Relevant bibliographies by topics / Whole of curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Whole of curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Whole of curriculum.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Whole of curriculum"

1

Holt, Maurice. "The Whole Curriculum: prospect." Cambridge Journal of Education 18, no. 2 (January 1988): 155–66. http://dx.doi.org/10.1080/0305764880180203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wicksteed, Dan. "Editorial: Whole people and the whole curriculum." Education 3-13 13, no. 2 (September 1985): 2. http://dx.doi.org/10.1080/03004278585200171.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Starr, Joshua P. "On Leadership: To improve the curriculum, engage the whole system." Phi Delta Kappan 100, no. 7 (March 25, 2019): 70–71. http://dx.doi.org/10.1177/0031721719841343.

Full text
Abstract:
Education policy wonks are shifting their attention from standards and accountability to curriculum. Joshua Starr warns that curriculum reform cannot be handed down from above. When reforming their curricula, school and district leaders must take into account the existing curriculum, school governance, resource allocation, tracking and differentiation, politics and community engagement, and teachers’ roles and responsibilities.
APA, Harvard, Vancouver, ISO, and other styles
4

Harrison, Patricia. "Powerful presentations span the whole curriculum." Five to Eleven 3, no. 7 (December 2003): 19–24. http://dx.doi.org/10.12968/ftoe.2003.3.7.19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Thomas, Lajeane G. "Computer, Curriculum, and Whole-Class Instruction." Journal of Research on Computing in Education 20, no. 4 (June 1988): 409–10. http://dx.doi.org/10.1080/08886504.1988.10781855.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Craft, Anna. "Thinking skills and the whole curriculum." Curriculum Journal 2, no. 2 (June 1991): 183–99. http://dx.doi.org/10.1080/0958517910020207.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cordasco, Francesco, and Fred Genesee. "Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community." International Migration Review 29, no. 3 (1995): 838. http://dx.doi.org/10.2307/2547513.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Crawford, Keith. "The Political Construction of the 'Whole Curriculum'." British Educational Research Journal 26, no. 5 (December 2000): 615–30. http://dx.doi.org/10.1080/713651578.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ruprecht, Robert. "Curriculum development: The whole and its parts." European Journal of Engineering Education 25, no. 4 (December 2000): 359–67. http://dx.doi.org/10.1080/03043790050200403.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

Full text
Abstract:
Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Whole of curriculum"

1

Ramon, Patricia. "Investigations of whole language teachers' practices in literacy development." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2487.

Full text
Abstract:
The purpose of this study was to investigate teachers' use of whole language practices in language arts classrooms to determine if teachers' attitudes and philosophies about whole language influence their teaching. Previous research studies in the area of whole language practices indicate that teachers' preexisting philosophical outlooks concerning language influence the effectiveness of their whole language practices. The research questions dealt with teachers' perceptions of the effectiveness of a whole language instructional approach. The study also focused on factors that influenced teachers to utilize whole language practices. Four self-professed whole language teachers participated in this qualitative research study. Data were from classroom observations, interviews with the teachers, teachers' lesson plans, examinations of student's work, and review of curriculum guides. Data collected revealed that teachers' perceptions and philosophical views are reflected in teachers' instructional practices. The interpretation of data led to the conclusion that whole language practices are influenced by teachers' attitudes and philosophies about whole language. Recommendations are that teachers be allowed to practice the whole language instructional approach and that training and staff development be provided for teachers desirous of utilizing this practice. It is also recommended that school administrators provide support services and periodic inservice training for teachers desirous of continuous implementation of whole language practices.
APA, Harvard, Vancouver, ISO, and other styles
2

Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Packard, Karen Virginia Cox 1941. "Teachers and whole language: Providing occasions for having wonderful ideas." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282269.

Full text
Abstract:
The purpose of this study is to examine the beliefs of teachers in the process of developing a whole language philosophy. It is a descriptive interpretive study of seven teachers interacting with their instructor as they come to know whole language theory and apply it in their classrooms during a graduate education course, "Whole Language: Learning and Teaching." The study focuses on the use of dialogue journal/learning logs as an interactive tool to help the teachers examine their own beliefs about children, learning, and teaching; consider relevant theory and research; and change their teaching practice. Answers were sought to two questions: What demonstrations of perceiving, ideating, and presenting are evident in the dialogue journal/learning logs as these teachers come to know whole language, and how does the instructor utilize these journals to facilitate the ways in which she collaborates with the teachers in their efforts to become whole language teachers? The topics introduced and recycled by the teachers and instructor became the primary units of discourse analysis that revealed how the individual teachers and the instructor interpreted the events and experiences of the course. The analysis revealed that the instructor's use of mutuality building discourse and use of statements that build bridges between the perceptions expressed by the teachers and her own understanding of whole language contributed to the unique learning experience of each of the informants. Those teachers who responded to the instructor's request for reflection in their journals were the teachers who changed the most. They expressed personal concerns about their teaching or their students, posed pertinent questions and initiated personal inquiry to find solutions to those concerns. When they wrote reflectively they expressed their own thinking or ideating most freely. As they expressed their "wonderful ideas," they gained confidence to try them out with their students in their classrooms. The study concludes with strategies for engaging all teachers in reflection on their classroom practice and for intentionally building mutuality and seeking to build more conceptual bridges with each of them. These strategies would enhance the use of dialogue journal/learning logs for supporting change in teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
4

Scarth, J. "The influence of examinations on whole-school curriculum decision-making : An ethnographic case study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374649.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Franks, Mary Susan Tomat. "A whole language curriculum for nonreading, limited English proficient Native American adult factory workers." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170311/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Costley, Debra Margaret. "An evaluation of the impact of the National Curriculum on the whole curriculum for pupils with moderate learning difficulties at Key Stage Four." Thesis, University of Warwick, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lin, Wen-Yun. "Development of whole language as pedagogy for Chinese teachers." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284267.

Full text
Abstract:
The present dissertation is a synthesis of whole language education guided by an action research perspective with the main purpose of developing a series of articles to introduce whole language to Chinese teachers. It falls into two parts: the first part provides the background information about language and education in Taiwan, and the second part is a whole language program for Chinese teachers. Part I discusses the purpose and research questions of this dissertation with an emphasis on current issues of educational reform in Taiwan. Part II is designed to be a resource book of whole language education. It consists of four sections of two to three chapters each. Each chapter stands by itself and all together offer a whole language framework. Section one, Roots of Whole Language, focuses on general and specific philosophical elements of whole language. Section two, Connection to Related Theories, highlights the relationship between the theory of whole language and the practice of literacy education in Taiwan. Section three, Research Applying Whole Language to Chinese Literacy and Education, consists of three qualitative research studies. Section four, A Whole Language Classroom, discusses how a teacher translates her educational beliefs into classroom practices. The arguments are illustrated with examples from the Experimental Textbooks and instructional methodologies in Taiwan with the purpose of making connections between theoretical frameworks related to whole language and educational research in Taiwan. In summary, this dissertation explores whole language from interrelated perspectives. It offers a personal interpretation of whole language that builds up connections between the whole language movement as has been developed in the United States and Chinese literacy education as it is practiced in Taiwan. The major concern of this work is to share information about whole language with Taiwanese teachers and invite them to adapt whole language in their local contexts.
APA, Harvard, Vancouver, ISO, and other styles
8

Yokota, Reiko. "Whole language in preservice teacher education: The story of Mechelle." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/282864.

Full text
Abstract:
This qualitative case study examines the influence of a whole language methods course on a preservice teacher's ideas and student teaching performance. In addition it explores significant problems the participant had when she attempted to apply theory in practice and the influence of block instructors, classroom teachers, primary school students, and block classmates on the participant's development in whole language. The study took place during the participant's whole language block semester at the University of Arizona in Tucson, in which preservice teachers learned teaching methods in language arts, reading, and social studies through both classroom sessions and a practicum, at Borton Primary Magnet School, whose principal was a well-known proponent of whole language education. The participant's apprenticeship classroom teacher utilized an integrated curriculum in a holistic paradigm. The study continued until the participant finished her student teaching in the same classroom. The data included exchange journals, videotapes, field notes, audiotapes, oral interviews, documents, memos, and photographs. K. S. Goodman's five pillars of whole language and Cambourne's eight optimal conditions for learning were used as frameworks for the data analysis. The results of the analysis were presented in chronological and analytical descriptions. The chronological description portrayed the stages of the participant's growth in whole language during the block semester and her attempts to translate theory into use during student teaching. The analytical description elaborated the results of the data analysis within the two whole language frameworks. The results of this study emphasize the importance of immersion in whole language in order to develop in whole language, the value of the transactional paradigm in teaching and learning, and the power of a community of learners.
APA, Harvard, Vancouver, ISO, and other styles
9

Garcia-Huidobro, Juan Cristobal. "Reshaping a high school's whole curriculum: A study of three Chilean cases innovating in different ways." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108626.

Full text
Abstract:
Thesis advisor: Dennis Shirley
This dissertation is a multiple-case study of three Chilean high schools transforming their whole curriculum, i.e., their comprehensive framework of aims and contents for schooling as a collective endeavor. The study describes each school’s current curriculum and the process of curriculum reshaping that led to it. The overarching goal is to understand how these innovative schools addressed the perceived need to reshape high school curricula. The theoretical framework combined ideas from the deliberative tradition of curriculum studies with the sociology of the curriculum. Data sources included 125 documents, 56 interviews, and 44 observations collected during multiple, extended visits to each of the schools. The first school is an elite school developing a more constructivist, scientific, and collaborative college-bound high school than the traditional Chilean college-bound high school by introducing 21st century skills and an emphasis on STEM into the curriculum. This case presents dilemmas of constructivism. Second is a working class, rural school that developed a university-like curriculum that requires students to study a common core and offers four areas of choice. This case presents dilemmas of what Bernstein (1971) termed collected curriculum. The third school is a technical-vocational school for rural, Indigenous students that developed a doubly countercultural model. This model introduces the Mapuche’s intrinsically religious worldview into the curriculum, and puts students’ histories, beliefs, and identities at the center of the school experience. This case presents dilemmas of cultural identity. Together, these schools show that it is possible to reshape the curriculum in different ways within the existing regulations, but this reshaping is fragile and complex. It requires a culture of curriculum construction (Pascual, 2001). At the three schools, innovations were shaped by expectations that schooling will give youth a better future and by the discipline-based structure of knowledge. The relations among the three models illuminate the challenges of traditional communitarian identities and the challenge of assisting youth to find meaning at the root of the perceived need for reshaping high school curricula
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
APA, Harvard, Vancouver, ISO, and other styles
10

Shapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.

Full text
Abstract:
The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Whole of curriculum"

1

Nixon, Jon. Evaluating the whole curriculum. Milton Keynes: Open University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Council, National Curriculum. The National Curriculum and whole curriculum planning: Preliminary guidance. York: National Curriculum Council, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Voice, John. The whole curriculum: Review and analysis. (Ipswich): Suffolk County Council, Education Department, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ivens, Katie. Operation whole curriculum: a tangled web? York: Campaign for Real Education, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Evans, Gill. Child protection: A whole curriculum approach : INSET resources. Bristol: Avec Designs, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lord, Eric. The whole curriculum: A contribution to the debate. [London]: School Curriculum Development Committee, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lord, Eric. The whole curriculum: A contribution to the debate. (U.K.): School Curriculum Development Committee, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lord, Eric. The whole curriculum: A contribution to the debate. (London): School Curriculum Development Committee, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Evans, Gill. Child protection: A whole curriculum approach : teaching resources. Bristol: Avec Designs, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Geoff, Southworth, and Campbell Penelope 1953-, eds. Whole school curriculum development in the primary school. London: Falmer Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Whole of curriculum"

1

Wookey, Laura. "Creating a whole-school curriculum." In Innovative School Leadership, 115–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003104698-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ishii, Terumasa. "Various methods for organizing creative whole-class teaching." In Curriculum, Instruction and Assessment in Japan, 82–97. New York, NY : Routledge, 2016. | Series: Routledge series on schools and schooling in Asia: Routledge, 2016. http://dx.doi.org/10.4324/9781315709116-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kavanagh, Anne Marie. "A whole school approach to social justice education 1." In Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, 215–30. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003003021-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Clark, Urszula. "Devising and Implementing Whole School Literacy across the Curriculum (LAC) strategies in the 11 to 19 Secondary School Curriculum." In Developing Language and Literacy in English across the Secondary School Curriculum, 89–126. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93239-2_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

De Meulemeester, Ann, Renaat Peleman, and Heidi Buysse. "Medical Students’ Information Literacy Self-efficacy: Longitudinal Study-Protocol Covering a Whole Medical Curriculum." In Communications in Computer and Information Science, 419–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Capon, Noel. "Key Structural Issues Concerning the MBA Program as a Whole." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 241–51. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study, 25–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

Full text
Abstract:
AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
APA, Harvard, Vancouver, ISO, and other styles
8

Robinson, Caroline. "Curriculum to Scaffold the Students’ Journey of Cultural Competence: Whole-of-Program Approach in Allied Health." In Teaching Aboriginal Cultural Competence, 123–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change, 45–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.

Full text
Abstract:
AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.
APA, Harvard, Vancouver, ISO, and other styles
10

Carey-Jenkins, Derval. "Whose Curriculum is it Anyway?" In A Critical Companion to Early Childhood, 192–204. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473910188.n17.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Whole of curriculum"

1

Rogerson, Ann. "ENGAGING ACADEMICS IN CURRICULUM REVIEWS: LOOKING BEYOND A SUBJECT TO WHOLE OF COURSE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1776.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Teixeira, J. C. F., J. C. F. L. Silva, and P. Flores. "Development of Mechanical Engineering Curricula at the University of Minho." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15170.

Full text
Abstract:
The implementation of the Bologna protocol in the EU has set new goals for the whole higher education system as: a) a quality assessment for university courses; b) a framework for the exchange of students and academics and c) an opportunity for changing the teaching/learning procedures and methodologies. Within the context, the mechanical engineering curricula at the University of Minho has been comprehensively formulated in order to meet these and future challenges and expectations. The whole process has been based upon various cornerstones: the legal framework for the higher education system; the introduction of new learning methodologies and an accurate survey and understanding of the existing strong and week points of the previous experience. For this purpose, a comprehensive evaluation has been carried out with former students and a detailed map has been formulated regarding their professional careers and experiences. Furthermore, a discussion has been carried out in order to define the mission of the graduate in Mechanical Engineering. In brief, such mission may be referred by his ability to participate in the wealth creation through technology based innovation. Within this context, the curriculum has been structured in order to meet such goals. In addition to strong foundations in physics and mathematics, new subjects are introduced into the curriculum. The whole education is based upon project development which stimulates the students initiative, responsibility and their ability to integrate knowledge. Throughout the curriculum, students are enrolled into research projects developed in the department and it is expected that a few selected projects may be taken into a quasi industrial stage.
APA, Harvard, Vancouver, ISO, and other styles
3

Hallinan, Kevin, Kelly Kissock, and Margaret Pinnell. "Teaching Sustainable Engineering Throughout the Mechanical Engineering Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68882.

Full text
Abstract:
The natural world has long been impacted by technological society; however, in recent years environmental impacts and constraints are increasingly on the global, rather than local or regional, scale. Moreover, the interconnectivity of biological systems with energy and material flows is increasingly evident. Today, it is well understood that climate change, energy constraints and biological degradation are largely a consequence of technological production and energy use. In this context, one would expect engineering education to have evolved to prepare engineers to be capable of addressing these issues. Rather, excluding the resurgence in design education, we see a curriculum that remains largely unchanged. In this context, we propose an integrated mechanical engineering curriculum that emphasizes sustainable engineering and whole-system design. The curriculum provides mechanical engineering students with a deeper understanding of the broader impact of the products and processes they design, the tools to assess that impact, and the system level thinking to design technologies for a sustainable future.
APA, Harvard, Vancouver, ISO, and other styles
4

Trubiano, Franca. "Transforming the Architectural Curriculum: Integrated Practice and the Metrics of Performance." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.8.

Full text
Abstract:
The research question at the center of this paper was initiated in response to my participation in a larger Department of Energy funded project awarded to the Greater Philadelphia Innovation Cluster for Energy Efficient Buildings (GPIC). My particular research initiatives within GPIC are focused on developing a roadmap of use by architects, engineers, builders and building owners for the successful implementation and market adoption of rigorous Integrated Design Practices in the energy efficient retrofit of buildings in a 10 county region of the Mid Atlantic region, that includes the city of Philadelphia and its Navy Yard. A group of computer scientists and building engineers comprise the Integrated Technologies Team, whose “subtask [is to] utilize models, tools, and methods developed by the Design Tools Team for rapid synthesis of systems.” 1 And a sub-group of researchers from the Architecture Department at the University of Pennsylvania is more broadly devising innovative Integrated Design strategies that can be implemented in the process of whole building design of high performance buildings.
APA, Harvard, Vancouver, ISO, and other styles
5

Vásquez, Rafael E., Norha L. Posada, Santiago Rúa, Carlos A. Zuluaga, Fabio Castrillón, and Diego A. Flórez. "Curriculum Change for Control Engineering Education in a Mechanical Engineering Undergrad Program." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66658.

Full text
Abstract:
This paper addresses the curriculum change performed for control engineering education in the mechanical engineering (ME) undergraduate program at the Universidad Pontificia Bolivariana (UPB), located in Medellín, Colombia. The new curriculum model of the UPB is based on learning, and promotes the achievement of outcome-related course learning objectives during the education process. The faculty of the ME department developed the Human Capabilities and Outcomes Map; such map explicitly shows the connection between general human capabilities that are strengthen through the ME program, the outcomes that are to be achieved, the way this outcomes are assessed, and the courses where the outcomes are addressed in the curriculum. The faculty responsible for the area of design, dynamic systems, and control, gathered during two years and defined educational objectives for all the courses in the area, considering the mechanical engineering program as a whole in order to provide the students with knowledge and skills necessary for their future professional career. As a result, three new courses to address control engineering education in the mechanical engineering curriculum were created: Measurement and Instrumentation, Control Engineering, and Control Engineering Lab. Since the courses have been recently created, faculty will assess the performance within a three-year period in order to quantify the impact of the curriculum change for control engineering education.
APA, Harvard, Vancouver, ISO, and other styles
6

D Fruehauf, Justin, and Frederick Gregg Kohun. "Innovation Education and Diffusion in the United States: Using Literature Derived Knowledge Maps to Develop Research Methodology Strategy." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2244.

Full text
Abstract:
The idea of innovation, while not new, has taken on a whole new meaning in the 21st century. With his introduction of the ideas of disruptive innovations in the 1990s, Clayton Christensen has quickly become a leader in the field of innovation education. Christensen expanded his theory to encompass not only industry, but also healthcare and education. It is in this field of education that much work remains. Christensen proposes that innovative thinking can be learned. Indeed and entire field of innovation education and innovation curriculum now exist in a few US universities. It is the intent of this study to examine to use of knowledge maps of the literature of innovation education, as defined by Christensen, to establish a research methodology of how innovation is taught in US education systems, specifically comparing vocational programs (machining), and graduate programs in business and engineering. Clayton Christensen, innovation education, vocational, curriculum
APA, Harvard, Vancouver, ISO, and other styles
7

Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.

Full text
Abstract:
As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
APA, Harvard, Vancouver, ISO, and other styles
8

Harth, Thilo, and Frank Dellmann. "What should students learn in the digital world?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5267.

Full text
Abstract:
The rapid changes in the working environment and society as a whole as a result of digitalisation demands a new and changed competence profile. Specialist requirements are changing, and extracurricular requirements are of growing significance. Curriculum development at higher education institutions should take note of this change in order to ensure that higher education graduates are ready for professional life, and to reinforce personal development in the digital world. What should students learn in the digital world? This question invites us to consider further, from a digital perspective, the competency orientation in higher education. This article will demonstrate approaches to competency-oriented curriculum development, to consider the digital transformation in skills profiles and to render this process more dynamic. This article is based on experiences at a higher education institution that has encountered the challenges of digital transformation.
APA, Harvard, Vancouver, ISO, and other styles
9

Ngo, Chean Chin, and Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.

Full text
Abstract:
Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degree requirement to 120 units and yet satisfy the minimum requirement of general education units. This paper presents a summary of the current curricula structure of these programs in Cal State universities by delving into the study of their degree requirements and compare with that of UC and private universities. For example, the number of units of college level mathematics and basic science required by the program is examined closely and determine if it is beyond the one-year requirement by ABET General Criterion 5 Curriculum. In addition, one of the ABET program criteria requires the mechanical engineering program to prepare students to work professionally in either thermal or mechanical systems. As such, this present paper also examines how each program is proportionately distributing courses in each of these two areas. Attention is also given to how each program integrates first year experience, senior capstone design experience, hands-on laboratory experience and internship experience (if any) in the curriculum. In January 2016, CSU launched the Graduation Initiative (GI) 2025 to increase graduation rates of CSU students while eliminating opportunity gap for underrepresented minorities and Pell-eligible students. One of the main goals of GI 2025 is to increase the freshman 4-year graduation rate of CSU students to 40% by 2025. Part of the strategies for GI 2025 from some CSU campuses is to review the curriculum and identify potential barriers to timely graduation and find strategies to eliminate them. The goal of this paper is to provide educators a timely summary of reference while examining their own curricula. Although different institutions carry curricular revisions that stem from different motivation, the ultimate goal will be the same — provide students optimally the best curriculum to better prepare them for the industry workforce and have positive impact for the society.
APA, Harvard, Vancouver, ISO, and other styles
10

Partridge, Helen, and Sylvia Edwards. "Establishing the IT Student’s Perspective to e-Learning: Preliminary Findings from a Queensland University of Technology Case." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2871.

Full text
Abstract:
The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a ‘whole of learning’ approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Whole of curriculum"

1

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Full text
Abstract:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
APA, Harvard, Vancouver, ISO, and other styles
2

McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

Full text
Abstract:
The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
APA, Harvard, Vancouver, ISO, and other styles
3

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text
Abstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
APA, Harvard, Vancouver, ISO, and other styles
4

Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

Full text
Abstract:
In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
APA, Harvard, Vancouver, ISO, and other styles
5

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

Full text
Abstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Whole of curriculum' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography