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Статті в журналах з теми "Learning through country"
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Nicholls, Ron, and Tangikina Moimoi Steen. "Yuntuwarrun: Learning on Country." AlterNative: An International Journal of Indigenous Peoples 13, no. 1 (February 16, 2017): 26–34. http://dx.doi.org/10.1177/1177180116689026.
Повний текст джерелаАнотація:
This article explores the notion of “learning on country” as a pedagogical approach through engagement with Aboriginal communities and organisations in the context of a masters sustainable design course. Offered at the University of South Australia since 2013, experiential learning provides an educational praxis whereby skills and knowledges are acquired through processes of participation and the transformative nature of reflection. Students engage with Ngarrindjeri worldviews, beliefs and values, and an awareness of their cultural positionality provides broader contexts for learning outcomes. Staff and students participate in cultural activities and share perspectives and design ideas with Ngarrindjeri elders. Learning interactions between students and elders also strengthens an understanding of Ngarrindjeri relationships to country and further enhances knowledge of the socio-cultural environment of Aboriginal people. Transferable to other disciplines and contexts, the program offers further opportunities for collaborative engagement with Aboriginal communities and highlights the significance of multiple ways of being and knowing.
2
Martinez-Velasco, Antonieta, and Antonia Terán-Bustamante. "Entrepreneurship: Analysis by Country Through Machine Learning Techniques." European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 340–50. http://dx.doi.org/10.34190/ecie.17.1.475.
Повний текст джерелаАнотація:
This research aims to analyze entrepreneurship worldwide through the dimensions and pillars of the entrepreneurship ecosystem of each country, identifying the contribution and patterns of behavior and correlation within the entrepreneurship ecosystem. This analysis intends to show the main actions that countries have carried out in support of entrepreneurship and entrepreneurs. The tool used to analyze is machine learning, where various algorithms are applied. The evidence shows that the most relevant pillars in the entrepreneurial ecosystem are I. Opportunity Startup, II. Technology Absorption, III. Risk Acceptance, IV. Risk Capital and V. Process Innovation. The pillars that best correlate are I. Competition and Opportunity Startup, II. Opportunity Startup, and Risk Acceptance, III. Opportunity Startup and Technology Absorption, IV. Cultural Support and Opportunity Startup, and V. Opportunity Startup and Risk Capital. The present work aims to provide knowledge to decision-makers in both the public and private sectors to channel public policies that support entrepreneurs in this time of crisis and promote the generation and strengthening of entrepreneurial activity. Although there are still no reliable GEI data for the years 2020 to 2022, the economic crisis generated by the stagnation in the development of the countries has reduced support for entrepreneurs, which in many cases can be a key factor for the rescue of the most disadvantaged countries.
3
Makoni, Busi. "Beyond Country of Birth." Heritage Language Journal 15, no. 1 (April 30, 2018): 71–94. http://dx.doi.org/10.46538/hlj.15.1.4.
Повний текст джерелаАнотація:
This article reports the results of an exploratory study on how third-generation American-born Africans (ABAs) (i.e., descendants of African immigrants born and raised in the United States) construct their identities in and through learning African languages as heritage languages. Drawing from qualitative data in the form of in-depth interviews, the article argues that while ABAs contest and negotiate their identities through learning African languages and through other, multimodal semiotic practices such as clothing, there is a prevalent valorization of African identity indexed by proficiency in an African language irrespective of whether this is a heritage language. The impetus for this valorization of heritage identity is a feeling of dislocation and delocalization resulting from erasure of ABAs’ English native-speakerhood and constant misidentification as non-Americans by the dominant culture. Learning heritage languages fosters a sense of belonging and connection with an “imagined” home located “there” as distinct from “here.” Thus, through heritage language learning, ABAs construct an “identity of resistance.” The article concludes by pointing out how positive heritage identity metamorphoses into an awareness of not only the cultural and symbolic value of heritage languages but also the potential of translating proficiency in one’s heritage language(s) into economic capital in the global market.
4
Jackson-Barrett, Elizabeth. "Strengthening Identities and Involvement of Aboriginal Children through Learning On Country." Australian Journal of Teacher Education 43, no. 6 (June 2018): 86–106. http://dx.doi.org/10.14221/ajte.2018v43n6.6.
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Monteiro, Stein. "Cultural Assimilation: Learning and Sorting." Review of Economic Analysis 13, no. 2 (June 28, 2021): 115–56. http://dx.doi.org/10.15353/rea.v13i2.4045.
Повний текст джерелаАнотація:
immigrants have greater exposure to co-ethnics, leading to fewer incentives to learn the local culture and assimilate. In this paper, the exposure channel through which source country richness affects assimilating immigration is modelled through neighbourhood location choices and incentives to learn the local culture in the host country. Two equilibrium outcomes are identified, in which, there is either only assimilating immigration in at least one neighbourhood of the host country (sorting equilibrium) when immigration is from a rich source country, or there is some non-assimilating immigration in all neighbourhoods (mixed equilibrium) when immigration is from a poor source country. The presence of this exposure channel is tested using data from the Longitudinal Survey of Immigrants in Canada: waves 1-3. Learning, rather than sorting into co-ethnic communities, is the main factor operating in the exposure channel between source country richness and assimilating immigration.
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Muhammad Nor, Rahimah, and Zakaria Mustafa. "Moving Beyond On Home Country: Developing Global Citizenship through International Learning in Japan." Journal of Education and Learning (EduLearn) 7, no. 3 (January 12, 2013): 135. http://dx.doi.org/10.11591/edulearn.v7i3.178.
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Inayatillah, Inayatillah. "Inculcating Character Values Through History Learning." Jurnal Ilmiah Peuradeun 10, no. 1 (January 30, 2022): 33. http://dx.doi.org/10.26811/peuradeun.v10i1.732.
Повний текст джерелаАнотація:
The development of a country is determined by the character of its citizen. Character education is very strategic if developed through education in schools. The history lesson is one of the right subjects to inculcate character values to students. This article aimed to describe the implementation of character values through history learning. The method of writing used was library research. The implementation of character values through history learning can be performed in the following ways; (1) designing a learning implementation plan (LIP) by including the character values to be developed by the core competence, competence standard, basic competence, content standard, and achievement indicators intended, (2) History teachers used the already compiled LIP as a guideline in delivering the lesson. The process of learning was carried out in an active, innovative, creative, effective, interesting, and fun manner centered on the students. The character values applied and developed in all activities involved in the learning process were evaluated in a systematic, measurable, and sustainable way, (3) The result from teachers’ observation and notes concerning students’ character during the learning process could be used as a basis of evaluation toward the attainment of character values implementation. Evaluation results can serve as a consideration and a conclusion describing the profile of students’ character as well as a foundation in determining follow-up actions.
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Islаmov, Shokhrukh. "STUDYING THE HISTORY OF EDUCATION IN UZBEKISTAN THROUGH DIGITAL TECHNOLOGIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 236–39. http://dx.doi.org/10.55640/eijmrms-02-05-48.
Повний текст джерелаАнотація:
This article discusses the history of education in Uzbekistan through the study of digital technologies. In today’s world, one of the main challenges is to provide modern education to young people and thus ensure the sustainable development of the country. It is true that in today's fast-paced world, learning how to access and use information has become a major goal for young people.
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Abou-Khalil, Victoria, Samar Helou, Brendan Flanagan, Niels Pinkwart, and Hiroaki Ogata. "Language Learning Tool for Refugees: Identifying the Language Learning Needs of Syrian Refugees Through Participatory Design." Languages 4, no. 3 (September 9, 2019): 71. http://dx.doi.org/10.3390/languages4030071.
Повний текст джерелаАнотація:
A large number of refugees need to learn a new language in order to transition to, or settle in, a new country. Most refugees have access to smartphones with which they can access mobile language learning tools. However, refugees in different stages of their journeys have different language learning needs. Identifying the unique needs of refugees is essential to design language learning tools that support their language learning activities. Through a two-part participatory design study, we identify and compare the tacit and latent language learning needs of two different groups of Syrian refugees: a group in transition in Lebanon, and a group settling in Germany. The Syrian refugees we worked with in Lebanon are studying English to transition to another country with better living conditions. On the other hand, the Syrian refugees we worked with in Germany are trying to learn German to better integrate into German society. Our results show overlapping needs and specific needs for the two groups of refugees. We present our findings and discuss the opportunities and challenges for designing language learning tools to support the language learning activities of refugees.
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Momaya, K. "Evaluating Country Competitiveness in Emerging Industries." Journal of International Business and Economy 9, no. 1 (July 1, 2008): 36–58. http://dx.doi.org/10.51240/jibe.2008.1.3.
Повний текст джерелаАнотація:
Many leading countries have strategy for important emerging industries such as nanotechnology and biotechnology. Evaluating country competitiveness in such industries is a complex process, but findings can be very valuable. This article shares findings and learning of an attempt to address this vital need about competitiveness. Strategy concept of critical success factors is being extended to country level to evolve simple but effective approaches. For the purpose, this article leverages the data from the IPS National Competitiveness Report for benchmarking. The learning and insights derived through the research are used to introduce simple matrix of industry life cycle and segments to help make strategic choices for differentiated positions and also draw strategic implications.
Дисертації з теми "Learning through country"
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Worthington, Christi Lynn. "Motivating readers through policies and classroom practices." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3257.
Повний текст джерелаАнотація:
The purpose of this project examined the role of motivation on literacy, through a specific method of teaching called Concept Oriented Reading Instruction (CORI). The CORI program is designed to encourage reading motivation and comprehension through thematic teaching strategies designed around science concepts.
2
Peacock, James O. "Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/117.
Повний текст джерелаАнотація:
A case study has been conducted on the College Counts program, a well-integrated service-learning program, to examine the experiential learning of 10 former participants. It was the objective of this investigation to view the learning of 10 college students, through the lens of transformational learning, as they reflect on their experiences as participants in the College Counts program. Transformational learning theory was used as a lens to determine if high school students have the ability to engage in transformative learning. Students reported in their own voices transformative learning in one or more of the following forms: increased cultural inclusiveness, commitment to social justice, and/or shift in personal perspective and choices. Results of the study suggested that Mezirow’s transformational learning theory should be expanded to include secondary students.
3
DeSilva, Dominique Carmen. "MUSIC LEARNING THROUGH TRADITION: COUNTY CLARE SINGING SESSIONS AND POTENTIAL BENEFITS OF CLASSROOM ADAPTATION." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591453.
Повний текст джерелаАнотація:
Music EducationM.M.
The Irish singing session has provided a safe community where singers of all abilities are welcome to share with and learn from one another. Through British occupation and into independence, the Irish session has transformed tremendously from its original form. Still, the session carries on the Irish tradition of music learning and enculturation through oral transmission. Singing sessions provide a unique opportunity for the many songs of Irish history to be sung and learned; passed down from generation to generation! Singers learn new songs through listening to and watching other singers, imitating material, experimenting with new ideas, and discussing musical performances with others. Session leaders may attempt to create an encouraging and accepting environment where singers feel secure, resulting in the unbridled sharing of singers’ deep connections with a song. Such methods, including personal choice and a safe environment, have been observed through field research and have shown to positively affect singers and communities related to singing sessions in County Clare, Ireland. In this study, I pose that the methods used in singing sessions may also be beneficial when adapted for use in the music classroom.
Temple University--Theses
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Hall, Amanda F. ""WE ARE...": CREATING DISCURSIVE SPACES FOR THE CONSTRUCTION OF COUNTER NARRATIVES THROUGH PHOTOVOICE AS CRITICAL SERVICE LEARNING." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5464.
Повний текст джерелаАнотація:
Broader social issues that affect students’ lives manifest in the classroom and the current neo-liberal reform structures in education (e.g., the accountability movement combined with punitive discipline measures and structural classism/racism) fail to acknowledge the impact of these issues on student identity within school and community. While this era of standardized testing has brought about anti-democratic realities in schools of all sorts, it is also the case that schools that pass tests often enjoy a more liberatory climate while schools struggling to meet testing requirements are more likely to possess oppressive qualities. Not coincidentally, the more oppressive schools are often populated by poor kids, kids of color, and very often in urban schools, poor kids of color. Deficit thinking runs rampant in urban schools and marginalized communities – student experiences perpetuate oppressive social hierarchies and students are pushed to think that they can’t, won’t, and aren’t capable. Critical service learning, and more specifically photovoice as a form of critical service learning, has promise to provide a different kind of educational experience.
This project is an exploratory qualitative study using photovoice, photo elicitation, and critical thematic analysis to determine what narratives students construct while participating in photovoice as a form of critical service learning. This study posits a way to move from deficits to possibilities by providing a space for traditionally marginalized youth to legitimize their sense of place, identity, and connection to their community while empowering them to be advocates for social change. Students served as action researchers, constructing counter narratives through an adaptation of photovoice documentation, addressing social inequities by highlighting strengths and assets in their own schools and community. In addition to using photovoice as a methodology, this study also addressed how photovoice as critical service learning pedagogy can serve to create discursive spaces for those counter-narratives to circulate and to be heard. This project addressed the need for a critical service learning approach in education that empowers students to become agents of change, using their own stories and cultural/social capital to disrupt deficit perspectives while promoting possibility perspectives – moving us closer to a more democratic public education.
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Fogarty, William. "'Learning through country : competing knowledge systems and place based pedagogy'." Phd thesis, 2010. http://hdl.handle.net/1885/11712.
Повний текст джерелаАнотація:
This thesis exposes the dichotomies and binaries that have characterised theoretical
and political discourses in the provision of remote Indigenous education in Australia.
The research finds that ideological tensions and over simplified notions of
biculturalism in Indigenous affairs have dominated policy settings, resulting in
compromised pedagogy at the classroom level. The research also finds that a
structural disconnect exists in remote Indigenous education between schools,
community and work at a local level. This disconnect is perpetuated by a failure of
remote educational provision to develop pedagogic frameworks that are able to be
inclusive of Indigenous knowledge and remote Indigenous development aspiration.
The thesis demonstrates that remote Indigenous developments, and their associated
employment roles, have specific pedagogic needs that cannot be met solely through
generic pedagogy, nor can they be met through the provision of education based
solely in ‘culturalism’. Rather, the research shows that there is a need for pedagogic
frameworks that can cater for inherent tensions and complementarities in the
transmission of knowledge. This is based in a notion that all knowledge is contested
and, as such, it is the way that pedagogy is designed and which sets of knowledge are
valued that ultimately decides what is learned. Towards this end, an analysis of the
knowledge foundations of a remote Indigenous development is used to generate a
model that can be used to assess educational and training requirements.
Through detailed ethnographic and qualitative data, this thesis also provides an
analysis of the social, physical and economic characteristics of one of the largest
remote Indigenous communities in the Northern Territory, Maningrida in Western
Arnhem Land. This is then used to develop a ‘pedagogic device’ that can link ‘place
based pedagogy’ with generic pedagogy. Finding that ‘Country’ forms a basis for
social organisation and knowledge transfer in the region, the thesis describes the
development of a localised ‘Learning through Country’ program which uses land as a
‘pedagogic device’. The thesis then moves from ‘Learning through Country’ to
development and employment in ‘working on Country’ and ‘caring for Country’
programs. This section of the thesis analyses the development of Indigenous land and
sea management programs in the Northern Territory. It also details their place in remote employment, as well as a quantification of activity and a training history of a
large Indigenous land and sea management program. Finally, the preceding research
is combined with research on land and learning models of education in the NT to
create an applied pedagogic framework that has the potential to provide space for
Indigenous knowledge in learning, as well as mediating the dichotomies in pedagogic
provision for remote Indigenous students. Ultimately, this framework has the ability
to reconnect remote Indigenous education with local communities and work.
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CHEN, WEN-HUA, and 陳雯華. "Learning Efficiency through WebQuest on Green Consumption Curriculum - SanChi Elementary School in Hsinchu County as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5a7m99.
Повний текст джерелаАнотація:
碩士明新科技大學
土木工程與環境資源管理系碩士在職專班
104
The purposes of this study are to explore the learning effects of students' cognition and attitude on green consumption instruction via WebQuest teaching model, to analyze the effects of different background variables on green consumption cognition and attitude, to investigate the correlation between the cognition and attitude of green consumption. The methodology of the study used a quasi-experimental design method and questionnaires. The data were processed and analyzed with SPSS. The samples included 61 third graders from SanChi Elementary School in Hsinchu County. Students were divided into an experimental group and a control group. Students in the experimental group were instructed through the WebQuest teaching model on green consumption. Students in the control group were instructed through traditional teaching method on green consumption. The results were summarized as follows: 1. WebQuest teaching model demonstrated better understanding to traditional teaching method as students in the experimental group got higher grades than students in the control group. 2. Significant progress in students' cognition and attitude of green consumption in the experimental group showed the effectiveness of the WebQuest teaching model. 3. In the experimental group, there were ginder differences. Male students had significant progress in cognition and attitude of green consumption. 4. Among background variables, green consumption sources of knowledge were significantly different from green consumption cognition and attitude; sex, level of parents education and environmental experience weren't. 5. Green consumption cognition and green consumption attitude showed positive correlation. Environmental educators and researchers may find the research results relevant for future improvement.
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TSUNG, CHIH HSIAO, and 蕭宗智. "Community Adult Learning Progress through Reading Group Development --A case study of the development of Miaoli County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/43981709126853833677.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
社會教育學系在職進修碩士班
97
Reading group, with an informal learning style of adults, is the best learning activity to represent the nature of willingness, democracy and participation of adults. It is a naturally-formed folk learning group, which was originated from the basic principal—living is never apart from learning. Possessing the learning characteristics such as equal rights, autonomy, cooperation, flexibility and accessibility, the importance of reading group for adult education in Taiwan has been rising recently. Reading group can transform a community into a living space with cultural environments, cultural activities, cultural participation, cultural organizations, cultural discipline and cultural facilities. This kind of organization can provide significant learning activities and facilitate community residents’ participation in the learning environment, and further establish a solid foundation for culture life circles in Taiwan. The major objects of this study are community reading groups in Miaoli and Miaoli Community Reading Group Development Association. The research area focuses on the leaders after participating “Reading Group Leader Training Program” courses held by Miaoli Community Reading Group Development Association and also the regular members participating in the reading group activities. The purpose of this study is to discuss that reading groups connect with each other through their ideals and consensus, and by the mechanism of team learning, reading groups increase the frequencies of communication and conversation, aggregate mutual consensus and therefore generate the motive force to build an ideal community environment of an individual or families. This study illustrates how to form efficient reading groups, and how to organize these “tiny and pretty” reading groups and generate the force of community empowerment. Furthermore, the study also discusses the specific accomplishments of community empowerment, and the key factors of successful empowering processes. From the analyses of interviews, focus-group interviews and literature reviews, the study indicates three strategies successfully giving impetus to community learning: 1. Build up the consensus of reading groups. With conversation as a fundamental form of learning and with team learning, study groups can aggregate their consensus, share ideas and brainstorm, scheme out goals, and hence they can grow together. 2. Set up the team-learning organization’s shared vision, integrate learning resources, and build up the learning culture of the community. Besides successful strategic plans, a non-profit organization (NPO) in lending an impetus to community learning environment should emphasize the development and application of human resources, the integration of learning organization, the design and implementation of learning programs, and the establishment of learning centers which all will prompt community residents to become lifelong-learning modern citizens with citizen literacy. 3. Implement projects to establish the learning culture of the community. This includes two major projects—the impetus and development of community academy and the operating strategies of library. Well combine towns’ reading groups, libraries and corresponding community education organizations, jointly operate “community academy” to realize the dream of lifelong learning, and use libraries as centers to achieve the goal of community empowerment.
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Shen, Tzu-Hsin, and 沈慈馨. "A Case Study on the Effects of Learning through Drama Approach towards Life Education in Junior High School, Hsinchu County." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/82cycx.
Повний текст джерелаАнотація:
碩士國立臺灣藝術大學
表演藝術教學碩士學位班
105
The main idea of this research is to apply “Learning Through Drama Approach” to “Life Education” to the Ninth grade students in the secondary school. The purpose of this research is to let students have common sense of the life values and develop students’ abilities to solve the problems. Through the Eight classes teaching activities with Ninth–grade students from a secondary school in the Hsinchu County. From the memos of teaching observation, records of learning tasks, questionnaire, interview from students, several conclusions can be extracted： A. The courses are designed to meet student's abilities and demands. B. The courses will assist students to meet their own developments and achieve the potential of themselves. C. The courses do help students establishes correct values of Life Education. D. Create a fun learning enviroment will improve students are interested in learning the topics of Life Education. E. Increase interactively experienced and opportunity of Life Education issues in between. F. Learning communicates and solves Life Education 's issues in group cooperation may enhance the abilities of students. G. Make students expression themselves by providing the oral description, train students candidates the position of self-perspective in Life Education. H. By solving issues of Life Education, provide multiple positions and perspectives for examining the questions, bring up the ability of judgment by independently.
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康志偉. "An action research of the application of drama activities for teaching students in self-contained special education classes through cooperative learning among parents, teachers and students----The experience of the Taipei County Fongnian Elementary School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/08403114739602803318.
Повний текст джерелаАнотація:
碩士國立台北師範學院
特殊教育學系碩士班
92
This study was to investigate the impacts of the application of drama activities for teaching students with severe and profound disabilities in a self-contained elementary special education class on parents, teachers and students. The main purposes of this study included: (1) to explore the contents and meaning of integrating drama activities into teaching practices in the special education class; (2) to understand the perceptions of the special education teachers, parents and administrative staff on the integration of drama activities into classroom teaching; (3) to analyze the effects of the application of drama activities on the cooperative learning among parents, teachers and students; and (4) to clarify the factors that affect the program of drama activities implemented through cooperative learning among parents, teachers and students. This study also adopted systematic actions to modify the practices and contents of the aforementioned program in a cyclic process of action and self-reflection, in order to construct the optimized model for integrating drama activities into teaching practices in the special education classroom. For fulfilling the research purposes, action research methods were employed. Data from questionnaire survey, in-depth interview and classroom observations were also collected for qualitative analysis. The participants of the study were individuals who were involved in the program of drama activities implemented through cooperative learning among parents, teachers and students, as well as teachers and administrative staff who took part in drama activities in special education classes. The research process was composed of two phases. The first phase was the developing process of the application of drama activities for teaching students in special education classes throughout the years. An action-reflection spiral of development and implementation was used to create an optimized program for integrating drama activities into teaching practices in special education classes. The second phase was to explore the process of the program of drama activities implemented through cooperative learning among parents, teachers and students. The data was collected from document analysis, participant observation, in-depth interview and questionnaire survey. A triangulation of data-collection methods was used to help strengthen reliability and validity and provide a more comprehensive analysis. The findings of the study were as follow: 1. Drama activities entailed ongoing motivating power for teaching practices in special education classes. It was found that teaching through drama activities have the long-term effects of providing students the opportunities for performance and promoting student interest in learning. By integrating drama activities into curriculum and teaching practices in the special education class; the potential of the students were developed and surprised all of the teachers participated in the study. It also expanded the diversity and possibilities of collective creation achieved by parents, teachers and students. 2. It was found that the educational meaning of drama activities such as spontaneous performance, practical participation, and team cooperation could positively affect parents’, teachers’, and administrative staff’s attitude toward the education of students with severe and profound disabilities. 3. The concept of cooperative learning among parents, teachers and students could be achieved by teaching through drama activities. For students, integrating drama activities into curriculum and teaching practices enabled them to fully develop basic skills. It was found that the children’s spontaneous communicative behaviors, social interaction skills, and emotional stability were improved significantly. It could also promote the relationship of parent-child interaction, parent-teacher cooperation, teacher-student interaction, and facilitate teachers’ professional development. It used a student-centered approach and cultivated democratic spirit through interactively mutual learning in the process of teamwork in order to achieve holistic learning. 4. The process of curriculum development of the “drama activities implemented through cooperative learning among parents, teachers and students” followed the procedures found in Creative Drama, Thematic Drama, and Performance Drama. It was found that factors influencing curriculum development included student’s abilities, parent’s conceptions, teacher’s beliefs, the profession of drama, professionalism, team''s vision, fund raising, administrative support, and social resources. 5. The program of drama activities implemented through cooperative learning among parents, teachers and students emphasized mutual interaction and cooperative learning through team activities. It combined the professions of special education and drama, and also a democratic philosophy. Thus, the study contributed to the development of theories associated with drama activity and cooperative learning. According to the research findings, the implications and suggestions for the integrating drama activities into curriculum and teaching practices in the special education classroom and the further research were also presented.
Книги з теми "Learning through country"
1
Susan, Humphries, ed. Coombes approach: Learning through an experiential and outdoor curriculum. New York: Continuum, 2012.
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2
A Trip Through Leatherstocking Country. Educator's International Press, Inc., 2001.
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3
Stitzlein, Sarah M. Learning How to Hope. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190062651.001.0001.
Повний текст джерелаАнотація:
Democracy is struggling in America. Citizens increasingly feel cynical about our system and doubt they can influence public policy. Distrustful of other Americans and elected officials, some are even turning to authoritarian alternatives. Hyperpartisanship and recent contentious presidential elections have deepened political despair. While some citizens get swept up in optimism during campaign cycles, they often later find themselves frustrated with elected leaders as they wait for change. This book seeks to revive democracy by teaching citizens how to hope. Hope animates life in a democracy, moving citizens forward through new challenges, new ideas, and new experiments. The form of hope described in this book is more than just a campaign slogan or a self-help program, it is an informed call to citizen engagement that opens new possibilities for our country. Drawing on examples from life in America today and pragmatist philosophy, this book explains how schools can cultivate hope through our habits and how action in our communities can sustain hope. It shows how we can build trust, grow political agency, and shape an improved American identity through hoping together. This book provides guidance for learning how to hope in schools, universities, and civil society. It describes what hope is, why it matters to democracy, and how to teach it.
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Snodgrass, Jennifer. Teaching Music Theory. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.001.0001.
Повний текст джерелаАнотація:
Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.
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Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
Повний текст джерелаАнотація:
First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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Flath, David. The Japanese Economy. 4th ed. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192865342.001.0001.
Повний текст джерелаАнотація:
Abstract This book is for anyone broadly interested in Japan, for it is impossible to fully understand Japan without learning what basic economics has to say about it, which is much. To know Japan—or any country for that matter—is more than an ability to recite a litany of facts about its history, geography, institutions, and culture. Disciplined thinking is needed to organize the disparate facts into a coherent system that can be grasped whole. Modern economics is the academic discipline underlying this book. The book uses economics and explains it, but without presuming the reader has any prior knowledge of it. It starts with Japan’s economic history since the late sixteenth century through the twentieth century. It then addresses contemporary topics in Japan’s economy, beginning with ones that require an economy-wide perspective—economic growth and the business cycle, exchange rates, and the balance of trade. The discussion then moves on to sectors of the economy: the public sector, industry and trade, the financial system, the labor market, and more. The chapters can be read in any order, but four threads run through all the chapters and link them: Japan’s economic growth and development, Japan’s integration with the world economy, government policies and their effects, and peculiar economic institutions and practices.
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Rushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.
Повний текст джерелаАнотація:
There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we learn about agency and self-determination, as well as trust, self-knowledge, dependence, and resistance under such conditions of acute vulnerability? This book explores these questions on a journey through medicalized encounters with giving birth, navigating death and dying, and seeking treatment for life-altering mental illness (here post-traumatic stress disorder among veterans). While the body has always posed a problem for Western thought, and has been treated as an obstacle to freedom and independence and something our rational capacity must master and control, this book aims to counter that intellectual-historical and political tendency by asking how we might reimagine the political potential of embodiment, or make space for considering “the virtues of vulnerability.” In particular, the book offers a novel conception of democratic citizen-subjectivity, grounded in an ethical disposition of humility-informed-relational-autonomy.
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Bianchi, Robert R. China and the Islamic World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190915285.001.0001.
Повний текст джерелаАнотація:
China is building a New Silk Road that runs through the heartland of the Muslim world. Its leaders promise to bring about change through improved economies and greater communications across the Eurasian and African continents. While China has the financial and technical resources to accomplish its infrastructure goals, it is sorely unprepared to deal with the social and political demands of the people in the partner countries. This book addresses how China’s leaders and citizens—in their relationships with Pakistan, Turkey, Indonesian, Iran, Nigeria, and Egypt—are learning that they have to respect and adjust to the aspirations of ordinary people throughout the Islamic world, not just cater to the narrow band of government and business elites. In addition, it is becoming increasingly clear that turbulent countries along the New Silk Road are likely to transform Chinese society at least as much as China is changing them. This is a deeply unsettling realization for China’s authoritarian rulers who desperately want to monopolize power domestically. The party and state bosses have responded with a contradictory blend of flexibility abroad and rigidity at home—compromising with popular demands in one country after another while refusing to negotiate many of the same issues with their own citizens. Maintaining such a split-minded statecraft will become ever more difficult as people in China and across the New Silk Road share their aspirations and grievances in wider networks.
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Rosemblatt, Karin Alejandra. Science and Politics of Race in Mexico and the United States, 1910-1950. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636405.001.0001.
Повний текст джерелаАнотація:
In this history of the social and human sciences in Mexico and the United States, Karin Alejandra Rosemblatt reveals intricate connections among the development of science, the concept of race, and policies toward indigenous peoples. Focusing on the anthropologists, sociologists, biologists, physicians, and other experts who collaborated across borders from the Mexican Revolution through World War II, Rosemblatt traces how intellectuals on both sides of the Rio Grande forged shared networks in which they discussed indigenous peoples and other ethnic minorities. In doing so, Rosemblatt argues, they refashioned race as a scientific category and consolidated their influence within their respective national policy circles. Postrevolutionary Mexican experts aimed to transform their country into a modern secular state with a dynamic economy, and central to this endeavor was learning how to “manage” racial difference and social welfare. The same concern animated U.S. New Deal policies toward Native Americans. The scientists’ border-crossing conceptions of modernity, race, evolution, and pluralism were not simple one-way impositions or appropriations, and they had significant effects. In the United States, the resulting approaches to the management of Native American affairs later shaped policies toward immigrants and black Americans, while in Mexico, officials rejected policy prescriptions they associated with U.S. intellectual imperialism and racial segregation.
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MARROQUÍN-DE JESÚS, Ángel, Juan Manuel OLIVARES-RAMÍREZ, Dulce María de Guadalupe VENTURA-OVALLE, and Luis Eduardo CRUZ-CARPIO. CIERMMI Women in Science T-X Humanities and Behavioral Sciences. ECORFAN, 2021. http://dx.doi.org/10.35429/h.2021.10.1.106.
Повний текст джерелаАнотація:
This volume, Women in Science T-X-2021 contains 8 refereed chapters dealing with these issues, chosen from among the contributions, we gathered some researchers and graduate students from the 32 states of our country. We thank the reviewers for their feedback that contributed greatly in improving the book chapters for publication in these proceedings by reviewing the manuscripts that were submitted. As the first chapter, Gutiérrez, Mejía, Terán and Acuña, present Prototype of an electronic system for innovation in the Papillomavirus test registration process, as the second chapter, Arizmendi, De La Torre and Meza, will talk about Women as literary creation: a diachronic-representative journey, as third chapter, Arteaga, Alvarado, Castañeda and Torres, present Intellectual biography of Latin American academic women, as fourth chapter, Ramírez, Díaz and Figueroa, propose Flipped classroom a model for autonomous learning, as fifth chapter, Ponce, López and Méndez, as the sixth chapter, Otero, developed Educational innovation through techno-pedagogical tools in virtual education, as the seventh chapter, Juárez, Silveyra, Aguilar and Cuevas, will discuss Necessary pedagogical innovations: university internationalization initiatives and virtual environments in front of COVID-19, as the last chapter, Quitl, Nava And Jiménez, focus on Comparison of adaptation and family cohesion among adolescents with and without suicide risk in Tlaxcala.
Частини книг з теми "Learning through country"
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Lenci, Kent. "Cross-Cutting Dialogue Through Cross-Country Connections." In Learning to Depolarize, 35–49. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003289494-4.
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Somerville, Margaret. "Children’s Place Learning Maps: Thinking through Country." In Children, Place and Sustainability, 64–84. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408501_4.
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Cenoz, Jasone. "Learning Through the Minority: An Introduction to the Use of Basque in Education in the Basque Country." In Teaching through Basque, edited by Jasone Cenoz, 1–4. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690715-001.
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Guigourès, Romain, Dominique Gay, Marc Boullé, Fabrice Clérot, and Fabrice Rossi. "Country-Scale Exploratory Analysis of Call Detail Records Through the Lens of Data Grid Models." In Machine Learning and Knowledge Discovery in Databases, 37–52. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23461-8_3.
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Iturbe Tolosa, Andoni, and Monike Gezuraga Amundarain. "University-Society. Proposal for New Forms of Communication in the University of the Basque Country Through Service-Learning." In Advances in Intelligent Systems and Computing, 251–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46068-0_32.
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Gory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms, 145–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.
Повний текст джерелаАнотація:
Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Повний текст джерелаАнотація:
AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Повний текст джерелаАнотація:
AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Haolader, Faruque A., and Shahadat H. Khan. "Case Study: Bangladesh. The Demand Side of Environmental Sustainability Through Skills Recognition." In Education for Sustainability, 65–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_4.
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AbstractThis country case study examines current practices and issues of skills recognition aiming to improve environmental and occupational health and safety for sustainable development in Bangladesh. More specifically, data was collected to examine environmentally friendly practices in enterprises in three service sectors: automotive, waste management, and catering, with a focus on employer and employee perspectives as an important component of the demand side of environmental sustainability. It also examines how employers and workers “recognise” green skills. Recognition here does not mean only “assessment” through testing or certification in a technical way, but also “social recognition”, implying the benefits that employers and workers see in the promotion of green skills in terms of employability and decent work, lifelong learning, and personal development. Finally, the study seeks to clarify a set of enabling factors contributing to green skills and green practices in enterprises as well as the potential for their inclusion in recognition mechanisms. This study argues that an examination of real workplace roles should be the starting point for linking recognition of green skills to green skill standards. The study concludes that learning outcomes and competences within the qualifications framework do not relate to the realities of green skills and green practices in enterprises.
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Castellanos-Reyes, Daniela, Enilda Romero-Hall, Lucas Vasconcelos, and Belen García. "Mobile Learning for Emergency Situations: Four Design Cases from Latin America." In Global Perspectives on Educational Innovations for Emergency Situations, 89–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_9.
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AbstractThis practitioner-focused chapter addresses mobile learning in the Latin American context during the COVID-19 emergency. To guarantee continuity of education during the COVID-19 pandemic, instructors adopted remote education. Even though much of the remote education relied heavily on computers, millions of learners in Latin America do not have a household computer. Nonetheless, mobile connectivity is very high in Latin America, and therefore, mobile learning has greatly supported institutions during remote education. Mobile learning significantly supports learning at a distance in countries that face infrastructure challenges. Even more in the Latin American context, where mobile devices may be low-cost alternatives to computers. We present four design cases about mobile learning for continuity of education during emergencies. Each design case addresses a different country, audience, and content. The design cases focus on generic technology applications regularly used by practitioners and students. The four design cases are: (1) foreign language learning and social studies to 1st – fourth graders using online blogs in Brazil; (2) teaching STEM to 8th–12th graders through social media (i.e., YouTube/WhatsApp) in Panama; (3) education to 6th–12th graders through social media (i.e., YouTube/WhatsApp/Facebook) in Mexico, and (4) humanities higher education using instant messaging and cloud-based platforms (i.e., WhatsApp, Google Drive platform) in Colombia. Recommendations for practitioners and policymakers are provided.
Тези доповідей конференцій з теми "Learning through country"
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Sider, Steve, Ajeevsing Bholoa, and Deewakarsingh Authelsingh. "Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9824.
Повний текст джерелаАнотація:
The purpose of this study was to explore similarities and differences between special educator preparation in Ontario and in Mauritius through a comparative case study methodology. The cases are two practicing and experienced special educational needs (SEN) educators, one from each country, who are experts in special education teacher training programs in their respective country. Data were collected through semi-structured interviews and thematic analysis was used to analyse the qualitative data through deductive and inductive coding. Findings indicate major differences in teacher training opportunities, practicum aspects, and key challenges. On the other hand, limited technology integration and unsuccessful responses to COVID-19 disruption are similar features. Recommendations are provided including a call for increased efforts to develop and study emerging technologies to support special education training. The results of the study have implications for stakeholders and policy makers.
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Kuba, Ruchika, Tapan Kumar Jena, and Biplab Jamatia. "Demonstration of Working Models of Medical Education through Open and Distance Education Mode." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3173.
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Medical Education is the backbone of health care of a country. Over the years medical education in India has been restricted mainly to the conventional system of education where graduation and post-graduation is offered through a network of medical colleges both by the government and the private institutions. However, they are not only a far cry for the health manpower resource of the country, but also are not able to address the continuing medical education requirements of the medical fraternity which is the dire need today due to changing disease patterns, advancement in medical management and technologies being increasingly used for diagnosis and treatment. Indira Gandhi National Open University through it’s School of Health Sciences established in 1991 has been offering a variety of continuing medical education programmes for doctors through open and distance mode using the blended approach. Through this panel discussion, the speakers will demonstrate the different models that have been adopted over the period of almost three decades. Awareness and skill enhancing programmes have been developed in the area of health care like yoga and health care waste management, targeted to a mixed group of health professionals and paraprofessionals. Innovative models have been developed for Continuing Medical Education of in-service doctors and dentists for updating their knowledge and providing hands on training in programme specific skills at identified medical colleges and hospitals both at the tertiary and district level. Subjects not covered in the conventional system like MCH, HIV medicine, Geriatric medicine and CBRNE disasters have been taken up. Experimental models have also been developed for PG Medical Education targeting doctors for specialization and super specialization for statutory recognition of the qualification. These programmes when offered through the blended mode would be more cost effective and feasible for a larger target group as compared to the conventional system.
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Lafuente-Ruiz-de-Sabando, Amaia, Oihana García-Alonso, Gorka Estíbalez, María Pilar Fernández-Ferrín, Javier Forcada, Cristina González-Morgado, Iván Iturricastillo, et al. "IMPROVING STUDENT MOTIVATION THROUGH AN EDUCATIONAL INNOVATION PROJECT AT THE FACULTY OF ECONOMICS AND BUSINESS (UNIVERSITY OF THE BASQUE COUNTRY)." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0640.
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Thomas-Martin, Alice, and Ruel Ellis. "TRANSFORMING THE DELIVERY OF CURRICULUM IN THE CARIBBEAN SIDS THROUGH MOBILE LEARNING." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/wvbv1825.
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Mobile devices and mobile technologies are significantly impacting the field of education. The dynamics of mobile computing is transforming the landscape of traditional classrooms. Education is a major factor in developing and sustaining a country. In a fast paced environment, traditional classrooms can be a hindrance to higher education. Mobile learning has the capacity to provide effective pedagogical and suitable learning activities for students of higher education. This paper explores m-learning and the shift of focus that it brings to educators and students. It looks at the relevance and place of m-learning in higher education, the framework for design as well as the devices and technologies that are available for use. The pedagogical approaches, assessment techniques and training that are suitable for the mobile environment are explored. The use of mobile devices allows for a level of flexibility that allows students to access education anywhere, anytime. Mobile learning provides a way for educational institutions to deliver educational content to its students on any platform, anyplace and at the time of need. For the design and implementation for mobile learning, the design approach was the point of focus. The relevance of mobile learning to Small Island Developing States and the future was highlighted.
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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Esampally, Chandraiah. "Employability through a Degree Programme in Psychosocial and Economic Support at the Institute Of Distance Education, University of Eswatini." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7732.
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In Eswatini country, youth and communities are exposed to various challenges such as poverty, violence, HIV and AIDs to mention but a few. Many frontline practitioners, community based volunteers, caregivers, who are working with children and youth in the communities, lack the necessary capacities and skills to provide economic, psychosocial care, support and protection to youth and communities. It is for this reason; the University of Eswatini with the support of the Government of Eswatini and Regional Psychosocial Support Initiative (REPSSI) introduced a “Certificate in Psychosocial Support” programme in 2010. // Based on the results of two surveys and recognizing the benefits and importance of the Certificate programme, the University of Eswatini (UNESWA) through the Institute of Distance Education (IDE) proposed to introduce a Degree programme in Psychosocial Support to upgrade/up-skill or enhance the knowledge of learners in their relevant field with a flexible system of multiple entry and multiple exit option covering Certificate, Diploma and Bachelor’s Degree programmes in collaboration with REPSSI and SEDCO through Open Distance and eLearning (ODeL) mode. The main purpose of introducing this Degree programme is two-fold: (i) to achieve holistic psychosocial development; and (ii) to ensure employability/business creation. // The proposed programme is the result of two research surveys: (i) conducted by IDE in collaboration with Commonwealth of Learning (COL) during May-June 2019; and (ii) the survey conducted by IDE in collaboration with APSSI/REPSSI during April-May 2019.
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Wambua, Francis, Abednego Moki, and Edwin Tarno. "Raspberry Pi, A Sustainable Internet Connectivity Solution for Master Craftsmen: A Case Study of Kenya Technical Trainers College." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4457.
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The current educational disruption brought on by the Covid-19 epidemic has prompted a slew of investments and the usage of educational technologies for blended and virtual Learning. Despite the importance of online learning for emergency remote learning in most educational institutions, internet limitations in the country has remained a concern, making learning difficult. In response to this, KTTC in collaboration with COL, identified a Raspberry Pi technology to help and mitigate the internet issue. A study was done to ascertain this claim. A thousand trainees from five county regions in Kenya were chosen to undertake courses in master craftsmen. The courses were blended, that meant that trainers would take the trainees in face to face sessions and KTTC would provide internet connectivity through the use of Raspberry Pi to the training shades. A Raspberry Pi, would provide sufficient internet to 30 trainees sited at a distance of 70 meters from each other without the need to simulate existing internet connectivity. The study showed that it is possible to provide cheap internet to remote areas of a given region, hence enhancing the blended approaches to training. This case study recommends the implementation of Raspberry Pi use in sustainable internet provision. It further allows more research to be done to ascertain its findings.
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Al Lamki, Hanan, and Zahir Al Omairi. "Ruwad National Training Framework." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210899-ms.
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Abstract A country grows depending on its people talent, dedication, and creativity. Giving emphasize to people development and enhancing their competencies is a result of understanding of the country's need to have fresh minds and importance of onboarding talents at their early stages to experience work environment and obtain the required exposure. The business has always kept an eye on developing fresh graduates and secure the best opportunities for their capability to grow as well as supporting them to get positions that support their career paths. Gaining experience can be through actual practical processes on how work is implemented or as easy as being a part of a team or shadowing team members or leaders for soft skills learning. The idea of initiating a program such as "Ruwad" came from the lack of opportunities provided in the market for graduates, and the fact of having a market that is demanding experienced candidate to be hired. It's also linked to the need of having skilled nationals in the country to work in different areas and support building a succession plan to replace expats working in core roles. As part of in country value (ICV) commitment required by operators to be achieved through the business, this program focuses on providing exposure to national workforce or candidates as part of their development and contribution to the country which is one of the main elements of Oman vision 2040. It worth to highlight that the program is also formed to meet the market need on experienced graduates from multiple disciplines (technical & on-technical). Initiating this program within bp Oman will benefit the graduates to have the right skills and understanding when required which will give them the opportunity to play an important role as a member contributing to the country's economy. bp Oman has always strive to promote ICV. It is engaged in various forums and initiatives to create an advanced marketplace, adequate utilization of national's abilities and knowledge. Through Ruwad program we are setting the fundamentals for effective training program and enable main stakeholder to be part of our strategic plan as well as giving them the required tools to adopt our path where the cycle of learning and expertise will be rolling continuously.
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Ghosh, Anirban. "ICT Integrated Pedagogy: A Success Story of Netaji Subhas Open University, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2204.
Повний текст джерелаАнотація:
Higher education in any country plays the major role in transformation of socio- economic condition of the country. The COVID-19 pandemic has disrupted all sectors including the education sector as the sudden closure of on-campus teaching-learning adversely affected the routine academic and research activities globally. The global pandemic has compelled to explore new methods of teaching and learning. To satisfy the need of the thousands of the students specially in the pandemic and also to comply with the provisions of NEP 2020, Netaji Subhas Open University redesigned and restructured its pedagogy with the integration of technology. The University integrated the Information and Communication Technology (ICT) in developing and delivering the course content to the mass. The objective of democratization of education can be fulfilled by integrating ICT in the education system judiciously. ICT is now playing an important role for the dissemination of sustainable quality academic resources through web. Due to emergence of digital era, the University has integrated modern tools of ICT and facilities in the pedagogy for delivery of its courses. This innovation of “ICT integrated pedagogy” has changed the learning style and attitude of the learners of the university significantly. // This paper describes different components of “ICT integrated pedagogy” for reaching thousands of its learners specially during the pandemic and also highlights the learners’ perception on this innovation.
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Narita, Chieko, Yutaro Shimode, Iwako Yamamoto, Noriyuki Kida, and Hiroyuki Hamada. "Proposal of “Future Applied Conventional Technology”." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37374.
Повний текст джерелаАнотація:
Japanese traditional industry has evolved depending on demand, so that it has been contributed to Japanese manufacturing for a long time. Therefore, it is considered that learning and understanding the basis of that skill connects to learning the culture of one’s own country and supporting future manufacturing. Consequently, we propose the development of human resources who can contribute not only to Japanese manufacturing, but also to world manufacturing through Future-Applied Conventional Technology. That is consistent subject — not just a unit — from elementary to high school. Its aim is to deepen a person’s familiarity with and understanding of the culture and manufacturing in his or her own country. In Japan, an individual accomplishes this by learning Japanese traditional manufacturing — practical and indwelling knowledge of the predecessor in traditional industry — and developing the ability to absorb the acquired knowledge and skill through inventive ideas based on the “visiting old, learning new” concept.
Звіти організацій з теми "Learning through country"
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.
Повний текст джерелаАнотація:
There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.
Повний текст джерелаАнотація:
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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Shiihi, Solomon, U. G. Okafor, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Improving the Outcome of GMP Inspections by Improving Proficiency of Inspectors through Consistent GMP Trainings. Purdue University, November 2021. http://dx.doi.org/10.5703/1288284317433.
Повний текст джерелаАнотація:
Approximately 90% of the pharmaceutical inspectors in a pharmacy practice regulatory agency in West Africa have not updated their training on Good Manufacturing Practice (GMP) inspection in at least eight years. However, in the last two years the inspectors relied on learning-on-the job skills. During this time, the agency introduced about 17% of its inspectors to hands-on GMP trainings. GMP is the part of quality assurance that ensures the production or manufacture of medicinal products is consistent in order to control the quality standards appropriate for their intended use as required by the specification of the product. Inspection reports on the Agency’s GMP inspection format in-between 2013 to 2019 across the six geopolitical zones in the country were reviewed retrospectively for gap analysis. Sampling was done in two phases. During the first phase sampling of reports was done by random selection, using a stratified sampling method. In the second phase, inspectors from the Regulatory Agency from different regions were contacted on phone to send in four reports each by email. For those that forwarded four reports, two, were selected. However for those who forwarded one or two, all were considered. Also, the Agency’s inspection format/checklist was compared with the World Health Organization (WHO) GMP checklist and the GMP practice observed. The purpose of this study was to evaluate the reporting skills and the ability of inspectors to interpret findings vis-à-vis their proficiency in inspection activities hence the efficiency of the system. Secondly, the study seeks to establish shortfalls or adequacies of the Agency’s checklist with the aim of reviewing and improving in-line with best global practices. It was observed that different inspectors have different styles and methods of writing reports from the same check-list/inspection format, leading to non-conformances. Interpretations of findings were found to be subjective. However, it was also observed that inspection reports from the few inspectors with the hands-on training in the last two year were more coherent. This indicates that pharmaceutical inspectors need to be trained regularly to increase their knowledge and skills in order to be kept on the same pace. It was also observed that there is a slight deviation in placing sub indicators under the GMP components in the Agency’s GMP inspection format, as compared to the WHO checklist.
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.
Повний текст джерелаАнотація:
Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Kim, Ozano, Sophie Witter, Jo Keatinge, Beth Scott, and Nicola Wardrop. What Works for Health Systems Strengthening: An Overview of the Evidence – Resource Toolkit. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.102.
Повний текст джерелаАнотація:
This resource toolkit has been produced by K4D in partnership with the Health Systems Team in the Foreign, Commonwealth & Development Office (FCDO) Human Development Department and renowned global health systems expert Prof. Sophie Witter (Queen Margaret University, Edinburgh). The toolkit is aimed at FCDO’s network of health advisors, and policy and programme managers based in country offices and central teams. The purpose of this toolkit is to summarise and present key messages from the latest evidence on ‘what works’ for health systems strengthening (HSS) to help embed a stronger HSS approach into all of our work on health as outlined in FCDO’s position paper Health Systems Strengthening for Global Health Security and Universal Health Coverage (FCDO 2021). The toolkit draws extensively on more detailed pieces of work analysing the evidence in more depth, which were disseminated through the health network in FCDO (and previously the Department for International Development) between 2019 and 2022 titled Evidence Review of What Works for Health Systems Strengthening, Where and When? (Witter et al. 2021). This toolkit also links back to a multitude of resources and recorded sessions collected as part of K4Ds previous learning journey on HSS.
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Meeuwissen, Talia, Mable Chanzu, Julie Aubriot, Jimmy Kariuki, Carolyne Odhiambo, Hillary Okumu, Peter Karichu, and Emmah Mwende. How Sanitation and Hygiene Champions Emerged in Siaya County. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.019.
Повний текст джерелаАнотація:
This case study was developed to inform subsequent research and analysis of local government leadership and prioritisation of sanitation and hygiene (S&H) in East Africa. Consolidated learning from across the three countries involved can be found in the Sanitation Learning Hub (SLH) Learning Brief: Strengthening sub-national systems for area-wide sanitation and hygiene. From late 2020 to early 2021, the SLH collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of S&H to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the sanitation sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Three case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya), Nyamagabe District (Rwanda), and Moyo District (Uganda), all of which have seen progress in recent years. The development partners involved were UNICEF in Kenya, WaterAid in Rwanda, and WSSCC/Uganda Sanitation Fund in Uganda. The cases were then analysed through three online workshops facilitated with staff from the local governments, central government ministries and development partners involved to explore them in further detail, review experiences and identify levers and blockages to change. Lessons from the workshops are documented in the SLH learning brief mentioned above. This is the case study developed by Siaya County and UNICEF documenting their experiences and reflections from working together to increase prioritisation of S&H in Siaya County, Kenya.
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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.
Повний текст джерелаАнотація:
This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.
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Katwere Ssemwanga, David, Dominic Lomongin Aballa, Steven Amoko, and Sheila Nduhukire. A Holistic Approach to Accelerated Attainment of Open-Defecation Free Status in Moyo District. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.018.
Повний текст джерелаАнотація:
This case study was developed to inform subsequent research and analysis of local government leadership and prioritisation of sanitation and hygiene (S&H) in East Africa. Consolidated learning from across the three countries involved can be found in the Sanitation Learning Hub (SLH) Learning Brief: Strengthening sub-national systems for area-wide sanitation and hygiene. From late 2020 to early 2021, the SLH collaborated with local government actors and development partners from three subnational areas to explore ways of increasing local government leadership and prioritisation of S&H to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the sanitation sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Three case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya), Nyamagabe District (Rwanda), and Moyo District (Uganda), all of which have seen progress in recent years. The development partners involved were UNICEF in Kenya, WaterAid in Rwanda, and WSSCC/ Uganda Sanitation Fund in Uganda. The cases were then analysed through three online workshops facilitated with staff from the local governments, central government ministries and development partners involved to explore them in further detail, review experiences and identify levers and blockages to change. Lessons from the workshops are documented in the SLH learning brief mentioned above. This is the case study developed by Moyo District and WSSCC/Uganda Sanitation Fund documenting their experiences and reflections from working together to increase prioritisation of S&H in Moyo District, Uganda.
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Kwizera, Maurice, Kwizera, Maurice, Lambert Karangwa, Jeannette Murekatete, Gilbert Rukundo Mutabaruka, Jean Paul Mbarushimana, Tariya Yusuf, Inbar Hanna Yaffe, et al. Making Sanitation and Hygiene a Human Security Issue: The case of Nyamagabe District, Rwanda. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.017.
Повний текст джерелаАнотація:
This case study was developed to inform subsequent research and analysis of local government leadership and prioritisation of sanitation and hygiene (S&H) in East Africa. Consolidated learning from across the three countries involved can be found in the Sanitation Learning Hub (SLH) Learning Brief: Strengthening sub-national systems for area-wide sanitation and hygiene. From late 2020 to early 2021, the SLH collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of S&H to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale, it is an important component of the emerging use of systems strengthening approaches in the sanitation sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Three case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya), Nyamagabe District (Rwanda), and Moyo District (Uganda), all of which have seen progress in recent years. The development partners involved were UNICEF in Kenya, WaterAid in Rwanda, and WSSCC/ Uganda Sanitation Fund in Uganda. The cases were then analysed through three online workshops facilitated with staff from the local governments, central government ministries and development partners involved to explore them in further detail, review experiences and identify levers and blockages to change. Lessons from the workshops are documented in the SLH learning brief mentioned above. This is the case study developed by Nyamagabe District and WaterAid documenting their experiences and reflections from working together to increase prioritisation of S&H in Nyamagabe District, Rwanda.
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Coultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/slh.2021.007.
Повний текст джерелаАнотація:
From late 2020 to early 2021, the Sanitation Learning Hub (SLH) collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of sanitation and hygiene (S&H) to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the S&H sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya, with UNICEF), Nyamagabe District (Rwanda, with WaterAid) and Moyo District (Uganda, with WSSCC), all of which have seen progress in recent years. The cases were then explored through three online workshops with staff from the local governments, central government ministries and development partners involved to review experiences and identify levers and blockages to change. This document presents key findings from this process.