Academic literature on the topic 'Transition year programme'
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Journal articles on the topic "Transition year programme"
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Jeffers, Gerry. "Transition year programme and educational disadvantage." Irish Educational Studies 21, no. 2 (September 2002): 47–64. http://dx.doi.org/10.1080/0332331020210209.
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Clerkin, Aidan. "Personal development in secondary education: the Irish Transition Year." education policy analysis archives 20 (November 26, 2012): 38. http://dx.doi.org/10.14507/epaa.v20n38.2012.
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Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for students, although competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted.
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Olweny, Mark. "Introducing sustainability into an architectural curriculum in East Africa." International Journal of Sustainability in Higher Education 19, no. 6 (September 3, 2018): 1131–52. http://dx.doi.org/10.1108/ijshe-02-2018-0039.
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Purpose This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches. Design/methodology/approach Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni. Findings While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future. Practical implications The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes. Originality/value As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.
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Cunningham, Neil, Vicky O'Neil, Christopher Leng, and Babulal Sethia. "Undergraduate medical education at a district general hospital: facilitating the transition from student to medical professional." MedEdPublish 12 (April 19, 2022): 26. http://dx.doi.org/10.12688/mep.19111.1.
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Background: The transition from student to medical professional represents a major challenge for all medical students. Every intake of newly qualified doctors increases potential risks to patients. In the UK, this is often colloquially referred to as the ‘August Effect’. At one District General Hospital, a ‘Ward-Craft and Bleep Simulation Programme’ was implemented for final year medical students. This aimed to equip students with the procedural knowledge and soft skills to support the transition from undergraduate training to professional working life as a junior doctor. Methods: A series of six, weekly, two-hour workshops which focussed on common clinical problems encountered by newly qualified doctors was delivered to final year medical students (‘Ward-Craft Programme’). Students then participated in a two-hour high fidelity, in-situ, ‘Bleep Simulation Programme. The programme was facilitated by a Clinical Teaching Fellow and evaluated through an anonymous feedback survey Results: 98.9% of students (n=259) agreed, or strongly agreed, that the programme helped them feel more prepared and confident for life as a junior doctor. Participants provided overwhelmingly positive feedback, specifically noting that the programme addressed feelings of confusion, anxiety, and the feeling of being overwhelmed by the work of junior doctor. Conclusions: The Ward-Craft and Bleep Simulation Programme has been positively received by medical students from universities with very different types of learning styles and courses. The replication of similar programmes for final year medical students is a valuable training opportunity for final year medical students and may help mitigate the challenges posed by the ‘August effect’.
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J. M., Ontong, Arendse-Fourie S., and Schonken C. "An examination into the role of a peer academic online mentoring programme during Emergency Remote Teaching at a South African residential university." South African Journal of Higher Education 36, no. 3 (2022): 194–213. http://dx.doi.org/10.20853/36-3-4662.
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For residential universities, the COVID-19 pandemic in the 2020 academic year necessitated the suspension of in-person lectures and a swift transition of classes and other in-person activities to emergency remote teaching (ERT). This included the academic module mentoring programme, cognisant of the potential challenges experienced by first-year students during a period of ERT. The role of an in-person module mentoring programme before ERT was only to provide academic support to first-year students within an introductory financial accounting module to promote student success. This study investigated the role of an academic online mentoring programme for students in an introductory financial accounting module during ERT. A web-based survey was conducted to source the perceptions of both mentors and mentees who participated in an introductory module academic mentoring programme both before and during ERT to analyse whether the role of the academic module mentoring programme had shifted beyond that of academic support in an ERT environment. While academic support remained at the forefront as the main perceived benefit of the online mentoring programme, with the transition to ERT, the findings of this study illustrate an altering role that is more inclusive of additional psychological and peer support and engagement perceived benefits for first-year students who participated in an academic mentoring programme for students in an introductory financial accounting module during a period of ERT. Understanding student perceptions of the value derived for first-year students from an academic online mentoring programme is important in understanding first-year student needs and to provide relevant and applicable training to first-year students to promote student success during ERT. The findings of this study provide insight to institutions and in considering the addition of academic interventions such as offering academic online mentoring programmes during ERT and highlight the perceived value-add from both a mentor and mentee perspective.
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Burrow, Denise. "Transition in Action: Targeting students with difficulties transitioning from Year 8 to Year 9." Kairaranga 6, no. 2 (July 1, 2005): 19–22. http://dx.doi.org/10.54322/kairaranga.v6i2.28.
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Research identifies that a percentage of students are less successful than others in transitioning from Year 8 to Year 9. A positive support programme was developed to target some of these students and help them ease from the nurturing climate within the primary system into the multi-faceted secondary environment.
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Tso, Simon. "Challenges to student transition through a United Kingdom graduate-entry medicine degree programme." Asia Pacific Scholar 5, no. 2 (May 5, 2020): 5–13. http://dx.doi.org/10.29060/taps.2020-5-2/oa2168.
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Background: The transition experience of graduate-entry medicine degree programme students is less well understood as compared to those from undergraduate-entry medicine degree programmes. Aim: This thematic analysis study aimed to explore the transition experience of graduate-entry medicine degree programme students at a United Kingdom medical school. Methods: Twenty-one student volunteers from the University of Warwick 4-year graduate-entry medicine degree programme took part in this study with fourteen participants attended a further follow-up interview. Audio recordings of their semi-structured interviews were transcribed verbatim and analysed thematically. Results: Results revealed three key transition periods within the University of Warwick Medical School’s graduate-entry medicine degree programme. Learning, professional identity development and managing coping strategies were the three key challenging issues dominating their transition experience. Medical students encountered a range of challenging issues throughout their medical school journey that could be categorised under three conceptual themes: challenges associated with the curriculum, challenges associated with their social role and generic life challenges. Conclusions: The findings from this study could be useful to educators and medical schools in enhancing their student support services. It could also be useful to prospective and existing medical students in understanding the realities of undertaking a graduate-entry medicine degree programme.
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McKerlie, Robert Allen, Jennifer Malcolm, Ourania Varsou, Christopher Edward Kennedy, Laura Colgan, Victoria Harper, Wendy McAllan, Andrew Forgie, Paul Rea, and Aileen Bell. "Rapid Transition to Blended Learning." Journal of Perspectives in Applied Academic Practice 9, no. 2 (August 5, 2021): 169–80. http://dx.doi.org/10.14297/jpaap.v9i2.475.
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The University of Glasgow Bachelor of Dental Surgery (BDS) degree programme is a practical clinical professionally regulated discipline. Given the mode of transmission of SARS Cov-2 the dental profession and associated programmes of study have been significantly impacted by the COVID-19 pandemic, necessitating a rapid pivot to online and blended learning. This case study shows how the work of early adopters of technology enhanced learning and teaching (TELT) at the dental school, and a timely staff-student partnership helped to lay the foundations for this pivot in response to the challenges brought about by the pandemic.
A large amount of teaching required modification and adaptation to support remote delivery and, through collaboration, innovation and supported creativity, we were able to produce some very effective models for learning and teaching. To illustrate this, two specific examples have been presented: a novel approach to support the delivery of essential local anaesthesia training for second year dental students using collaborative wikis and online learning; and the use Microsoft Teams to support student integration and a sense of community among our first year dental students through active, small group collaborative learning.
The challenges of the COVID-19 pandemic have provided the opportunity to align the teaching of practical skills with technology and instil a positive shift in institutional practices. The effectiveness of this shift within the BDS degree programme and the impact on the development of our students will remain the focus of the school’s TELT partnership.
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Roselaar, Tjits, and Patty van Bielder. "Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 139–48. http://dx.doi.org/10.1515/cercles-2019-0008.
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Abstract Since the academic year 2017–2018, the Tilburg University Language Center has been offering an academic pre-Bachelor’s programme for refugee students. This year-long educational programme prepares high-potential refugees for a Dutch- or English-taught Bachelor’s programme at a university. In addition, students prepare for the Dutch Civic Integration Exams. A special part of the pre-Bachelor’s programme is an internship at a company in the Brabant region. This increases the refugees’ chances on the labour market during and after their studies. In this report, the target group and structure of the programme, the way in which the project is financed, and the experiences of the first pilot year are described. The authors also advocate the importance of an academic language and transition year, explain why this task is best assigned to a university language centre, and make recommendations for institutions that want to set up such a language and transition year themselves.
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Jeffers, Gerry. "The Transition Year programme in Ireland. Embracing and resisting a curriculum innovation." Curriculum Journal 22, no. 1 (March 2011): 61–76. http://dx.doi.org/10.1080/09585176.2011.550788.
Full textDissertations / Theses on the topic "Transition year programme"
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Al, Awaisi Huda S. "The experience of Sultan Qaboos University newly graduated nurses during their first year of practice in the Sultanate of Oman." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/the-experience-of-sultan-qaboos-university-newly-graduated-nurses-during-their-first-year-of-practice-in-the-sultanate-of-oman(07d3cf1b-4740-416a-9bc6-e64ae57d6d12).html.
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Background: Studies have demonstrated that new graduate nurses' (NGNs) transition experience is complex and often negative leading to dissatisfaction with nursing and increased attrition. Many existing studies of NGNs' transition experience are small, qualitative, concerned with NGNs experiences in the West. No study has been conducted to date examining NGNs' transition experience in any of the developing countries where the cultural context and nursing education and practice are different to those in the West. Aim: To explore the experience of NGNs during their transition period in one of the developing countries, the Sultanate of Oman. Method: Qualitative case study utilising an embedded-single case design was conducted to investigate the transition experience of baccalaureate NGNs graduating from Sultan Qaboos University (SQU) and working at Sultan Qaboos University Hospital (SQUH). Data were collected from the perspective of NGNs and also from the perspective of other key informants using triangulated methods. This includes individual and focus group interviews, observation and documentary analysis. Results: Four over-arching themes are identified from NGNs' transition experience in the Sultanate of Oman. These are 'Studying Experience'; 'Role Transition'; 'Working Conditions' and 'Status of the Nursing Profession'. This study showed that nursing is not an attractive choice for Omani students to study and pursue as a future career because of its low status. During the transition period, NGNs experienced reality shock which mainly resulted from a theory-practice gap. NGNs had limited practical experience but a high level of theoretical knowledge, which they were unable to utilise in practice. They found the working environment to involve many competing priorities resulting in task-orientation and compromised patient care. This study showed that many NGNs resented their involvement in basic nursing care, which they believed should not be part of their role as degree nurses. Despite the challenges of the transition period, many NGNs remarked that nurses play the most important role at the hospital and they are proud being nurses. Conclusion: Omani NGNs' transition experience is complex and similar in many respects to NGNs experience in the West. However, there are distinctive challenges Omani NGNs faced due to the Omani culture, working environment and the status of nursing in Oman.
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Grudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher." The University of Waikato, 2007. http://hdl.handle.net/10289/2647.
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This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.
Books on the topic "Transition year programme"
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Delma, Byrne, and Hannan Carmel, eds. The transition year programme: An assessment. Dublin: Liffey Press in association with the Economic and Social Research Institute, 2004.
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Gallagher, Susan. The Transition Year Programme in Irish Secondary schools: A longitudinal study of self-concept and career deceisiveness. Dublin: University College Dublin, 1998.
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Mackellar, Ian. Transition years science resource units. [Richmond Hill, Ont.]: Science Teachers' Association of Ontario, 1994.
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Jeffers, Gerry. Reel 2 real: Transition Year film studies. Dublin: Educational Company of Ireland, 1997.
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Education, Ontario Ministry of. Transition years pilot projects 1991-1992 : year two reports =: Les années de transition, projets pilotes 1991-1992 : rapports de la deuxième année. Toronto, Ont: Ministry of Education and Training = Ministère de l'éducation et de la formation, 1993.
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Education, Ontario Ministry of. Transition years: Pilot projects, 1991-1992 : year two reports = Les années de transition : projets pilotes, 1991-1992 : rapports de la deuxième année. Ontario: Ministry of Education and Training, 1993.
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Federation, Ontario Teachers'. Response of the Ontario Teachers' Federation to the Transition years consultation paper. [Toronto, Ont: OTF/FEO, 1991.
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Keren, Brathwaite, ed. Access and equity in the university: A collection of papers from the thirtieth anniversary conference of the Transitional Year Programme, University of Toronto. Toronto, ON: Canadian Scholars' Press, 2003.
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Anufriev, Valeriy, Yuliya Gudim, and Aytkali Kaminov. Sustainable development. Energy efficiency. Green economy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1226403.
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The monograph examines the problems of sustainable development and energy efficiency using the scientific and methodological approach proposed by the authors for the development of regional fuel and energy programs based on the KhMAO, the Sverdlovsk region, and the oil and gas production enterprise JSC Yuganskneftegaz, and presents the results of the environmental and economic assessment. This approach allows us to evaluate and select the most effective investment project for the utilization of associated petroleum gas from the point of view of energy, environmental and climate security on comparable indicators (tons, rubles). The authors proposed to distinguish from more than 200 UN indicators four basic indicators: the change in the green area (country, region, city, household) for the year; the level of energy efficiency; the amount of pollutants released per year; the annual amount of greenhouse gas emissions. It is proposed to consider the possibility of using the" energy " ruble of S. A. Podolinsky (kW / h) as a possible world reserve currency. Taking into account the unique experience of the region's participation in various projects of sustainable development, energy-efficient and low-carbon economy, it is proposed to create a market for waste and greenhouse gas emissions on the basis of the trade exchange of the Sverdlovsk region as a pilot platform for the implementation of the green economy. The history of the term "green economy", the essence of this concept is considered; the results of the application of green economy in different countries are shown. The international experience of green solutions and technologies is analyzed, the psychological aspects of the transition to a green economy are studied. For all those interested in the environmental development of the economy.
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Byrne, Delma, Carmel Hannan, and Emer Smyth. The Transition Year Programme: An Assessment. Liffey Press, 2005.
Find full textBook chapters on the topic "Transition year programme"
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Rønsen, Astrid, and Randi Tosterud. "Training Interprofessional Teamwork in Palliative Care: A Pilot Study of Online Simulation Activity for Registered Nurses and Nursing Associates." In How Can we Use Simulation to Improve Competencies in Nursing?, 53–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_5.
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AbstractPalliative care promotes quality of life for seriously ill and dying patients and their loved ones. An ageing population with more complex chronic and life-limiting conditions will increase the demand for competence in the field. Interprofessional cooperation will be a critical factor in achieving this. Such cooperation within the field of nursing is critical because of registered nurses’ (RNs) role and function in patient- and family-centred care. A project focusing on learning interdisciplinary teamwork using simulation as a learning approach was established. Two groups of students participated in the project: one group consisted of 17 nursing associates who were participating in a 2-year part-time study programme in cancer care and palliative care at a vocational college. The second group was made up of 28 RNs, a social worker and learning disability nurses, all postgraduate students taking part in a part-time interdisciplinary programme in palliative care at master’s degree level.Simulation activity is usually conducted with participants physically present, but because of the COVID-19 pandemic situation, this was not possible. A pilot project was conducted where simulation activity was tried out as online learning. RNs and nursing associates (NA) participated, and their cooperation was focused on palliative/end-of-life care. They were all trained clinicians in two different study programmes.In this chapter, we present how simulation activity with participants physically present was transformed into an online learning situation. A brief presentation of students’ and teachers’ reflections on the pedagogical advantages and disadvantages of such a transition is also included.
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Nolan, Andrea, and Anna Kilderry. "Support for children and families at risk of experiencing vulnerability in early years transitions." In Evaluating Transition to School Programs, 83–90. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055112-7.
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Berg, Jana. "Which Person Is Presumed to Fit the Institution? How Refugee Students’ and Practitioners’ Discursive Representations of Successful Applicants and Students Highlight Transition Barriers to German Higher Education." In European Higher Education Area: Challenges for a New Decade, 211–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_15.
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Abstract During recent years, German higher education institutions implemented a variety of support programs for refugees on their way to higher education. This newly highlighted questions of widening participation and informal as well as formal access barriers to higher education. This paper looks into discourses on successful students as a form of knowledge that implicitly highlights transition barriers to higher education. The qualitative study is based on expert interviews with teachers, program coordinators and student counsellors as well as interviews with prospective refugee students in a case study of a preparatory college (‘Studienkolleg’) and a university in a case study of one city in Germany. They are analysed using Keller’s (Forum qualitative Sozialforschung/Forum Qualitative Social Research 8(2), Art. 19:1–32, 2007) approach to discourse analysis. The paper describes personal, institutional and structural characteristics of ideal higher education transitions. Institutional presuppositions and assumptions about individual characteristics, the social organisation of time, academic practices and knowledges as well as discursively represented norms are discussed as crucial factors influencing higher education transitions. The paper ends with a working hypothesis on the influence of discourses on transitions and recommends that institutional settings should develop more awareness of and adapt to diverse applicants and students in order to widen access to higher education.
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Harrison, Richard J., and Mario Caccamo. "Managing Data in Breeding, Selection and in Practice: A Hundred Year Problem That Requires a Rapid Solution." In Towards Responsible Plant Data Linkage: Data Challenges for Agricultural Research and Development, 37–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13276-6_3.
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AbstractFollowing the rediscovery of Mendelian genetics, food supply pressures and the rapid expansion of crop varieties with defined performance characteristics, international systems were set up throughout the 20 C to regulate the trade of seed, the protection of intellectual property and the sale of productive varieties of key agricultural crops. These systems are a highly connected but largely linear set of processes. System changes are slow to be adopted due to the cascade of effects that structural alteration would have globally. Multi-omic technologies and the subsequent proliferation of data types used within modern breeding, offer the possibility to gain deeper insights into the performance characteristics of varieties. Current integration of data, standards and ownership structures limit their applications for wider purposes, both private and public. We explore how data within and between breeding programmes and the varietal approval and monitoring processes could be made FAIR. We examine what role expanded or aligned programmes of data collection and expanded trait evaluation at the point of varietal registration and evaluation, as well as on farm could have in ensuring the best linkage of public and private data to address some of the challenges society faces over the next 30 years with the required, rapid transition to sustainable agricultural systems.
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Sandul, Amy L., and Veda B. Moore. "Harm Reduction: Tipping the Balance Toward Treatment and Recovery." In Public Health Ethics Analysis, 141–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92080-7_10.
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AbstractOpioid use has risen dramatically over the past 40 years. In response, federal programs and policies aimed at decreasing supply of prescription opioids have stabilized excessive prescribing. Unintended consequences of limiting the quantity of prescription opioids in the population has resulted in increased use of illicit drugs and opened a pathway of transition from misuse of pills to injection of heroin and use of potent formulations of cheap, synthetic opioids such as fentanyl. Harm reduction interventions function at the community level to provide health benefits and avoidance of harm to persons engaging in illicit and injection drug use. The Consolidated Appropriations Act of 2016 gives states, local, tribal, and territorial health departments the opportunity to use federal money to support a comprehensive set of harm reduction services. Critics of harm reduction strategies argue that formalizing and legalizing certain activities creates the perception that communities and local authorities are sanctioning or encouraging illicit/illegal drug use. Syringe services programs that provide clean needles and syringes so people who inject drugs are not forced to share or reuse injection equipment, are often at the heart of such controversy. This story addresses tensions that exist in communities grappling with harm reduction approaches to opioid and injection drug use.
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DeYoung, Alan J., Zumrad Kataeva, and Dilrabo Jonbekova. "Higher Education in Tajikistan: Institutional Landscape and Key Policy Developments." In Palgrave Studies in Global Higher Education, 363–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_14.
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AbstractHigher education in Tajikistan has undergone substantial changes over the past 25 years as a result of both its internal crises and those social and economic transition challenges seen throughout the Newly Independent States (NIS). HEIs in the country have also shown eagerness to change and grow as they move toward world education space. In this chapter, we examine the evolution of the Tajik system of higher education from the Soviet time through independence (1991–2015) in terms of growth, emerging landscape and diversification, and key policy developments and issues. We analyze these changes in the context of relevant economic, social and political factors, and rely on a comparative analysis in understanding the commonalities and differences in higher educational landscapes between Tajikistan and others in the NIS. Institutional diversity has occurred in the country along several dimensions. Among these is a geometric expansion of the number of HEIs: Those transformed from preexisting Soviet institutes as well as the establishment of many new ones. This has been fueled partly by the mass creation of new programs that reflect the needs of an emerging knowledge-based economy but also the result of parental craving for higher education for their children—regardless of market demands. Specific features of the massification of higher education in Tajikistan are further explained by internationalization according to the Bologna Process and other globalization agendas; the establishment of international HEIs under bilateral government agreements (with Russia), and significantly increasing HEI programs and enrolments in far-flung regions of the country—especially in programs related to industry and technology. Our analyses are based on a variety of official statistical sources; educational laws, institutional documents and reports published by international organizations; accounts from the English-language press; and open-ended interviews conducted by the authors in Tajikistan between 2011 and 2014.
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Wollschläger, Rachel, Pascale Esch, Ulrich Keller, Antoine Fischbach, and Ineke M. Pit-ten Cate. "Academic Achievement and Subjective Well-being: A Representative Cross-sectional Study." In Wohlbefinden und Gesundheit im Jugendalter, 191–213. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35744-3_10.
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AbstractFormal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short- and long-term. In return, adolescents’ well-being in- and outside school may affect their educational achievement. The objective of the present study is to investigate how self-reported dimensions of adolescents’ subjective well-being (SWB) in an educational context (i.e., academic self-concept, school anxiety, social and emotional inclusion) relate to educational pathways (regular vs. irregular school transitions; attendance of more vs. less prestigious secondary school tracks) and standardized assessment scores in key academic areas (i.e., mathematics and languages). Drawing on representative data emerging from the Luxembourg School Monitoring Programme “Épreuves Standardisées” (academic year 2018/2019), the relationship between academic achievement and students’ self-reported well-being was analysed cross-sectionally for the entire student cohorts of 5th and 9th graders. Result indicated that grades and educational pathways affect SWB, whereby in general lower ratings of SWB were observed in older students, students that experienced grade retention and students in lower secondary school tracks. Furthermore, ratings of SWB explained a significant proportion of variance in academic achievement in bot Grade 5 and Grade 9. These findings highlight the importance of student´ SWB in education. SWB may not only affect academic achievement, but also impact motivation and engagement and hence long-term educational success. Implications of the findings for research and educational debate are discussed.
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Bergkvist, John-Erik, Jerker Moodysson, and Christian Sandström. "Third-Generation Innovation Policy: System Transformation or Reinforcing Business as Usual?" In International Studies in Entrepreneurship, 201–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94273-1_11.
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AbstractThere has been a shift in innovation policy in recent years toward more focus on systemic transformation and changed directionality. In this chapter, we describe a collection of challenges that such policies need to address. Based on a review of dominant frameworks regarding socio-technical transitions, we compare these theories with examples of innovation policy in different countries. Systemic transformation across an economy usually requires a process of creative destruction in which new competencies may be required, actors need to be connected in novel ways, and institutions may need to be changed. Our empirical illustrations show that support programs and initiatives across Europe do not always seem to result in such a process, as they include mechanisms favoring large, established firms and universities. These actors have often fine-tuned their activities and capabilities to the existing order, and therefore have few incentives to engage in renewal. As the incumbent actors also control superior financial and relational resources, there is a risk that they captivate innovation policies and thus reinforce established structures rather than contributing to systemic transformation.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education, 225–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.
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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
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Al Nuaimi, Buthaina Ali, Hend Zainal, and Francisco Marmolejo. "Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity." In Knowledge Studies in Higher Education, 225–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_15.
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AbstractSince 1995, the Qatar Foundation (QF) has played a key role in the development of Qatar through education, science, and community development. QF is an “umbrella” array of more than 50 entities covering the entire educational system from PreK-12 schools to doctoral higher education, in addition to a variety of related organizations supporting innovation, health, culture, and community development. This case study examines how the QF Multiverse-city (MultiverCity) model has created synergies between Higher Education and Pre-University Education, which have contributed to support educational continuity during the pandemic across the Foundation and beyond. All the programs shifted to the online delivery mode and new professional development programs and online resources were designed and delivered to teachers to support them in this sudden transition. Also, QF organized a series of virtual global conferences addressing the impact of COVID-19 on education, the responses of schools and systems, and how to reimagine education postcrisis. An electronic publication discussing the different experiences shared in the conference with policy recommendations is being released with the aims of informing policymakers and educators in Qatar and globally.The unique ecosystem of QF has shown its advantages by witnessing a significant proliferation of initiatives devoted to supporting the continuation of elementary and secondary education both in QF schools and nationwide. One of the success factors of these initiatives is the strong links and partnerships that QF has established between its entities and all the education stakeholders nationally and internationally over the past 25 years. Community outreach and support to PreK-12 education have always been integral to QF strategy. At the same time, the pandemic has provided opportunities for further impact research, and for further learning about the impact of contingencies, implementation of emergency plans, and best practices for more effective connectedness between different levels of the educational system.
Conference papers on the topic "Transition year programme"
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Pickard, Luke, James McKenna, Julie A. Brunton, and Andrea Utley. "Personal development, resilience theory and transition to university for 1st year students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5172.
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Aim The study aimed to determine whether an outdoor orientation programme (OOP) could increase personal development, develop resilience and aid transition and adaptation in 1st year university students. OOPs are thought to aid transition through adventure experience. Based on student development theory, outdoor orientation programmes accelerate psychological growth (Vlamis et al., 2011). Method Semi structured interviews were conducted with 14 students who attended an outdoor orientation programme to investigate the experience of attending an OOP and transition to university. The data was analysed following Braun and Clarke (2006) Six phase approach to thematic analysis. Results Thematic areas discovered included ‘Personal development – Building more than a raft’. This theme described the way in which students developed self-worth and self-efficacy through the OOP experience. ‘The fine line between challenge and fear’ describes how delivery of an intervention such as an OOP needs to be carefully delivered to enhance the benefits and limit any possible detrimental experiences. Discussion These first year students developed in terms of self-worth and self-efficacy through overcoming challenge. This development was also linked to the students surprising themselves about their capacities for handling adversity. Keywords: Adaptation; transition; 1st year students; outdoor orientation program; resilience; personal development.
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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.
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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Lambrecht, Franz, and Carsten Sommer. "SafeBike - a road safety programme for young adolescent cyclists." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002428.
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In 2019, approximately 29,000 children (up to 15 years of age) were involved in road traffic accidents in Germany. The cohorts with the most accident victims are the 11- to 14-year-olds, about half of whom (approx. 6,000 children) were involved in accidents by bicycle. The number of cyclists involved in accidents rises sharply after the transition from primary to secondary school. This is due to a change in driving behavior after the change of school compared to the primary school period. Many pupils start cycling to school after changing to secondary school. Furthermore, extensive behavioral changes occur with the onset of puberty, which, for example, increases the willingness to take risks in road traffic. SafeBike is a road safety program for the particularly vulnerable target group of 11 to 14-year-old cyclists based on observation procedures, self-reflection and personal responsibility. The basic aim of SafeBike is to raise students' awareness of danger perception when cycling, leading to an increased sense of safety in the short term, so that in the long term the number of cycling accidents in the target group will decrease. After participating in the program, students are expected to be more critical of their own behavior, among other things. SafeBike consists of three components: a self-assessment of one's own driving behavior in terms of safety, the treatment of several subject areas in which driving errors and traffic conflicts occur more frequently, and a final re-assessment of one's own driving behavior.The traffic effects of the program were surveyed and evaluated in a pilot test at two different schools in Germany. In the post-surveys, the test group committed about 50% fewer traffic conflicts and driving errors than the control group, which attests to the very high short-term effectiveness of SafeBike. In the control group, who did not complete the program, no significant improvements occurred in comparison to the before survey, in contrast to the subject group. In the test group, there were significant positive effects, especially in the case of driving errors that occurred particularly frequently in the pre-surveys and were correspondingly addressed in the program and discussed by the students. Particularly high positive effects were achieved with conversations while driving, at the pedestrian crossing and using the pavement on the wrong side of the road. Medium effects were achieved with hand signals and looking around. This means that the road safety program can be used in road safety education throughout the country. However, long-term effects are not yet available and must be determined in further studies.
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Keim, Elisabeth, Michael Ludwig, Richard Bass, Wallace McAfee, Sean Yin, Paul Williams, Yves Wadier, et al. "Validation of Constraint Based Methodology in Structural Integrity: VOCALIST — Analytical Programme." In ASME 2003 Pressure Vessels and Piping Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/pvp2003-2016.
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The aim of the European Community (EC) project VOCALIST (Validation of Constraint-Based Assessment Methodology in Structural Integrity) is to develop and validate innovative procedures for assessing the level of, and possible changes to, constraint-based safety margins in ageing nuclear pressure boundary components. An iterative process of experiment and analysis will address this overall objective. The analytical investigations within VOCALIST cover all three ferritic materials used in the experimental program. Two of the three materials are investigated in the ductile to brittle transition regime and the third material will be tested in the ductile regime. The main effort is to predict the results of the large-scale tests in terms of constraint effects. All participants use constraint based methods, which as a first step are calibrated to the behaviour of standard specimens and then applied to the structural features and (or) large scale tests of each material. In this contribution the progress since last year of the analytical program of VOCALIST will be reported. The analyses of the specimens and components under investigation are highlighted with respect to modelling aspects and the first results are presented.
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Karaca, Erol. "A Comparison of Turkey and Transition Economies in terms of Educational Development and Conditions." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00868.
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The main objective of this research is to determine and evaluate the dimensions of educational development in Turkey in comparison with the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries. For this purpose, in this study, Turkey is compared to the Central and Eastern Europe (CEE) countries and the Commonwealth of Independent States (CIS) countries with regard to the educational development and conditions. In this study, carried out through comparative relation scanning model and literature model, the sample group was established the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries with Turkey. The research data was collected by means of data from HDI Report developed by United Nations Development Programme (UNDP). On the base of data obtained from report, the study concluded that the lowest rate of adult literacy and population with at least secondary education belongs to Turkey. The rate of enrolment in primary education, however, is higher in Turkey than most of the CEE and CIS countries. This affirmative data can be attributed to the high rate of young population and/or education campaigns in Turkey since the lowest rate of secondary education and the highest level of primary school dropout rate is also seen in Turkey. In addition, performance of 15-year old students in reading, mathematics and science is generally lower in Turkey, CEE and CIS countries than in OECD countries.
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Valdivia Acurio, Sandra Fabiola, and Mario Marcello Pasco Dalla Porta. "TRANSITION CHALLENGES AND MENTORSHIP PROGRAMS FOR VULNERABLE FINAL-YEAR COLLEGE STUDENTS IN PERU." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0917.
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Hand, Brian, Jee Suh, and Gavin Fulmer. "UNDERSTANDING THE TRANSITION TO KNOWLEDGE GENERATION ENVIRONMENTS: EXAMINING THE ROLE OF EPISTEMIC ORIENTATION AND TOOL USE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end015.
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"Current reforms in education have emphasized shifting learning environments from a traditional replicative framework to be much more aligned to knowledge generation environments. These environments are focused on promoting student engagement with the epistemic practices of the discipline, which are the argumentative practices used to generate disciplinary knowledge. Helping teachers to shift from their more traditional pedagogical approaches requires professional development programs that enable them to not only experience learning within a generative environment but to also engage with the theoretical underpinning of such environments. To better understand the complexity involved in helping promote teacher change, the researchers implemented a professional development program that focused on asking teachers to examine their orientation to learning and how this influenced their pedagogical approaches. The knowledge generation approach, Science Writing Heuristic (SWH) approach, was the focus of the professional development as the work was centered on improving science teaching and learning. The professional development program focused on examining cognitive learning theory, the use of epistemic tools of argument, language and dialogue, the development of pedagogical approaches and development of teaching units that aligned with school curricula. The K-5 teachers were drawn from two states and were involved in 10 days of professional development – 6 during the summer and 4 during the academic year. To study teacher transition to these environments the researchers developed three new survey instruments focus on epistemic tools that are utilized in these environments: argument, dialogue and language. The teachers also completed an epistemic orientation for generative environments survey. Teachers completed these survey instruments every six months across the three years of the project. This presentation focuses on the first year of participation in the project as this represents the critical transition time for teachers in moving to implement the SWH approach within their classrooms. Using Latent Transition Analysis the 95 participating teachers were classified into three initial profiles. During the first six months there were transitions from both low to medium, and medium to high implementation. However, the reasons for the transitions were different. Low to medium transition was around improvements in orientation and dialogue, while for medium to high the transition was around understanding argument. The transitions during the second six months shifted to be centered much more on orientation, than epistemic tools. Once teachers transition to a new profile, they remain at that level or potentially move to the highest profile."
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Honeyfield, Judith, Deborah Sims, and Adam Proverbs. "Teaching Quality Improvement in Pre-Registration Nursing Education: Changing Thinking, Changing Practice." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205009.
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Quality care and improving health outcomes are cornerstones of healthcare provision, yet quality improvement (QI) preparation and assessment in health-professional education has been found to inadequately prepare graduates for their future roles (Robb et al., 2017). Toi Ohomai Institute of Technology’s Bachelor of Nursing (BN) year three teaching team looked to address this by reviewing and improving QI teaching and assessment modules within a course in the programme. Alongside this redevelopment, research with students was undertaken to investigate the efficacy and outcomes of this work. This paper presents findings from reviews of QI assessment projects completed by BN students (n = 93), with particular attention to identifying student experiences and their approach to this project using a detailed content analysis (Krippendorff, 1989). Particular attention was paid to highlighting a shift in thinking from quality assurance (QA) approaches that prevailed in the prior teaching of this module, to QI. We found 41% of students selected and undertook projects that reflected QI concepts focused on improved patient outcomes, and 59% of students selected and undertook projects that were concerned with standards, auditing and compliance improvement, more in keeping with QA. In addition, seven student QI projects addressed enhancing te ao Māori (Māori worldview), including language activities through music and exercise, bilingual labelling, and culturally safe care for Māori residents. Key findings address the ongoing challenges of embedding QI concepts and engagement in practice and professional development needs; and policy, practice and procedural improvements and the need for more time to enact and evaluate QI projects. Recommendations from this study are: (1) enhancing te ao Māori and Te Tiriti o Waitangi responsiveness throughout the BN curriculum; (2) ongoing preparation for student-nurse educators to ensure they are confident to support student-led QI initiatives; (3) further shared professional development with agency staff prior to practice placements; and (4) replication of this research to identify longitudinal outcomes. This research reinforces the importance of education–practice partnerships to enhance effective QI education for preparing graduates to transition to their new roles in the workplace.
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Atay, Rıfat. "REVIVING THE SUFFA TRADITION." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/tbcm7967.
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In Islamic history, one of the most intriguing questions has been the termination of the Suffa School immediately following the Prophet’s demise. As is well known, the Suffa Companions were comprised of mostly single young men who did not have anywhere else to go to. They were provided with shelter and food in the Prophet’s Mosque in Medina. Their sole occupa- tion was to spend all their time with the Prophet, learning and studying. They became so well versed in Islam that most of them were sent as teachers and/or governors to new provinces. The paper claims that today Gülen is seeking to revive the Suffa tradition in two ways. First, by resembling the first Suffa Companions himself. The four guiding principles traced in the lives of the Suffa Companions (single, simple, humble and pious) can be found in the daily life of Gülen. Thus, this paper suggests that Gülen is often mistaken as a Sufi when in fact he can be considered a member of the Suffa. Secondly, Gülen has been consistently provid- ing personal tutelage over the last two decades to hundreds of theology graduate students. Students gain admission to Gülen’s informal school by passing a rigorous exam in Islamic sciences and Arabic. Thereafter awaits them extensive study and an ascetic lifestyle. Students can remain as long as they wish, some for even as long as ten years. Gülen has been known to have had up to 40 students at times, although given his ill-health this number has dropped to 15 in recent years. In their lifestyle, daily programme and efforts post ‘graduation’ these students resemble the first Suffa Companions.
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Niels, Yves, Marija Fabjan, Gasˇper Tavcˇar, Jozˇe Rojc, Matjazˇ Stepisˇnik, and Koen Lenie. "Improvement of the Management of Institutional Radioactive Waste in Slovenia." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16092.
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The Central Storage Facility (CSF) in Brinje is the only storage facility for institutional radioactive waste in Slovenia. The storage has been in operation since 1986. Since the year 1999, operation of the CSF in Brinje and managing of institutional radioactive waste in Slovenia has been under the control of Agency for Radwaste Management (ARAO). At the time of taking over the CSF, the waste in store was not fully characterized and in some cases the available data did not match records and inventories. Besides this, some shielded containers and drums were degraded, which creates a potential risk of uncontrolled spread of contamination. In addition, in 1999 the Slovene Nuclear Safety Administration (SNSA) requested the ARAO to perform refurbishing works in the CSF in order to reinforce and tighten the building on the one hand, and characterize and condition radioactive waste in store on the other. In order to improve the existing situation ARAO lunched considerable assistance and know-how transfer through training and other technical cooperation within the IAEA and the EC projects. In this context, several projects have been carried out in the period between 1999 and 2007. However, these projects only addresses one third of the total inventory of radioactive waste. In particular, the radioactive waste in the form of bulky material, which occupies a significant surface of the CSF, will not be processed. Therefore, the implementation of new project in the frame of EC Transition Facility programme entitled “Improvement of the Management of Institutional Radioactive Waste in Slovenia” has been carried out in December 2007. Through a public invitation for tenders, an international Consortium consists of Belgian and Slovene radwaste experts gained the contract. The project was executed in ten months and it was divided into three tasks of treatment and conditioning according to the type of packaging: - waste packed in drums, - contaminated or activated bulky items and - spent sealed radioactive sources. The implementation of the project enabled the ARAO to meet the requirements for improving the institutional radioactive management and the storage facility itself. It also improved knowledge of the ARAO’s staff in treatment and conditioning technologies for the future management of the CSF. The results of the project and operating experience regarding the waste management in the CSF which were obtained through this project are presented in this paper.
Reports on the topic "Transition year programme"
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Murphy, Pamela, ed. IEA SHC Annual Report 2019. IEA SHC, June 2020. http://dx.doi.org/10.18777/ieashc-ar-2020-0001.
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In 2018, the IEA SHC Technology Collaboration Programme (TCP) members used the year to plan for the future, to reflect on past accomplishments, and to transition to a new Executive Committee Chair. All of which supported our underlying pursuit to be the leading and influencing international collaborative research program that produces high quality data and research on solar heating and cooling.
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Reeve, Sophie, Susanna Cartmell, Alice Mutimer, and Olivia Frost. e-Dialogues Spark Debate on the Dynamics of Agricultural Commercialisation. APRA, Future Agricultures Consortium, April 2022. http://dx.doi.org/10.19088/apra.2022.029.
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In early 2022, the Agricultural Policy Research in Africa (APRA) Programme of the Future Agricultures Consortium (FAC), in partnership with the United Nations Sustainable Development Solutions Network and Foresight4Food, held an e-Dialogue series: Towards an Equitable and Sustainable Transformation of Food Systems. This followed an earlier, highly successful series organised with the same partners in the second half of 2020 on What Future for Small-Scale Farming? The latest series included three online Zoom sessions led by APRA over January-March 2022 on topics including COVID-19 and its effects on local food systems and rural livelihoods, and transition pathways and strategies for supporting more equitable and resilient food systems in Africa. These virtual events were designed to replace an international conference that was part of APRA’s original end-of-programme plan, before the COVID-19 crisis prevented large, physical gatherings. The three e-Dialogues brought together APRA researchers and expert commentators from across sub-Saharan Africa, as well as a wider audience. The objective of these dialogues was to examine evidence and lessons from APRA’s six-year collaborative research programme (2016-22) analysing the dynamics of agricultural commercialisation processes, agrarian change and rural transformation in the region. This report looks at their impact, what worked well, and what could have been improved.
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Gantt, D. A. Advanced Reactors Transition program fiscal year 1998 multi-year work plan. Office of Scientific and Technical Information (OSTI), September 1997. http://dx.doi.org/10.2172/344980.
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Gantt, D. A. Fiscal year 1999 multi-year work plan, advanced reactors transition program. Office of Scientific and Technical Information (OSTI), September 1998. http://dx.doi.org/10.2172/10148463.
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Loika, E. F. Advanced reactors transition fiscal year 1995 multi-year program plan WBS 7.3. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10189603.
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Hulvey, R. K. Advanced reactors transition fiscal year 1996 multi-year program plan WBS 7.3. Office of Scientific and Technical Information (OSTI), September 1995. http://dx.doi.org/10.2172/266364.
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Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/139.797.
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In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.
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Khan, Mahreen. Public Financial Management and Transitioning out of Aid. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.145.
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This rapid review found an absence of literature focused specifically on measuring the impact of PFM and governance systems in countries that have transitioned from aid, by moving up the income ladder. However, there are a few academic publications and a limited number of studies by multilateral, such as the World Bank, that examine the role of PFM and governance systems in countries that are transitioning or have moved away from aid. However, the importance of public financial management (PFM) and governance systems in development is well established and seen as a pre-requisite for economic growth. To effectively transition from aid, most low-income countries (LICs) need to upgrade their PFM and governance systems to meet the different scale, resources, accountability mechanisms, and capacity-building requirements of a middle-income country (MIC). The absence of the above empirical evidence may be due to the complexity of measuring the impact of PFM reforms as the results are non-linear, difficult to isolate from other policies to establish causality, and manifest in a longer time frame. However, through comparative country studies, the consequences of deficient PFM and governance have been well documented. So impaired budgetary planning, implementation, and reporting, limited fiscal transparency, weak accountability mechanisms, resource leakage, and inefficient service delivery are well recognised as detrimental to economic growth and development. The literature on transitioning countries focuses predominantly on the impact of aid withdrawal on the social sector, where comparative qualitative data is easier to obtain and the effects are usually more immediate, visible, and may even extend to global health outcomes, such as in AIDS prevention programmes. Thus, tracking the progress of donor-assisted social sector programmes is relatively easier than for PFM and governance reforms. The literature is more abundant on the overall lessons of transitions from aid both for country governments and donors. The key lessons underscore the importance of PFM and governance systems and mechanisms to a successful transition up the income ladder: Planning for transition should be strategic, detailed and specifically geared to mitigate against risks, explicitly assessing the best mix of finance options to mitigate the impact of aid reduction/withdrawal on national budgets. The plan must be led by a working group or ministry and have timelines and milestones; Where PFM and governance is weak transition preparation should include strengthening PFM especially economic and fiscal legislation, administration, and implementation; Stakeholders such as donor partners (DPs) and NGOs should participate in the planning process with clear, open, and ongoing communication channels; Political and economic assessments in the planning and mid-term phases as well as long-term monitoring and evaluation should be instituted; Build financial, technical, and management capacity throughout the plan implementation This helpdesk report draws on academic, policy, and grey sources from the previous seven years rather than the usual K4D five-year window, to account for the two-year disruption of COVID-19. As cross-country studies on PFM and governance are scarce, a few older studies are also referenced to ensure a comprehensive response to the query. The report focuses on low-income countries transitioning from aid due to a change in status to lower-middle-income countries.
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Cartmell, D. B. Transition projects FY 1995 multi-year program plan/fiscal year work plan WBS 1.3.1. and 7.1. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10190363.
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Schwenk, R. M. Economic transition FY 1995 Multi-Year Program Plan (MYPP)/Fiscal Year Work Plan (FYWP) WBS 7.4.9. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10113069.
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