Littérature scientifique sur le sujet « Education White Paper 6 »
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Articles de revues sur le sujet "Education White Paper 6"
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Tamura, Robert, Curtis Simon et Kevin M. Murphy. « BLACK AND WHITE FERTILITY, DIFFERENTIAL BABY BOOMS : THE VALUE OF EQUAL EDUCATION OPPORTUNITY ». Journal of Demographic Economics 82, no 1 (29 février 2016) : 27–109. http://dx.doi.org/10.1017/dem.2015.17.
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Abstract:This paper produces new estimates for white and black mortality and fertility at the state level from 1800(20)–2000. It produces new estimates of black and white schooling for this same period. Using a calibrated model of black and white parents, we fit the time series of black and white fertility and schooling. We then produce estimates of the benefits of equal education opportunity for blacks over the period 1820–2000. For the better part of US history, blacks have suffered from less access to schooling for their children than whites. This paper quantifies the magnitude of this discrimination. Our estimates of the welfare cost of this discrimination prior to the Civil War range between 0.5 and 20 times black wealth, and between 0.5 and 10 times black wealth prior to 1960. Further we find that the Civil Rights era was valued by blacks in the South by between 1% to 2% of wealth. Outside of the South, we find significant costs of discrimination prior to 1960, ranging from 6% to 150% of black wealth. For these divisions from 1960–2000, blacks have attained rough parity in schooling access. The welfare magnitudes are similar to the hypothetical gains to blacks if they had white mortality rates. We show that the model’s black and white human capital series are strongly, positively correlated with state output measures, black and white permanent incomes and black and white earnings.
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Daniels, Berenice. « Developing inclusive policy and practice in diverse contexts : A South African experience ». School Psychology International 31, no 6 (décembre 2010) : 631–43. http://dx.doi.org/10.1177/0143034310386536.
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Pre-1994, South Africa was a country riddled with inequality and discrimination stemming from the policy of ‘apartheid’. Since 1994, there have been considerable efforts made to enable the country to move toward becoming non-racial and democratic, with a culture of human rights and social justice. One of the primary tasks of the new democratically elected government was a reform of the education system. Specialized Education was initially neglected, but then in 1996 a National Commission was appointed to investigate Special Needs in Education and Education Support Services, of which the author was one of the co-ordinators. The timeline for the full implementation of the resulting White Paper 6 on Inclusive Education is 20 years. Inclusive Education in South Africa aims to meet the needs of all learners by addressing barriers to learning, welcoming diversity and fostering maximum participation by all in the culture of the school. This article, based on the author’s experience, will discuss the challenges for implementation of the policy in one of the South African districts which field-tested the recommendations in White Paper 6, a district with diverse contexts, the emerging promising practice, and the implications for specialized support professionals, in particular the role of school psychologists.
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Westhuizen, Carol van der. « Undervalued and Under-Served : The Gifted Disadvantaged ». Gifted Education International 23, no 2 (septembre 2007) : 138–48. http://dx.doi.org/10.1177/026142940702300204.
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It is a fallacy that the government does not value bright children because it wants to reduce every child to the lowest common denominator. Nothing could be further from the truth (Asmal, 2003: 4). The omission of gifted learners as a special education needs category from policy documents such as White Paper 6 (Department of Education, 2001) In South Africa is cause for concern. Although the White Paper acknowledges that certain learners may require intensive support to develop to their full potential and that learner differences should be respected, “whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases” (Department of Education, 2001: 16, 6) it makes no specific mention of gifted learners. Asmal (2003:4) stated that the success of the South African (SA) school system is dependent on providing for the “blossoming of the potential of all our children”, but not by isolating gifted learners, since they could “add great value to the potential of other children through collaboration”. Naledi Pandor, South Africa's minister of education recently explained: “We must promote the broadest possible view of inclusion, in the sense of social inclusion, which poses challenges for every school that has one or more children who are ‘different’ in some way. We must embrace and celebrate that difference” (2005:5).
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Cordini, Marta, Andrea Parma et Costanzo Ranci. « ‘White flight’ in Milan : School segregation as a result of home-to-school mobility ». Urban Studies 56, no 15 (7 mai 2019) : 3216–33. http://dx.doi.org/10.1177/0042098019836661.
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The paper aims to show how and to what extent the system of compulsory education in Milan is affected by social and ethnic segregation. We argue that, despite being guided by the general criteria of universal access and equality of treatment, not only do Milan’s schools fail to counter socio-economic inequalities and differentiation along ethnic lines in an effective manner, but they actually tend to amplify and entrench them. We begin with a theoretical discussion of the main factors contributing to school segregation and a general overview of Italy’s compulsory education system. This is followed by a presentation of the empirical case of Milan, analysing social and ethnic segregation of children of primary school age (i.e. 6–10 years) by place of residence and school of enrolment. As a clear gap emerges between the ‘natural’ and the ‘actual’ school composition, our analytical focus then shifts to home-to-school mobility as an expression of parental choice. We show that 56% of all students in Milan do not enrol at local state schools and this is due to two main phenomena: families choosing private schools and families moving within the state school system. The analysis of these movements makes it possible to identify avoidance dynamics (i.e., in which disadvantaged or ethnic areas are avoided), as well as incoming mobility towards private schools and state schools located in affluent areas or with a lower intake of pupils of non-Italian ethnic backgrounds.
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Wilkey, Barbara J., Benjamin A. Abrams, J. Mauricio Del Rio, Miklos D. Kertai, Kathirvel Subramaniam, Coimbatore Srinivas, Yong G. Peng, Marta Berrio-Valencia et Archer K. Martin. « Statement From the Society for the Advancement of Transplant Anesthesia : White Paper Advocating Desirable Milestones and Competencies for Anesthesiology Fellowship Training in the Field of Lung Transplantation ». Seminars in Cardiothoracic and Vascular Anesthesia 24, no 1 (8 août 2019) : 104–14. http://dx.doi.org/10.1177/1089253219867695.
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The clinical, educational, and research facets of lung transplantation have advanced significantly since the first lung transplant in 1963. The formation of the International Society for Heart and Lung Transplantation (ISHLT) and subsequent Registry has forged a precedent of collaborative teamwork that has significantly affected current lung transplantation outcomes. The Society for the Advancement of Anesthesia (SATA) is dedicated to developing educational platforms for all facets of transplant anesthesia. Additionally, we believe that the anesthetic training for lung transplantation has not kept pace with other advances in the field. As such, SATA presents for consideration these educational milestones and competencies for anesthetic fellowship training in the field of lung transplantation. The proposed milestones were designed on the framework of 6 core competencies created by the Accreditation Council on Graduate Medical Education. The milestones were identified by combining the expert opinion of our Thoracic Transplant Committee, our experience as educators, and literature review. We offer this White Paper to the anesthesiology and transplant communities as a starting point for the discussion and evolution of perioperative anesthetic care in the field of lung transplantation.
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Frew, David J., Jeff Stanger, Michael Fitzgerald, Quentin Parker, Lena Danaia, David McKinnon, Martín A. Guerrero et al. « K 1-6 : An Asymmetric Planetary Nebula with a Binary Central Star ». Publications of the Astronomical Society of Australia 28, no 1 (2011) : 83–94. http://dx.doi.org/10.1071/as10017.
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AbstractWe present new imaging data and archival multiwavelength observations of the little-studied emission nebula K 1-6 and its central star. Narrow-band images inHα (+[N II]) and [O III] taken with the Faulkes Telescope North reveal a stratified, asymmetric, elliptical nebula surrounding a central star which has the colours of a late G or early K-type subgiant or giant. GALEX ultraviolet images reveal a very hot subdwarf or white dwarf coincident in position with this star. The cooler, optically dominant star is strongly variable with a period of 21.312± 0.008 days, and is possibly a high-amplitude member of the RS CVn class, although an FK Com classification is also possible. Archival ROSAT data provide good evidence that the cool star has an active corona. We conclude that K 1-6 is most likely an old bona fide planetary nebula at a distance of ∼1.0 kpc, interacting with the interstellar medium, and containing a binary or ternary central star. The observations and data analyses reported in this paper were conducted in conjunction with Year 11 high school students as part of an Australian Research Council Linkage Grant science education project, denoted Space To Grow, conducted jointly by professional astronomers, educational researchers, teachers, and high-school students.
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Földesi, Gyöngyi. « Can We Talk about European Public Policy in the Field of Sport ? » Physical Culture and Sport. Studies and Research 47, no 1 (1 décembre 2009) : 28–34. http://dx.doi.org/10.2478/v10141-009-0029-6.
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Can We Talk about European Public Policy in the Field of Sport?Despite the continuous deepening, development and enlargement, the members of the European Union still diverge in their policies and have to find a way to diminish this divergence. The social, economical and cultural significance of sport is well known in the whole of Europe. Accordingly, in the recent past, the various institutions of the European Union have come to pay more attention to sport issues. An important milestone of this was the European Commission issuing a White Paper on sport, and the inclusion of sport in the Lisbon Treaty. However the question is raised: Is there a European public policy of sport? The author's objective was to investigate this question. This paper aims to highlight the European sport policy and tries to find the answer to the following question: can we talk about European public policy in the field of sport? The research examines through the analysis of documents whether sport can be regarded as an element of public policy. We can talk about common public policy of a certain area if it corresponds to the following five criteria: content, social competence, coercive factor, normative orientation and programme. In the first part, the content and the social competence are analyzed, and then some critical issues of the definition, namely of the public policy will be discussed. In the opinion of the author, the most problematic criterion is the programme, which presumes at least a mid-term European sport conception. It is especially important that sport could fulfil its community building, identity-forming role to which it is suited in the continuously enlarging Europe. Finally the author draws the conclusion that the European sport policy corresponds partly to the above-mentioned criteria; however, the realization of the Pierre de Coubertin Action Plan included in the White Paper, and the ratification of the Lisbon Treaty can create opportunities for sport to become a public policy of the European Union.
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Sistermans, Ilse Johanna. « Integrating competency-based education with a case-based or problem-based learning approach in online health sciences ». Asia Pacific Education Review 21, no 4 (18 novembre 2020) : 683–96. http://dx.doi.org/10.1007/s12564-020-09658-6.
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AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.
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Bruwer, Marietjie, Cycil Hartell et Miemsie Steyn. « Inclusive education and insufficient school readiness in Grade 1 : Policy versus practice ». South African Journal of Childhood Education 4, no 2 (24 décembre 2014) : 18. http://dx.doi.org/10.4102/sajce.v4i2.202.
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A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement – CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.
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MORITOKI ŠKOF, Nagisa. « Foreword ». Acta Linguistica Asiatica 8, no 1 (30 janvier 2018) : 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
Thèses sur le sujet "Education White Paper 6"
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Van, Rooyen Brenda. « In/exclusion and (dis)ability : (de)constructions of Education White Paper 6 : special needs education ». Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52887.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: White Paper 6: Special Needs Education, released in July 2001, is the response ofthe South African government's Department of Education to the inclusion movement. In this (re)search, I (de)construct this text to explore constitutions of (dis)ability and inlexclusion. I do so because I frame (de)construction as 'an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones' (Danforth & Rhodes, 1997: 358). I argue that it is necessary to (de)constructively read government policy that proposes a course or policy of action, particularly if, as poststructuralists state, language constitutes reality. In reading White Paper 6, I (de)construct the functionalist grand narrative as hegemonic: discourses constituted by and constituting this metanarrative, including the medical or special needs discourse, the charity discourse, the systems discourse, the business discourse and the pioneering discourse. The radical humanist grand narrative is also read as dominant, formed by and forming the rights discourse and social justice discourse. The social constructionist discourse, constituting and constituted by the intepretivist grand narrative, is (dejconstructed in White Paper 6 as not reflecting upon the social construction of disability itself, but on social constructions related to (dis)ability and inlexclusion. The objects, agents, action and binaries constituted by each of these discourses are also (de)constructed, as are the voices on the margins. The purpose of my (re)search is not to construct conclusions, but rather to (de)construct the polyphony of voices, truths and realities speaking into and out of White Paper 6. In so doing, the 'indecidability' (Silverman, 1989: 4) of the text is (de)constructed. With the indecidable (de)constructed, '... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false' (Derrida, 1992: 86). (Dis)ability and inlexclusion tmths are troubled and the text is opened to different readings.
AFRIKAANSE OPSOMMING: Witskrif 6: Spesialebehoefteonderwys, wat in Julie 2001 beskikbaar gestel is, is die reaksie van die Suid-Afrikaanse regering se Departement van Onderwys op die insluitingsbeweging. In hierdie (onder)soek(e) (de)konstrueer ek genoemde teks om bepalinge van (on)vermoë en inluitsluiting te ondersoek. Ek doen dit omdat ek (de)konstruksie sien as ". .. an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones ... " (Danforth & Rhodes, 1997: 358). Myns insiens is dit nodig om regeringsbeleid wat 'n handelswyse ten opsigte van, of beleid vir optrede voorstel, (de)konstruktief te lees, veral indien dit is soos die poststrukturaliste voorstel, naamlik dat taal werklikheid is. Met die lees van Witskrif 6, het ek die funksionalistiese groot narratief as hegemonies geede)konstrueer: diskoerse wat deur hierdie metanarratief gevorm word en dit tegelyk ook vorm, met inbegrip van mediese of spesialebehoeftediskoers, die relaas van naasteliefde, die stelseldiskoers, die sakediskoers en die baanbrekersdiskoers. Die radikaal humanistiese groot narratief, wat die regtediskoers en die diskoers van maatskaplike geregtigheid vorm en daardeur gevorm word, word ook as dominant vertolk. Die diskoers van maatskaplike konstruktivisme, wat die interpretatiewe groot narratief vorm en daardeur gevorm word, word in Witskrif 6 geede)konstrueer, as sou dit nie op die sosiale konstruksie van (on)vermoë self sinspeel nie, maar op sosiale konstruksies wat met (on)vermoë en inluitsluiting verband hou. Die voorwerpe, agente, optrede en binêres wat deur elk van hierdie diskoerse gevorm is, sowel as die stemme op die kantlyn, word ook deur hierdie diskoerse ge(de)konstrueer. Die doel van my (onder)soek(e) is nie om uitsluitings te konstrueer nie, maar eerder om die polifonie van stemme, waarhede en realiteite wat vanuit Witskrif 6 tot ons spreek, maar ook inspraak daarin het, te (de)konstrueer. Deur dit te doen, word die "indecidability" (Silverman, 1989: 4) van die teks ge(de)konstrueer. Met die nie-besluitnemende" ... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false" (Derrida, 1992: 86). (On)vermoë en die inluitsluiting van Vt'aafhede is problematies en die teks word oopgemaak vir verskillende interpretasies.
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Jacobs, Merise K. « An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal ». Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1445.
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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015Currently, South Africa is in phase two of implementing 50 full-service schools (FSS) and further development is said to be based on results from immediate to short-term results (DoE, 2005a). Concerns over the new development relate to whether resources are sufficient and available to further expand the provision of FSS and, overall, whether the Education White Paper 6 (EWP6) has been implemented successfully in phase one. This research therefore evaluates the implementation of EWP6 within selected phase one FSS in the Kwazulu-Natal (KZN) province. Purposive sampling was used and the researcher selected institutional-level support team (ILST) members within FSS to participate (n=43 participants). Questionnaires were self-administered and designed to address the following research questions: Have policy objectives been met in the implementation of EWP6 within FSS? What are the barriers to implementing EWP6 within FSS? And, what strategies have ILST members used to overcome these challenges? The questionnaire elicited both quantitative and qualitative data which was analysed using the Statistical Package for the Social Sciences (SPSS) software and thematic analysis. Some schools reported successes which include the enrolment of learners who experience diverse barriers to learning and optimistic attitudes among ILST members regarding possible benefits of inclusive education and their theoretical knowledge of multi-level teaching. Barriers to implementation of the EWP6 within FSS include inadequate resources (human, educational, physical and financial), inadequate support provision to FSS and ILST, inadequate training and subsequent training support and a lack of involvement from parents and communities. Many participants are unsure of how to overcome these challenges but, undoubtedly, are in need of support from communities, parents and the Department of Education (DoE).
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Cele, Sanelisiwe Yenzile Nicole. « Experiences of Primary school teachers in full service schools in Umlazi District ». Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
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Steenkamp, Ute. « A retrospective study on transforming a mainstream school into a full-service school ». Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24475.
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In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by the Department of Education. The Department of Education selected 30 schools which represents a district to start the transformation process. Through guidelines written by the Department of Education it seemed that when mainstream schools are transformed to the phenomena of Full-service schools by the Department of Education or through themselves, many changes take place. However, there seemed to be a gap in literature regarding the changes taking place, this gap guided this research dissertation. This retrospective study was undertaken to gain insight into the transformation process and thereby into the change towards inclusive education. As a descriptive study on the transformation of one particular school it could also assist other schools that are on their way to such a transformation. The research approach adopted was qualitative process to gain insight and understanding of the changes made, but especially the role players’ attitude and feelings towards this change into a full-service school. Insight into this transformation process could provide insight to inclusive education, with an interpretivist paradigm, and applied to a single-case study (Stake 1995). Data collection consisted of open-ended interviews, visual diary and field notes. Additional documents were received from the school and the Department of Education and were included in this study.Codes for classifying the interview responses were predetermined (a priori coding) and designated as Microsystem, Macrosystem, Leadership and Management, Culture, Identity, Strategy, Structures/Procedures, Physical changes, Technical support and Human resources, as set out by the framework of Lazarus and Davidoff (1997:17). The interviews were open-ended. Visual data were collected to illustrate contrasts and similarities between conditions before and after the transition. The data obtained about the transition process were discussed using the a priori coding categories and drawing parallels to the existing literature. This research recommends and highlights significant aspects of the transition process leading to a full-service school. AFRIKAANS : In Suid-Afrika het die tendens van inklusiwiteit sterker geword sedert die vrystelling van Witskrif 6. Die Departement van Onderwys het ’n beroep gedoen dat daar voldoen moet word aan die behoefte aan skole met groter integrasie. Die Departement van Onderwys het 30 skole, wat ’n distrik verteenwoordig, gekies om met die transformasieproses te begin. Riglyne opgestel deur die Departement van Onderwys het getoon dat wanneer hoofstroomskole getransformeer word na voldiensskole, hetsy deur die Departement van Onderwys of deur hulself, daar baie veranderinge plaasvind. Daar is egter ’n gaping in die literatuur met betrekking tot die veranderinge wat plaasvind, en hierdie gaping het gelei tot die navorsingsverhandeling. Hierdie studie het slegs op die kwalitatiewe navorsingsproses staatgemaak om insig en begrip te verkry oor die veranderinge wat gemaak is, maar veral ook oor die rolspelers se houding en gevoelens teenoor hierdie verandering in ’n voldiensskool. Insig in hierdie transformasieproses kan insig gee in inklusiewe onderwys. Deur die transformasieproses te verstaan, kan skole gehelp word met hul eie transformasie na voldiensskole. Die doel van hierdie studie was om die oorgangsproses van ’n voldiensskool te verstaan en te interpreteer. Vir hierdie doel is ’n kwalitatiewe navorsingsbenadering saam met ’n interpretivistiese paradigma gebruik. Daarvoor het ek ’n enkele gevallestudie gebruik (Stake, 1995). Data-insameling het bestaan uit oop onderhoude, ’n visuele dagboek en veldnotas. Addisionele dokumente is van die skool en die Departement van Onderwys ontvang en is in hierdie studie ingesluit. Kodes is vooraf bepaal, naamlik mikro- en makrostelsels, leierskap en bestuur, kultuur, identiteit, strategie, strukture/prosedures, fisiese veranderinge, tegniese ondersteuning en menslike hulpbronne, soos uiteengesit in die raamwerk van Lasarus en Davidoff (1997:17). Hierdie proses van kodering word ook priori-kodering genoem, aangesien die onderhoude vooraf bepaal is. Die visuele data is voor en na die oorgang geneem om die kontraste en ooreenkomste duidelik te toon. Nadat parallelle tussen die relevante literatuur en priori-data geïdentifiseer is, is die data van die oorgangsproses bespreek. Hierdie navorsing beklemtoon belangrike faktore wat in gedagte gehou moet word tydens ’n oorgangsproses na ’n voldiensskool, en maak ook aanbevelings.Dissertation (MEd)--University of Pretoria, 2012.
Educational Psychology
unrestricted
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Laauwen, Hermanean May. « Explaining "non-reform" in special needs education policy in South Africa ». Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27834.
Texte intégralRésumé :
The purpose of my case study research is to explain the development trajectory of Special Needs Education policy in South Africa. I also intended to establish whether this policy reform trajectory could be explained as “non-reform” in Special Needs Education. The development path of policies has been widely researched and explained in relation to theories of change. Over the past decade there has, however, been a growing body of knowledge that has moved the theoretical basis for the development of policy from a traditional linear and causal model to a more complex, dynamic model of change. I was able to draw from both models to engage in my case study research on the development of the Special Needs Education policy. This policy eventually culminated in a Government White Paper on Special Needs Education. My primary research question is to understand why the policy on Special Needs Education did not emerge in South Africa when it was widely expected. I examined “up close” the views, perspectives and understandings of policy makers to establish the reasons for the non-emergence of the Special Needs Policy in South Africa. On closer analysis, I found that not only was there a significant delay between the policy formulation and policy adoption, but that this had created a critical policy vacuum in the Special Needs Education system in South Africa, which warranted an explanation. I found that the main reasons for the “policy-lag” were situated in the intended paradigm shift from a medical based model to an eco-systemic model, the intended restructuring of the special school system, logistical factors, and the availability of resources. This study addresses a gap in the related literature by its focus on the policy-making process for Special Needs Education in a transitional context. Its significance lies in shifting explanations of policy reform from the domain of the causal-linear to a political account of the process. The research was guided by a conceptual framework that combined the linear and iterative models of the policy development processes with the conceptual devices of “theory of action” and “theory in use”. The role of specific paradoxes and the ensuing tensions was formulated using qualitative content analysis. The study produced several new findings with regard to the factors that affect education policy-making in South Africa. Principal amongst these findings was the observation that the politics of participation was the main factor constraining the speed and direction of policy development in Special Needs Education. The findings of this research warrant several conclusions regarding the implementation and the dynamic nature of policy-making. The study concludes with suggestions for future research in policy-making related to Special Needs Education in South Africa.Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
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Sprankles, William Thomas III. « The Fifth Day Experience : A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning ». Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.
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Simpson, Yvonne. « The potential impact of the HE Educational White Paper 2011 on higher education and professional construction education : professional quantity surveying education in England ». Thesis, University of Greenwich, 2014. http://gala.gre.ac.uk/18096/.
Texte intégralRésumé :
This thesis aims to investigate the effect of the Government’s Higher Education White Paper 2011 on the provision of vocational undergraduate degree provision within the UK. In particular the provision of quantity surveying education in the English Higher Education sector will be used as an exemplar. The intention of the study is to glean the potential impact and effects on professionally focused education in the 21st Century. There were two prongs to this study, one reflecting the experience of Australian quantity surveying provision to give some hindsight, the other reviewing the on-going debate between professional education and strategic education as raised by Cardinal Newman (1852). There was attention on the changing role of the state and the rise of individualism, in HE provision. Underlying this study was the anticipated role of knowledge in the form of professional knowledge and competencies. The methodology undertaken was pragmatic and employed mixed methods of qualitative and quantitative data collection. Future studies (Ratcliffe 2008) had an influence on the data collection methods and a Delphi technique tool was designed to harvest the data, the use of thematic analysis (Brown and Carasso 2013) enabled the construction of themes. Philosophical lens of Bourdieu’s cultural capital (1973) and Bhaskar’s critical realism (1978) were employed to provide a basis from which to explore the findings of the thesis. The themes which arguably arose were uncertainty, inequality, barriers, quality, marketization, conflict and power. The findings indicated a withdrawal of state from funding professional HE programmes, rise of individualism which acknowledges the cultural capital of professionally accredited courses and a study of power within the community of practice (Wenger 1998) of chartered quantity surveyors. Surprisingly, it is the lack of awareness surrounding the role of knowledge in favour of competencies which may indicate the schism between professional and generalist HE provision.
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Subramoney, Kemeshri Avril. « Assessment of support strategies in inclusive education in the Foundation Phase in the Umlazi District ». Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1725.
Texte intégralRésumé :
A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree of Masters Of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017It has been 16 years since the release of Education White Paper 6 however, South Africa continues to experience challenges in implementing Inclusive Education (IE) by providing support effective for learners who experience barriers to learning. Education in society is a fundamental part of our lives and IE provides the platform to achieve a unified society. The study focused on the Foundation Phase where barriers could be identified and early intervention could be provided. The aim of this study was to ascertain the nature of the support strategies employed by Foundation Phase teachers in two schools in the Umlazi District. It also aimed to establish if learners who experience barriers to learning as well as if the teachers and the school were adequately supported. It was apparent that although the department of education addressed some of the challenges by providing a policy and guidelines on the implementation of inclusive education (National Strategy on Screening, Identification, Assessment and Support (SIAS) and Guidelines for responding to learner diversity in the classroom) there was little evidence of stakeholders having knowledge of the documents or applying the recommended strategies. A mixed method design was used for this case study. The quantitative method comprised of a questionnaire constituted the initial phase of the data collection. It was then followed by the qualitative method which involved a focus group interview with selected participants. The questionnaire was completed by 21 teachers from the two schools and 5 teachers participated in the focus group interview from the first school and 8 from the second. This study established that although teachers attempted to provide support to learners that experience barriers to learning, they found these strategies to be ineffective. The pre-service in-service training that they received to address barriers to learning was ineffective and inadequate. Support networks at the schools were dysfunctional and there was confusion about the roles and responsibilities of the various support structures. Stakeholders and external support structures were ineffective and inaccessible. The lack of communication and collaboration amongst stakeholders was evident. These findings are These findings are common and consistent with discoveries from previous research. Contributions of the study are important for further research and implementation of the recommendations would assist in ensuring that learners receive quality education that can help them to be productive members of society.
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Wicks, Peter John. « Bureaucratic change in further education : impacts of the White Paper 'Training for Jobs' on non-advanced further education in England and Wales, 1984-89 ». Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1200/.
Texte intégralRésumé :
This thesis considers the impacts of legislation introduced by the British government in 1984 to restructure the administration of non-advanced further education (NAFE) in England and Wales. The White Paper Training for Jobs proposed to transfer a substantial proportion of responsibility for the delivery of NAFE away from local education authorities (LEAs) to the Manpower Services Commission (MSC), involving the transfer of a proportion of LEAs' block grant to the MSC's annual budget for the purposes of NAFE delivery. The thesis examines the impacts of the White Paper by recourse to three themes. First, the revision of the policy innovation as a consequence of resistance by local authorities and their national associations to the policy as framed, and the subsequent renegotiation of its terms. Second, the bureaucratic impacts of the policy change, principally the restructuring of local working relationships which it necessitated. Third, a consideration of its impacts upon local NAFE planning procedures, the target of the policy shift. Central to the thesis are the relative bureaucratic characteristic of, and the operational relationship between, the MSC and LEAs, and the effect of these upon the development and delivery of NAFE policy. These themes are set in the context of an historical overview of vocational education and training in England and Wales, and a theoretical perspective which considers Training for Jobs as an illustrative example of decision-making and policy implementation in practice. It presents evidence for the argument that these processes should be perceived as a continuum in which actors at all levels play a part in the policy process, rejecting more simplistic 'top-down' approaches to the issue.
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Vaughan, B. (Bronwyn). « Planning for e-(e)quality:a critical discourse analysis of the discourse on equality and quality in the South African white paper on e-education (2004) ». Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201311151859.
Texte intégralRésumé :
The focus of this study is on the discourse of equality and quality in South African education as constructed in the South African White Paper on e-Education (2004). Using Postcolonial Theory as a theoretical framework for Critical Discourse Analysis (CDA) the study identifies four narratives in the White Paper that guide the discourse on equality and quality in South African education: the ‘digital divide’ narrative, the integration of the digital stranger narrative, the technological deterministic narrative, and the auditability and performability narrative. It is argued that these narratives, while evident in policies around the world, originate from states and international organisations in the global North. As such the narratives are insensitive to the reasons for South Africa’s inequality in education and work to reproduce systemic patterns of signification that fail to redress past and existing inequalities specific to South Africa. Rather than uncritically consuming global knowledge narratives, new critically informed (South) African narratives, conscious of global narratives and committed to social equality, need to be produced that are anchored in new ways of “seeing, thinking about and acting” (Soudien, 2011, p. 265).
Livres sur le sujet "Education White Paper 6"
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Association of Secondary Teachers, Ireland. Response to the white paper on education : The white paper 'Charting our education future'. Dublin : ASTI, 1996.
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Mauritius. White paper : Pre primary, primary & secondary education. [Port Louis] : Ministry of Education and Human Resource Development, 1997.
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Nova Scotia. Dept. of Education. Education horizons : White paper on restructuring the education system. [Halifax] : Nova Scotia Dept. of Education, 1995.
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1943-, Barr N. A., David Hume Institute, Suntory-Toyota International Centre for Economics and Related Disciplines. et London School of Economics and Political Science., dir. Strategies for higher education : The alternative white paper. Aberdeen : Aberdeen University Press, 1988.
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Learning for life : White paper on adult education. Dublin : Stationery Office, 2000.
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Britain, Muslim Parliament of Great. White paper on Muslim education in Great Britain. London : Muslim Parliament of Great Britain, 1992.
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Education, New Brunswick Dept of. White paper : Proposal for the New Brunswick Education Act. [Fredericton, N.B.] : The Dept., 1996.
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Government, Imo State (Nigeria) Office of the Secretary to the State. Government white paper on : Government return of secondary schools to missionaries/voluntary agencies. Owerri, Nigeria : Office of the Secretary to the State Government, 2010.
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Amin, Sajeda. White paper, enhancing adolescent financial capabilities through financial education in Bangladesh. Dhaka : Population Council, 2010.
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Hot fudge sundae in a white paper cup : A spirited black woman in a white world. Ann Arbor : University of Michigan Press, 2014.
Trouver le texte intégralChapitres de livres sur le sujet "Education White Paper 6"
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Beckmann, Johan, Elmene Bray et Simeon Maile. « Aspects of Equality and Special Needs Education4 in South Africa : Reflections on Education White Paper 6 of the South African Department of Education : Special Needs Education — Building an Inclusive Education and Training System (July 2001) ». Dans Special Education, 111–35. Dordrecht : Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3050-1_9.
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Taylor, Lisa K. « Getting Past the White Paper ». Dans Superdiversity and Teacher Education, 52–68. New York, NY : Routledge Taylor & Francis, 2021. : Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-5.
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Winter, Christine. « Curriculum Knowledge, Justice, Relations : The Schools White Paper (2010) in England ». Dans Re-Imagining Relationships in Education, 107–25. Oxford, UK : John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118944707.ch7.
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Arvidsson, Malin, et Henrik Åström Elmersjö. « Recontextualizing Historical Injustice into Education : The Relationship Between a White Paper and a Textbook on the Abuse of the Roma in Swedish History ». Dans Historical Justice and History Education, 23–45. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70412-4_2.
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Cerone, Antonio, Markus Roggenbach, James Davenport, Casey Denner, Marie Farrell, Magne Haveraaen, Faron Moller et al. « Rooting Formal Methods Within Higher Education Curricula for Computer Science and Software Engineering — A White Paper — ». Dans Communications in Computer and Information Science, 1–26. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71374-4_1.
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Chitez, Mădălina, Roxana Rogobete et Alexandru Foitoş. « Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs : A Case Study of Romania ». Dans European Higher Education Area : Challenges for a New Decade, 545–64. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_34.
Texte intégralRésumé :
Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).
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Orr, Dominic, Florian Rampelt et Alexander Knoth. « “Bologna Digital”—Actively Shaping the Digital Transformation in European Higher Education ». Dans European Higher Education Area : Challenges for a New Decade, 583–96. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_36.
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Abstract Digital transformation will impact the European Higher Education Area (EHEA) and could contribute to developing a new vision for the Bologna Process and for higher education in Europe and beyond. In recent years, research on European and national levels has shown increasing attention being paid to digitalisation and digital transformation by higher education leadership. The 2015 and 2018 Ministerial Communiqués also clearly emphasised the importance of the topic for the EHEA. Yet, a strategic integration of digitalisation into higher education policy and practice remains hard to find. This is for two main reasons: (1) because although digitalisation is often seen as a technical innovation, it must, in fact, be a social innovation for it to have any impact and (2) because higher education as a field of practice, especially in Europe, is a multi-layered system where strategic impact is only possible if all layers are broadly following the same objectives. With reference to policy theory, the authors conjectured that reducing goal conflict and practice ambiguity would help to facilitate a more integrative digital policy and practice. With this aim, the authors launched a White Paper in 2019 to facilitate broad agreement on the potential of digitalisation within the Bologna framework. This contribution provides an interim evaluation of the initiative and its next steps. In this, it provides a reflexive review of how practitioners and researchers in the field might hope to influence policymaking and practice in the area of digitalisation.
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O’ Reilly, Derek. « Identifying the Risks Associated with Primary School Children Using the Internet ». Dans Advances in Information and Communication Technology Education, 215–26. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-936-6.ch018.
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The Internet is becoming widely available and increasingly important in the modern world. Because of this, it is very important that children start to familiarize themselves with the Internet at a young age. As technology is becoming increasingly part of our daily lives, computers and the Internet have been adopted into schools. The sea of information and learning activities available on the Internet has the potential to greatly help in the development of young minds. However, the question remains as to how safe an environment the Internet is for young children. Children might not see any dangers beyond the physical environment where they live. Therefore, the Internet can be an unsafe place for them to venture into. Children can be targeted by a wide number of Internet risks. For these reasons, the problem of how to keep children who are using the Internet safe must be solved. This paper identifies the potential risks associated with primary school children using the Internet. This paper evaluates the level of understanding of Internet safety that children have. This paper identifies what children use the Internet for and what information that they are willing to reveal while online. The findings of this paper are based on analysis of a survey carried out on 645 Irish primary school children in February 2007.
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Quintal, Vanessa Ann, Tekle Shanka et Pattamaporn Chuanuwatanakul. « Mediating Effects of Study Outcomes on Student Experience and Loyalty ». Dans Marketing Strategies for Higher Education Institutions, 61–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch006.
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This paper aims to examine whether expectations of the student experience have an impact on student loyalty that is mediated by expectations of study outcomes at their university. To achieve this, a 15-minute pen and paper survey was self-administered to a convenience sample of students at a major university in Western Australia. The total sample size was 400 students, with 200 students each drawn from the home and international student populations. Findings suggest the university’s image and facilities that prepare students for career, personal and academic development were positively related to home student loyalty, while teaching and support services that prepare students for career development were positively related to both home and international students’ loyalty. Since the global trend is toward a customer-oriented model, universities can remain competitive by providing the ‘gestalt’ student experience that helps students to achieve their study outcomes and develop loyalty toward their university.
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Gutjahr, Michael, et Wolfgang Bösche. « Quantitative Analysis of Voice and Keyboard Chat in a Paper Presentation Seminar in a Virtual World ». Dans Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, 159–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3673-6.ch011.
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To investigate the possibilities that are offered to improve teaching within a virtual environment, chat recordings from a paper presentation seminar in a virtual world were analyzed. A total of 9 sessions with more than 500 minutes of recordings from 19 participants were classified in diverse categories by two independent coders. The channel used (voice or keyboard) as well as other attributes of the contributions, the contributors, and the sessions were coded. Results show that the voice channel was mainly used for relevant contributions, while the keyboard channel contained mainly irrelevant contributions. The longer a session was the lower was the percentage of irrelevant contributions, p < .05. Gender and previous experience with digital games are both highly correlated with the percentage of irrelevant contributions, p < .01. Technical and personal factors are related to the rate of irrelevant contributions, while situational and relational factors seem to have a minor impact.
Actes de conférences sur le sujet "Education White Paper 6"
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Robinson, Stefanie L., et Jennifer A. Mangold. « Implementing Engineering and Sustainability Curriculum in K-12 Education ». Dans ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.
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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Das, Madhurima. « Full Steam Ahead : Hands-on Elementary Education and Persistence During COVID-19 ». Dans ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24290.
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Abstract It is well recognized that the world needs to develop interdisciplinary problem solvers and creative thinkers to address the problems of the future. Training in the fields of Science, Technology, Engineering, Art, and Math (STEAM) is essential for understanding the complexity of the world around us and for identifying and tackling critical technical and social issues. To that end, many programs have been launched all around the world to expose students to STEAM fields and to encourage them to pursue STEAM careers. Hands-on, project-based learning has been shown to get more students engaged with STEAM and help them learn key skills for the future. However, most STEAM education programs target students in upper-middle or high school. If students are nurtured at earlier ages to love thinking critically, solving problems, and building, they are more likely to pursue STEAM fields. This paper describes the implementation of project-based STEAM curriculum with elementary school students from ages 6–13. It includes a detailed discussion of curriculum design, case studies of specific student work, subjective analysis of engagement level with various projects, and discussion of lessons learned. The paper also discusses how the makerspace environment where the students execute their projects has been set up to be accessible for students in this age range. Additionally, the paper describes how a hands-on STEAM curriculum that traditionally relies on in-person feedback, materials, and access to peers as teammates can be maintained while having students learning remotely. Educational techniques for hands-on learning while physical distancing due to the COVID-19 pandemic are discussed.
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Šimelytė, Agnė, et Gitana Dudzevičiūtė. « Consumption of Renewable Energy and Economic Growth ». Dans Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.048.
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The significance of renewable energy is highly recognized all over the world. However, the impact of consuming renewable energy on the economy is very often disputable and contravercial. The paper explores links between consumption of renewable energy, economic growth, trade, capital and labour. The study covers 28 European Union countries for the period from 1990 to 2012. Energy has been considered as one of production factors, which has a great impact on output. Thus, the neo-classical Cobb-Douglas function has been employed to reach the aim of the article. Following the relevant state-of-art, economic growth, consumption of renewable energy, trade, capital and labour are considered as separate factors. The analysis indicates that consumption of renewable energy boots economy in 12 countries out of 28. The neutrality hypothesis has been confirmed in 2 countries, while the conservation hypothesis has been proved in 6 cases. The weakest links between the consumption of renewable energy and other factors has been noticed in Luxembourgh’s case.
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Kim, Euiyoung, Jieun Kwon, JungKyoon Yoon et Alice M. Agogino. « Embedding Cybersecurity Into Design Education : Increasing Designers’ Awareness of Cybersecurity Throughout the Design Process ». Dans ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97720.
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Abstract As more digital devices with sensing capabilities are introduced into users’ daily lives, the risks of threats to data and privacy and security have increased. While cybersecurity has been acknowledged as an important concern in developing products with digital services, currently available design methodologies and practices offer limited effective guidance to designers to explicitly address cybersecurity issues. In this paper, we present a case study from a product design course at the University of California, Berkeley, where the course’s teaching team implemented an intervention in the form of cybersecurity-focused educational materials into the design process. The baseline and post-intervention survey results indicate that the cybersecurity intervention throughout the course had positively influenced the students’ awareness of cybersecurity (p < 0.001, SD = 0.79, 26% increase in score, Cohen’s d = 0.81). The intervention provoked the designers to consider and include aspects of cybersecurity in developing their design solutions throughout most of the design process. However, their increased awareness aside, the extent of the student teams considering cybersecurity had tapered off over the 6-week design course with little noticeable influence in the final design.
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Kumpaty, Subha, Esther Akinlabi, Christopher Reynolds, Robert Mueller et Sisa Pityana. « Global Research Collaboration and International Education : Laser Metal Deposition of Varying Percent of Ti-6Al-4V + Molybdenum on Ti64 Substrate for Biomedical/Aerospace Applications ». Dans ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65094.
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This paper presents the characterization studies conducted by Milwaukee School of Engineering senior undergraduate students in South Africa under the Research Experiences for Undergraduates grant EEC-1460183 sponsored by the National Science Foundation (Principal Investigator Dr. Kumpaty). Robert Mueller and Christopher Reynolds conducted research in summer of 2015 under advisement of Dr. Kumpaty and his South African collaborators, Dr. Esther Akinlabi and Dr. Sisa Pityana. The foreign collaborators’ excellent support was pivotal to the success of our U.S. students. Ti-6 Al-4 V is a titanium alloy that accounts for about 80% of the titanium market. The Ti-64 alloy contains 6 wt% Aluminum and 4 wt% Vanadium, an almost equal ratio of α + β phases. Through the laser surface modification process known as Laser Meal Deposition, this alloy offers the optimum combination of enhanced properties. This research focuses on the application of adding a combination of molybdenum (Mo) and Ti-64 powders to a Ti-64 substrate surface in order to improve the durability for various biomedical/aerospace applications. Deposition of the powders was completed at the CSIR - National Laser Center, in Pretoria, South Africa. The characterization studies were carried out at the University of Johannesburg. The results of the hardness tests showed that the addition of molybdenum to Ti-64 increased the hardness of the deposited material compared to that of the substrate. This verifies that the addition of Mo to metals can affect the mechanical properties to better suit various applications. While Robert Mueller studied the effect of laser power on the properties of laser metal deposited Ti-6Al-4V + Mo for wear resistance enhancement, Christopher Reynolds investigated scanning velocity influence on the evolving properties of laser metal deposited Ti-6Al-4V + Mo. The results of this promising research and various options for further investigation are presented. The beneficial value of such a global research enterprise on the budding engineers will be apparent and the paper details the process of the international component of the Research Experiences for Undergraduates.
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Wang, Xinli. « Session details : SIGITE Paper Session 6 ». Dans SIGITE/RIIT '15 : The 16th Annual Conference on Information Technology Education and the 4th Annual Conference on Research in Information Technology. New York, NY, USA : ACM, 2015. http://dx.doi.org/10.1145/3257777.
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Adrian, M. « OPTIMAL PLANTING TIME OF THE BEST WHITE BEAN VARIETIES IN KORCA REGION ». Dans V International Youth Conference "Perspectives of Science and Education". Prague : Premier Publishing s.r.o., 2019. http://dx.doi.org/10.29013/v-conf-usa-6-84-91.
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Montesh, Prof Moses, et Mr M. Vinesh Basdeo. « Challenges affecting the implementation of the South African White Paper on e-Learning of 2004 ». Dans Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel13.
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Imbert, Clément, et Reynold John. « TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE ». Dans International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.
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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Mpisi, Anthony, et Gregory Alexander. « THE COMPLEXITY OF IDENTITY FORMATION OF BLACK LEARNERS ATTENDING HISTORICALLY WHITE SCHOOLS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end035.
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This purpose of this paper is to examine the complexity of identity formation experienced by black learners attending historically white high schools in the Northern Cape. Black South Africans were considered and treated as both intellectually and racially inferior during the apartheid years. This may have created an identity dilemma for a number of generations of South African blacks. The situation was further exacerbated, when black learners were admitted to historically white schools. The staff component (mostly white) of historically white schools appeared to be inadequately prepared for these drastic changes. Consequently, the school that should normally contribute to developing a positive identity formation of learners, seemingly had the opposite effect on black learners. An empirical investigation, by way of the quantitative research method was employed, to ascertain the perceived effect historically white schools have on the identity formation of black learners attending these schools. Some of the findings of this study indicate the manifestation of negative influences, low educator expectations, the disjuncture between the home- and school education, as well as the high failure and drop-out rate, of black learners, as having an effect on the identity formation of black learners. Certain suggestions are made as to how to address the situation.
Rapports d'organisations sur le sujet "Education White Paper 6"
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Amin, Sajeda, Laila Rahman, Sigma Ainul, Ubaidur Rob, Bushra Zaman et Rinat Akter. White paper : Enhancing adolescent financial capabilities through financial education in Bangladesh. Population Council, 2010. http://dx.doi.org/10.31899/pgy1.1022.
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Chu, Clara M., Jaya Raju, Kendra S. Albright, Theo Bothma, Anthony Chow, Keren Dali, Tilen Heco et al. Building Strong LIS Education : A Call to Global and Local Action – An IFLA BSLISE Working Group White Paper. University of Cape Town Libraries, août 2018. http://dx.doi.org/10.15641/0-7992-2542-6.
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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, septembre 2021. http://dx.doi.org/10.36687/inetwp161.
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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Ha, Wei, et Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, septembre 2021. http://dx.doi.org/10.22617/wps210299-2.
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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Lazonick, William, Philip Moss et Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, mai 2021. http://dx.doi.org/10.36687/inetwp159.
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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Fullan, Michael, et Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce ? : Deep Learning : Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, décembre 2020. http://dx.doi.org/10.18235/0002959.
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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.