Relevant bibliographies by topics / Ministry of Education

Contents

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

Academic literature on the topic 'Ministry of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 February 2023

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Journal articles on the topic "Ministry of Education"

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Johnson, Ronnie. "Revisiting Theological Education for Older-Adult Ministry 1993–2018." Christian Education Journal: Research on Educational Ministry 17, no. 2 (May 11, 2020): 360–72. http://dx.doi.org/10.1177/0739891320923682.

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A Delphi study identifying selected ministers’ predictions concerning older-adult ministry was conducted in 1993. Theological education as it related to older-adult ministry was considered important, neglected, and in need of enhancement. Predictions of the study were evaluated in the current research. The 2018 study suggests that theological education as it relates to older-adult ministry is still considered important, neglected, and in need of enhancement. This follow-up research reflected the validity of the original study.
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Kosovska, A. "PROFESSIONAL ACTIVITY OF A CORRECTIONAL TEACHER AT THE INSTITUTIONS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(108) (June 7, 2022): 164–89. http://dx.doi.org/10.35433/pedagogy.1(108).2022.164-189.

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The article presents the concept of correctional (special education) teacher based on current legislation and studies the network of institutions for children with special educational needs, which are subordinated to various ministers of Ukraine, in particular: the Ministry of Education and Science of Ukraine (MES); the Ministry of Social Policy of Ukraine; the Ministry of Health of Ukraine (MoH). Considering the purpose and specifics of the institutions that provide education and upbringing of children with special educational needs and in their activities are subordinated to various ministers of Ukraine, the essence of the professional activity of a correctional teacher in each of the relevant institutions is highlighted, in particular: in the pre-school education institutions of compensatory and combined types, in the special school; in the educational and rehabilitation centre, in the inclusive education institutions, in the inclusive resource centres, which are subordinated to the Ministry of Education and Science of Ukraine; in the orphanage, in the comprehensive rehabilitation centres, which are subordinated to the Ministry of Social Policy of Ukraine; in the childcare home and in the rehabilitation institutions, which are subordinated to the Ministry of Health of Ukraine.
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Davis, Melanie. "Sexuality Education as a Ministry." American Journal of Sexuality Education 6, no. 1 (January 2011): 7–12. http://dx.doi.org/10.1080/15546128.2011.547334.

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Francisco, S.J., Jose Mario. "Theological Education and Pastoral Ministry." Landas: Journal of Loyola School of Theology 26, no. 2 (July 31, 2012): 171–74. http://dx.doi.org/10.13185/la2012.26213.

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이정희 and 김장훈. "A Study on the Ministry of Education Ministry Identity Design." A Journal of Brand Design Association of Korea 13, no. 1 (March 2015): 223–32. http://dx.doi.org/10.18852/bdak.2015.13.1.223.

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Wasehudin, Wasehudin. "EKSISTENSI PENDIDIKAN ISLAM PASCA REFORMASI." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 29, 2018): 85. http://dx.doi.org/10.32678/tarbawi.v4i01.1295.

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The money crisis is a bitter history for the Indonesian nation, but in the end it can be diverse Law of National Education System Number 20 Year 2003 and Government Regulation Number 55 Year 2007 formally there is general education with Islamic education institute. This was reinforced after the Signing of a Joint Decree (SJD) of five ministers (Ministry of Education and Culture, Ministry of State Apparatus Empowerment and Bureaucracy Reform, Ministry of Home Affairs, Ministry of Finance and Ministry of Religious Affairs) should be a bright signal for the existence of institutional education in Indonesia Islamic education institutions, but unfortunately the fate of this joint decree together with the previous joint decree. Experts agree that education has a very important role in creating human resources as a determinant of the nation's future toward a just, prosperous and prosperous society. After the monetary crisis of 1997, the leaders of the Indonesian nation realized that education is an agent of change for the progress of a nation.
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Mayo, Bob. "Centre for Youth Ministry Theological Education." British Journal of Theological Education 12, no. 2 (April 2002): 109–17. http://dx.doi.org/10.1558/jate.v12i2.109.

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OYAMA, CHO. "Greetings From the Ministry of Education." Pigment Cell Research 2, no. 4 (July 1989): 224. http://dx.doi.org/10.1111/j.1600-0749.1989.tb00194.x.

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Maldari, Donald C. "A Reconsideration of the Ministries of the Sacrament of Holy Orders." Horizons 34, no. 2 (2007): 238–64. http://dx.doi.org/10.1017/s0360966900004424.

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ABSTRACTThe purpose of the ministerial structures of the Church is to establish a context by which Christians continue and complete Christ's ministry. Ordained ministers ought to facilitate this in such a way as to collaborate effectively with God in the establishment of the Kingdom. A consideration of the Church's tradition, beginning with Scripture and continuing in its life of faith, suggests that no single form of ministry is normative. The ordination of Christians who make a long-term commitment to what the Church may legitimately recognize as ministry would enhance the Church's life and celebrate the sacramental character of that ministry. Consonant with Gaudium et spes the Church should abandon the distinction between secular and sacred ministry and recognize the sacramental character of ministry wherever it is practiced. Sacramental ordination to ministry is the specification and concretization of Christians' baptismal commitment.
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Atkinson, Harley. "An Introduction to Field Education in Higher Christian Education." Christian Education Journal: Research on Educational Ministry 6, no. 1 (May 2009): 9–23. http://dx.doi.org/10.1177/073989130900600103.

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Field education, as a key link between Christian education institutions and practical ministry experience, has expanded in recent decades. This article introduces the reader to the foundational issues of field education including definition of terms, the nature of experiential education, the history of field education, and significant issues for field education related to educational ministry programs.
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Dissertations / Theses on the topic "Ministry of Education"

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Cervantes, Carmen Maria. "Catholic education for ministry among Hispanics." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/3196.

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PROBLEM: Programs to educate Hispanics for ministry require special training , knowledge of students' needs, appropriate curriculum, teaching methodology, and educational materials. PURPOSE: To identify the teachers' background and preparation, the students' general characteristics, and the characteristics and problems of the educational process. To draw recommendations for improving teacher training, curriculum planning, teaching methodology, and educational materials. PROCEDURE: Questionnaires were distributed among all teachers in Catholic Education for Ministry Among Hispanics (CEMH) in California. This study is based on 54 questionnaires that represent 67% of the population estimated. CONCLUSIONS: Most of the teachers were bilingual lay women born in Latin American countries. Their main goals were evangelization, integral education, education for ministry, and building the Kingdom of God. One third of the teachers had only undergraduate studies. Only one third had studies in education. A large proportion reported inadequate knowledge in theology, Church teachings and Church history, moral development, ethics, anthropology, sociology, economy, counseling, and teaching and planning techniques. The students were mainly women, Spanish monolingual, with elementary education, under 40 years of age. The courses usually had less than 30 students and more than 100 hours per year. Teachers reported students' interaction, exams and class presentations; and lectures among the most used and effective methods, and reading aloud and memorization as ineffective but also generally used. Few teachers used supervised practice. Pastoral differences with Anglo administrative personnel, lack of educational materials and time pressure were the most frequent problems. RECOMMENDATIONS: (a) to train teachers as educators, offering them courses on all the subjects needed and including supervised practice; (b) to form multicultural/multi-ministerial teaching teams and provide education for the cognitive, affective and motor domains, emphasizing the pastoral approach of the Second Vatican Council; (c) to formalize ministries through certification and a system of ongoing education; (d) to establish dialogue and collaboration between teachers in CEMH and Anglo administrative personnel; (e) to design specific materials for CEMH, to establish a clearinghouse for teachers' hand-made materials, and to elaborate an annotated bibliography of resources; (f) to replicate this study among English speaking, to develop studies on the types of programs existing, the role of Hispanic women in ministry, a comparison between Hispanic lay ministers and active and inactive Catholics, and a direct evaluation of the effectiveness of different teaching methods for CEMH.
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Perez, Susan Carew. "Literacy as ministry." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Huard, Geoff. "Ministry education for the new frontier : a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Huard, Geoff. "Ministry education for the new frontier a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Pabarcus, S. Michael. "Education for urban church planting and ministry." Theological Research Exchange Network (TREN) Access this title online, 1993. http://www.tren.com/search.cfm?p036-0174.

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Peterson, Janice L. "Personality, demographic, and situational variables distinguishing ministers who staty with or leave the ministry /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488205318508446.

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Oakes, Ronald L. "Christian education ministry in the twenty-first century." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Weygandt, Jon William. "Grief education and ministry for church and community." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Lee, Myung Dong. "A small group ministry through biblical counseling education." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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Shaw, Craig D. "Mentoring for ministry." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Books on the topic "Ministry of Education"

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J. A. van der Ven. Education for reflective ministry. Louvain: Peeters, 1998.

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Bary, Edward O. De, Lynn K. Barker, Donald E. Armentrout, and Charles L. Winters. Education for ministry: Church history. Edited by Mackenzie Ross 1927- and University of the South. 4th ed. [Sewanee, Tenn.?]: University of the South, 2001.

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Education, Ontario Ministry of. Ministry of Education resource documents. [Toronto: University of Toronto, Faculty of Education, Technological Studies, 1991.

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T, Hessel Dieter, ed. Theological education for social ministry. New York: Pilgrim Press, 1988.

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J, Anthony Michael, ed. Foundations of ministry. Wheaton, Ill: Victor Books, 1992.

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Hater, Robert J. Parish Catechetical Ministry. Encino, Calif: Benziger Pub. Co., 1986.

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Schner, George P. Education for ministry: Reform and renewal in theological education. Kansas City, Mo: Sheed & Ward, 1993.

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McCarty, Doran. Supervising ministry students. Atlanta: Home Mission Board, Southern Baptist Convention, 1986.

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Thailand. Office of Community College Promotion. Community college project, Ministry of Education. Bangkok]: Office of Community College Promotion, Office of the Permanent Secretary, 2002.

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Reichert, Richard. Adult education ministry: A parish manual. Dubuque, IA: Wm. C. Brown, Religious Education Division, 1987.

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Book chapters on the topic "Ministry of Education"

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Southern, Alex. "Film and Education." In The Ministry of Education Film Experiment, 35–61. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_3.

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Southern, Alex. "Education in Post-War Britain." In The Ministry of Education Film Experiment, 11–33. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_2.

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Southern, Alex. "The Ministry of Education Film Experiment." In The Ministry of Education Film Experiment, 63–94. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_4.

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Hentschel, Klaus. "Reich Education Ministry: Memorandum to Reich Education Minister Bernhard Rust [October 2, 1936]." In Physics and National Socialism, 140–41. Basel: Birkhäuser Basel, 1996. http://dx.doi.org/10.1007/978-3-0348-9008-3_50.

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Southern, Alex. "From Visual Education to 21st Century Literacy." In The Ministry of Education Film Experiment, 181–206. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_8.

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Southern, Alex. "Introduction: 21st Century Literacy." In The Ministry of Education Film Experiment, 1–9. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_1.

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Southern, Alex. "Nonfiction Film: Theoretical Frameworks." In The Ministry of Education Film Experiment, 95–114. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_5.

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Southern, Alex. "Film Analysis." In The Ministry of Education Film Experiment, 115–58. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_6.

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Southern, Alex. "Evaluation and Distribution." In The Ministry of Education Film Experiment, 159–80. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59230-9_7.

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Kogan, Maurice. "At the Education Ministry: An Official’s View." In Edward Boyle, 95–103. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-11103-9_9.

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Conference papers on the topic "Ministry of Education"

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"Ministry of Education and Science of Ukraine." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526645.

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"Ministry of Education and Science of Ukraine." In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2018. http://dx.doi.org/10.1109/stc-csit.2018.8526665.

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M. Abu-Samaha, Ala, and Rima Shishakly. "Assessment of School Information System Utilization in the UAE Primary Schools." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.
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Sugiyono, Albertha Lolo Tandung, and Nursyam. "Vocational education management of higher educational under the Ministry of Transportation." In THE PROCEEDINGS OF THE 5TH INTERNATIONAL CONFERENCE ON MARITIME EDUCATION AND TRAINING (The 5th ICMET) 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0119972.

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Приходько, Ольга Владимировна, and Диловар Азимович Худоиев. "DETERMINATION OF THE LEVEL OF MORAL EDUCATION OF FOREIGN STUDENTS." In Поколение будущего: сборник избранных статей Международной студенческой научной конференции (Санкт-Петербург, Май 2022). Crossref, 2022. http://dx.doi.org/10.37539/pb197.2022.68.61.009.

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В статье рассматривается проблема нравственного воспитания иностранных слушателей СибЮИ МВД России. Отмечена важная роль нравственного и патриотического воспитания в процессе профессиональной подготовки в образовательных организациях МВД России, представлены результаты методики на определение уровня нравственной воспитанности иностранных слушателей «Пословицы». The article deals with the problem of moral education of foreign students of the SibUI of the Ministry of Internal Affairs of Russia. The important role of moral and patriotic education in the process of professional training in educational organizations of the Ministry of Internal Affairs of Russia is noted, the results of the methodology for determining the level of moral education of foreign listeners of "Proverbs" are presented.
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Tobing, Evendy, Samuel Sirait, Sri Ayu Dyah Utami, and Yakup Hariyanto. "Mission Ministry Through Social Media During Pandemic." In International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220702.018.

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Pereira, Marcus Vinicius, and Agnaldo Arroio. "ANALYSIS OF SCIENCE VIDEOS PRODUCED BY BRAZILIAN MINISTRY OF EDUCATION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.92.

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It is presented an analysis of science videos produced by Ministry of Education of Brazil to prepare high school students for an exam. It was identified how these videos were produced under filmic analysis framework. They are long duration videos, more similar to TV programs, which incorporate popular Youtube videos to solve problems inset with the dialogue between a presenter (an actor) and a teacher. Also there is weak relation between the guest interviewed and the video subject. Keywords: media literacy, filmic analysis, science education, Youtube.
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Batal, Zaed M. Bin. "Session 9: Special Education | Special Education in Saudi Arabia: The Effort of the Ministry of Education." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0041.

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Milićević, Ivan, Snežana Dragićević, Nedeljko Dučić, Milan Marjanović, and Vojislav Vujičić. "Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.213m.

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Development in information technology has resulted in revolutionizing all aspects of life and this revolution has been realized as Industry 4.0. A main approach that universities’ educational systems may take towards Industry 4.0 is educating students who have the right skill set for reacting to the changes in their working environment, adapting their performance, and learning to cope with technological development. This paper presents the results of the project „Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0“, which was funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia as a part of program activity „Development of higher education“ and performed in the 2020/21 academic year
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Rybkowski, Radosław. "Unpredictable Future: The Impossibility of Higher Education Policy." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100381.

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Higher education policy, as a part of broader public policy, must be built on the foundations of government strategic planning. Modern understanding of the role of higher education emphasizes growing importance of well-educated graduates for the stability of national economies. In 2004 Poland joined European Union and tried to adjust higher education policy to the demands of knowledge-based economy of the UE. The examination of government strategic documents and regulations reflects the challenge defining and managing higher education policy. Polish ministry responsible for higher education still cannot define the strategic goals and thus the ministry questions the possibility of implementing a coherent policy.
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Reports on the topic "Ministry of Education"

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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, November 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Shapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov, and Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2665.

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The expediency of using the augmented reality in the case of using of STEM-education in Ukraine is shown. The features of the augmented reality and its classification are described. The possibilities of using the Google Expeditions and Google Lens as platforms of the augmented reality is analyzed. A comparison, analysis, synthesis, induction and deduction was carried out to study the potential of using augmented reality platforms in the educational process. Main characteristics of Google Expeditions and Google Lens are described. There determined that augmented reality tools can improve students motivation to learn and correspond to trends of STEM-education. However, there problems of using of augmented reality platforms, such as the lack of awareness of this system by teachers, the lack of guidance, the absence of the Ukrainian-language interface and responding of educational programs of the Ministry of Education and Science of Ukraine. There proposed to involve methodical and pedagogical specialists to development of methodical provision of the tools of augmented reality.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Wylie, Cathy. Highest Needs Review: What matters to stakeholders. NZCER, November 2022. http://dx.doi.org/10.18296/rep.0026.

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Produced by the Ministry of Education, the Highest Needs Review is to ensure that children and young people with the highest needs for learning support achieve their full potential through positive education outcomes and that they receive the right support, when they need it, and for as long as they need it.
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7

Snell, Mark. Report on Project Action Sheet PP05 task 3 between the U.S. Department of Energy and the Republic of Korea Ministry of Education, Science, and Technology (MEST). Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1088052.

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8

Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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9

Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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Abstract:
In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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10

Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.
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