigerian Bar as at 2021. Yet many qualified citizens are deprived access to the study of LL.B programme in Nigeria due to low admission capacity that is based on quota in Nigeria and rigidity of conventional universities. // The emergence of Open and Distance Learning (ODL) as a viable alternative mode of delivery of LL.B has not received the needed support of the regulatory bodies in Nigeria. The main argument against ODL is that some components of LL.B programme are procedural and the skills practical, which are best learnt through face-to-face teaching and in residential university. This paper using doctrinal and case study methods identifies the concerns of the regulatory bodies, regarding teaching and learning on LL.B through ODL in the NOUN to include the admission process, the delivery mode and the number of intake. It also found that although 12 ODL centres have been approved by NUC, none is currently running LL.B programme. // The paper conclude that the position of CLE contradicts the apparent reality driven by information and communication technology (ICT) revolution that spares no sector or profession. The conventional universities, the courts and other levels of education are fast adjusting to this reality of information technology driven world as exacerbated by the emergence of Covid 19. On the basis of the findings and leveraging on the NOUN”s experience with the regulators, the paper proffers far reaching solutions. The paper therefore suggests an accreditation that emphases quality than tradition and perception and also recommends the introduction of ICT and artificial intelligence (AI) into the curriculum of teaching and learning on legal education and LL.B in Nigeria.
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Oladipo, Adenike, Esther Oladele, and David Oke. "Perceived Influence of Emerging Technologies on Lifelong Learning and Resilience among Women Who Dare Open Distance Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8949.

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In this study, the authors investigated the influence of emerging technologies on lifelong learning and resilience among women who dare Open and Distance Learning in a dual mode tertiary institution in the South-West geo-political zone of Nigeria. The sample consisted of 431 female learners from the three available departments; Management Sciences, Social Sciences and Science Education. Both secondary and primary data were collected; the latter was collected using a questionnaire on Google Forms. The data were analysed descriptively and using the ordinary least squares regression with robust estimates of standard error. This latter method helps to overcome the possible econometric problems of serial correlation and heteroscedasticity in the model. Preliminary data shows that women enrolments over a period of ten years have consistently increased. Also, most learners were aware of the emerging technologies except technologies such as edublog.com, Edmodo, Weebly and Wiki spaces. The regression result shows that emerging technologies influenced lifelong learning and resilience of the women. Meanwhile, emerging technologies that influenced lifelong learning and resilience were google classroom and Facebook only, while google drive posed a negative influence. Thus, more robust technologies, special female facilities and newly emerging technology job oriented fields should be introduced.
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Aluko, Folake Ruth, and Mays, Tony Mays, Tony. "Promoting Equity and Inclusion: The Dire State of Out-of-School-Children in African Commonwealth Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5400.

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As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC, recommendations were made on school enrolments and persistence among primary and secondary school children, ICT-in-education, disabilities, the marginalised, teenage pregnancy, and climate change education. In collaboration with education experts, COL looks forward to developing interventions to address the matter of OOSC in member countries.
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Siew, Nyet Moi. "DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.166.

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STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. Keywords: 21st century skills, mentor-mentee, outreach program, rural schools, STEM Education, university-school partnership
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Zawacki-Richter, Olaf, Kyungmee Lee, and Eiman Elmasry. "Evaluation of Global Online Training Activities of the International Training Centre of the International Labour Organization (ITCILO) in 2020." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.979.

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This paper reports on an evaluation of the online training activities of the International Training Centre of the International Labour Organization (ITCILO) in Turin (Italy). The purpose of this evaluation is to assess the design, implementation and quality of training activities of ITCILO that were delivered in an online distance learning mode since the outbreak of COVID-19 in 2020. The methodology for this evaluation included quantitative and qualitative evaluation methods to provide conclusions and recommendations from the findings, substantiated with statistical data and case studies documenting good practice. 1.284 responses from 151 different countries were collected from a participant's survey, and in-depth interviews were conducted with ITCILO's staff members (27), institutional clients (2), and participants (7). The results of the evaluation are reported in terms of training outreach, learning effectiveness, learner preference of the international online training activities. For example, the number of enrolments on the Centre’s training activities increased dramatically, caused by the rapid adoption of online training activities during the Covid-19 Pandemic. Subsequently, 75 % of the participants said they would prefer digital training activities (blended or fully online) in the future. However, internet connectivity is still a problem in many countries: 50 % of participants from Africa, Asia, the Middle East, and Oceania reported they had regular issues with internet connectivity that disrupted their learning. Based on the findings, ten recommendations for the further development of ITCILO's online training activities are presented.
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Reports on the topic "Enrolments"

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Petrosino, Anthony, Claire Morgan, Trevor A Fronius, Emily E Tanner-Smith, and Robert F Boruch. Interventions in developing nations for improving primary and secondary school enrolments. International Initiative for Impact Evaluation (3ie), July 2016. http://dx.doi.org/10.23846/sr1009.

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Murphy, Richard, Judith Scott-Clayton, and Gillian Wyness. The End of Free College in England: Implications for Quality, Enrolments, and Equity. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23888.

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Gutmann, P. Simple Certificate Enrolment Protocol. RFC Editor, September 2020. http://dx.doi.org/10.17487/rfc8894.

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Emmerson, Carl, and Matthew Wakefield. Amounts and accounts: reforming private pension enrolment. Institute for Fiscal Studies, June 2009. http://dx.doi.org/10.1920/co.ifs.2009.0110.

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Sarna, Avina, Damodar Bachani, Mary Sebastian, Ruchi Sogarwal, and Madhusudana Battala. Factors affecting enrolment of PLHIV into ART services in India. Population Council, 2010. http://dx.doi.org/10.31899/hiv11.1004.

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Angelucci, Manuela, Giacomo DeGiorgi, Marcos A. Rangel, and Imran Rasul. Family networks and school enrolment : evidence from a randomized social experiment. Unknown, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii116.

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Angelucci, Manuela, Giacomo De Giorgi, Marcos Rangel, and Imran Rasul. Family Networks and School Enrolment: Evidence from a Randomized Social Experiment. Cambridge, MA: National Bureau of Economic Research, May 2009. http://dx.doi.org/10.3386/w14949.

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Emmerson, Carl, and Jonathan Cribb. The effect of automatic enrolment on employees working for small employers. The IFS, March 2019. http://dx.doi.org/10.1920/wp.ifs.19.0719.

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Varghese, Vinitha. Impact of school consolidation on enrolment and achievement: Evidence from India. UNU-WIDER, December 2022. http://dx.doi.org/10.35188/unu-wider/2022/283-6.

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Beatty, Amanda, Emilie Berkhout, Luhur Bima, Thomas Coen, Menno Pradhan, and Daniel Suryadarma. Indonesia Got Schooled: 15 Years of Rising Enrolment and Flat Learning Profiles. Research on Improving Systems of Education (RISE), November 2018. http://dx.doi.org/10.35489/bsg-rise-wp_2018/026.

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