Bibliografías temáticas / Other Education

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Literatura académica sobre el tema "Other Education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Other Education"

Takayama, Keita. "Other Japanese educations and Japanese education otherwise." Asia Pacific Journal of Education 31, no. 3 (September 2011): 345–59. http://dx.doi.org/10.1080/02188791.2011.616025.

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Hongcheng, Shen, and Qian Minhui. "The Other in Education." Chinese Education & Society 43, no. 5 (September 2010): 47–61. http://dx.doi.org/10.2753/ced1061-1932430503.

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Heros, Roberto C. "Neurosurgical education: the “other” competencies." Journal of Neurosurgery 99, no. 4 (October 2003): 623–29. http://dx.doi.org/10.3171/jns.2003.99.4.0623.

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✓ In his 2003 Presidential Address to the American Association of Neurological Surgeons, Dr. Heros discusses his personal additions to the six basic competencies for which all neurosurgical residents must be tested. The basic competencies are as follows: 1) patient care; 2) medical knowledge; 3) practice-based learning and improvement; 4) interpersonal and communication skills; 5) professionalism; and 6) system-based practice. To these, Dr. Heros proposes to add six supplemental competencies: 1) intellectual honesty, which involves frank discussions about patient complications and admissions of the physician's frailties; 2) scholarship—the art and science of medicine, which recognizes the value of evidence-based medicine but does not discount knowledge derived from experience; 3) practicing in a hyperlegalistic society, which involves tailoring informed consent to fit individual patients' circumstances; 4) time- and cost-efficient practices, in which the physician strives to conserve time and resources by forgoing testing that is not strictly necessary, doing only what is needed to return patients to wellness; 5) approach to patients, which entails acknowledging and respecting the dignity of all patients; and 6) pride in being a neurosurgeon, which carries a sense of elitism without arrogance.

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Sitlington, Patricia L. "Postsecondary Education: The Other Transition." Exceptionality 11, no. 2 (June 2003): 103–13. http://dx.doi.org/10.1207/s15327035ex1102_05.

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Schuwirth, Lambert. "Medical education and other disciplines." Medical Education 44, no. 1 (January 2010): 13–14. http://dx.doi.org/10.1111/j.1365-2923.2009.03538.x.

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Moloney, Darren Patrick, Ronan Kearney, Matthew Cosgrave, and Christina Le. "Education from other journals #12." British Journal of Sports Medicine 54, no. 8 (February 11, 2019): 493–94. http://dx.doi.org/10.1136/bjsports-2018-100283.

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MAIN, SHIHO. "‘The Other Half’ of Education: Unconscious education of children." Educational Philosophy and Theory 44, no. 1 (January 2012): 82–95. http://dx.doi.org/10.1111/j.1469-5812.2010.00643.x.

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Reback, Randall. "Tales from the Other Side of Education Finance: Other Districts' Schools, Other Pathways into Teaching, and Other People's Preferences." Education Finance and Policy 2, no. 3 (July 2007): 301–17. http://dx.doi.org/10.1162/edfp.2007.2.3.301.

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barkani, Zahava. "The Intervention Program "The Voice of the Other"." American Journal of Educational Research 2, no. 12 (November 22, 2014): 1260–66. http://dx.doi.org/10.12691/education-2-12-21.

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Stewart, Georgina. "Other forms of leadership in education." Leadership for justice 41, no. 2 (December 10, 2021): 22–25. http://dx.doi.org/10.46786/ac21.9633.

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I observe a split in the field of education today between two academic sub-tribes: those who champion ‘practice’ and are suspicious of ‘theories’ on the one hand, and those who insist on ‘theory and philosophy’ on the other. But philosophical commitments are implicit in our use of language and all our ways of being and acting in the world. This recognition points towards other concepts and forms of educational leadership. Below, I explore if and how philosophy and writing lead to another kind of educational leadership.

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Tesis sobre el tema "Other Education"

Temiro, Babatunde. "How International Students Teach Each Other Outside the University." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425786.

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<p> As the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.</p><p>

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Quay, John J. "Students caring for each other." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.

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The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.

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Ryland, Charlotte. "Ministerial Education in Colonial Massachusetts." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626132.

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Mandel, Philipp Cornelius. "Essays on Education and Other Human Capital Related Policies." Doctoral thesis, Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-87849.

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The thesis deals with five different human capital-related problems and tries to approach these problems from an empirical point of view. Each essay includes an own introduction and a short conclusion. All parts of the thesis are self-contained and can be read separately. The first essay entitled \"Size matters. The Relevance and Hicksian Surplus of Preferred College Class Size\" deals with the impact of class size on student evaluations of instructor performance using a sample of approximately 1,400 economics classes held at the university of Munich. Secondly, the data of a representative survey is used to estimate the willinngness-to-pay for preferred class size. Based on these findings and data, we try to give some evidence on what factors determine students\' preferences for small class size with special interest to gender differences in the second essay entitled \"What determines Students Preferences for Small Class Size\". \"Total Instructional Time Exposure and Student Achievement: An Extreme Bound Analysis based on German state-level variation\" mainly deals with instructional time shortfall and student performance variation over the different German states using extreme bound analysis. Thereby the techniques also overcomes an error-in-variables problem and implied misinterpretation of existing studies that disregard the fact of learning being a cumulative process by relying on rather poor proxies for instructional time. In the essay \"No State Left Behind? Public education, accountability, and hybrid forms of federal governance\" the focus lies on announcement effects of the respective PISA results on election polls of federal government and federal states in Germany with regard to differences in relative performance in German states. In consideration of the results, we draw a policy conclusion about the distribution of authorities in a public education system between a federal government and federal states. Finally the last essay entitled \"A Re-examination of the Role of Gender in Determining Digital Piracy Behavior\" concentrates on the gender-gap in determining digital piracy behavior using a representative survey with more than 200 participants. In contrast to existing studies, we sharply discriminate between the frequency and the extent of pirating digital media.

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Beck, Christina L. "Education Reform in the New American Republic/education and the Charity of Edward Hopkins." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153873.

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Education Reform in the New American Republic: Bancroft, Cogswell, and the German Model in 1815, the first American students to seek advanced degrees at Europe's famed University of Göttingen arrived in Germany. This trickle of American intellectuals into German universities continued through the 1840s, and included some of the foremost American minds – George Ticknor, Edward Everett, William Emerson, Joseph Cogswell, and George Bancroft. Through networks of correspondence with family and friends at home and abroad, and above all, with one another, Bancroft and Cogswell developed ideas about the importance of American education. Upon their return home, they chose to found the Round Hill School in 1823. Employing principles of the German gymnasium and the experimental educational institutions they visited on their travels through Europe, Bancroft and Cogswell sought to marry American values with European ideas in an attempt to educate the next generation of intellectuals. While wide-reaching reform attempts did not begin until the 1840s with Horace Mann, the correspondence and writings of these two men indicate that Americans were formulating ideas about education, democracy, and identity long before education reform became mainstream in America. Education and The Charity of Edward Hopkins: The Institutionalization of Charity in Pre-Revolutionary New England When former Connecticut Governor and merchant Edward Hopkins died in 1657, his estate devolved not upon his children, for he had none, but largely upon the charitable causes he had supported so well in his lifetime. Hopkins' legacy for the purpose of education at the grammar and university levels in New England came to support multiple grammar schools as well as Harvard College. Although previous scholars have argued that charity in pre-Revolutionary New England was a largely individualized, often unrealized ideal, the creation of a strong administrative body to administer the Hopkins bequest in the early eighteenth century is indicative of an existing tradition of institutionalization of charity in pre-Revolutionary New England, if not voluntary association. The increasing involvement of Massachusetts' most prominent citizens in interlocking charitable and public service responsibilities, including the Hopkins Trust, in the early eighteenth century, reveals a societal expectation of civic service that paralleled larger cultural and religious trends, including ministerial rhetoric about wealth and the responsibilities of well-to-do individuals.

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Arapoff, Nikan. "Teacher Experiences With Credit-Related Finance Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/984.

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Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset bubble and the ongoing economic crisis framed the research question for this study regarding the experiences of social studies and business teachers in teaching coursework in credit-related finance management. The purpose of this study was to understand teacher experiences in the classroom that involved teaching financial information related to consumer credit. The study was based on the theoretical foundations of constructivism and a synthesis of related economic and educational thought. A qualitative, constructivist, and interpretive case study was conducted using interviews with and observations of 6 business and 3 economics teachers. The results were horizontalized and then inductively grouped by phenomenological reduction into domains. Analysis showed that business and economics teachers were faithful in incorporating topics related to consumer credit-related finance education at, or greater than, the level outlined by state standards. The best methods recommended by research were prevalent in the instructional strategies. Teachers stressed the importance of literacy and numeracy. The infusion of economics in early grade levels had little effect on student performance. Participants felt that more finance education in high school was needed, either as a stand-alone course or integrated more efficiently into the curriculum. Implications for positive social change include evaluating financial curriculum components to improve instructional practices by being a part of the curriculum review process and helping administrators and teachers address poverty by improving students' financial skills.

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Vickers, Jane Louise O'Brien. "Relationships between leadership skills and future homemakers of america activities, other leadership development activities, selected student, family and other characteristics /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu14878581061187.

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Hoit-Thetford, Elizabeth. "An Educational History of the Gullahs of Coastal South Carolina from 1700 to 1900 (black Education)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2922.

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The educational efforts of the first fifty years of the 1700s for the Gullahs, black slaves brought to South Carolina's low country, were a by-product of the Church of England's concern for the souls of heathens. Through the Church's offspring, the Society for the Propagation of the Gospel in Foreign Parts, missionaries were sent to South Carolina beginning in 1702. By 1704, Samuel Thomas, the Society's first missionary there, reported that he had taught about twenty blacks to read, and by 1743 the Society opened a school for blacks in Charleston despite a 1740 law prohibiting slave education. Using two black slaves as teachers, the Society's school continued until 1764, "graduating" about twenty students a year. After the Revolutionary War, the free person of color population grew in numbers and influence, establishing the Brown Fellowship Society, the first non-white benevolent society in Charleston. One of its activities was the education of members' children. Other societies followed suit, and by 1834 there were dozens of private schools in Charleston for free persons of color. While an 1834 law created additional restrictions on the education of the free persons of color, many private schools continued to operate. As early as 1861, teachers from the North, under the auspices of freedmen aid societies, arrived in the sea islands to help the blacks adjust to their new status. In 1865, their efforts were coordinated by the federal government under the Bureau of Refugees, Freedmen, and Abandoned Lands. With a new state constitution in 1868, the public schools of South Carolina were reorganized. Although tremendous gains were made, by 1870, the majority of the black students were still studying only spelling and reading. After the 1896 Plessy v. Ferguson decision which created a "separate but equal" school system, the actual situation was anything but equal, with black schools in session a shorter term and a higher pupil-teacher ratio for black students. The education of the Gullahs from 1700 to 1900 was the result of compromise, and the blacks suffered from a lack of educational opportunities, not a lack of intellectual abilities.

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Johnson, Levester. ""Other" biracial students in the college environment /." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173531.

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Thesis (Ed.D.)--Indiana University, 2004.<br>Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1295. Chair: Deborah F. Carter. "Title from dissertation home page (viewed Nov. 22, 2006)."

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Stark, Robin. "The pulse of change : E-education and other reforming influences on vocational education and training." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/666.

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Reform has been a feature of the Australian Vocational Education and Training (VET) system for more than a decade. The Portfolio tracks the theme of reform through the sub-themes of e-education and globalisation, considering each as a set of changing hegemonic discourses that have redefined VET over the intervening years. Into this mix it is speculated a third sub-theme, that of social capital development, is now emerging. The new social paradigm however is likely to create new uncertainties and expectations in a system that struggles to cope with existing reforms.

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Libros sobre el tema "Other Education"

Bruce, Mike. Other countries, other schools. Richmond Hill, Ont: Scholastic-TAB, 1986.

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Inclusive education: Learning from each other : Listening to others. Milton Keynes: Open University, 2004.

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Vinner, Shlomo. Mathematics, Education, and Other Endangered Species. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90035-3.

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Other people's children: Cultural conflict in the classroom. New York: New Press, 1995.

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1930-, Dearing Ron Sir, ed. Higher education in other countries: Appendix 5. [England?]: The Committee, 1997.

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Long, Huey B. Philosophical and other views on lifelong learning. Athens, Ga: Adult Education Department, College of Education, University of Georgia, 1985.

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Long, Huey B. Philosophical and other views on lifelong learning. Athens, Georgia: Adult Education Dept., College of Education, University of Georgia, 1985.

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Drummond, Alison. Backgrounder: Post-secondary education reforms in other provinces. Toronto: Ontario Legislative Library, Legislative Research Service, 1996.

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Other people's children: Cultural conflict in the classroom. New York: New Press, 2006.

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Linguistic Minorities Project (Great Britain), ed. The Other languages of England. London: Routledge & K. Paul, 1985.

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Capítulos de libros sobre el tema "Other Education"

Feldman, Evan, and Ari Contzius. "Directing Other Ensembles." In Instrumental Music Education, 294–314. Third edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028700-18.

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Cochran, Judith. "Other agencies of education." In Routledge Library Editions: Egypt, Vol2:150—Vol2:176. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203079140-17.

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Marginson, Simon, and Erlenawati Sawir. "Refusing the Other." In Ideas for Intercultural Education, 21–51. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230339736_2.

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Marginson, Simon, and Erlenawati Sawir. "Engaging the Other." In Ideas for Intercultural Education, 53–74. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230339736_3.

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Du, Ruiqing. "Exchanges with Other Countries." In Chinese Higher Education, 93–111. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21997-1_6.

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Pritchard, Peter. "Learning from Each Other." In General Practitioner Education, 81–83. London: Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1960-9_6.

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Thobani, Shiraz. "European Education and Islam: Liberalism and Alterity." In Engaging the Other, 67–87. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137403698_4.

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Owens, Kay. "Visuospatial Reasoning in Other Cultures." In Mathematics Education Library, 205–22. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02463-9_6.

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Serdyukov, Peter. "Other formalistic issues." In Challenging Formalization in Education and Beyond, 66–71. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003290094-7.

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Dougherty, Paul J. "Orthopaedic Education in Other Countries." In The Orthopedic Educator, 25–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62944-5_2.

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Actas de conferencias sobre el tema "Other Education"

"Other advanced technology." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228255.

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"Engineering Education & Other." In 2022 57th International Scientific Conference on Information, Communication and Energy Systems and Technologies (ICEST). IEEE, 2022. http://dx.doi.org/10.1109/icest55168.2022.9828675.

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"Education and Other Related Topics." In 2021 IEEE 19th International Power Electronics and Motion Control Conference (PEMC). IEEE, 2021. http://dx.doi.org/10.1109/pemc48073.2021.9432568.

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Abdulova, Akzhibek S. "Information and ecological education at the Regional Special Library for Blind and Visually Impaired Citizens and other educational organizations in Western Kazakhstan, Republic of Kazakhstan (based on the publication)." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-13-27.

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Within the main topic, the following goals and tasks are defined as: – to support patriotic education, improve health conditions of the young generation; educate environmental friendliness, responsibility and nature-oriented attitude in the young generation; – to identifyg main vectors and conditions for efficient ecological education at the Regional Special Library and other educational organizations in Western Kazakhstan; – to coordinate ecological activities of secondary schools and other educational organizations of the region. Methodologically, the paper is based on the Library’s information reports for 2016–2019, paper by V. P. Fomin, Director of the Regional Center for Children’s Creativity and Ecology, «Educating Eurasian Personal Culture through Local Studies, Tourist and Ecological Activities».

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Khan, Emdad. "Reforming Education for Economic, Social a Other Developments." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.105.

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Van den Bogaard, Maartje, Ibrahim H. Yeter, and Johannes Strobel. "A literature overview of differences between engineering education and other disciplinary education." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637143.

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Berry, Jonathan, and Anne O'Brien. "Innovation in IPE: let the students teach each other." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226747.

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Veretennicoff, Irina P., and Hugo Thienpont. "Teaching optics for other disciplines." In Fifth International Topical Meeting on Education and Training in Optics. SPIE, 1997. http://dx.doi.org/10.1117/12.294380.

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Keles, Ibrahim. "THE CONTRIBUTIONS OF THE SEBAT INTERNATIONAL EDUCATION INSTITUTES TO KYRGYZSTAN." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/bwqd1441.

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Sebat International Education Institute has been operating for over 15 years in Sebat, Kyrgyzstan, educating and training the Kyrgyz youth. The institution has won a high reputa- tion for quality education through excellent results, demonstrated by its students’ high grades in international and domestic scientific competitions. This paper studies the impact of this institution on values among Kyrgyzstan youth, and compares its educational principles, poli- cies and effects with those of other educational institutions in the city and country.

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Ezzedine, Maya. "Difficulties Encountered in the Education of the Syrian Refugees in Lebanon: Culture and other Issues." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.798.

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The purpose of the study is to examine the difficulties encountered in the education of Syrian refugees in Lebanon, particularly those related to classroom management and cultural differences between teachers and students. The sudden migration of Syrian students to Lebanon has necessitated great changes, and Lebanese schools have been facing the challenge of catering for the refugees’ educational needs. Interviews were conducted with twelve teachers in the elementary level at three official schools in the Shouf area.An interview guide was prepared by the researcher to direct the interviews towards the needed targets. The outcomes revealed that Instructional and management strategies are likely to fall short of achieving their aim if not planned in a way to respond to the cultural factors which characterize the parties involved in the educational process. In addition, ensuring that students possess the academic capabilities needed to grasp the material explained in class is a priority in the educational mission.Curriculum reformation has to take into consideration the needs of all learners since the system, as it is now, is not fair for Syrian students.

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Informes sobre el tema "Other Education"

Hanushek, Eric, Charles Ka Yui Leung, and Kuzey Yilmaz. Redistribution through Education and Other Transfer Mechanisms. Cambridge, MA: National Bureau of Economic Research, November 2001. http://dx.doi.org/10.3386/w8588.

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Unterhalter, Elaine, and Elaine Unterhalter. Looking the other way : gender and education in South Africa. University of Witwatersrand, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii062.

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Izawa, Eiko Kanzaki, Takashi Yamano, Daler Safarov, and Jorgen Billetoft, eds. Technical and Vocational Education and Training in Tajikistan and Other Countries in Central Asia:. Manila, Philippines: Asian Development Bank, 2021. http://dx.doi.org/10.22617/tcs210003.

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Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.044.

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This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.

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Webber, Douglas, and Ronald Ehrenberg. Do Expenditures Other Than Instructional Expenditures Affect Graduation and Persistence Rates in American Higher Education. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15216.

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Kolo, Castulus, Ute Masur, Merle Emre, and Klaus Kreulich. Higher Education 2030: From Future Skills in Higher Education to the Future Skills of Higher Education Managers. Hochschule Macromedia, 2021. http://dx.doi.org/10.56843/msr002.

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On December 9, 2020, we continued the discussion on the future of higher education during the virtual open symposium “Higher Education 2030”. The focus was on drivers and effects of longer-term change with respect to (1) teaching and didactics, (2) institutions in the higher education value creation network as well as (3) national education systems and international schemes (including the interrelations of these three levels). In the resulting publication, we highlight the results of this discussion of distinguished guests from industry and academia from Europe and beyond. One of the key questions for incumbent as well as new institutions in higher education – whether private or public – is, how to prepare for the dynamically evolving times ahead. The symposium concluded that managing higher education cannot continue unchanged. Therefore, we embarked next on the topic of “From Future Skills in Higher Education to the Future Skills of Higher Education Managers.” For an initial workshop on May 14, 2021, we reached out to experts from different world regions as well as higher education providers. The aim was to outline the challenges and the necessary competencies as well as the knowledge and methodologies needed to succeed in the changing context of higher education. The results will address an urgent and important need of preparing for a future – even more uncertain in these times of the COVID-19 pandemic, that was also touched upon as a driver itself and an accelerator to other trends respectively. Based on the ideas collected in the workshop, the initiative “Higher Education 2030” shall continue working on further publications. In addition, it shall also inform the preparation of master level certificates that eventually lead to an International Higher Education MBA. “Higher education” will henceforth also be abbreviated as “HE”.

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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.

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Dang, Hai-Anh, Paul Glewwe, Jongwook Lee, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the 2012 and 2015 PISA Data. Research on Improving Systems of Education (RISE), March 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/036.

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Ogoutchoro, Thierry, Fredo Bankole, and Leonie Koumassa Bonou. Spillover Effect of the Nigerian “Free Primary Education” Programme Beyond the Border in Benin. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/047.

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This Insight Note collects data from eastern Benin and aims to test the indirect spillover impacts of Nigeria’s Free Primary Education (FPE) programme on educational attainment, educational aspiration, and other life outcomes for children of school age at the time of the programme (1955).

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Shipman, T. Guidebook to excellence: A directory of federal facilities and other resources for mathematics and science education improvement. [Contains acronym list]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6771032.

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