Artykuły w czasopismach na temat „School Guidance Programme”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: School Guidance Programme.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „School Guidance Programme”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Knight, Zelda, i George Euvrard. "Meditation — An Adjunct to School Guidance?" South African Journal of Psychology 22, nr 2 (czerwiec 1992): 92–96. http://dx.doi.org/10.1177/008124639202200208.
Pełny tekst źródłaStreszczenie:
One of the major aims of school guidance and counselling programmes is to promote personal growth. A practice which is enjoying continuing attention and is claimed as being a valuable tool for personal growth, is meditation. Could meditation be used profitably in the school situation? This case study reports on the experiences of a high school girl who participated in a three-month Vipassana meditation programme, and documents the personal growth which took place. Some implications of this for school guidance programmes are discussed.
2
Euvrard, George. "School Guidance — What Do the Pupils Want?" South African Journal of Psychology 22, nr 4 (grudzień 1992): 215–19. http://dx.doi.org/10.1177/008124639202200405.
Pełny tekst źródłaStreszczenie:
It is an accepted truism that guidance should be based upon the needs of those who are to receive it. School guidance programmes, therefore, must be designed so as to address the needs of the pupils concerned. In order for this to be done, a clear picture must be gained of the actual needs of these pupils. In particular, if the programme is to be experienced as being relevant by the pupils, it must take into account what these pupils themselves say they would like to learn through the guidance programme. However, little useful research has been done in this area in South Africa, so that although the legislation and official manuals suggest that the pupils' needs and wishes be taken into account, the actual programmes and syllabuses presented are not based upon any such research. Nor is there any indication of how a school should go about conducting such necessary investigations. There is a glaring void in the development of our guidance programmes which must be filled. This paper is an attempt to address this problem.
3
Frydenberg, Erica, Terry Lee i Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training". Australian Educational and Developmental Psychologist 2, nr 2 (listopad 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.
Pełny tekst źródłaStreszczenie:
In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
4
Hickson, Joyce. "A Framework for Guidance and Counselling of the Gifted in a School Setting". Gifted Education International 8, nr 2 (maj 1992): 93–103. http://dx.doi.org/10.1177/026142949200800206.
Pełny tekst źródłaStreszczenie:
This article describes differential guidance for the gifted and how the curriculum can be modified and adapted to promote self-realization. A major view is that guidance and counselling should be an integral and integrated part of the school programme. Parent education programmes are described as well as group approaches within the education system. Referral problems and related guidance intervention strategies are also presented. Three areas of special concern—gifted females, culturally diverse gifted children, and the handicapped gifted child—are also noted. The thesis of the article is that it is critically important for guidance and counselling personnel to have a framework for defining their role in working with the gifted within the educational setting.
5
Prokhorov, Andrey V., i Tamara G. Pyadysheva. "Content of career guidance work in “Advertising and Public Relations” Programme at Derzhavin TSU". Psychological-Pedagogical Journal GAUDEAMUS, nr 3 (2020): 91–94. http://dx.doi.org/10.20310/1810-231x-2020-19-3(45)-91-94.
Pełny tekst źródłaStreszczenie:
We considered modern problems of career guidance at the university. Competition between universities for applicants (both quantitative and qualitative) makes it necessary to review the content of career guidance work. Universities have to become a center for career guidance with schoolchildren along with other interested persons (parents, employers, school). As a basis, we considered a level model of career guidance work (career guidance at the level of a university, institute/faculty, department, training/educational program directions), focused attention on the level of the educational program. We described the experience of career guidance work in “Advertising and Public Relations” Programme at Derzhavin Tambov State University. Students of schools and colleges are offered the project "School of the Young Advertiser", offering lectures and master classes from teachers and practitioners aimed at popularizing the professional areas of the advertiser and public relations specialist. As part of the regional project “Professions in Detail”, professional tests “Advertiser – Profession of the 21st Century” and “Modern PR Player” are offered for students in ninth grades.
6
Stromov, Vladimir Y., Pavel V. Sysoyev i Vladimir V. Zavyalov. "Attracting talented youth to study in Post-Graduate Programme at a classical university". Tambov University Review. Series: Humanities, nr 189 (2020): 7–14. http://dx.doi.org/10.20310/1810-0201-2020-25-189-7-14.
Pełny tekst źródłaStreszczenie:
The decline in the effectiveness of post-graduate programs is one of the problematic issues of Post-Graduate Programme in any university. In many respects, the enrollments that are weak in terms of the quality of students are due to the poor awareness of graduates of the Specialist’s Degree and Master’s Degree Programmes about what learning at the third level of higher pro-fessional education is, what advantages and to whom does obtaining an academic degree of candidate of sciences give. In this regard, career guidance work in Post-Graduate Programme is one of the important factors of its effectiveness. At the same time, an analysis of researches on the organization of career guidance work with students indicates that in most universities, the main goal of career guidance work is to attract high school graduates to enroll in a university and the choice of a specific direction of training and a profile of education. The absence of a multi-level career guidance system “school student–student–graduate” does not allow Bachelor’s Degree and Specialist’s Degree students to comprehensively develop an individual trajectory of development in the research field and methodically prepare students to continue their learning in Post-Graduate Programme. In this research a) the relevance and the necessity of organizing career guidance work among Bachelor’s/Specialist’s Degree and Master’s Degree students for admission to Post-Graduate Programme is indicated; b) the pedagogical potential of the institute of mentoring in organizing career guidance events to attract talented youth to Post-Graduate Programme is considered; c) a description of the experience of the Derzhavin Tambov State University on the implementation of the scientific and educational project “I want to be a Post-Graduate Student” within the framework of the mentoring institute is given. Subject and thematic content of the project includes three blocks: 1) Post-Graduate Programme: what it is; 2) admission and learning in Post-Graduate Programme; 3) scientific journals and publication ethics. The work describes in detail the content of the project.
7
Maluwa-banda, Dixie W. "School counsellors' perceptions of a guidance and counselling programme in Malawi's secondary schools". British Journal of Guidance & Counselling 26, nr 2 (maj 1998): 287–95. http://dx.doi.org/10.1080/03069889808259707.
Pełny tekst źródła
8
Frolova, Svetlana, i Mikhail Nechaev. "Organization of Subject Oriented Educational Programme: Problems and Solutions". Profession-Oriented School 7, nr 6 (18.12.2019): 9–13. http://dx.doi.org/10.12737/1998-0744-2019-9-13.
Pełny tekst źródłaStreszczenie:
Career guidance is the most important mission of the school and one of the priority areas of state educational policy in the Russian Federation. This is emphasized in federal state educational standards of general education and some other state documents. The fi rst stage of career guidance is the organization of specialized training at school. Despite the long-standing practice of organizing specialized training, teachers still have many questions. This article discusses some of the complex issues of organizing specialized education at school. For this, legal advice is used.
9
Hatunoğlu, Bedri. "The impressions of school managers on psychological counseling and guidance services: A descriptional study". African Educational Research Journal 9, nr 1 (26.02.2021): 160–67. http://dx.doi.org/10.30918/aerj.91.21.021.
Pełny tekst źródłaStreszczenie:
School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. The aim of this study is to examine the primary school administrators' views on psychological counseling and guidance services in their schools. The research was carried out with 20 school principals and vice principals who have been working in schools for at least one year with a psychological counselor. In the study, a semi-structured interview form developed by the researchers was used as a data collection tool. Considering the field studies, studies were carried out on three main principles: educational guidance, personal / social guidance, and vocational guidance, and three categories of studies, evaluations and suggestions for each theme. According to the findings, school guidance services were it is not considered sufficient in many respects and it is emphasized that the system has deficits. The main deficiencies mentioned can be expressed as the lack of expert personnel in the field, problems arising from infrastructure and central structure and equipment.
10
Bundy, Donald AP, Lesley J. Drake i Carmen Burbano. "School food, politics and child health". Public Health Nutrition 16, nr 6 (1.11.2012): 1012–19. http://dx.doi.org/10.1017/s1368980012004661.
Pełny tekst źródłaStreszczenie:
AbstractObjectiveAn analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net and as part of the efforts to achieve Education for All. The present paper reflects on how understanding of school feeding has changed since that analysis.DesignData on school feeding programme outcomes were collected through a literature review. Regression models were used to analyse relationships between school feeding costs (from data that were collected), the per capita costs of primary education and Gross Domestic Product per capita. Data on the transition to national ownership, supply chains and country examples were collected through country case studies.ResultsSchool feeding programmes increase school attendance, cognition and educational achievement, as well as provide a transfer of resources to households with possible benefits to local agricultural production and local market development. Low-income countries exhibit large variations in school feeding costs, with concomitant opportunities for cost containment. Countries are increasingly looking to transition from externally supported projects to national programmes.ConclusionsSchool feeding is now clearly evident as a major social programme in most countries with a global turnover in excess of $US 100 billion. This argues for a continuing focus on the evidence base with a view to helping countries ensure that their programmes are as cost-effective as possible. Clear policy advice has never been more important.
11
Opondo, Chirstian M., i Peter Jairo O. Aloka. "Guidance and Counselling Programme and Overall Adjustment of Teenage Mothers: Evidence from Secondary Schools in Kenya". Open Psychology Journal 13, nr 1 (29.06.2020): 133–43. http://dx.doi.org/10.2174/1874350102013010133.
Pełny tekst źródłaStreszczenie:
Background: School adjustment is multifaceted that involves an array of demands varying in kind and degree which requires a variety of coping responses. Several teen mothers have been re-admitted to secondary schools in Kenya. Objective: The present study investigated the Guidance and Counselling Programme and Adjustment of Teenage Mothers in Secondary Schools in Kenya. Methods: The study adopted ex post facto’s Causal-comparative research design. The target population of the study was 242 re-admitted teenage mothers from selected schools in Ugenya Sub County, Kenya. The sample size comprised of 138 re-admitted teenage mothers who underwent the counselling programme and 104 re-admitted teenage mothers who were integrated back to the school without going through the counselling programme. Academic adjustment Questionnaire, Social Adjustment Questionnaire, Emotional Adjustment Questionnaire, Psychological Adjustment Questionnaire, Attitude towards Guidance and Counselling Questionnaire were used to collect data. The questionnaires had a good internal consistency of minimum α = 0.78. The data were analysed by both descriptive statistics such as frequency counts, standard deviation and percentages, and inferential statistics such as multiple regression techniques. Results: The results of the study revealed that student mothers registered the highest rating in social adjustment and they recorded the least rating in academic adjustment. However, the findings of the study revealed that students who had gone through formal counselling generally registered higher adjustments than those who did not pass through formal counseling. The teenage mothers’ attitude had a mediating effect on the relationship between guidance and counselling program and the overall adjustment of teenage mothers. Conclusion: School principals should provide comprehensive guidance and counselling programs to ensure the holistic adjustment of teenage mothers in schools.
12
Patricia, Egenti Uju. "STRATEGIC APPROACHES FOR REENGINEERING GUIDANCE AND COUNSELLING SERVICES IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA". International Journal of Education, Psychology and Counseling 5, nr 37 (8.12.2020): 270–82. http://dx.doi.org/10.35631/ijepc.5370022.
Pełny tekst źródłaStreszczenie:
This study was carried out to identify strategic approaches for reengineering guidance and counselling services in public secondary schools in Anambra State, Nigeria. A descriptive survey research design was adopted in carrying out the study. The sample for the study was 255 respondents made up of guidance counsellors and secondary school managers in the area of the study. The instrument for data collection was a structured close-ended questionnaire titled: “Strategic Approaches for Reengineering Guidance and Counselling Services Questionnaire (SARGCSQ)”. The instrument was validated by three experts while the reliability was ascertained using the Cronbach Alpha reliability method which yielded a coefficient of 0.88. Two hundred and fifty-five (255) copies of the questionnaire were administered to the respondents out of which 243 copies were completely filled and retrieved. Data collected were analysed using mean and standard deviation to answer the research questions and t-test statistics were used to test the null hypotheses at a 0.05 level of significance. The researcher in the study identified 10 capacity building approaches, 8 fund-related approaches and 10 programme review approaches for reengineering guidance and counselling services in public secondary schools in Anambra State. Findings indicated that there are no significant (p<0.05) differences in the mean ratings of the responses of guidance counsellors and school management on fund-related approaches and programme review approaches for reengineering guidance and counselling services in public secondary schools in Anambra State, Nigeria. Although, there was a significant (p<0.05) difference in the mean ratings of the responses of guidance counsellors and school management on capacity building approaches for reengineering guidance and counselling services in public secondary schools in Anambra State, Nigeria. Based on the findings, the study among others recommended that there should be constant capacity building of guidance counsellors through in-service training and retraining, relevant conferences, and workshops for improved efficiency in service delivery.
13
Mwajuma, Christine, Peter J. O. Aloka i Pamela A. Raburu. "Relationship between Attitude Towards Guidance and Counseling Programme and Adjustment of Re-admitted Teenage Mothers in Kenyan Secondary Schools". Academic Journal of Interdisciplinary Studies 6, nr 3 (27.11.2017): 25–31. http://dx.doi.org/10.1515/ajis-2017-0018.
Pełny tekst źródłaStreszczenie:
AbstractTeenage motherhood is a worldwide problem with 36.4 million girls giving birth before the age of 18 years in developing world. The present study investigated the relationship between attitude towards guidance and counseling programme and adjustment of re-admitted teenage mothers in selected Kenyan secondary schools. The study employed Ex-post facto Research Design. The target population of the study was 242 readmitted teenage mothers from selected schools in Ugenya Sub County. The sample size comprised 138 readmitted teenage mothers who are integrated back to school after going through the bridge center programmes and 104 readmitted teenage mothers who are integrated back to school without going through the bridge center programmes using Simple random sampling technique. The study used questionnaires for readmitted teenage mothers to collect data. Experts from the Department of Psychology and Educational Foundation in Jaramogi Oginga Odinga University of Science and Technology ascertained the face, construct and content validity of the readmitted teenage mothers’ questionnaires. In this study internal consistency reliability of the instruments was obtained by computing Cronbach’s alpha (α) using SPSS and a co-efficient of r= 0.783 was reported. The data from questionnaires was analyzed using inferential statistics such as Pearson correlation, and Regression analysis. The findings indicated that the relationship between readmitted teenage mothers attitude towards Guidance and Counselling and adjustment was positive moderate and significant (r = .550, n=166, p<.05). The study recommended that School principals should be entrusted to provide comprehensive programs to ensure holistic adjustment of the teenage mothers in schools.
14
Kelkay, Asrat Dagnew. "Practice and challenges in provision of guidance and counselling services in secondary schools of South Gondar, Ethiopia". Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, nr 1 (30.04.2019): 1–13. http://dx.doi.org/10.18844/gjgc.v9i1.3859.
Pełny tekst źródłaStreszczenie:
The main purpose of the study was to assess the provision of guidance and counselling service in South Godar secondary schools. It was designed to study the types of service provided by service providers in South Gondar secondary schools and to investigate the attitude and awareness of Guidance & Counselling Committee (GCC) members, teachers, principals and students towards the usefulness of guidance and counselling services/programme. The study was conducted using a descriptive survey design from five secondary schools using questionnaires and interview as data gathering instruments. The total number of sampled respondents was 173, of which 100 (students) selected by simple random sampling, five school principals, 49 teachers, 19 GCC members/service providers were selected using comprehensive sampling technique. Statistical data analysis techniques were used to analyse the data and thematic analysis, i.e., qualitative analysis, was used to interpret interview and open-ended questionnaires. The study revealed that most of the secondary school service providers were provided behavioural and academic counselling and educational counselling for their students in their respective schools. The study also indicated that positive attitude and promising awareness towards guidance and counselling service among the four category respondents.
Keywords: Challenges, counselling guidance, practice and secondary school.
15
Ayyub, Bibi Jan Mohamed. "Effects of Group Guidance Programme on Managing Transiton in a Secondary School". Procedia - Social and Behavioral Sciences 30 (2011): 1286–90. http://dx.doi.org/10.1016/j.sbspro.2011.10.249.
Pełny tekst źródła
16
Asabere, Nana Yaw, i Eric Amoako. "Improving Career Decision-Making for High School Students Through a Web-Based Expert System". International Journal of ICT Research in Africa and the Middle East 9, nr 1 (styczeń 2020): 1–23. http://dx.doi.org/10.4018/ijictrame.2020010101.
Pełny tekst źródłaStreszczenie:
Globally, the right and appropriate selection of tertiary programmes by potential students in education corroborates every nation's development progress. In order to explore the effect of career counseling and development in high schools in Ghana with a focus on some selected senior high school (SHS) students, this paper utilized a quantitative (questionnaire) research instrument to corroborate the development a web-based expert system for tertiary programme selection. An analytical summary of questionnaire responses received from the selected SHS students showed that due to limited career assessment processes, SHS students in Accra, Ghana arbitrary select tertiary programmes without realizing how such selections can affect their future careers. In terms of user acceptance testing (UAT), 80% of the selected SHS students (100) found our proposed system to be very useful. Such a system will therefore solve and improve career guidance, counselling, and development problems of SHS students in Ghana.
17
Ignacio García-Pérez, J., i Marisa Hidalgo-Hidalgo. "No student left behind? Evidence from the Programme for School Guidance in Spain". Economics of Education Review 60 (październik 2017): 97–111. http://dx.doi.org/10.1016/j.econedurev.2017.08.006.
Pełny tekst źródła
18
Błaszczak, Anna. "Teaching Academic Honesty and Ethical Standards". EDUKACJA 2020, nr 1 (25.03.2021): 67–76. http://dx.doi.org/10.24131/3724.200105.
Pełny tekst źródłaStreszczenie:
The considerations presented in this paper refer to the idea of developing academic honesty and introducing ethical standards in research among high school students of the International Baccalaureate Diploma Programme. The mission of the International Baccalaureate Organization is to form a better world through education. One of the ways to achieve this is to create international educational programmes that include the development of a respectful, principled and caring attitude among their students. Teaching about academic honesty and ethical standards in research as well as introducing these principles in everyday school life is the best way to put these rules into practice. In the following paper, the regulations of the International Baccalaureate on academic honesty in general and ethical guidance for psychology in particular will be presented, followed by examples of good practice from one of the IB schools, the Międzynarodowe Liceum Paderewski in Lublin, Poland.
19
Zozie, Paxton Andrew, i Peter Benwell Kayira. "Transition and Tertiary Education: A Case Study of Mzuzu University, Malawi". Research in Comparative and International Education 7, nr 4 (1.01.2012): 434–45. http://dx.doi.org/10.2304/rcie.2012.7.4.434.
Pełny tekst źródłaStreszczenie:
This article reviews the role of guidance and counselling in Malawi in reducing dropout and easing the transition of students to tertiary education, as well as in helping them during their time in tertiary education. It begins by identifying key success factors in guidance and counselling services for learners in both developed and developing countries. The article argues that the provision of viable secondary school careers guidance and changes to the university counselling programme could reduce the dropout rate and create a smoother transition for students during tertiary education with a positive impact on learning progression. The rationale for integrating guidance and counselling between school and tertiary provision is then explored. Drawing on case-study research carried out at Mzuzu University (MZUNI), the article presents findings on the preparation of students at secondary school for university education, the relationship of subjects offered at secondary school to courses pursued at university and the challenges faced by students as they start university and progress through the levels. The article concludes with some recommendations for enabling smoother transitions through the integration of school guidance and counselling in learning institutions.
20
Uzunboylu, Hüseyin, i Serdar Özmen. "Research orientations related to guidance and counselling programmes: A content analysis study". Anales de Psicología 37, nr 1 (1.01.2021): 88–100. http://dx.doi.org/10.6018/analesps.422381.
Pełny tekst źródłaStreszczenie:
Los servicios de orientación y asesoramiento psicológico, que se consideran parte integrante del sistema educativo, se refieren al conjunto de servicios sistemáticos que se ofrecen de acuerdo con un determinado plan y programa. Los programas de orientación y asesoramiento (POA) son de considerable importancia en la prestación de estos servicios basados en datos y pruebas y en la obtención de la eficiencia esperada de los servicios. El objetivo de este estudio es evaluar los estudios sobre POA en términos de análisis de contenido, revelar la situación actual y determinar las orientaciones de investigación científica relacionadas con estos estudios. Con este estudio, se pretendía que el personal de campo, los educadores y los investigadores reconocieran los desajustes en el campo de POA, obtengan diferentes perspectivas sobre sus campos de estudio y arrojen luz sobre nuevas investigaciones en este campo. Los datos relacionados con este estudio, que fue diseñado según el modelo de encuesta descriptiva utilizando metodología de investigación cualitativa, se obtuvieron mediante el método de revisión de documentos. En relación con el tema de investigación, se examinaron 105 estudios de tesis de posgrado en la base de datos de tesis y disertaciones de ProQuest entre 2007 y 2019, y 133 artículos de revistas en la base de datos de Web of Science. Los datos obtenidos se evaluaron mediante el método de análisis de contenido descriptivo. Los estudios sobre el tema han aumentado en los últimos años y más de la mitad de las investigaciones se han realizado en Estados Unidos. Se observó que los estudios experimentales se realizaron utilizando la metodología de investigación más cuantitativa, que se puso más énfasis en el proceso de evaluación del programa y que se estudiaron grupos de muestra de diferentes niveles, especialmente orientadores escolares. Además, hay algunos hallazgos que respaldan que hay más estudios sobre programas de intervención y prevención basados en la comunidad que estudios basados en la escuela, y también respaldan el hecho de que las investigaciones relacionadas con la escuela están prestando especial atención a investigar los efectos, las percepciones y experiencias, el diseño y la evaluación del programa. Finalmente, se interpretaron los resultados de los hallazgos de la investigación y se presentaron las recomendaciones para los investigadores. Guidance and psychological counselling services, which are seen as an integral part of the education system, refer to the whole of systematic services offered in line with a certain plan and programme. Guidance and counselling programmes (G&CP) are of considerable importance in the provision of these services based on data and evidence and in obtaining the expected efficiency from the services. The aim of this study is to evaluate the studies on G&CP in terms of content analysis, to reveal the current situation and to determine the scientific research orientations related to these studies. With this study, it was aimed that field staff, educators and researchers should recognise the gaps in the G&CP field, gain different perspectives on their fields of study and shed light on new research in this field. The data related to this study, which was designed according to the descriptive survey model using qualitative research methodology, were obtained by document review method. In connection with the topic of research, 105 graduate thesis studies in the ProQuest Dissertations and Theses database between 2007 and 2019 and 133 journal articles in the Web of Science database were examined. The obtained data were evaluated using the descriptive content analysis method. Studies on the subject have increased in recent years and more than half of the research has been carried out in the United States. It was observed that experimental studies were conducted using the most quantitative research methodology, that more emphasis was placed on the programme evaluation process and that sample groups at different levels, especially school counsellors, were studied. Additionally, there are some findings supporting that there are more studies concerning community-based preventive and intervention programmes than school-based studies, and also supporting the fact that school-related researches are especially paying attention to investigate the effects of the programme, perceptions and experiences of the programme, programme design and programme evaluation. Finally, the results from the research findings were interpreted and the recommendations for the researchers were presented.
21
Burt, Jenny, Anca Wade, Nigel Davies, Jane Roberts i Mike Larvin. "The College's Inaugural Student Summer School". Bulletin of the Royal College of Surgeons of England 93, nr 10 (1.11.2011): 347. http://dx.doi.org/10.1308/147363511x13158258989910.
Pełny tekst źródłaStreszczenie:
On Monday 8 August 2011 the College opened its doors for the first Summer School in Anatomy and Practical Skills for medical students, planned in response to a perceived deficit in anatomy teaching for those intending to become surgeons. Richard Collins first proposed the idea, inspired by German medical summer camps, and students were asked what they would like to see in a week-long programme. They advised against didactic lectures, preferring 'hands-on' activities with prosections as well as instruction in surgical skills. Authoritative career guidance was also requested.
22
Alhassan, Awal Mohammed. "Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study". International Journal of Social Sciences and Humanities Invention 5, nr 12 (12.12.2018): 5132–39. http://dx.doi.org/10.18535/ijsshi/v5i12.08.
Pełny tekst źródłaStreszczenie:
This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.
23
Wulandari, Patricia. "Guidance on Writing Literary Works for Students as Support for The School Literacy Movement". Indonesian Community Empowerment Journal 1, nr 1 (19.03.2021): 18–22. http://dx.doi.org/10.37275/icejournal.v1i1.5.
Pełny tekst źródłaStreszczenie:
Community empowerment program in literacy aims to provide training and coachingin writing literary works for students. This activity is an effort to foster students'critical literacy skills, primarily through writing skills. Also, this activity is a way tobring schools and students closer to literature. The implementation method,Community Service, is carried out by providing training and mentoring on an ongoingbasis. The training is conducted for three days for students. This training is carriedout in two ways, namely in-class and outclass. In-class training is conducted toprovide students with the same understanding of writing literary works.Simultaneously, outclass training is conducted to hone students' sensitivity, criticalpower, and intuition to capture any existing problems around them to be used as amaterial in writing literary works. Likewise, with students' writing skills increasingand better, This is evidenced by the results of literary works that they make in theform of an anthology of poetry. The poems they made was varied in typography, theme,and contents. The students were enthusiastic and enthusiastic in participating in theactivity. The activities of fostering literary writing in schools can help students andschool parties better recognize literacy, especially in literary works' authorship. Onthe other hand, fostering the writing of literary works in schools can help teachersform the School Literacy Programme in their respective schools, bearing in mind isstill very important in the school environment, so there is a need for sweet activitiesto increase student competency and love in reading and writing.
24
Yazid Abu Bakar, Abu, i Zulkarnin Zakaria. "Counselling services for gifted students in Malaysia: A qualitative exploration". International Journal of Engineering & Technology 7, nr 2.10 (2.04.2018): 66. http://dx.doi.org/10.14419/ijet.v7i2.10.10957.
Pełny tekst źródłaStreszczenie:
This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a ‘lab’ school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0. Findings show that the issues affecting the local gifted and talented students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students’ perception and experience on the guidance and counselling service in general are made of both positive and negative reactions. The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student’s population.
25
Urdziņa-Merca, Indra, i Vija Dislere. "THE STUDY OF YOUTH’ HABITS OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN CAREER GUIDANCE". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (25.05.2018): 495–504. http://dx.doi.org/10.17770/sie2018vol1.3256.
Pełny tekst źródłaStreszczenie:
With the increasing use of information and communication technologies (ICT) in different areas of life, the type of communication and socialization among young people is changing. There is a need for an in-depth look at the possibilities for using ICT in career guidance for young people. The purpose of the study is to discover ICT usage habits of 8-12. classroom students. The study was developed in the Latvia University of Agriculture, the Institute of Education and Home Economics within the Master study programme Career Counsellor. 176 students were involved in the study from six comprehensive schools of Jurmala city. The surveys were conducted in 2016 and 2017. The study revealed that young people use ICT mainly as a means of communication and information source. Questionnaire revealed the most used social networks are Youtube, WhatsApp, Instragram and e-Class. Most of the young people are active in social networks several times a day and this communication channel is an appropriate resource for conducing career guidance for the audience of young, both for communication and the exchange of information on education and work opportunities, during classroom lessons and outside. Results of the research could be used by school teachers and school career counsellors.
26
Wahyuni Kadarko, Settings Dian Novita i Refni Delfi. "PELAKSANAAN PRAKTEK MENGAJAR BAGI GURU PESERTA PENDIDIKAN JARAK JAUH YANG TINGGAL DI WILAYAH TERPENCIL". Jurnal Pendidikan 11, nr 2 (28.08.2010): 78–87. http://dx.doi.org/10.33830/jp.v11i2.557.2010.
Pełny tekst źródłaStreszczenie:
This study aims to identify problems facing by participants in experiencing teaching pratice under The Strengthening Teaching Competency Programme. An evaluation method was employed through problem and issues maping, interpreting problem dynamics, and improving actions. A qualitative-naturalistic approach with inteview was conducted during April-July 2009 to participants of Lower Secondary School Teacher Training who live in remote and rural areas in Bandung, Bogor and Serang region. Interview was also conducted to tutors, supervisors, programme manager, remote-school principals, peer teachers and students involved in the teaching practicum/exercise. Observations and documentary study were employed to support the data of the interview. Problems identified as the low performance of supervisory officials and partnership schools in guiding student teachers in developing didactic materials for both practicum and final exam. Most participants become stressed due to the absence of a definite timetable guidance process both in the process of lesson plan development, implementation of practicum and execution of final exams. It was suggested to redesign the current system with a more reliable system for participants coming from remote areas who wish to carry out teaching practice.
27
Vaitkuvienė - Zimina, Žana, i Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education". Pedagogika 124, nr 4 (2.12.2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.
Pełny tekst źródłaStreszczenie:
The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.
28
Lynch, Paul, Melissa Gladstone, Michael McLinden, Graeme Douglas, Emma Jolley, Elena Schmidt i Josephine Chimoyo. "‘I have learnt to love the child and give opportunities to play with peers’: A feasibility study of the training programme to support parents of young children with visual impairment in Malawi". Journal of Early Childhood Research 16, nr 2 (15.03.2018): 210–25. http://dx.doi.org/10.1177/1476718x18761219.
Pełny tekst źródłaStreszczenie:
This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventions and drew on a bioecological model to help understand the feasibility of a new intervention in Malawi for 30 children with visual impairment and their carers in three districts of Southern Malawi. We trained 14 community workers and specialist teachers, then piloted the programme, which we linked to Care for Child Development (a World Health Organization/United Nations Children’s training package), over 6 months. In total, 10 observations were carried out to measure fidelity of the intervention at the child’s home. Acceptability was accessed through 20 post-intervention interviews and a focus group discussion with carers. Findings show that the new programme enabled workers and parents to be more positive towards their children with disabilities, improving relationships and responsiveness in their interactions. Drawing on the findings of the feasibility study, outcomes identified for a trial include measures of communication, child development, family care environment, participation and inclusion. This study has significance in providing a methodology that can be drawn upon to develop similar training programmes for use with children with a wider range of disabilities. The article has particular relevance to institutions and organisations working in early childhood development in that it provides a model to aid the development of tailored training programmes for children with visual impairment. It puts forward a table of 10 key messages on how best to prepare young children with visual impairment for life at school and for life after school.
29
Sedofia, John. "Informing the Less Informed". International Journal for Innovation Education and Research 2, nr 4 (30.04.2014): 57–61. http://dx.doi.org/10.31686/ijier.vol2.iss4.169.
Pełny tekst źródłaStreszczenie:
For guidance in the school system to thrive and be effective, certain services must be rendered by the counsellor. One of such services is the information service. Counselling thrives a great deal on information and information regarding the immediate and remote environments of the counselee plays a very significant role in the counsellor’s work. Information is very vital for the survival of the human race. Accurate and timely information is needed to take good decisions. But the complex nature of today’s world brought about by scientific and technological advancements has rendered decision-making an ever difficult task for both young and old, especially the former. Of course, decision-making becomes difficult when the information that is required to make the right decisions is lacking. This paper throws the spotlight on the information service and how it can be used in the school guidance programme.
30
Akpochafo, Grace Omejevwe. "Counsellor Trainees’ Views about Practicum Exercises in the Guidance and Counselling Programme of the Delta State University, Abraka, Nigeria". International Education Studies 11, nr 7 (28.06.2018): 179. http://dx.doi.org/10.5539/ies.v11n7p179.
Pełny tekst źródłaStreszczenie:
The study investigated counsellor trainees’ views of practicum exercise in Guidance and Counselling programme in Delta State University, Abraka, Nigeria. To guide the study, four research questions were raised and one hypothesis formulated. The study is a descriptive survey which utilized the ex-post facto design. The population was made up of all guidance and counselling students who had done the practicum exercise in the 2017 Sandwich contact. A sample of 35 students was used and this was drawn using purposive sampling technique. The instrument used for data collection was the questionnaire which was valid and had a reliability index of 0.74. The data was analysed using mean, standard deviation and t-test for the hypothesis at 0.05 level of significance. The findings revealed that students gained competencies during the period, had positive view about their supervisor but suggested that supervisors should come more than once. Moreover, the students enjoyed the support of the school counsellor and the school head. On duration, the study revealed that the period was too short. The study recommends among others for extension of the practicum exercise period and also for supervisors to visit more than once.
31
Ismail, Mohd Sani, Abdul Hakim Abdullah, Aman Daima Md. Zain, Mohd Hasrul Shuhari i Mohd Rahim Ariffin. "[Student Career Mature: The Implications of Career Counseling] Kematangan Kerjaya Pelajar: Implikasinya Terhadap Kaunseling Kerjaya". Jurnal Islam dan Masyarakat Kontemporari 18, nr 1 (25.09.2018): 42–51. http://dx.doi.org/10.37231/jimk.2018.18.1.295.
Pełny tekst źródłaStreszczenie:
The research aims to measure secondary school students career maturity level. The research also attempts to find out whether those variables are related to other variables such as gender and educational stream. A total of 1060 respondents from 106 regular daily national secondary schools in Terengganu have been identified as research sample and they are selected through systematic random sampling process. This survey type of research uses a set of questionnaire and interview protocol. The questionnaire comprised three sub scales: (i) Personal information and student involvement in career guidance and counseling programme, (ii) Career Maturity Inventory. The alpha value for career maturity is 0.92. Data had been analyzed using descriptive analysis i.e. frequency, percentage, t-Test, mean, and standard deviation. Besides, inferential analysis such as ANOVA and linear regression is also applied to test research hypothesis. The result indicates that in general career maturity among the students ranking from low to medium level. It has also found that students’ career maturity are significantly different based on gender and educational stream. However, there is no significant difference between the students’ career maturity based on race. The report concludes although career guidance and counseling programme activity plays important role in the development of the two variable. The findings have important implications for development of career guidance and counseling programme in schools.
Key Words: Career Maturity, Career Guidance, Career Counseling Programme.
Kajian ini bertujuan untuk mengukur tahap kematangan kerjaya pelajar-pelajar sekolah menengah. Kajian ini juga meninjau sama ada kedua-dua pemboleh ubah tersebut dapat dikaitkan dengan pemboleh ubah-pemboleh ubah lain seperti jantina dan aliran atau jurusan pengajian. Sampel kajian terdiri daripada 1060 orang pelajar yang dipilih dengan kaedah pensampelan rawak bersistematik daripada 106 buah Sekolah Menengah Kebangsaan Harian Biasa di negeri Terengganu. Kajian yang dijalankan secara tinjauan ini menggunakan soal selidik. Soal selidik yang digunakan untuk memungut data mempunyai dua skala kecil iaitu; (i) Maklumat dan biodata diri dan (ii) Inventori kematangan kerjaya, yang telah diuji dan didapati mempunyai kesahan dan kebolehpercayaan yang tinggi, iaitu nilai alpha bagi kematangan kerjaya ialah 0.92. Data yang dipungut telah dianalisis menggunakan analisis deskriptif iaitu peratusan, frekuensi, min dan sisihan piawai bagi menjawab soalan kajian, manakala analisis inferensi seperti Ujian-t dan ANOVA digunakan untuk menguji hipotesis kajian. Hasil kajian mendapati bahawa secara umumnya tahap kematangan kerjaya pelajar berada pada tahap rendah dan sederhana. Bagaimanapun, kematangan kerjaya pelajar didapati berbeza secara signifikan berdasarkan jantina, dan aliran atau jurusan pengajian. Kesimpulannya, tahap kematangan kerjaya pelajar turut dipengaruhi oleh faktor jantina, aliran atau jurusan pengajian. Justeru, sebarang aktiviti program bimbingan dan kaunseling kerjaya perlulah mengambil kira faktor-faktor pemboleh ubah tersebut.
Kata kunci: Kematangan Kerjaya, Bimbingan Kerjaya, Program Kaunseling Kerjaya.
32
N.A., Ahmad, Hassan S.A., Ahmad A.R., Chua L.N. i Othman N. "PARENTAL INVOLVEMENT IN LEARNING ENVIRONMENT, SOCIAL INTERACTION, COMMUNICATION, AND SUPPORT TOWARDS CHILDREN EXCELLENCE AT SCHOOL". Journal of Sustainable Development Education and Research 1, nr 1 (21.06.2017): 77. http://dx.doi.org/10.17509/jsder.v1i1.6247.
Pełny tekst źródłaStreszczenie:
Role and parental involvement are important to produce excellence children in aspects of spiritual and physical. Malaysia Education Blueprint (2013-2025) through SARANA programme has been implemented at schools in Malaysia to increase involvement and participation of parents in giving support towards children excellence. Aim of study is to identify the level of parental involvement and support in learning. Parents Self-Assessment (PSA) has been distributed randomly to 391 parents during parents meeting at schools. Analysis of parental involvement focused on four main domains which are providing learning environment at home, social interaction with children, communication with children and support towards children excellence. Findings showed that providing learning environment at home (mean=0.78, s.d=0.23), social interaction with children (mean=5.40, s.d=1.63), and communication with children (mean=4.68, s.d=1.89) are at higher level mean score, while support towards children excellence show average mean score (mean=3.90, s.d=1.94). Implication of the study, support towards children excellence in praises, encouragement and guidance need to be improved by parents to help the school to increase achievement in education
33
Psaras, Dr Charalabos. "Teachers’ primary concerns in a case of educational innovation introduction in primary schools in Greece". International Journal for Innovation Education and Research 8, nr 8 (1.08.2020): 203–15. http://dx.doi.org/10.31686/ijier.vol8.iss8.2508.
Pełny tekst źródłaStreszczenie:
By converting all-day primary schools of suburban and urban areas in Greece into schools that implement the Comprehensive Reformed Educational Programme (CREP), a set of innovations were implemented, significantly altering the Greek school. The purpose of this study was to investigate the effect of selected variables over concerns of teachers who work at such schools. Additionally, this research asked the teachers to identify the professional development support and interventions required to enable them to make better use of the Book-reading Advancement (Philanagnosia) Activities innovation. Teachers’ administrative and pedagogical guidance executives, based on the above, will design the necessary interventions to positively address teachers’ concerns and implement the specific innovation in the most effective manner. Overall, the study found that higher teacher concerns were task related, with a significant record of information and self-concerns, which may indicate that the introduction of the innovation was not properly designed to address teachers’ primary concerns.
34
Dunwell, Ian, Petros Lameras, Sara de Freitas, Panos Petridis, Maurice Hendrix, Sylvester Arnab i Kam Star. "Providing Career Guidance to Adolescents through Digital Games". International Journal of Game-Based Learning 4, nr 4 (październik 2014): 58–70. http://dx.doi.org/10.4018/ijgbl.2014100104.
Pełny tekst źródłaStreszczenie:
In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are becoming increasingly dynamic, with employees more frequently moving between sectors and positions than was the case for previous generations. The concept of a “job for life” at a single organization is becoming less prevalent across sectors and cultures. In such a context, traditional approaches to career guidance, which often focused upon identifying a suitable occupation for adolescents at an early stage and establishing a route towards it, are being challenged with the need to communicate the value of transferrable skills and non-linear progression paths. This article explores the role digital games might play in allowing learners to develop these skills as part of a wider careers guidance programme. Through a case study of the “MeTycoon” serious game, the potential reach of such games is discussed, with 38,097 visits to the game's website, and 408,247 views of embedded educational videos. An online survey of players (n=97) gives some insight into their opinions of the game's impact and appeal, with positive comments regarding the design of the game and its emphasis on creating an enjoyable gaming experience whilst providing educational content.
35
Hellqvist, Carina, Carina Berterö, Nil Dizdar, Märta Sund-Levander i Peter Hagell. "Self-Management Education for Persons with Parkinson’s Disease and Their Care Partners: A Quasi-Experimental Case-Control Study in Clinical Practice". Parkinson's Disease 2020 (30.04.2020): 1–13. http://dx.doi.org/10.1155/2020/6920943.
Pełny tekst źródłaStreszczenie:
Background. Parkinson’s disease is a neurodegenerative condition with both physical and mental consequences that affect many aspects of everyday life. Persons with Parkinson’s disease and their care partners want guidance from healthcare services in order to develop skills to adjust to life with a long-term condition. The Swedish National Parkinson School is a dyadic self-management programme to support both persons with Parkinson’s disease and care partners. Objective. To assess the outcomes of the Swedish National Parkinson School as reported by participants. Design. A quasi-experimental case-control study in clinical care using self-reported questionnaires. Participants. Swedish National Parkinson School was offered by health care professionals working in clinical care. Participants in the programme were also asked to participate in the study. A matched control group was recruited for a comparison of findings. In total, 92 persons with Parkinson’s disease and 55 care partners were included. Settings. Five Swedish geriatric and neurologic outpatient clinics. Method. Data were collected during 2015–2017, before and after participation in the National Parkinson School or before and after seven weeks of standard care. Outcomes were assessed using generic and Parkinson’s specific questionnaires. Descriptive statistics were used to describe baseline characteristics. Mann–Whitney U and Chi2 tests were used to test for between-group differences and within-group differences were tested by the Wilcoxon signed-ranks test. Results. Improvements regarding health status, constructive attitudes and approaches, and skill and technique acquisition were found after the intervention among persons with Parkinson’s disease. No changes were found among care partners. Conclusion. The findings indicate that the Swedish National Parkinson School may improve health status and self-management among persons with Parkinson’s disease, but further studies are needed to better understand the effects of the programme.
36
Oluwayemisi, Alebiosu, Eunice, Akintoke, Victor Akin i Oginni, Omoniyi Israel. "Implications of Counselling, Psychological and Social Services on Academic Performance of Primary School Pupils in Southwest, Nigeria". Contemporary Research in Education and English Language Teaching 3, nr 1 (23.08.2021): 1–8. http://dx.doi.org/10.33094/26410230.2021.31.1.8.
Pełny tekst źródłaStreszczenie:
The study examined implications of counselling, psychological and social services on academic performance of primary school pupils in Southwest, Nigeria. The study adopted a descriptive survey research design. The population consisted of all primary school teachers in Southwest out of which 1006 teachers were selected from the three sampled states in Southwest, Nigeria. Multistage sampling procedure was used to select sample for the study. The instrument used for data collection was tagged Implications of Counselling, Psychological and Social Services Questionnaire “(CPSSQ)” and a proforma titled “Data Retrieval Format” (DRF). CPSSQ comprised of two sections. Section A sought information on the bio data of the respondents while Section B was used to elicit information on implications of psychological, emotional and social dimensions of the pupils’ health. The instrument was validated by experts in Guidance and Counselling, Human Kinetics and Health Education and Tests and Measurement. The reliability of the instrument was ensured by using Pearson's Product Moment Correlation analysis and had reliability co-efficient of 0.86, which was adjudge high enough and considered the instrument to be reliable. One general question was raised and one null hypothesis was formulated for the study. The study revealed that counselling, psychological and social services had implications on school health programme. It was therefore recommended that the status of school health programme in Southwest should be improved upon, considering its importance to the survival and academic performance of the school pupils.
37
Devi, V., R. R. Abraham, A. Adiga, K. Ramnarayan i A. Kamath. "Fostering research skills in undergraduate medical students through Mentored Student Projects: Example from an Indian medical school". Kathmandu University Medical Journal 8, nr 3 (3.06.2012): 294–98. http://dx.doi.org/10.3126/kumj.v8i3.6215.
Pełny tekst źródłaStreszczenie:
Background Healthcare decision-making is largely reliant on evidence–based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. Objectives This study examines students’ perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. Methods At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students’ research projects were guided by their mentors. A questionnaire (Likert’s five point scale) on students’ perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project . The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. Results This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. Conclusions The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students’ and faculty perspectives.DOI: http://dx.doi.org/10.3126/kumj.v8i3.6215 Kathmandu Univ Med J 2010;8(3):294-8
38
Sabri, Mohamad Fazli, i Rusitha Wijekoon. "The Influence of Gender and Ethnicity on Young Adults’ Participation in Financial Education Programme". Journal of Management and Sustainability 9, nr 1 (24.05.2019): 159. http://dx.doi.org/10.5539/jms.v9n1p159.
Pełny tekst źródłaStreszczenie:
A major problem encountered by educationalists, community leaders and policy makers is to transfer financial literacy and consumer education successfully to their community. Delivering of financial education for youth of a country is one possible intervention to improve the financial capabilities of a population. Therefore, for an effective training we have to identify their financial needs. Further they need guidance and access for financial knowledge and money management tools. Therefore, the objectives of this study are to identify the training needs of youth by gender and ethnicity about money management and to determine their interest towards it. The sample was comprised of 220 secondary school students from five schools in Greater Klang Valley/Kuala Lumpur with 112 females and 108 males and the data collection was done using self-administered questionnaire. The results shown that about one third of female youths have preferred to participate on financial literacy programs than male youths (21.5%). In addition, most of the Malay respondents said that they need more information to take efficient decisions on saving, borrowing and insurance, followed by Indians (64%) and Chinese (61.5%). The findings of this study would be used to the development of financial empowerment program of youth in Malaysia in order to enhance their financial literacy.
39
Osaat, Dinah Sunday. "Level Of Teachers Awarness Of Their Roles In Counselling Secondary School Students For Skill Aquisition In Rivers State, South-South Nigeria: Management Perspective". Advances in Social Sciences Research Journal 7, nr 12 (25.12.2020): 250–58. http://dx.doi.org/10.14738/assrj.712.9430.
Pełny tekst źródłaStreszczenie:
The study was designed to investigate level of teachers’ awareness of their roles in counselling secondary schools for skill acquisition in rivers state. The study adopted a descriptive survey design. The population of the study consist of 8196 (4436 males and 3760) females. A samples size of 450 teachers which was 5% of the population was selected being 222 males and 190 females, using the stratified random sampling technique. The instrument for data collection included a self constructed questionnaire’, which was based on a four point likert type scale of very high extent (4points), high extent (3 points) low extent (2 points) and very low extent. (1point).The mean and standard deviation were used to answer the research questions. Findings showed among others that the extent of teachers’ awareness of their roles in counselling secondary school students for skill acquisition in school is poor and this implies that the students are not exposed to adequate knowledge of the need for skill acquisition which will still lead to laziness and idleness of our graduates. The study therefore recommended among others that ; adequate training should be given to teachers of their roles as counsellors in secondary schools and enough time should be created for guidance and counselling programme in the school time table so that teachers can comfortably handle their clients
40
QUEK, Steven Chin Hwee. "Effects of CCA Participation during Examination Stand-down Period on Examination Results – A School Cross-country Team Experience". Asian Journal of Physical Education & Recreation 24, nr 1 (1.06.2018): 20–27. http://dx.doi.org/10.24112/ajper.241757.
Pełny tekst źródłaStreszczenie:
It is a common practice in schools in Singapore to implement CCA stand-down period of about four weeks prior to the examination to allow students to focus on their revision. This study attempted to investigate the effects of a school sports team’s participation in CCA training during the stand-down period on their exams results. A school cross country team where the author taught was selected for the study. It was found that students who continued to train three times a week for four weeks prior to the examinations did not perform any worse in their examination results. Instead students in the team who opted to stand-down, like the rest of the school population, actually performed worse. The athletes who were training were very focused as they felt that time was a premium. They also started work in advance and adopted a more consistent approach to their work. Having training also made these students rest better and gave them a break to recharge and freshen up. Overall, having a goal helps them stay energised and focused. With the necessary guidance and facilitation, juggling CCA and examination can be a valuable learning opportunity for students, making them the holistic students that the CCA programme aims to achieve.
41
Pineda, Oscar. "Fortification of Sugar with Vitamin A". Food and Nutrition Bulletin 19, nr 2 (styczeń 1998): 131–36. http://dx.doi.org/10.1177/156482659801900207.
Pełny tekst źródłaStreszczenie:
The technology for fortifying sugar with vitamin A was developed in Guatemala in the mid-1970s, and the Guatemalan government enacted legislation to make fortification mandatory in June 1974. This action was copied by other Central American governments. The fortification programme in Guatemala developed in two stages. In the first (1975–77), the fortification programme was evaluated four times at six-month intervals and was shown to be effective. The sugar industry was responsible for carrying out the programme, but the programme was suspended, mainly because of economic arguments. After 10 years of effort, the programme was restarted in 1989. At this time the programme was combined with an initial mass distribution of vitamin A capsules to pre-school children, which began the first successful social mobilization effort in the area. The programme was evaluated for six months and was shown to be effective in improving the vitamin A status of the Guatemalan population. This sec- ond stage has been active continuously since 1989. With improvements in the technology of fortification, new approaches have been tested, and now it is possible to obtain an excellent sugar doubly fortified with vitamin A and iron, using new iron products of high bioavailability that do not alter the organoleptic characteristics of the sugar and do not produce unwanted colour changes during processing. To avoid the rancidity of premixes, new processes of dry mixing have been developed in which no oil is used, This opens a real possibility for the fortification of sugar with other nutrients. Sugar fortified with vitamin A, iron, and zinc, either alone or in any combination, is commercially available in Brazil, where, under the guidance of the Latin American Centre of Nutrition and Metabolic Studies (CELANEM), the procedures have been developed using iron amino acid chelated minerals.
42
Shetty, Ajith Kumar, Alphoni P. Georg, Beena K. J., Tandra Kabiraj, Blenita Paul, Anil Raj A. i Soumya Alex. "Effectiveness of planned teaching programme on knowledge regarding pubertal changes among adolescent boys in selected high school of Udupi District". Journal of Health and Allied Sciences NU 06, nr 02 (czerwiec 2016): 017–19. http://dx.doi.org/10.1055/s-0040-1708633.
Pełny tekst źródłaStreszczenie:
AbstractAdolescent is a challenging crossroad between childhood and the adulthood. It is considered as vital because of the physical, physiological and psychological changes take place during this period. These changes occur in puberty may bring about a feeling of fear and apprehension in adolescent boys. Proper knowledge and timely guidance and information can enable them to enjoy the adolescent period. Objectives of the study were to assess the knowledge regarding pubertal changes among adolescent boys, by using a structured knowledge questionnaire and evaluate the effectiveness of planned teaching programme. Pre experimental one group pretest post- test design was used among adolescents in selected high school of Udupi District. The study participants (100) were assessed through a questionnaire and selected by purposive sampling. Data shows that mean knowledge score of the group before intervention was 16.96 ± 3.816. After intervention (the planned teaching program), the mean knowledge score was 24.05 ± 3.036 which indicates the significant difference in mean pre-test and post-test knowledge scores, and paired t-test showed the statistical significance for the effectiveness of planned teaching programme (“t”=14.352 and P<0.05). The study concluded that planned teaching was found to be effective in improving the knowledge regarding pubertal changes among adolescent boys and it would be beneficial to manage the physical and psychological problem related to puberty.
43
George-Williams, Stephen R., Jue T. Soo, Angela L. Ziebell, Christopher D. Thompson i Tina L. Overton. "Inquiry and industry inspired laboratories: the impact on students’ perceptions of skill development and engagements". Chemistry Education Research and Practice 19, nr 2 (2018): 583–96. http://dx.doi.org/10.1039/c7rp00233e.
Pełny tekst źródłaStreszczenie:
Many examples exist in the chemical education literature of individual experiments, whole courses or even entire year levels that have been completely renewed under the tenets of context-based, inquiry-based or problem-based learning. The benefits of these changes are well documented and include higher student engagement, broader skill development and better perceived preparation for the workforce. However, no examples appear to have been reported in which an entire school's teaching laboratory programme has been significantly redesigned with these concepts in mind. Transforming Laboratory Learning (TLL) is a programme at Monash University that sought to incorporate industry inspired context-based, inquiry-based and problem-based learning into all the laboratory components of the School of Chemistry. One of the ways in which the effect of the programme was evaluated was through the use of an exit survey delivered to students at the completion of seven experiments that existed before the TLL programme as well as seven that were generated directly by the TLL programme. The survey consisted of 27 closed questions alongside three open questions. Overall, students found the new experiments more challenging but recognised that they were more contextualised and that they allowed students to make decisions. The students noted the lack of detailed guidance in the new laboratory manuals but raised the challenge, context and opportunity to undertake experimental design as reasons for enjoying the new experiments. Students' perceptions of their skill development shifted to reflect skills associated with experimental design when undertaking the more investigation driven experiments. These results are consistent with other literature and indicate the large scale potential success of the TLL programme, which is potentially developing graduates who are better prepared for the modern workforce.
44
Jean, Stephen, Malak Elshafei i Alison Buttenheim. "Social determinants of community-level human papillomavirus vaccination coverage in aschool-based vaccination programme". Sexually Transmitted Infections 94, nr 4 (12.01.2018): 248–53. http://dx.doi.org/10.1136/sextrans-2017-053357.
Pełny tekst źródłaStreszczenie:
ObjectiveTo assess social patterns in human papillomavirus (HPV) vaccine coverage in a school-based, government-funded vaccination programme located within a single-payer universal healthcare system.DesignWe conducted a cross-sectional analysis of HPV vaccine uptake data for the 2013–2014 school year for 131 local authorities in England, and then evaluated the association between vaccine uptake and socioeconomic status at the aggregate level.Data sourcesHPV vaccination coverage data from Public Health England’s vaccine uptake guidance and the UK’s March 2011 Census.Main outcome measuresWe measured three-dose local authority-level vaccine series initiation to completion.ResultsWe found that in local authorities where there are more high-income families, the vaccination rate is lower than in local authorities with more low-income families. Local authorities with a higher percentage of whites, compared with non-whites, had higher HPV vaccination rates. Additionally, local authorities with more non-migrants had higher rates of vaccination. Local authorities with more education deprivation had higher rates of vaccination. Local authorities’ higher proportions of high-status occupations had worse vaccination coverage. In bivariate analyses across all the socioeconomic indicators, a 1 SD change in the indicators was associated with about a 2.25 percentage point decrease (for income, education and occupation) or increase (for race and migrant composition) in HPV dose coverage in the local authority. In multivariable analyses, only race remained as a significant predictor of HPV coverage at the local authority level.ConclusionsAcross all three doses, there are notable variations by socioeconomic status, with steep reverse gradients in three socioeconomic indicators. More quantitative and qualitative research needs to be conducted to determine the effects of the 2014 transition from a three-dose regimen to two-dose regimen on vaccination coverage, especially in groups that experience lower rates of vaccination.
45
Razouki, Abdelaziz, Laila Rafouk, Widad Bouab, Khadija EL Hariri, Abdelhakim Alagui i Ahmed Nafis. "University Drop-outs and Disparities: What’s the Relationship?" Revista Romaneasca pentru Educatie Multidimensionala 11, nr 1 (11.03.2019): 163. http://dx.doi.org/10.18662/rrem/103.
Pełny tekst źródłaStreszczenie:
Dropping out of school has been a major concern at the Moroccan university for several years and is apparent in several university reports. 28% to 30% of students drop out in their first year. The risk factors for dropping out are numerous. The risk of dropping out of school is higher for a student from a disadvantageous social background than for those from a privileged background, with identical academic skills. Research shows that many factors, such as anxiety, uncertainty, Lack of guidance, isolation or alienation, academic difficulties, teaching methods and the teachers’ attitude are key determinants of students’ disengagement from their studies. Actions have been taken by the Moroccan government to reduce this phenomenon; particularly in the form of the “Programme d’Urgence” launched by the Ministry (2008-2012), but the situation has not improved significantly.This publication reports the results of a research conducted at the Cadi Ayyad University since 2015. The tool used to run this investigation is a questionnaire while withdrawing their baccalaureate’s degree from the student affairs service, canceling their registration.
46
A. Muhammed, Shuaib, i Saudat Imam. "Impact of Dual Role of Teaching and Practice on School Counsellors’ Productivity in Nigeria". Journal of Education and Research 10, nr 2 (6.11.2020): 98–118. http://dx.doi.org/10.3126/jer.v10i2.32723.
Pełny tekst źródłaStreszczenie:
The dual role of teaching and professional counselling practice is a common trend in Nigerian school system. Much research has not been conducted on the impact of this dual role on school counsellors’ efficiency and performance. The study investigated the impact of dual role of teaching and practice on counsellors’ productivity in Ilorin, Nigeria. A mixed method approach was employed on a sample of 149 school counsellors in Ilorin metropolis, Nigeria using the snow ball sampling. A scale tagged “Impact of Dual Role on Counsellors’ Productivity” was used to gather quantitative data from 149 school counsellors while an interview was further conducted to gather qualitative data from 10 school counsellors. The quantitative data obtained were analyzed using percentage, mean and ranking order analysis, t-test and ANOVA while the qualitative data was coded and narrated thematically. The findings revealed that dual role negatively affects the counsellors’ effective communication with the client; competence in handling client issues; prompt follow- up of client cases and having time to study client cases among others. Counsellors also hold the opinion that dual role affects proper record keeping, efficient organisation of guidance programme, proper follow-up of client cases among others. The study also found that the perception of respondents on influence of dual role varies based on length of year in service but they share similar views based on gender. The study concluded that dual role affects counsellors’ efficient service delivery in the school system.
47
Basu, Gandhari, i Sujata Biswas. "Mental health and depression among school going adolescents: excerpts from a school based study of Nadia district, West Bengal". Asian Journal of Medical Sciences 8, nr 5 (31.08.2017): 64–69. http://dx.doi.org/10.3126/ajms.v8i5.17499.
Pełny tekst źródłaStreszczenie:
Background: Adolescence is the gateway to health promotion and marked as the transition period between childhood and adulthood. They suffer from various psychosocial problems atany point of their life. Depression during adolescence is considered as an important public health emergency.Aims and Objectives: To assess the presence of some mental health symptoms by Beck’s Depression Inventory (BDI) among school going adolescents and also to find out the prevalence of depression along with associated factors.Materials and Methods: A crosssectional, descriptive epidemiological study was conducted among adolescents of class VII to IX of an English medium school of Kalyani in Nadia district between July and August, 2016. Information on socio demographic variables along with responses on the questions related to various aspects of mental health was gathered by validated BDI and Global school health survey questionnaire. Depression was classified based on the scores obtained and a scale was used.Results: A total of 167adolescents were assessed, mean age of 13.63 years with more boys (110). Mental health analysis revealed nine attempted suicide cases. Nearly half of the pupil reported of punishment feelings (71) and self-criticism (68). The prevalence of overall depression was 34.2%, mild one topped the list. Level of depression was significantly more in higher age group, class VII and among those adolescents who did not stay with their parents (P<.01).Conclusion: The present study provides a composite scenario of mental health status and depression among adolescents. The findings reveal that depression is gradually increasing in respondents. This study also demonstrated the need for secondary prevention and raises deep concern. School based training programme and quarterly counselling under psychiatrist’s guidance in a holistic approach may manage the problem to a great extent.Asian Journal of Medical Sciences Vol.8(5) 2017 64-69
48
Azizah, Nur, i Adhitya Ridwan Budhi Prasetyo Nugroho. "Adiwiyata Program for Students in the Study of Psychology of Learning and Ecological Counseling Guidance". Jurnal Educative: Journal of Educational Studies 5, nr 2 (31.12.2020): 178. http://dx.doi.org/10.30983/educative.v5i2.3689.
Pełny tekst źródłaStreszczenie:
<p style="text-align: justify;">Researchers have conducted studies on the planning, implementation, management and evaluation of the <em>Adiwiyata </em>program in the context of school activities. However, a specific analysis has not been identified in the field of Learning Psychology and Environmental Counseling. The aim of this study is therefore to analyze the <em>Adiwiyata</em> program in the study of Learning Psychology and Ecological Guidance. This literature study was conducted by analyzing the primary sources of the Regulation of the Minister of the Environment of the Republic of Indonesia No. 05 of 2013 on the Guidelines for the Implementation of the <em>Adiwiyata</em> Program and No. P.52/Menlhk/Setjen/Kum.1/9/2019 on the Movement of Environmental Care and Culture in Schools (PBLHS Movement). The results showed that the psychology of learning of the <em>Adiwiyata</em> programme could be integrated into the learning process as well as educational facilities for students using the school environment by considering the psychological development of the students. In the meantime, the <em>Adiwiyata</em> program in the study of ecological counseling guidance can be internalized in creating programs or applied in guidance and counseling services for students to solve the problems and to form students' self-awareness and environmental awareness.</p><p style="text-align: justify;"> </p><p style="text-align: justify;"><em>Kajian</em> <em>penerapan</em> <em>program Adiwiyata mulai dari perencanaan, pelaksanaan, pengelolaan, serta evaluasi maupun penerapan dalam kegiatan di sekolah telah banyak dilakukan. Namun belum ditemukan analisis spesifik dalam kajian psikologi belajar dan bimbingan konseling ekologi. Oleh karena itu, penelitian ini bertujuan menganalisis program Adiwiyata bagi siswa dalam kajian psikologi belajar dan bimbingan konseling ekologi. Metode yang digunakan adalah studi kepustakaan dengan menganalisis sumber primer dari Peraturan Menteri Lingkungan Hidup Republik Indonesia Nomor 05 Tahun 2013 Tentang Pedoman Pelaksanaan Program Adiwiyata dan Nomor P.52/Menlhk/Setjen/Kum.1/9/2019 Tentang Gerakan Peduli dan Berbudaya Lingkungan Hidup di Sekolah (Gerakan PBLHS). Hasil penelitian menunjukkan program Adiwiyata berdasarkan kajian psikologi belajar dapat diintegrasikan dalam proses belajar mengajar maupun sarana edukasi siswa melalui pemanfaatan lingkungan sekolah dengan mempertimbangkan perkembangan psikologis siswa. Sedangkan Program Adiwiyata dalam kajian bimbingan konseling ekologi bisa diinternalisasi dalam pembuatan program maupun diaplikasikan dalam layanan bimbingan dan konseling bagi siswa untuk mendapatkan solusi atas masalahnya maupun membentuk kesadaran diri siswa maupun kesadaran pada lingkungan</em>.</p>
49
Azizah, Nur, i Adhitya Ridwan Budhi Prasetyo Nugroho. "Adiwiyata Program for Students in the Study of Psychology of Learning and Ecological Counseling Guidance". Jurnal Educative: Journal of Educational Studies 5, nr 2 (31.12.2020): 178. http://dx.doi.org/10.30983/educative.v5i2.3689.
Pełny tekst źródłaStreszczenie:
<p style="text-align: justify;">Researchers have conducted studies on the planning, implementation, management and evaluation of the <em>Adiwiyata </em>program in the context of school activities. However, a specific analysis has not been identified in the field of Learning Psychology and Environmental Counseling. The aim of this study is therefore to analyze the <em>Adiwiyata</em> program in the study of Learning Psychology and Ecological Guidance. This literature study was conducted by analyzing the primary sources of the Regulation of the Minister of the Environment of the Republic of Indonesia No. 05 of 2013 on the Guidelines for the Implementation of the <em>Adiwiyata</em> Program and No. P.52/Menlhk/Setjen/Kum.1/9/2019 on the Movement of Environmental Care and Culture in Schools (PBLHS Movement). The results showed that the psychology of learning of the <em>Adiwiyata</em> programme could be integrated into the learning process as well as educational facilities for students using the school environment by considering the psychological development of the students. In the meantime, the <em>Adiwiyata</em> program in the study of ecological counseling guidance can be internalized in creating programs or applied in guidance and counseling services for students to solve the problems and to form students' self-awareness and environmental awareness.</p><p style="text-align: justify;"> </p><p style="text-align: justify;"><em>Kajian</em> <em>penerapan</em> <em>program Adiwiyata mulai dari perencanaan, pelaksanaan, pengelolaan, serta evaluasi maupun penerapan dalam kegiatan di sekolah telah banyak dilakukan. Namun belum ditemukan analisis spesifik dalam kajian psikologi belajar dan bimbingan konseling ekologi. Oleh karena itu, penelitian ini bertujuan menganalisis program Adiwiyata bagi siswa dalam kajian psikologi belajar dan bimbingan konseling ekologi. Metode yang digunakan adalah studi kepustakaan dengan menganalisis sumber primer dari Peraturan Menteri Lingkungan Hidup Republik Indonesia Nomor 05 Tahun 2013 Tentang Pedoman Pelaksanaan Program Adiwiyata dan Nomor P.52/Menlhk/Setjen/Kum.1/9/2019 Tentang Gerakan Peduli dan Berbudaya Lingkungan Hidup di Sekolah (Gerakan PBLHS). Hasil penelitian menunjukkan program Adiwiyata berdasarkan kajian psikologi belajar dapat diintegrasikan dalam proses belajar mengajar maupun sarana edukasi siswa melalui pemanfaatan lingkungan sekolah dengan mempertimbangkan perkembangan psikologis siswa. Sedangkan Program Adiwiyata dalam kajian bimbingan konseling ekologi bisa diinternalisasi dalam pembuatan program maupun diaplikasikan dalam layanan bimbingan dan konseling bagi siswa untuk mendapatkan solusi atas masalahnya maupun membentuk kesadaran diri siswa maupun kesadaran pada lingkungan</em>.</p>
50
Sun, Poi Hun, i Sek Yan Lee. "THE IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION – A CASE STUDY IN A PRIVATE HIGHER EDUCATION INSTITUTION". Malaysian Journal of Learning and Instruction 17, Number 2 (31.07.2020): 253–78. http://dx.doi.org/10.32890/mjli2020.17.2.9.
Pełny tekst źródłaStreszczenie:
Purpose – Given the importance of quality assurance and enhancement of curriculum in a higher education institution, it is vital to have a systematic process to measure students’ performance objectively and effectively for continuous improvement in the programme/curriculum. The purpose of this study is to analyse the process of setting up an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, while some recommendations for common issues are suggested. Methodology – Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution, from 2015 to 2019. These mechanisms are to assess and discuss the processes needed in implementing OBE; while the importance and challenges of having an OBE system in the business school are included. Findings – To have a smooth-running process of implementing an OBE system, proper planning needs to be in place. Data from the OBE system and its utilisation are essential to ensure continuous quality improvement to the curriculum and to give assurance to relevant stakeholders about the quality of graduates. There are several steps that are discussed in this paper to give pointers and guidance to other education institutions in setting up of the OBE process. However, it is undeniable that investment of time and effort is needed to ensure the smooth-running of the OBE establishment and maintenance. Significance – This study is essential to provide a guideline to relevant parties in setting up an OBE system in education institutions. An OBE system is needed to measure students’ performance objectively and effectively while enriching students’ learning experiences. This study will give pointers to the management of the education institution, policy makers, accrediting bodies and academics on implementing an OBE system in the education institutions.