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Littérature scientifique sur le sujet « Education, Primary – Egypt – 1990- »

Auteur : Grafiati

Publié le 10 mars 2023

Mis à jour le 11 mars 2023

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Articles de revues sur le sujet "Education, Primary – Egypt – 1990-"

Saleh, Mohamed. « Public Mass Modern Education, Religion, and Human Capital in Twentieth-Century Egypt ». Journal of Economic History 76, n^o 3 (30 août 2016) : 697–735. http://dx.doi.org/10.1017/s0022050716000796.

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Public mass modern education was a major pillar of state-led development in the post-Colonial period. I examine the impact of Egypt's transformation in 1951–1953 of traditional elementary schools (kuttabs) into modern primary schools on the Christian-Muslim educational and occupational differentials, which were in favor of Christians. The reform granted kuttabs' graduates (where Muslim students were over-represented) access to higher stages of education that were previously confined to primary schools' graduates. Exploiting the variation in exposure to the reform across cohorts and districts of birth among males in 1986, I find that the reform benefited Muslims but not Christians. What Europe is suffering from is the result of generalizing education among all levels of society… they have no chance of avoiding what happened [Europe's 1848 revolutions]. So if this is an example in front of us, our duty is simply to teach them how to read and write to a certain limit in order to encourage satisfactory work and not to spread education beyond that point.Muhammad Ali Pasha, Ottoman Viceroy of Egypt (1805–1848), in a private letter to his son, Ibrahim Pasha (in Judith Cochran 1986, p. 6)Education is like the water we drink and the air we breathe.Taha Hussein, Egyptian liberal intellectual and Egypt's Minister of Education (1950–1952)The poor go to heaven, but can't they have a share on Earth too? They are willing to give up a share in heaven in exchange for a share on Earth.Gamal Abdul-Nasser, President of Egypt (1956–1970) (Excerpt from a public speech)

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OMRAN, Emad Attia Mohamed, et Yuriy BILAN. « Female Labour Force Participation and the Economic Development in Egypt ». European Journal of Interdisciplinary Studies 14, n^o 1 (30 juin 2022) : 1–12. http://dx.doi.org/10.24818/ejis.2022.01.

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Economic literature highlights the vital role that women can play in enhancing the economic development of nations. However, there is still gender inequality in developing countries, especially in education and labour market participation. Although women represent nearly half of the population in Egypt, their labour force participation rate is still very low compared to men. This paper's primary goal is to investigate the short and long-run associations between female labour force participation and Egypt's GDP growth rate. The study used annual time series data from 1990-2019, where the vector error correction model (VECM) was employed. The study found that female labour force participation and the gross fixed capital formation growth rate can enhance the GDP growth rate in the long run. Nevertheless, there is no statistically significant relationship in the short run. This paper's main recommendations are that the Egyptian government needs to implement policies that encourage women's labour force participation and decrease gender inequality. These policies could be changes in legislation, modernization of social norms, Job flexibility, and increasing access to childcare. Moreover, they need to focus on both the demand and supply sides of the quality of female labour force participation by matching the women’s education with the creation of suitable jobs.

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Hashim, Muhammad Jawad. « Global burden of obesity ». International Journal of Growth and Development 1, n^o 1 (7 décembre 2017) : 45. http://dx.doi.org/10.25081/ijgd.2017.v1i1.46.

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Global burden of obesity Introduction The burden of nutritional disorders is increasing despite advances in scientific research and health promotion. Nutritional disorders include excess body mass conditions especially obesity (body mass index [BMI] > 30 kg/m2) and being overweight (BMI > 25 and < 30 kg/m2). These conditions are now considered as precursors to several diseases including diabetes, heart disease, musculoskeletal disorders as well as psychiatric illnesses. We studied the global burden of obesity to assess temporal trends and regional variations of this highly prevalent nutritional disorder. Methods We used the Global Burden of Disease database from the Institute of Health Metrics (www.healthdata.org) at the University of Washington, Seattle. This database collates data from a very large number of studies and census figures to generate regional estimates for health statistics. We analyzed the data from 1990 to 2015 using global averages for years lived with disability (YLD). The primary risk factor analyzed was ‘High body-mass index’. The effect of high BMI on all causes of health reduction (including diabetes) were studied for temporal (1990 to 2015) and regional/national patterns. Results The global of burden of diseases due to high BMI is rising continuously, from 213 YLDs per 100,000 in 1990 to 388 YLDs in 2015. A high burden of YLDs was seen in developed regions including North America and Australasia. Northern Europe and Middle East were also disproportionately affected. Areas with low rates of YLDs from obesity included sub-Saharan Africa, south Asia and south east Asia. Marked increases in the rates per 100,000 populations were seen over 1990 to 2015 in countries such as Fiji, USA, Egypt and Ukraine. The burden of suffering is higher among women than men. Conclusion The global burden of suffering due to illnesses caused by high body mass index is continuing to rise. Existing public health measures appear to be ineffective and more efficacious nutritional education and health promotion strategies are urgently needed. Conflicts of interest disclosure: no external or commercial funding source, and no holding of significant equity in a company relevant to the study.

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NorehanBt Abdullah, Abdul Razak Chik, Saima Sajid,. « “ECONOMIC GROWTH, FEMALE LABOR FORCE PARTICIPATION ANDINTERACTING ROLE OF EDUCATION IN DEVELOPING-8 COUNTRIES : A SUSTAINABLE DEVELOPMENT POLICY PERSPECTIVE” ». Psychology and Education Journal 58, n^o 1 (15 janvier 2021) : 5263–72. http://dx.doi.org/10.17762/pae.v58i1.2082.

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The objective of the present paper is to determine that how the level of education drives the relationship between economic growth and female labour force participation (FLFP) in developing-8 (D-8) countries (Bangladesh, Egypt, Indonesia, Iran, Malaysia, Nigeria, Pakistan, and Turkey).To achieve this objective, the gross enrolment at primary, secondary, and tertiary levels are incorporated as interaction with economic growth. The empirical estimation carried through the panel ARDL (Pooled Mean Group) for the short and long-run analysis from 1980 -2018.The results revealed that economic growth is positively associated with FLFP. This indicates that economic growth augments prospects for FLFPR on the one hand, it reassures women to obtain anticipated skills engendered by new development on the other hand. Resultantly women choose to switch from the labor market to substitute education at secondary or primary. The tertiary level of education enables women to participate more in the labor market even with the increased demand for skills. This is evident by the findings from the interaction effect of different levels of enrolment. Therefore, having observed economic growth as a crucial factor, and education asa moderator several policy guidelines are formulated to enhance the status of female labor in developing-8 countries. This can be done by adopting the proper policy through the provision of basic skills, on the job training, and subsidized higher education, this would enable the sustainable development of society.

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Khairul Anuar bin Mohamad, Sedek bin Ariffin et Mohd Zaini Zakaria. « Sumbangan Dato' Salehuddin Bin Omar dalam Pendidikan al-Quran di Malaysia ». Maʿālim al-Qurʾān wa al-Sunnah 17, n^o 2 (1 décembre 2021) : 1–19. http://dx.doi.org/10.33102/jmqs.v17i2.314.

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The long-serving principal of Darul Quran (DQ) who has contributed to Quranic Education in Malaysia is Dato Sallehuddin Omar. His service as the principal of DQ began from 1980 to 1993. This al-Quran figure has made a significant contribution to Quranic education since his return from Egypt in 1976 until now. The study was to look at his educational background from the primary level until he successfully obtained a bachelor’s degree. It also looks into his in-depth education in the field of Quran and Qiraat as well as his major contributions in Quranic education. Hence, his involvement in the study of the Quran is studied starting from reciting, memorizing the Quran and gaining deeper understanding in the learning of Qiraat. The study was written according to the author's interview method with this figure in several meeting sessions. In addition, it also refers to the author's interviews with some of his successful students and refers to the writings of some of his students with him during the figure's visit to their place. This study has found that Dato Sallehuddin Omar is a figure who has contributed a lot to the development of al-Quran education in Malaysia. He has proposed to the PSD to upgrade the tahfiz certificate to the Tahfiz Diploma. Apart from that, he has also made a great contribution in publishing the Mushaf Rasm Uthmani in which the address of waqf is referred to the book of Manar al-Huda.

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Langsten, Ray, et Tahra Hassan. « Primary education completion in Egypt : Trends and determinants ». International Journal of Educational Development 59 (mars 2018) : 136–45. http://dx.doi.org/10.1016/j.ijedudev.2017.10.013.

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Davies, Julie, et Norman Thomas. « Primary Education from Plowden to the 1990's ». British Journal of Educational Studies 39, n^o 2 (mai 1991) : 210. http://dx.doi.org/10.2307/3120923.

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Burke, Andy. « Primary education in Ireland 1897–1990 : curriculum and context ». Irish Educational Studies 32, n^o 2 (juin 2013) : 269–72. http://dx.doi.org/10.1080/03323315.2013.780830.

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Falch, Torberg, et Jørn Rattsø. « Sources of Cost Expansion : Primary Education in Norway 1946–1990 ». Education Economics 4, n^o 2 (août 1996) : 161–85. http://dx.doi.org/10.1080/09645299600000015.

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Holden, John D. « 22 controlled trials in Education for Primary Care 1990–2015 ». Education for Primary Care 28, n^o 5 (11 mai 2017) : 299–300. http://dx.doi.org/10.1080/14739879.2017.1312553.

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Thèses sur le sujet "Education, Primary – Egypt – 1990-"

Khalid, Zeinab Ahmed Abd El Ghany. « Primary mathematical skills in Egypt and England ». Thesis, Durham University, 1985. http://etheses.dur.ac.uk/7632/.

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As the intention of this research was to investigate the acquiring of skills in mathematics in primary schools, Egypt (which is considered to be a developing Country) and England (considered to be an advanced country) were chosen to provide different ends of the scale. This piece of research is considered to be of high significance for a number of reasons: firstly, the acquiring of mathematical skills is an important aim in the school curriculum. Secondly, primary school level is an important stage as it is the basis for the other stages. Thirdly, Elementary school mathematical experience may serve in developing one's abilities to understand social institutions, and in equipping one to meet more effectively problems which occur in personal life. Fourthly, there is a deficiency in defining skills practically. Fifthly, there is a lack in evaluating skills objectively. A practical definition and classification of skills have been adapted, developed, and modified. Objective tests for evaluating skills have been designed for both Egypt and England. Children's performance in the test of skills has been analysed, and appropriate comparisons between Egyptian children and English children in acquiring skills have been made. General observations from the children's results have been made. It is hoped that this research will contribute in evaluating and improving the methods of teaching mathematics in primary school in general, and teaching mathematical concepts and skills in particular.

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Hargreaves, Eleanore. « The roles of assessment in primary education : an Egyptian case study ». Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020340/.

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This thesis provides an analysis of the roles fulfilled by educational assessment in primary education. This analysis is called for, now that many policy-makers hold high hopes for the improvement potential of educational assessment. The field research discussed in this thesis derives from Egypt as a political context and an Egyptian primary school as a case study of practice. From these particular arenas, and from literature relating to assessment, conclusions and implications are drawn up which have relevance to other less-industrialised countries and indeed moreindustrialised countries, about the purposes and effects of assessment. In this thesis, purposes for assessment are defined as either stated or unstated; effects of assessment as either intended or unintended. It is suggested that policy makers' official purposes for assessment may be certification or selection; accountability or system improvement; or the improvement of the individual's learning. Government purposes for assessment in Egypt have focused more on selection than certification; more on accountability than system improvement; and more on all of these than on the processes of learning in the classroom. Longer-term purposes have also included political or economic improvement. This research shows that pupils, parents and teachers depend on certification and selection for their personal, social and economic status. As a result, examinations for certification and selection take on prime importance in their daily lives. They may also be associated with pressure and anxiety, a restricted social life and a sense of underachievement and powerlessness, as well as limiting curriculum and teaching methods at school. A prime implication from this research is that assessment could improve the processes of learning and teaching, at the same time as fulfilling summative purposes such as certification and selection. The data imply that learning benefits: when pupils are motivated by tests and examinations; when assessment material in tests and examinations is of high quality; finally, when classroom assessment is skilled.

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Bucking, Scott Joseph. « Education in Greco-Roman, Byzantine, and early Arab Egypt : assessing the primary evidence ». Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624986.

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Trethewey, Lynne. « A history of age grading in South Australian primary schools, 1875-1990 / ». Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.

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Wright, Trudy, et n/a. « Primary health care : the health care system and nurse education in Australia, 1985-1990 ». University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061110.171759.

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Primary health care as a model for the provision of health services was introduced by the World Health Organization In the mid 1970s. Initially viewed as a means of health promotion and advancement of wellness in developing countries., it was soon to be adopted by industrialised countries to assist in relieving the demand on acute care services. This was to be achieved through education of the community towards good health practices and the preparation of nurses to practice in the community, outside of the acute care environment Australian nurses were slow to respond to this philosophy of health care and this study has sought to examine why this is so. It has been found that there are a multitude of reasons for the lack of action In the decade or more following the Declaration of Alma Ata and the major Issues have been identified and elaborated. Some of the major reports of the time that were associated with and had some Influence on health care and nurse education have been examined to identify recommendations and how much they support the ethos of primary health care. These include the Sax committee report of 1978 and a submission by the Department of Employment and Industrial Relations In 1987. As part of the investigation, nursing curricula from around Australia in the mid 1980s have been examined to determine the degree of the primary health care content according to guidelines recommended by the World Health Organization. It was found that generally at that time, there was a deficit In the preparation of undergraduate students of nursing for practice In the area of primary health care when the world, including industrialised nations, was making moves towards this model of health care delivery. Factors Influencing the slow response of nursing have been examined and finally recommendations for further studies have been put forward.

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Whiting, Elizabeth, et res cand@acu edu au. « The Experience of Six Non-aboriginal Teachers Living and Working in Remote Aboriginal Communities During the 1990's ». Australian Catholic University. Master of Education (Research), 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp222.15092009.

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In Australia, non-Aboriginal people have been involved in Aboriginal education since the end of the 19th century. There has been ongoing criticism of non-Aboriginal involvement in Aboriginal education and a movement towards Aboriginalisation in education. This study addresses the issues faced by six non-Aboriginal teachers in remote Aboriginal communities in the 1990's. The purpose of this study is to explore the experiences and perceptions of non-Aboriginal teachers living and working in remote Aboriginal communities in the 1990's. Through this research I found that the non-Aboriginal teachers faced difficulties living and working in remote Aboriginal communities. They talked about the distinctive lifestyle and living conditions. They reported a need for pre-service and ongoing professional development focusing on aspects influencing their lives. The discussion topics included: their living circumstances; Aboriginal world view; Aboriginal health issues; community issues; Aboriginal teaching and learning styles and school policies. The study is consistent with previous research about non-Aboriginal teachers living and working in remote Aboriginal communities. It argues that pre-service and ongoing professional development is vital for the success of non-Aboriginal teacher in remote communities. Community based educational programs for non-Aboriginal teachers are needed. These programs should include non-Aboriginal teachers learning about Aboriginal culture, Aboriginal learning and teaching styles and the development and implementation of educational policies. These programmes need to include discussion of aspects of living in isolated settings. Schools and governing bodies involved need to develop closer liaison with non-Aboriginal teachers to support their living in this setting. It is also important that policies in place address the problem of the high turnover of non-Aboriginal staff experienced by remote community schools. This study also poses the question what is the future for non-Aboriginal teachers in remote Aboriginal communities? Aboriginalisation in remote Aboriginal communities is highly recommended.

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Wong, Yan-nar. « The development of Chinese writing curriculum in primary school in Hong Kong, 1975-1990 Xianggang xiao xue Zhong wen xie zuo ke cheng de fa zhan (1975-1990) / ». Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B31959118.

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Wong, Yan-nar, et 黃仁娜. « The development of Chinese writing curriculum in primary school in Hong Kong, 1975-1990 ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959118.

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Al, Sharaf Adel Abdulwaheb Eissa. « A comparative study of the development of the primary stage of Islamic religious education in the State of Kuwait and the Kingdom of Saudi Arabia from 1950 to 1990 ». Thesis, University of Sheffield, 1992. http://etheses.whiterose.ac.uk/2983/.

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The central question of this thesis asks: what are the differences, if any, between Islamic Religious Education development in the state of Kuwait and the Kingdom of Saudi Arabia? A thorough review of literature concerning Islamic Religious Education (I.R.E.) is carried out, covering the historical background of I.R.E. during the 1950s and '60s in both Kuwait and Saudi Arabia. The development in I.R.E. that has taken place up to date is highlighted, and the aims of I.R.E. in primary education in the two countries are examined. The formats of the I.R.E. curriculum textbooks in the first, second and third years of primary education in each country are compared. The development of these textbooks with regard to the aims and functions of I.R.E. are described, and their advantages and disadvantages analysed. The philosophy of the aims of I.R.E. is discussed in depth, with respect to Islam in Kuwait and Saudi Arabia, focussing on the relation between the Islamic religion and education. The question of why I.R.E. is taught is considered, as well as the role of the I.R.E. teacher in the development process in Kuwait and Saudi Arabia. The involvement and duties of parents and teachers, and their effectiveness in the communication of I.R.E. to children is discussed. The level of parents participation in I.R.E. is examined. Questionnaires were distributed to teachers of I.R.E. and parents in both countries, and the results analysed. This showed significant differences between Kuwaiti and Saudi I.R.E. teachers in terms of both background and responses. The study was concluded with several suggestions and recommendations for the integration of J.R.E. in the two countries.

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Rangsjö, Nadia. « Skapelsen : En studie om presentationen av skapelseberättelser i läromedel på 1960-, 1990 och 2000-talet ». Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29476.

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I detta examensarbete undersöker jag hur de två första skapelseberättelserna i Bibeln samt skapelseberättelserna i den babyloniska och kanaáneiska mytologin skildras i läromedel på 1960-, 1990- och 2000-talet. Syftet med studien var att undersöka hur skapelseskildringarna i första Mosebok skildras i läromedlen samt om de jämförs med tidigare skapelseberättelser i Främre Orienten. Studien syftade även till att se huruvida det skett förändringar i skildringen under årtiondena. I min bakgrund kommer jag först att presentera en överblick över den samhälleliga och religiösa kontexten som de människor i den dåtida främre orienten verkade i. Då detta är tillkomstområde för skapelseberättelserna i Enuma Elish, den kanaáneiska mytologin och Genesis syftar min presentation till att lättare kunna förstå hur de kan ha påverkat varandra. Metoden jag valde att använda är en komparativ kvalitativ analys av tre läromedel från 1960-talet, tre från 1990-talet och tre från 2000-talet. Resultatet har därefter presenterats i enlighet med den systematiserande undersökningsmetod jag har använt mig av. Syftet med den systematiserande undersökningen var att få en tydlig översikt över möjliga förändringar men även för att på ett enkelt sätt kunna behandla resultatet. Studiens resultat visade att läromedel på 1960-talet hade tydligare skildring och mer historiskt innehåll, medan på 1990-talet skildras den bibliska skapelsen mer som en saga med få texter om den historiska bakgrunden. Fokus i läromedel på 2000-talet låg på att skildra syftet med skapelseberättelserna mer än dess innehåll.
In this essay, I examine how the first two creation stories in the Bible and creation stories of the Babylonian and Canaanean mythology are portrayed in the teaching materials in the 1960s, 1990s and 2000s. The purpose of the study was to investigate if the creation stories in Genesis are mentioned in the school textbooks and if they are compared with earlier creation stories in the Near East. The study also aimed to see whether there have been changes in the portrayal over the decades. In my background, I will first present an overview of the social and religious context in which the people of the contemporary Near East lived in. As this is the geographical area of origin for the creation stories in the Enuma Elish, the Canaanean mythology and Genesis, the purpose of my background presentation is to make it easier to understand how they may have influenced each other. The method I chose is a comparative qualitative analysis of three teaching materials from the 1960s, three from the 1990s and three from the 2000s. The result is then presented in accordance with the systematizing research method I have used. The purpose of systematizing the survey was to get a clear overview of possible changes, but also as an easy way to process the results. The study results showed that the study materials in the 1960s had clearer depiction and more historical content, while in the 1990s the biblical creation are more described like a fairy tale, with few texts about the historical content. The focus of the study materials in the 2000s was on portraying the purpose of the creation stories over the content.

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Livres sur le sujet "Education, Primary – Egypt – 1990-"

Institut d'études de l'islam et des sociétés du monde musulman, dir. Enseigner l'histoire à l'heure de l'ébranlement colonial : Soudan, Égypte, Empire britannique (1943-1960). Paris : Karthala, 2018.

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Council, Coventry (England) City. Primary education in Coventry 1990. [Coventry] : City of Coventry, 1990.

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Primary education in Ireland, 1897-1990 : Curriculum and context. Oxford : P. Lang, 2012.

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Great Britain. Scottish Office Education Department. Inspectors ofSchools. Learning support provision in six primary schools in the Culloden area, Inverness, Highland Region : Report of an insp ection conducted in November 1990. Edinburgh : Scottish Office EducationDepartment, 1991.

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Rugh, Andrea B. International development in practice : Education assistance in Egypt, Pakistan, and Afghanistan. New York : Palgrave, 2011.

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L, Hymes James. Early childhood education : Twenty years in review, a look at 1971-1990. Washington, D.C : National Association for the Education of Young Children, 1991.

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Beqiri, Mustafë. Kthesa e madhe : Arsimi i pavarur shqip në Kosovë 1990-1999 : segmente të zhvillimit të arsimit. Prishtinë : SAS, 2019.

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Intercountry, Symposium on Postgraduate and Continuing Medical Education for Primary Health Care (1990 Seoul Korea and Fukuoka-shi Japan). Intercountry Symposium on Postgraduate and Continuing Medical Education for Primary Health Care, 27-28 June 1990, Seoul, Republic of Korea, 30 June 1990, Fukuoka, Japan : Report. Manila, Philippines : Regional Office for the Western Pacific of the World Health Organization, 1990.

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E-9 Ministerial Review Meeting (5th 2003 Cairo, Egypt). Progress in education for all in Bangladesh, 2003 : E-9 Ministerial Meeting, Cairo, Egypt, 19-21 December, 2003 : Bangladesh country paper. Dhaka : Ministry of Primary and Mass Education, Govt. of the People's Republic of Bangladesh supported by UNICEF Bangladesh, 2003.

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Great, Britain Parliament House of Commons Education Science and Arts Committee. Standards of reading in primary schools : Reportfrom the Education, Science and Arts Committee, session 1990-91. London : HMSO, 1991.

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Chapitres de livres sur le sujet "Education, Primary – Egypt – 1990-"

Rugh, Andrea B. « The Egypt Case : USAID Support for Primary Education (1979–1990) ». Dans International Development in Practice, 45–72. New York : Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137012883_3.

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« Education and the Growth of Culture ». Dans Egypt 1945-1990, 152–76. Routledge, 2002. http://dx.doi.org/10.4324/9780203204573-9.

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Gebril, Atta. « Assessment in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350995949.0010.

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Rizkallah, Mohammed. « Curriculum in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350995949.0011.

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Badran, Alaa, et Mustafa Toprak. « Transitions in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2019. http://dx.doi.org/10.5040/9781350996281.0017.

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Toprak, Mustafa. « Access to Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2020. http://dx.doi.org/10.5040/9781350996489.0019.

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El-Deghaidy, Heba. « Initial Teacher Education in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781474209441.0052.

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Ozfidan, Burhan. « Bilingualism and Multilingualism in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2019. http://dx.doi.org/10.5040/9781350996274.0013.

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Antabli, Samar, et Ibrahim Karkouti. « Inclusion and Marginalization in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2020. http://dx.doi.org/10.5040/9781350996526.0014.

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Khairat, Aisha, et Mustafa Toprak. « Management, Leadership, and Governance in Primary Education (Egypt) ». Dans Bloomsbury Education and Childhood Studies. Bloomsbury Publishing, 2019. http://dx.doi.org/10.5040/9781350996281.0002.

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Actes de conférences sur le sujet "Education, Primary – Egypt – 1990-"

Çelik, Hüseyin, Ahmet Duran Çelik et Mahir Fisunoğlu. « Poverty and The Millennium Development Goals Between 1990-2015 : The Case of Turkey ». Dans International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01757.

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As a definition; poverty is a situation that people’s basic needs are not being met to sustain their life which is many countries facing today. In recent years, fighting against poverty has become one of the most important issues in the world. One of the steps taken by the United Nations to fight against poverty is Millennium Development Goals. In 2000, a millennium development meeting took place with many countries’ participation in New York. During the meeting, many goals were set such as eliminating poverty and famine, decreasing child death, providing primary education for all and dealing with epidemic diseases. In this study, progress level of The Millennium Development Goals, the steps which have taken and their effects were examined in Turkey. Data was collected from UNDP and TSI (Turkish Statistical Institute). The millennium development goals globally have been reached at a certain level between 1990 and 2015. Today, primary school accessibility level is around 90% in developing countries. Even though poverty was reduced by half, there are still 1,2 billion people who live in extreme poverty. In Turkey, there have been promising developments towards Millennium Development Goals. While level of people who live under extreme poverty line (1$ per day) was 0,2% in 2002, this rate was decreased to 0% by 2006. The poverty rate (below 4,3 $ per capita per day) in 2014 was 1,62%, and primary school enrollment rate was 99%. In addition to this, mother and children death rate was largely decreased.

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Buchem, Ilona, et Niklas Baecker. « NAO Robot as Scrum Master : Results from a scenario-based study on building rapport with a humanoid robot in hybrid higher education settings ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002385.

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Educational robots have been used as an effective intervention mainly in STEM education. A wide range of educational robots, including programmable toys and DIY electronics, have been used to support computational, engineering and problem solving skills, mainly of school children. However, the application of humanoid robots to support learning, especially in higher education, is still at its initial stage. Recent studies provide promising evidence about the potential of humanoid robots for motivation and learning outcomes in higher education. Humanoid, educational robots, such as the NAO robot, provide a multimodal interface which uses touch, speech, gestures and eye gaze for interaction, which is similar to human interaction in the physical world. Rapport is one of the key factors for a successful interaction with humanoid robots and a modulating factor for learning (Westlund & Breazeal, 2019). Rapport has been defined as a dynamic structure of mutual attentiveness, positivity, and coordination (Tickle-Degnen & Rosenthal, 1990). Rapport with humanoid robots can be established through verbal and nonverbal behaviour including dialogues, gestures and movements (Omokawa et al., 2019; Brown & Howard, 2014).In this paper we describe a scenario-based application of the NAO robot and the results from an online survey with 47 students (58% male, 42% female) who participated in two consecutive exploratory studies in hybrid learning settings (66% participated online, 34% F2F). The primary goal of our research was to evaluate to what extent students established rapport with NAO and to explore whether the quality of the rapport differed depending on the mode of participation (on the campus vs. online). The study was conducted with students in the Agile Project Management course in their third semester of Digital Business (B. Sc.). The robot-led scenario was designed as Daily Scrum, which is a 15-minute meeting held by teams using the Scrum framework. NAO was programmed using Choregraphe and Python to facilitate the Daily Scrum as the Scrum Master, whose task was to help students learn how to keep a daily scrum.Building rapport with NAO was assessed using the rapport scale by Gratch, et al. (2007), which was already applied in studies with robotic embodied agents. This scale builds on research revealing the potential of embodied agents to establish rapport and familiarity with humans through verbal and nonverbal behaviour. Additionally, students’ perceptions of the robot were measured using the Human-Robot Interaction Evaluation Scale (HRIES), which is used to evaluate how humans attribute human characteristics to robots (Spatola, et al., 2021). The results of the study indicate that students perceived NAO as a humanlike, anthropomorphic agent and that this perception positively affected student-robot rapport. Additionally, the paper explores the relationships between the rapport scores and the perception of students of key features of the robot including appearance, voice quality, pauses in speaking, pace of speaking, facial expression, movements of the body, head and hand, light effects and tactile interaction. Based on the findings, we discuss both our research contributions and practical implications for programming of humanoid, educational robots to enhance student-robot rapport as part of HRI.

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Rapports d'organisations sur le sujet "Education, Primary – Egypt – 1990-"

Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly et al. Prehospital Airway Management : A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), juin 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.

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