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Artykuły w czasopismach na temat "Non-government schools"
1
Gurd, Bruce. "Rising accountability of Australian non-government schools". Public Money & Management 33, nr 6 (listopad 2013): 415–20. http://dx.doi.org/10.1080/09540962.2013.836002.
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Zehavi, Amos. "Regulating non-government schools: Explaining success and failure". Regulation & Governance 5, nr 4 (23.06.2011): 446–64. http://dx.doi.org/10.1111/j.1748-5991.2011.01112.x.
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Ntare, Privatus. "DISTRIBUTION AND PREDICTIVE OWNERSHIP OF PRIMARY SCHOOLS IN TANZANIA MAINLAND". Business Education Journal 10, nr 2 (16.08.2021): 1–10. http://dx.doi.org/10.54156/cbe.bej.10.2.288.
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This study attempted to explore the distribution of primary schools and the predictive ownership of primary school teachers in Tanzania's Mainland. The dataset used in this study was collected in 2016 by the Tanzania National Bureau of Statistics. To attain the objectives of this study the descriptive statistical analysis and logistic regression model were adopted. A total of 17,094 schools were included in the study. The findings revealed that there was an unequal distribution of primary schools as well as primary school teachers in Tanzania's Mainland. Tanga was the region with many government primary schools (992) and Dar es Salaam was the region with many non-government schools (245). Katavi was the region with few government primary schools (175) and non-government schools (2). There were more permanent female teachers (104052) than permanent male teachers (98028) while in the case of the temporary teachers, males (2660) were more than females (1970). Also, the data showed that 94.1% of all schools were owned by the government. The logistic regression results indicated that the permanent female teachers were negatively connected with non-government schools while the permanent and temporary male teachers were likely to be in non-government schools. The logistic regression model successfully predicted the school ownership for 13663 schools with a reasonably high accuracy of 94.75%
4
Miller, Paul W., i Derby Voon. "Government Versus Non-Government Schools: A Nation-Wide Assessment Using Australian Naplan Data". Australian Economic Papers 51, nr 3 (wrzesień 2012): 147–66. http://dx.doi.org/10.1111/j.1467-8454.2012.00429.x.
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Babie, Paul. "Religious Freedom and Education in Australian Schools". Laws 10, nr 1 (30.01.2021): 7. http://dx.doi.org/10.3390/laws10010007.
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This article examines the constitutional allocation of power over primary and secondary education in Australia, and the place of and protection for freedom of religion or belief (FoRB) in Australian government and religious non-government schools. This article provides both an overview of the judicial treatment of the constitutional, legislative, and common law protection for FoRB and a consideration of emerging issues in religious freedom in both government and religious non-government schools, suggesting that the courts may soon be required to provide guidance as to how the available protections operate in both settings.
6
Humaira Akram, Prof. Dr. Samina Malik i Prof. Dr. Nabi Bux Jumani. "Comparison of the Knowledge of Technology, Pedagogy and Content of Educators at Secondary Level". sjesr 4, nr 1 (6.03.2021): 164–71. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(164-171).
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The innovative trends in 21st-century instruction have altered the entire landscape of pedagogy. Hence, this worldview move requires technological information and expertise from educators along with knowledge of instructional content. The main topic of the research work is based on a new, interdisciplinary framework for educators' knowledge of technological integration, the professed knowledge of modern equipment, art of teaching, and material. This structure is centered on Shulman's concept of knowledge of instructional material i.e. PCK to comprise information about modern equipment. Therefore, the purpose of this study is to; assess and compare the technical instructional and material understanding (TPACK) of IT educators in government and non-government schools. This study has followed a quantitative research approach. The target population comprised of all IT educators working in government and non-government high schools in the urban area of Islamabad. Using a proportionate stratified random sampling technique, 32 IT educators (from government schools) and 40 IT educators (from non-government schools) were selected for sampling. Data were collected using a self-developed research tool. Data analysis was steered using descriptive & inferential statistics. Outcomes of the study specified a noteworthy variance of government with non-government CS educators -about Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technical Pedagogic Know-how (TPK) nevertheless, non-noteworthy variance regarding Technological Content Knowledge (TCK) and TPACK.
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Griffiths, Joanne, Lesley Vidovich i Anne Chapman. "Outcomes approaches to assessment: comparing non‐government and government case‐study schools in Western Australia". Curriculum Journal 19, nr 3 (wrzesień 2008): 161–75. http://dx.doi.org/10.1080/09585170802357470.
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Rodgers, Joan, Frank Neri i Ian Moran. "Heterogeneous Treatment Effects? An Examination of Australian Non-Government Primary Schools". Australian Economic Review 49, nr 3 (wrzesień 2016): 272–89. http://dx.doi.org/10.1111/1467-8462.12161.
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Hardwick-Franco, Kathryn Gay. "Music Education In Remote Rural South Australian Schools: Does A Partnership With A Non-Government Organisation Work?" Australian and International Journal of Rural Education 28, nr 1 (9.12.2017): 104–20. http://dx.doi.org/10.47381/aijre.v28i1.161.
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Schools in rural South Australia are remote from opportunities for students and teachers to engage in music learning and professional development. This aim of this research project was to investigate the degree to which partnerships between rural schools and non-government organisations (NGOs) can be effective and meet this need. Anderson and White (2011) note that partnerships in education, both in Australia and elsewhere, continue to be a prominent policy feature, as a preferred way of working to deal with key challenges for schools. This project employed a participant-observation methodology that incorporated methods of survey and invitational semi-structured interviews. It explored the ways in which schools benefited from partnering with a non-for-profit organisation in music education. Project results indicate that the quality of partnerships between an NGO (Musica Viva) and rural schools (government and non-government) have a positive impact on: student and teacher learning of music; the advancement of teachers’ music pedagogy and; student, teacher and community wellbeing. Importantly, this positive impact occurred in rural and remote schools with significant numbers of vulnerable, disadvantaged and disengaged students. Conclusions may be used to inform the development and strengthening of school-NGO partnerships to improve the quality of music education in rural schools. The project also offers itself as an example of how future investigations of school-NGO partnerships more generally might be pursued.
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WIBORG, SUSANNE, FRANCIS GREEN, PETER TAYLOR-GOOBY i RACHEL J. WILDE. "Free Schools in England: ‘Not Unlike other Schools’?" Journal of Social Policy 47, nr 1 (27.04.2017): 119–37. http://dx.doi.org/10.1017/s004727941700023x.
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AbstractThe aim of this article is to investigate the argument that choice and competition will unleash entrepreneurial innovation in free schools. Free schools were introduced as a subset of the Academies by the Conservative–Liberal Democrat Coalition government, following the general election in 2010. The government made it possible for non-state providers to set up their own independent, state-funded schools in order to create more choice, competition and innovation. We conclude that a higher level of substantive innovation is taking place in regards to management practices than in respect of curriculum and pedagogical practices. Innovation in curriculum and pedagogical practices is very limited. Creating a free school offer that seems to differ from other schools appears to be done through marketing and branding rather than innovation. We argue that parents, OFSTED, and the relative isolation of free schools constrain innovation from taking place.
Rozprawy doktorskie na temat "Non-government schools"
1
Gaudry, Brendan Paul. ""The efficiency and efectiveness of secondary schools in South Australia : a comparative study of government and non-government schools" /". Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EC/09ecg267.pdf.
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Williamson, Janet, i n/a. "Teachers and the use of computers in four ACT non-government primary schools". University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.
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The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
3
Wilde, Lee Ellen, i n/a. "The concept of excellence in education in ACT primary schools". University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.
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From a philosophical and historical analysis of education in Australia since World
War II and consideration of the research into school effectiveness and community
expectations of education, a concept of "excellence" was derived: "Excellence in
education" in its various institutionalised forms describes a state where there is a
community perception that worthwhile goals have been formulated, attempts are
made to achieve those goals using appropriately defined processes and that those
goals are being achieved to the satisfaction of community members.
It was also asserted that because of the diversity introduced into Australian society by
sociocultural, economic and political developments since World War II, "excellence
in education" may take many forms. This demands diversity in schooling so that
these different forms of excellence may be achieved. This "excellence" was seen to
be a relative concept rather than an absolute one.
Information was collected from six primary schools from both the government and
non-govenunent sectors of the ACT, using swey instruments, interviews and
document analysis. This information related to the perceptions of the family, staff
and student sectors of these schools about the importance and achievement of various
factors in the areas of goals and philosophy, curriculum, teaching and learning
practices, general organisation and school atmosphere.
The study found that, while these schools, all being concerned with the education of
primary school children in the same local and national context, exhibited certain
common elements, they also demonstrated a variety of other features in a variety of
combinations, giving each school a distinctive profile. Moreover, these school
communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved.
Thus it was shown that excellence in education is a relative concept in the ACT, if not
in contemporary Australian society as a whole.
4
Eadie, Christine Sylvia. "Environmental education in South Australian primary schools provided by some non-government environmental groups : a critical enquiry /". Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09enve11.pdf.
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De, Leuil Heather. "The introduction of recurrent funding to non-government schools in Western Australia : National statesmanship or provincial pragmatism?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/318.
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State aid to private schools has been a controversial issue in Australia since the beginning of European settlement. This was true in all colonies' and remains a national issue in the twenty-first century. At various times colonial governments chose to provide to private schools, principally those operated by the Catholic and major churches. However as the colonies grew and statehood loomed, the of the day sought to withdraw their aid from private schools and their funding on the growing non-denominational, public school systems.
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Justins, Charles Francis Roy, i res cand@acu edu au. "Christian Parent Controlled Schools in Australia - a Study of the relationship between foundational values and prevailing practices". Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp20.16082005.
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Christian Parent Controlled (CPC) Schools, which commenced in the 1960s, are a relatively small, but growing component of the non-government schooling sector in Australia. In 2001, they enrolled over 22 000 students in 85 schools. Very little research has been conducted on the values and practices of CPC schools and while these schools frequently assert that they promote explicitly Christian values, their foundational values have not previously been identified or recorded. This research identifies the key foundational values which are characteristic of these schools and examines the extent to which these values continue to influence the prevailing practices of these schools. Consideration is given to the implications of the relationship between foundational values and prevailing practices for the identity, development and leadership of CPC schools in Australia. The ability of these schools to articulate their foundational values and consider their prevailing practices in the light of these values should enhance their ability to understand their heritage, assess their current situation and plan their future. The research found that in general, prevailing practices in these schools give faithful expression to the foundational values; however, the research also identified a number of areas where CPC schools struggle to engage consistently with these values. As a result of this study, recommendations are proposed to assist national and school-based leadership in their strategic planning for the maintenance of these values and the future of these schools.
7
Brown, Colin E., i n/a. "The impact of a headmaster on a school : an analysis of change". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060614.163232.
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This thesis analyses the impact of a headmaster
upon a non-government school during the first years
of his leadership. Theories of organizational change
and leadership behaviour provide the theoretical
framework for this investigation.
The changes that were sought at Marist College,
Pearce, have their origin in 1983 with the appointment
of the fourth headmaster of that College. Prior to this
time Marist College had developed a reputation for conservatism
and strong leadership.
The College had grown since its foundation into a
comparatively large institution, both in terms of physical
size, personnel and student enrolment. The new headmaster
saw the need to review the goals of the College with the
aim to better the pastoral care of the large student body.
The result of this evaluation was the identification of a
series of changes that would open the College to new
approaches involving structural changes, devolution of
authority and personalization of the College.
The study identifies and documents the ideals hoped
to be achieved by the headmaster. What were seen as
ideals were not in ail cases practical. The difficulties
and problems faced by him in the implementation of these
changes are also examined.
Headmasters' terms of office are limited resulting
in new headmasters being appointed regularly. Each
brings to that office his own style and ideals. The
difficulties faced in the types of change analysed in
this study may be common to organizations experiencing
a change in leadership style.
8
English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16027/1/Rebecca_English_Thesis.pdf.
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Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees.
This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market.
Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education.
The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling.
It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.
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English, Rebecca Maree. "School choice in a new market context: A case study of The Shelbyville College". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16027/.
Pełny tekst źródłaStreszczenie:
Since the 1990s in Australia, education policies have created an environment in which competition among schools has increased and parental choice of school has been encouraged. This has been coupled with practices of corporatisation, marketisation and performativity, which have led to the proliferation of a new type of independent school, which operate in the outer suburbs of large cities, target a specific niche market, and charge low cost fees. This study examines the reasons parents are making the choice to send their children to a new, non-government schools in preference to other alternatives and the role of promotional material produced by the school in that choice. The case study of one such school, The Shelbyville College, involved in-depth interviewing of parents at the College as well as a Critical Discourse Analysis (Fairclough) of the College's prospectus and website which act as performative tools to measure the school's effectiveness in the market. Using Bourdieu's concepts of habitus and cultural capital, the study showed that parents interviewed were choosing this type of school to increase the educational and social status and career prospects of their children as 'extraordinary children'. Through such discourses, parents as consumers of particular schooling products and their engagement with the promotional activities of the College are produced as 'good parents'. Seeking and engaging with promotional material helped remove any dissonance that may occur from a long and expensive relationship with the institution. In choosing this particular school, parents were seeking 'good Christian values' and the freedom to actively engage in their children's education. The College, through its promotional efforts, promises to build on familial habitus and inculcate valued cultural capital in order to make students more successful academically and socially than their parents. The promotional materials of the website and prospectus emphasised the co-curricular involvement in music, speech and drama and invite parents into a discourse of success through the College's educational offering which creates 'extraordinary children'. The uniform mandated by the College is another 'text' in the production of extraordinary children as outlined in the prospectus and website and is an important site for identity production. The uniform demonstrates, not only the disciplinary regime and preparation for professional dress, but also the prestige and esteem derived from the consumption of high status products such as non-government schooling. It is expected that the findings of this study will have relevance for government schools that are the primary competition for new, non-government schools and will lose funding if they continue to lose students. The study will have some implications for CEO (Catholic Education Office) schools that have traditionally provided a low-cost alternative to the government sector. Parents in the study reported choosing the new, non-government school because of differences in values, and perceptions of safety and status improvement offered by these schools. The continued success of the new, non-government schools is also likely to have broader effects on social and educational inequality in Australia through their effects on the government school sector.
10
Mulford, David John, i n/a. "The Secondary Head of Department Professional Development Requirements, Expectations and Directions". University of Canberra. Education, 2007. http://erl.canberra.edu.au./public/adt-AUC20081201.154838.
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The study sought to hear the voice of the Head of Department (HOD) in independent, non-government
secondary schools in the ACT Region on their changing leadership role and their recommendations for targeted professional development.
Heads of Academic Departments (HODs) face significant challenges by being in the middle of the organisational structure of a secondary school. They are required to be competent change agents for whole-of-school "macro" initiatives on one hand, yet on the other hand foster "micro" initiatives that support effective learning and teaching in individual classrooms. HODs deal on a daily basis with a broad range of important school issues that include influencing people; management; departmental structures; administration; leadership; student success and progress; educational theory and practice; department and school culture; communication; parents; external educational bodies; professional development; up-to-date pedagogy; and their own teaching and learning. There is frequently a lack of clarity of expectations about their role in a rapidly and ever-changing school system. The incumbents have rarely received targetted professional development for this crucial middle-ranking leadership position.
The study describes and analyses the findings of detailed research with 24 Heads of Department and six Professional Development Coordinators at six independent, non-government
secondary schools. The prime focus was on the changing leadership expectations of Heads of Department and, as a result, the professional development required to support the emerging requirements and expectations of and the directions for the role. The study followed an earlier Dinham et al. (2000) research project, of which I was one of the researchers, into the roles of Heads of Department in independent, non-government secondary schools. The study used analysis of existing job descriptions of Heads of Department, structured interview questionnaires that required quantitative categorisation and analysis, and open-ended interview questions requiring qualitative analysis. The respondents were all leaders of a major academic department within an independent, non-government secondary school.
The five major themes that developed were the forces acting upon and tensions experienced by the Head of Department whilst maintaining credibility as an excellent teacher; the relatively newly developed Professional Development Coordinator role; the definition of the
leadership approach, resultant implications and, as a result, the alternative structures that secondary schools are examining for academic leadership; communication between the middle ranking subject leaders and their senior executive; and the targetted professional development required for the changing role of a HOD.
In independent, non-government secondary schools, the department structures and leadership quality can be powerful forces to assist or resist any reform agenda. Effective leadership of these academic departments becomes important to secure a constant quest to improve the quality of learning and teaching; to improve student outcomes; to nurture staff for more senior leadership positions and to transfer the benefits of a distributive leadership to more staff.
Książki na temat "Non-government schools"
1
Bangladesh. Bāstabāẏana Paribīkshaṇa o Mulyāẏana Bibhāga. Evaluation Wing. Impact evaluation study on development of selected secondary schools (Government and Non-government). Dhaka: [Eusuf and Associates], 2013.
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Australia. Parliament. Joint Committee of Public Accounts. Review of efficiency audit, administration of capital grants to non-government schools: (hearings: 27 April, 13, 27 May 1987) : minutes of evidence. [Sydney?]: Parliament of the Commonwealth of Australia, 1987.
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New York (State). Attorney General's Advisory Committee on Non-Public Education. Report on non-public education. [Albany?]: The Office, 2002.
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The state and the non-public school, 1825-1925. Columbia: University of Missouri Press, 1987.
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Barbara, Merrill, red. The changing face of further education: Lifelong learning, inclusion and community values in further education. London: RoutledgeFalmer, 2003.
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Oregon. Dept. of Education. Department of Education: Sisters School District investigation. Salem, OR: Secretary of State, Audits Divisiion, 2006.
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Indonesia. Dirjen Pendidikan Luar Sekolah, Pemuda dan Olah Raga. An overview of programme implementation of Directorate General of Out-of-School Education, Youth and Sports (Diklusepora) during the Fifth-Five Year Development Plan (Repelita V), 1989/1990-1993/1994. [Jakarta]: Directorate General of Out-of-School Education, Youth and Sports, Ministry of Education and Culture, Republic of Indonesia, 1994.
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Oregon. Dept. of Education. Department of Education: Trust fund review. Salem, Or: Secretary of State, Audits Division, 2003.
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Oregon. Dept. of Education. Department of Education: Contracting practices. Salem, Or: Secretary of State, Audits Division, 2003.
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Oregon. Dept. of Education. Department of Education: Alternative education and ADM reporting. Salem, OR: Secretary of State, Audits Division, 2007.
Znajdź pełny tekst źródłaCzęści książek na temat "Non-government schools"
1
O’Donoghue, Tom, i Simon Clarke. "Faith-Based Non-government Organizations and Education in ‘Post-new War Societies’: Background, Directions and Challenges in Leadership, Teaching and Learning". W International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 705–22. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_41.
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Veit, Alex. "Class-Based Communities: The Postcolonial Reform of School Education in South Africa". W International Impacts on Social Policy, 131–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86645-7_11.
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AbstractWhen the African National Congress (ANC) assumed governmental powers in South Africa in 1994, it needed to confront the enormous educational disparities created by apartheid and colonial rule. However, remaining true to the ideals of the democratic struggle while also following neoliberal prescriptions of fiscal austerity presented a massive contradiction. To appease anxious white middle-class parents and offer new opportunities to its non-white constituency, the new government adopted the language of communitarianism, popular throughout the Anglophone world. The concept of community-run schools served to reconcile the contradictory demands of economic neoliberalism and political deracialisation. However, the poor and overwhelmingly non-white population was effectively still excluded from the elite, formerly white schools.
3
Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" W Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.
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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
4
Jacobs, Ryleigh, Catherine Pitcher, Richa Gupta i Rinesa Deshishku. "Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning". W Education to Build Back Better, 21–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_2.
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AbstractThis chapter examines the Multi-Skill Foundation Course (MSFC), a vocational course conceived by grassroots NGO Vigyan Ashram, and further developed, replicated, and scaled up by Lend-A-Hand India (LAHI) since 2005. In collaboration with the State Government of Maharashtra, the course has been recognized under the National Skills Qualification Framework (NSQF)) and adopted by more than 600 secondary schools across India. The purpose of MSFC is to promote employability, enhance student retention and increase the appreciation for vocational skills by uniquely intersecting vocational skills with 21st century skills in an experiential learning-based pedagogy. Our in-depth analysis of the MSFC includes an overview of vocational education in India, an explanation of the theory of change, and the effect of this niche reform in building 21st century skills. To understand the impact of the reform. We interviewed different actors and surveyed 111 students enrolled in the MSFC. In addition, we organized Focus Discussion Groups (FDGs) comprised of over 20 students from vocational courses, the MSFC, and non-vocational tracks. This analysis reveals that MSFC is having a positive impact on students and their communities by cultivating 21st century skills, enhancing employability, and improving gender inclusion through quality vocational education. The final section of the chapter identifies areas of consideration to further strengthen this niche reform and key takeaways from the MSFC.
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Serres, Coline, i Tine De Moor. "Social Enterprises in the Netherlands: Towards More Institutional Diversity?" W The International Handbook of Social Enterprise Law, 861–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14216-1_41.
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AbstractThe Netherlands has a strong third sector and a long tradition of organizations pursuing social and/or environmental goals, often considered social enterprises. However, the country lacks a common definition and framework for social enterprises, and rather considers social entrepreneurship as a particular branch of entrepreneurship, leaving aside social enterprises incorporating as non-profits and cooperatives. Because of this narrow approach, many social enterprises not incorporated as social businesses are overlooked by the Dutch government but also by scholars. In this chapter, we adopt the approach of the EMES school of thought and review the legal forms that the Netherlands offers for social enterprises to incorporate. In early 2022, Dutch social enterprises have five options to incorporate: (1) private limited company, (2) public limited company, (3) cooperative, (4) foundation, and (5) association. Besides reviewing each of these forms and their implications when applied to social enterprises, we reflect on the place of social economy in the Netherlands. We also present ongoing legal developments for a better institutionalization of social enterprises in the Netherlands. We end our reflections by suggesting that Dutch social enterprises could receive the appropriate mechanisms, controls, and recognition they deserve by combining several existing labels and certifications.
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Mosweunyane, Dama. "The Role of Non-Governmental Organizations in Promoting Lifelong Learning in Botswana". W Advances in Electronic Government, Digital Divide, and Regional Development, 190–204. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8134-5.ch011.
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This chapter discusses the role non-governmental organizations (NGOs) play within Botswana. It states that NGOs are useful instruments for learning generally, but particularly they serve as vehicles for lifelong learning. The chapter highlights the fact that NGOs have established the earliest schools in Botswana. However, when it was found that schools alone were not enough to take on the challenges of a Botswana that was growing more complex by the day, NGOs began to complement school learning with specialized training in centers for vocational and professional development. The Government of Botswana came to support NGOs through the development of an NGO policy whose aim is to forge a closer government-NGO cooperation in the promotion of lifelong learning in the country.
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Bobek, Vito, Manuela Slanovc i Tatjana Horvat. "The Role of NGOs in Protecting and Preserving Cultural Heritage in the EU: The Case of Slovenia-Austria Cross-Border Program". W Non-government Organizations - New Perspectives [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108138.
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The core part of this chapter is an analysis of how is the cultural heritage present in the EU Policies and in the Slovenia-Austria Interreg V Program in the previous and present multi-annual financial framework (2014–2020 and 2021–2027). The special focus is on the role of NGOs in protecting and preserving cultural heritage at the level of Slovenia. The final section identifies an example of a project idea titled HEGIRA-Heritage in Your Hands where NGOs in the field of cultural heritage are accepted as project partners. A historic forge in Bad Eisenkappel (Austria) serves as an authentic location to establish a “Centre for Forgotten Arts” where NGOs could play a distinctive role. Due to its strategically beneficial position, the center will serve as a gateway to Slovenia and bundle cross-border intangible cultural heritage offers. The implementation of the “Craftsmen in Residence” workshop series—aimed at schools, tourists, and interested citizens—will facilitate knowledge transfer and contribute to safeguarding traditional craftsmanship. HEGIRA builds capacity by connecting actors and institutions to develop an integrated cross-border tourist product, which will serve as a role model and can be transferred to other regions with similar territorial challenges and opportunities.
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Lane, Kenneth E., Suzanne Harris i Evan G. Mense. "Green School Financing". W Marketing the Green School, 282–90. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch021.
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The authors advocate that understanding the relationship between culture, policy, and funding can help the school leader interested in pursuing funds for a new school building or building retrofitting. Integral to this process is the development of school design policy that encourages and supports the concept of the green school as well as securing funding from federal, state, and local sources to sustain the green school in both design and operation. To facilitate the development of policies regarding green schools, agencies, governments, and countries are identified who have developed and implemented policies regarding the construction of green schools. Finally, funding efforts are identified including federal government, state government, non-profit, and business sources. It is imperative throughout the process of developing and constructing green schools that there is a consistent focus on the ability to sustain the green school in concept, design, and funding.
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Said, Hamis, Majuto Clement Manyilizu i Mustafa Habibu Mohsini. "Developing Dropout Predictive System for Secondary Schools Using Classification Algorithm". W Advances in Electronic Government, Digital Divide, and Regional Development, 411–27. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch022.
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Recently, there has been an increase of enrollment rate in government schools, as a result of fee free and expansion of compulsory basic education to form four in Tanzania. However, the completion rate of students is highly affected by extreme dropout rate. Researchers in previous studies have explored the causes of school dropout, and they came with general recommendation based on treatment measures. This study, however, deals with predictive measures in which classification algorithm is used in developing dropout predictive system. The targeted population of this study was obtained by employing purposive and non-probability sampling techniques. The study was guided by system theory and conducted in four councils of Tabora region in Tanzania because of high rate school dropout reported in the previous studies. After the analysis, it has been observed that social factors and academic factors have strong impact on the targeted variable dropout time. The study recommends the use of dropout predictive system in secondary schools so as to predict future outcomes of students earlier.
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Belvadi, Anilkumar. "Institutional Genesis". W Missionary Calculus, 101–23. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0004.
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Chapter 4 traces the logic American missionaries employed in advocating Sunday schools as a suitable answer to their problem of finding audiences for their message. Bazaar-preaching did not produce many converts. Missionaries tried to expand the notion of itinerant preaching: rather than merely present Christianity as a personal path to a secure afterlife, they attempted holding out prospects for a better standard of living for all in this world if they accepted Christianity. The responses usually were those of admiration for the material facts they presented about “Christian countries,” but accompanied by an assertive rejection of any notion of Christian causality. The recalcitrance of their ill-educated adult interlocutors frustrated missionaries and their attention thence turned to children. However, thanks to the availability of government grants-in-aid after 1854, there was increased competition in education from non-Christian groups wanting to set up government-approved secular schools. It was in this context that missionaries felt that Sunday schools, being independent of government funds, could teach Christian doctrine without fear of interference. Further, they expected thousands of non-Christians, eager for any education in English, to attend Sunday Schools, disregarding the evangelical intent of the schools’ sponsors. The India Sunday School Union was formed in 1876 following extensive pan-denominational missionary discussions on the need for a formal organization patterned after “modern” Western bureaucracies, educational systems, armies, and so forth. The chapter details the methods, including the use of advertising, small bribes, and favor-seeking with influential, Christian-minded colonial officials, by which missionaries assembled students. The chapter ends with a statistical review of Sunday school attendance in the last two decades of the nineteenth century.
Streszczenia konferencji na temat "Non-government schools"
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Muthomi Murungi, Nathaniel, i Frederick Haga. "Resilience Through Inclusive Technology: How Organizations are Leveraging Innovative Technology to Achieve Educational Outcomes for Learners with Disabilities". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.150.
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Education technologies have for long provided learning solutions. This became more important at the onset of the COVID-19 pandemic when physical learning was disrupted globally. Learning from this experience, many countries are thinking of investing in solutions that ensure continued learning while contributing to sustainable development. Technology makes everything easy, including learning and preparing learners for the world of work. It is projected that most work will be technology-based in the coming years. The education and training ecosystem will evolve and innovation will drive the format in which education will be delivered. Increasingly, learning will migrate online and be self-directed and require some future employers. Many countries have embraced innovative and inclusive education technology solutions, whether homemade or exotic. High-income countries have achieved this to a desirable extent, while many low and middle-income countries contend with other competing priorities and economic burdens. As this is happening, there is a need to ensure such education technologies cater for the educational needs of learners with disabilities, recognizing the principles of accessibility, equality and non-discrimination as envisioned by the Convention on the Rights of Persons with Disabilities (CRPD). Kenya has trailblazed in setting education standards that partly prepare the learners for technology in the region. One of the seven key competencies that the Competency-Based Curriculum (CBC) in Kenya aims to achieve is digital literacy, which sets the stage for the government and schools to implement and employ technology and innovation purposively. However, no particular study has documented how and the extent to which institutions of learning are offering education to learners and trainees with disabilities and how they are employing inclusive education technologies for learners with disabilities. This paper aims to document the efforts by government and non-government organizations to leverage innovative technology to achieve educational outcomes for learners with disabilities. Data will be drawn from different programmes that are being implemented nationally. A literature review, document analysis and expert review are used. It is hoped that the insights from this paper will justify the need for additional investment into inclusive education technology by the government, schools and development partners.
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Okoroafor, Esuru Rita, Chinyere Princess Offor i Ekeoma Isaac Prince. "Mapping Relevant Petroleum Engineering Skillsets for the Transition to Renewable Energy and Sustainable Energy". W SPE Nigeria Annual International Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/212040-ms.
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Abstract In the last century, the global energy mix has been primarily dominated by fossil fuels. However, commitments to tackling climate change have accelerated the conversations on transitioning to a lower-carbon future. This is beginning to influence governmental policies, investors' and shareholders interests, workforce preferences, academic curriculum adaptations, and student choices. Given the coordinated approach from government, industry, and academia necessary to facilitate this transition, it becomes increasingly essential to map the relevant skillsets for the energy transition. This paper aimed to identify the skill sets oil and gas students and professionals have that will be relevant in advancing a renewable and sustainable energy future. The study focused on students and professionals within Nigeria to address the conditions unique to the country and other fossil-fuel-dependent developing and emerging countries. First, a survey was conducted on students and young professionals to identify the knowledge gap in clean energy technologies and digitalization technologies. Subsequently, the skills oil and gas professionals have were mapped with the different renewable and sustainable energy technologies to identify overlaps between the oil and gas industry and low-carbon energy technologies. The results showed that the technical competencies of oil and gas industry professionals were most relevant in carbon storage, hydrogen storage, and geothermal energy. On the other hand, non-core oil and gas competencies such as project management, HSE (health, safety, and environment), and business development skills, cut across all low carbon technologies. These competencies appeared to be more relevant for renewable energy resources like solar, wind, and hydropower. Data science and digital skills cut across all the new energy technologies. The main deliverables of this study were a skillset map and a progressive curriculum that embraces digitalization, entrepreneurship, and clean energy technologies. This study provides a skillset map where students and professionals can identify their competency gaps for renewable and sustainable energy technologies. This will enable them (and organizations) to know how to develop upskilling and reskilling strategies and provide academia with insights on how to modify the current oil and gas engineering curriculum in universities. Although the paper drew on data-driven insights within Nigeria, the findings apply to schools and organizations globally.
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Chan, Jasmine. "Analysis of variance and its applications in Macau educational resarches". W Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13302.
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In 2012, Macau government approved and passed the “System Framework for Private School Teaching Staff of Non-tertiary Education” in the legislative council. It is aimed at improving non-tertiary teachers’ professionalism in terms of setting hierarchies and provides training continuously. Teachers having a high level of research capacity can improve and solve education issues in Macau. Education Statistics are one of the important methods in research capacity. To develop this idea, therefore, my topic is “Analysis of variance and Its Applications in Macao Educational Researches”.In this paper a series of statistical methods will be studied, namely, ANOVA, ANCOVA and MANCOVA. They can be used to analyze multivariate data. Knowledge of these techniques will enable researchers to investigate and answer a vast array of research questions. This paper will apply also a real example in educational field in order to explain the manipulation of ANOVA, ANCOVA and MANOVA for data analysis.
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Ugur, Etga. "RELIGION AS A SOURCE OF SOCIAL CAPITAL? THE GÜLEN MOVEMENT IN THE PUBLIC SPHERE". W Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/clha2866.
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This paper asks: when and under what conditions does religion become a source of coopera- tion rather than conflict? The Gülen movement is an Islamic social movement that bases its philosophy on increasing religious consciousness at the individual level and making Islam an important social force in the public sphere. It is this intellectual and social activism that has made the movement a global phenomenon and the focus of socio-political analysis. The Gülen community brings different sectors of society together to facilitate ‘collective intellectual effort’ and offer ‘civil responses’ to social issues, seeing this as a more subtle and legitimate way of influencing public debate and policy. To this end, the movement initiated a series of symposiums, known as Abant Workshops in Turkey. The scope of these meetings was later expanded to include a wider audience in Europe, the U.S., and the Middle East. This paper looks specifically at the Abant Workshops and the movement’s strategy of bridge building and problem-solving. It uses the press releases, transcripts and audio-visual records of the past 14 meetings to discuss their objectives and outcomes. This material is supplement- ed by interviews with key organisers from the Journalists and Writer Foundation and other participants. The discussion aims to understand how far religiously inspired social groups can contribute to the empowerment of civil society vis-à-vis the state and its officially secular ideology. Beyond that, it aims to explain the role of civil society organisations in democratic governance, and the possibility of creating social capital in societies lacking a clear ‘overlap- ping consensus’ on issues of citizenship, morality and national identity. The hesitancy at the beginning turns into friendship, the distance into understanding, stiff looks and tensions into humorous jokes, and differences into richness. Abant is boldly moving towards an institutionalization. The objective is evident: Talking about some of the problems the country is facing, debating them and offering solutions; on a civil ground, within the framework of knowledge and deliberation. Some labelled the ideas in the concluding declarations as “revolutionary,” “renaissance,” and “first indications of a religious reform.” Some others (in minority) saw them “dangerous” and “non-sense.” In fact, the result is neither a “revolution” nor “non-sense” It is an indication of a quest for opening new horizons or creating a novel vision. When and under what conditions does religion become a source of cooperation rather than conflict in the civil society? The Gülen movement is an Islamic social movement that bases its philosophy on increasing religious consciousness at the individual level and making Islam an important social force in the public sphere. It is this intellectual and social activism that raises the Gülen movement of Turkey as a global phenomenon to the focus of socio-political analysis. The Gülen community brings different sectors of the society together to create and facilitate a ‘common intellect’ to brainstorm and offer ‘civil responses’ to social issues. The move- ment sees this as a more subtle, but more effective, and legitimate way of influencing public debate and policy. Hence, the movement initiated a series of symposiums, known as Abant Workshops in Turkey. The scope of the meetings was later expanded to include a wider audi- ence in Europe, the U.S., and the Middle East. In early 1990s the Gülen Movement launched a silent but persistent public relations cam- paign. Fethullah Gülen openly met with the prominent figures of government and politics, and gave interviews to some popular newspapers and magazines. With a thriving media net- work, private schools, and business associations the movement seemed to have entered a new stage in its relations with the outside world. This new stage was not a simple outreach effort; it was rather a confident step to carve a niche in the increasingly diversified Turkish public sphere. The instigation of a series of workshops known as Abant Platforms was one of the biggest steps in this process. The workshops brought academics, politicians, and intellectu- als together to discuss some of the thorniest issues of, first, Turkey, such as secularism and pluralism, and then the Muslim World, such as war, globalization and modernization. This paper seeks to explain the motives behind this kind of an ambitious project and its possible implications for the movement itself, for Turkey and for the Muslim World in transition.
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Shimbo, Aki, Amna Javed, Hideomi Gokon i Youji Kohda. "Value creation through third-party certification - Case study of phase-free certification for certifying disaster prevention". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002557.
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The purpose of this research is to clarify how third-party certification creates value by looking at a case study of third-party certification. An application of the “phase free” concept is discussed as an example of how third-party certification generates value. Disaster prevention is a typical social issue that diverse members of society must proactively confront. It is, however, considered an uncertain cost by many people, wherein preparing for disasters is not an entrenched practice. “Phase free” is a concept originating in Japan that aims to encourage consumers to purchase products and services that are useful in the event of disasters by providing phase-free certification of such products and services. For example, a plug-in hybrid or electric vehicle can be used as a battery when parked. Even though this power storage function is not recognized at normal times, it will be very useful in the event of a disaster. Phase free, thus, refers to the concept of "deriving considerable benefit during times of emergencies from products and services used in everyday life."Generally, third-party certification is considered to bring about a positive effect on eliminating the asymmetry of information, such as by guaranteeing the quality of products and services in the market, by strengthening a company's competitiveness, and by enhancing reliability. However, due to the considerable economic and time burden imposed on producers in complying with strict standards and the lack of understanding among consumers about the value of certification, the use of certification marks has not gained sufficient traction. There are cases, however, in which third-party authentication is considered to have led to the creation of value. For example, non-fungible tokens (NFT) are also seen to be creating new value by allowing third parties to certify (endorse) value using block chain technology. Phase-free certification, like NFT, appears to be successful in creating value.This study elucidates the features of value creation through phase-free certification by looking into the activities of the Phase Free Association (https://phasefree.or.jp/), which carries out third-party certification. The target of the study is the "School Education Initiatives in Naruto City, Tokushima Prefecture," which was certified by the Phase Free Association in 2021 (Gold Prize winner at the Phase Free Award 2021). An interview with representatives of the Phase Free Association was conducted to clarify how the "value of disaster prevention" is embedded in school education. An analysis was conducted focusing on the benefits that school officials, parents, government officials, and other stakeholders gain from this embedded value of disaster prevention. The study clarifies how balance is achieved between normal-time value (teaching the prescribed school education curriculum) and disaster-time value (protecting children from disasters), as well as investigates the mechanism behind the value-creation process.This study, therefore, contributes to research on third-party certification through analysis of a case of phase-free certification that has succeeded in providing value related to disaster prevention to school education, which is an intangible service.
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MERKYS, Gediminas, Daiva BUBELIENE i Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS". W RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.
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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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Broughton, David. "UKAEA, Dounreay: LLW Long Term Strategy — Developing the Options". W ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4514.
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UKAEA’s mission at its Dounreay establishment in the north of Scotland is to restore the site so that it can be used for other purposes, with a minimal effect on the environment and requiring minimal attention by future generations. A Dounreay Site Restoration Plan (DSRP) has been produced. It sets out the decommissioning and radioactive waste management activities to restore the site within the next 60 years. Management of solid low level radioactive waste (LLW) that already exists, and that which will be produced as the DSRP progresses is an essential site restoration activity. Altogether around 150,000m3 (5.3Mft3) of untreated LLW could arise. This will then need to be treated, packaged and managed, the resulting volume being around 200,000m3 (7Mft3). A project to develop a long term strategy for managing all Dounreay’s existing and future LLW was initiated in 1999. The identification of complete solutions for management of LLW arising from the site restoration of Dounreay, an integrated reactor and reprocessing site, is novel in the UK. The full range of LLW will be encountered. UKAEA is progressing this specific project during a period when both responsibility and policy for UK decommissioning and radioactive waste management are evolving in the UK. At present, for most UK nuclear operators, there are no recognised routes for disposing of significant volumes of decommissioning LLW that has either lower or higher radioactivity than the levels set by BNFL for disposal at the UK national LLW disposal site at Drigg. A large project such as this has the potential to affect the environmental and social conditions that prevail in the area where it is implemented. Local society therefore has an interest in a project of this scale and scope, particularly as there could be a number of feasible solutions. UKAEA is progressing the project by following UK established practice of undertaking a Best Practicable Environmental Option (BPEO) study. UKAEA has no preconceptions of the outcome and is diligently not prejudging issues prematurely. The BPEO process draws experts and non-experts alike into the discussions and facilitates a structured analysis of the options. However to permit meaningful debate those options have to be at first generated, and secondly investigated. This has taken UKAEA two and a half years in technical assessment of options at a cost of around £23/4M. The options and issues have been investigated to the depth necessary for comparisons and valid judgements to be made within the context of the BPEO study. Further technical evaluation will be required on those options that eventually emerge as the BPEO. UKAEA corporate strategy for stakeholder participation in BPEO studies is laid out in “Restoring our Environment”, published in October 2002. This was developed by a joint approach between project managers, Corporate Communications, and discussion with the regulators, government departments and Scottish Executive. An Internal Stakeholder Panel was held in March 2003. The Panel was independently facilitated and recorded. Eight Panel members attended who provided a representative cross-section of people working on site. Two External Stakeholder Panels were held in Thurso at the end of May 2003. A Youth Stakeholder Panel was held at which three sixth form students from local High Schools gave their views on the options for managing Dounreay’s LLW. The agenda was arranged to maximise interactive discussion on those options and issues that the young people themselves considered important. The second External Stakeholder Panel was based on the Dounreay Local Liaison Committee. Additional participants were invited in acknowledgement of the wider issues involved. As the use of Drigg is an option two representatives from the Cumbrian local district committee attended. From all the knowledge and information acquired from both the technical and stakeholder programmes UKAEA will build up the objective line of argument that leads to the BPEO emerging. This will be the completion of this first stage of the project and is planned for achievement in March 2004. Once the BPEO has been identified the next stage will be to work up the applications for the authorisations that will be necessary to allow implementation of the BPEO. Any facilities needed will require planning permission from the appropriate planning authority. The planning application could be called in by a Minister of State or a planning inquiry convened. During this next stage attention will be paid to ensure all reports and submissions are consistent and compliant with regulations and possible future legal processes. Stakeholder dialogue will continue throughout this next stage moving on from disussion of options to the actual developments. The objective will be to resolve as many issues stakeholders might raise prior to the submissions of applications and prior to the regulators’ formal consultation procedures. This will allow early attention to those areas of concern. Beyond the submission of applications for authorisations it is unwise to speculate as nuclear decommissioning will be then organised in the UK in a different way. The Nuclear Decommissioning Authority will most probably be in overall control and, particularly for Dounreay, the Scottish Executive may have developed its policy for radioactive waste management in Scotland.
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Shobeiri, Sanaz. "Age-Gender Inclusiveness in City Centres – A comparative study of Tehran and Belfast". W SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.xwng8060.
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Extended Abstract and [has] the potential to stimulate local and regional economies” (p.3). A city centre or town centre has been recognised as the beating heart and public legacy of an urban fabric either in a small town, medium-sized city, metropolis or megalopolis. Within this spectrum of scales, city centres’ scopes significantly vary in the global context while considering the physical as well as the intangible and the spiritual features. Concerns such as the overall dimensions, skyline, density and compactness, variety of functions and their distribution, comfort, safety, accessibility, resilience, inclusiveness, vibrancy and conviviality, and the dialectics of modernity and traditionalism are only some examples that elucidate the existing complexities of city centres in a city of any scale (overall dimension) (for further details see for instance Behzadfar, 2007; Gehl, 20210; Gehl and Svarre, 2013; Hambleton, 2015; Lacey et al., 2013; Madanipour, 2010; Roberts, 2013). Regardless of the issue of the context, Gehl (2010) define city centres as interconnected with new concepts such as “better city space, more city life” and “lively and attractive hub for the inhabitants” (pp. 13–15). Roberts (2006) explains the notion of a city centre or town centre as a space “in which human interaction and therefore creativity could flourish”. According to her, the point can realise by creating or revitalising 24-hour city policies that can omit the “‘lagerlout’ phenomenon, whereby drunken youths dominated largely empty town centres after dark” (pp. 333–334). De Certeau (1984) explains that a city and subsequently a city centre is where “the ordinary man, a common hero [is] a ubiquitous character, walking in countless thousands on the streets” (p. V). Paumier (2004) depicts a city centre particularly a successful and a vibrant one as “the focus of business, culture, entertainment … to seek and discover… to see and be seen, to meet, learn and enjoy [which] facilitates a wonderful human chemistry … for entertainment and tourism These few examples represent a wide range of physical, mental and spiritual concerns that need to be applied in the current and future design and planning of city centres. The term ‘concern’, here, refers to the opportunities and potentials as well as the problems and challenges. On the one hand, we —the academics and professionals in the fields associated with urbanism— are dealing with theoretical works and planning documents such as short-to-long term masterplans, development plans and agendas. On the other hand, we are facing complicated tangible issues such as financial matters of economic growth or crisis, tourism, and adding or removing business districts/sections. Beyond all ‘on-paper’ or ‘on-desk’ schemes and economic status, a city centre is experienced and explored by many citizens and tourists on an everyday basis. This research aims to understand the city centre from the eyes of an ordinary user —or as explained by De Certeau (1984), from the visions of a “common hero”. In a comparative study and considering the scale indicator, the size of one city centre might even exceed the whole size of another city. However, within all these varieties and differences, some principal functions perform as the in-common formative core of city centres worldwide. This investigation has selected eight similar categories of these functions to simultaneously investigate two different case study cities of Tehran and Belfast. This mainly includes: 1) an identity-based historical element; 2) shopping; 3) religious buildings; 4) residential area; 5) network of squares and streets; 6) connection with natural structures; 7) administrative and official Buildings; and 8) recreational and non-reactional retail units. This would thus elaborate on if/how the dissimilarities of contexts manifest themselves in similarities and differences of in-common functions in the current city centres. With a focus on the age-gender indicator, this investigation studies the sociocultural aspect of inclusiveness and how it could be reflected in future design and planning programmes of the case study cities. In short, the aim is to explore the design and planning guidelines and strategies —both identical and divergent— for Tehran and Belfast to move towards sociocultural inclusiveness and sustainability. In this research, due to the COVID-19 Pandemic, the studies of the current situation of inclusiveness in Belfast city centre have remained as incomplete. Thus, this presentation would like to perform either as an opening of a platform for potential investigations about Belfast case study city or as an invitation for future collaborations with the researcher for comparative studies about age-gender inclusiveness in city centres worldwide. In short, this research tries to investigate the current situation by identifying unrecognised opportunities and how they can be applied in future short-to-long plans as well as by appreciating the neglected problems and proposing design-planning solutions to achieve age-gender inclusiveness. The applied methodology mainly includes the direct appraisal within a 1-year timespan of September 2019 – September 2020 to cover all seasonal and festive effects. Later, however, in order to consider the role of the COVID-19 Pandemic, the direct appraisal was extended until January 2021. The complementary method to the direct appraisal is the photography to fast freeze the moments of the ordinary scenes of the life of the case study city centres (John Paul and Caponigro Arts, 2014; Langmann and Pick, 2018). The simultaneous study of the captured images would thus contribute to better analyse the age-gender inclusiveness in the non-interfered status of Tehran and Belfast. Acknowledgement This investigation is based on the researcher’s finding through ongoing two-year postdoctoral research (2019 – 2021) as a part of the Government Authorised Exchange Scheme between Fulmen Engineering Company in Tehran, Iran and Queen’s University Belfast, Northern Ireland. The postdoctoral research title is “The role of age and gender in designing inclusive city centres – A comparative study of different-scale cities: Tehran and Belfast” in School of Natural and Built Environment of the Queen’s University of Belfast and is advised by Dr Neil Galway in the Department of Planning. This works is financially supported by Fulmen Company as a sabbatical scheme for eligible company’s senior-level staff. Keywords: Age-gender, Inclusiveness, Sociocultural, City Centre, Urban Heritage, Tehran, Belfast
Raporty organizacyjne na temat "Non-government schools"
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Benson, Vivienne, i Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, luty 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.
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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina i Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Gendered effects of COVID-19 school closures: Kenya case study. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1003.
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This brief summarizes a case study that assessed the gendered impact of COVID-19 school closures in Kenya. COVID-19 school closures escalated education inequalities especially for girls and young people in rural areas. These closures exacerbated adolescent mental health issues, food and economic insecurity, and experiences of violence. COVID-19 response programs implemented by both the Government of Kenya and non-state actors were not able to fully mitigate the impacts of school closures for adolescents, teachers, or schools. Continued efforts to understand the implications of school closures and to support vulnerable students are needed.
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T he model of non - school upbringing in educational establishments of simbirsk government at the turn of the XIXth - XXth centuries. O.S. Nazarenko, czerwiec 2015. http://dx.doi.org/10.14526/01_1111_18.
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