Journal articles on the topic 'Fund for the Improvement of Postsecondary Education'
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Carroll, Thomas G. "Strategies to share the best in postsecondary education at the fund for the improvement of postsecondary education." Evaluation and Program Planning 16, no. 3 (July 1993): 245–49. http://dx.doi.org/10.1016/0149-7189(93)90011-v.
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Pires, Mark, Oumatie Marajh, and John Metzler. "Study Abroad in Africa: A Survey." African Issues 28, no. 1-2 (2000): 4–12. http://dx.doi.org/10.1017/s1548450500006776.
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The National Consortium for Study in Africa (NCSA), established in 1994 by the 15 Title VI National Resource Centers for African Language and Area Studies, with financial support from the Fund for the Improvement of Postsecondary Education, maintains as one of its primary goals the promotion of high-quality study-abroad programs in Africa for American students and faculty. Through its work, the NCSA hopes to enhance opportunities for a larger number of students to benefit from a study-abroad educational experience in an African setting. Special emphasis will be placed on increasing the participation of minority students who tend to be underrepresented in such programs.
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Wee, Liang En, Wei Xin Yeo, Clifton M. Tay, Jeannette J. M. Lee, and Gerald C. H. Koh. "The Pedagogical Value of a Student-run Community-based Experiential Learning Project: The Yong Loo Lin School of Medicine Public Health Screening." Annals of the Academy of Medicine, Singapore 39, no. 9 (September 15, 2010): 686–91. http://dx.doi.org/10.47102/annals-acadmedsg.v39n9p686.
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Introduction: We assessed the pedagogical value of a student-led community-based experiential learning project called the Public Health Screening (PHS) run by medical and nursing students of the National University of Singapore’s Yong Loo Lin School of Medicine (NUS YLLSoM). Materials and Methods: We conducted a cross-sectional study using a self-administered anonymised questionnaire on medical and nursing students who participated in PHS using the Fund for the Improvement of Postsecondary Education (FIPSE) Survey Instrument. Participants also gave an overall score for their learning experience at the PHS. Results: The participation rate was 93.1% (576/619) for medical students and 100% (37/37) for nursing students. All participants gave the PHS learning experience a high rating (median = 8 out of maximum of 10, inter-quartile range, 7 to 9). A majority of participants felt that PHS had helped them to improve across all domains surveyed. For medical students, those in preclinical years and females were independently more likely to feel that PHS had helped them to improve in communication skills, teamwork, ability to identify social issues, taking action, and gaining and applying their knowledge than those in clinical years and males. Improved ability to interact with patients (β=1.64, 95%CI, 1.01-2.27), appreciation of challenges to healthcare faced by Singaporeans from lower income groups (β=0.93, 95%CI, 0.49-1.37), thinking of others (β=0.70, 95%CI, 0.04-1.37) and tolerance of different people (β =0.63, 95%CI, 0.17-1.10) were strongly associated with the overall rating score. Conclusion: PHS was a positive learning experience in a wide range of domains for all students involved. This suggests that student-organised community-based experiential learning projects have potential educational value for both medical and nursing students. Keywords: Medical education, Student-led, Voluntarism and skills
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Liu, Qin. "The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education." Canadian Journal of Higher Education 50, no. 1 (May 26, 2020): 53–67. http://dx.doi.org/10.7202/1069651ar.
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Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.
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Liu, Qin. "The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education." Canadian Journal of Higher Education 50, no. 1 (May 4, 2020): 53–67. http://dx.doi.org/10.47678/cjhe.v50i1.188301.
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Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.
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Miller, Margaret A. "The Fund for the Improvement of Postsecondary Education30 Years of Making a Difference." Change: The Magazine of Higher Learning 34, no. 5 (September 2002): 4–5. http://dx.doi.org/10.1080/00091383.2002.10544029.
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Wilkerson, Judy R. "Rubrics meeting quality assurance and improvement needs in the accreditation context." Quality Assurance in Education 28, no. 1 (December 11, 2019): 19–32. http://dx.doi.org/10.1108/qae-04-2019-0045.
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Purpose K-20 accreditation is contingent on having policies and procedures that provide evidence of quality assurance (QA) and quality improvement (QI), viewed here as the first of two conflicting paradigms, requiring concurrent expressions of excellence and need. Standardized summative assessments using the traditional tabular rubric design (typically writing assessments) serve the QA purpose well while leaving QI difficult to achieve. This is the second-related pair of conflicting paradigms – formative vs summative assessment. The purpose of this study is to illuminate these conflicts, present a sample illustrative solution and suggest that both institutions and accreditation agencies implement policies resolving these conflicts. Design/methodology/approach This viewpoint is based in part on an analysis of the content of many rubrics, with several selected for presentation herein. For K-12 settings, the AdvancED accreditation standards (used in 70 countries) and a multistate writing rubric are discussed. For postsecondary, a segment of the VALUE rubrics, used by a large number of postsecondary institutions across the USA, is presented. Examples of potential solutions for both levels are presented to clarify the problem and identify policy implications. Findings This specific aspect of the QA/QI challenge is a solvable problem, and a solution is proposed with the potential to improve learning in the USA and other countries. Originality/value Institutional personnel struggle with the conflicts often not realizing the source of their struggle. In this viewpoint, a new rubric format is suggested with the hope of initiating policy change discussions.
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Bouwma-Gearhart, Jana L., John D. Ivanovitch, Ellen M. Aster, and Andrew M. Bouwma. "Exploring Postsecondary Biology Educators’ Planning for Teaching to Advance Meaningful Education Improvement Initiatives." CBE—Life Sciences Education 17, no. 3 (September 2018): ar37. http://dx.doi.org/10.1187/cbe.17-06-0101.
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This paper attends to challenges for postsecondary science education improvement initiatives, notably understanding and responding to the realities guiding educators’ teaching practices. We explored 16 postsecondary biology educators’ instructional planning, providing novel insights into why educators select certain strategies over others, including lecturing. Our findings point to an array of factors that educators consider, factors that we believe push against the lecture versus active-learning dichotomy that we hear in some improvement rhetoric. We recommend professional development experiences (including peer evaluations of teaching) wherein educators and other proponents for teaching improvements explicitly explore rationales for teaching, including educators’ considerations of the nature of the discipline (content and concepts and skills and processes) and students’ needs. Educators with less experience with content were more likely to seek out additional instructional resources during planning, including other educators. Given this, teaching improvement proponents may want to offer professional development activities that sync with periodic and planned teaching assignments that take educators out of their disciplinary knowledge comfort zone. Disciplinary colleagues might serve as exemplars of planning and implementing teaching strategies that both convey foundational content and processes and engage students via evidence-based practices.
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Bullington, Kim E., Kaycee L. Bills, David J. Thomas, William L. Nuckols, and Joshua L. Howell. "Is the GI Bill Enough? An Exploratory Analysis of Student Veteran Borrowing in College." Universal Journal of Financial Economics 3, no. 1 (May 17, 2024): 34–43. http://dx.doi.org/10.37256/ujfe.3120242733.
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In the United States, many student veterans use their GI Bill benefits to help fund their postsecondary education; however, when the GI Bill is not enough, student veterans may turn to grants and loans to subsidize their financial needs. This study examines the degree and extent to which Pell Grants and student loans are being used by student veterans using data pulled from the National Center for Education Statistics’ Baccalaureate and Beyond dataset. We found that Pell Grant awards were higher for student veterans with disabilities as well as Blacks and that a student’s age contributed to the overall amount of federal student loans borrowed. Implications, future directions, and a discussion of the results are provided.
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Goldberg, Kenneth I., James Guffey, and Ponzio Oliverio. "Defining Postsecondary Degrees In The 21st Century." Journal of College Teaching & Learning (TLC) 13, no. 2 (March 31, 2016): 65–78. http://dx.doi.org/10.19030/tlc.v13i2.9637.
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The competition for jobs in the 21st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation’s (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.
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Rutherford, Amanda, and Thomas Rabovsky. "Evaluating Impacts of Performance Funding Policies on Student Outcomes in Higher Education." ANNALS of the American Academy of Political and Social Science 655, no. 1 (August 10, 2014): 185–208. http://dx.doi.org/10.1177/0002716214541048.
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Concerns about performance and cost efficiency have taken center stage in discussions about the funding and oversight of public universities in recent years. One of the primary manifestations of these concerns is the rise of performance funding policies, or policies that seek to directly link state appropriations to the outcomes institutions generate for students. Despite the popularity of these policies, relatively little systematic research examines their effect on student outcomes at public colleges and universities. We use data collected from the Integrated Postsecondary Education Data System (IPEDS) to analyze the effectiveness of performance funding policies as a mechanism for improving student graduation, persistence, and degree attainment in more than 500 postsecondary institutions in all fifty states over a span of 18 years. We find that current performance funding policies are not associated with higher levels of student performance and that these policies may in fact contribute to lower performance over a longer period of time. However, more recent policies linked to institutional base funding may produce some likelihood of long-term improvement and require additional research.
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Mullen, Carol A. "Multisite Case Study of Florida's Millennium High School Reform Model." education policy analysis archives 10 (October 3, 2002): 40. http://dx.doi.org/10.14507/epaa.v10n40.2002.
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This study should have immediate utility for the United States and beyond its borders. School-to-work approaches to comprehensive reform are increasingly expected of schools while legislative funding for this purpose gets pulled back. This multisite case study launches the first analysis of the New Millennium High School (NMHS) model in Florida. This improvement program relies upon exemplary leadership for preparing students for postsecondary education
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Boland, William Casey. "Performance Funding and Historically Black Colleges and Universities: An Assessment of Financial Incentives and Baccalaureate Degree Production." Educational Policy 34, no. 4 (September 29, 2018): 644–73. http://dx.doi.org/10.1177/0895904818802118.
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Pay-for-performance has become a state finance policy du jour for public postsecondary institutions. A total of 35 states currently distribute varying amounts of appropriations to colleges and universities based on outcome measures. This study uses a difference-in-differences quasi-experimental technique to assess the impact of performance-based funding on public 4-year Historically Black Colleges and Universities (HBCUs). It also includes separate analyses on the older and newer models of performance funding throughout the United States. This study finds little evidence of a significant effect on improvement in baccalaureate degree attainment in public 4-year HBCUs that receive some apportionment of state appropriations through performance-based funding.
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Davis, Mariya T., and Ingrid K. Cumming. "Planning and Implementing Student-Led IEPs for Students With EBD." Beyond Behavior 28, no. 2 (June 5, 2019): 90–98. http://dx.doi.org/10.1177/1074295619850569.
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Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.
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Hoare, Alana, and Pamela Goad. "The quality continuum: perceptions of institutional accreditation." Quality Assurance in Education 30, no. 1 (December 21, 2021): 102–17. http://dx.doi.org/10.1108/qae-08-2021-0135.
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Purpose Academics and administrators frequently lament the bureaucracy in higher education, which diverts attention from teaching and research. Heightened monitoring of institutions as a result of dominant neoliberal ideologies shapes perceptions of accreditation as a bureaucratic burden rather than a value-added tool for continuous quality improvement. This paper aims to identify factors that positively and negatively impact a culture of quality in North American accredited postsecondary institutions to address issues of equity and inform policy changes that are relevant to community needs. Design/methodology/approach Academics’ and administrators’ perceptions of accreditation processes are explored through an interpretivist mixed-methods study that combined focus group and survey results from over 200 participants representative of four-year private and four- and two-year public institutions and tribal colleges in North America. Findings Findings suggest that a utilitarian and exclusionary mindset perpetuated by neoliberal logics restricts participatory decision-making processes in postsecondary institutions. Furthermore, the research identified a noticeable gap between those who are invited to participate in accreditation processes and those who contribute to decision-making. This lack of inclusive governance inhibits the ability of institutions to respond appropriately to the needs of its community. Originality/value The scope of the study and prioritization of qualitative data offers a comprehensive picture of academics’ and administrators’ perceptions and positions them as the experts in their own learning and development. Through participant narratives, strategies for increasing the value of quality assurance processes are illuminated. As a result, the study participants become the change agents who provide the solutions for ameliorating academics’ and administrators’ resistance to quality assurance.
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Mitchell, Barbara S., Lee Kern, and Maureen A. Conroy. "Supporting Students With Emotional or Behavioral Disorders: State of the Field." Behavioral Disorders 44, no. 2 (December 10, 2018): 70–84. http://dx.doi.org/10.1177/0198742918816518.
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Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact graduation and postsecondary outcomes. In this article, we provide historical context and current data to highlight contemporary issues surrounding the needs and education of students with ED. Specifically, we present child-count data and descriptions of students that are currently served in the ED category. We provide information about the frequency and types of disciplinary events students with ED experience and discuss associated secondary and postsecondary outcomes. We summarize positive achievements and continued challenges within the field. Finally, derived from the ongoing unmet needs of students with and at risk for ED, we recommend (a) revision of the current Individuals with Disabilities Education Improvement Act terminology and eligibility criteria to a more comprehensive education-based definition; (b) regular universal screening for signs of social, emotional, and/or behavioral problems; (c) use of multitiered systems of support that offer preventive interventions to address the social, emotional, and behavioral needs of all students, particularly when they first emerge; and (d) integrated delivery models that allow greater access to related services to enhance the benefits of special education for students with ED.
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Huynh, Phuong Bach, Theresa Pesl Murphrey, Kim E. Dooley, Jr Strong, and Larry M. Dooley. "An Examination of Postsecondary Agricultural Education Instructors' Perspectives of the Case Study Instructional Technique and the Development of a Model to Encourage Use." Journal of Agricultural Education 60, no. 3 (September 30, 2019): 173–90. http://dx.doi.org/10.5032/jae.2019.03173.
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In an effort to evaluate the current use of case studies as a teaching technique in postsecondary agricultural education and to develop a model for integrating technologies into the case study technique (CST), a qualitative study was conducted that explored the current use of case studies, examined the effectiveness of the technique, and explored the technology skills held by instructors. Study findings revealed benefits and limitations to the use of CST within postsecondary agricultural education as well as methods for integrating technology into the process. Benefits of CST to students included (a) preparation for real-world application of knowledge, (b) development of higher-order thinking skills, and (c) communication skills improvement. Limitations of CST included (a) students’ lack of prior experience, (b) difficulty for instructors to find quality cases, and (c) the need for skilled facilitators. Ways to address these limitations were identified through the research and involved the integration of technology. Research findings provided a foundation for the development of a model to integrate technology with CST. While further research is needed to confirm the effectiveness of the model, the research implies that the use of the resulting model could increase the use of CST and improve teaching effectiveness.
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Quratul Aini, Nenden, Wia Adawiyah M, and Ara Hidayat. "Pembiayaan Pendidikan Alternatif di Madrasah Tsanawiyah PPTQ Assalam Bandung Perspektif Analisis School Levy." MANAGERIA: Jurnal Manajemen Pendidikan Islam 5, no. 1 (May 31, 2020): 59–74. http://dx.doi.org/10.14421/manageria.2020.51-04.
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This research aims to describe education financing in Madrasah Tsanawiyah Pondok Pesantren Tahfiz Qur'an Assalaam Bandung using the School Levy analysis. School Levy is a concept of education financing in which the community (property tax) is set as the main source of the additional fund. This is a qualitative study. Data were collected by observations, in-depth interviews, and documentation then analyzed through data categorization and data interpretation. The results are 1) Alternative sources of education financing in MTs-PPTQ Assalaam were acquired through the funds from middle-high income communities in the form of zakat, infak, sedekah and Wakaf (ZISWAF); 2).The acquisition of the education financing sourced from ZISWAF is obtained in several ways. The first, Madrasa obligates students from the middle-high income family to pay certain amount of donation at the beginning of school year. The second, madrasa offers the parents to channel ZISWAF for educational financing tailored at the initial contract. Third, madrasa applies auction system for the Development Fund addressed for classrooms or other facilities improvement. 3) The Further utilization of this fund is used for madrasa’s development as well as facilities improvement, such as Wakaf land, Free Scholarship for 30% of orphans and duafa students, and as madrasa saving.
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Mujiwardhani, Alfian, Heru Wibowo, and Iman Tri Mulya. "DAMPAK ALOKASI DANA DESA BAGI PEMBANGUNAN DAERAH DAN KESEJAHTERAAN MASYARAKAT." Jurnal Anggaran dan Keuangan Negara Indonesia (AKURASI) 1, no. 2 (December 12, 2019): 164. http://dx.doi.org/10.33827/akurasi2019.vol1.iss2.art52.
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This study aims to evaluate the impact of the Village Fund allocation on the improvement of regional development, which is measured by improvements in physical capital, human capital, economy, and community welfare (economic growth, poverty, and unemployment). The Difference in Difference (DID) method is applied to estimate the effects of village fund allocation by comparing the changes in outcome between the district that get village fund allocation (intervention group) and the cities that did not (control group). The results of the study show that the Village Fund has an impact on improving the achievement of outputs in infrastructure, education and health services, as well as improving economic performance, but has not been able to improve welfare indicators. The Village Fund is expected to be able to increase economic growth in the short term, but it has not yet affected poverty and unemployment.
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Wei, Siying, Xuefei Guo, Yujie Jiang, and Shuai Lin. "Research on Audit Problems and Countermeasures of "Special Fund for Nutrition Improvement Plan" of Y Audit Bureau." Frontiers in Business, Economics and Management 15, no. 1 (May 15, 2024): 153–59. http://dx.doi.org/10.54097/ajkwq421.
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The implementation of the nutrition improvement plan for rural compulsory education students is an important policy measure for the state to promote educational equity and improve the nutritional status of students in poor areas. The audit of special funds for nutrition improvement program can test the implementation effect of the policy, and standardize the allocation, management and use of funds in education finance and other departments.Y Audit Bureau is the government agency in charge of auditing of Y Municipal People's Government. In September 2023, Y Audit Bureau led the audit of special funds for the nutrition improvement Plan for rural compulsory education students, focusing on policy implementation, fund distribution and use, food safety, etc., promoting the implementation of the nutrition improvement plan policy through audit supervision, and safeguarding the vital interests of rural compulsory education students. Taking Y Audit Bureau as an example, this paper summarizes and refines the key points of the audit work of the nutrition improvement plan, in order to provide reference for relevant auditors and management departments.
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Freitasl, Alberto da Costa, and Horácio da Costa. "Enhancing Community Welfare: Analysis of Village Fund Management in the Socio-Economic Sector." Law and Economics 16, no. 1 (February 28, 2022): 15–29. http://dx.doi.org/10.35335/laweco.v16i1.49.
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The research investigates the impact of Village Fund management on community welfare within the socio-economic sector. The study aims to assess how effective utilization of the Village Fund influences socio-economic indicators within rural communities. Employing a mixed-method approach, data was collected through surveys, interviews, and document reviews to comprehend the relationship between fund management and community well-being. Findings revealed a positive correlation between transparent and equitable fund allocation and improvements in household income, infrastructure development, education, and healthcare services. However, challenges in transparency, disparities in fund allocation, and capacity limitations were identified, suggesting opportunities for improvement. The implications suggest that well-managed funds have the potential to uplift living standards and foster sustainable community development. Recommendations include policies for transparent allocation, capacity-building programs, and community involvement to optimize fund management and enhance community welfare. This research presents critical insights and avenues for future exploration, emphasizing the vital role of effective fund management in driving socio-economic development and promoting community welfare within rural areas.
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Walter, Emily M., Andrea L. Beach, Charles Henderson, Cody R. Williams, and Ivan Ceballos-Madrigal. "Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)." International Journal of Technology in Education 4, no. 2 (March 3, 2021): 166–99. http://dx.doi.org/10.46328/ijte.46.
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Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.
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Cutumisu, Maria, Kristin Garn, and Raymond J. Spiteri. "Assessing Numerical Analysis Performance with the Practi Mobile App." Education Sciences 14, no. 4 (April 12, 2024): 404. http://dx.doi.org/10.3390/educsci14040404.
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Numerical analysis is a unique combination of mathematical and computing skills. It facilitates a deeper understanding of data analytics and machine learning software libraries, which are exploding in use and importance. However, it is a topic that continues to challenge students because it requires a confluence of conceptual, procedural, and computational skills and associated pedagogies. Therefore, it is valuable to identify effective pedagogies and tools to enhance and assess student numerical analysis skills. Despite the proliferation of mobile technology in postsecondary education, its role in the context of numerical analysis is largely unknown. This quasi-experimental pilot study used Practi, an educational mobile app designed to assess numerical analysis performance and promote both retrieval practice and deliberate practice, which have been shown to help improve performance and develop expertise. Participants were 32 undergraduate students enrolled in a second-year introductory Numerical Analysis course at a large North American university. They were prompted to use Practi to solve quizzes on a regular basis throughout the course, before and after each lecture, to promote deliberate practice and spaced retrieval. Results of a paired t-test analysis showed that Practi was able to detect improvement in student quiz performance after the lectures compared to before the lectures. Additionally, performance on the Practi quizzes after the lectures was positively associated with the overall course performance. This suggests that mobile apps supporting deliberate and retrieval practice can complement more traditional means of instruction and assessment of numerical analysis in postsecondary mathematics education.
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Rumtini, Rumtini, S. N. Azkiyah, Ferdi Widiputera, and Arie Budi Susanto. "The Impact of the Accreditation Incentive Fund (DIA) Intervention on the Quality of LPTK Management." Journal of Educational and Social Research 10, no. 5 (September 23, 2020): 200. http://dx.doi.org/10.36941/jesr-2020-0099.
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Higher education institutions/the Educational Personnel Education Institution (LPTK) have experienced an increase in producing qualified teacher in this couple of years. At the same time, universities have responsibility to increase the qualifications of teachers and the quality of teacher. Data collected from Accreditation Incentive Fund (DIA) program is used to increase the management capacity of the Institute of Education Personnel Management (LPTK) in 2009 to 2012. The data of this study include five aspects of DIA fund utilization, namely: improvement of governance, program management, learning processes, academic atmosphere, and information systems. This study investigates the impact of the accreditation incentive fund intervention on the quality of LPTK management. We hypothesize that DIA incentive funds to LPTK has an impact in improving the quality of LPTK management. Based on multilevel analysis, we demonstrate that the DIA intervention improved the quality of management significantly. The results indicate that the impact of DIA incentive funding can be only seen when the PGSD group received the DIA (experimental group) compared to the partner group and the non-educational group.
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Papić-Blagojević, Nataša, Maja Vukadinović, and Ana Jovičić-Vuković. "Factor structure of the effectiveness of the teaching process in higher education institutions: The perception of students." Ekonomija: teorija i praksa 15, no. 3 (2022): 1–12. http://dx.doi.org/10.5937/etp2203001p.
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The present study aims at investigating the students' perception of indicators of effectiveness of the teaching process in higher education institutions. 361 students from five different postsecondary vocational schools participated in the research. The instrument consisted of a list of indicators of the effectiveness of the teaching process, which has been taken from previous research related to characteristics of education at universities. The list included 13 indicators: knowledge, quality, creativity, flexibility, collegiality, critical thinking, cognitive skills, teamwork, cooperation, entrepreneurial spirit, interactivity, objective grading scale and the availability of teaching staff. The exploratory factor analysis was applied to extract the main components. The results have shown that the structure of the effectiveness of the teaching process from the perspective of students consists of two dimensions: Cooperation and Objectiveness. The improvement of the teaching process with the goal of its greater effectiveness is discussed in the context of these results.
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Калінеску, Тетяна Василівна. "УКРАЇНСЬКИЙ ФОНДОВИЙ РИНОК: РЕАЛІЇ СЬОГОДЕННЯ." TIME DESCRIPTION OF ECONOMIC REFORMS, no. 2 (July 4, 2023): 42–47. http://dx.doi.org/10.32620/cher.2023.2.06.
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Important on the modern stage of development the economy of Ukraine of creation of favorable terms and new possibilities of fund market functioning for the sake of providing of national economy transformation, withstand development of international relations and integration of Ukraine in world space. Exactly success of fund market development leads to the necessity of realization of concrete measures in relation to the increase of liquidity, capitalization, transparency and strengthening of control for activity of fund market from the side of the state, forming of purposeful state strategy of fund market, upgrading the grant of services and service of customers, popularity and trust of citizens to the development of fund market and all like that. A research aim is an analysis of fund market development and prognostication of measures for an improvement and activation of its activity in the direction of professional preparation of specialists for work at the fund market. The methodological basis of research became methods of dialectics, methods and principles of scientific cognition, instruments of economic analysis with aim to forming of certain methodologies of analysis and evaluation of activity of fund market, that allow to accept correct administrative decisions in a post-war period of proceeding in the country economy. The basic hypothesis of research is supposition, that take in attention the instruments of fund market development improved and existent in foreign practice, will allow to improve and extend the sphere of activity of fund market, and start of the new educational programs of preparation the specialists for a fund market and it will promote professionalism of participants and culture of investing in a population. Exposition of basic material of research. It is well-proven that is existing a row of problems that restrain development and effective functioning of the Ukrainian fund market, in particular unstable economic situation in a country, insufficient transparency of market and low level internals of services that is given by certain exchange stocks, insufficient legislative adjusting and others like that. Therefore potential of fund market practically is not used. Reasonable necessity to carry out certain measures in relation to the normal functioning of fund market like activation of functioning of story level of the pension system, bank to the sector, increase of financial education of population and general culture of participants in relation to the self-weighted bringing in investments to the market, bringing of international partners, forming of the new legal mechanisms orientated on European and world effective in general lines norms and rules of fund market functioning. Originality and practical meaningfulness of research are confirmed by the offered directions of improvement of fund market activity and ground of the necessary educational programs of preparation the specialists for it. Conclusions and prospects of further researches. The conducted research allowed to establish, that to basic directions of modernization and fund market development it is possible to take the increase of efficiency of adjusting the activity of issuers of fund market, introduction of new tool at the fund market; stimulation of coming of investments is to the fund market; providing of the reliable and effective functioning of fund market infrastructure; realization of effective public policy of improvement of investment climate. Further researches will be sent to original educational program development in relation to expansion of limits of specialty «Finances, banking and insurance» to the level «Finances, banking, insurance and fund market».
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Ab. Aziz, Muhammad Ridhwan, Mohd Asyraf Yusof, Fuadah Johari, and Hisham Sabri. "Relationship Between Level of Income and Method of Contribution and Appointment of Islamic Waqf Bank as an Agent in Collecting Waqf Fund." Journal of Emerging Economies and Islamic Research 2, no. 2 (May 31, 2014): 15. http://dx.doi.org/10.24191/jeeir.v2i2.9621.
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Receiving a good education helps empower people knowledge, thus making them strong enough to look after themselves in any given situation. It keeps oneself aware of given surrounding as well as the rules and regulations of the society they living in. Moreover, the technology that we use today is a result from the advancement and improvement of education. On the other hand Islamic waqf bank is a special designed financial institution in Islam. This bank will benefit the student and also their parents, due to its unique structure that could finance students‟ education in term of fees and cost of living. Islamic waqf bank uses the concept of cash waqf in terms of funding the education. While cash waqf is a trust fund established with money to support services for mankind‟s benefits in the name of Allah. The objective of this article is to examine the relationship between level of income and contribution method of cash waqf fund in Islamic waqf bank as well as the appointment of an agent in collecting waqf fund in Islamic waqf bank. The methodology of this research is a quantitative research towards 287 respondents among Muslim public in this country. The general finding of this article shows that, with proper contribution method and the appointment of Islamic waqf bank as an agent in collecting the cash waqf fund, there is a strong tendency that the Islamic waqf bank‟s operation will be run effectively.
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Sheldon-Keller, A. E., E. Lloyd-McGarvey, and R. J. Canterbury. "Assessing Organizational Effectiveness in Higher Education Drug Prevention Consortia." Journal of Drug Education 25, no. 3 (September 1995): 239–50. http://dx.doi.org/10.2190/q2h5-dfrj-yx38-jx53.
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Eighty-three consortia of institutions of higher education, organized under funding from the Fund for the Improvement of Post-Secondary Education (FIPSE) Drug Prevention Programs of the Department of Education, were surveyed to measure organizational effectiveness. Generalized satisfaction with the functioning of the consortia was related to the number of active members, the average miles traveled to meetings, satisfaction with performance of task functions, members' roles, the level of trust among members and the level of creativity and innovation in problem-solving. Satisfaction with goal attainment was significantly related to the presence of at least one “internal” goal for the consortium.
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Afriansyah, Anggi. "IMPLEMENTASI PROGRAM KARTU JAKARTA PINTAR DI DKI: PELUANG DAN TANTANGAN DALAM PEMENUHAN KEADILAN SOSIAL DI BIDANG PENDIDIKAN." Jurnal Kependudukan Indonesia 12, no. 1 (June 30, 2017): 55. http://dx.doi.org/10.14203/jki.v12i1.196.
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Jakarta Smart Card (KJP) is a program by the DKI Jakarta Provincial Government which gives a chance for the less affluent to achieve up to secondary education. This paper examines three aspects of KJP implementation, namely (i) opportunities and challenges of the program implementation as the fulfillment of social justice in education; (ii) problems related to the program implementation and its future challenges; and (iii) KJP as an effort to improve education services. This study used primary data obtained from interviews and relevant secondary data. The main finding indicates that violations and misuse of KJP fund still exist. Although the government has improved the rules, management, and mechanisms for the distribution of the program, inaccuracies in data and fund recipients are still found. Therefore, these issues need to be the points of evaluation, improvement, and innovation to fulfill the social justice for the disadvantaged citizens.
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Scanlon, Erin, Tamra Legron-Rodriguez, Jillian Schreffler, Elijah Ibadlit, Eleazar Vasquez, and Jacquelyn J. Chini. "Postsecondary chemistry curricula and universal design for learning: planning for variations in learners’ abilities, needs, and interests." Chemistry Education Research and Practice 19, no. 4 (2018): 1216–39. http://dx.doi.org/10.1039/c8rp00095f.
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Federal legislation requires equitable access to education for all students at all levels, including in the postsecondary setting. While there have been a few studies in the chemistry education research literature base focused on how to support students with specific disabilities, this work seems to exist as a separate stream of research without direct impact on curriculum development and the overall community. This study focused on investigating how well three sets of general chemistry curricular materials support variations in students’ abilities, interests, and needs. To accomplish this, we compared the curricular materials with the Universal Design for Learning (UDL) framework, which describes steps to account for variations in ability among learners during curriculum development. The UDL framework is organized into three guidelines (multiple means of representation, action and expression, and engagement), further delineated by nine principles and thirty-one finer-grained checkpoints for designing courses. We looked for examples of enactment of the UDL checkpoints in a representative sample of activities. Across all three sets of curricular materials, only four of the thirty-one checkpoints were enacted in at least 75% of the activities, indicating high enactment. On the other hand, eleven of the checkpoints were enacted in less than 25% of the activities, indicating low enactment. Overall, there is much room for improvement in consistently providing support for learner variation within these general chemistry curricular materials. We argue that some of the burden of making curricular materials supportive of all students lies with curriculum developers and provide recommendations for improving support and accessibility.
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Abdul, Abdul Rachim, and Muhammad Habibi. "DISKUSI KEUANGAN PENDIDIKAN." Bedumanagers Journal 2, no. 2 (February 2, 2022): 1–5. http://dx.doi.org/10.30872/bedu.v2i2.942.
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The Special Allocation Fund or DAK as an important element in the implementation and improvement of the quality of education is currently one of the recess agendas for members of the House of Representatives of the Republic of Indonesia (DPRD RI) and an important recess agenda. Where according to the Law of the Republic of Indonesia Number 33 of 2004 concerning the Financial Balance between Central Finance and Regional Finance, Article 1 number 23 explains that the Special Allocation Fund, hereinafter referred to as DAK, is a fund sourced from APBN revenues allocated to certain regions with the aim of helping fund special activities which are regional affairs and in accordance with national priorities. The allocation of DAK itself exists for physical and non-physical development. Physical DAK The two types of DAK are a source of finance for the implementation and improvement of the quality of education, particularly in the province of East Kalimantan.
The purpose of the discussion is to generate; (a) a number of important points from guest speakers and participants or discussion audiences on education finance DAK, and (b) found a number of solutions that are thought to support the strengthening, utilization and management of education finance DAK. The planned method is a face-to-face discussion that refers to the health protocol that applies during the PKM implementation later. The outputs on the agenda are scientific articles published in unaccredited national journals.
The results of the implementation of PKM education discussions which are part of the educational workshop activities, it can be concluded that (1) The education system and local government administration are in line with a number of regulations, one of which is the Law of the Republic of Indonesia Number 33 of 2004 concerning Financial Balance between Central Finance and Finance Regions that declare the existence of DAK, including in the field of education; (2) During the Covid-19 pandemic, the issue of education, funding, and the impact of Covid-19 became very hot to discuss, especially the increasing burden on parents, while the burden on teachers was seen to be reduced; and (3) The problem in Samarinda City is that the number of DAK for Education in 2021 tends to be small compared to other cities in Indonesia. Therefore, it is necessary to optimize DAK factually, both in the form of physical and non-physical proposals, because the proposal determines the size of the DAK for education in an area.
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Hyder, Zachary J., and Lisa G. Driscoll. "Tennessee." Journal of Education Human Resources 41, S1 (September 1, 2023): 122–34. http://dx.doi.org/10.3138/jehr-2023-0034.
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Historical increases in tax revenue have allowed Tennessee to advance a competitive education agenda. The state has implemented a new K-12 funding formula (Tennessee Investment in Student Achievement), sought ways to keep qualified teachers in the classroom, and initiated a student voucher program. Regarding higher education, Tennessee, absent of modifications to its higher education funding formula, has moved to fully funding the state’s higher education commission appropriation requests. The state’s ongoing use of tax surplus from prior years to fund new, mostly nonrecurring projects such as capital improvement for the state’s technical college system is discussed.
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Putri, Helmalea, Abd Mubaraq, and Bustami. "Analysis of the Effectiveness of the Zakat Fund Distribution Program by BAZNAS West Kalimantan (2019 - 2023)." Journal of Economics, Management and Trade 30, no. 7 (July 9, 2024): 105–12. http://dx.doi.org/10.9734/jemt/2024/v30i71229.
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This research aims to analyze the effectiveness of the Zakat, Infaq and Sedekah (ZIS) fund distribution program by BAZNAS West Kalimantan in improving the welfare of beneficiary communities during the 2019-2023 period. Using a secondary data analysis approach, data was obtained from BAZNAS annual reports, government publications, scientific articles and other sources. Qualitative research methods with descriptive analysis were used to evaluate the effectiveness of ZIS fund distribution based on the ACR (Allocation to Collection Ratio) ratio in the Zakat Core Principle model. The research results show that ZIS fund collection experienced fluctuations during this period, with fund distribution always reaching 100% of the funds collected each year. The ACR ratio which consistently reaches 100% shows that BAZNAS West Kalimantan is very effective in distributing ZIS funds. The ZIS fund distribution program has a positive impact on community welfare, especially in access to education and health, although the long-term impact on economic empowerment still requires improvement. The success of the program is influenced by the quality of BAZNAS management, community participation, government support, and collaboration with various institutions. Recommendations for increasing effectiveness include strengthening economic empowerment, increasing transparency and accountability, improving program management, collaborating with external parties, and regularly evaluating program impacts. This research provides recommendations for improving the ZIS fund distribution program, with the hope that ZIS fund management can be more optimal and precise the target is to improve the welfare of the beneficiary communities in West Kalimantan.
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Benson, Gregory E., and Ngan N. Chau. "The Supply Chain Management Applied Learning Center: A university–industry collaboration." Industry and Higher Education 33, no. 2 (February 6, 2019): 135–46. http://dx.doi.org/10.1177/0950422219827188.
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In today’s changing and intensely competitive global environment, postsecondary educational programs must find ways to adapt their method of delivery to meet the educational expectations of students and talent needs of “real-world” employers. This is especially true in the evolving field of supply chain management (SCM). The purpose of this qualitative study was to assess the effectiveness of the SCM Applied Learning Center (referred to as the “Center”) at a Midwestern university in the United States by understanding its perceived value through its stakeholders—that is, participating companies and students. This understanding was achieved by interviewing stakeholders who used the Center during its initial 18-month rollout period. The data analysis from this study resulted in the emergence of the following themes: (1) developing transferable skills, (2) accelerating applied learning, (3) cultivating personal relationships, and (4) supporting business improvement. The establishment of the Center and the corresponding results from this study contribute to the literature associated with university–industry collaboration, SCM education, and the evolving role of higher education. This work provides a template to programs interested in improving their working relationship with business partners through the implementation of comparable industry collaboration activities, while at the same time providing skill improvement opportunities for their students.
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Escudero, María Celeste. "Los efectos del Fondo para el Mejoramiento de la Calidad en la Universidad Nacional de Córdoba." education policy analysis archives 26 (June 11, 2018): 71. http://dx.doi.org/10.14507/epaa.26.2972.
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University public financing policy reforms in Argentina during the 1990s were aligned to global and regional developments. Thus, in 1995, the Fund for the Improvement of University Quality (FOMEC) was created, an instrument for allocating additional funding to the historical budget, which prioritized the improvement of teaching over other activities. Based on the theoretical framework of Stephen Ball and the Sociological New Institutionalism, this paper seeks to answer: What effects has the FOMEC had at the National University of Cordoba (UNC), Argentina? This research utilizes hierarchical and discriminant cluster analysis to identify the distribution of FOMEC projects among the participating academic units. Stakeholders’ perceptions were analyzed through interviews and documents. Data analysis suggests three core effects. First, FOMEC projects were not distributed in a homogenous way among the academic units within UNC, varying significantly among different disciplinary areas. Second, institutional change conformed to coercive and mimetic forces. Lastly, there are internalization processes of at least five partial innovations in their work cultures, such as: “Strategic Planning of Activities”, “Project Management”, “Teamwork”, “Evaluation Processes” and “Management of Alternative Resources to the Budget”.
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Kasmawati, Kasmawati, Abdul Rahman Mus, Arief Halim, and Andi Bunyamin. "KEPEMIMPINAN KEPALA MADRASAH DALAM MENDUKUNG PENINGKATAN MUTU PENDIDIKAN ISLAM." Idaarah: Jurnal Manajemen Pendidikan 6, no. 2 (December 4, 2022): 250–73. http://dx.doi.org/10.24252/idaarah.v6i2.30887.
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This research was conducted to: (1) Determine the quality of education in public and private MTs in Gowa Regency, South Sulawesi; (2) Knowing the role of madrasa heads in supporting the improvement of the quality of Islamic education; (3) Knowing the application of the leadership type of madrasah principals in supporting the improvement of the quality of Islamic education; (4) Knowing the implementation of madrasah leadership in supporting the improvement of the quality of Islamic education. This study uses three approaches, phenomenology, management and multiple case studies. The types of data sources in this research consist of primary data and secondary data. Data collection techniques consist of observation, interviews, and documentation. The data analysis technique by data reduction, data presentation, and data verification. The results of this study indicate that: (a) the quality of education at public and private MTs has met 8 (eight) National Education Standards; (b) The role of the madrasa head in supporting the improvement of the quality of Islamic education in public and private MTs; (c) The leadership style of the head of the public and private MTs madrasah uses a democratic leadership style; (d) The strategy of the head of madrasa in improving the quality of Islamic education in the two madrasas has implemented several strategies, namely human resource development programs, curriculum, teacher professionalism, students, facilities and infrastructure, public relations, and fund management (finance).
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Giamos, Dimitris, Alex Young Soo Lee, Amanda Suleiman, Heather Stuart, and Shu-Ping Chen. "Understanding Campus Culture and Student Coping Strategies for Mental Health Issues in Five Canadian Colleges and Universities." Articles 47, no. 3 (December 20, 2017): 136–51. http://dx.doi.org/10.7202/1043242ar.
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This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students’ mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health. We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.
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Hume, Kara, Jessica Dykstra Steinbrenner, John Sideris, Leann Smith, Suzanne Kucharczyk, and Kate Szidon. "Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder." Autism 22, no. 1 (October 11, 2017): 40–50. http://dx.doi.org/10.1177/1362361317722029.
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Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.
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Campbell, Chris, Seonaigh MacPherson, and Tanis Sawkins. "Preparing Students for Education, Work, and Community: Activity Theory in Task-Based Curriculum Design." TESL Canada Journal 31 (January 21, 2015): 68. http://dx.doi.org/10.18806/tesl.v31i0.1187.
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This case study describes how sociocultural and activity theory were applied in the design of a publicly funded, Canadian Language Benchmark (CLB)-based English as a Second Language (ESL) credential program and curriculum for immigrant and international students in postsecondary institutions in British Columbia, Canada. The ESL Pathways Project was conceived to prepare immigrant students to navigate the multiple pathways in the settlement process from postsecondary education to the workplace, community participation, and citizenship. The innovation in curriculum design resulted from the systematic reinterpretation of situated cognition and task-based design using activity theory. Given that both situated and task-based learning share intersecting theoretical lineages with activity theory, this reinterpretation was more a deepening and improvement than a reconceptualization process. The ensuing units were defined by the real-world activities and contexts of target communities of practice, with relevant instructional topics, tasks, genres, skills, and outcomes presented in a systematic manner to support learners to participate, ultimately, in those target communities. This process contrasts with traditional ad hoc forms of task-based curriculum design in ESL and EAP (English for Academic Purposes).Cette étude de cas décrit dans quelle mesure la théorie socioculturelle et la théorie de l’activité ont joué un rôle dans la conception d’un programme d’étude à crédits pour l’anglais langue seconde reposant sur les niveaux de compétence canadiens et visant les immigrants et les étudiants internationaux dans les institutions postsecondaires en Colombie britannique au Canada. Le projet « ESL Pathways » (Parcours en anglais langue seconde) a été conçu pour aider les étudiants immigrants à naviguer les divers parcours que présente le processus d’établissement, depuis les études postsecondaires à la citoyenneté en passant par le milieu du travail et la participation communautaire. Le programme novateur résulte d’une réinterprétation systématique, par le biais de la théorie de l’activité, de la conception située et centrée sur les tâches. Puisque la cognition située et l’apprentissage basé sur les tâches partagent des éléments de la théorie de l’activité, cette réinterprétation représente plutôt un approfondissement et une amélioration qu’une reconceptualisation. Les unités qui en découlent reposent sur des activités réelles et des communautés de pratiques cibles, et elles présentent des thèmes, des tâches, des genres, des habiletés et des résultats de façon systématique de sorte à favoriser la participation des apprenants à ces communautés. Ce processus se distingue des formes traditionnelles et ad hoc de conception des programmes d’étude en anglais langue seconde et en anglais académique.
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Iryani, Lisa, and Sufi Sufi. "EDUCATION DEVELOPMENT POLICY THROUGH SPECIAL AUTONOMY FUND AT THE DEPARTMENT OF EDUCATION AND CULTURE NORTH ACEH DISTRICT." International Journal of Educational Review, Law And Social Sciences (IJERLAS) 2, no. 4 (July 31, 2022): 577–84. http://dx.doi.org/10.54443/ijerlas.v2i4.344.
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This study examines the policy of education development through special autonomy funds at the Education and Culture Office of North Aceh Regency. The research location is the Education and Culture Office of North Aceh Regency. The purpose of the study was to determine the policy of budgeting priorities in the education infrastructure development program and the program to improve the quality of educators and education personnel in North Aceh Regency and to determine the use of special autonomy funds in education infrastructure development programs in North Aceh Regency. The theoretical perspective used is the theory of public policy and the theory of educational development. The research method used is a qualitative research method. The results showed thatthe quality of education and physical development are not in line so that the results obtained are also not optimal, the lack of budget affects the improvement of the quality of educators and education personnel. Educational development in reality, especially the infrastructure development program has been able to run according to the program that has been prepared, and based on the budget for larger infrastructure development, it is still constrained by supporting facilities such as the construction of laboratories and teaching aids needed by schools that so far not sufficient.The obstacle to implementing the program to improve the quality of educators and education personnel lies in the limited budget. Thousands of teachers in North Aceh Regency need stages in the implementation of providing training and this cannot be completed in the annual budget.The allocation of a larger budget for infrastructure development is motivated by rationality, if the facilities and infrastructure can be adequate, it will support the process of improving the quality of education and be able to improve the quality of educators and education personnel
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Tajuddin, Imran. "Impact of Coastal Community Empowerment Development Project-International Fund For Agriculture." Economics and Digital Business Review 3, no. 1 (January 26, 2022): 14–31. http://dx.doi.org/10.37531/ecotal.v3i1.113.
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Objectively, this study was conducted to analyze the impact of the Coastal Community Development Project in collaboration with the International Fund for Agriculture Development (CCDP-IFAD) on education, business experience, involvement of women and men in the program, economic improvement of recipient communities, and program effectiveness. In improving the welfare of society. Literature studies and field studies carried out data collection techniques through interviews, observations, and documentation. Using a stratified random sampling method, samples were taken with 88 respondents consisting of 34 processors, eight farmers, 23 marketers, and 23 fishers. The results showed that the coastal communities who were assisted by the CCDP-IFAD program had a sufficient level of education and experience so that they were able to receive the program well. In addition, the level of women's involvement in the project of 50% has met the project requirements that require the involvement of women at 20%. The results also show that the CCDP-IFAD program is effective for the processing group with a value of 2.5 or 63.12%, the cultivation group 2.1 or 54.86%, and less effective for the marketer group of 1.98 or 45.75%, and the fishing group with a value of 1 .93 or 40.36%.
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Giamos, Dimitris, Alex Young Soo Lee, Amanda Suleiman, Heather Stuart, and Shu-Ping Chen. "Understanding Campus Culture and Student Coping Strategies for Mental Health Issues in Five Canadian Colleges and Universities." Canadian Journal of Higher Education 47, no. 3 (December 20, 2017): 136–51. http://dx.doi.org/10.47678/cjhe.v47i3.187957.
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This study aimed to better understand campus mental health culture and student mental health coping strategies, and to identify the mental health needs of students as well as gaps in mental health services within postsecondary education. A videovoice method was used to identify and document health-related issues and advocate for change. Forty-one interviews were conducted with campus stakeholders at five universities. Five themes involving mental health emerged from the campus interviews: the stigma of mental illness; campus culture related to mental health; mental health services available and barriers to mental health services on campus; accommodations for students’ mental health needs; and student mental health coping strategies. A documentary was developed to advocate for better mental health. We conclude that although Canadian campuses are raising awareness about mental health issues, there is not enough mental health infrastructure support on campuses; in particular, accessibility to campus mental health resources needs improvement.
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Purwanto, Purwanto, and Hasna Safira. "Determinant of Village Community Welfare Improvement." Jurnal Kajian Akuntansi 4, no. 1 (July 18, 2020): 40. http://dx.doi.org/10.33603/jka.v4i1.2973.
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AbstractVillage Fund (DD) has been allocated by Central Government since 2015, with a budget of Rp.20.80 trillion, and in 2020, DD is budgeted to be Rp72 trillion, experiencing a significant increase in 5 years. Priority for DD use according to the rules (Permendesa PDTT, No.11 / 2019) must provide as much benefit to the village community in the form of: a. life quality improvement; b. welfare improvement; c. poverty alleviation; and d. public services improvement (health, education, and social). The research was conducted in Cimerang Village, Padalarang Subdistrict, West Bandung Regency and aimed at analyzing the influence of DD Financial Management Accountability, Village Policy, and Village Institutions to the Improvement of Village Community Welfare This research used quantitative methods, where primary data was obtained from questionnaires of 135 respondents from the local village community and the Village Institution. The results indicated that three independent variables partially had a significant positive effect on improving the village community welfare. With the potential of vast agricultural land, including horticulture and animal husbandry, the creation of Village-Owned Enterprises (BUMDes) is a priority scale for Cimerang Village in the efforts of village independence, and from the results of efforts can be used in improving the quality of health and education, for example the establishment of the Polyclinic that provides health care is more diverse than Posyandu, the construction of a high school equivalent. Its influence is very meaningful for improving the welfare of the local community.Keywords: Accountability; BUMDes; Village fund Abstrak Dana Desa (DD) dialokasikan oleh Pemerintah Pusat sejak tahun 2015, dengan anggaran Rp 20,80 triliun, dan di tahun 2020 dianggarkan menjadi Rp 72 triliun, mengalami kenaikan signifikan dalam kurun waktu 5 tahun. Prioritas penggunaan DD sesuai aturan (Permendesa PDTT, No.11/2019) harus memberikan manfaat sebesar besarnya bagi masyarakat desa berupa: a. peningkatan kualitas hidup; b. peningkatan kesejahteraan; c. penanggulangan kemiskinan; dan d. peningkatan pelayanan publik (kesehatan, pendidikan, dan sosial). Penelitian ini dilakukan di Desa Cimerang, Kecamatan Padalarang, Kabupaten Bandung Barat, dengan tujuan untuk menganalisis pengaruh Akuntabilitas Pengelolaan Keuangan DD, Kebijakan Desa, dan Kelembagaan Desa terhadap Peningkatan Kesejahteraan Masyarakat Desa. Penelitian ini menggunakan metode kuantitatif, data primer yang diperoleh dari penyebaran kuesioner diperoleh dari 135 responden masyarakat desa setempat dan Perangkat Lembaga Desa. Hasil dari penelitian ini menunjukkan bahwa secara parsial, ketiga variabel independen berpengaruh positif signifikan terhadap Peningkatan Kesejahteraan Masyarakat Desa. Dengan potensi lahan pertanian yang luas, temasuk di dalamnya holtikultura, dan peternakan, penciptaan Badan Usaha Milik Desa (BUMDes) merupakan skala prioritas bagi Desa Cimerang dalam upaya kemandirian Desa, dan dari hasil usaha dapat digunakan dalam peningkatan kualitas kesehatan serta pendidikan, misalnya pendirian Poliklinik yang memberikan pelayan kesehatan lebih beragam dibandingkan Posyandu, pembangunan sekolah setara menengah atas. Pengaruhnya sangat berarti bagi peningkatan kesejahteraan masyarakat setempat.Katakunci: Akuntabilitas; BUMDes; Dana desa
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Fadli, Faishal, Ouyang Hongbing, and Yaqing Liu. "Earmarking Tax for Indonesia's Economic Growth through the Education and Health Sector in the Long and Short Term Period." Business and Economic Research 10, no. 1 (November 23, 2019): 1. http://dx.doi.org/10.5296/ber.v10i1.15889.
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The earmarking tax policy is expected to provide quality improvements as a result of the certainty of fund allocation. There are two examples of the government undertaking an earmarking tax approach in Indonesia, where 20% of funds are allocated for education, and 5% of funds are allocated for health. This measure of quality improvement can be seen from the improvement of the Human Development Index (HDI), Expected Years of Schooling (EYS), and Life Expectancy at Birth (LEB) that in turn impacts increasing economic growth (EG) during the period of earmarking tax policy in Indonesia. This research uses Path Analysis and Error Correction Model. Earmarking tax cause a negative indirect effect on EG through the education and health sector. However, in the long term, it has a positive effect on both sectors, while EYS and LEB has a negative effect. In the short term, only the health sector can increase EG.
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Šīna, Inga. "Vocational Education Network Optimization Program Implementation Problems and Solutions." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 461. http://dx.doi.org/10.17770/sie2012vol2.524.
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The aim of the paper is to analyze two-year results of the optimization programs of vocational school network and vocational education balancing solutions in the European Social Fund project " Improvement of national qualification system, vocational education contents and co-operation among the bodies involved in vocational education." The topic is of particular importance as the prestige of vocational education is low, the school network optimization yielded no results and vocational training does not deliver the qualities and eduation demanded by the job market. Innovation of the article - there have not been evaluation of network optimization results. Methodology applied: monographic, study of related documents, survey,interviews. The author concludes that there is a lack of a differentiated vocational education network,which is appropriate to the demographic trends; and the funds have not been allocated properly. It is offered to create integrated schools, which would be implementing basic education, vocational programs, adult education and lifelong learning.
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Aparna and YV Ambikar. "Profitability from training and development programmes." World Journal of Advanced Research and Reviews 19, no. 1 (July 30, 2023): 1166–74. http://dx.doi.org/10.30574/wjarr.2023.19.1.1445.
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The purpose of this document is to provide a conceptual overview of the employee training and improvement software and its benefits. This post examines the nature and drivers of employee training and software improvement, and then discusses the impact on quality for employees and the organization. Organizations are finding it difficult to live aggressively in today's global economy. The importance of developing worker improvement software is for companies looking to gain a competitive edge. Staffs are valued for help from the agency and achievement or failure of the relief agency in the overall staff performance. Therefore, companies fund large amounts of education and training programs for employees. In addition, in education software is a great support for companies to highlight the knowledge, understanding and potential of employees. There is a great dialogue between specialists and researchers about the impact of enhancement software on every employee and agency. The overview defined here is a careful review of the literature on essential worker enhancement software and its benefits for companies and employees.
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Mustikawati, Rindang, and Arief Maulana. "Provinsi Papua Sebelum dan Setelah 18 Tahun Pemberian Dana Otonomi Khusus." Jurnal Public Policy 6, no. 2 (November 13, 2020): 81. http://dx.doi.org/10.35308/jpp.v6i2.2401.
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Papua Province is an area whose development is still lagging behind in Indonesia. The continually conflicts causes the development of the Province of Papua is very behind compared to other regions. To overcome this problem, the government provides special autonomy funds to make improvements in the fields of education, poverty, health, economic improvement and infrastructure. This study analyzes the differences in the fields of education, health and poverty before and after the granting of the Papua special autonomy fund. By analyzing these areas, we can see the effectiveness of the special autonomy fund after 18 years of funding by the central government. This study is a policy study (policy research) by collecting data and then analyzed into a conclusion and recommendation. The method used in this study is descriptive qualitative. Data collection techniques are done through literature study and Focus Group Discussion. The results of this study indicate that the conditions of education, health, and poverty alleviation before and after special autonomy did not change significantly. The change is very slow when compared to the large amount of special autonomy funds allocated each year. This is caused by the institutional system of government that has not worked effectively and efficiently as well as in the quality and quantity of existing human resources.
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Geisler, Cheryl. "WARRANT: A PEDAGOGICAL ENVIRONMENT FOR CRITICAL READING, REASONING, AND WRITING." CALICO Journal 2, no. 4 (January 14, 2013): 43–44. http://dx.doi.org/10.1558/cj.v2i4.43-44.
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In January 1985, the Writing Center at Carnegie-Mellon University undertook a three year project, sponsored by the Fund for the improvement of Post- Secondary Education, to create a computer environment for teaching critical reading, reasoning, and writing skills. This report, originally given as a talk at the CALICO '85 Symposium in Baltimore, explains the problem which WARRANT is designed to address, the assumptions on which it is based, the design of the program itself, the procedure to be used in developing the curriculum and some of the theoretical issues involved.
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Schueler, Beth E., Joshua S. Goodman, and David J. Deming. "Can States Take Over and Turn Around School Districts? Evidence From Lawrence, Massachusetts." Educational Evaluation and Policy Analysis 39, no. 2 (January 27, 2017): 311–32. http://dx.doi.org/10.3102/0162373716685824.
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The Every Student Succeeds Act (ESSA) requires states to identify and turn around struggling schools, with federal school improvement money required to fund evidence-based policies. Most research on turnarounds has focused on individual schools, whereas studies of district-wide turnarounds have come from relatively exceptional settings and interventions. We study a district-wide turnaround of a type that may become more common under ESSA, an accountability-driven state takeover of Massachusetts’s Lawrence Public Schools (LPS). A differences-in-differences framework comparing LPS to demographically similar districts not subject to state takeover shows that the turnaround’s first 2 years produced sizable achievement gains in math and modest gains in reading. We also find no evidence that the turnaround resulted in slippage on nontest score outcomes and suggestive evidence of positive effects on grade progression among high school students. Intensive small-group instruction over vacation breaks may have led to particularly large achievement gains for participating students.
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Kwashabawa, Bala Bakwai, and Nura Mustapha. "Tertiary Education Trust Fund (TETFund) Contribution to the Staff Improvement and Research and Publication of Higher Institutions in Kebbi State, Nigeria, from 2015 to 2020." European Journal of Contemporary Education and E-Learning 1, no. 3 (November 1, 2023): 91–102. http://dx.doi.org/10.59324/ejceel.2023.1(3).09.
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This study is on the assessment of the Tertiary Education Trust Fund (TETFund) contribution to the staff improvement and research and publication of higher institutions in Kebbi State, Nigeria from 2015-2020. The study adopted a survey research design to enable the researcher to assess the TETFund contribution for the improvement of research and publication of higher institutions in Kebbi State. The study selected 161 out of 1900 academic staff total of the population and 196 out of the 2323 on non-academic staff of the entire population of the study using the Research Advisors Table (2006) for determining the sample size. The study used a questionnaire as an instrument for collecting data. The method of data analysis was frequency count and percentage. The study found that TETFund contributed to staff improvement through TETFund normal intervention by sponsoring of local and international training to academic staff and sponsoring local seminars and conferences or workshops to academic and non-academic staff of Kebbi State higher institutions and TETFund contributed to the improvement of research and publication through normal intervention by sponsoring of journal publications and researches and book publications of higher institutions in Kebbi State. It is also recommended that TETFund should live up to its expectations in terms of normal intervention on staff improvement that would aid the effective improvement of higher institutions in Kebbi State and that publishers should complement the effort of TETFund in assisting the Kebbi State higher institutions staff in the publication of their books and journals without payment. Such publishers should be encouraged by the State Government by granting them tax relief and other incentives for smooth operations.