Relevant bibliographies by topics / Physical education and training

Academic literature on the topic 'Physical education and training'

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Published: 4 June 2021
Last updated: 3 March 2023

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Journal articles on the topic "Physical education and training"

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Yuldashov, Ikromjon. "PHYSICAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 52–57. http://dx.doi.org/10.55640/eijmrms-02-04-12.

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The comprehensive development of physical culture and sports is a complex and difficult, multifaceted task that plays a special role in the development of society. Physical education is inextricably linked with moral education. During sports competitions, the athlete develops honesty, dignity, respect for his opponent and other moral qualities. Regular physical activity and sports have a strong positive effect on mental development. The relationship of mental labor with exercise and sports training is directly interrelated. This article examines the development of physical education in higher education institutions.
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Yurevich, Dyrov Aleksandr. "MEANS OF PHYSICAL DEVELOPMENT MEASURES IN SPORTS AND PHYSICAL TRAINING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 03 (March 1, 2022): 34–40. http://dx.doi.org/10.37547/pedagogics-crjp-03-03-08.

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Exercise is a means of physical training of a person, the actions used in accordance with the laws of physical education. Exercise has historically been structured and stylistically shaped as gymnastics, play, sports and tourism. As a means of physical education, exercise involves the active movement activity of the practitioner. The specific features of exercise are expressed in the desire to form and improve actions, the idea of the purpose of the action and the means to achieve it, as well as the intention and willpower to perform the action.
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Jumaniyazov, Anvarbek B. "PEDAGOGICAL ANALYSIS OF TRAINING IN PHYSICAL EDUCATION AND SPORTS MANAGEMENT." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 05 (May 1, 2022): 1–10. http://dx.doi.org/10.37547/pedagogics-crjp-03-05-01.

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Over the past three years, a number of positive steps have been taken in our country to modernize higher education, develop the social sphere and the economy based on advanced educational technologies and innovative scientific developments. In the Address of the President to the Oliy Majlis of January 24, 2020, a wide range of tasks were set for various ministries and departments. “... As we aim to turn Uzbekistan into a developed country, we can achieve this only through rapid reforms, education and innovation. To do this, first of all, we need to nurture a new generation of knowledgeable and qualified personnel who will emerge as enterprising reformers, think strategically.
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Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (January 1, 2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.

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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).
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Maher, Anthony, and Jessica Macbeth. "Physical education, resources and training." European Physical Education Review 20, no. 1 (August 2, 2013): 90–103. http://dx.doi.org/10.1177/1356336x13496003.

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Prystupa, E., M. Danylevych, and O. Romanchuk. "Physical Education Teachers Training in Austria." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 155–59. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).33.

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The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.
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Davis, Ricky E. "Adolescent Strength Training in Physical Education." Strategies 16, no. 3 (January 2003): 27–28. http://dx.doi.org/10.1080/08924562.2003.10591015.

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Burkett, Lee N. "Leadership Training in Adapted Physical Education." Adapted Physical Activity Quarterly 5, no. 3 (July 1988): 248–49. http://dx.doi.org/10.1123/apaq.5.3.248.

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Alonso Martín, Pilar. "Competences training of the Teacher’s Training in Physical Education." Educar 42 (July 1, 2008): 63. http://dx.doi.org/10.5565/rev/educar.133.

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al Shloul, Tamara, Israr Akhter, Suliman A. Alsuhibany, Yazeed Yasin Ghadi, Ahmad Jalal, and Jeongmin Park. "Pedestrian Physical Education Training Over Visualization Tool." Computers, Materials & Continua 73, no. 2 (2022): 2389–405. http://dx.doi.org/10.32604/cmc.2022.027007.

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Dissertations / Theses on the topic "Physical education and training"

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McNamee, M. J. "The educational justification of physical education." Thesis, University of Leeds, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275801.

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Newsham, Katherine R. "Physical Disabilities in Athletic Training Education." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.

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Griffin, Alicia R. "Physical fitness levels in girl's sixth grade physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AGriffin2007.pdf.

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Oparenko, А. О., Ольга Олександрівна Берест, Ольга Александровна Берест, and Olha Oleksandrivna Berest. "Students' physical training at higher education institutions." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48603.

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Mass health-improving, physical-training and sports events are aimed at broad engagement of students into regular practicing physical exercises and sports, into fixing health and into improving physical and sports readiness of students. They are organized at outclass time, on days off and holidays, in health-improving and sports camps, during study practice and camp meetings, in students’ building units. These events are held by the sports club of the higher education institution including a broad students’ initiative under methodical supervision of the physical-training department and under an active participation of the university trade union [1]. Thus, students’ physical training and study consist of theoretical, practical and test periods that are defined according to the studying concept and methodology used in the given higher-education institution.
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Underwood, A. M. "Teaching styles in physical education." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

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Alverson, Sylvia M. "Physical fitness training for paramedic students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/399.

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Johnson, Anthony Lewis. "Training the Young Actor: A Physical Approach." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258075804.

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Pollatschek, John L. "The psycho-physical effects of daily physical education on pre-adolescent children." Thesis, University of Strathclyde, 1987. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21308.

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This study was initiated because of concern about the poor health record of the population in the West of Scotland, anxiety about low activity levels in pre-adolescent children, and the lack of systematic and regular physical education classes at primary school. A daily physical education programme was established in one primary school (Pilot Study) to examine the effects of an increase in time allocation to physical education on the motor fitness, affective development and academic performance of pupils. Later the programme expanded to all primary 6 and primary 7 children in a community (>N 400) engaged in daily physical education (The Linwood Project). This programme was taught jointly by the class teachers and the specialist teachers of physical education from the associated secondary schools. Although there has been research into daily physical education in other parts of the world, to the author's knowledge, the combination of primary/secondary integration and daily physical education was unique to the Linwood Project. The project was part of a unified concept of physical education which is detailed in the study. The children who were engaged in the daily physical education programme and the control samples receiving 'normal' physical education programmes, were assessed before and after the daily physical education programme. Testing was conducted on motor fitness, academic performance and 'attitude to school'. There was additional monitoring by head teachers, teachers and parents. The findings indicated that the children engaged in the daily physical education programme: had made considerable improvements in motor fitness and were superior to the children on 'normal' physical education; had at least maintained their progress in academic achievements, with some indication of superior attainment in computation at the primary 7 stage; tended to have more favourable 'school related attitudes' than the children on the 'normal' programmes.
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Chao, Li-Yun Nancy. "A descriptive study of teaching physical education : pupil motor engagement time in physical education classes in Taipei City /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10732378.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.
Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Bernard Gutin. Bibliography: leaves 163-184.
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Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, and Antonina Yevhenivna Siryk. "Professional training in physical education connected with information technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.

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Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.
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Books on the topic "Physical education and training"

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Physical education futures. Milton Park, Abingdon, Oxon: Routledge, 2010.

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1937-, Colfer George R., ed. Contemporary physical education. Dubuque, Iowa: W.C. Brown Publishers, 1986.

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McCatty, Cressy A. M. 1914- . and Ontario Institute for Studies in Education. Guidance Centre., eds. Physical education. Toronto: Guidance Centre, Ontario Institute for Studies in Education, 1993.

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Ann, Duff, ed. Higher physical education. Edinburgh: Leckie & Leckie, 2009.

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L, McManama Jerre, ed. Physical education handbook. 9th ed. Boston: Allyn and Bacon, 1997.

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Ken, Green, and Hardman Ken 1938-, eds. Physical education: Essential issues. London: SAGE, 2005.

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Physical education: Major themes in education. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Sara, Ashworth, ed. Teaching physical education. 3rd ed. Columbus: Merrill Pub. Co., 1986.

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Mosston, Muska. Teaching physical education. 4th ed. New York: Macmillan, 1994.

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Sara, Ashworth, ed. Teaching physical education. 5th ed. San Francisco, CA: B. Cummings, 2002.

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Book chapters on the topic "Physical education and training"

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Mason, Charlotte M. "Some Unconsidered Aspects of Physical Training." In School Education, 101–12. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-10.

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Keay, Jeanne, and Vicky Randall. "Addressing training and development needs in primary Physical Education." In An Introduction to Primary Physical Education, 188–206. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003257783-14.

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Meghzifene, Ahmed, Donald Mclean, Debbie Van Der Merwe, and Brian Thomas. "Clinical Training in Medical Physics: IAEA Perspective." In Radiology Education, 157–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27600-2_13.

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Nestler, Vincent, Erik L. Moore, Kai-Yi Clark Huang, and Devshikha Bose. "The Use of Second Life® to Teach Physical Security across Different Teaching Modes." In Information Assurance and Security Education and Training, 188–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39377-8_21.

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Maneux, C., P. Cazenave, P. Fouillat, N. Saysset, V. Pouget, H. Lapuyade, and A. Touboul. "Physics of Semiconductor Devices: A 2D Simulation Training Course." In Microelectronics Education, 309–12. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_72.

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Somerkoski, Brita, Paivi Granö, and Teija Koskela. "Practical Training in Teacher Education: Reflecting Physical and Psychological Learning Environment." In Communications in Computer and Information Science, 251–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57847-3_18.

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Guo, Haijing, Li Zhang, and Huijing Song. "Feasibility Analysis of Integrating Psychological Development Training into Physical Education Teaching." In Advances in Intelligent Systems and Computing, 694–701. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25128-4_85.

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Zollman, Dean A. "Physics." In Handbook on Information Technologies for Education and Training, 459–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_29.

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Zhang, Lin, and Qing Liu. "Application of Simulation and Virtual Reality to Physical Education and Athletic Training." In Transactions on Edutainment VII, 24–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29050-3_3.

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Wei, Jiying, and Jun Guo. "Research on the Application of Data Mining Technology in Physical Training." In Application of Big Data, Blockchain, and Internet of Things for Education Informatization, 402–12. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-23944-1_44.

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Conference papers on the topic "Physical education and training"

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"Application of Stratified Training on Physical Education Training." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.89.

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"Application of Stratified Training on Physical Education Training." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.066.

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Cascone, Chiara, Genoveffa Rosa De Cesare, and Francesca D'Elia. "Physical education teacher training for disability." In Journal of Human Sport and Exercise - 2020 - Spring Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc3.16.

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Glinchikova, L. A., E. O. Shirshova, and E. L. Matova. "DIGITAL DIDACTICS IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-193-195.

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The article considers the modern problems of training a teacher in physical culture in the conditions of digitalization. Fundamentally new educational tasks that the digital didactics poses for education have been identified.
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Glinchikova, L. A., E. O. Shirshova, and E. L. Matova. "DIGITAL DIDACTICS IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-193-195.

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The article considers the modern problems of training a teacher in physical culture in the conditions of digitalization. Fundamentally new educational tasks that the digital didactics poses for education have been identified.
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Zhang, Jie. "Research of College Students' Physical Training and Lifelong Physical Education." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.350.

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Ivanov, Vladimir. "CORRELATIONS BETWEEN PHYSICAL EDUCATION TRAINING IN THE FINAL YEARS OF HIGH-SCHOOL AND PHYSICAL EDUCATION TRAINING AT UNIVERSITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/84.

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"Physical Education Curriculum System Innovation Based on Students' Physical Health Test Result Management." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71126.

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Wang, Lei. "Exploration of College Physical Education Talents Training Mode." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.226.

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Han, Ling. "Analysis on Security of Physical Education and Training." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.364.

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Reports on the topic "Physical education and training"

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Zhuzhgov, A. I. The Level of Physical Activity at Military-Applied Physical Training Lessons Among Cadets of Military Higher Educational Establishments. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/26_2015_26.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Molotylnikova, Vira. MODERN TYPES OF BODY RELAXATION METHODS AFTER INTENSE PHYSICAL EXERTION. Intellectual Archive, November 2022. http://dx.doi.org/10.32370/iaj.2748.

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The article presents varieties and variants of relaxation techniques advisable to use after intense physical exertion. The concept of "relaxation" and understanding of its role in physical education to maintain health and harmonious development of youth are considered. Considering the fact that one of the main trends in sports remains the increase in the intensity of training and the need to improve the results of competitions, the problem of restoring the athlete's performance capacity after physical exertion is extremely relevant today. Understanding the causes of fatigue and the physiological mechanisms of recovery, control over the relevant processes, the rational use of modern methods of body relaxation and means of recovery are important for assessing the impact of physical stress on the body, the effectiveness of training programs, identifying overtraining, determining the optimal rest time after physical exercises, and therefore, are necessary to improve the athlete's training and achieving high results.
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Yechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko, and Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3176.

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The research aim. The research is intended to theoretically substantiate, develop and test methods of applying augmented reality to training future engineers. The research tasks include adaptation of augmented reality tools to apply them to laboratory classes while training future engineers; visualization of theoretical models of physical phenomena and processes using augmented reality tools; theoretical substantiation and development of methods of applying augmented reality to training future engineers. The research object is training future engineers at engineering universities. The research subject is methods of applying augmented reality to training future engineers. The research results are the following. There are analyzed national and foreign researches into issues of applying augmented reality to training future engineers at engineering universities. The augmented reality tools (HP Reveal) is adapted to be used in laboratory classes in physics while training future engineers. There are created augmented reality objects in the form of educational videos in which the structure of laboratory machines and procedures of working with them are explained. Methods of applying augmented reality to training future engineers at engineering universities are developed.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Baker, Susan S. Redefining the Air Force Medical Service in the New Millennium: Should the AFMS Outsource Physician Training and Residency Education Programs. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada381817.

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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Chapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004619.

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This document analyzes the functioning of the Education Management and Information System (EMIS) of Jamaica, its strengths and challenges related to the key management processes and structural conditions. A survey methodology was used for the analysis of the six key management processes - (i) Physical infrastructure and equipment; (ii) Schools1; (iii) Human resources, budget and finance; (iv) Students and learning; (v) Digital content for teacher training and students learning; and (vi) Tools for strategic management - and the two structural conditions - (i) Technological infrastructure and (ii) Governance and institutional arrangements. There are several main findings. In terms of strengths, the analysis shows that the processes of human, financial and budgetary resources present the highest percentage of subprocesses in the Established level and that technological infrastructure pre-requisites are in place to sustain the improvement of the EMIS. However, EMIS sub-systems are dispersed and poorly integrated and are not covering all the needs of management processes related to the EMIS. The Ministry of Education and Youth and Information (MOEYI) also has an urgent need to develop a comprehensive and realistic strategic plan for the implementation of its EMIS and to ensure the initial and recurrent funding associated with it. Nor is there a change management plan at the MOEYI to support the evolution of the EMIS at all levels. Overall, the MOEYI is at a critical stage of its EMIS transition from a census based EMIS to a transactional information system able to track real-time information about each student, teaching and non-teaching workforce, school infrastructure and assets. This paper outlines a strengthening proposal.
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