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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.
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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.
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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.
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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.
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Bordoloi, Ritimoni, Prasenjit Das, and Kandarpa Das. "Lifelong learning opportunities through MOOCs in India." Asian Association of Open Universities Journal 15, no. 1 (April 16, 2020): 83–95. http://dx.doi.org/10.1108/aaouj-09-2019-0042.
Повний текст джерелаАнотація:
PurposeLifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.Design/methodology/approachWhile writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.FindingsThe literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.Research limitations/implicationsThe discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.Practical implicationsIt is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.Social implicationsThis paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessityOriginality/valueThis paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.
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Pradana, Yudha, and Andriyana Andriyana. "Increasing the Spirit of Defending the Country through Citizenship Education in Higher Education." Pancasila: Jurnal Keindonesiaan 2, no. 2 (October 4, 2022): 216–26. http://dx.doi.org/10.52738/pjk.v2i2.97.
Повний текст джерелаАнотація:
Defending the state is the right as well as the obligation of citizens. Nevertheless, defending the state is often simplified as militaristic, but it can also be done through formal educational means. Civic Education (PKn) is one medium to develop the spirit of defending the state. This article attempts to examine the mapping of the linear values of state defense with Civic Education (PKn) subject in university. This research uses a qualitative approach with literature study and documentation study. The results show that the value of state defense in Civic Education (PKn) is the value of love of the homeland which is learned through the material of national identity and the insight of the archipelago; the values of national and state consciousness which are learned through the obligations and rights of the state and citizens, the constitutional values and norms of the 1945 Constitution of the Republic of Indonesia, and the democracy of Indonesia; loyalty to Pancasila as state ideology is learned through the material of Pancasila; and the value of sacrificing for the nation and state are taught through law enforcement materials that are just and national defense and state defense. While learning is designed to actualize the values of state defense through cooperative learning, inquiry, and contextual learning.
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Duncan, Adam. "The Colour of Country." Journal of Childhood Studies 40, no. 2 (December 5, 2015): 32. http://dx.doi.org/10.18357/jcs.v40i2.15177.
Повний текст джерелаАнотація:
This article explores my relations to Country through colour. It is accompanied by three art pieces I have recently painted. It has a particular focus on my changing relationship to Biripi and Ngunnawal countries in Australia and the ways this relationship was impacted by my travelling to the “Learning How to Inherit in Colonized and Ecologically Challenged Lifeworlds” symposium in Victoria, British Columbia. As depicted in the paintings, my understandings of Country are coloured by the heritage-‐based connections to land that continue to shape my contemporary Aboriginal identity, my growing engagement with and understanding of the contemporary common worlds I inhabit, and the discussions of place and identity that took place at the symposium.
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Zelmer, Jennifer, Elettra Ronchi, Hannele Hyppönen, Francisco Lupiáñez-Villanueva, Cristiano Codagnone, Christian Nøhr, Ursula Huebner, Anne Fazzalari, and Julia Adler-Milstein. "International health IT benchmarking: learning from cross-country comparisons." Journal of the American Medical Informatics Association 24, no. 2 (August 22, 2016): 371–79. http://dx.doi.org/10.1093/jamia/ocw111.
Повний текст джерелаАнотація:
Objective: To pilot benchmark measures of health information and communication technology (ICT) availability and use to facilitate cross-country learning. Materials and Methods: A prior Organization for Economic Cooperation and Development–led effort involving 30 countries selected and defined functionality-based measures for availability and use of electronic health records, health information exchange, personal health records, and telehealth. In this pilot, an Organization for Economic Cooperation and Development Working Group compiled results for 38 countries for a subset of measures with broad coverage using new and/or adapted country-specific or multinational surveys and other sources from 2012 to 2015. We also synthesized country learnings to inform future benchmarking. Results: While electronic records are widely used to store and manage patient information at the point of care—all but 2 pilot countries reported use by at least half of primary care physicians; many had rates above 75%—patient information exchange across organizations/settings is less common. Large variations in the availability and use of telehealth and personal health records also exist. Discussion: Pilot participation demonstrated interest in cross-national benchmarking. Using the most comparable measures available to date, it showed substantial diversity in health ICT availability and use in all domains. The project also identified methodological considerations (e.g., structural and health systems issues that can affect measurement) important for future comparisons. Conclusion: While health policies and priorities differ, many nations aim to increase access, quality, and/or efficiency of care through effective ICT use. By identifying variations and describing key contextual factors, benchmarking offers the potential to facilitate cross-national learning and accelerate the progress of individual countries.
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Baschiera, Barbara, and Willem De Meyer. "Support of active ageing through P2P learning." Journal of Education Culture and Society 7, no. 1 (June 28, 2016): 180–92. http://dx.doi.org/10.15503/jecs20161.180.192.
Повний текст джерелаАнотація:
Personal development throughout the course of life is at the core of several important policy documents that have shaped European cooperation in economic, social and educational sciences over the last decade. The paradigm of Lifelong Learning implies learning at any age of life and underlines the importance of achieving continuous knowledge and self-care.Pedagogy has started taking into account the age of older adults only in recent years.The European project we are going to illustrate sought to test how well peer to peer learning can be useful to define new training and learning models for older adults.The HiHtaST (Hand in Hand to a Social Tomorrow) project provides an example of peer to peer learning among older adults.We provided training for adult learners to teach IT among other older adults as a means for social inclusion in five European countries. Each country had 20 learners / trainers who had other older students in turn.Multiple choice questionnaires and focus groups were used to collect data.The project was run in the theoretical framework of active ageing, considering the paradigm of Vygotsky’s zone of proximal development and co-construction of knowledge.The project results showed that adults can acquire knowledge in peer to peer group situations with no drop-outs especially when learning real and practical tasks, which suggests that peer to peer learning works better than a frontal class in formal as well as non-formal or informal situations.
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Viberg, Olga, Barbara Wasson, and Agnes Kukulska-Hulme. "Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework." Australasian Journal of Educational Technology 36, no. 6 (December 23, 2020): 34–52. http://dx.doi.org/10.14742/ajet.6494.
Повний текст джерелаАнотація:
Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particular, this paper offers a conceptual framework, mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS), to help learning designers support second language learners through the use of learning analytics to enable self-regulated learning. Although the MALLAS framework is presented here as an analytical tool that can be used to operationalise the support of mobile-assisted language learning in a specific exemplary learning context, it would be of interest to researchers who wish to better understand and support self-regulated language learning in mobile contexts.
Implications for practice and policy:
MALLAS is a conceptual framework that captures the dimensions of self-regulated language learning and learning analytics that are required to support mobile-assisted language learning.
Designers of mobile-assisted language learning solutions using MALLAS will have a solution with sound theoretically underpinned solution.
Learning designers can use MALLAS as a guide to direct their design choices regarding the development of mobile-assisted language learning apps and services.
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van Gelderen, Ben, and Kathy Guthadjaka. "School is Home, Home as School: Yolngu '˜On Country' and 'Through Country' Place-Based Education From Gäwa Homeland." Australian and International Journal of Rural Education 29, no. 3 (November 6, 2019): 56–75. http://dx.doi.org/10.47381/aijre.v29i3.235.
Повний текст джерелаАнотація:
In the review of rural, regional and remote education in Australia, Halsey briefly reflected on the old conundrum of how traditional Indigenous culture and 'western' knowledge (as represented in mainstream curriculum) might be integrated in remote schooling contexts. The recommendation supplied was for 'greater opportunity in the curriculum for learning about and valuing home and Homelands knowledge and life skills' (Halsey, 2018, p. 32). But what are 'homelands' and why were they viewed as so vital by the Indigenous Elders Halsey consulted? In fact, in north-east Arnhem Land, such a (seemingly) simple recommendation rests upon a long and complex history of Indigenous negotiation with balanda (white) educational policies and practices. At the Warramiri Yolŋu homeland of Gäwa, a philosophy of education has developed to encompass a profound place-based prioritisation. Community research from Gäwa will be outlined to elucidate this localised Indigenous 'on country' and 'through country' pedagogy, and a practical demonstration of the philosophy in terms of the incorporation of a Warramiri 'turning' seasonal-cycle curriculum will also be briefly discussed.
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Passey, Don, and Joana Zozimo. "Developing mobile learning practices through teacher education." Interactive Technology and Smart Education 13, no. 1 (April 18, 2016): 36–51. http://dx.doi.org/10.1108/itse-01-2016-0002.
Повний текст джерелаАнотація:
Purpose This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners. Design/methodology/approach Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use. Findings Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period. Social Implications Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice. Originality/value Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.
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Waters, Ben, and Jeanette Ashton. "A study into situated learning through community legal companionship." International Journal of Clinical Legal Education 25, no. 2 (September 6, 2018): 4. http://dx.doi.org/10.19164/ijcle.v25i2.721.
Повний текст джерелаАнотація:
Against the background of the current graduate skills agenda and its considered importance in relation to a UK law degree, this article considers the value of the CLOCK Community Legal Companion scheme, a collaborative social justice project involving law students, legal services providers, third sector advice agencies and law courts based in two areas of the country namely; Canterbury and Brighton. In recent years, the UK Government has significantly cut civil legal aid in areas such as housing, family and welfare benefits, with a view to easing the strain on the deficit. These cuts have been opposed by many, including lawyers, who have raised concerns that the most vulnerable within our communities could be left unrepresented in court and as a consequence an undue burden placed on our civil justice system. CLOCK therefore provides an opportunity for those within our communities who are caught in the so-called ‘justice gap’, to gain support and guidance from law students when they attend court unrepresented. The findings of a small-scale research project into the perceived benefits of Community Legal Companionship, conducted at two UK law schools; Canterbury Christ Church University and the University of Brighton, indicate that the socio-legal experiential learning opportunities for undergraduate law students presented by such initiatives, are also valuable in terms of legal skills acquisition. The research shows that the scheme not only enables law students to use their legal knowledge for the benefit of their local community, but also through analysis of their own perceptions, demonstrates how such a community-based project can provide undergraduate law students with valuable employability skills. Experiences of setting up a Community Legal Companion scheme, together with an overview of how the scheme operates in the Canterbury and Brighton County Courts, as well as students’ reflections of participating as Community Legal Companions drawn from the empirical qualitative research, are evaluated in this article.
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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.
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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
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Foti, Megan K., Crystal Eleazar, and Kimberly A. Furphy. "Teleconsultation with a Developing Country: Student Reported Outcomes of Learning." International Journal of Telerehabilitation 6, no. 1 (September 3, 2014): 41–50. http://dx.doi.org/10.5195/ijt.2014.6140.
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This qualitative study explored the benefits of implementing (international) teleconsultation in a Master of Science in Occupational Therapy (MSOT) curriculum. Twenty-one students provided supervised teleconsultative services to individuals with disabilities in Guatemala and were responsible for completing assessments, setting goals, and providing resources to address goals and improve quality of life. Data were collected through student presentations and coded for relevant themes. Analysis revealed new learning in the areas of the occupational therapy process, cultural awareness, and technology. Three themes emerged: Increased Understanding of Awareness of and Challenges to Working with People of Different Culture; Need for Adaptability and Flexibility as Practicing Clinicians; Emerging Role of Technology in Occupational Therapy. Based on results from this study, occupational therapy academicians should consider implementing similar programs into curricula and conduct related research in order to promote not only student learning, but also to advance the use of technology in occupational therapy practice.
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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.
Повний текст джерелаАнотація:
English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.
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Chari, Anusha, and Peter Blair Henry. "Learning From the Doers: Developing Country Lessons for Advanced Economy Growth." American Economic Review 104, no. 5 (May 1, 2014): 260–65. http://dx.doi.org/10.1257/aer.104.5.260.
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From 1980 to 1992, emerging and developing countries grew by 3.4 percent per year. Their annual rate of growth increased to 5.4 percent between 1993 and 2012. No such increase occurred for advanced nations, whose average growth from 1980 to 2012 was roughly constant (excluding the impact of the 2008-2009 Recession). Developing nations turned themselves around by embracing discipline-sustained commitment to a pragmatic and flexible growth strategy. Three illustrations of discipline through the lens of trade, fiscal, and debt reforms in the developing world offer relevant, practical lessons for recovery in advanced economies and continued catch-up growth in developing nations.
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Baranauskienė, Ingrida, Darius Gerulaitis, and Liuda Radzevičienė. "Social empowerment and participation of people with disabilities through NGO activities." Social welfare : interdisciplinary approach 1, no. 1 (June 30, 2011): 15–26. http://dx.doi.org/10.15388/sw.2011.28311.
Повний текст джерелаАнотація:
According to the approved Lifelong Learning Strategy (2004) by the Ministry of Education and Science, Ministers of Social Security and Labour, the country must strive to involve NGOs and social partners in the development of adult education. According to Rutkienė, Trepulė (2009), the lifelong learning paradigm covers all areas of human learning, provides opportunities for people to learn throughout their lives. It is very important for those who have not used or had no access to education for various reasons, departed from the job market etc. Lifelong Learning emphasizes the importance of both the EU and Lithuania in the context of education policy and practice of education (Teresevičienė, 2001).
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Uzunboylu, Huseyin, and Zeynep Genc. "Analysis of Documents Published in Scopus Database on Foreign Language Learning Through Mobile Learning: A Content Analysis." Profile: Issues in Teachers´ Professional Development 19, _sup1 (November 29, 2017): 99–107. http://dx.doi.org/10.15446/profile.v19n_sup1.68624.
Повний текст джерелаАнотація:
The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words “mobile learning and foreign language learning”, the study is based on the analysis of the documents published between the years 2005 and 2017; their distribution took place by years, subject areas, document types, country/regions, and the affiliated universities of the authors. The varied findings revealed that the analysis of the studies published on Scopus database was important in terms of content for the significance of foreign language learning through mobile learning.
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Pham, Xuan Lam, Thi Huyen Nguyen, and Gwo Dong Chen. "Research Through the App Store: Understanding Participant Behavior on a Mobile English Learning App." Journal of Educational Computing Research 56, no. 7 (November 6, 2017): 1076–98. http://dx.doi.org/10.1177/0735633117727599.
Повний текст джерелаАнотація:
In this study, we analyzed usages behaviors of 53,825 active users from 12 countries in a mobile app called “English Practice.” The data indicated that the app was used most often in the evening from 8 p.m. to 9 p.m., and especially midweek, with less use at weekends and on Mondays. Learners used the app for about 5 minutes each session and averaged 10 uses before uninstalling it. The data also provided evidence that there were differences in each country. From the findings, it is suggested that (a) learning tasks be simplified and content reduced for each session, (b) announcements not be made in the early morning or on the weekend as these are easily overlooked, and (c) as user behavior in each country is different, each group be better understood when delivering learning content and designing the app interface. Finally, we concluded that publishing apps in the app store can provide valuable data regarding app users’ behaviors.
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Rojas, Luis Ricardo, and Jenifer Rueda Varon. "Teaching English through Task and Project-Based Learning to Embera Chamí Students." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 78–90. http://dx.doi.org/10.14483/22487085.13109.
Повний текст джерелаАнотація:
Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.
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James, Oguta, and Kimwolo Andrew. "Fostering Organizational Learning through Corporate Culture, and Core Competences." American Journal of Social Sciences and Humanities 7, no. 2 (September 5, 2022): 36–55. http://dx.doi.org/10.55284/ajssh.v7i2.680.
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The paper examines the relationship between corporate culture, core competences and organizational learning among manufacturing firms in Uganda. Using a self-administered questionnaire and interview guide, this research gathered quantitative and qualitative data from 410 Ugandan manufacturing businesses in Uganda. A cross-sectional explanatory survey design was employed to study the nature of reality. To test the hypothesis, regression analysis was performed, while content analysis was used to evaluate qualitative data. According to the results, corporate culture has a positive influence on organizational learning, and core competencies also have a positive effect on organizational learning. The results supported the theoretical foundations of organizational learning and resource-based view theories. As a result of the findings, manufacturing firms may increase the influence of strategic leadership on organizational learning by promoting cultures that emphasize employees' desire to improve and learn, openness, creativity, teamwork, interaction with others, open dialogue, long-term orientation, and mutual trust. Furthermore, manufacturing firms should guarantee that capabilities are built inside their organizations. The results might help Chief Executive Officers (CEOs) and policymakers develop strategies and policies to boost organisational learning among manufacturing firms. This research contributes to our knowledge of the influence of strategic leadership aspects on organizational learning in manufacturing firms, particularly in a developing country like Uganda.
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Trista, Shintia, and Andre Rusli. "HistoriAR: Experience Indonesian history through interactive game and augmented reality." Bulletin of Electrical Engineering and Informatics 9, no. 4 (August 1, 2020): 1518–24. http://dx.doi.org/10.11591/eei.v9i4.1979.
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History has a vital function in shaping the personality of the nation, the quality of humans, and the people of a country. However, one factor that influences learning behavior that could be improved is the students’ interest in learning. The use of game-based learning has been proven to be effective in making activities to be more fun to do. Moreover, augmented reality technology also shows enormous potential in the world of education. This research developed a game-based historical learning application using augmented reality to enhance user experience in learning history. The application is built using the Unity Game Engine and Vuforia. Furthermore, the application was tested and evaluated by measuring the perceived usefulness and perceived ease of use following the guidance in the Technology Acceptance Model. The result shows that the application achieves 89.5% for perceived usefulness and 86.33% for perceived ease of use.
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Caspari, Jennifer Harsh, Jessica Ern, Mariela Bahena, Karen Herrera, and Maxine Notice. "Collaborative Learning Through Global Partnerships: Student-Led Community-Engaged Research." Global Journal of Health Science 12, no. 11 (September 17, 2020): 132. http://dx.doi.org/10.5539/gjhs.v12n11p132.
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Public health research in an international setting demands a framework that encourages collaboration between investigators and their host country during the planning stages of the research project and throughout its execution phase. The aim of the current project was to develop a needs assessment with rural Nicaraguan communities. The Community Oriented Primary Care model, which promotes commitment to partnerships and sustainability, was used to guide the needs assessment and research process. A multidisciplinary team of students traveled to three rural communities in Nicaragua to conduct a comprehensive needs assessment, focused on risk factors for cardiovascular disease. In this paper, the authors highlight the experience, challenges, and facilitators experienced by this team of students during the global health research process. Findings indicate using the COPC model as a guide afforded the research team with the opportunity to assess community needs, from community member perspectives, as a first step toward partnering with the community to develop appropriate future intervention projects.
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Bordoloi, Ritimoni. "Transforming and empowering higher education through Open and Distance Learning in India." Asian Association of Open Universities Journal 13, no. 1 (March 5, 2018): 24–36. http://dx.doi.org/10.1108/aaouj-11-2017-0037.
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Purpose Higher education should bring up the multifaceted development of human resources by promoting the knowledge-enabled population that will bring socio-economic mobility, peace and progress in society. Thus, the educational providers must undertake the duty to impart need-based higher education that makes people educated with a progressive, rational, analytical, and skilful mind. Hence, there is an urgent need to address some basic challenges of higher education such as required educational avenues or institutional set up against the demand of the population, achievements in global learning, providing room for equal access to learning, research on cost benefit analysis, educational innovations and partnership, use of educational technology, quality assurance mechanism, need for adequate funds for the expansion of higher education, and so on. Once these challenges are addressed, transformation of the society can be a reality, and Open and Distance Learning (ODL) system is one of the most viable ways for transforming a country like India. The paper aims to discuss these issues. Design/methodology/approach For this study, descriptive research methodology has been used, and analysis has been done based on the data extracted from the secondary sources of information such as Census of India 2011; India Human Development Report 2011; Human Development Report 2014, 2015; Economic Survey 2015-2016; NFHS-I, II, III and IV; Report of 11th Five Years Plan; 12th FYP; Annual Report 2015-16, MHRD; Annual Report of NSS, 2016, etc. Findings ODL can be raised as an alternative way for making education accessible and for providing scope for skill-based education at a minimum cost. In fact, ODL, in particular, can play a significant role in transforming and empowering the vibrant adult population of a country like India into productive human resources by providing need-based training and equipping them with need-based skills, which are necessary for maintaining a decent standard of living. Social implications Through this paper, it could be realised how ODL provides the opportunity of education to a large section of people in the society irrespective of sex and age, and how ODL has made the people capable with basic and essential kills which are necessary for maintaining a decent standard of living. Originality/value ODL could be a most viable option to mobilise the higher education system in India. This paper helps to contextualise ODL in empowering and transforming society, and the finding, and discussions have been made with reference to the various initiatives taken in the field of skill-based education through ODL in a country like India.
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Meessen, Bruno, EL Houcine Akhnif, Joël Arthur Kiendrébéogo, Abdelali Belghiti Alaoui, Kefilath Bello, Sanghita Bhattacharyya, Hannah Sarah Faich Dini, et al. "Learning for Universal Health Coverage." BMJ Global Health 4, no. 6 (December 2019): e002059. http://dx.doi.org/10.1136/bmjgh-2019-002059.
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The journey to universal health coverage (UHC) is full of challenges, which to a great extent are specific to each country. ‘Learning for UHC’ is a central component of countries’ health system strengthening agendas. Our group has been engaged for a decade in facilitating collective learning for UHC through a range of modalities at global, regional and national levels. We present some of our experience and draw lessons for countries and international actors interested in strengthening national systemic learning capacities for UHC. The main lesson is that with appropriate collective intelligence processes, digital tools and facilitation capacities, countries and international agencies can mobilise the many actors with knowledge relevant to the design, implementation and evaluation of UHC policies. However, really building learning health systems will take more time and commitment. Each country will have to invest substantively in developing its specific learning systemic capacities, with an active programme of work addressing supportive leadership, organisational culture and knowledge management processes.
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Mukharji, Aroop. "Unity through Education." Journal of Applied History 3, no. 1-2 (December 2, 2021): 109–20. http://dx.doi.org/10.1163/25895893-bja10015.
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Abstract The last four years have not only witnessed the largest domestic protests in U.S. history, but the steady polarization of U.S. politics has been a widening trend for decades. Policymakers eager to heal the country can learn from history. The Progressive Era offers one big idea to reduce division: public education. A robust educational system undergirds progress, stability, and unity, and it enables follow-on opportunities of social reform and equality. The Progressive Era’s laudable expansion of public education also, however, reversed progress on racial equality and neglected to resolve an inflammatory media, mistakes that have contributed to today’s division. Learning from the successes and failures of one of the most ambitious Progressive Era programs presents the United States with one path forward to solving its internal turmoil.
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Askeland, Gurid Aga, Elsa Døhlie, and Kjersti Grosvold. "International field placement in social work: Relevant for working in the home country." International Social Work 61, no. 5 (July 15, 2016): 692–705. http://dx.doi.org/10.1177/0020872816655200.
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Our concern in this article is how to transform learning experiences in international field placement into sustainable social work knowledge for future practice. International field placement provides unique experiences that contribute to contextual understanding of social work and prepare students for practice in a multicultural setting. We have used focus group interviews and seen international experiences in light of domestic ones. In analysing the knowledge transformation process of the learning experiences, we use experiential learning theories. We conclude that students’ learning process from experience to theory and from theoretical knowledge to practice would benefit from following a transformation of knowledge cycle through the study programme.
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Arifin, Ilfiana Firzaq, Akhmad Arif Musaddad, and Sudiyanto Sudiyanto. "PBL (Problem Based Learning) Model Based on Constructivist Sosioculturalism: Theory and Concept of The Millennial Era of Learning Model." Yupa: Historical Studies Journal 2, no. 2 (December 31, 2018): 115–25. http://dx.doi.org/10.30872/yupa.v2i2.122.
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Indonesia as a developing country that aspires to improve the quality of education by delivery of human beings who have intelligence that is balanced with high emotional intelligence. Innovation of the learning model is the first step to move forward in advancing the quality of education in this country. The purpose of writing this article is to provide an overview of PBL based learning model constructivist sosioculturalism as an innovative learning model in the millennial era. The method used in this article is descriptive and theoretical analysis with data collected through the study of a variety of articles, books, journals and sources that support the learning model PBL (Problem Based Learning) and constructivist theory sosioculturalism.
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Berei, Emese Beáta, and Gabriella Pusztai. "Learning through Digital Devices—Academic Risks and Responsibilities." Education Sciences 12, no. 7 (July 12, 2022): 480. http://dx.doi.org/10.3390/educsci12070480.
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The purpose of this study is to examine the risks of learning through digital technology and to design the individual and academic responsibilities. We propose answering the following research questions: Are higher education students and their families equipped with digital devices? What strategy do students use in their individual learning? How frequently do they get involved in various added digital activities (gaming, social media communication, surfing the Internet)? What are the risks of excess time spent online? A total of 2210 higher education students from five European countries, Romania, Slovakia, Hungary, Serbia, and Ukraine, participated in the quantitative study, the data being collected by the Center of Higher Education Research and Development at the University of Debrecen, Hungary in 2019. The analysis of the data is based on the advanced statistical test carried out with the SPSS program. The results indicated that most students come from families that possess essential digital devices (smartphone, PC, notebook) with an internet connection, regardless of the country of origin. The students’ learning strategy is mixed: they use the virtual and real environment. More than half of the students declared that they never learn by watching tutorials or listening to audio recordings. Reflecting on themselves, more than a third of them stated that they generally spend too much time online. Daily surfing, gaming, and communicating on social networks are those added activities that significantly multiply their chance of spending too much time in a virtual environment. The binary logistic regression analysis proves that these students have a four times greater chance of developing a concentration crisis. In addition, it is characteristic for there to be a general time management crisis that implicitly contributes to the development of a deadline crisis in learning, and another risk is the duplication of intention to drop out of university.
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Butt, Waqaas Akmal, Qurratulain Shahood, Walid Hussain Farooqi, Kulsoom Ghias, Saniya Sabzwari, and Asad Mian. "Healthcare hackathons: fostering medical education through innovation in a developing country: a case study from Pakistan." BMJ Innovations 7, no. 1 (October 5, 2020): 103–8. http://dx.doi.org/10.1136/bmjinnov-2019-000400.
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BackgroundHackathons aim to develop solutions to preidentified problem domains and catalyse startup cultures. Recently, the teaching and learning potential of hackathons has also been documented. In this study, we make the case for utilisation of hackathons as an alternative teaching and learning tool geared towards entrepreneurship and as an opportunity for interprofessional integration.MethodsThis research study followed up with participants from the third hackathon at the Aga Khan University in Karachi, Pakistan. Hack MedEd was about solutions to problems of undergraduate and postgraduate medical education with an emphasis on low-income to middle-income countries. Participant evaluation data were filled at the end of the hackathon and gathered from three focused group discussions (FGDs): immediately before and after the event, a delayed follow-up after 11 months was recorded.ResultsOf 116 participants, the majority (71%) were under 30 years old, and over half were female. The evaluations provided by hackers were positive overall with a mean score of 4.37 out of 5 on a Likert Scale. During the FGDs, participants spoke positively of the process and felt that, by the end of the hackathon, they had learnt something new. In the delayed follow-up FGD, teams that had undergone incubation expressed that they had gained a critical and simple skillset that they might not have acquired otherwise.ConclusionHackathons business incubation programmes may be considered an alternative teaching and learning tool—especially for individuals studying or working within the healthcare discipline within low-resource settings.
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Khokhotva, Olga, and Iciar Elexpuru-Albizuri. "Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school." International Journal for Lesson & Learning Studies 10, no. 3 (March 15, 2021): 274–85. http://dx.doi.org/10.1108/ijlls-12-2020-0096.
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PurposeThe paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”Design/methodology/approachThis qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.FindingsThe study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.Research limitations/implicationsThe study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.Originality/valueFirstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.
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Rosalinda, Cindy, Neti Budiwati, and Irfan Alfaridzi Ramadhan. "Blended Learning In Higher Education: A Bibliometric Analysis." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 2 (October 31, 2022): 238–52. http://dx.doi.org/10.55215/pedagonal.v6i2.5775.
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This study aims to identify and analyze main information, publication growth, the growth of this journal, growth by institution, research productivity, publications by country, publications by subject, publications by document type, thematic maps, network visualization, overlay visualization, density visualization, relationships between authors. The research used bibliometric method. Collecting data by searching through the Scopus database with the keywords Blended Learning in Higher education with the categories Article title, Abstract, Keywords in the period 2005-2021. Data were analyzed by year, author, origin of author and subject using Microsoft Excel 2010. Meanwhile, the publication development map was analyzed using R-Studio software, and VosViewer. The research results from this article itself found that the USA was the most contributing country regarding the topic of Blended Learning in Higher education with 16 documents and the most productive author on the topic of blended Learning in Higher Education was Najeh Alsalhi from Ajman University with 4 documents. Originality This study is the first to review and map the study of Blended Learning in Higher Education using bibliometric analysis, using data from year to year. All articles published in the journal have been reviewed in terms of methodology, country/country group of cases and topics/subtopics for future research.
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Alonso, Asier Arcos, Ángel Elías - Ortega, and Ander Arcos - Alonso. "Intergenerational service-learning, Sustainability and University social responsibility." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1629–41. http://dx.doi.org/10.18844/cjes.v15i6.5322.
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This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.
Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.
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Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.
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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;
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Nurhayati, Nurhayati, and Abdul Hamid. "Radicalism Prevention through Islamic Religious Education Learning at Elementary School." Jurnal Pendidikan Islam 6, no. 1 (June 30, 2020): 109–26. http://dx.doi.org/10.15575/jpi.v6i1.8352.
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Radicalism has been a threat to the world civilization and every country has deployed its effort to prevent radicalism especially in the educational sector. Every level of education including elementary school can be designed to prevent radicalism. Given this situation, educators in elementary schools are expected to be able to design and develop the program that are able to prevent students from radicalism understanding. This study was aimed at investigating the efforts of SD (Sekolah Dasar/Elementary School) Putra Kaili Permata Bangsa Palu in preventing radicalism, especially in PAI (Pendidikan Agama Islam/Islamic Religious Education) learning. This research was qualitative using a case study approach. Interview and documentation techniques were used to collect the data. To analyse the data, this study applied Cresswell analysis techniques. The findings of this study show that the school has designed and developed program to prevent radicalism. The efforts deployed by the school included: selecting textbooks, developing learning modules and PAI manuals by teachers, and maintaining nationalism-related activities. The strategy was implemented through PAI learning both in the classroom and outside the classroom. In the classroom learning included the objectives, materials, media, methods, and evaluation of learning process. Outside classroom learning covered extracurricular, religious, and nationalism-related activities.
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French, Molly, Michael Splaine, John Shean, and Heidi Holt. "LISTENING AND LEARNING TO FORM THE HBI ROAD MAP FOR INDIAN COUNTRY." Innovation in Aging 3, Supplement_1 (November 2019): S366. http://dx.doi.org/10.1093/geroni/igz038.1337.
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Abstract American Indian and Alaska Native (AI/AN) communities are establishing new paths as more older adults develop Alzheimer’s and other dementias along with other co-morbidities. To offer a flexible framework of public health strategies that proactively address the growing issue of dementia among AI/ANs, Alzheimer’s Association and Centers for Disease Control and Prevention (CDC) developed the first-ever Healthy Brain Initiative Road Map for Indian Country. Partnering with International Association for Indigenous Aging supported Road Map development through virtual listening sessions and written comments from regional Native health experts, tribal aging service leaders, and tribal government officials. Many additional discussions, engagement of a cultural guide, and an additional partnership with National Indian Health Board further informed Road Map contents, graphic design, and marketing. Presenter will describe rationale for the process, themes from the consultations, and lessons learned by the Association and CDC that can apply to similar initiatives.
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Cenoz, Jasone, and Jose F. Valencia. "Additive trilingualism: Evidence from the Basque Country." Applied Psycholinguistics 15, no. 2 (April 1994): 195–207. http://dx.doi.org/10.1017/s0142716400005324.
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ABSTRACTThis research examines the influence of bilingualism on third language learning in a bilingual community, the Basque Country. The English-language achievement of students instructed through the majority (Spanish) and the minority (Basque) languages in the Basque Country was measured. In addition, other cognitive, sociostructural, social psychological, and educational variables were also included in the study. Several sets of regression analyses were carried out to analyze the role of bilingual education. The results indicated that bilingualism and several other variables (intelligence, motivation, age, and exposure) were good predictors of English-language achievement. This research suggests, then, that immersion in the minority language for Spanish-speaking students and school reinforcement of the native language for Basque-speaking students have positive linguistic outcomes.
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Yousefi, Kowsar, Seyed Ali Madnanizdeh, and Fateme Zahra Sobhani. "Growth through export: evidence from Iran’s manufacturing plants." Journal of Economic Studies 47, no. 1 (January 8, 2020): 111–31. http://dx.doi.org/10.1108/jes-08-2018-0269.
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PurposeDoes the long-term growth rate of a firm increase by exporting? If yes, how large is that increase in a developing economy? The paper aims to discuss this issue.Design/methodology/approachThe authors incorporate data from the manufacturing plants in Iran as a developing economy for 2003–2011 to address this question. Using fixed effect panel and propensity score matching method, the authors examine whether exportation can affect a firm’s growth rate to test for the learning to grow hypothesis.FindingsThe findings document that: not only the exporters are larger and more productive than non-exporters, but they also grow faster in size and productivity measures as well. Additionally, the authors find that the rise in the growth rate is a short-term phenomenon and it disappears in the second year; meaning that exportation does not have a permanent growth effect. The findings are consistent with a spot effect of learning, compared to a permanent growth engine. Results are robust to different analysis tests.Originality/valueThe authors investigate the learning effect of exporting within recently released firm-level data of a developing country.
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Cenoz, Jasone. "Learning Through the Minority: An Introduction to the Use of Basque in Education in the Basque Country." Language, Culture and Curriculum 21, no. 1 (August 2008): 1–4. http://dx.doi.org/10.2167/lcc338.0.
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Nikolaenko, Sergey Vladimirovich. "Russian Language Classes through Thematic Learning “About the Country, about the Homeland, about the Human”: Metasubject Aspect." Polylinguality and Transcultural Practices 19, no. 1 (March 16, 2022): 107–16. http://dx.doi.org/10.22363/2618-897x-2022-19-1-107-116.
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In the educational process of acquiring or learning languages, humanitarian knowledge and related skills (both academic and extracurricular, also termed as hard and soft skills) are responsible for not only a native speakers cognitive activity, but also for their behavioral scenarios. This statement ensures the relevance of this research. The objective of the article is to determine methodological recommendations that can be used in Russian language classes at educational institutions of the Republic of Belarus which aim at preserving regional / national places and images of memory presented in fiction and journalistic texts. The material that is used in class comprises texts created by Marc Chagall, Robert Rozhdestvensky, David Simanovich that aim at educating the generational trajectory by means of the language.
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Fee, Anthony, and Sidney J. Gray. "Expatriates as catalysts: what and how Vietnamese locals learn from self-initiated expatriates." Cross Cultural & Strategic Management 27, no. 3 (May 23, 2020): 389–416. http://dx.doi.org/10.1108/ccsm-08-2019-0145.
Повний текст джерелаАнотація:
PurposeIn an era when expatriates are increasingly used as strategic conduits for developing capabilities in local business units, we identify what and how host-country nationals in a developing economy learn from self-initiated expatriates whose assignments focus on organizational capacity development objectives.Design/methodology/approachSemi-structured interviews with 23 Vietnamese host-country nationals rendered a sample of 138 learning episodes for qualitative content analysis. Respondents were employed in Vietnamese government and non-government organizations and worked closely with multiple self-initiated expatriates in a variety of professional contexts.FindingsHost-country nationals develop a broad array of primarily “soft” capabilities. This learning is typically informal and vicarious in nature. While learning tends to arise incidentally through day-to-day activities, host-country nationals facilitate this by structuring their formal and informal interactions with expatriates to maximize their learning potential.Research limitations/implicationsWhile the study's exploratory design and specific context limit the transferability of our results, analysis of a sample of specific learning episodes allowed us to map “hotspots” of particular activities and contexts in which certain learning outcomes transpired.Practical implicationsOur results put into sharp focus the overlooked roles of expatriates as models (to be observed), mentors (to be consulted) and collaborators (to be partnered with) who can catalyse valued learning opportunities for local colleagues.Originality/valueWe provide a comprehensive account of the nature and extent of informal learning that host-country nationals accumulate during interactions with expatriates, and so contribute to a more nuanced understanding of the experiences of host-country nationals in international business.
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Orr, Margaret Terry. "Learning the Superintendency: Socialization, Negotiation, and Determination." Teachers College Record: The Voice of Scholarship in Education 108, no. 7 (July 2006): 1362–403. http://dx.doi.org/10.1177/016146810610800705.
Повний текст джерелаАнотація:
National attention to a possible superintendent shortage has created concern about the changing nature of the superintendency, particularly new challenges, and how superintendents are prepared. Through 23 focus group interviews, superintendents across the country described the challenges they faced when new, how these have changed in recent years, and the benefits and gaps of their leadership preparation. Through a grounded theory analysis and comparison with relevant adult learning and leadership development theories, this article argues that structured advanced leadership development experiences could improve superintendents’ leadership development and transition. The article recommends that these experiences be structured as a learning community that is experiential and intensively reflective.
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Jonathan, S. Villanueva, and A. Ortega-Dela Cruz Ruth. "Confronting challenges of school-based management in a developing country." i-manager's Journal on School Educational Technology 17, no. 3 (2022): 44. http://dx.doi.org/10.26634/jsch.17.3.18645.
Повний текст джерелаАнотація:
School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in the area of curriculum and learning in a public secondary school. Results revealed that poor foundation of basic knowledge, inadequate school facilities and instructional materials, non-observance of time on task policy, students' misbehaviour and poor academic interest, low parental support, as well as errors in learners' materials were among the challenges being confronted by English, Science, and Mathematics (ENSCIMA) teachers that affect the successful implementation of the curriculum and learning. The study recommended different strategies, which include benchmarking activities through school-to-school partnerships, immersion activities, organization of a quality management team, remedial and intervention sessions, additional School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student orientation, parents' summit, for a symposium, and write-shop. These activities, if collaboratively undertaken by various stakeholders, will help address the challenges that would result in efficient SBM, leading to a successful and quality education in the country.