Relevant bibliographies by topics / Third level education

Academic literature on the topic 'Third level education'

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

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Journal articles on the topic "Third level education"

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Prendergast, James, Mohamad Saleh, Kevin Lynch, and John Murphy. "A revolutionary style at third level education towards TQM." Journal of Materials Processing Technology 118, no. 1-3 (December 2001): 362–67. http://dx.doi.org/10.1016/s0924-0136(01)00982-7.

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Ryan, Denis. "Third-level nurse education: learning from the Irish experience." British Journal of Nursing 17, no. 22 (December 2008): 1402–7. http://dx.doi.org/10.12968/bjon.2008.17.22.31865.

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Dijanošić, Branko. "Funkcionalna pismenost polaznika osnovnog obrazovanja odraslih od trećeg do šestog obrazovnog razdoblja." Obrazovanje odraslih/Adult Education, no. 1 2013 (2013): 91–105. http://dx.doi.org/10.53617/issn2744-2047.2013.13.1.91.

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According to the statistical data, in year 2001 in Croatia 2,88% of inhabitants have not get any basic education and 16,76% have not finished the basic education (primary school). Above this we have to add that 47,06% of inhabitants have finished only secondary education. This is to conclude that inhabitants have very low level of the functional literacy. In this research functional literacy is tested according to the UNESCO standards. International Adult Literacy Survey was adopted for this purpose. Adults in Primary adult education from 5th till 8th grade were tested. According to the IALS, adults in primary education were tested in prose, documentary and numeracy literacy graded in levels from 1 (por literacy) to 5 (expert literacy). The tasks were taken from everyday life different charts, symbols, simple calculation, and text from ads, newspaper or instructions for different products. The results show that the functional literacy is at the level 1 or 2 that indicates very poor level of Literacy. These results are comparable with the results from other researches which show us that 70% of total population of the each state is functionally illiterate (Slovenia has conducted research in 1998 and the results for entire population were from 65-77% illiterate on level 1 or 2). However, we have to take into consideration that this research is preliminary one because of the fact that this test is used for the first time and that tested population is a part of the entire society with one similarity - all of them have not finished primary education.
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Ayoola, Olapeju Latifat. "Personalisation of a U-Learning Environment for Third Level Education." Yuksekogretim Dergisi 4, no. 1 (2014): 54–60. http://dx.doi.org/10.2399/yod.14.005.

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Gorge, Mathieu. "Security for third level education organizations and other educational bodies." Computer Fraud & Security 2007, no. 7 (July 2007): 6–9. http://dx.doi.org/10.1016/s1361-3723(07)70089-1.

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White, Anthony. "Enterprise development and entrepreneurship in third‐level courses in Ireland." Irish Educational Studies 5, no. 1 (January 1985): 219–36. http://dx.doi.org/10.1080/0332331850050117.

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Greer, Patrick, and Maeve Martin. "Problems experienced by third level students in reading scientific material." Irish Educational Studies 16, no. 1 (January 1997): 173–83. http://dx.doi.org/10.1080/0332331960160114.

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Kelly, Gabrielle E. "An activity‐based learning third‐level course on survey sampling." Educational Studies 36, no. 4 (October 2010): 461–64. http://dx.doi.org/10.1080/03055690903425359.

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Donnelly, Roisin, and K. C. O'Rourke. "What now? Evaluating eLearning CPD practice in Irish third‐level education." Journal of Further and Higher Education 31, no. 1 (February 2007): 31–40. http://dx.doi.org/10.1080/03098770601167864.

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Barry, Frank. "Third-level education, foreign direct investment and economic boom in Ireland." International Journal of Technology Management 38, no. 3 (2007): 198. http://dx.doi.org/10.1504/ijtm.2007.012710.

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Dissertations / Theses on the topic "Third level education"

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Dalton, Tony Lynn. "Entry Age and Reading Level by the End of Third Grade." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1361.

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This study was conducted to see if a difference exists in the mean Dynamic Indicators of Basic Early Literacy Skills: Oral Reading Fluency scores of students who entered kindergarten as 4 year olds, 5 year olds, and 6 year olds inclusively. Specifically, this dissertation considered the possibility that holding children out of kindergarten an extra year increased their reading level, while sending children to school too young delayed their ability to read and comprehend. A quantitative study was used to find differences between the mean reading levels at the end of 3rd grade for students who entered kindergarten on or after the age of 4 but before 5, those who entered between the ages of 5 and 6 and those who entered kindergarten after turning 6 years old. A quasi-experimental design was selected because preexisting data were collected on 1,384 third grade students in an East Tennessee school system. The scores from the Dynamic Indicator of Basic Early Literacy Skills assessment (DIBELS) were collected for each of the students in the study. The population included students who were enrolled in 3rd grade beginning with the 2003 school year and ending with students enrolled in the 3rd grade during the 2009 school year. This study found a significant difference in the means of the DIBELS Oral Reading Fluency (ORF) scores for students who entered kindergarten on or after turning 5 years old and those that entered kindergarten on or after their 6th birthday. No differences were found between males and females of any entry age. Students who started kindergarten on or after the age of 5 but before 6 years read more words in 1 minute than students who started kindergarten on or after the age of 6 years. There were no significant differences for the Oral Reading Fluency scores among the students who entered kindergarten on or after their 4th birthday but before their 5th birthday and the other age groups.
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Landon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.

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This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).

These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.

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Chow, Kwok-lim. "To find the determinants for effective science education through cross-national studies at the junior secondary level." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810627.

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Andrade, Zita Pires de. "COOPERATIVISMO NO ENSINO SUPERIOR: O caso da Cooperativa de Ensino Superior de Rubiataba." Pontifícia Universidade Católica de Goiás, 2005. http://localhost:8080/tede/handle/tede/1096.

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Made available in DSpace on 2016-07-27T13:53:01Z (GMT). No. of bitstreams: 1 Zita Pires de Andrade.pdf: 1823662 bytes, checksum: 31a5fdd92f2e20ac69cdf64ad74e1776 (MD5) Previous issue date: 2005-09-15
This dissertation is about a superior level study Cooperative of Rubiataba CESUR and the Faculty of Education and Sciences of Rubiataba FACER maintained by the latter. It also deals, otherwise, with the analysis of its trajectory and contributions to the democratization of the third degree studies. We present this work as a case study of a cooperative that became a limited society soon after, once it could not be registered in the Brazil Cooperative Organization OCB. The work showed that the studied theme was moved by the involvement of the researcher with all the cooperatives of the city of Rubiataba, mainly the CESUR FACER. First, we show a synthesis of the history of the cooperativism, his precursors, the systematization of the fact and the creation of the first cooperative, Rochdale, the traditional cooperative and its possibilities of contribution to the democratization of the third degree study in Brazil, the emerging of a new cooperativist way, the solidary one and the cooperative movement seen as possible economic alternatives to be implemented as a model to super the capitalism. The dissertation aligns the evolution of the third degree study level and the existence of the brazilian tendency to private schools, limiting so, by means of economical questions, the access of young people to the university. We make reference to Mondragon Corporacion Cooperativa indicating the possibility of cooperative study proposal. The studies were finalized by an analysis of the CESUR/FACER case and the associative-cooperative ideas inspirators of the implementation attempt of a third degree level of study in the region. The research realized for this work construction points to valorous contributions of CESUR/FACER in its real proposal, otherwise, shows that those ones would be more significant if the CESUR had had stayed as it was originally thought and conceived. The construction of cooperation networks, the intercooperation practice, the Mondragon example for the strengthening of the cooperative proposal, would be a way. This real work was built under the optic of a qualitative research methodology, with a participatory observation, for the CESUR/FACER case study where were also used interviews, documental study for data collection e final analysis.
Esta dissertação contém o estudo de caso da Cooperativa de Ensino Superior de Rubiataba CESUR e da Faculdade de Ciências e Educação de Rubiataba FACER, por ela mantida. Fala, também, entre outros aspectos, da análise de sua trajetória e de suas contribuições à democratização do ensino superior. Apresenta-o como o caso de uma instituição cooperativa pontuando sua posterior mudança de cooperativa para sociedade por quotas de responsabilidade limitada, uma vez que não pôde ser registrada junto à Organização das Cooperativas do Brasil OCB. O trabalho mostra que o tema em estudo foi motivado pela convivência da pesquisadora com as organizações cooperativas do município de Rubiataba, notadamente com a CESUR/FACER. Apresenta, inicialmente, uma síntese do histórico do cooperativismo, seus precursores, a sistematização do cooperativismo, com a criação da primeira cooperativa, a de Rochdale, o cooperativismo tradicional e suas possibilidades de contribuição à democratização do ensino superior, o surgimento da vertente solidária do cooperativismo e o movimento cooperativo visto como alternativa econômica possível de ser implementada como um modelo a superar o capitalismo. A dissertação delineia a evolução do ensino superior e a existência, no Brasil, de um ensino superior com tendências privatistas, limitando, por questões econômicas, o acesso dos jovens ao ensino superior. Faz referência a Mondragon Corporacion Cooperativa , indicando a possibilidade de uma proposta de ensino superior cooperativo. Os estudos são finalizados por uma análise do caso CESUR/FACER e das idéias associativas/cooperativas inspiradoras da tentativa de implantação de um ensino superior cooperativo na região. A pesquisa realizada para a construção desse trabalho aponta para valiosas contribuições da CESUR/FACER em sua proposta atual, porém constata que estas teriam sido mais significativas se o CESUR tivesse permanecido no seu formato original. A construção de redes de cooperação, a prática da intercooperação, a exemplo de Mondragon, para o fortalecimento da proposta cooperativa, seria um caminho. O trabalho foi construído sob a ótica da metodologia de pesquisa qualitativa, com observação participante para o estudo do caso CESUR/FACER e utilizaram-se as ações de entrevistas, estudo documental para a coleta e análise final dos dados.
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Rigney, Thomas J. "A study of the relationship between entry qualifications and achievement of third level business studies students in Ireland, with particular reference to Cork Institute of Technology in the period 1996-2000." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:11843.

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This research focused on the study of entry qualifications and Third Level achievement of Business Studies Students. Quantitative and qualitative research methods were undertaken to investigate the findings. Quantitative studies of over two hundred students were analysed over a period of four years. This tracked students through the NCBS for two years, plus the NDBS for one year and the BBS degree for one year. Qualitative research involved interviewing over one hundred students in Third Level Business Studies courses,from both sectors of the higher education binary system in Ireland. What follows includes some of the principal findings of the research study. The findings showed that there was a positive but not perfect association between LCE points achievement and subsequent achievement in Third Level Business Studies. A study of the mandatory qualification requirement of Mathematics and English found that higher achievers in Mathematics had a better achievement rate in Third Level. However, the subject of English did not appear to provide a reasonable correlation with Third Level achievement. The research studied the three second level Business Studies subjects available on the senior cycle curriculum; Accounting, Business Organisation and Economics. Accounting was shown to be the most beneficial subject to study for achievement. Study of the subject at second level was shown to have inherent advantages for students compared to their counterparts who had not studied it. Students with poor academic achievement in their LCE can attain higher achievement academically in Third Level Business Studies than higher achievers in the LCE with the principal reasons for this including their commitment to studies in Third Level education. The thesis remedies a gap in the research literature. Consequently the findings will be of significant benefit to stakeholders including students, teachers, parents,career counsellors and curriculum developers.
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Tudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.

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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.
vii, 111 leaves ; 29 cm.
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Lilly, Gary L. "Correlating technology surveys and third- and fifth-grade proficiency levels in math and reading throughout Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0831104-100709/unrestricted/LillyG091504f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0831104-100709 Includes bibliographical references. Also available via Internet at the UMI web site.
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Ernsbarger, Sara C. "Struggling third grade readers' performance on text with high and low levels of predictability : an exploratory study /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486461246817038.

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Rader, Karen E. "The effects of three different levels of word rate on the listening comprehension of third-quarter university Spanish students." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248977936.

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Devine, Kelly. "Differences among third graders' body mass index (BMI) levels, gender, race, and number of minutes spent weekly in physical education /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131362794.pdf.

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Books on the topic "Third level education"

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Authority, Higher Education, ed. Declining a third level offer. Dublin: Higher Education Authority, 1999.

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1946-, Kelly Michael, Elliott Imelda 1954-, and Fant Lars, eds. Third level, third space: Intercultural communication and language in European higher education. Bern: P. Lang, 2001.

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San, Juan Unified School District (Sacramento County Calif ). Elementary Schools Division. Grade 3 grade level objectives and policies, programs, special services. [Sacramento, CA]: The District, 1985.

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Healy, Margaret. Everything to gain: A study of the third level allowance scheme. Dublin: Aontas - National Association of Adult Education, 1998.

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Irish Council for Overseas Students. Responsible recruiting: A code of practice for third level colleges. Dublin: Irish Council for Overseas Students, 1992.

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Cormac, Macnamara, and Ireland. Department of Education and Science., eds. Report of the Action Group on Access to Third Level Education. Dublin: Stationery Office, 2001.

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Support, Ireland Advisory Committee on Third-Level Student. Report of the Advisory Committee on Third-Level Student Support. Dublin: Stationery Office, 1993.

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Callaghan, Patricia. Accessing third level education in Ireland: A handbook for students with disabilities. Dublin: AHEAD Education Press, 1997.

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Lynam, Suzanne M. Working-class students & third-level education in Ireland: A study of the difficulties facing 'working-class' students. Dublin: University College Dublin, 1996.

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1955-, Herrmann Peter, ed. New modes of reasoning in the age of commodification: The cases of third-level-education and research. New York: Nova Science Publishers, Inc., 2008.

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Book chapters on the topic "Third level education"

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Flannery, Darragh, and Cathal O’Donoghue. "The Returns to Third Level Education." In Economic Insights on Higher Education Policy in Ireland, 221–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48553-9_9.

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Biehler, Rolf, Dani Ben-Zvi, Arthur Bakker, and Katie Makar. "Technology for Enhancing Statistical Reasoning at the School Level." In Third International Handbook of Mathematics Education, 643–89. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4684-2_21.

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McGovern, Elaine, Bernard Roche, Rem Collier, and Eleni Mangina. "IUMELA: Intelligent Ubiquitous Modular Education Learning Assistant in Third Level Education." In Atlantis Ambient and Pervasive Intelligence, 163–81. Paris: Atlantis Press, 2009. http://dx.doi.org/10.2991/978-94-91216-31-2_10.

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Ayoola, Olapeju Latifat, and Eleni Mangina. "Illustrating an Intuitive and Informative Learning Platform for Third Level Education." In Advances in Practical Applications of Heterogeneous Multi-Agent Systems. The PAAMS Collection, 343–46. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07551-8_34.

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Kavanagh, Catherine. "Current Developments at Third-Level Institutions in the Light of the Origins of the University." In Essays in the History of Irish Education, 321–38. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_12.

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Eyraud, Corine. "Archaeology of a Quantification Device: Quantification, Policies and Politics in French Higher Education." In The New Politics of Numbers, 275–303. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78201-6_9.

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AbstractThis paper follows a quantification device – French higher education performance indicators – from its birth through its construction to its uses. It differentiates three levels of analysis. First, the bedrock level: a calculative device is grounded in a founding vision. Second, the intermediate level: a quantification device contains a conception of the “raisons d’être” of the entity that is quantified. Third, the level of the micro-conventions of calculation which can give a particular orientation. However, the device is part of a larger configuration which constitutes the fourth dimension of our analytical grid. Levels and context are the fruit of socio-historical processes which can, but must not, lead to maximum coherence. Here, the device is not a very integrated assemblage, which explains its limited effects.
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Lowe, Tina, and Patrick McDonnell. "To be or Not to be Included – That is the Question: Disabled Students in Third Level Education in Ireland." In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 163–76. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_12.

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Moustafa, Karim, and Luca Longo. "Analysing the Impact of Machine Learning to Model Subjective Mental Workload: A Case Study in Third-Level Education." In Communications in Computer and Information Science, 92–111. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14273-5_6.

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McDonnell-Naughton, Mary, and Carmen Păunescu. "Facets of Social Innovation in Higher Education." In Innovation, Technology, and Knowledge Management, 9–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_2.

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AbstractEmphasis on social engagement and innovation for the higher education sector is a priority, despite the various challenges that have arisen as result of Covid-19, for third level providers. It is a conversation that continues to evolve of how the higher education providers can prepare students for global citizenship and societal innovation. There are specific concerns regarding best practice and the contribution of higher education to teaching, research and ultimately public policy. Universities are embedded in teaching and research whereby the onus is to engage collaboratively with outside organisations to develop competences and create products for greater use by society. This chapter aims to explore how the higher education institutions can contribute to transforming teaching and research so that the student, and ultimately each academic community member, experiences the full value of contributing to a successful society, reflecting on sustainable partnerships, engagement, whilst reflecting the whole idea of societal innovation. Its ambition is to define spheres of influence for enhancing social innovation in higher education.
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West, Richard E. "Introduction to Design, Delivery, and Assessment in ODDE : Theories, Research, and Practices to Guide ODDE Design and Assessment." In Handbook of Open, Distance and Digital Education, 1–10. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_89-1.

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AbstractThis chapter overviews the 14 chapters in Section VI of the Handbook, which are focused on the design, delivery, and assessment of open, online, and digital learning. While the chapters address a wide variety of factors relevant to ODDE, I discuss several common themes, including evidence for the effectiveness of ODDE, standards to guide effective ODDE design, assessment and credentialing of ODDE learning, and the need for future research to move beyond studying individual factors (micro level) in higher education. Finally, I conclude with a call to how we can design the future of ODDE, including first, seeking to understand systemic nature of learning; second, embracing the sociocultural nature of learning, and third, utilizing the full repertoire of diverse scholarship methods to develop knowledge in our field.
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Conference papers on the topic "Third level education"

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Lone, Mutahira, Tamara Vagg, John Cryan, Joe McKenna, Eric Downer, and André Toulouse. "A PIPELINE TO CREATE EDUCATIONAL ANIMATIONS FOR THIRD LEVEL EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1447.

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Saleh, Mohamad. "Mechatronics at Third Level Education : Practical Design Considerations." In 2006 IEEE International Conference on Mechatronics. IEEE, 2006. http://dx.doi.org/10.1109/icmech.2006.252557.

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Flynn, Nelius, and Sylvia Dempsey. "EARLY PROFESSIONAL DEVELOPMENT FOR THIRD-LEVEL STUDENTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0432.

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O'Kelly, Gabrielle. "CONCEPT BASED CURRICULA FOR 21ST CENTURY THIRD LEVEL EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2327.

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Mountford, Nicola, Gemma Watts, Luis Fernandez Luque, Ioanna Chouvarda, Threase Kessie, and Tara Cusack. "An Interdisciplinary 4th Level Education Model:Connected Health." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5485.

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This paper responds to the need for interdisciplinary approaches to fourth level education that better reflect the complexity of the world in which we work and conduct research. We discuss this need in technology-enabled healthcare, Connected Health. We propose a model for fourth level interdisciplinary education and discuss its trial application in two European structured PhD programmes in the Connected Health research arena. We suggest broader learning objectives for the emerging fourth level graduate, methods for incorporating multiple disciplinary inputs and perspectives into deep disciplinary PhD training, intersectoral approaches to ensure employability and impact, and innovative training methods and structures to facilitate interdisciplinary and intersectoral learning. We give some examples of innovative training modules used within the pilot programmes. Finally we discuss six core elements of a truly interdisciplinary programme at fourth level - exposure to different environments, joint supervision, a genuine role for the non academic sector, career development training and planning, the development of a sustainable network beyond the life of the programme, and data openess.
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Keane, Michael, and Markus Hofmann. "An Investigation into Third Level Module Similarities and Link Analysis." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5528.

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The focus of this paper is on the extraction of knowledge from data contained within the content of web pages in relation to module descriptors as published on http://courses.itb.ie delivered within the School of Business in the Institute of Technology Blanchardstown. We show an automated similarity analysis highlighting visual exploration options. Resulting from this analysis are three issues of note. Firstly, modules although coded as being different and unique to their particular programme of study indicated substantial similarity. Secondly, substantial content overlap with a lack of clear differentiation between sequential modules was identified.. Thirdly, the document similarity statistics point to the existence of modules having very high similarity scores delivered across different years across different National Framework of Qualification (NFQ) levels of different programmes. These issues can be raised within the management structure of the School of Business and disseminated to the relevant programme boards for further consideration and action. Working within a climate of constrained resources with limited numbers of academic staff and lecture theatres the potential savings outside of the obvious quality assurance benefits illustrate a practical application of how text mining can be used to elicit new knowledge and provide business intelligence to support the quality assurance and decision making process within a higher educational environment.
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Marcus-Quinn, Ann, and Ian Clancy. "ACCESSIBILITY AND INCLUSION IN DIGITAL RESOURCES FOR THIRD LEVEL STUDENTS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0706.

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Flannery, Michael, and Anne McMorrough. "MOBILE DEVICE USE IN THIRD LEVEL EDUCATION: ATTRACTION, INTERACTION OR DISTRACTION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0704.

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Starinskyi, M. V. "Problematic issues of training of third-level education applicants in Ukraine." In ТРЕТІЙ РІВЕНЬ ОСВІТИ В УКРАЇНІ: СТАНОВЛЕННЯ ТА ТЕНДЕНЦІЇ. Liha-Pres, 2022. http://dx.doi.org/10.36059/978-966-397-267-1/31.

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Fuchs-Kittowski, Frank. "Integration of a MOOC into a traditional third-level e-learning platform." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5216.

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This article presents the didactic concept and the Massive Open Online Course (MOOC) e-learning solution for the course “Environment, computer science and society” in the environmental informatics degree course at the HTW Berlin, which was realised on the basis of the traditional third-level learning platform Moodle.
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Reports on the topic "Third level education"

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, Michael J. A. Wohl, Silas Xuereb, Jeffrey L. Derevensky, Simone N. Rodda, McKnight Sheila, Voll Jess, and Gottvald Brittany. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, September 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Squiers, Linda, Mariam Siddiqui, Ishu Kataria, Preet K. Dhillon, Aastha Aggarwal, Carla Bann, Molly Lynch, and Laura Nyblade. Perceived, Experienced, and Internalized Cancer Stigma: Perspectives of Cancer Patients and Caregivers in India. RTI Press, April 2021. http://dx.doi.org/10.3768/rtipress.2021.rr.0044.2104.

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Cancer stigma may lead to delayed diagnosis and treatment, especially in low- and middle-income countries. This exploratory, pilot study was conducted in India to explore the degree to which cancer stigma is perceived, experienced, and internalized among adults living with cancer and their primary caregivers. We conducted a survey of cancer patients and their caregivers in two Indian cities. The survey assessed perceived, experienced, and internalized stigma; demographic characteristics; patient cancer history; mental health; and social support. A purposive sample of 20 cancer survivor and caregiver dyads was drawn from an ongoing population-based cohort study. Overall, 85 percent of patients and 75 percent of caregivers reported experiencing some level (i.e., yes response to at least one of the items) of perceived, experienced, or internalized stigma. Both patients (85 percent) and caregivers (65 percent) perceived that community members hold at least one stigmatizing belief or attitude toward people with cancer. About 60 percent of patients reported experiencing stigma, and over one-third of patients and caregivers had internalized stigma. The findings indicate that fatalistic beliefs about cancer are prevalent, and basic education about cancer for the general public, patients, and caregivers is required. Cancer-related stigma in India should continue to be studied to determine and address its prevalence, root causes, and influence on achieving physical and mental health-related outcomes.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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Abuya, Timothy, and Wangari Ng'ang'a. Report: Getting it Right! Improving Kenya’s Human Capital by Reducing Stunting—A Household Account. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1064.

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In the last two decades, Kenya has attained middle-income status and established a diverse and private-sector-driven economy. On several socIo-economic indicators, such as education, gender equality, and democracy, Kenya scores much higher than its peers. More than two-thirds of Kenyans are under 35 years of age, thus the country’s development hinges on the quality of its youth—their levels of education and skills, their values and attitudes, and the quality of their health and productivity. While Kenya’s investments in the development of its human capital positions the country well to sustain accelerated growth, the trajectory is threatened by high rates of malnutrition, which contributes to the country’s disease burden and has a large effect on socio-economic development. About 26 percent of children in Kenya are stunted, and evidence indicates that poor nutrition in early life can create consequences for learning and future productivity. Women who were stunted as children are likely to give birth to low-birth-weight babies, which is associated with higher levels of morbidity and mortality. This report analyzes the status of stunting in Kenya from a household perspective and points to pathways for addressing it.
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