Journal articles on the topic 'Tertiary Education Commission'
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1
English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.
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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.
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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
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Gallagher, Tony. "The evaluation function of the commonwealth tertiary education commission." Studies in Educational Evaluation 15, no. 1 (January 1989): 151–59. http://dx.doi.org/10.1016/0191-491x(89)90028-x.
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Marshall, Neil. "BUREAUCRATIC POLITICS AND THE DEMISE OF THE COMMONWEALTH TERTIARY EDUCATION COMMISSION." Australian Journal of Public Administration 47, no. 1 (March 1988): 19–34. http://dx.doi.org/10.1111/j.1467-8500.1988.tb01043.x.
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Duke, Chris. "Links between Further and Higher Education: The Case of New Zealand." Journal of Adult and Continuing Education 8, no. 1 (November 2002): 104–19. http://dx.doi.org/10.7227/jace.8.1.8.
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This article sketches distinctive and partly unique features of New Zealand society, its recent history, and its adult, community and tertiary education system, as a prelude to considering linkages. The absence of a distinct further education (FE) sector analogous to the British further education colleges (FECs) or Australian technical and further education (TAFE) institutes combined with a recent period of extreme economic rationalism to privilege competition over collaboration. A sharp change of direction in 1999 is leading into a new more planned tertiary system under a Tertiary Education Commission in 2002. This is likely to reward and drive up inter-institutional collaboration, probably also more sharply differentiating roles within the more planned tertiary sector. The article concludes by reflecting on distinctive strengths and shortcomings, and on lessons from New Zealand of possible interest elsewhere.
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Ehsan, Shah Md Azimul. "Revisiting Tertiary Education System in Bangladesh: In Quest for Unraveling Existing Issues and Challenges." Journal of Contemporary Governance and Public Policy 2, no. 1 (April 30, 2021): 45–66. http://dx.doi.org/10.46507/jcgpp.v2i1.33.
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Once termed as a basket case, Bangladesh is now a development wonder. Recently, it has entered the cluster of lower-middle-income countries and is predicted to join the cohort of developed ones by 2041. However, the challenge that lies ahead is to sustain the current economic growth with the emerging threat of the fourth industrial revolution (4IR). There is no doubt that the country have the upper hand in order to counter these emerging critical scenario with its huge number of youths. Nonetheless, it will be pertinent to turn these youth force into productive human capital through providing both general and technical education in order to yield higher returns. On this backdrop, this study attempts to know whether our existing tertiary education system is rendering quality education to convert our youth force into effective human resources. Using qualitative tools of social research and drawing information from various secondary sources, the study argues that the existing tertiary education system is failing to produce skilled human resources which is again resulting in lower returns to the economy. Undoubtedly there has been quantitative progress in tertiary level education; nevertheless, the worrying factor has been regarding its quality. The crisis has not happened owing to the absence of adequate policy framework rather the translation of those into reality. This study offers a modest suggestion to take immediate steps by the government of Bangladesh to implement the recommendations as stated in the key policy instruments related to education and skill development along with the significant increase in the budgetary allocation for the tertiary education sector. In addition, efforts has to be put for transforming the existing University Grants Commission (UGC) into Higher Education Commission (HEC). Moreover, activation of the accreditation council is now a crying need for further improving the quality of education at the tertiary level.
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Anih, Paul C., Chicheta F. Nissi, and Uduakobong E. Akpan. "Real Estate Entrepreneurial Training and Education in Tertiary Institution: An Antidote to Unemployment." Baltic Journal of Real Estate Economics and Construction Management 7, no. 1 (January 1, 2019): 172–89. http://dx.doi.org/10.2478/bjreecm-2019-0011.
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Abstract Real estate entrepreneurship training and education in tertiary institutions can be a source of remedy to unemployment in Nigeria. World Bank (2019) reveals that Nigeria unemployment rate was 6.03 % in the year 2018 and the country ranked 83rd with high unemployment. The aim of the research is to examine the perception and responses of undergraduates of Estate Management and Valuation on entrepreneurship training and education for professional competence. The University of Uyo was studied and particularly Estate Management undergraduates during the academic years of 2014/2015–2018/2019. The method of the research was a descriptive study. Data were obtained from the mean scores of the class assessments (CAs) and the examination scores (ESs) administered to the students on selected courses related to entrepreneurial education. The students’ performance was used as an indicator for their willingness to adhere to entrepreneurial education in Real Estate Management and Valuation. The National Universities Commission grading scale was adopted (A = 70–100; B = 60–69; C = 50–59; D = 45–49; E = 40–44; F = 0–39). The finding shows that the score for all the courses was above 50 %. The entrepreneurial study was 62 %, which was “B” grade of National Universities Commission scale. The study, therefore, concludes that the students of estate management were willing to adhere to entrepreneurial training and education from their scores. The study recommends the provision of adequate learning environment, qualified teaching staff and provision of technical resources.
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Wysokińska, Agnieszka. "Reform of Governance in Higher Education Sector as a factor enhancing international mobility of students - the case of Poland." Comparative Economic Research. Central and Eastern Europe 12, no. 3 (September 30, 2009): 59–71. http://dx.doi.org/10.2478/v10103-009-0012-9.
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The aim of the paper is the presentation of main directions and programmes enhancing international mobility of students in Europe and outside Europe and some results of this programmes in the case of Poland. The paper examines also the main decisions of the European Commission related to the reform of the Higher Education Sector in the EU as one of the most important factors stimulating mobility in the tertiary education schools.
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Venables, David. "FORUM: Without fear or favour." Pacific Journalism Review : Te Koakoa 10, no. 1 (April 1, 2004): 231–33. http://dx.doi.org/10.24135/pjr.v10i1.792.
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"Polytechnics have tightend up their own regimes, making their own demands of journalism teachers in terms of internal reporting procedures, restrcturings, etc. Universities have now entered the fray bigtime, i.e. the Wellington Polytechnic takeover, Auckland Institute of Technology's redesignation as Auckland University of Technology. The Tertiary Education Commission (TEC) has sent a nasty shock through everyone's lives, lacing greater emphasis on increasing reasearch outputs. Rather than lessening with the years, the persssure on journalism educators has, if anything, become greater. I sometimes wonder why we do it..."
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Köpeczi-Bócz, Tamás, and Mónika Lőrincz. "The role of SMEs in innovation-oriented economic development." Acta Agraria Debreceniensis, no. 72 (May 16, 2017): 95–99. http://dx.doi.org/10.34101/actaagrar/72/1596.
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Both at European and national level tertiary and quaternary sectors are concentrated in the metropolitan centre. In the rural areas only the sites of such sectors can be found the premises of which temporarily transform the sectoral structure of these areas, but from the regional development aspect they did not prove to be an effective strategy.The European Commission is now focusing on growth from innovation, which could become the driving force behind productivity growth and the economy’s long-term trend. The innovation-oriented economic development’s key players are on the one hand the knowledge-intensive enterprises, on the other hand the universities. Tertiary education can play a role – among others – in shaping and creating the development of knowledge intensive business environment and conditions, on the other hand it can assist the development of network contacts – another precondition of employment growth.
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Heesen, Bernd. "Entrepreneurship at Universities." Industry and Higher Education 20, no. 2 (April 2006): 85–96. http://dx.doi.org/10.5367/000000006777699829.
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German higher education institutions offer insufficient programmes in continuing academic education. Less than 1% of all degrees awarded by HEIs in Germany in 2001 were Master's degrees. Despite the fact that the German economy is among the largest in the world, measured by percentage of GDP the country is investing 35% less in tertiary-level education than the average OECD country. The Bund-Länder Commission for Educational Planning and Research Promotion concluded that German universities were not fulfilling their task of offering continuing education and recommended reforms including (a) the development of continuing academic education incorporating the use of virtual programmes, (b) the use of new media and (c) refined concepts for teaching methods to impart media skills. This article describes the steps taken to introduce the first programme in continuing academic education leveraging e-learning at the University of Applied Sciences in Furtwangen, and concludes with policy recommendations for the further improvement of the German higher education system.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." International Business & Economics Research Journal (IBER) 12, no. 2 (January 31, 2013): 151. http://dx.doi.org/10.19030/iber.v12i2.7628.
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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Mouton, Nelda, G. P. Louw, and G. L. Strydom. "Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 127–44. http://dx.doi.org/10.19030/jier.v9i2.7718.
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Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.
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Karim, Ziaul, and Jamal Hossain. "Grading Controversies in the Assessment of University Graduates in Bangladesh." Crossing the Border: International Journal of Interdisciplinary Studies 2, no. 1 (July 27, 2014): 61–74. http://dx.doi.org/10.3126/ctbijis.v2i1.10813.
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Tertiary education has undergone several changes in the past few decades in Bangladesh. And one of the important alterations seems to be the introduction of letter grade system instead of numeric marking for assessment. Though letter grading as part of assessment is now an integral component of all the universities in Bangladesh, surprisingly this method of assessment is not consistent, even though the University Grants Commission (UGC) has provided a uniform grading scale to follow. This study attempts to find out the purposes of grading, problems with current grading practices and the impact of such discrete grading system on the learners and teachers. Finally, it suggests some ways out in order to bring harmony to the overall grading process. DOI: http://dx.doi.org/10.3126/ctbijis.v2i1.10813 Crossing the Border: International Journal of Interdisciplinary Studies Vol.2(1) 2014: 61-74
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Leggat, Sandra. "Australian Health Review call for papers." Australian Health Review 30, no. 4 (2006): 417. http://dx.doi.org/10.1071/ah060417.
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The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.
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Nwojiewho, Isaac. "TECHNICAL VOCATIONAL EDUCATION AND TRAINING IN SOUTH-SOUTH, NIGERIA: A VERITABLE TOOL FOR SUSTAINABLE ECONOMIC GROWTH." International Journal of Research -GRANTHAALAYAH 5, no. 5 (May 31, 2017): 34–41. http://dx.doi.org/10.29121/granthaalayah.v5.i5.2017.1835.
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This study examined how technical vocational education and training (TVET) in the South-South Nigeria could serve as a tool for sustainable economic growth. Strategies for sustainable economic growth within the Niger Delta region and challenges of TVET in this region were discussed. This paper stressed the need for a proper conducive learning environment if TVET objectives will be achieved. From the study, it was found that in South-South region the TVET systems, their strategies and polices have not been aligned sufficiently with the regional economic needs and labour market demands. The study gathered that due to urgent needs for skilled manpower in this region, the State Governments and the Niger Delta Development Commission (NDDC) have established many skills acquisition centers that produce manpower for oil and gas industry amongst others. Based on the findings, the following recommendations were made: industries must make TVET a stronger focus of their economic and human resources development; TVET should be remolded to enhance the demand of our industry; industries should be involved in all designs and implementation of TVET programmes, there should be a cooperation between tertiary institutions, Government and industry; finally the teachers and instructors should given be in-service training regularly.
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Igbokwe-Ibeto, Chinyeaka, Emma Chukwuemeka, and Elizabeth Okechukwu. "Enhancing Human Capital Development and Service Delivery in Nigerian Tertiary Institutions through Effective Academic Staff." Africa’s Public Service Delivery and Performance Review 2, no. 3 (September 1, 2014): 125. http://dx.doi.org/10.4102/apsdpr.v2i3.62.
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Within the framework of bureaucratic and human capital theories, an eclectic approach, the study examines the nexus between academic staff recruitment in Nigerian tertiary institutions and human capital development as well as service delivery with specific reference to universities. It is generally agreed that higher education is a sine-qua-non for human capital development and efficient service delivery. Higher education is a prerequisite for the production of highly competent experts, which in turn, contributes to the development of organizations and the economy at large. For these to be achieved, the right content and academic staff must be in place to perform this varied function. However, over the years the quality of human capital coming out of Nigerian universities and its impact on service delivery has become a source of concern to employers of labour and all stakeholders. Inferential opinions have traced the problem to the recruitment of incompetent academic staff. To investigate the issues raised, the study relied heavily on primary and secondary data and multi stage sampling was used to select the sample population. The data collected was presented in pie chart and simple percentage. Similarly, in order to test the hypotheses and establish the degree of dependence or independence of the variables under investigation, the chi-square statistical technique was used. The findings of the study revealed among others, that Nigerian universities do not employ merit, qualification and competency in the academic staff recruitment. It also established that there is a significant relationship between merit, qualification and competency based academic staff recruitment and human capital development and service delivery. To enhance human capital development and service delivery in Nigerian universities, the study recommends among others, that an independent body like the National University Commission (NUC) should be given the responsibility of academic staff recruitment and promotion for all universities in the country.
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Aliyu, Mukhtar Shehu, Mukhtar Salisu Abubakar, Abubakar Mukhtar Yakasai, and Abdulkarim Garba. "MODELLING NIGERIAN PUBLIC UNIVERSITIES PERFORMANCE THROUGH TOTAL QUALITY MANAGEMENT." Journal of Applied Structural Equation Modeling 2, no. 1 (January 20, 2018): 59–73. http://dx.doi.org/10.47263/jasem.2(1)06.
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The aim of this research is to examine the effects of total quality management on the performance of public universities in Nigeria. University education serves as a means of producing individuals who possess the academic and mental capability, which is expected to help in the production of high-level manpower to the various sectors of the economy. To answer the research questions, one hypothesis is formulated: (a) there is a significant relationship between total quality management and performance of public universities in Nigeria. Data were collected by means of self-administration of a questionnaire completed by academic leaders randomly selected. The questionnaires developed from the prior research were used to measure the total quality management, while performance measurement was based on subjective evaluation involving self-reported measures. The findings revealed that significant relationship exists between total quality management and performance of public universities in Nigeria. The finding of this study would be of relevance to policymakers, such the National Universities Commission (NUC) being the regulator of university education in Nigeria.University Vice Chancellors as administrators can benefit from the study’s outcome. The Tertiary Education Trust Fund (TETFUND) is also a beneficiary of the study finding as it will guide them in resource allocation across the universities. The study recommends that future studies should be conducted on other variables that can predict university performance.
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Israel, Paul Chijioke, and Happiness Cherechi Israel. "Implementation of Admission Guidelines in Colleges of Education in South East, Nigeria." International Letters of Social and Humanistic Sciences 32 (June 2014): 26–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.32.26.
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The regulation of entry qualification is one of the quality assurance measures in colleges of education. The essence of this measure is to ensure that only candidates with the mental capacity to pursue and complete a course of study in a tertiary institution are admitted into this level of education. The success of any policy measure toward the attainment of its underlying objectives however depends on the level of its implementation. Due to some unpleasant remarks about the quality of some products of teacher education institutions, this study was executed to determine the extent of implementation of some stipulated guidelines for the admission of students into colleges of education in the south East of Nigeria. In order to accomplish the study, the multistage sampling technique was used to draw six colleges out of eleven colleges of education in the area. From the six colleges, 205 academic and non academic staff were drawn out of about 2053 staff. The research data were collected using researchers’ constructed Admission Guidelines Implementation Rating Scale (AGIRS). This instrument has a validity index of .95. It was supplemented by the Admission Guidelines Implementation Interview schedule also constructed by the researchers. The data so collected were analyzed by means of both descriptive and inferential statistics. The findings of the study showed that whereas some stipulated admission guidelines were being implemented to a high degree, the level of implementation of others were low. Also found was a disparity in the level of implementation of stipulated guidelines between federal colleges and privately owned colleges of education. Consequently, it was recommended that the National Commission for Colleges of Education (NCCE) should step up its monitoring and evaluation functions in the colleges with special attention given to the private colleges.
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Dampson, Dandy George. "Emotional Intelligence of Headteachers in the Senior High Schools in Ghana: A Conundrum?" Journal of Education and Culture Studies 5, no. 3 (June 25, 2021): p27. http://dx.doi.org/10.22158/jecs.v5n3p27.
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The study employed the explanatory sequential mixed methods design where quantitative and qualitative data sets were collected to address the research problem. Two hundred and sixty-two (262) headteachers were sampled randomly from the Central and Greater Accra regions of Ghana for the quantitative phase of the study whilst eight (8) headteachers were subsequently sampled purposively for the qualitative phase of the study. The quantitative data were analyzed using means and standards deviations whilst the qualitative data were analyzed using content analysis. The study found that the emotional intelligence of the headteachers was low. The study further established that the academic qualification of the headteachers was not a significant predictor of their Emotional Intelligence (EI). However, the gender and age of the headteachers predicted their EI significantly. It was concluded the EI level of the headteachers may affect how they lead and manage their respective schools. It is recommended that periodic pragmatic and purposeful in-service and workshops in EI should be provided for headteachers in the study area by the Metro Directorate of Education. Furthermore, the Circuit Supervisors, Metro Directors and the Ghana Education Service should liaise with the Ghana Psychological Council to provide psychological support for the headteachers in the Senior High Schools within the study area. Finally, the Ministry of Education through the Ghana Tertiary Education Commission should ensure that teacher education programmes that are offered in the institutions of higher learning in Ghana have contents in the area of emotional intelligence and educational leadership to equip headteacher in the management of their schools.
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Guinibert, Matthew. "Visual literacy learning from your environment: A rhizomatic m-learning approach." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 27–28. http://dx.doi.org/10.24135/pjtel.v2i1.43.
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Due to the recent widespread adoption of technologies such as the internet, social media, and digital image capture and creation, the average person today needs to decode and process information from many different formats and media to fully participate in the contemporary world (Tertiary Education Commission, 2008; Hanifan, 2008). This study aimed to address this need by exploring how the visuals one encounters every day can be leveraged as opportunities for learning visual literacy. The aim operates on the presupposition that a person is surrounded by visuals in their everyday environment which they could potentially analyse to deepen their knowledge. However, learning from visuals in one’s environment is often beyond the capabilities of novice learners, due to a lack of learning support in this informal learning setting. Therefore, this study propositioned a learning model of visual skills based on mobile learning (m-learning) and rhizomatic learning.
M-learning allows learners to learn in multiple contexts, across time and space, through social and content interactions, using personal electronic devices so that learning can be available everywhere and every time (Crompton, 2013; Georgiev, Georgieva, & Smrikarov, 2004). This leads to learning that can be more situated in a learner’s surroundings (Gikas & Grant, 2013), which is an attractive proposition when considering how learners can learn from life’s everyday imagery when they are separated from traditional learning support.
In rhizomatic learning, the curriculum is not predefined by experts or teachers, instead, “community acts as the curriculum, spontaneously shaping, constructing, and reconstructing itself and the subject of its learning in the same way that the rhizome responds to changing environmental conditions” (Cormier, 2008, p. 5). In this way, rhizomatic learning communities can provide crowd-sourced peer support as ubiquitous as imagery is.
The learning model proposed in this presentation was arrived at by utilising a practice-based research approach. The learning model was implemented and tested as prototype for an app. Usability testing and interviews were used to qualitatively evaluate the prototype, as well as the underlying learning model. The outcomes of the study demonstrate that visual literacy can be achieved by novice learners from contingent learning encounters in informal learning environments through collaboration and by providing context-aware learning support. The presentation will focus on the outcome of the study, which is the learning model and its pedagogical assumptions.
References:
Cormier, D, (2008) Rhizomatic Education: Community as Curriculum. Innovate: Journal of Online Education, 4(5), article 2. Retrieved from https://nsuworks.nova.edu/innovate/vol4/iss5/2
Crompton, H. (2013). A historical overview of m-learning: Toward learner-centered education. In Zane L. Berge, and Lin Muilenburg (Ed.), Handbook of Mobile Education (pp. 3–14). New York, NY: Routledge.
Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-learning: A new stage of e-learning. In International Conference on Computer Systems and Technologies-CompSysTech(pp. 1–5). Retrieved from http://ecet.ecs.uni-ruse.bg/cst04/Docs/sIV/428.pdf
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. doi:10.1016/j.iheduc.2013.06.002
Hanifan, T. (2008). It’s more than reading and writing: The nature and extent of adult’s literacy issues. In John Benseman, Alison Sutton and Diana Coben (Eds.), Facing the challenge: Foundation learning for adults in Aotearoa New Zealand(pp. 125–135). Auckland, New Zealand: Dunmore Pub.
Tertiary Education Commission. (2008). Learning progressions: For adult literacy. Wellington, New Zealand: Learning Media. Retrieved from https://ako.ac.nz/knowledge-centre/learning-progressions-for-adult-literacy/
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Zaidi, Masooma, Fareeha Javed, and Sana Baig. "A Study of the Effectiveness of the HEC's English Language Teaching Reforms (ELTR) Project." Global Regional Review IV, no. IV (December 30, 2019): 638–45. http://dx.doi.org/10.31703/grr.2019(iv-iv).59.
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This study deals with the effectiveness of the English Language Teaching Reforms (ELTR) project, which was launched by the Higher Education Commission (HEC) of Pakistan in 2004. The purpose of the ELTR project was to enhance the teaching practices of English Language (EL) teachers teaching at the tertiary level. The project was divided into two phases: Phase I (2004-2010) and Phase II (2010-2013). In both phases, EL teachers were trained from various public colleges and universities across Pakistan. The teachers were offered long and short-term courses through which they could be professionally developed. The main aim of the current research was to trace the effectiveness of the project. For this purpose, this study adopted a qualitative methodology. Data was collected by carrying out semi-structured interviews with five English Language faculty members of a university who have received ELTR training. The interviews were thematically analyzed. The findings revealed that HEC has been trying to accomplish its set goals, but there are certain areas in which the goals have not been achieved due to loopholes.
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Khan, Itbar, Iftikhar Ahmad, and Rashid Ahmad. "Re-thinking Higher Education Curricula in the Era of Knowledge Economy: A Case Study of Course Codes in the National Curriculum of Pakistan." sjesr 3, no. 1 (April 19, 2020): 89–96. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(89-96).
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The study reviewed the course codes at undergraduate level in selected universities and Higher Education Commission (HEC). The objectives of the study were to investigate the coding system of courses and propose a system for coding the courses at tertiary level in Pakistan. The coding system of different universities, inside and outside Pakistan, was analyzed and a system of coding was proposed. The study found discrepancies in the coding of courses that cause difficulties for academic bodies and transfer of credits from one university to another. It is recommended that courses of a degree required may be divided in 1) General Education requirements, 2) Subject specific foundation courses, 3) subject specific major compulsory courses, and 4) subject specific major elective courses. For codes 2, 3 or 4 capital letters for a subject along with three numbers (xxx) may be used to specify each course of the university. The left digit of the three may be used for the hardship level. The courses 1xx, 2xx, 3xx and 4xx will be taught in the first, second, third and fourth year, respectively and research may be given 500 at undergraduate level, courses of 5 year may be placed in 5xx and research may be coded as 599. The graduate level courses for MPhil /MS /PhD may be coded as 6xx, 7xx and 8xx for MPhil and PhD all over the country.
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van Duinkerken, Eelco, Guilherme J. Schmidt, Ana Lúcia Taboada Gjorup, Carolina Ribeiro Mello, André Casarsa Marques, Áureo do Carmo Filho, Paula Regina Yuri Fukusawa, Simone Gonçalves de Assis, Júlio Cesar Tolentino, and Sergio L. Schmidt. "Assessment of Attentional Functioning in Health Professionals of a Brazilian Tertiary Referral Hospital for COVID-19." Behavioural Neurology 2021 (June 25, 2021): 1–11. http://dx.doi.org/10.1155/2021/6655103.
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This study is aimed at assessing differences in basic attentional functioning between substantial and minimal work-related exposure to COVID-19 patients in professionals working in a tertiary referral hospital in Rio de Janeiro, Brazil. Therefore, hospital employees performed a Continuous Visual Attention Test. This test consisted of a 90-second Go/No-Go task with 72 (80%) targets and 18 (20%) nontargets. For each participant, reaction time and intraindividual variability of reaction times of all correct target responses, as well as the number of omission and commission errors, were evaluated. Participants were divided into 2 groups based on their exposure to COVID-19 patients (substantial versus minimal exposure). The substantial exposure group consisted of participants with 24 hours/week or more direct contact with COVID-19 patients. This cut-off was based on the clear division between professionals working and not working with COVID-19 patients and considered that 12-hour and 24-hour daily shifts are common for hospital employees in Brazil. A MANCOVA was performed to examine between-group differences, using age, sleep quality, sex, education level, previous COVID-19 infection, and profession as covariates. Of 124 participants, 80 had substantial exposure and 44 had minimal exposure to COVID-19. The overall MANCOVA reached statistical significance ( P = 0.048 ). Post hoc ANCOVA analysis showed that the substantial exposure group had a statistically significantly higher intraindividual variability of reaction time of all correct target responses ( P = 0.017 , Cohe n ’ s δ = − 0.55 ). This result remained after removing those with a previous COVID-19 infection ( P = 0.010 , Cohe n ’ s δ = − 0.64 ) and after matching groups for sample size ( P = 0.004 , Cohe n ’ s δ = − 0.81 ). No other variables reached statistical significance. Concluding, hospital professionals with a substantial level of exposure to patients with COVID-19 show a significant attention decrement and, thus, may be at a higher risk of accidental SARS-CoV-2 infection.
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Zaidi, Masooma, Fareeha Javed, and Sana Baig. "An Analysis of the HEC's English Language Teaching Reforms (ELTR) Project." I V, no. I (March 30, 2020): 293–303. http://dx.doi.org/10.31703/glr.2020(v-i).30.
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This study aimed to analyze the English Language Teaching Reforms (ELTR) project, which was launched by the Higher Education Commission (HEC) of Pakistan in 2004. The purpose of the ELTR project was to enhance the teaching practices of English Language (EL) teachers teaching at the tertiary level. A further aim of the ELTR project was to bridge the gap between college and university teachers. The project was divided into two phases: Phase I (2004-2010) and Phase II (2010-2013). In both phases, EL teachers were trained from various public colleges and universities across Pakistan. The teachers were offered long and short-term courses through which they could be professionally developed. This study adopted a qualitative methodology. In order to collect data, HEC's documents, reports and research did by other researchers on the ELTR project were analyzed. The findings revealed that HEC tried to accomplish its set goals, but there were certain areas in which the set goals of ELTR were not achieved. As HEC took a challenging step to train a large number of EL teachers, resultantly it had to face various challenges like scrutiny of participant's background, lack of facilities, monitoring and evaluation and implementation of the training provided through the project.
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Potent, Keith, Benjamin Levy, and Andrew Porritt. "Review of electronic discharge summaries from the general medicine, general surgery and mental health streams at a tertiary hospital: retrospective analysis of timeliness, brevity and completeness." Australian Health Review 44, no. 5 (2020): 699. http://dx.doi.org/10.1071/ah19057.
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ObjectiveThis retrospective study identified and compared the performance of electronic discharge summaries (EDSs) from three hospital in-patient streams (surgical, medical and mental health) with Australian standards. MethodsAn audit was performed of 120 EDSs extracted from a tertiary hospital. Auditors evaluated each EDS using an adaptation of the Australian Commission on Safety and Quality in Health Care’s EDS toolkit. ResultsEDSs from all in-patient streams were lengthy and most did not include information regarding discharge destination, patient education or recommendations. General Medicine EDSs were most timely, averaging within 1 day of discharge. ConclusionsKey areas of improvement remain for improving the timeliness, brevity and completeness of EDSs. Key areas identified for improvement include page length, discharge destination, alerts, patient education and recommendations. Variability in audit results between streams suggests the need for speciality-specific templates, standards and medical officer training. What is known about the topic?The literature suggests that an EDS is timely if it is completed within 2 days of discharge. A complete and brief EDS should also include key details of the care in two (or fewer) pages. What does this paper add?This paper evaluated 120 EDSs, compared them against a standard and stratified the EDSs according to three core clinical in-patient streams that produced them (surgical, medical and mental health). What are the implications for practitioners?Although broad guidelines for timeliness, brevity and completeness have been established for EDSs, each in-patient stream will require different standards. A hospital or health service should have established standards relevant to each in-patient stream. Before commencing a term in any of the three in-patient streams, medical officers who are to generate EDSs should be trained in the required standard. Training should highlight critical elements of a speciality stream to ensure EDS authors are aware of the nuances of the stream in which they are rotating. In addition, general practitioners should liaise with local hospitals to ensure ongoing dialogue and improvement of clinical handover documents.
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Zhafarina, Adlia Nur, and Dian Juliarti Bantam. "Pendidikan Antikorupsi sebagai Kebijakan Non-Penal dalam Upaya Pencegahan Tindak Pidana Korupsi." Media Syari'ah : Wahana Kajian Hukum Islam dan Pranata Sosial 23, no. 1 (June 30, 2021): 96. http://dx.doi.org/10.22373/jms.v23i1.9497.
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The study aims to improve the implementation of Anti-Corruption Education in the curriculum of the Indonesian tertiary education. The study is a normative-empirical legal research, which was carried out by examining both secondary and primary data. The secondary data consists of both primary and secondary legal materials obtained by library research. Furthermore, the primary data is in the form of interview & survey results obtained by interviewing informants using interview guidelines and survey results on respondents retrieved by measuring instruments which have been declared reliable and valid to measure the perception of anti-corruption education by an academic community. The results of the study in 2020 perceive that the implementation of Anti-Corruption Education in universities in the Special Region of Yogyakarta by the academic community is higher than the data from the monitoring and evaluation of Anti-Corruption Education in 2019 which was initiated by the Corruption Eradication Commission based on the experience of the study program as a respondent. This is also backed by a description of the implementation of Anti-Corruption Education in several universities, in the form of both independent and insertion courses.Penelitian yang berjudul Pendidikan Antikorupsi Sebagai Kebijakan Non-Penal Dalam Upaya Pencegahan Tindak Pidana Korupsi ini bertujuan untuk meningkatkan implementasi Pendidikan Antikorupsi dalam kurikulum perguruan tinggi di Indonesia. Penelitian ini merupakan penelitian hukum normatif-empiris, yang mana dilakukan dengan cara meneliti data sekunder dan data primer. Data sekunder sebagaimana dimaksud terdiri dari bahan hukum primer dan sekunder yang diperoleh dengan cara penelitian kepustakaan. Selanjutnya, untuk data primer sebagaimana dimaksud berupa hasil wawancara dan hasil survey yang diperoleh dengan cara wawancara kepada narasumber dengan menggunakan pedoman wawancara dan survei kepada responden dengan mengunakan alat ukur yang telah dinyatakan reliable dan valid untuk mengukur persepsi pendidikan antikorupsi oleh sivitas akademika. Hasil penelitian pada tahun 2020 ini mempersepsikan bahwa implementasi Pendidikan Antikorupsi pada perguruan tinggi di Provinsi Daerah Istimewa Yogyakarta oleh sivitas akademika lebih tinggi dari data hasil monitoring dan evaluasi Pendidikan Antikorupsi tahun 2019 yang diinisiasi oleh Komisi Pemberantasan Korupsi berdasarkan pengalaman program studi sebagai responden. Hal ini juga didukung dengan gambaran telah terimplementasinya Pendidikan Antikorupsi di beberapa perguruan tinggi baik berupa mata kuliah mandiri maupun mata kuliah insersi.
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Ferguson, Trevor S., Novie O. M. Younger-Coleman, Jasneth Mullings, Damian Francis, Lisa-Gaye Greene, Parris Lyew-Ayee, and Rainford Wilks. "Neighbourhood socioeconomic characteristics and blood pressure among Jamaican youth: a pooled analysis of data from observational studies." PeerJ 8 (October 6, 2020): e10058. http://dx.doi.org/10.7717/peerj.10058.
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Introduction Neighbourhood characteristics are associated with several diseases, but few studies have investigated the association between neighbourhood and health in Jamaica. We evaluated the relationship between neighbourhood socioeconomic status (SES) and blood pressure (BP) among youth, 15–24 years old, in Jamaica. Methods A pooled analysis was conducted using data from three studies (two national surveys and a birth cohort), conducted between 2005–2008, with individual level BP, anthropometric and demographic data, and household SES. Data on neighbourhood SES were obtained from the Mona Geo-Informatics Institute. Neighbourhood was defined using community boundaries from the Social Development Commission in Jamaica. Community characteristics (poverty, unemployment, dependency ratio, population density, house size, and proportion with tertiary education) were combined into SES scores using principal component analysis (PCA). Multivariable analyses were computed using mixed effects multilevel models. Results Analyses included 2,556 participants (1,446 females; 1,110 males; mean age 17.9 years) from 306 communities. PCA yielded two neighbourhood SES variables; the first, PCA-SES1, loaded highly positive for tertiary education and larger house size (higher value = higher SES); while the second, PCA-SES2, loaded highly positive for unemployment and population density (higher value = lower SES). Among males, PCA-SES1 was inversely associated with systolic BP (β-1.48 [95%CI −2.11, −0.84] mmHg, p < 0.001, for each standard deviation unit increase in PCA-SES1 score) in multivariable model accounting for age, household SES, study, BMI, fasting glucose, physical activity and diet. PCA-SES1 was not significantly associated with systolic BP among females (β −0.48 [−1.62, 0.66], p = 0.410) in a similar model. Associations for PCA-SES2 was assessed using linear splines to account for non-linear effects. The were no significant associations between systolic BP and PCA-SES2 among males. Among females, higher PCA-SES2 (i.e. lower SES) was associated with higher systolic BP at spline 2 [z-score -1 to 0] (β4.09 [1.49, 6.69], p = 0.002), but with lower systolic BP at spline 3 [z-core 0 to 1] (β-2.81 [−5.04, −0.59], p = 0.013). There were no significant associations between diastolic BP and PCA-SES1, but PCA-SES2 showed non-linear associations with diastolic BP particularly among males. Conclusion Higher neighbourhood SES was inversely associated with systolic BP among male Jamaican youth; there were non-linear associations between neighbourhood SES and systolic BP among females and for diastolic BP for both males and females.
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Y, Ademuyiwa I. "Effect of Nursing Intervention on Knowledge of Diabetes Mellitus among Pregnant Women Attending Selected General Hospitals in Lagos, Nigeria." TEXILA INTERNATIONAL JOURNAL OF NURSING 6, no. 2 (November 30, 2020): 43–51. http://dx.doi.org/10.21522/tijnr.2015.06.02.art006.
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Inadequate knowledge of Diabetes mellitus (DM) in Pregnancy among diabetic pregnant women could lead to poor skill about self-care, failure to seek timely medical attention and failure to follow medical prescriptions, which could lead to complications and sometimes death of mother and/or fetus/baby. This study seeks to assess the effect of nursing intervention on Knowledge of DM among diabetic pregnant women attending two general hospitals in Lagos Island, Lagos State, Nigeria. This study utilizes one group pretest- posttest experimental research design. The purposive sampling technique and total enumeration sampling size method that included seventy-five participants were used for the study. Instrument for data collection consisted of seven demographic data and forty- two (42) test questions. The study was carried out in three sessions: pre-intervention, intervention and the evaluation sessions over a period of six weeks. Paired t test was used to determine significance level between pre and post-intervention knowledge. Ethical approval and consent were obtained from Babcock University Health Research Ethical committee and Lagos State Heath Service Commission respectively. The results revealed that most of the participants were between the ages of 21 and 45 (88%); most of them had tertiary education (70.7%); most of them (57.3%) had family history of DM. Results also revealed that pre-intervention knowledge among diabetic women was poor (0.28) and the post intervention knowledge was good (0.83). Paired t test results (t= 36.20, p = 0.000) revealed a significant difference between pre-intervention and post-intervention knowledge. This shows that nursing intervention was effective.
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Mngo, Zachary Y. "Probing the progress of the external dimension of the Bologna process." PSU Research Review 3, no. 3 (December 9, 2019): 215–26. http://dx.doi.org/10.1108/prr-03-2018-0005.
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Purpose This paper aims to assess the “external dimension” goals of the Pan European Bologna reform, almost 19 years after its launch. The influences of the reform on higher education in Africa, Latin America and the Caribbean, and Asia-Pacific are investigated. The paper analyses the appeal of the 1999 Bologna Process (BP), which, arguably, symbolizes an effort to strengthen the hegemony of Western European education and influence, has for the first time gone beyond ex-colonial lines, including areas where Europe’s socio-political influence is not impactful. Design/methodology/approach This paper opted for an analytical review of the literature on the European higher education internationalization goals as stated in external dimension objectives of the Bologna Process reform. The literature search was complicated by the limited number of peer review articles focusing on the spread of the Bologna model beyond Europe. As a result, the inclusion criteria were flexible, and consideration was given to educational website reports/articles, dissertations, books, pamphlets, and internal EU/European Commission reports. Findings The findings of this review indicate that, in spite of significant challenges, the internationalization objectives of Bologna Process are gradually being met in Africa, Latin America and Asia. Most notable is that some countries that historically did not have a European colonial presence are embracing aspects of the Bologna reform. Almost 19 years after, the BP reform now has a significant external influence not only in the former Portuguese, Spanish, British and French colonies but also beyond. In spite of the overwhelming embrace of the BP model in Europe and outside of Europe, its implementation, everywhere, has faced some administrative, political, and economic challenges. Research limitations/implications The study examined the spread of the Bologna Process models beyond Europe and not its acceptability by stakeholders such as faculty and students outside Europe. Future research could examine the satisfaction rates among higher education stakeholders in regions and countries embracing the BP models. Practical implications The findings of this review indicate that the steady spread of the BP means that more countries and tertiary education institutions can explore opportunities aimed at developing more educational and socioeconomic partnership, including the exchange of knowledge, technology and resources. Originality/value While emphasizing the benefits and opportunities for cooperation, the paper identifies that the increasing internationalization trends influenced by the BP are leading to regional higher education cooperation in Asia, Latin America and Africa. Other higher education models around the world can learn from the marketing strategies of the BP aided by EU.
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Johnson, Anthony Njoroge, Gathara Peter, and Kirimi Francis. "Implications of Academic Staff Participation in Teaching Practice on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya." Journal of Education and Training 6, no. 1 (January 30, 2019): 68. http://dx.doi.org/10.5296/jet.v6i1.14107.
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One of the major determinants of quality education in the Bachelor of Education program is the Teaching Practice component. Globally teaching practice is a mandatory undertaking, at both universities and tertiary teacher training colleges. Various universities adopt different modes of teaching practice especially with regards to its supervision. The exercise of teaching practice supervision is often faced by a number of challenges, for example, inadequate staffing which means that teacher trainees may not be adequately supervised. As such, this study aimed at establishing the implications of academic staff participation in teaching practice on the quality of B.Ed program. Hence, this study sought to answer the research question: how does academic staff participation in teaching practice influence the quality of Bachelor of Education program in public universities in Kenya? The study employed a descriptive survey research design. The scope of the study was the University of Nairobi and Kenyatta University. The target population of the study comprised 12,342 respondents, where 30 percent of them (433) were sampled. Moi University was used for piloting, after which instruments were modified to ensure highest validity and reliability. The research instruments used in the study comprised questionnaires, interview guide and document analysis schedule. Data collected was analyzed using SPSS. The study findings were presented by the use of frequency tables. The study established that, other than the normal teaching load, academic staff were also tasked with the duty of supervising students while in teaching practice. The study established that on average each lecturer was to supervise at least 20-25 supervision over a two weeks period. In fact, some supervisors devised their own mechanisms of handling a large number of students in teaching practice, for instance, some of them would assemble students in a common hall, mostly away from their stations of practice. Such mechanisms can only be inappropriate as far as quality of assessment is concerned. The challenges surrounding participation of Bachelor of Education academic staff in teaching practice, such as a large number of students, remoteness of some stations as well as inadequate facilitation of academic staff makes it difficult for them to ensure quality experience is gained by students in teaching practice, and as such, this study concludes that teaching practice has not modeled B.Ed. students as expected by CUE. The study recommends Commission for University Education to come up with standard guidelines, which defines the kind of teaching practice Bachelor of Education students should be subjected into, the qualification of academic staff expected to conduct the preparation and assessment as well as the nature of the schools where students can undertake the teaching practice. In so doing, they will compel all the universities offering the degree to ensure quality standards are adhered to at all times. The study further recommends the university management to incorporate the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.
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Schendel, Rebecca, Tristan McCowan, and Moses Oketch. "The Economic and Noneconomic Benefits of Tertiary Education in Low-income Contexts." International Higher Education, no. 77 (September 1, 2014): 6–8. http://dx.doi.org/10.6017/ihe.2014.77.5673.
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After many years of relative neglect, development agencies and national governments across the developing world are now considering renewing their financial commitment to tertiary education. As a result, questions about the ways that tertiary education can impact society have returned to the discourse. This article summarizes the findings of a recent rigorous review on the topic commissioned by the UK Department for International Development (DFID). The review highlights a number of important social functions of the university, many of which have not been sufficiently emphasized in debates around public funding for tertiary education.
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Livingston, Kevin T. "Recent commissioned reports on tertiary distance education in Australia: context and critique." Distance Education 9, no. 1 (March 1988): 48–70. http://dx.doi.org/10.1080/0158791880090104.
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Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.1017/s1833367200002911.
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AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.
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Zepke, Nick. "Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga." Journal of Management & Organization 15, no. 1 (March 2009): 110–21. http://dx.doi.org/10.5172/jmo.837.15.1.110.
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AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.
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Lindoy, L. F. "Retirement of Dr John Zdysiewicz - An Appreciation." Australian Journal of Chemistry 53, no. 12 (2000): 893. http://dx.doi.org/10.1071/ch01e1.
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After 25 years with the Australian Journal of Chemistry, our editor, Dr Jan R. Zdysiewicz (known far and wide as John Z.), has recently retired. During his initial ten year period with the journal, John served as assistant editor under Bob Schoenfeld who, like John, was also very widely known throughout the Australian and New Zealand chemistry community. In 1985, John took up the editorship and under his editorial management the journal has continued to prosper. John has been an exceptionally talented editor who, despite increasing pressures over more recent times, has managed to maintain the journal’s very high editorial standard – a task aided by his wide understanding of chemistry and his truly exceptional knowledge of English usage. John had an eventful early life – details of which may be of interest to his many friends and acquaintances. He was born in Laukischken in East Prussia to parents from Mosty in eastern Poland. His parents had been taken to Germany during World War II for forced labour. After the war, the family was transferred, endlessly it seemed, from DP (displaced persons) camp to DP camp in Germany, until final acceptance for migration to Australia. After a long sea voyage on the Skaugum, the family arrived at Port Melbourne in December 1950. Then followed being shuffled between widely spread immigration holding centres in South-East Australia, finally ending up in Adelaide, where the family settled. After some difficulty in gaining enrolment, John attended Adelaide Boys High School. In 1962 at age 19, he lost his alien status and became an Australian citizen. Even during this early period, John Z. made a name for himself. He became somewhat of a celebrity for his virtuosity in playing the accordion. In 1961, he became Grand Australian Accordion Champion. On occasions, he still plays for friends and private audiences. John Z. obtained his tertiary education at the University of Adelaide. His Ph.D. research in the Department of Physical and Inorganic Chemistry was concerned with physical chemical studies on naturally occurring and synthetic polymers. He then held Post Doctoral appointments in England at the University of Lancaster (preparation and e.s.r. characterisation of radical anions), Australia at the Division of Protein Chemistry, CSIRO, Parkville (on the interactions of fluorescent compounds with protein components by photophysical techniques) and Canada at the University of Western Ontario (construction of a microsecond flash photolysis apparatus in connection with photochemical reactions involving radical ions). In 1975 he returned to Australia as the assistant editor of Aust. J. Chem. John Z. has served as the national representative on IUPAC’s Commission III.2 (on Physical Organic Chemistry) and is currently an associate member of this commission. In 1998, the Royal Australian Chemical Institute awarded him a citation for his contributions to the promotion of Australian chemistry nationally and internationally, principally through his role as editor of the journal. Finally, John is of a distinctly independent nature – perhaps a reflection of his Polish antecedents? While his management style might be said to be unique, it has always been characterised by an overriding commitment to quality. Clearly, John Zdysiewicz ranks as an exceptional individual. On behalf of my fellow advisory committee members and, indeed, also for the wider chemistry community, I thank John for a job exceedingly well done. We wish him well in his retirement.
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Engelbart, Jacklyn M., Sydney Evans, Xiang Gao, Mary Chen Schroeder, Jennifer Hrabe, Sarah Averill, Sneha Deepak Phadke, Ingrid Lizarraga, Praveen Vikas, and Mary E. Charlton. "Rural comprehensive cancer care: A qualitative analysis of current challenges and limitations." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e18538-e18538. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e18538.
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e18538 Background: Providing comprehensive and coordinated cancer care in rural settings can be difficult due to limited resources. Meeting cancer care standards established by the American Society of Clinical Oncology Quality Oncology Practice Initiative or the American College of Surgeons Commission on Cancer is also challenging due to limited resources; the vast majority of certified or accredited practices/hospitals are in metropolitan areas. It is critical to describe barriers faced by rural providers so models can be developed to facilitate high quality cancer care. Qualitative interviews were conducted to elicit current challenges and barriers among rural Iowa cancer care providers, with the goal of identifying strategies that could facilitate high quality cancer care in rural areas. Methods: Eleven cancer providers associated with 10 (out of 12) Iowa hospitals that diagnose or treat > 100 cancer patients annually and are in non-metropolitan/rural counties (Rural-Urban Continuum Code: 4-9) were interviewed via telephone or video conference. Questions focused on services offered, perceived patient- and system-level barriers to cancer care, perceived strengths and challenges in providing and assessing quality cancer care, challenges to meeting standards of cancer care set forth by national organizations, and referral experiences. Results: The major identified strength of rural hospitals was their geographic proximity to rural patients. Most hospitals provided outpatient chemotherapy, and a minority provide radiation oncology services. Common reasons for referral outside rural hospital networks were lack of specialized diagnostic procedures and complex surgical resections more commonly available at tertiary institutions. Other reasons for referrals include 1) lack of advanced technologies and treatments; 2) lack of certification secondary to inadequate staffing to support data infrastructure for quality improvement or to meet accreditation standards of national organizations; and 3) lack of ancillary patient services such as navigation, survivorship programs, genetic counseling, and education. A final important cause of referral is limited access to clinical trials, an impediment to rural patient participation in investigational treatments. Identified benefits of strengthening collaborations with larger urban/academic cancer centers were access to educational opportunities, tumor boards, shared resources and strategies for data management, clinical trials, patient navigation services and survivorship programs. Conclusions: Rural cancer care providers identified a number of challenges that could be addressed through resource sharing from larger cancer centers. Further research is needed to develop models and approaches that extend resources, services and expertise to rural providers to facilitate high-quality cancer care for all rural patients.
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Amin, Md Ruhul, and Md Rashidul Islam Sheikh. "A Comparative Study of the Quality of Higher Education Provision in Public and Private Universities in Bangladesh." Global Journal of Educational Studies 7, no. 1 (June 7, 2021): 1. http://dx.doi.org/10.5296/gjes.v7i1.18725.
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The evolution of a modern society largely depends on the essence of quality higher education. In a developing country, higher education has enormous potential to foster its development. Universities all over the world are changing actors of culture and remain the center of transformation and growth. Different Education Commissions have been formed in Bangladesh to explore the potentialities and create highly skilled human resources to contribute the national development (Topader, 2021). Due to the economic and globalization change emphasis on the quality education in education policy across the world. As a result, policymakers, academicians, and professionals in Bangladesh have expressed various issues regarding the quality of higher education. Over the last two decades, the standard of higher education in Bangladesh has steadily deteriorated (Rabbani & Chowdhury, 2014). In this regard, the government, ministry, and UGC have taken various initiatives to ensure quality higher education, especially at the tertiary level, to meet global demand. In this regard, this research aims to learn more about a particular scenario of higher education quality and investigate policy options for higher education in Bangladesh. In this connection, this study tried to determine the specific design of quality higher education and analyze the policy options for higher education in Bangladesh.
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Santhanam, Elizabeth. "Trends in Achieving Teaching-Research Connections – From global perspectives to an institutional strategy." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 5–19. http://dx.doi.org/10.53761/1.7.2.2.
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Research into, and discussions on, the relationships between teaching and research activities in universities and other tertiary education institutions have been gathering momentum for a number of decades in many parts of the world. The foci of these researches and discussions have varied greatly. At one end of the spectrum are the publications which were the result of large-scale projects, generally commissioned by a national body or an institution; these projects often had a broad focus. At the other end are the products of pursuits by an individual with a personal interest in the field, exploring a specific aspect of practice. This paper initially explores some key publications based on commissioned projects in the US, UK and Australia in order to gain a ‘big picture’ view of the teaching-research (TR) connection, then looks at TR relevant discussions emanating from the work of prominent scholars, and finally provides an insight into strategic initiatives for promoting TR connections at an institutional level. The paper provides evidence for the widening of discussion base for TR connections, while narrowing the discussion focus to student engagement, in different parts of the world.
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Popoola, Oluwatoyin Muse Johnson. "Preface to the Second Issue of Indian Pacific Journal of Accounting and Finance." Indian-Pacific Journal of Accounting and Finance 1, no. 2 (April 1, 2017): 1–3. http://dx.doi.org/10.52962/ipjaf.2017.1.2.10.
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I welcome you to the Vol. 1 Issue 2 of Indian-Pacific Journal of Accounting and Finance. You will recall in Issue 1, I made known our commitment to publish high-quality, impactful papers and to bring scholars who share our vision and mission into the Editorial Advisory Board. Dr Ishaya John Dabari (Modibbo Adamawa University of Technology, Adamawa, Nigeria) has consented to join the Editorial Advisory Board. I am pleased to welcome him on board.
In Issue 2, all the presentations are international research with emphasis on corporate governance and risk management, internal auditing, accounting information system, education, telecommunications, and banking sectors.
In the first paper captioned “Effect of Risk Management Committee on Monitoring Mechanismsâ€, Dr Rachael Oluyemisi Arowolo (Chrisland University), Prof Dr Ayoib B. Che-Ahmad (Universiti Utara Malaysia), and Asst. Prof. Dr Oluwatoyin Muse Johnson Popoola (Universiti Utara Malaysia) examines the influence of risk management committee (RMC) on monitoring mechanisms (MM) in Sub-Saharan Africa. The paper provides empirical supports for RMC association with monitoring mechanisms to reduce agency problems, using the secondary data (2010-2012) of Nigerian non-financial listed companies. The article recommends to the board of Nigerian companies to explore the usefulness of RMC in monitoring the management and controlling shareholders to lessen agency problems and protect the interests of the minority shareholders.
In the second paper entitled “Aligning Corporate Governance with Enterprise Risk Management Adoption in the Nigerian Deposit Money Banksâ€, Dr Ishaya John Dabari (Modibbo Adama University of Technology), Sini Fave Kwaji (Modibbo Adama University of Technology), and Ghazali Zulkurnai (Universiti Utara Malaysia) align corporate governance (CG) with Enterprise Risk Management (ERM) adoption in the Nigerian Deposit Money banks (DMBs). Their study used cross-sectional research design, survey method and questionnaire technique to collect data in 21 Nigerian DMBs. Out of 722 questionnaires distributed, 435 were found usable for further analysis through Structural Equation Modeling in Stata. The paper empirically reveals the significant positive relationship between CG and ERM adoption regarding internal audit effectiveness, human resource competency and top management commitment. The study provides insightful results for the banking industry, regulators, practitioners, academia and other stakeholders, perhaps to render assistance in the areas of policy formulation, implementation and evaluation.
In the third paper titled “Independence and Management Support: The advocate for Internal Auditors’ Task Performance in Tertiary Institutionsâ€, Oyewumi Hassan Kehinde (Universiti Utara Malaysia), Prof Dr Ayoib B. Che-Ahmad (Universiti Utara Malaysia), and Asst. Prof. Dr Oluwatoyin Muse Johnson Popoola (Universiti Utara Malaysia) examine the influence of independence (IND) and management support (MS) on the task performance (TP) of internal auditors in the South-West tertiary institutions in Nigeria. The study formulates and tests two hypotheses on the relationship between IND and TP in one hand, and MS and TP on the other hand. This study employs a quantitative approach, cross-sectional design, and survey questionnaire in obtaining data from 350 internal auditors from the internal audit departments/units of the universities, polytechnics, and colleges of education. The results of the PLS-SEM algorithm and bootstrapping reveal positive significant relationships between IND and TP, and the MS and TP, and hence, support the two hypotheses. The paper has a policy implication on the government/private proprietors who are owners of tertiary institutions; management and Council who control the institutions, internal auditors who are operators of internal auditing; regulatory authorities who perform oversight function on the institutions, and professional accounting and auditing bodies. The article adds to the body of knowledge and extends internal audit research to tertiary institutions.
In the fourth paper entitled “Examining Information Disclosure on Regulatory Compliance of Telecommunication Companies in Nigeriaâ€, Sini Fave Kwaji (Modibbo Adama University of Technology), Dr Ishaya John Dabari (Modibbo Adama University of Technology) examine the impact of information disclosure on regulatory compliance of telecommunication companies in Nigeria. The study adopted ex-post facto research design, which relies on secondary data collected from the financial statements of three (3) telecommunication companies out of the eight (8) telecommunication companies for the period of 2004 to 2015 and analysed through the multiple regression statistics. The results reveal that computed compliance index of telecommunication companies was above average (av. 75.6%) with the requirements of regulatory agencies. Also, the findings indicate that mandatory information disclosure (MID) recorded a significant impact at 10% (weak compliance), while voluntary information disclosure (VID) showed an effect at 5% (partial compliance). The article makes a clarion call for the enforcement of full compliance by all the telecommunication companies operating in Nigeria and therefore, recommends to the National Communication Commission (NCC) to monitor the compliance with the requirements of information disclosure and pursue its objective to achieve best corporate governance practices in Nigerian telecommunication companies.
In the fifth paper titled “Examining CAATTs implementation by internal auditors in the public sector.†Dr Aidi Ahmi (Universiti Utara Malaysia), Associate Prof Dr Siti Zabedah Saidin (Universiti Utara Malaysia), and Dr Akilah Abdullah (Universiti Utara Malaysia) investigate the implementation of CAATTs by internal auditors in the Malaysian public sector. Their research reports the results from 12 interviews conducted with internal audit departments in both federal and state levels. The study revealed the implementation of CAATTs by internal auditors in public sector is still low because of lack of expertise, high implementation and maintenance cost, limited access of auditee’s data, and preference to conduct the audit manually. Furthermore, it is not mandatory for them to use CAATTs. The evidence is a contrast with the encouragement made by the government to improve the IT usage in public sector. The results implied that training for future auditors in CAATTs to ensure the successful implementation is crucial and strategic. For CAATTs to be a success, the head of internal audit must possess the awareness about the importance of CAATTs as well as enforcement of its implementation.
As you read through this Vol. 1 Issue 2 of IPJAF, I would like to recap that the success of the journal depends on your active participation and those of your colleagues and friends through submission of high-quality articles for review and publication.
I reiterate to our prospective authors to enjoy the benefits IPJAF provides about mentoring nature of the unique review process, which offers high quality, and helpful reviews tailored to assist authors in improving their manuscripts.
I acknowledge your support as we endeavour to make IPJAF the most authoritative journal on accounting and finance for the community of academic, professional, industry, society and government.
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Cauduro, Fernanda Pinto, Silvete Maria Brandão Schneider, Dóris Baratz Menegon, Êrica Rosalba Mallmann Duarte, Potiguara De Oliveira Paz, and Dagmar Elaine Kaiser. "Atuação dos enfermeiros no cuidado das lesões de pele." Revista de Enfermagem UFPE on line 12, no. 10 (October 7, 2018): 2628. http://dx.doi.org/10.5205/1981-8963-v12i10a236356p2628-2634-2018.
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RESUMOObjetivo: conhecer a atuação dos enfermeiros no cuidado aos pacientes com lesões de pele. Método: trata-se de estudo qualitativo, descritivo e exploratório, por meio de entrevistas com roteiro semiestruturado com 21 enfermeiros, analisadas pela Técnica de Análise de Conteúdo na modalidade Análise Temática. Resultados: resultaram-se do corpus empírico, as categorias << A importância do saber >>, << Realizar ou delegar a prática do cuidado >>, << Trabalho em equipe >> e << Dedicação no cuidado da pele >>. Conclusão: considerou-se o aprimoramento do enfermeiro, pela educação permanente, pelo trabalho em equipe e pelo auxílio da Comissão de Prevenção e Tratamento de Feridas, uma estratégia para o cuidado da pele estimulando o raciocínio clínico por meio de discussões de estudos de casos, analisando as condutas dos enfermeiros e direcionando a prática profissional para o cuidado coletivo, dialogado e crítico. Descritores: Enfermagem; Ferimentos e Lesões; Cuidados de Enfermagem; Assistência ao Paciente; Hospitais Universitários; Atenção Terciária à Saúde.ABSTRACT Objective: to know the role of nurses in the care of patients with skin lesions. Method: this is a qualitative, descriptive and exploratory study, through interviews with a semi-structured script with 21 nurses, analyzed by the Content Analysis Technique in the Thematic Analysis modality. Results: The categories << The importance of knowing >>, << Realize or delegate the practice of care >>, << Teamwork >> and << Dedication to skin care >> were derived from the empirical corpus. Conclusion: the improvement of the nurse, by the permanent education, by the team work and by the help of the Commission of Prevention and Treatment of Wounds, was considered a strategy for the care of the skin stimulating the clinical reasoning through discussions of case studies, analyzing the behaviors of the nurses and directing the professional practice for the collective, dialogic and critical care. Descriptors: Nursing; Wounds and Injuries; Nursing Care; Patient Care; Hospitals University; Tertiary Healthcare.RESUMEN Objetivo: conocer la actuación de los enfermeros en el cuidado a los pacientes con lesiones de piel. Método: se trata de un estudio cualitativo, descriptivo y exploratorio, por medio de entrevistas con guion semiestructurado con 21 enfermeros, analizadas por la Técnica de Análisis de Contenido en la modalidad Análisis Temática. Resultados: como resultado del corpus empírico, las categorías << La importancia del conocimiento >>, << realizar o delegar la práctica del cuidado >>, << El trabajo en equipo >> y << La dedicación en el cuidado de la piel. Conclusión: se consideró el perfeccionamiento del enfermero, por la educación permanente, por el trabajo en equipo y por el auxilio de la Comisión de Prevención y Tratamiento de Heridas, una estrategia para el cuidado de la piel estimulando el raciocinio clínico por medio de discusiones de estudios de casos, analizando las conductas de los enfermeros y conduciendo la práctica profesional para el cuidado colectivo, dialogado y crítico. Descriptores: Enfermería; Heridas y traumatismos; Atención de Enfermería; Atención al Paciente; Hospitales Universitarios; Atención Terciaria de Salud.
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Cutumisu, Maria, Matthew Brown, Caroline Frayr, and Georg Schmolzer. "GROWTH MINDSET MODERATES THE IMPACT OF NEONATAL RESUSCITATION SKILL MAINTENANCE ON PERFORMANCE IN A SIMULATION TRAINING VIDEO GAME." Paediatrics & Child Health 23, suppl_1 (May 18, 2018): e22-e22. http://dx.doi.org/10.1093/pch/pxy054.055.
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Abstract BACKGROUND The Joint Commission on Accreditation of Healthcare Organizations (2004) reporting on preventing infant death and injury during delivery identified human errors during neonatal resuscitation as responsible for more than two thirds of perinatal mortality and morbidity. One of the main causes of human error in neonatal resuscitation stems from a lack of practical learning experiences highlighted by the neonatal training paradox of high-acuity, low-occurrence (HALO) situations that arise infrequently. simulation-based medical education (SBME) is resource and cost intensive, and not offered frequently enough for development of competency and for supporting knowledge retention. Therefore, other methods of training to improve knowledge retention and decision-making are needed. We therefore developed a complementary tool to the physical SBME to improve knowledge retention during neonatal resuscitation in the delivery room. Specifically, we developed a game-based neonatal resuscitation training simulator called RETAIN. OBJECTIVES We hypothesized that HCP playing the video game will have an improved mindset and therefore an improved neonatal resuscitation performance. DESIGN/METHODS HCPs trained in NRP, including registered nurses, respiratory therapists, neonatal nurse practitioners, neonatal consultants, and neonatal fellows were recruited from the Royal Alexandra Hospital, a tertiary NICU. Each participant was asked to complete a pre-game questionnaire to obtain demographics (e.g. last Neonatal Resuscitation Course (NRP)-course, years of experience) and assess their neonatal resuscitation knowledge by completing a Resuscitation scenario. Afterwards each participant played the RETAIN simulator, which started with a tutorial before the actual three rounds and there was a countdown for each of the rounds to simulate the stress of a real-world scenario. After completion of the game each participant also completed a Post-game questionnaire to assess the player’s mindset (e.g. How much do you agree with the following statements? You can always change how good you are at your job or You can get better at your job with practice) using a Likert scale (1=Strongly Disagree to 5=Strongly agree). RESULTS We recruited 50 (45 females, 4 males, and 1 not reported) HCP who were all NRP-trained and had completed a NRP refresher course within the last 24 months. Participants needed a mean (SD) 8.47 (8.66) minutes to complete the game. On average, participants reported high levels of growth mindset (with scores ranging from seven to ten), took their latest NRP course more than eight months prior to the current study, and scored 93% in the game (32 was a perfect score). Interestingly, participants who took the NRP course more recently made more mistakes in the simulation game. There was a significant interaction of Last NRP Course and Growth Mindset in predicting Number of Tries (b =.09, S.E.=.04, beta=.32, t=2.25, p=.03), as well as a main effect for Last NRP Course (b= -.08, S.E.=.04, beta=-.30, t=-2.04, p<.05). Thus, participants who took an NRP course recently (i.e., within eight months), before the current study, completed the game in significantly fewer tries when they endorsed more rather than less of a growth mindset. However, participants who endorsed more of a growth mindset performed similarly on the game regardless of when they took the NRP course. CONCLUSION The study examined the relation between HCP task performance and time elapsed since their latest NRP course and found that growth mindset moderates this relation. Specifically, HCP who took the NRP course within the past eight months, those who endorsed a higher growth mindset made fewer mistakes in a simulation game. Some implications include growth mindset interventions and increased opportunities to practice skills in simulation sessions to help HCP achieve better performance after taking a refresher NRP course.
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Botes, Vida, Mary Low, and James Chapman. "Is accounting education sufficiently sustainable?" Sustainability Accounting, Management and Policy Journal 5, no. 1 (February 11, 2014): 95–124. http://dx.doi.org/10.1108/sampj-11-2012-0041.
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Purpose – This study aims to examine to what extent and how effective sustainability education has been at the tertiary accounting education level. The New Zealand (NZ) Parliamentary Commissioner for the Environment identified that sustainability education, as part of university education, is important, though NZ universities currently perform poorly in this area. This study looks at the important issue of sustainability education in the context of the emerging field of ecological economics and new understanding in business role and function of society where accounting education represents the precondition in meeting the challenges successfully. Design/methodology/approach – A mixed method approach was used for this investigation combining quantitative and qualitative research methods to provide more depth to the analysis. Both interviews and online surveys were conducted to determine the perceptions held by both academics and graduates, of the extent and adequacy of sustainability education with NZ university degrees. An extensive review of the literature and the overview of the web sites of the different universities formed the qualitative part of the mixed method research approach to the investigation to determine the state of sustainability education in accounting courses at NZ universities. Findings – There were mixed views on the current state of sustainability education within NZ university accounting courses. Although there was a general consensus with both groups of participants that a start has been made, the integration is not wide enough and the sustainability education is not in sufficient depth. There were mixed feelings regarding the role that accountants should play in sustainability reporting; however, there was a general consensus around the fact that accountants do have a role to play. Both groups of participants indicated that it is important for sustainability education to be included in accounting courses at NZ universities. Based on the research findings, it appears that universities have to maintain or provide an optional higher undergraduate or post-graduate level paper in sustainability accounting. Evidence from lecturers' personal experience suggest that these courses better develop a student's knowledge of sustainability as they have time to take an interdisciplinary approach to teaching and take a look at “big issues” like how accounting can either support or hinder sustainability directions for businesses and society. Originality/value – The role that accounting educators play in integrating sustainability education at universities has been a contentious issue with a seemingly large gap between what research has defined as best education practice and what is currently being taught around the world. Although sustainability has formed the subject of extensive research over a number of years, there has been no work performed on the current state of sustainability education in accounting courses at NZ universities. Given the future challenges that NZ managers (and accountants) will face, it is important that universities which form a vital part of NZ society, equip managers (and accountants) to meet these demands. This study on perceptions of different stakeholders in relation to education for sustainable development, therefore, provides really important arguments for why there has to be further developments in this crucial area. The findings indicate that sustainability education by accounting educators is on a very much ad hoc basis. Further research needs to be conducted to drive better educational directions in sustainable development in universities.
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Crossan, Diana, and Malcolm Menzies. "Foreword for Applied Finance Letters: March 2013." Applied Finance Letters 2, no. 1 (June 30, 2013): 3. http://dx.doi.org/10.24135/afl.v2i1.7.
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In my ten years as Retirement Commissioner (2003 to 2013) I saw the field of financial literacy blossom. During that time there was a growing appreciation of the importance of financial education and financial literacy, though at first they struggled to gain traction. Now they are well on the radar and the OECD coordinates an international network on financial education, encompassing 220 public institutions from over 100 countries. I was delighted to be part of this network as it grew over the years. New Zealand led the way with the Sorted website and development of a National Strategy for Financial Literacy. The strategy’s mission is to ensure that New Zealanders are financially well-educated and can make informed financial decisions throughout their lives. There are four separate areas of focus: to develop quality, extend coverage, work together and share what works.Quality has improved through the development of a competency framework and programmes to upskill teachers and trainers in financial education. The coverage of financial education has grown, for example through its introduction to the New Zealand school curriculum and to workplaces and the tertiary sector. Working together and sharing have been fostered through initiatives such as a community of practice and the inaugural Money Week in September 2012. In July 2013 the biennial financial literacy summit will for the first time take place in Auckland.But our knowledge of “what works” is far from complete and frankly it has taken research and evaluation a while to catch up. I’m thrilled to see this special issue of “Applied Financial Letters” on financial literacy. Much of the existing research base is derived from the northern hemisphere and it’s good to see more work being done in our own Australasian context.Of course financial literacy is just one of the factors that contribute to overall financial wellbeing (another concept crying out for better definition and research). There also needs to be an efficient and effective regulatory environment, a thriving economy (from which individuals derive sufficient income), a diversified market for financial products and services, a trustworthy financial sector, consumer protection and market power, and a welfare “net” for those who fall through the cracks. I commend AUT’s Auckland Centre for Financial Research for its initiative in producing “Applied Financial Letters” and we look forward to future issues on a wide range of topics relating to financial education, financial literacy and financial wellbeing.
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Eid, Iyad M., and Nurazzura Bt Mohamad Diah. "Coping mechanisms among Palestinian refugee families in Malaysia during the transition period." International Journal of Migration, Health and Social Care 15, no. 3 (August 29, 2019): 191–200. http://dx.doi.org/10.1108/ijmhsc-08-2018-0052.
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Purpose The purpose of this paper is to explore how Palestinian refugee families in Malaysia cope with the challenges they face during their transitional destination. These families have recently fled from conflict zones in various Arab countries and moved to Malaysia where they registered in the office of the United Nations High Commissioner for Refugees (UNHCR) in Kuala Lumpur, waiting for resettlement in a third country. Design/methodology/approach The paper utilizes the qualitative research approach, drawing descriptive analysis (thematic analysis technique) of data collected by semi-structured, in-depth interviews with 30 Palestinian families. For sample selection, the author used purposive sampling and employed the Snowball technique to select the families who have experienced refuge life for the second time. Then the sample was equally divided into three groups to include ten families moving from Iraq, Syria and the Gaza Strip. The interviews were conducted with the head of the families who varied in terms of gender and age composition. The study involved 9 female participants and 21 males. They are all Muslims and aged between 24 and 80 years old. In terms of educational background, all of the participants are literate with formal school education, diploma or tertiary education. Findings The study shows that refugee families adopt four main ways of coping commonly used to improve the quality of their life during their transition in Malaysia. They turn to religion and spirituality, keep in touch with relatives and friends in the diaspora and conflict zones, develop a positive image about their present situation by comparing it to worse living conditions of others living in conflict zones and plan to migrate to Europe to hold a European passport which will give them the opportunity to visit their original country, Palestine. Originality/value The paper tackles the Palestinian refugee family life and explores their real-life stories and experiences during transition in Malaysia. It provides them with an opportunity to speak up their suffering and reveal the various strategies they adopt to cope with life challenges. Besides, the result of the study will be a fruitful addition to the corpus of sociological knowledge as well as an important contribution to the families that stay in transition in different societies around the world.
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Orem, J., H. Ddungu, F. Karsan, S. Nafuna, F. Okuku, D. Kanyike, A. Kavuma, I. Luutu, and S. Bolouki. "Challenges of Building and Sustaining Radiation Therapy Capacity in Low-Resource Settings: A Case of the Breakdown of Cobalt 60 Teletherapy in Uganda and Lessons Learned." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 168s. http://dx.doi.org/10.1200/jgo.18.23500.
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Background and context: The use of radiotherapy in developing countries is slowly gaining momentum but the gains are accompanied by some pitfalls. The breakdown of a teletherapy (cobalt 60) machine in Uganda is an example of the challenges to be considered while expanding access to treatment. It was a major test for the country and the Uganda Cancer Institute the agency of government responsible for provision of cancer services. It attracted a national and international outcry. This unprecedented response was based on the importance a seemingly old equipment in Kampala was playing in the entire region (Kenya, Tanzania, Rwanda, Burundi, Democratic Republic of Congo and southern Sudan). However, the manner in which the crisis was handled demonstrated clearly how to turn a misfortune into an opportunity given the many lessons learnt. Aim: In this paper we aim to highlight how the breakdown of the equipment triggered a major crisis and the response to the crisis resulting in the restoration of services within a reasonable time frame. We also want to show the long-term service modernization and expansion drive this has triggered within Uganda and the entire region. Strategy/Tactics: The restoration process comprised planning, decommissioning, renovation, security and safety systems, procurement of new machine, installation and commissioning. As this was ongoing there was the need for care provision for patient in need. Concurrently undertaken was public reassurance through building confidence and trust in the capacity for speedy restoration of services. Program/Policy process: All these steps were taken collaboratively within country, region and internationally. In the region there was support from the Aga Khan University Hospital Nairobi and internationally, technical support from the IAEA. Outcomes: Service has been fully restored, a new teletherapy cobalt machines installed and commissioned. The machine has modern capabilities compared with the previous. So far more than 200 patients have been treated. The numbers of patients are steadily increasing hence the government has embarked on modernization and expansion of the radiotherapy services in the country. What was learned: The breakdown of Uganda's radiotherapy machines has provided lessons that are important for handling health system operational crisis which may occur as we try to build complex delivery systems. It provided lessons that are important in the drive for expansion of radiotherapy services in developing countries. In particular that benefit of investments in modern equipment transcends national boundaries. Secondly how to limit potential impact of major crisis through regional and international collaboration. Further that the needs of patients is central in crisis management. Finally need to consider pooling infrastructure investments in tackling NCD's such as the East Africa's centre of excellence for skills and tertiary education project of the East African community.
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Boston, Jonathan. "Evaluating the Tertiary Education Advisory Commission: An Insider’s Perspective." New Zealand Annual Review of Education, no. 11 (July 1, 2001). http://dx.doi.org/10.26686/nzaroe.v0i11.1415.
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The Labour/Alliance government established the Tertiary Education Advisory Commission (TEAC) in April 2000 to advise it on the future direction, shape, regulation and funding of the tertiary sector. During the subsequent 19 months, the Commission produced four public reports and advised the government on a wide range of policy issues. Drawing on the experiences of TEAC, this article considers the necessary conditions for (relatively) short-term advisory bodies to provide ministers with timely, high-quality policy advice and make an effective contribution to the policy process. It then outlines a series of criteria for evaluating advisory bodies like TEAC, examines the performance of the Commission in the light of these criteria, and considers its likely contribution to the evolution of tertiary education policy in New Zealand.
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Clark, John. "Teaching and Research: The Canterbury Declaration and Popper's Legacy for Teacher Educators." New Zealand Annual Review of Education, no. 14 (July 1, 2004). http://dx.doi.org/10.26686/nzaroe.v0i14.1491.
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The year 2004 was a watershed one for teacher education. The first results from the Performance Based Research Fund (PBRF) were announced, a Tertiary Education Commission report suggested that there should be clearer differences between the various tertiary education institutions, and two universities/ colleges of education have merged, with the remaining two pairs in negotiation. These events have brought particularly strong new pressures to bear upon teacher education. Research has assumed greater importance, both as a means to increased productivity and in its role as an underpinning to good teaching. That teaching be research-directed is both a legislative requirement and a philosophical imperative. One of the most elegant justifications is to be found in the Canterbury Declaration of 1945 where the hand of Karl Popper is clearly evident. In this article the legacy of his views for teacher education are explored in relation to PBRF and the institutional mergers.
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Hina, Khushbakht, and Muhammad Ajmal. "Quality Assurance and Enhancement Mechanism in Tertiary Education of Pakistan: Recent Status, Issues and Expectations." Pakistan Journal of Education 33, no. 1 (December 31, 2016). http://dx.doi.org/10.30971/pje.v33i1.13.
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Higher education commission of Pakistan is trying hard and strongly emphasizing to streamline the universities to adopt quality assurance and enhancement mechanism to improve the quality of Tertiary education and research. For this specific purpose, Higher Education Commission (HEC) has established Quality Enhancement cells (QEC) in public sector universities of Pakistan. The main purpose of these cells and centers are to enforce sound standards in higher education quality criteria in Pakistan. This paper would provide an insight about how to recognize the progress of Quality Enhancement Cells as per expectations and what measures are being taken to face the challenges for assuring and enhancing the quality of education in different institutions. This qualitative research study addresses and highlights the current status of quality enhancement in Tertiary Education of Pakistan with special reference to progress, issues and expectations in new era, together with this research paper also investigate the perspectives of Head of department and students regarding quality enhancement cells and quality of services, their working in universities for the sake of quality education. This paper mainly aimed to look into, Students teacher perspectives about quality enhancement in universities, Major success and issues for working and implementation of quality enhancement criteria in universities and Major expectations regarding quality enhancement in universities of Pakistan. The paper is based on the review of literature and interviews from 20 Head of Departments and 40 students from four public sector Federal universities to investigate the perceptions and expectations, progress and issues about quality enhancement mechanism and services in universities of Pakistan. The paper recommends that Quality Enhancement Framework should have following five foundations. Ownership of Quality and benchmarks, Enhancing the quality of student learning outcomes ,Involvement of all associated people ,awareness of International points of view, Independence, and association .
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Steele, James. "EdTech and the Review of Efficiency and Effectiveness in Higher Education." Australasian Journal of Educational Technology 2, no. 2 (December 1, 1986). http://dx.doi.org/10.14742/ajet.2402.
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<span>Just before going to press with this edition of the </span><em>Australian Journal of Educational Technology</em><span>, the Commonwealth Tertiary Education Commission released its </span><em>Review of Efficiency and Effectiveness in Higher Education</em><span>. This article looks at the </span><em>Review</em><span> in terms of what it says about external studies and about the use of technology in higher education.</span>