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1
Baxter, Laurie. "Cross-Provincial Policies in Canadian Art Education." Marilyn Zurmuehlen Working Papers in Art Education 4, no. 1 (1985): 36–38. http://dx.doi.org/10.17077/2326-7070.1106.
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Suominen, Anniina, Tiina Pusa, Aapo Raudaskoski, and Larissa Haggrén. "Centralizing queer in Finnish art education." Policy Futures in Education 18, no. 3 (May 16, 2019): 358–74. http://dx.doi.org/10.1177/1478210319837836.
Повний текст джерелаАнотація:
The article examines if and how gender diversity and queer are present in the policies guiding Finnish art education and how these documents might influence praxis. The authors explore relations between policy and practice through a close study and analysis of the Finnish national core curriculum for basic education as it relates to the broader Finnish culture of power and politics. The authors approach the topic using epistemic injustice as the framework, and suggest that current international and national policy and guidelines that define human rights, gender equality, the rights of gender and sexual minorities, and education have created a broad and deeply seated normative, binary mindset that not only impairs the actualization of equity in education but also makes it a paradox. To unpack the suggested epistemic injustice, the authors contextualize their arguments through a critical study of policies and guidelines for human rights and Finnish compulsory education and frame this with particular theories, the capability approach and feminist and critical pedagogy.
3
Kivanc Oztug, Emine, and Burcu Karagoz. "Music Education Policies of Northern Cyprus." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 442–48. http://dx.doi.org/10.18844/prosoc.v3i3.1613.
Повний текст джерелаАнотація:
This research is a descriptive study aiming to examine the music education policies of North Cyprus in accordance with the documents determining the music education policy. In the research, the general purpose of North Cyprus regarding education, the general structure of the education system, council decisions of the Ministry of Education, government programs and the activity reports of the Ministry of Education, since 1982, were examined and put forward in connection with the existing music education in North Cyprus. The research was conducted by using descriptive analysis, one of the qualitative research methods. However, it was not possible to reach any resources related with the four council meetings held between the years 1982 and 1985, therefore, the research was limited between the years 1995-2015. The findings obtained were sorted in relation with music, music education, and art and culture concepts, then associated with the activity reports and council decisions of Ministry of Education and education programs of the government of the period. The study results revealed that, no expressions on music, music lessons or, culture and art were took place in the council decisions taken between the years 1995-2005, however it is also seen that the council meetings held and some of the decisions taken in 2014 were a little more comprehensive. Furthermore, in the activity reports of Ministry of Education, it is seen that there are conceptualized music-related articles, however, most of them are not realized and/or sufficient.Keywords: Music, Music Education, Activity Reports, Government Decisions
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Kárpáti, Andrea, and Emil Gaul. "Art Education in Post-Communist Hungary: Ideologies, Policies, and Integration." Arts Education Policy Review 97, no. 1 (October 1995): 11–17. http://dx.doi.org/10.1080/10632913.1995.9935049.
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Adams, Eileen. "Coalition cultural and education policies: Impact on art and design education in schools." Cultural Trends 24, no. 1 (January 2, 2015): 6–10. http://dx.doi.org/10.1080/09548963.2014.1000601.
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Scarsbrook, Sarah. "Artists Shaping Policies Through Higher Art Education. How Visual Artists Develop Policies that Affect their Lives, Practices, and Careers." Journal of Cultural Management and Cultural Policy / Zeitschrift für Kulturmanagement und Kulturpolitik 8, no. 2 (December 1, 2022): 175–92. http://dx.doi.org/10.14361/zkmm-2022-080209.
Повний текст джерелаАнотація:
Abstract This paper centralises visual artists in policymaking processes. It foregrounds the ways artists influence and determine the policies that affect their lives, practices, and careers through their higher art education in London (UK) art schools between 1986-2016. The uninvited and indirect processes by which artists are shaping policies using their education is captured through artsbased/informed methods developed for listening, analysing, and interpreting alongside grounded theory methodology. The practitionerled approach is key to noticing and raising the subtle agitations in the actions and inactions that underscore artists’ role as policy progenitors. Artists’ relationships with professional development and their experiences of structureless pedagogies, which are aligned to artistic myth are foregrounded. Their acceptances, rejections, and reframing of their fine art curricula is where their influence in shaping policy sits.
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Scarsbrook, Sarah. "Artists Shaping Policies Through Higher Art Education. How Visual Artists Develop Policies that Affect their Lives, Practices, and Careers." Journal of Cultural Management and Cultural Policy / Zeitschrift für Kulturmanagement und Kulturpolitik 8, no. 2 (December 1, 2022): 175–92. http://dx.doi.org/10.14361/zkmm-2022-0208.
Повний текст джерелаАнотація:
Abstract This paper centralises visual artists in policymaking processes. It foregrounds the ways artists influence and determine the policies that affect their lives, practices, and careers through their higher art education in London (UK) art schools between 1986-2016. The uninvited and indirect processes by which artists are shaping policies using their education is captured through artsbased/informed methods developed for listening, analysing, and interpreting alongside grounded theory methodology. The practitionerled approach is key to noticing and raising the subtle agitations in the actions and inactions that underscore artists’ role as policy progenitors. Artists’ relationships with professional development and their experiences of structureless pedagogies, which are aligned to artistic myth are foregrounded. Their acceptances, rejections, and reframing of their fine art curricula is where their influence in shaping policy sits.
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Liu, Baowei. "PROMOTING ART EDUCATION FOR LIFELONG LEARNING AMONG CHINESE SECONDARY EDUCATION: A CRITICAL REVIEW." International Journal of Advanced Research 9, no. 01 (January 31, 2021): 493–97. http://dx.doi.org/10.21474/ijar01/12319.
Повний текст джерелаАнотація:
The changing paradigmatic of the education sector and learning environment recognizes the need to integrate the art education to boost students learning capacities and creative thinking. Similarly, China, the emergent world economy also emphasizes the need for the creative education sector and opts to fill the gap in the Chinese education system. The article will provide the literature review in a wide range to see the scope and remits of art education around the globe and how it integrates intelligent and critical thinking of students and how effective it is and China current policies to fill this gap. Hence, the finding depicts that art education nurtures students analytical and creative thinking in the changing paradigm of the education sector.
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Wood, Craig. "The secret art of pedagogical alchemy." Open Scholarship of Teaching and Learning 2, no. 1 (October 20, 2022): 1–21. http://dx.doi.org/10.56230/osotl.45.
Повний текст джерелаАнотація:
This paper reveals secrets. Like their Renaissance counterparts, pedagogical alchemists often work in secret networks as they struggle against dominant forces. Pedagogical alchemists seek to transform assemblages of neoliberal education policies, shifting enactments of such policies from replication of systemic hierarchies and oppressions towards teacher and student experiences of joy, hope, and resistance. The secret art of pedagogical alchemy adopts critical praxis research method that amplifies epistemological insights arising from teacher experience. This paper utilizes performative autoethnography and social fiction to interrogate the influence of socio-political context on the labour of an 8th grade school-teacher. The secret art of pedagogical alchemy locates the experiences of a pedagogical alchemist whose 8th grade history class includes a unit of work on Renaissance alchemist Isabella Cortese. The experiences are framed by globalised, neo-liberal education policy assemblage. Like the writings of Renaissance alchemist, Isabella Cortese, the voice of the 8th grade history pedagogical alchemist is performed in quatrains that are written in iambic pentameter.
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Bračun Sova, Rajka, and Metoda Kemperl. "The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression." Center for Educational Policy Studies Journal 2, no. 2 (June 30, 2012): 71–90. http://dx.doi.org/10.26529/cepsj.386.
Повний текст джерелаАнотація:
One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage.Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obviousneglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.
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Zheng, Jane. "“Aesthetic regime” in urban entrepreneurialism: public art venues in Shanghai." Asian Education and Development Studies 8, no. 2 (April 8, 2019): 109–25. http://dx.doi.org/10.1108/aeds-03-2017-0026.
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Purpose The purpose of this paper is to understand urban sculpture venues that emerged in the recent decade and their connections to the on-going entrepreneurial urban policies and urban strategies in Shanghai. How does this phenomenon relate to Shanghai’s urban policies? How does urban sculpture development reflect the nature and characteristics of the urban sculpture authority? Design/methodology/approach Case study is the major research method used to achieve an in-depth understanding of the developmental processes, mechanisms and characteristics of urban sculpture projects. Three cases were selected and studied using purposeful sampling methods, including Duolun Road Sculpture Project (2002), the Shanghai International Sculpture Center (2006) and the Jing’an Sculpture Park (2009). Findings A twofold main argument is established in this paper. Urban sculpture venues emerged as a new type of instrument to advance urban entrepreneurial policies; the use of this instrument, however, also involves politics in that art politically transforms the features and functions of open spaces in Shanghai. Originality/value Although scholarly interest in exploring cultural development through urban planning in the Chinese context is evident, urban sculpture planning (termed as “urban sculpture” in the Chinese ideological context) in Chinese metropolitan cities, in particular, is an unexplored topic, and thus leaves a gap in the knowledge. This paper introduces a new conceptual model, i.e., “aesthetic regime,” to describe the role of the urban sculpture authority in the development of the urban sculpture scene. It looks at the artistic representation of artworks, design of the sculpture venues, functionality of the artworks and social mechanisms for the actualization of these projects. An evolutional trend of the three sites across the decade is concerned.
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Dhuhri, Saifuddin. "SOCIAL ENGINEERING THROUGH EDUCATION LAW A comparative analysis of cultural policies between the Dutch and Indonesian central Government." PETITA: JURNAL KAJIAN ILMU HUKUM DAN SYARIAH 4, no. 1 (July 29, 2019): 86–101. http://dx.doi.org/10.22373/petita.v4i1.12.
Повний текст джерелаАнотація:
Studies on art education and culture are a continuing concern within academicians and politicians. Although extensive research has been carried out on the fields, few studies exist, which concern about the use of art education for cultural hegemony. This study concerns about Acehnese culture and identity. During the time of colonisation, imperialist scholar; Snouck Hurgronje had used cultural resources as the instrument to instil false cultural identity for the interest to take control over Aceh. Stepping on the Dutch’s colonialising policies, the central government of Indonesia has, as argued, used art curriculum as a hegemonic media for similar interests. This article discusses the case of art education in Acehnese by analysing the content of the text books recommended by the central government. This work is to demonstrate the representation of Acehnese cultural identity in the “Art and Culture” curriculum of schools in Aceh. I employ Freire, Hall, Apple, and Giroux thoughts to formulate the framework of this article. The aim of this paper is to understand the mechanism of the art curriculum used to nationalise local people and to uncover the scheme of cultural hegemony in Acehnese schools, Indonesia. This work significantly contributes toward understanding the relation between cultural hegemony and education
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Keser, Sezer Cihaner, and Hanife Neris Yuksel. "Western influence in the creation of sculpture education and monuments." Cypriot Journal of Educational Sciences 17, no. 5 (May 30, 2022): 1508–16. http://dx.doi.org/10.18844/cjes.v17i5.7255.
Повний текст джерелаАнотація:
Many powers use art as a mean to transform social and political culture. The aim of this study is to examine approach and relationship between the ideological and social conditions of arts, culture and education policy with regard the power in the example of Sculpture Art Education in a eurasia state. This research has been done in accordance with document analysis, which is one of the qualitative research methods. In this direction, the document analysis covers the years 1923-1956. In the study, art education policies were set out based on the political and cultural influences of the period. In addition, the spread of revolution was examined from the point of how the art of sculpture come true and its interaction with western. The relationship between sculpture education and applied sculptures has been handled with the defined ideological dynamics.
Key Words: Art; Education; Ideology, Sculpture Education; Westernization,
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Brás, Rita Emanuela Rainho, and Ana Sofia Da Cunha Bessa Reis. "The “Unachieved” place of art education in the south." Conhecer: debate entre o público e o privado 9, no. 23 (July 31, 2019): 16–28. http://dx.doi.org/10.32335/2238-0426.2019.9.23.1134.
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This article introduces the Ph.D. studies of its authors, who put into question the bridge between utopia and the reality experienced at the Mindelo_International School of Art (Mindelo_Escola Internacional de Arte – M_EIA), legally known as the University Institute of Art, Technology, and Culture [Instituto Universitário de Arte, Tecnologia e Cultura], the first Higher Education space in the areas of arts and design in Cape Verde, constituting a singular, irreverent, project in the struggle for art education practices informed by decolonized policies. Created in 2004, this utopian project sent its anchors out to the practices, promoting the country’s culture and development, by means of a relationship with the Atelier Mar’s local development projects, consolidating a long experience in the art education area. Tensions arise between expectations about the experimental and local nature of the M_EIA and its regulation and (non-)conformity with hegemonic knowledge in art education or development models foreign to the Cape Verdean reality.
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HwangHaeJin. "A Study on the Culture and Art Education Policies and Its Programs in France." Journal of Eurasian Studies 7, no. 4 (December 2010): 537–55. http://dx.doi.org/10.31203/aepa.2010.7.4.024.
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Cheung, Ah Li. "The voices of the voiceless: the Cantonese opera music community in Guangzhou, China." Asian Education and Development Studies 8, no. 4 (October 7, 2019): 443–53. http://dx.doi.org/10.1108/aeds-02-2018-0049.
Повний текст джерелаАнотація:
Purpose Since Cantonese opera was inscribed on UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity in 2009, the Chinese government has carried out different policies to “develop” Cantonese opera in Guangzhou. Through state-initiated reforms, the local performing art was homogenized, institutionalized and nationalized in many ways. In this process, the government authorities took the lead and the Cantonese opera music community was not involved in the decision making of the future of their own tradition. This paper aims to discuss this issue. Design/methodology/approach Based on intensive fieldwork conducted in 2011, the paper examines the meaning of heritage to the local music community, as the art form was recognized by UNESCO in 2009. Apart from studying the policies made by the government, this paper looks into the socio-political impact brought to the Cantonese opera music community from a bottom-up perspective. Findings Cantonese opera performances in Guangzhou as well as performers’ own social life changed drastically in recent years. Musicians faced a dilemma of whether to follow the government’s market-oriented plan or to preserve their traditional lifestyle with their own initiative. Originality/value This paper reveals the voices of the “voiceless” music community and investigates the consequences resulted by the heritagization of the art form to the music community.
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Hung, Chi-Sen, Tien-Li Chen, and Yun-Chi Lee. "From Cultural Heritage Preservation to Art Craft Education: A Study on Taiwan Traditional Lacquerware Art Preservation and Training." Education Sciences 11, no. 12 (December 9, 2021): 801. http://dx.doi.org/10.3390/educsci11120801.
Повний текст джерелаАнотація:
In Taiwan, preservation and training policies of intangible cultural assets are highly valued by the government. In this study, lacquerware art craft education as intangible cultural heritage is the subject of this study. We conducted in-depth interviews and secondary data collection to obtain research data and carried out a grounded theory data analysis method through expert meetings to explore the passing on education strategy of “lacquerware art craft” in Taiwan. Firstly, based on Bloom’s educational objectives, the study analyzed three aspects of lacquer art education: cognitive, affection and skill, and proposed a “Lacquerware Art Passing-On Education Framework Diagram”. Later, the analysis results of the grounded theory enable us to summarize the “Lacquerware art value and learning structure diagram”. In this structure, it reveals that the Lacquerware artist’s way of thinking about the craft levels can echo the system of the Three Extremes of the Tao in the Book of Changes and divide the value levels of creation into the levels of tools of livelihood, way of living and philosophy of life.
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Moynihan, Daniel Patrick. "Welfare Reform: Serving America's Children." Teachers College Record: The Voice of Scholarship in Education 90, no. 3 (March 1989): 337–41. http://dx.doi.org/10.1177/016146818909000316.
Повний текст джерелаАнотація:
Senator Moynihan restates the critical problems of family, children, and poverty in America that have been his driving concern for decades both as an academic and as a politician. He urges us to view welfare reform as the art of the possible and to develop policies that will save our children.
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Smith, Jill. "Curriculum, Assessment and Pedagogy: How These Dimensions are Enriching Visual Arts Education for Ethnically Diverse Students in New Zealand Secondary Schools." Journal of Education and Culture Studies 3, no. 3 (August 28, 2019): p311. http://dx.doi.org/10.22158/jecs.v3n3p311.
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This article reports on findings from two complementary research projects conducted in Auckland, New Zealand’s largest city. Both projects were motivated by changing demographic statistics from a largely European-ethnic student population in secondary schools in the past, to an ethnically diverse one in the present. Each project focused upon the nature of New Zealand’s national curriculum and assessment policies for visual arts education, and the pedagogical practices of art teachers. European-ethnic art teachers comprise the majority in secondary schools, thus the research in 2015 centred on how these teachers are working alongside ethnically diverse students. Given that there is a growing population of Asian-ethnic students in secondary schools, the follow-up project in 2018 focused on how art teachers of Asian ethnicity are supporting these students to engage in experiences that express their cultural identities. The findings provide evidence of how art teachers are using the curriculum, assessment policies and culturally responsive pedagogies to enrich the nature of visual arts education for students of all ethnicities in secondary schools in this country. The findings are exemplified through the ‘voices’ of a sample of art teachers, and ‘artworks’ by 15-18 year old students which encapsulate the role of images as a powerful form of data.
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Andrade, Pedro. "Communication of art via open research: on cultural policies, heritage and reception of innovation in art." Comunicação e Sociedade 31 (June 29, 2017): 361–76. http://dx.doi.org/10.17231/comsoc.31(2017).2623.
Повний текст джерелаАнотація:
This article debates some main modes of art communication within the urban public space, and their interpretation through Open Research. In particular, it discusses communication regimes in places where cultural and artistic events occur, such as the museum. One of the communicative phenomena circulating there is informal art literacy, which is a different and sometimes opposite process in relation to the formal education at school. Having this aim in mind, firstly two core concepts within Art Communication Studies, which are crucial to this debate, are defined: Public Communication of Art-PCA and art literacy. Secondly, questions pertaining to art communication are raised: the definition of cultural policies that allow cultural inclusion of diverse art publics segments; the role of digital devices to improve the understanding of cultural heritage; the more adequate communication and management strategies for improving publics literacy; the reception process undertaken by cultural audiences around art ideas and concepts shared through art events. Thirdly, such questions are framed within the main theoretical and authors’ positioning in Art Communication Studies. Next, some brief practical advices and recommendations concerning how to develop a research on communication within art worlds are exposed in two parts: the first part suggests some hypothesis corresponding to the previous formulated questions. The second part establishes a synthetic and practical agenda for doing a research on this subject. Some emergent sociological apparatuses, produced to improve the social and cultural impact of art communication, are also presented. Finally, specific modes and targets of this impact are discussed.
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Winterson, Julia. "So what's new? A survey of the education policies of orchestras and opera companies." British Journal of Music Education 13, no. 3 (November 1996): 259–70. http://dx.doi.org/10.1017/s0265051700003284.
Повний текст джерелаАнотація:
Originally, the creative music workshop involving professional players was intended to give direct support to school teachers and to enhance music in the classroom, but today's large-scale, high-profile projects mounted by orchestras and opera companies appear to be developing into a full-scale industry on their own. Their role in partnership with schools and colleges now requires clarification: a survey of education policies has revealed some confusion of aims with few bodies looking closely at objectives, outcomes and effects. Music companies could profit from the experience of museums and art galleries.
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Kazashka, Vesela. "Strategy for Development of Bulgarian Culture 2019-2029. Opportunities and Challenges." Cultural and Historical Heritage: Preservation, Representation, Digitalization 7, no. 1 (2021): 96–107. http://dx.doi.org/10.26615/issn.2367-8038.2021_1_008.
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Bulgarian culture is multi-layered and has been formed during different historical epochs, which affect the Bulgarian nation and identity. Bulgaria is one of the countries with the richest cultural heritage, which allows for the use of this unique resource. Adequate and effective policies for preservation of this valuable resource, formulation of clear priorities, goals, tasks and mechanisms, ensuring accessibility of citizens to culture and art, their recognition by the society, are of special importance for the message of civilization, which we must preserve and we hand over. Cultural education is one of the main aspects of its preservation. Keywords: Cultural Policies, Art, Culture
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Jain, Shruti. "First international conference on the theme 'The Art(s) of/in Foreign Language Teaching'." Scenario: A Journal for Performative Teaching, Learning, Research XIV, no. 1 (July 3, 2020): 111–15. http://dx.doi.org/10.33178/scenario.14.1.8.
Повний текст джерелаАнотація:
In times when foreign language education is increasingly becoming susceptible to the dictates of neoliberal consumerism, prevalent metaphors in the field of education such as 'student as customer', 'teacher as service provider' or 'language as product' distract from the beauty of the process of learning itself. Unfortunately, these metaphors are seldom subjected to critical reflection and therefore continue to subtly shape institutional frameworks in which foreign language education takes place, in turn affecting the curriculum and foreign language educational policies.
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Tillborg, Adriana Di Lorenzo. "Disabilities within Sweden’s Art and Music Schools: Discourses of inclusion, policy and practice." Policy Futures in Education 18, no. 3 (June 28, 2019): 391–409. http://dx.doi.org/10.1177/1478210319855572.
Повний текст джерелаАнотація:
The aim of this paper is to investigate the discourses that emerge when Sweden’s Art and Music School leaders talk about the inclusion of pupils with disabilities in relation to policy. A starting point is that both earlier studies and policy documents have revealed inclusion problems within Art and Music Schools. The research question is: how are Art and Music School practice, policy and inclusion of pupils with disabilities connected within and through leaders’ discursive practices? The data are based on three focus group conversations with a total of 16 Art and Music School leaders from northern, central and southern Sweden. Discourse analysis as a social constructionist approach is applied since it provides a means to investigate the connection between social change and discourse. Concepts from both discursive psychology and Foucauldian-inspired discourse analysis are applied in order to investigate connections between rhetorical strategies on a micro level and discourses on an institutional level. The concept of multicentric inclusion is introduced and applied in the analysis. In addition, concepts from educational policy theories are applied in order to analyse how policies are conceptualised and enacted in the context of leaders’ discursive practices. Regarding terminology, the results challenge this researcher when the concept of mixed abilities is introduced by the participants. The analysis exposes three discourses: multicentric inclusion discourse, normality discourse and specialisation discourse. There are tensions between the multicentric inclusion discourse and the normality discourse, as well as between the multicentric inclusion discourse and the specialisation discourse. The analysis leads to the following suggestions in order to achieve justice in music education practices and policies: (a) to enforce a specific national inclusion policy, (b) to challenge the normality discourse and (c) to bring together the multicentric inclusion discourse with the specialisation discourse.
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Eldridge, Laurie A. "Ruthe Blalock Jones: Native American Artist and Educator." Visual Arts Research 35, no. 2 (December 1, 2009): 72–85. http://dx.doi.org/10.2307/20715504.
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Abstract Native American cultures have persisted despite systematic suppression through government policies, education policies, and the impact of stereotypes and stigmatization. Stereotypes interfere with art educators’ instruction of Native American learners and effective teaching about Native American art. This study focused on the life stories of Ruthe Blalock Jones, a Native American woman who is an artist and educator, to inquire into how she understood these experiences, the value she placed on them, and how she negotiated two or more cultures. A dual methodological framework for the study was developed that combined indigenous research methodology with feminist methodology. Themes that emerged from the data included identity development, strategies for circumventing federal regulatiosn that made practicing Native American religions illegal, and cultural suppression through stereotypes, including race-based mascots. Art educators should be reflexive concerning their dispositions toward Native Americans, develop culturally literacy and culturally responsive instruction, and assist students’ understanding of Native Americans by addressing stereotypes prior to meaningful learning about Native American art.
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Agyarkoh, Dr Eric, and Dr Eric Kwadwo Amissah. "Development of Graphic Design Practice and Education in Ghana." Journal of Education and Culture Studies 6, no. 2 (April 30, 2022): p71. http://dx.doi.org/10.22158/jecs.v6n2p71.
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In Ghana, Graphic Design is regarded as one of the contemporary arts that was introduced in the Gold Coast by the British (The colonial administration) and European merchants in the 17th Century. Since then, the art has gone through series of metamorphosis in various aspects till date. However, empirical evidence indicates that the developmental patterns of the art in Ghana has not been documented comprehensively. Using qualitative research approaches such as historical research method, interviews, document review, narrative and inductive analysis, this paper sought to conduct a comprehensive research into the local Graphic Design industry to gather pieces of fragmented documented and oral information from relevant stake holders who were purposively selected from different parts of Ghana based on their professional memory on industrial practice and Graphic Design education in Ghana, to reconstruct the history of the art for posterity. The study revealed that, commercial press printing and newspaper advertising were introduced in the Gold Coast first before outdoor advertising and desktop publishing. Also, colonisation, successive government policies, technological inventions in the western countries, and developments in computer technologies have contributed immensely to the development of Graphic Design practice and education in Ghana from the 17th Century to date.
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Mendoza Gómez, Marian. "Educación, políticas públicas y cultura." Clivajes. Revista de Ciencias Sociales, no. 14 (April 3, 2021): 262. http://dx.doi.org/10.25009/clivajes-rcs.v0i14.2669.
Повний текст джерелаАнотація:
Pedro Flores Crespo (2017) invita a reflexionar, evaluar y repensar la problemática educativa vigente, en un libro provocador, editado por crefal/uaq, que interpela al lector con respecto a sus concepciones y posiciones al respecto. Imposible no cuestionarse sobre el sentido de la educación en el contexto nacional y adoptar una actitud crítica y propositiva.Palabras clave: Educación Políticas educativas, Arte, Cultura, Actores Education, public policies and cultureSummaryPedro Flores Crespo (2017) invites us to reflect, evaluate and rethink the current educational problem, in a provocative book, edited by crefal/uaq, which questions the reader with respect to his / her conceptions and positions in this regard. It is impossible not to question the meaning of education in the national context and adopt a critical and purposeful attitude.Keywords: Education, educational policies, art, culture, actors Éducation, politiques publiques et cultureRésuméPedro Flores Crespo (2017) invite à réfléchir, évaluer et repenser sur la problématique éducative en vigueur, dans un livre provocateur, édité par crefal/uaq, qui interpelle le lecteur en ce quiconcerne ses conceptions dans le contexte national et adopter une attitude critique et pro positive.Mots clés : Education, Politiques éducatives, Art, Culture, Acteurs
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Julião Mugime, Santa Mónica, Feliciano Mapezuane Mahalambe, José Cossa, and Carlinda Leite. "Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)." education policy analysis archives 27 (November 25, 2019): 149. http://dx.doi.org/10.14507/epaa.27.4250.
Повний текст джерелаАнотація:
The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training.
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Rupia, Clara. "Provision of Quality Art Education in Tanzania: Opportunities and Challenges." East African Journal of Education Studies 5, no. 2 (August 25, 2022): 361–68. http://dx.doi.org/10.37284/eajes.5.2.811.
Повний текст джерелаАнотація:
Quality education is of paramount importance to social-economic development. It avails the requisite human capital for production, and nationwide strength and competitiveness. Arts education entails knowledge, training, and formation founded on all arts. Quality arts education promotes emotional development, cognitive achievement, knowledge, skills, and competence of learners. Tanzania realized the importance of arts education mainly after Arusha Declaration of 1967 where the philosophy of Education for Self-Reliance (ESR) monopolized the education policy of the country. Such move was in line with Article 27 of the Universal Declaration of Human Rights, which stipulates the right for individuals to enjoy arts. Progressively in 1997, the government introduced Tanzania Cultural Policy (TCP) where arts education was the hub and in 2008 the government introduced arts subjects in the secondary school curriculum as examinable subjects. Tanzania has continued to promote arts education in various ways and currently the government is focusing on cultural and arts small sectors as possible contributors to economic progress and employment. However, Arts education in Tanzania is facing numerous challenges such as; most curriculum developers do not place a great value on arts education, educational and cultural policies are not totally associated with one another, teachers’ colleges have few arts education programmes. Moreover, some societies do not recognize the discipline’s importance, which has breached its social identity and position in education. Thus, it is recommended in this paper that in order to achieve quality arts education, the government and other stakeholders should jointly work to provide the required support to secure enhanced standards in arts education provision. For instance, the state should avail and retain effective trained arts education instructors at all levels and arts education programmes should be reviewed to respond to the global needs. Conclusively, quality arts training is a critical aspect of holistic education and it promotes self-concept, identity, oneness, and diversity in society. Thus, arts education should be given the same priority like other academic disciplines in the curriculum.
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Kashim, I. B., and O. S. Adelabu. "The Current Emphasis on Science and Technology in Nigeria: Dilemmas for Art Education." Leonardo 43, no. 3 (June 2010): 269–73. http://dx.doi.org/10.1162/leon.2010.43.3.269.
Повний текст джерелаАнотація:
Nigerian educational policies continue to emphasize the development of science and technology. Arts are being relegated to the background as a result of this emphasis. This paradigm shift has affected visual arts education in Nigeria. The number of those seeking admission into science- and engineering-based courses has risen tenfold in spite of the limited infrastructural facilities available, while the number seeking admission to creative arts continues to dwindle yearly. Those who had been preparing for courses in engineering and science but could not secure admission are often absorbed into arts-based industrial design courses. Students in industrial design with science backgrounds are able to develop their creative potential, which is necessary in developing economies. This paper suggests that art training in Nigeria should embrace integrated science subjects.
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WESSELING, H. L. "The idea of an Institute of Advanced Study. Some reflections on education, science and art." European Review 11, no. 1 (February 2003): 3–19. http://dx.doi.org/10.1017/s1062798703000024.
Повний текст джерелаАнотація:
The first Institute for Advanced Study was founded in Princeton, New Jersey in 1930. Several other institutes followed, both in America, Europe and, more recently, in Asia and Africa. This paper is not a history of such institutes, but is about the idea of an Institute for Advanced Study. Like John Henry Newman in his famous book, The Idea of a University, it offers some general reflections on education, science and art and their interrelationship. It underlines the importance of these institutes in an academic world increasingly dominated by notions of measured output and impact and of policies imposed from ‘above’.
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Payà Rico, Andrés, and Jaume Bantulà Janot. "Children’s Right to Play and Its Implementation: A Comparative, International Perspective." Journal of New Approaches in Educational Research 10, no. 2 (July 15, 2021): 279. http://dx.doi.org/10.7821/naer.2021.7.665.
Повний текст джерелаАнотація:
The child's right to play is specifically addressed in the framework of the Convention on the Rights of the Child. The international recognition of this right is the central theme of this study. Through a documentary analysis of the reports of the States Parties to the Convention and the Concluding Observations of the Committee on the Rights of the Child, the study assesses the recognition of this right. The entry into force of General Comment 17 on the right of the child to rest, recreation, play, recreational activities, cultural life and the arts (art. 31) in 2013 should have marked a turning point in policies on children in the States Parties, but this did not occur. Policies cannot be developed in favour of children where play is ignored. Identifying the difficulties in exercising this right is also a challenge. Play should be part of the objectives, goals and strategies of action plans for children.
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Kristinsdóttir, AlmaDís, and Sigurjón Baldur Hafsteinsson. "Organizational structures and the museum’s educative function. Empty options at the Reykjavík Art Museum." Nordisk Museologi 26, no. 2 (December 6, 2019): 77–94. http://dx.doi.org/10.5617/nm.7478.
Повний текст джерелаАнотація:
Museum education is a field in flux that faces continuous theoretical and practical challenges. We argue that formal museum organizational structures, the informal, and experiences of museum workers should be intertwined. We also argue that the influence of museum educators on shaping policies is relevant. Formal organizational structures in museums should be acknowledged and systematically embedded in the shaping and governance of sustainable museum education practices if museums are to succeed as learning institutions. We contend that museum organizational structures disempower the development of museum education as a profession, serving other purposes more rigorously. We interviewed twelve museum staff members for this paper. They all worked at the Reykjavík Art Museum’s (RAM) education department as full-time and/or part-time employees from 1991 to 2018. Multiple meetings with the participants occurred from June 2011 until June 2018, resulting in twenty semi-structured interviews.
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Gao, Jianjie, Wenqing Lai, and Xiurong Huang. "Research on the cultivation of applied innovative talents in art design under the background of new liberal arts construction based on Cocos Digital Technology." E3S Web of Conferences 275 (2021): 03026. http://dx.doi.org/10.1051/e3sconf/202127503026.
Повний текст джерелаАнотація:
In today’s new era of digital technology-driven innovation, the continuous development of information technology has brought reforms and innovations to the education field, and has injected new vitality into the modernization of education in my country. The use of information technology to promote educational reforms is incorporated into education related policies. Innovation is the driving force of national development, and it is also the focus of international competition and talent training under the background of economic globalization. The construction of new liberal arts is an innovative development measure for China’s higher liberal arts education in the new era. It is the emphasis and requirement of liberal arts in the development of science and technology today. In the context of the new liberal arts, the training of art design professionals should be cross-integrated with computer science, information technology and other disciplines, combined with the development and needs of regional digital industries, breaking professional boundaries, and mastering cutting-edge technology on the premise of adhering to the core values of art and design education. At the same time, reconstruct the talent training model. This article elaborated on the development trend of digital and informatization of art design education in the talent training and discipline construction of the art design major, and the official team of Cocos Engine-Yaji Software to build the Cocos Digital Technology Industry College to create a new mode of efficient integration of production and education., To build a unique digital art talent training system, to effectively connect the talent chain and the industrial chain, to promote the industrialization of academic achievements, to cultivate application-oriented talents that meet the needs of the digital industry, and to promote the construction of a new liberal arts major in art design.
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Lemes, Sebastião de Souza. "Considerations and inquiries about the dynamics of the brazilian state facing the demands of schooling." Revista Tempos e Espaços em Educação 14, no. 33 (August 24, 2021): e16234. http://dx.doi.org/10.20952/revtee.v14i33.16234.
Повний текст джерелаАнотація:
The aim of this study is to understand issues of public policy, government and governance in relation to Education in Brazil, making use, for this analysis, of an understanding of evaluative and managerial instruments, in addition to public policies aimed at school education, to understand the scenario built in national education. Under the guise of cognitive analysis of public policies and their foundations, the state of the art is mobilized to better understand and analyze the guiding concepts of this work, which also considers theories about a change in the bias of bureaucracy and its role in the state. In the end, it is noted that the actions of the Brazilian government, in line with international pressure and evaluation mechanisms, assume an interventionist and inefficient character, which places the equitable democratization of education, advocated in the 1988 Constitution, as a challenge yet to be reached and with many obstacles along the way.
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Sireci, Stephen. "Beyond Ranking of Nations: Innovative Research on PISA." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–8. http://dx.doi.org/10.1177/016146811511700101.
Повний текст джерелаАнотація:
In this article, I review and provide comments on the articles that comprise this special issue on research conducted using PISA data. The articles represent a variety of issues and methods related to contemporary educational assessments and education policies. They feature state-of-the-art statistical analyses and instructive exploration of complex issues related to international assessment of students’ math, reading, and science achievement. A common theme underlying the articles is improving the interpretations of the results of educational assessments. Some articles address this theme via post hoc analysis or discussion of results, while others conduct research that informs future test development efforts.
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Sireci, Stephen. "Beyond Ranking of Nations: Innovative Research on PISA." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–8. http://dx.doi.org/10.1177/016146811511700114.
Повний текст джерелаАнотація:
In this article, I review and provide comments on the articles that comprise this special issue on research conducted using PISA data. The articles represent a variety of issues and methods related to contemporary educational assessments and education policies. They feature state-of-the-art statistical analyses and instructive exploration of complex issues related to international assessment of students’ math, reading, and science achievement. A common theme underlying the articles is improving the interpretations of the results of educational assessments. Some articles address this theme via post hoc analysis or discussion of results, while others conduct research that informs future test development efforts.
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Ivanova, Tsvetomira, and Vesela Kazashka. "THE NEED TO REVIEW CULTURAL POLICIES IN BULGARIA." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 149–55. http://dx.doi.org/10.12955/pss.v2.214.
Повний текст джерелаАнотація:
Cultural policy guarantees freedom of expression, creates conditions for equal participation in the cultural life of the country, preserves and promotes the culture of different ethnic groups and religions, supports education, intercultural exchange and expands intercultural communication. In this context, the influence of European cultural policies on national ones is of particular importance for the development of art and the preservation of cultural values. The choice of priorities, goals and tasks, a good set of measures, funding mechanisms, accessibility to citizens, their recognition by society are of particular importance and favors the development of culture. In the context of the social isolation caused by COVID-19, cultural policies need to be updated. This report is based on an analysis of statistics relating to the expenditure on culture and the arts at the European and national level, a comparative analysis of European cultural policies and their impact on national ones. The obtained results outline guidelines for the development of cultural policies at the regional level and can be a basis for practical application and further research in this direction.
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Adhikari, Dev Raj, and Bijaya Bikram Shah. "The state of the art in the incorporation of sustainable development goals in Nepalese Universities." International Journal of Sustainability in Higher Education 22, no. 6 (July 26, 2021): 1373–401. http://dx.doi.org/10.1108/ijshe-11-2020-0460.
Повний текст джерелаАнотація:
Purpose This paper aims to assess the state of the art of quality of education, research and governance to incorporate sustainable development goal 4 (SDG 4) in Nepalese higher education institutions (HEIs). In particular, it raises questions to initiate a discourse on HEIs to achieve SDG 4. Design/methodology/approach The idea of undertaking this research is heavily borrowed from scientific literature and policy documents. It is an exploratory study that assesses the current status of quality of education, research and governance and suggests policy measures to inculcate SDGs culture in Nepalese HEIs. This study follows a qualitative approach. The analysis is based on the opinions of 113 HEIs stakeholders and high-ranked university officials. Discussions among stakeholders have been organized using online facilities such as Zoom and Team. Findings Nepalese universities had not incorporated SDGs in their policy, planning, budget and curriculum. The research finds that even after the government’s commitment to SDGs, HEIs are not honestly involved in academic discourse on these goals. From the conversation with university officials, it appears that Universities have understood it as a government policy for development, rather than incorporating it as their sectoral responsibility to ensure the quality of education for future generations. Practical implications This paper prescribes policies to inculcate SDGs culture practically throughout the university structure and operations and opens the floor to discourse on the sectoral role to reach SDG 4. Second, this research suggests activities and policies integrated toward the common good agenda. Originality/value The paper is the first of its type in the context of a least developed country, Nepal, to raise the issue of HEIs for SDGs. This paper also represents the situation of HEIs for SDGs of similar countries.
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Browne, Jade. "New Zealand’s refreshed curriculum: Another promise unfulfilled?" Teachers and Curriculum 22, no. 1 (August 3, 2022): 21–25. http://dx.doi.org/10.15663/tandc.v22i1.390.
Повний текст джерелаАнотація:
Art disciplines such as music have continued to be marginalised in the curriculum, due to educational policies such as National Standards that have focused solely on numeracy and literacy. With growing concerns of a narrowing curriculum, there have been several developments in education, including the removal of National Standards in 2017, the introduction of the Creatives in Schools programme and a refresh of New Zealand’s national curriculum. Despite this, minimal resources continue to be allocated to primary music education, with the subject remaining underfunded and under resourced.
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Santos, Aline Veiga dos, Isabela Cristina Marins Braga, Ranilce Guimarães-Iosif, and Sinara Pollom Zardo. "Governance: concepts and emergence in Brazilian education." Ensaio: Avaliação e Políticas Públicas em Educação 24, no. 93 (December 2016): 939–67. http://dx.doi.org/10.1590/s0104-40362016000400008.
Повний текст джерелаАнотація:
Abstract The text discusses the polysemy of the term governance in different fields of knowledge, with a particular emphasis on the field of Education. Then, it discusses the state-of-the-art of governance in the education area, from an analytical-descriptive literature review based on content analysis. This paper analyzes governance in specialized literature by conducting a survey of the papers found in the databases of the Scientific Electronic Library Online and the Brazilian Digital Library of Theses and Dissertations during the period 2004–2015. The results indicate that the term governance has been increasingly used in discussions about changes in the state’s role and the phases of educational public policies, by force of the public-private partnerships. However, there is also a need to broaden the debate on educational governance in Brazilian academic circles, in view of the limited number of studies identified.
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Clough, Peter, and Cathy Nutbrown. "Exploring the place of arts-based approaches in early childhood education research." Journal of Early Childhood Research 17, no. 1 (March 2019): 3–13. http://dx.doi.org/10.1177/1476718x19834220.
Повний текст джерелаАнотація:
Defined broadly as the use of art forms – music, drama, music, painting, storying and so on – to create privileged insight into educational policies and practices, Arts-Based Educational Research [ABER] techniques have started to have some, albeit limited, purchase on the mainstream of educational enquiry; there is less evidence, however, of their use in early childhood research. This article critically outlines some chief characteristics of an ABER approach, its claim to legitimacy in the currency of qualitative research practice and the issues which presently both drive and challenge it. An example from our own work is given, and the essay concludes with a prospectus of critical issues, questions and exhortations.
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YÜCEIL, ZEYNEP GÜNSÜR. "An Obscure Performance in Life and Education." Theatre Research International 44, no. 3 (October 2019): 305–7. http://dx.doi.org/10.1017/s0307883319000361.
Повний текст джерелаАнотація:
After the military intervention of 1980, Turkey's intellectual and social democrats were devastated – imprisoned, escaped to exile, silenced, killed – in the hands of the coup d’état and all the prohibitions that came with it until the first half of the 1980s. Then the famous Turgut Özal government with its unprecedented liberal economic policies came into the picture. Towards the end of the 1980s, a new generation of theatre and performance artists started to stage their response to all this madness and became visible to older generations who had long lost hope and vitality in terms of artistic and humanitarian production. I had the chance to get involved in this artistic endeavour through some of the emerging initiatives, such as Green Grapes Dance Company, Bilsak Theatre Company, Şahika Tekand, Kumpanya, Dance Factory, DAGS (Interdisciplinary Young Artists Association), Hüseyin Katırcıoğlu and Assos Theatre Festival. The works were relentless and new. Bodies were in need of fresh air, and artistic expression in performance did not follow the traditional routes or accepted notions while fully embracing the possibility of not being seen. Actually, the emerging artists did not give a damn. Interestingly – or obviously – enough, most of them were outcasts coming from other fields such as sociology, literature, engineering, law and so on. In relation to this, the artistic and performative visions they put forward were truly interdisciplinary. The contemporary visual art scene and performing arts were in an honest conversation perhaps for the first time in Turkish art history.
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Sofilkanych, Marina. "OUT-OF-SCHOOL ESTABLISHMENTS OF TRANSCARPATHIA AND THEIR ROLE IN THE SYSTEM OF ART EDUCATION." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 203–9. http://dx.doi.org/10.36550/2415-7988-2021-1-192-203-209.
Повний текст джерелаАнотація:
The retrospective analysis of emergence of out-of-school art education of the region is made in the article, organization and role of extracurricular education in Ukraine, its organizers and researchers in this field. The emergence and development of art school of Transcarpathia in the twentieth century led to the formation of new generations of artists and the creation of art education. Out-of-school educational establishments of artistic and aesthetic direction were created for young children of the first school age, the first of which was a studio of fine arts under the direction of Zoltan Bakonii. Following the example of this studio in Transcarpathia in the second half of the twentieth century. opened children's art schools with the department of fine arts in the cities of Mukachevo, Uzhhorod, Khust, Vynohradiv, v.Chynadiyevo, etc., where teachers were mostly graduates of Transcarpathian art educational establishments. The development of art education in Transcarpathia and the extracurricular education of the region was studied by Nebesnyk I. I., Voloshchuk A .V, Mochan T. M, Rosul T. I. In the system of art education in Transcarpathia, founded by Adalbert Erdeli and Joseph Boksai, such well-known teachers as V. Skakandii, I. Masniuk, N. Ponomarenko, M. Syrohman, L. Prymych, V. Manailo, E. Roman, T. Bartosh, H. Homoki, V. Dorosh, A. StasIuk and others studied and worked there. Important role in the development of regional extracurricular education of artistic and aesthetic orientation belongs to such well-known pedagogues-educators as V. Burch and V. Tsibere. They played a major role in the creation of Mukachevo Children's ArtSchool named after M. Munkachi. This school of arts, after Z. Bakonii's studio, is one of the first art schools in the field where fine arts is taught. Later the art departments were based on children's music schools. The fine arts department at Uzhhorod Children's School of Arts started its activity in 1984. Most of the teachers came to Zoltan Bakonii's schools: V. Vovchok, O. Sidoruk, G. Kramarenko, E. Roman (head of the department of fine art) and others. Over 200 students study at the fine arts department of named school. During the 1990s, Transcarpathian extracurricular institutions were stagnant and even have undergone a numerical reduction. Since the beginning of 2000, as a result of the successful management of local administrations and their successful policies, their activities have been normalized and coordinated with the work of leading educational establishments of the art education of the region, in particular the College of Arts named after A. Erdeli and the Transcarpathian Academy of Arts. The joint actions and events, workshops for the students of art schools of the region, as well as training courses and seminars for teachers are held. Therefore, in the system of continuous art education (school, college, academy), extra-curricular institutions play an important role. At the School of Arts children learn the basics of fine literacy, academic drawing, painting, composition and get acquainted with examples of the world's best art at the Art history lessons. It is at the School of Arts that the artistic and aesthetic tastes and sensations of beauty are formed, the aesthetic education of young people, its professional orientation, and the formation of artistic environment of the region. In the field of art education, this three-stages system is important, because it solves its sectoral tasks and is a very important link and system of continuous art education in Transcarpathia.
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Thyssen, Esther T. "Probing Systems: Art in Early 1970s Hungary." Hungarian Studies Review 48, no. 2 (November 2021): 145–67. http://dx.doi.org/10.5325/hungarianstud.48.2.0145.
Повний текст джерелаАнотація:
Abstract Artworks in a range of media show how the postwar generation created a unique voice, symptomatic for Hungary under state socialism, while disordering the boundaries imposed by the Tiltott, Tűrt, Támogatott [Banned, tolerated, promoted] system. Artists in Hungary found ways to move forward despite the challenges presented by socialist policies, censorship, punishment, and financial precarity. Their resources included state-provided art education, day jobs, and travel; unofficial mentors; and private exhibition venues and ingenious use of public spaces. Absorbing the importance of constructivism and abstraction from the historical avant-garde, the younger artists embraced geometric abstraction as the concept of the origin of postwar art. Once they internalized the system of abstraction, they could exchange its elements (the square, the cube, the line) for visual idioms from folk art, political symbols, and nature itself. Artists Imre Bak, Gábor Attalai, and the Pécs Workshop represent this cultural legacy. Scholarship on the art of the early 1970s predominantly follows the markers artists had set for themselves—to emphasize the artistic interchange with the West—but in the current context of reframing global modernism, the systems of visual languages in Hungary deserve attention.
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Cheah, Yong Kang, Azira ABDUL ADZIS, Juhaida ABU BAKAR, Chor Foon TANG, Hock Kuang LIM, and Chee Cheong KEE. "AGE, EDUCATION AND CONSUMPTION OF MEDICAL CARE: EVIDENCE FROM MALAYSIA." Malaysian Journal of Public Health Medicine 20, no. 1 (May 1, 2020): 109–21. http://dx.doi.org/10.37268/mjphm/vol.20/no.1/art.486.
Повний текст джерелаАнотація:
The present study examines age and education determinants of consumption of medical care using Malaysian data. The present study offers a better understanding of the effects of age and education on medical care and assists policy makers in developing more effective intervention measures to improve population health. A nationally representative data with a large sample size (n = 14838) was used for analyses. Several important findings are noteworthy. First, age and education are positively associated with consumption of medical care. Second, the impact of education on medical care varies across age. Third, there is no diminishing marginal effect of education on medical care. Findings of the present study suggest that age and education play an important role in determining consumption of medical care. When designing policies to improve population health, consideration should be given to the effects of age and education factors on consumption of medical care. It is important for policy makers to understand which age group and education level of people are more or less likely to use medical care.
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Batool, Zakia, and Arshad Ali Bhatti. "Macroeconomic Policies and Social Inclusion in the Developing World." Liberal Arts and Social Sciences International Journal (LASSIJ) 4, no. 2 (December 15, 2020): 114–29. http://dx.doi.org/10.47264/idea.lassij/4.2.10.
Повний текст джерелаАнотація:
Many in the developing world face social exclusion and discrimination, preventing them from actively participating in society itself. Sound macroeconomic policies with a focus on stabilizing the price level and social outcomes can help to achieve social justice for marginalized people. This study empirically examines the impact of macroeconomic policies on social inclusion, considering specifically the coordination among them in promoting that social inclusion. It deals primarily with pure non-income dimensions of social inclusion such as education, and health, etc. Using annual panel data of 51 developing countries for the period 1995-2017 this study employs state-of-the-art panel data estimation methods – pooled estimation, fixed-effect, and random-effect models. To check for robustness and to handle the problem of endogeneity, the 2SLS technique has also been used. This study argues that a well-designed macroeconomic policy framework can do much more than just achieve economic goals. Results suggest that fiscal and monetary policy, through resource mobilization, can play a significant and positive role in promoting social inclusion. However, these fiscal and monetary policy actions are not independent; thus, a policy mix is required to achieve the target of an inclusive society.
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Assali, Imad, and Amal Attiya. "Preventing Visual Plagiarism in Design Programs in Higher Education Institutions: The Case of Ahlia University." International Journal of Recent Technology and Engineering 9, no. 5 (January 30, 2021): 102–6. http://dx.doi.org/10.35940/ijrte.e5172.019521.
Повний текст джерелаАнотація:
Recently, the persistent problem in art and design programs in Worldwide universities are visual plagiarism. The main core values of academic institutions in general and Ahlia University is to produce graduates with not only good knowledge but also good values and high academic reputation that encourages intellectual and moral development promoting the image of their universities. Therefore, Ahlia university invests its efforts to create policies and procedures for text-based assignments to control originality of students’ work while handing in assignments, reports, research proposals, and dissertations by using software technology like Turnitin. Conversely, little has been done focused on non-textual materials in art and design education. Besides, there are a plethora of articles when searching the Scopus database, about text-based academic misconduct with a dearth of research devoted to visual plagiarism which often left to the experience of academic faculty. Therefore, the main purpose of this research is to shed light on students’ understanding of visual plagiarism issues and bridge the gap in visual work. Moreover, this research will develop a pedagogical policy that can be used by faculty to control academic dishonesty in visual arts. This research is conducting using two main methods. Firstly, it depended on reviewing different literature from journals, articles, and policies from different universities about plagiarism. Secondly, this research used qualitative and quantitative data. To collect qualitative data, an in-depth interview with the 15 academicians was conducted to triangulate with the students' findings of reasons of visual plagiarism and prevention solutions. For the quantitative data, an online survey using the Google form survey was used to a sample of 54 students in the design program at Ahlia University and other universities in Bahrain. Finally, this research reveals that the lack of awareness among students in arts and design education about academic integrity leads to visual plagiarism.
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Flores, Abel Alejandro U. "MODELING QUALITY EDUCATION IN A STATE UNIVERSITY." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 184–89. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1047.
Повний текст джерелаАнотація:
An exploration and analysis of the processes involved in crafting the institution’s strategic plan, identifying its quality assurance policies, documenting its graduates’ performance in government licensure examinations, description of the processes to ensure sustainability of educational programs, and portray the administration’s fund generation and management mechanisms was made in an effort to create a model for quality education in the University of Eastern Philippines, University Town, Northern Samar.
It utilized the descriptive-evaluative method of research with a total of 400 respondents composed of students, faculty members, alumni, community residents, and University officials. Qualitative data were taken from respondents’ answers to open-ended questions, which were then validated through interviews. Quantitative data on the other hand, were taken from both primary data derived from responses to items in the questionnaire, and secondary data on graduates’ performance in professional examinations.
It was revealed that most stakeholders were aware of the institution’s strategic plan, although some were not consulted in the crafting of such an important document. They aver that policies and guidelines are established, implemented, and strictly adhered to by the administration in its daily operations involving faculty, students, staff, fund generation and management, instruction, research, extension, production, faculty development, and student support services.
Although graduates performed consistently well in some government examinations, in the years 2009 – 2014 they performed generally below the national average. Respondents agree that curricular programs must regularly be updated to conform to minimum standards set by the Commission on Higher Education to ensure sustainability of programs. For students to be globally relevant and competent, respondents agree to the provision of educationally qualified and competent teaching force, state-of-the-art facilities, modern instructional materials and methods, coupled with good governance and cooperation among stakeholders, are the key ingredients of an ideal quality of education in the University of Eastern Philippines.
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Gröndahl, Laura. "Stage Design at the Crossroads of Different Operational Cultures. Mapping the History of Scenography Education in Finland." Nordic Theatre Studies 27, no. 2 (August 30, 2015): 86. http://dx.doi.org/10.7146/nts.v27i2.24253.
Повний текст джерелаАнотація:
The article maps the development of scenography education in Finland from the early 1970s to the 2000s. Unlike all other disciplines of theatre making, the study program has been located at the University of Industrial Arts, which highlights the double character of scenography as both a visual and a performative art. The hegemonic comprehension of the subject has oscillated between independent design and participation in a collective process. The key question that penetrates the curriculum throughout the decades is how to successfully construct a solid, material space for a temporary, more or less unpredictable theatrical event. The scenographic methods that have been taught vary from the disciplined rational pre-planning and conceptual analysis of the 1970s, to the subjective individualism at the turn of the 1980s and 1990s, and finally to the interactive, self-regulating processes in the 2000s. The different approaches are largely connected to individual teachers, but they can be further contextualized by looking at the more general cultural tendencies in art, theatre and society; as well as to the material conditions, changing university policies and respective organizational reformations.