Relevant bibliographies by topics / Post-Schooling

Contents

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

Academic literature on the topic 'Post-Schooling'

Author: Grafiati
Published: 27 March 2024

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Journal articles on the topic "Post-Schooling"

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Harley, Anne. "Post-Schooling People's Education." Education as Change 19, no. 2 (May 4, 2015): 58–81. http://dx.doi.org/10.1080/16823206.2015.1085612.

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Lister, Ian. "Education and Schooling in Post‐industrial Society." British Journal of Sociology of Education 10, no. 4 (December 1989): 501–6. http://dx.doi.org/10.1080/0142569890100410.

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Fataar, Aslam. "Schooling subjectivities across the post-apartheid city." Africa Education Review 6, no. 1 (June 2009): 1–18. http://dx.doi.org/10.1080/18146620902857202.

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McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (February 27, 2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.

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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.
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Maliranta, Mika, Satu Nurmi, and Hanna Virtanen. "Resources in vocational education and post‐schooling outcomes." International Journal of Manpower 31, no. 5 (August 17, 2010): 520–44. http://dx.doi.org/10.1108/01437721011066344.

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Gaulke, Amanda P. "Post-Schooling off-The-Job training and its benefits." Labour Economics 70 (June 2021): 102007. http://dx.doi.org/10.1016/j.labeco.2021.102007.

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Carneiro, Pedro, and James J. Heckman. "The Evidence on Credit Constraints in Post‐Secondary Schooling." Economic Journal 112, no. 482 (October 1, 2002): 705–34. http://dx.doi.org/10.1111/1468-0297.00075.

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McHugh, C. L. "Schooling in the Post-Bellum Southern Cotton Mill Villages." Journal of Social History 20, no. 1 (September 1, 1986): 149–61. http://dx.doi.org/10.1353/jsh/20.1.149.

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Sung, Yoo Kyung, and Kristi DeMar. "Schooling and Post-Immigration Experiences in Latinx Children's Literature." Bookbird: A Journal of International Children's Literature 58, no. 1 (2020): 15–28. http://dx.doi.org/10.1353/bkb.2020.0016.

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DeYoung, Alan J., and Bakhytkul Nadirbekyzy. "9. Redefining schooling and community in post‐Soviet Kazakstan." Journal of Education Policy 12, no. 1-2 (January 1997): 71–78. http://dx.doi.org/10.1080/0268093970120111.

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Dissertations / Theses on the topic "Post-Schooling"

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Rouse, Kathryn Elizabeth Mroz Thomas A. "High school leadership, educational attainment and post-schooling earnings." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2579.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Oct. 5, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Economics." Discipline: Economics; Department/School: Economics.
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Brown, Phillip. "Schooling and the school/post-school transition in urban South Wales." Thesis, Swansea University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290994.

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Crawford, Claire. "Schooling in 'post-racial' America : a counter story of black-white inequality." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/90903/.

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Current cries for accountability nearly always result in some form of testing. For critical race theorists, most of the standardised tests that poorer-blacker children experience in schools inevitably legitimise their so-called ‘deficiencies’. Critical race theorists contend that the high stakes testing game is more accurately an endorsement of the dominant culture’s superiority, and policies such as the No Child Left Behind Act continue to instantiate inequity and validate white supremacy, despite well-published claims to the contrary. The empirical data reported in this study were collected during a mixed- method in-depth case study in one diverse high school in Florida (2010- 2011). This study’s findings suggest that far from being a relic of the past, segregation by race in schools is alive. Permissive segregation of poorer- blacker ‘mainstreamed’ students and wealthier-whiter ‘magnet’ students, under the veneer of meritocracy and ‘magnet schooling’, was based almost exclusively on a student’s performance on standardised tests. This study also claims that magnet students as group have significantly benefitted from the induction of NCLB, with black students controversially loosing ground since its inception. The Social Studies curriculum, said to be a multicultural intervention through which issues of racial inequality could be challenged, was found to be fundamentally Eurocentric in approach; offering only ‘legitimate’ and ‘privileged’ white narratives as the ‘official knowledge’. Finally, this study finds limited support for ‘oppositional culture theory’. Although black students did recognise the value of education, it was usually in a theoretical sense, as black students were conscious of the white hegemonic barriers they faced in school. Although traditional methods of analysis could translate the black group’s rejection of traditional scholastic rewards as being ‘oppositional’, critical race theory contends that black students more accurately utilised their Afrocentric agency to resist, survive and succeed within and beyond the institutionally racist climate of schooling in ‘post-racial’ America.
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Gewirtz, Sharon Josie. "Post-welfarist schooling in London : a study of cultural transition in secondary education." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286817.

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Rose, Pauline Margaret. "Cost sharing in Malawian primary schooling from the Washington to the post Washington consensus." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250124.

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Veinguer, Aurora Alvarez. "Representing identities in Tatarstan : a cartography of post-Soviet discourses, schooling and everyday life." Thesis, Bangor University, 2002. https://research.bangor.ac.uk/portal/en/theses/representing-identities-in-tatarstan--a-cartography-of-postsoviet-discourses-schooling-and-everyday-life(5dcd2387-d2fb-4a64-9452-2633e8852458).html.

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The aim of this thesis is to demonstrate the value of an approach to the study of identities as a socially embedded multidimensional process that is affected by political, economic and social conditions, institutional discourses, enunciative strategies, popular (re)presentations, specific policies and mechanisms of marking difference and exclusion, as well as dynamics of acceptance and rejection. `Identisation' is presented as an amalgamation of factors, forces and interests that should not be analysed in isolation or reduced to a mono-causal approach. These theoretical claims are based on an in-depth and long term empirical exploration of the processes of identisation in the specific institutional context of Tatar and non-Tatar gymnäsias (secondary schools) in the Republic of Tatarstan, part of the Russian Federation. Data generation consisted of semi-structured and unstructured interviewing and long- term participant observation in Kazan (the capital of Tatarstan) during a period of seven months (between 1999 and 2000) with the support of a pilot study conducted over six months during the winter of 1997-98. Analysis of the data shows that a complex dialectic emerges between political discourse, institutional praxis and quotidian representations, a dialectic and interrelation that often has been ignored in the study of identities. In Tatarstan it is a dialectic between processes of Russification, Sovietisation and Tatarisation which show the need to devote special attention to the historical background in order to be able to analyse the current dynamics and representations. This work aims to stimulate and open up further research and studies in the field of identities and the regions and contexts that were part of the former Soviet Union.
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Black, Alison Cameron. "Streaming, social class and schooling in Western Australia: A critical ethnography of post-school reflections." Thesis, Black, Alison Cameron (2021) Streaming, social class and schooling in Western Australia: A critical ethnography of post-school reflections. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63077/.

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This thesis critically examines the ordinary, everyday practice of streaming working-class students into vocational education and training pathways in public high schools in Western Australia. The thesis challenges existing social and educational hierarchies in a country that prides itself on the myth of egalitarianism. Schools under the influence of neoliberalism are forced into fierce market competition which impacts on the kinds of knowledge working-class students can access, thus affecting their future career aspirations. Drawing on the tradition of critical ethnography, the reflections of eleven young adults studying in the Tertiary and Further Education (TAFE) system on their post–high school years are examined to better understand the processes of streaming and the factors that influenced their decisions. Analysis of these narratives draws on social class theory to shed light on how students are artificially divided into academic and non-academic streams. Based on the students’ narratives, six emergent themes provide a focus of discussion: “the suicide six” – academic competition; “I really should just do the childcare course” – subject selection; “other kids were the smart ones” – the ideology of meritocracy; “they said I wasn’t fit enough to do it” – low aspirations; “I used to spend most of my time in English classes asleep” – disengagement; and finally, “they label you from the start” – the self-fulfilling prophecy. Finally, the thesis attempts to advance a set of alternative possibilities for a socially just education system based on the ideas of critical hope and optimism. It provides critical insight into providing engaging, relevant and meaningful opportunities for working-class students. It seeks to interrupt stereotypical expectations, experiences and career pathways for working-class students and instead, reimagine the nature, purpose and processes of education in more socially just ways.
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Ngobese, Lindiwe Siziwe. "The role of life orientation teachers in preparing further education and training phase learners for post school education in the Bhekuzulu Circuit." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1650.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018
This study aimed at determining the role that Life Orientation teachers (LO) play in preparing Further Education and Training (FET) phase learners for Post schooling education (PSE) in Bhekuzulu circuit, Zululand District. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education in Bhekuzulu circuit, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. A mixed-methods research approach was used in a case study constituted of 70 participants. To this end, the questionnaire and focus group interviews (FGIs) were used to collect data. A qualitative thematic content analysis was used to analyse data, by grouping similar themes. Furthermore, a quantitative data analysis was used to quantify the phenomenon by analysing patterns and trends of the respondents. The findings reveal that teachers do support FET learners in preparation for PSE with the little skills and knowledge they possess. However, the major challenge that prevailed in this study is that LO teachers are not trained to provide CG; most of these teachers do not have specialisation in teaching LO and/or CG. Other challenges that prevailed were the insufficient time allocated to teach LO, lack of CG resources, negative attitudes towards LO as subjects by teachers as well as school management teams. Moreover, the study found a lack of CG programmes in schools and poor implementation of these programmes, poor subjects groupings offered in schools, poor learners’ efficacy in career choices and lack of community support. The study recommends that the Provincial Department of Basic Education should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way. Secondly, more time should be allocated to LO especially in the teaching of careers and career choices. Lastly, schools should be provided with common basic CG programmes to be implemented by all schools and be monitored intensively by the CG officials.
National Research Foundation Of South Africa (Grant Number:CP160513164973 and 105246)
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Dames, Edward William. "The impact of neoliberalism on South Africa's education policy discourse post-1994: The quest for a radical critical pedagogy." University of the Western Cape, 2017. http://hdl.handle.net/11394/6371.

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Magister Educationis - Med
Since the 1980s several different forms of privatisation had been introduced into the South African educational system by the De Lange Commission. Since the 1990s a raft of neoliberal policies has been implemented under the banner of "educational transformation" by the post-apartheid state. This qualitative exploration will apply a critical policy analysis approach to analyse the impact of neoliberalism on post-apartheid education policy discourse in the public schooling system in South Africa from a historical, social and critical perspective. More specifically, I will apply the insights of critical education theory to interrogate the impact of the neoliberal orthodoxy and its concomitant values on the public schooling system with regard to the delivery of accessible, quality public schooling in post-apartheid South Africa.
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Brown, Sheena Louise. "Teaching normalcy, learning disability - the risky business of special education : exploring the retrospective reflections of schooling experiences by learning disabled post-secondary students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/704.

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Although the policies and practices of special education are openly constructed around a premise of mobility and opportunity, students from low income backgrounds (‘at risk’ youth) are twice as likely to be labeled “special.” Moreover, of all the special educational categories, learning disabilities (a diagnosis deeply contested) account for the largest group of special educational students who are ‘at risk’ learners. This project is hinged on addressing how those students who are apparent beneficiaries of special educational policies and programs (evidenced by post-secondary enrolment) make meaning of their prior and current educational experiences in relation to special educational policies, services and programs. The author begins by theorizing that such disabilities may medicalize social problems while still preserving a veneer of equality. However, since not all labels have universal meanings when applied to specific social agents, they may both hinder and help some in gaining access to post secondary education. With the support of a group of four enrolled post secondary students located in the Canadian urban west-coast, who identify as learning disabled and the recipients of related interventions, this thesis provides a complex reading of the everyday that draws upon how the students’ specific cultural and material locations inform their understanding of education, ability, disability, meritocracy and normalcy. Collecting data through semi-structured qualitative interviews conducted during the Spring and Fall of 2007, the students actively engage and challenge the author’s original theoretical and methodological assumptions. Anticipating critiques of special education, the author is surprised by the students’ support of such programs. Expecting responses to interview questions to be based on a reading of meritocracy as normalcy and disability as deficit, these students weave understandings of meritocracy and normalcy to articulate their abilities without rejecting their disability labels. In terms of policy where the emphasis is placed on disability as deficit, the findings imply that policy-makers neglect the energy and labour students invest in emphasizing their abilities. For educators, this reveals an important pedagogy of inclusion by inverting assumptions that special educational students are ‘at risk’ of educational failure without unfolding the complex ways in which they actively demonstrate their abilities.
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Books on the topic "Post-Schooling"

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Harber, Clive. Post-Covid Schooling. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5.

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Silova, Iveta, Nelli Piattoeva, and Zsuzsa Millei, eds. Childhood and Schooling in (Post)Socialist Societies. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62791-5.

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McKinney, Carolyn. Language and Power in Post-Colonial Schooling. New York : Routledge, 2017. | Series: Language, culture, and: Routledge, 2016. http://dx.doi.org/10.4324/9781315730646.

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Harber, Clive. Schooling for Peaceful Development in Post-Conflict Societies. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17689-1.

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Carneiro, Pedro. The evidence on credit constraints in post-secondary schooling. Cambridge, MA: National Bureau of Economic Research, 2002.

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Toit, Jacques Du. Independent schooling in post-apartheid South Africa: A quantitative overview. Cape Town, South Africa: HSRC Publishers, 2004.

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O'Rourke, Pacelli. Self identity, development and the transition to post primary schooling. Dublin: University College Dublin, 1996.

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Teaching and schooling in America: Pre- and post-September 11. Boston: Allyn and Bacon, 2003.

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Bireda, Martha R. Schooling poor minority children: New segregation in the post-Brown era. Lanham: Rowman & Littlefield Education, 2011.

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Bireda, Martha R. Schooling poor minority children: New segregation in the post-Brown era. Lanham: Rowman & Littlefield Education, 2011.

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Book chapters on the topic "Post-Schooling"

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Harber, Clive. "Post-Covid Schooling?" In Post-Covid Schooling, 223–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_9.

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Harber, Clive. "Examinations and Testing." In Post-Covid Schooling, 121–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_5.

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Harber, Clive. "School Uniform and Uniformity." In Post-Covid Schooling, 139–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_6.

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Harber, Clive. "Punishment." In Post-Covid Schooling, 97–119. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_4.

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Harber, Clive. "School Buildings (and Grounds)." In Post-Covid Schooling, 185–222. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_8.

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Harber, Clive. "School as an Organisation: Compulsion, Control and Corruption." In Post-Covid Schooling, 37–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_2.

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Harber, Clive. "Everyday Schooling: Preserving the Status Quo or Worse?" In Post-Covid Schooling, 1–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_1.

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Harber, Clive. "Journey to and from School." In Post-Covid Schooling, 163–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_7.

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Harber, Clive. "Daily Rules and Routines." In Post-Covid Schooling, 71–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_3.

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Henrekson, Magnus, and Johan Wennström. "The Rise of “Post-Truth” Schooling." In Dumbing Down, 95–116. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_6.

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AbstractThe chapter describes the evolution of the view of knowledge in the Swedish school system. It begins in the immediate postwar years and ends in the mid-1990s with a discussion of the radical national curriculum enacted in 1994. This curriculum consolidated the paradigm of “post-truth” schooling. It expresses, explicitly or implicitly, many of the notions that are emblematic of the postmodern social constructivist view of knowledge. It suggests that there are no objectively established facts and that what is legitimized as knowledge is a product of social and historical forces. Moreover, the curriculum recommended mixing academic subjects, incorporating “deconstruction” into schoolwork, and giving students the major responsibility for the content of their education. The chapter demonstrates that the school system of Nazi Germany was grossly misinterpreted in Sweden to justify a view that the teaching of knowledge could potentially be subversive to democracy.
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Conference papers on the topic "Post-Schooling"

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KOUNATIDOU, T., N. SAKKOULA, and A. LIONARAKIS. "OPEN ASSESSMENT FOR OPEN SCHOOLING IN THE (POST) PANDEMIC WORLD. A THEORETICAL APPROACH." In The 9th International Conference on Education 2023. The International Institute of Knowledge Management, 2023. http://dx.doi.org/10.17501/24246700.2023.9113.

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Stolba, Aneta. ""What Do We Do Now?" COVID-19, Digital Health and Online Schooling for Post-secondary Autistic Adult Students." In 14th International Conference on Society and Information Technologies. Winter Garden, Florida, United States: International Institute of Informatics and Cybernetics, 2023. http://dx.doi.org/10.54808/icsit2023.01.17.

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Suzuki, Katsuya, Shinsuke Torisawa, and Tsutomu Takagi. "Mathematical and Experimental Analysis of Schooling Behavior During Growth in Juvenile Chub Mackerel: Considerations of Population Density and Space Limitation." In ASME 2007 26th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2007. http://dx.doi.org/10.1115/omae2007-29669.

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Population density and space limitation have proven important considerations for both fisheries management and aquaculture, resulting in intense interest in the development of new techniques and technologies for management and hatchery applications. To investigate the effects of space limitation and population density on the schooling behavior of fish, we examined the schooling behavior of captive juvenile chub mackerel. Three groups of fish were collected; collections were made at 18, 42, and 73 days post-hatch (dph) at which mean body lengths were 2.28, 8.83, and 11.4 cm, respectively. The two-dimensional movement of individuals during 200-s observation periods was digitized and processed. A mathematical model based on Newton’s second law of motion was used to quantify the forces dominating schooling behavior. The forces of swimming motion were quantified for each fish in a school as the propulsive force due to the swimming ability of each fish, the interactive force used to keep the proper distance and maintain similar velocity with neighboring fish, and the repulsive force used to keep a proper distance from the wall. The magnitude of the repulsive force was minimized in the 18-dph school, maximized in the 42-dph school, and decreased in the 73-dph school. The magnitudes of the propulsive and interactive forces increased with growth. Thus, the interactive force, which was critical for school formation and maintenance appears to reduce the importance of the repulsive force and causes the decline in the repulsive force between 18 and 73 dph.
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Mosoiu, Oana, Laura Popa, and Ana Raluca Medesan. "INTEGRATION OF ICT METHODS FOR TEACHING AND LEARNING IN POST-COVID SCHOOLING. SELF-PERCEPTION AND TRUST ON DIGITAL COMPETENCES DEVELOPMENT OF ROMANIAN TEACHERS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1523.

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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Valentina Dan, Diana. "Family’s role during online school." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p285-294.

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The closure of schools due to the COVID-19 pandemic made it difficult for families and teachers to support children's remote schooling. From the standpoint of sustainable education, this paper analyzes parents' thoughts on their adaptation to the rapid transition to distant schooling. Parents were concerned about their children's learning and well-being, as well as the management of daily life and the use of information and communication technology. Individual requirements of families should be recognized and provided in a sustainable manner to promote children's learning in shifting settings, including online schooling.
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Mallet, Joshua C., Michael Selom Gawugah, and Twum Barima Adu. "The iBox Technology-Enabled Teaching and Learning in Pre- and Post-COVID Ghana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9015.

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Prior to Covid-19, some young private Ghanaian technologists, inspired by COL’s APTUS dongle, undertook a project toward solving the high cost of internet connectivity and the challenges related to equity, access, quality and gender. Their research produced an offline system called the iBox along with a corresponding online iCampusgh.com for learners, teachers, parents and school managers. It was adopted in 2014 by Ghana’s Ministry of Education through the Centre for National Distance Learning and Open Schooling (CENDLOS). Appropriate e-content was also developed by selected teachers. The product became a national solution during the Lockdown. // The system offers lessons in text, quiz, video, audio and laboratory simulation formats. Its unique learner management system (LMS) generates individualized assessment report sheet along with other support features on a dashboard. It supports learning at one’s own pace, is gender sensitive and is convenient for some persons with disabilities (PWD). // This paper considers how adapted and localized technologies can help bridge the digital divide in lower income communities, using the case of the iBox system. It explores the spirit of collaboration within the Pan-Commonwealth education in areas of technology, pedagogy and training.
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Pick, Louise Therese, Charles McCartan, Kathryn Fee, and Paul Hermon. "The experiences of students transitioning back to in-person learning post-Covid-19." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1114.

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This paper reports on a preliminary study that was carried out to understand the experiences of engineering students transitioning to on-campus learning following the Covid-19 pandemic. Two cohorts were considered: year 1 students joining the university for the first time after having experienced considerable disruption for the final two years of their schooling and year 2 students who experienced their first year at university almost entirely online. Data was gathered from student surveys which found that the greatest areas of difficulty for students were the academic level of the programme and the workload. A limited comparison was drawn between this finding and some pre-pandemic data which suggests that the difficulty that students had in this area was higher than for students before the pandemic, indicating that two years of disrupted education may have had a negative impact on students’ preparedness for higher education. Qualitative open-ended responses by students showed that there was a clear preference for face-to-face teaching, but that students see clear benefits to online resources and lecture recordings, and value having some flexibility in how they learn. Some reduction in student performance was noted.
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Dumitrașcu, Doina Maria. "Geographical spatial thinking, expression of scientific thinking – ability of investigative competence." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p49-53.

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The article advocates the acceptance of geographical spatial thinking as a form of scientific thinking. The first part argues about the specificity of the concept of geographical space in the sense of geographical studies, in order to then build the syllogism according to which geographical spatial thinking, based on higher cognitive operations and respects geographical principles and paradigms, can be considered a particular form of scientific thinking. The second part exemplifies the way of training the investigative ability to think spatially from the geographical point of view, using documentation sheets designed for the study of the local horizon at different levels of schooling (professional and high school levels) and for different sequences of the lesson, supported by cartographic supports of the Google Earth application. The methodological indications guide the manner of applying, in the Physical Geography lessons, the integration situations for the formation of the components of the investigative competence. The conclusions emphasize the importance of structuring geographical spatial thinking according to the characteristics of scientific thinking systematized by local researchers.
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Reports on the topic "Post-Schooling"

1

Carneiro, Pedro, and James Heckman. The Evidence on Credit Constraints in Post-Secondary Schooling. Cambridge, MA: National Bureau of Economic Research, July 2002. http://dx.doi.org/10.3386/w9055.

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Naidu, Suresh. Suffrage, Schooling, and Sorting in the Post-Bellum U.S. South. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18129.

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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses? UNESCO, December 2021. http://dx.doi.org/10.54676/ytjt5864.

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Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. Supporting the fifth Global Education Monitoring Report are two online tools: PEER, a policy dialogue resource describing non-state activity and regulations in the world’s education systems; and VIEW, a new website consolidating sources and providing new completion rate estimates over time.
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