Relevant bibliographies by topics / Presbyterian ministry education and training

Academic literature on the topic 'Presbyterian ministry education and training'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Presbyterian ministry education and training"

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Doe, Norman. "The Teaching of Church Law: An Ecumenical Exploration Worldwide." Ecclesiastical Law Journal 15, no. 3 (August 15, 2013): 267–92. http://dx.doi.org/10.1017/s0956618x13000422.

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Religion law – the law of the state on religion – has been taught for generations in the law schools of continental Europe, though its introduction in those of the United Kingdom is relatively recent. By way of contrast, within the Anglican Communion there is very little teaching about Anglican canon law. The Church of England does not itself formally train clergy or legal officers in the canon and ecclesiastical laws that they administer. There is no requirement that these be studied for clerical formation in theological colleges or in continuing ministerial education. The same applies to Anglicanism globally – though there are some notable exceptions in a small number of provinces. This is in stark contrast to other ecclesiastical traditions: the Catholic, Orthodox, Lutheran, Methodist, Reformed, Presbyterian, Baptist and United churches all provide training for ministry candidates in their own systems of church law, polity or order. However, no study to date has compared the approaches of these traditions to the teaching of church law today. This article seeks to stimulate an ecumenical debate as to the provision, purposes, practices and principles of the teaching of church law across the ecclesiastical traditions of global Christianity. It does so by presenting examples of courses offered (institutions, purposes, subjects, methods and levels), the educative role of church law itself, requirements under church law for church officers to study the subject, and parallels from the secular world in terms of debate in the academy and practice on the nature of legal education, particularly the role played in it by the Critical Legal Studies movement.1
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Lebedev, Viktor Arkadyevich, and Elena Ivanovna Lebedeva. "Medical education: time for changes." Buhuchet v zdravoohranenii (Accounting in Healthcare), no. 12 (December 1, 2020): 50–60. http://dx.doi.org/10.33920/med-17-201-05.

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The issues of improving the forms and organization of practical training of personnel, including in the field of healthcare, are considered. A comparative analysis of the main provisions of the joint order of the Ministry of science and higher education and Ministry of education of Russia dated 5 August 2020, № 885/390 “On the practical training of students” and the existing order of organizing and conducting practical training of students of professional education programs for medical education and pharmaceutical education., approved by order of Ministry of healthcare of 03.09.2013, № 620n. The directions of improvement of practical training of medical and pharmaceutical personnel, including the application of contractual forms of practical training, are defined.
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زارع, مریم, Abdullah Parsa, and مسعود صفایی مقدم. "Who’s Responsible for Teacher Training? Ministry of Education, or Higher Education?" Theory and Practice in Curriculum 4, no. 8 (February 1, 2017): 85–118. http://dx.doi.org/10.18869/acadpub.cstp.4.8.85.

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Park, K. H., G. Romero, J. Paladino, J. Daou, and Y. Akelina. "Microsurgical education in the USA: Past, present and future." Issues of Reconstructive and Plastic Surgery 24, no. 1 (May 20, 2021): 9–18. http://dx.doi.org/10.52581/1814-1471/76/1.

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Microsurgery is a demanding surgical skillset which requires attention to detail and repeated practice to succeed. Microsurgery courses around the globe allow students to learn through performing a variety of technical exercises. Microsurgery education dates back to the late 1960s with notable instructors, Harry J. Buncke and Robert Acland. Currently, many microsurgery courses are available that share commonalities, and some important structural differences have been demonstrated to differentially affect student progression and competence. Multiple available training programs as well as the advancement of supermicrosurgery training is listed and described.The microsurgery training course at Columbia University’s New York Presbyterian Irving Medical Center led by Drs. Ronsenwasser, Strauch and Akelina provides students with expert instruction through a punctilious training curriculum. By imparting these techniques to the students, trainees’s progression markedly improves relative to alternative microsurgery courses that do not incorporate expert instruction. The Covid-19 pandemic, has resulted in the development of a virtual microsurgery training program at the lab which focuses on building the foundation of basic skills for trainees unable to travel or receive adequate education.
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Wuryanti, Sri, Ahmad Hudalil, and Ika Nugrahaeni. "Gambaran kompetensi Widyaiswara dalam mengelola pembelajaran di Pusat Pendidikan dan Pelatihan Kesejahteraan Sosial Kementerian Sosial." Jurnal Ilmiah Widyaiswara 1, no. 1 (January 23, 2021): 27–34. http://dx.doi.org/10.35912/jiw.v1i1.233.

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Purpose: This research aimed to describe the Competence of Lecturers in Managing Learning at the Social Welfare Education and Training Center of the Ministry of Social Affairs. Research methodology: This research was a descriptive research method with a qualitative approach. Data sources were determined by snowball sampling, where the data analysis procedure used was an interactive model from Miles & Huberman. Results: The Social Welfare Training and Education Center of the Ministry of Social Affairs has implemented learning management competencies as abilities that Widyaiswara must have in planning, compiling, implementing, and evaluating learning concerning Widyaiswara Competency Standards. Limitations: This study has two limitations; 1) It only researched one Widyaiswara competence, namely learning management and not using the substance, personality, and social competencies; 2) Informants only come from the Ministry of Social Welfare Education and Training Center and have not included informants from the Social Welfare Education and Training Center in each region. Contribution: The study's findings are intended to be used to make suggestions to institutions, policymakers and interested parties so that improvements can be made to the implementation of the Education and Training at the Social Welfare Education and Training Center of the Ministry of Social Affairs Keywords: Learning management competence, Widyaiswara competence, Social welfare education, Ministry of Social Affairs
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Thiemann, Ronald F. "Toward a Critical Theological Education." Harvard Theological Review 80, no. 1 (January 1987): 1–13. http://dx.doi.org/10.1017/s0017816000023488.

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One hundred and seventy years ago, on 17 July 1816, the Society for the Promotion of Theological Education in Harvard University was established, thus beginning a process that led to the founding of a “faculty of theology” or Theological Seminary at the University. Undergraduate education at Harvard College had by this time moved quite far from the founders' original concern to provide a literate ministry to the churches. By the beginning of the nineteenth century Harvard men were educated in a broad curriculum oriented more toward liberal education than professional training. So the theological faculty was created in order to provide specialized training for those preparing to enter the Christian ministry
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Stanley, Brian. "Edinburgh and World Christianity." Studies in World Christianity 17, no. 1 (April 2011): 72–91. http://dx.doi.org/10.3366/swc.2011.0006.

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In his inaugural lecture as Professor of World Christianity at the University of Edinburgh, Professor Stanley discusses three individuals connected to Edinburgh who have major symbolic or actual significance for the development of world Christianity over the last 150 years. Tiyo Soga (1829–71) studied in Edinburgh for the ministry of the United Presbyterian Church, and became the first black South African to be ordained into the Christian ministry. His Edinburgh theological training helped to form his keen sense of the dignity and divine destiny of the African race. Yun Chi'ho (1865–1945) was the sole Korean delegate at the World Missionary Conference held in Edinburgh in 1910. His political career illustrates the ambiguities of the connection that developed between Christianity and Korean nationalism under Japanese colonial rule. John Alexander Dowie (1847–1907) was a native of Edinburgh and a student of the University of Edinburgh who went on to found a utopian Christian community near Chicago – ‘Zion City’. This community and Dowie's teachings on the healing power of Christ were formative in the origins of Pentecostal varieties of Christianity in both southern and West Africa.
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Mkandawire, Matthews Tiwaone, Zubing Luo, and Felix Kondwani Maulidi. "Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051773877. http://dx.doi.org/10.1177/2382120517738776.

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About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.
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Jamhari, Syafek. "UPAYA KERJA DALAM RANGKA MENINGKATKAN KINERJA PEGAWAI SEKRETARIAT BADAN DIKLAT PERHUBUNGAN DI JAKARTA." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 8–17. http://dx.doi.org/10.21009/jmp.v1i1.2484.

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The main purposes of this research is to identify and acquire the necessary information regarding the work effort in improving employee’s job performance. The research was conducted at Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta, during October 2008 to January 2009. The method is survey with questionnaire as tool for data collecting. This research included 40 employees as unit analysis. Data is analyzed using descriptive approach. The results indicate the employees of Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta have both high work effort and job performance. Based on those findings it could be concluded that high work effort has effected employees’ job performance at Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta. Therefore, the employees job performance should be kept by giving the rewards. It should be put into account in maintaining employees at Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta.
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Jamhari, Syafek. "UPAYA KERJA DALAM RANGKA MENINGKATKAN KINERJA PEGAWAI SEKRETARIAT BADAN DIKLAT PERHUBUNGAN DI JAKARTA." Jurnal Manajemen Pendidikan 1, no. 1 (July 1, 2010): 8. http://dx.doi.org/10.21009/jmp.01102.

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The main purposes of this research is to identify and acquire the necessary information regarding the work effort in improving employee’s job performance. The research was conducted at Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta, during October 2008 to January 2009. The method is survey with questionnaire as tool for data collecting. This research included 40 employees as unit analysis. Data is analyzed using descriptive approach. The results indicate the employees of Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta have both high work effort and job performance. Based on those findings it could be concluded that high work effort has effected employees’ job performance at Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta. Therefore, the employees job performance should be kept by giving the rewards. It should be put into account in maintaining employees at Secretariat of Education and Training Agency on Ministry of Transportation in Jakarta.
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Dissertations / Theses on the topic "Presbyterian ministry education and training"

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Martin, Steven C. "The Use of Continuing Professional Education (CPE) by Practicing Presbyterian Ministers." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1616.

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Carson, D. Worth. "Evaluating Stephen Ministry training and lay caregiver characteristics at Granada Presbyterian Church." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Jones, Susan Margaret, and n/a. "Governing for theologia : governance of Presbyterian ministry formation in the Presbyterian Church of Aotearoa New Zealand 1961-1997." University of Otago. Department of Theology and Religious Studies, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070208.104312.

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This study of the governance of theological education examines significant policy and management decisions within Presbyterian ministry training in New Zealand between 1961 and 1997 in the light of Edward Farley�s integrated goal for theological education, theologia. Edward Farley�s argument that theologia, integration of theology (scientia) and theology (habitus), was fragmented from the first use of modern research university education as professional education for ordained ministry in the 1880s, provides a theoretical framework for analysing the influence of governance on theologia, through its effect on institutional organisation, structure and curricula. International unease about theological education is reflected in New Zealand Presbyterian ministry formation, though little sustained critical analysis is yet published in New Zealand. The period under study begins in 1961 when the Special Committee on Theological Training called for a Chair in Pastoral Theology to 1997 when the Presbyterian Church of Aotearoa New Zealand opened its Centre for Advanced Ministry Studies, later renamed the School of Ministry. Criteria signifying recovery and/or fragmentation of theologia drawn from Farley�s arguments are searched for in the beginning of University theology at Berlin and the beginning of ministry formation in Dunedin, New Zealand. The intervening time till 1960 is similarly analysed. Governance decisions about Pastoral Theology in the first case study and governance decisions about University, church and theology in the second, are then assessed. Constant rearranging of pastoral theology programmes symptomises increasing fragmentation of theologia as does the creation of a Pastoral Chair. Pastoral theology is left with the integrative responsibility, rendering other disciplines more scientific as feared by some Theological Hall teachers. Outside the University from 1876-1946, New Zealand Presbyterian ministry formation was still influenced by University expectations from Scotland and Berlin. After 1946, teaching within the University of Otago Faculty of Theology, Presbyterian teachers enjoyed considerable opportunities for integrated teaching. Fragmentation of theologia was therefore delayed and to some extent retarded. Increased University influence from 1992 meant these opportunities were lost. Finally, around the 1996 withdrawal of direct University engagement with Presbyterian ministry formation, formational goals were set for the Church�s new Centre of Advanced Ministry Studies. These aimed to integrate theology (scientia) and theology (habitus) retrospectively for ordinands after foundational theological education elsewhere. Earlier 1990s governance decisions affected achievement of these goals. This work argues that between 1961 and 1997 most governance decisions in New Zealand Presbyterian ministry formation exacerbated existing structural fragmentation of theologia. Differing arrangements to alleviate this were attempted, and integration of (scientia) and (habitus) occurred for some students and at different periods. Structurally, however, the University-approved four-fold programme continued, making pastoral theology�s role remained ambiguous and theologia�s fragmentation inevitable. While the New Zealand Presbyterian Church set its own ministry formation goals from 1961-1997, finance, prestige and educational philosophy prevented development of its own programme. Time and money were put into supporting University theology instead, and the University used to produce an educated ministry. It is now inevitable that the Church has to integrate theology (scientia) and theology (habitus) retrospectively for its students after theological education elsewhere.
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Palmerton, Ann R. "The Future of Milestones Ministry at Broad Street Presbyterian Church." Trinity Lutheran Seminary / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=trin1383669229.

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Coles, James. "Orthodox youth ministry training volunteer leaders /." Online full text .pdf document, available to Fuller patrons only, 2003. 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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Burch, John S. "An elder training program for Australian Presbyterian churches." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Hay, William G. "Designing and promoting an adult ministry model for Covenant Presbyterian Church Birmingham, Alabama." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Cavin, Meredith Lee. "Teacher training workshop in the small Associate Reformed Presbyterian Church." Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p064-0010.

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Books on the topic "Presbyterian ministry education and training"

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

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Education, Ontario Ministry of. Guidelines for proposals, Ministry of Education and Training aboriginal education and training strategy. [Toronto: Ministry of Education and Training], 1993.

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McCarty, Robert J. Training adults for youth ministry. Winona, Minn: Saint Mary's Press, Christian Brothers Publications, 1990.

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R, Yount William, ed. The teaching ministry of the church. 2nd ed. Nashville, Tenn: B&H Academic, 2008.

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Rhodes, Lynn N., Donald F. Beisswenger, and Doran McCarty. Spirituality, ministry and field education: Theological field education key resources : volume V. Place of publication not identified: Association for Theological Field Education, 1986.

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Kitchen table youth ministry: Inviting God to dinner. Cleveland, Ohio: Pilgrim Press, 2010.

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Mansell, Jack. Vocational education and training in Botswana: (a report to the Permanent Secretary, Ministry of Education). Gaborone, Botswana: Ministry of Education, 1991.

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Grubbs, Jerry C. Continuing education: A hedge against boredom in ministry. Grand Rapids, Mich: Sagamore Books, 1986.

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Pastors on the grow: Continuing education CAN improve your ministry. St. Louis, MO: Concordia Pub. House, 1986.

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M, Hillman George, ed. Preparing for ministry: A practical guide to theological field education. Grand Rapids, MI: Kregel Publications, 2008.

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Book chapters on the topic "Presbyterian ministry education and training"

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Chapman, Christine J. "Training Requirements for Entry-Level Ministry-Ready Pentecostal Leaders." In Innovating Christian Education Research, 303–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8856-3_18.

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Tong, Thi Thi My, Duong Thi Hong Nguyen, Hung The Nguyen, and Tae Yoon Park. "The Practice of Education for Disaster Risk Reduction in Vietnam: Lessons Learned from a Decade of Implementation 2010–2020." In Interlocal Adaptations to Climate Change in East and Southeast Asia, 101–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81207-2_9.

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AbstractThe education sector is one of the most impacted sectors due to natural disasters in Vietnam. Understand the situation, the Ministry of Education and Training has prioritized the implementation of disaster risk reduction education (DRRE) activities in schools since 2010s. Before the governmental programs were widely deployed, DRRE activities are mainly carried out by various organisations including United Nations organizations, non-governmental organizations, and other civil society organisations. This study will analyze 14 typical cases of DRRE in schools and provide implications for promoting DRRE in Vietnam.
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Hill, Kimberly D. "Industrial Education and Symbolic Home Building in the Congo Free State, 1898–1907." In A Higher Mission, 17–46. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813179810.003.0002.

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Chapter 1 explains trends in the African American Protestant missions movement up to 1907 with a focus on William Henry Sheppard and the black staff of the American Presbyterian Congo Mission. The literary and musical accomplishments of Althea Brown are introduced in the context of her classical training at Fisk University. The role that Alonzo Edmiston played in developing industrial education at the Congo Mission is introduced through his childhood working on a Tennessee plantation and his education at Stillman Institute. The final section explains how both ministers applied their academic backgrounds and the lessons of previous black missionaries to rebuilding a mission station despite political turmoil in the region.
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Hre, Lal Tin. "Women’s Ordained Ministry in Presbyterian Church of Myanmar:." In Theological Education & Theology of Life, 230–40. Fortress Press, 2016. http://dx.doi.org/10.2307/j.ctv1ddcn8b.24.

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"Ontario Ministry of Education and Training." In The Grants Register 2020, 630–31. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_670.

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"Ontario Ministry of Education and Training." In The Grants Register 2021, 646–47. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_694.

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"Ontario Ministry of Education and Training." In The Grants Register 2022, 706. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_197.

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"Ontario Ministry of Education and Training." In The Grants Register 2023, 842. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_187.

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Wingate, Andrew. "Training for Ministry in a Multi-Faith Context:." In Handbook of Theological Education in World Christianity, 223–29. Fortress Press, 2012. http://dx.doi.org/10.2307/j.ctv1ddcnjg.33.

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YANEV, IVO. "PARISH CATECHESIS AND PASTORAL MINISTRY IN ORTHODOXY." In Values, models, education. Contemporary perspectives. Eikon Publishing House, 2022. http://dx.doi.org/10.56177/epvl.ch13.2022.en.

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This text aims to present parish religious education as an important part of the priest’s ministry in the parish community. Religious education at school and religious education/catechism training in parochial Sunday schools have been examined and analyzed. The role and ministry of the parish priest in religious education in the Orthodox Church is presented.
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Conference papers on the topic "Presbyterian ministry education and training"

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Ntentopoulos, Periklis, Konstantinos Togias, Ioannis Christodoulopoulos, Michael Paraskevas, and Sotiris Christodoulou. "GRANT BENEFICIARIES SYSTEM WITH TRAINING VOUCHERS OF THE MINISTRY OF LABOUR AND SOCIAL AFFAIRS («TRAINING VOUCHER»)." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2505.

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Klindžić, Jasmin, Jadranka Lasić-Lazić, Mihaela Banek-Zorica, and Mirjana Abramović. "TRAINING THE EDUCATORS - CASE STUDY FROM THE MINISTRY OF INTERIOR, REPUBLIC OF CROATIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1740.

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Ren, Qingyun, Ya Zhou, and Keqiang Li. "Benefit Analysis of Talents Training in the Universities Directly under Chinese Ministry of Education." In 2010 International Conference on Computational Intelligence and Software Engineering (CiSE). IEEE, 2010. http://dx.doi.org/10.1109/cise.2010.5677104.

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Asip, Asip, Basuki Wibawa, and Asmaniar Idris. "Implementing E-Learning System Success to Measure Quality of Online Training in Jakarta Religion Ministry Affair Training Center." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.56.

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Tseng, Hua Hui. "THE RELATIONS BETWEEN MUSICIANSHIP AND CORE COMPETENCIES IN PROFESSIONAL MUSIC TRAINING—THE TUT EXPERIENCE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end003.

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After being asked to respond to the Arts Education Act of 2015 by the Ministry of Education, Taiwan, concerning curricula and their impact on music education, what follows are some observations and reflections from the Tainan University of Technology (TUT), Taiwan, about its educators' experiences of teaching undergraduate music and music degrees. The idea put forward isthatskills/knowledge competency reflects an emergent sensibility in contemporary music cultures, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the legitimacy of new and varied forms of musicianship and acknowledging the ways in which course curricula continue to grow in their range of practices and necessary literacies, strategies can be developed to support broader, cohesive, inclusive, diverse, meaningful, and useful experiences for music students.
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Adámková, Adéla, and Jana Boulaouad. "CAREER AND LANGUAGE TRAINING OF THE CZECH MINISTRY OF DEFENCE SECTOR OFFICERS FROM THE ECONOMIC EFFECTIVENESS POINT OF VIEW." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1655.

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Mufidah. "Collaboration of vocational education between schools, universities and industry in Indonesia qThe case of analytical chemistry schools and polytechnics under the Ministry of Industryq." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.37.

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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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Floris, Francesco, Alice Barana, Anna Brancaccio, Alberto Conte, Cecilia Fissore, Marina Marchisio, and Claudio Pardini. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9489.

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In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.
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Churanova, Tatyana Yu. "The content of the concept “training success”: Evidence from cadets of the higher military education institution of Russia’s Ministry of Defence." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-12.

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Reports on the topic "Presbyterian ministry education and training"

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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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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Haßler, Björn, and Gesine Haseloff. TVET Research in SSA: Recommendations for Thematic Priorities. Undefined, February 2022. http://dx.doi.org/10.53832/opendeved.0268.

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This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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Arora, Sanjana, and Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.
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Peer education and HIV/AIDS: Past experience, future directions. Population Council, 2000. http://dx.doi.org/10.31899/hiv2000.1002.

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Peer education typically involves training and supporting members of a given group to effect change among members of the same group. Peer education is often used to effect changes in knowledge, attitudes, beliefs, and behaviors at the individual level. However, peer education may also create change at the group or societal level by modifying norms and stimulating collective action that contributes to changes in policies and programs. Worldwide, peer education is one of the most widely used strategies to address the HIV/AIDS pandemic. This report presents findings from a project designed to identify components and principles that influence HIV/AIDS peer education program quality and effectiveness, as well as gaps in and priorities for operations research. The project was coordinated by UNAIDS and the Horizons Project, and implemented with the Jamaican Ministry of Health, PATH, AIDSMark/PSI, IMPACT/FHI, and USAID. The Horizons Project is implemented by the Population Council and partners.
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Programming for HIV prevention in Mexican schools. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1003.

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As national education programs incorporate HIV prevention into school curriculums, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students and improve their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Mexican Institute of Family and Population Research (IMIFAP), the Mexican Ministry of Public Education (SEP), and the Horizons Program examined the effects of a school-based HIV-prevention program on Mexican secondary-school students. All public schools in Mexico must implement sexuality education and teacher-training programs, although the content is left to each state’s discretion. Students must pass this class just as they would other courses in the curriculum. With approval from SEP, a leading Mexican NGO (IMIFAP) experienced in designing sex education courses developed the curriculum and the teacher-training program used in this study. The 30-session student curriculum, described in this brief, focuses on a broad range of topics that aim to equip students with information and skills to prevent HIV infection.
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