Relevant bibliographies by topics / Second level education

Academic literature on the topic 'Second level education'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Second level education"

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Duffy, Pat, Diarmuid Leonard, and Michael Darmody. "Physical education: Assessment in second level teaching." Irish Educational Studies 11, no. 1 (March 1992): 237–48. http://dx.doi.org/10.1080/0332331920110119.

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Cawley, Mary. "Geography Under Threat in Irish Second-level Education." International Research in Geographical and Environmental Education 7, no. 1 (January 1998): 5–13. http://dx.doi.org/10.1080/10382049808667554.

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Conway, Beineán, Keelin Leahy, and Muireann McMahon. "Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System." Sustainability 13, no. 16 (August 4, 2021): 8711. http://dx.doi.org/10.3390/su13168711.

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Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.
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Lim, Jeongsub. "First-level and second-level intermedia agenda-setting among major news websites." Asian Journal of Communication 21, no. 2 (April 2011): 167–85. http://dx.doi.org/10.1080/01292986.2010.539300.

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Metelski, Adam. "Higher Education and Athlete’s Second Career." Journal of Education, Health and Sport 12, no. 6 (July 1, 2022): 314–22. http://dx.doi.org/10.12775/jehs.2022.12.06.030.

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Introduction and purpose. Many athletes obtain popularity during their time in sports, but what they do after the end of their professional careers is something that is rarely well known. It has to be stated that a sports career is a specific activity because it starts early in life, lasts relatively short, and the greatest successes usually occur when non-athlete peers are just starting to climb the steps of a typical professional career. Some former athletes do great after they retire from sports, but there are also many of those who have difficulties finding themselves in a new for them reality. The article aims to present how the level of education of former athletes’ affects their subsequent professional careers. Material and method. The study involved 301 former basketball players who previously played in 4 top leagues in Poland. The dependent variables in this study are the most common in the literature on the subject indicators of career success, such as earnings and job satisfaction. In turn, the independent variable is the level of education. In addition, the study considered whether the represented sports level influences the acquisition of education. Results. It turns out that those players who played in the top league finished their sports careers later and thus earned longer on basketball. However, more players from the lower leagues have higher education, and they are now more satisfied with their work. Conclusions. It may not be easy to combine professional sports at the highest level with studying. But the results of the research show that in the case of basketball, many athletes graduate from university. What is more, former players with higher education are usually very satisfied with their current job. In conclusion, it can be stated that former basketball players do well in their second careers, compared to the national average.
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McCloat, Amanda, and Martin Caraher. "An international review of second-level food education curriculum policy." Cambridge Journal of Education 50, no. 3 (December 27, 2019): 303–24. http://dx.doi.org/10.1080/0305764x.2019.1694641.

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Murphy, Paud. "Costs of an Alternative Form of Second-Level Education in Malawi." Comparative Education Review 37, no. 2 (May 1993): 107–22. http://dx.doi.org/10.1086/447178.

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Oldham, Elizabeth. "Second level mathematics curricula: The republic of Ireland in international perspective." Irish Educational Studies 10, no. 1 (March 1991): 122–38. http://dx.doi.org/10.1080/0332331910100114.

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Gaffield-Vile, N. "Content-based second language instruction at the tertiary level." ELT Journal 50, no. 2 (April 1, 1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.

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Hussain, Ijaz, Javed Iqbal, and Noor Muhammad. "Virtual Education in Pakistan: A perceived perspective of 'Education-for-All' at higher education level." Journal of Social Sciences Advancement 3, no. 4 (December 7, 2022): 218–23. http://dx.doi.org/10.52223/jssa22-030404-50.

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Virtual education is a mode of education that is an opportunity for learners through synchronous and asynchronous educational technologies. This study aimed to find out the perspective of virtual 'Education-for-All' in higher education in Pakistan. It could not be underestimated as it was a vast job opportunity and a second opportunity for individuals. The population of this study was postgraduate learners of the Virtual University of Pakistan. The sample was drawn by using multi-staged random sampling techniques. At the first stage, 15 campuses (three from the university's own and twelve from affiliated campuses) were selected. At the second stage, 30 postgraduate students from each selected campus were selected randomly to make a total of 450 for the sample. The data was collected through a questionnaire developed on a five-pointed Likert scale. The research findings showed that the virtual education mode ensures 'Education-for-All' facilities for learners beyond gender biasness, geographical boundaries, cultural barriers, and in-service individuals. It was recommended that virtual education should expand at a large scale to provide the opportunity to the majority of the population.
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Dissertations / Theses on the topic "Second level education"

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Davey, C. "Gender & subject choice in second level education." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.

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Kanakri, Aseel M. Kanakri. "EXAMINING SECOND LANGUAGE INSTRUCTION AT THE HIGHER EDUCATION LEVEL: A MULTICASE STUDY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510787011311772.

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LeLoup, Jean Willis. "The effect of interest level in selected text topics on second language reading comprehension." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240427519.

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McDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.

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This study examined the effects of a learning environment (embodying many of De Corte et al.’s, (2004) CLIA-model components) on secondary students’ mathematical beliefs. Such mathematical beliefs have been of interest to the research community due to their expected impact on students’ willingness to engage in mathematical problem-solving. This research adopted an action research methodology using a quasi-experimental sequential explanatory mixed methods design. Data was collected using the Mathematics Related Beliefs Questionnaire (MRBQ) and a number of focus groups and individual interviews were undertaken. The sample selected (age 13-14) was from a population of convenience. There was one treatment class (N=22) and three control classes (N=45). The classroom intervention was of six months duration and was carried out by the researcher teacher in a secondary community school. Findings revealed no significant positive effects on students’ beliefs from the new learning environment about the teacher’s role in the classroom, their personal competence and the relevance to their lives and mathematics as an inaccessible subject. A more negative outcome for the fourth factor of the MRBQ scale, ‘mathematics as an inaccessible subject’, resulted for all participants (experimental and control combined) with a moderate effect of eta2=0.09. Findings from the qualitative data indicated the experimental participants found mathematics to be a difficult but useful subject. Findings, overall, revealed no significant differences between the experimental and control classes, indicating the new learning environment had not had a positive impact on the beliefs examined. Possible factors identified were the length of the intervention, the ages of participants and the socio-economic status of the majority taking part in this study. Qualitative data also indicated participants in the treatment class had found some of the activities used in the intervention to be interesting and enjoyable. Responses to the use of group work indicated participants were both willing and able to enter into communities of learners. Other results showed that participants with the highest achievement scores appeared to be the most confident learners of mathematics. Participants appeared to accept the need to have patience and perseverance when solving difficult problems but this was not translated into action in the classroom. The importance of understanding mathematics appeared to be accepted by participants. Implications for methodology, research and practice are discussed in light of these findings.
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Tyler, Judith Mary. "Job satisfaction, occupational stress and opportunities for continuing professional education among second level (enrolled) nurses." Thesis, University of Hertfordshire, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259617.

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Young, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.

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Mestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.

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Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue. From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English. In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference. The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition -in particular the Communicative Approach- and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these. To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated.
Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
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Mubireek, Sami AL. "Level of Adoption of the Internet by ESL Teachers at The Ohio State University." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392388380.

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Gu, Mingyue. "The discursive construction of English language learners' motivation in China a multi-level perspective /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38895456.

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Janopoulos, Michae. "The role of comprehension in holistic evaluation of second language writing proficiency at the university level /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621887.

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Books on the topic "Second level education"

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Ireland. Office of the Comptroller and Auditor General. Planning of second level school accommodation. Dublin: Stationery Office, 1996.

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Catherine, KilBride, ed. Choosing a school: Second-level education in Ireland. Cork: Mercier Press, 2007.

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Pender, Patrick. Vocational trends in second-level education in Ireland: Participation in and valuation of the Leaving Certificate Applied at four second-level schools : participation in the Leaving Certificate Applied in four second-level school. Dublin: University College Dublin, 1998.

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Association of Secondary Teachers, Ireland. Staffing, funding and facilities in Irish second level schools: Survey. (Dublin?): Association of Secondary Teachers, Ireland, 1996.

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San Juan Unified School District (Sacramento County, Calif.). Elementary Schools Division. Grade 2 grade level objectives and policies, programs, special services. [Sacramento, CA]: The District, 1985.

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Hughes, David J. Computer control for technology and design in second level education. S.l.: The Author, 1997.

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Fallon-Byrne, Lucy. Strategic planning in Irish primary and second level schools. Dublin: University College Dublin, 1993.

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Kenny, Máirín. The routes of resistance: Travellers and second-level schooling. Aldershot, Hants, England: Ashgate, 1997.

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Dixon, Anne Marie. Teachers' attitudes and views on religious education in Irish second level schools. Dublin: University College Dublin, 1996.

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Kathleen, Lynch. The universal and particular gender, class and reproduction in second-level schools. Dublin: University College Dublin, 1987.

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Book chapters on the topic "Second level education"

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Byrne, Gareth. "Religious education in Catholic second-level schools in Ireland today." In Does Religious Education Matter?, 114–29. 1 [edition]. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315577883-10.

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Cullen, Sandra. "Two Roads Diverged: Policy Shifts in Second-Level Religious Education 1998–2020." In Education Policy in Ireland Since 1922, 117–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91775-3_5.

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Gadomska, Agnieszka. "Using Boundary Objects in the Methodology of TEFL at the Tertiary Level of Education." In Second Language Learning and Teaching, 61–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04978-2_4.

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Shur, Anna. "Assessment of the relationship between derivational morphological awareness and second language reading comprehension." In Enhancing Beginner-Level Foreign Language Education for Adult Learners, 254–69. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003058441-20.

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Valsamis, Angelos, Alexandros Psychas, Fotis Aisopos, Andreas Menychtas, and Theodora Varvarigou. "Second Screen User Profiling and Multi-level Smart Recommendations in the Context of Social TVs." In Emerging Technologies for Education, 514–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_55.

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Byrne, Gareth. "Religious Education in Catholic Second-Level Schools in Ireland: Drawing on Our Heritage, Living in the Present, Anticipating New Directions." In Researching Catholic Education, 205–17. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7808-8_16.

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Lankiewicz, Hadrian. "Is There a Place for “Sowing” in Second Language (L2) Education at the University Level? Neoliberal Tenets Under Scrutiny." In Second Language Learning and Teaching, 287–305. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66975-5_17.

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O’Neill, Deirdre, and Eilish McLoughlin. "Enhancing the Teaching and Learning of Physics at Lower Second Level in Ireland." In Research and Innovation in Physics Education: Two Sides of the Same Coin, 239–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51182-1_19.

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Palmieri, Cristina, Marina Barioglio, Andrea Galimberti, Maria Benedetta Gambacorti-Passerini, and Tania Morgigno. "The ‘Second Level’ Education Professional: a Traineeship Programme Fostering a Proactive Approach to Employability." In Employability & Competences, 237–47. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.30.

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In this chapter, we outline the process that led to the development of the current traineeship programme − Tirocinio Formativo e di Orientamento (TFO) related to the Master’s Degree Course in Education at the University of Milan-Bicocca. We focus particularly on the interconnection between developing professional competences and addressing the issue of employability
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Eyraud, Corine. "Archaeology of a Quantification Device: Quantification, Policies and Politics in French Higher Education." In The New Politics of Numbers, 275–303. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78201-6_9.

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AbstractThis paper follows a quantification device – French higher education performance indicators – from its birth through its construction to its uses. It differentiates three levels of analysis. First, the bedrock level: a calculative device is grounded in a founding vision. Second, the intermediate level: a quantification device contains a conception of the “raisons d’être” of the entity that is quantified. Third, the level of the micro-conventions of calculation which can give a particular orientation. However, the device is part of a larger configuration which constitutes the fourth dimension of our analytical grid. Levels and context are the fruit of socio-historical processes which can, but must not, lead to maximum coherence. Here, the device is not a very integrated assemblage, which explains its limited effects.
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Conference papers on the topic "Second level education"

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Quille, Keith, Roisin Faherty, Susan Bergin, and Brett A. Becker. "Second Level Computer Science." In Koli Calling '18: 18th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3279720.3279742.

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Nolan, Karen, Keith Quille, and Brett A. Becker. "CSLINC a Nationwide CS MOOC for Second-level Students." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499069.

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Heckman, Sarah, Thomas B. Horton, and Mark Sherriff. "Teaching second-level Java and software engineering with Android." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876144.

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Novikova, Irina, Nadezhda Berisha, Alexey Novikov, and Dmitriy Shlyakhta. "SECOND LANGUAGE ACQUISITION FEATURES IN LINGUISTICS STUDENTS WITH DIFFERENT LEVEL OF CREATIVITY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2167.

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Guojie, Jin, Yin Baolin, and Zhao Qiyang. "Enhance Reusability with Application-level Software Components." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.514.

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Novikova, Irina, Nadezhda Berisha, Alexey Novikov, and Dmitriy Shlyakhta. "CREATIVITY FEATURES IN LINGUISTICS STUDENTS WITH DIFFERENT LEVEL OF SECOND LANGUAGE ACQUISITION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1773.

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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
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Li, Li, Dongqing Bai, Zhaojun Tan, and Hailong Xu. "Thinking about the Teaching Secretary Work in the Second-level Colleges and Universities." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.122.

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Besedova, Petra. "IMPACT OF MUSIC ON SECOND LANGUAGE TEACHING IN DIFFERENT LEVEL OF EDUCATION. A COMPARING STUDY." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.049.

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Tang, Wei, Gang Cen, and Jun-qing Cheng. "Based on Xml of Web Mining in Dynamic Dividing Level Instruction System." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.87.

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Reports on the topic "Second level education"

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Mohan, Gretta, Selina McCoy, Eamonn Carroll, Georgiana Mihut, Seán Lyons, and Ciarán Mac Domhnaill. Learning for all? Second-level education in Ireland during COVID-19. ESRI, June 2020. http://dx.doi.org/10.26504/sustat92.pdf.

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Gasparotto, Thatyanne, and Julia Ambrosano. Opportunities for Sustainable Infrastructure Investments at City Level in Brazil. Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002639.

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This policy brief was developed in order to identify preliminary green /sustainable infrastructure opportunities for cities in Brazil. The rapidly growing green bond market can help local authorities to attract new sources of capital for financing subnational infrastructure. Water and sanitation, waste to energy and urban mobility were the sectors selected for an inicial assessment, given the investment needs in Brazilian municipalities and their alignment with low carbon development and resilience. This brief was also used to raise awareness across key infrastructure stakeholders in Brazil, and build a number of market education activities in the second semester of 2018.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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