Search results for: educational provision

Authors: Yolanda Indah Permatasari, Sudarsono Hardjosoekarto

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Public private partnership (PPP) scheme was considered as an alternative source of funding for infrastructure provision. However, the performance of PPP scheme and interest of private sector to participate in the provision of infrastructure was still practically low. This phenomenon motivates the research to reconstruct the form of collaborative governance at the policy level from the perspective of transaction cost of the PPP scheme. Soft-system methodology (SSM)-based action research was used as this research methodology. The result of this study concludes that the emergence of transaction cost sources at the policy level is caused by the absence of a law that governs infrastructure investment, especially the implementation of PPP scheme. This absence is causing the imbalance in risk allocation and risk mitigation between the public and private sector. Thus, this research recommended the formulation of infrastructure investment law that aims to minimize asymmetry information, to anticipate the principal-principal problems, and to provide legal basis that ensures risk certainty and guarantee fair risk allocation between public and private sector.

Keywords: public governance, public private partnership, soft system methodology, transaction cost

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Authors: Fuad M. Alkoot

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We aim at highlighting the benefits of classifier systems especially in supporting educational management decisions. The paper aims at using classifiers in an educational application where an outcome is predicted based on given input parameters that represent various conditions at the institute. We present a classifier system that is designed using a limited training set with data for only one semester. The achieved system is able to reach at previously known outcomes accurately. It is also tested on new input parameters representing variations of input conditions to see its prediction on the possible outcome value. Given the supervised expectation of the outcome for the new input we find the system is able to predict the correct outcome. Experiments were conducted on one semester data from two departments only, Switching and Mathematics. Future work on other departments with larger training sets and wider input variations will show additional benefits of classifier systems in supporting the management decisions at an educational institute.

Keywords: machine learning, pattern recognition, classifier design, educational management, outcome estimation

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Authors: Oscar Guerra

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Educational technologies have great potential as tools for student empowerment, particularly for members of a marginalized population such as immigrant Latino children in the American public education system. It is not merely a matter of access to the necessary technological devices; rather, it is development and implementation under a critical lens that may prompt a positive change.

Keywords: education, critical technologies, minorities, higher education

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Authors: I. Kočvarová, E. Machů, N. Bártlová

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The issue of inclusion - segregation in the current Czech educational system is highly actual due to changes in legislation. It applies primarily to pupils with special educational needs, but it should also apply to pupils with giftedness. The paper presents chosen results of an exploratory survey that was carried out on a convenience sample of 1101 Czech teachers working in lower secondary education (ISCED2). The rate of teachers´ agreement with segregation of gifted pupils in the education system was monitored during this investigation. A validated questionnaire of our own design was used for the purpose of this investigation. The results were compared across groups of teachers in terms of selected variables. Results show that 36,3 % of teachers incline to segregation (rather than inclusion) of gifted pupils. Teachers who are not educated in this field and have no experience in teaching gifted pupils tend to support their segregation more in comparison with other teachers. Teachers of specialized schools for gifted pupils paradoxically agree with segregation to a slightly lesser extent than teachers from traditional schools, but they also manifest the most hesitant attitude in this issue. Preferences for segregation of gifted pupils are not related to attitudes toward gifted pupils or teachers' self-evaluation in terms of care for the gifted. Investigation indicates that the issue of education of gifted children and their inclusion in the educational system needs more space within the further education of teachers.

Keywords: educational system, evaluation, gifted pupil, inclusion, segregation, teacher

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Authors: Nizar Ahmad

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Peace without community participation will remain a vision, so, this study presents the contribution and efforts made by community base organization in views of local conflict affect population in Pakhtun society. A four conflict affected villages of Malakad Division were selected and a sample size of 278 household respondents were determined through online survey system software out of total 982 households. A Chi-square test was applied to ascertain association between various communication base organizations factors with state of peace in the area. It was found that provision of humanitarian aid, rehabilitation of displaced population, rebuilding of trust in government and peace festivals by communication organization had significant association with state of peace in the area. In contrast provision of training, peace education monitoring and reporting of human rights violation in war zone by local organization was non-significantly related to the state of peace in the area. Community base organization play an active role in building peace in the area but lack capacity, linkages with external actors and outside support. National and international organization actors working in the area of peace and conflict resolution need to focus on the capacity, networking and peace initiatives of local organizations working in fragile context.

Keywords: community base peacebuilding, conflict resolution, terrorism, violence

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Authors: Irum Naz

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In the Arabian higher education context, linguistic proficiency in the English language is considered crucial for the developmental sustainability, economic growth, and stability of communities and societies. Qatar’s educational reforms package, through the 2030 vision, identifies the acquisition of English at K-12 as an essential survival communication tool for globalization, believing that Qatari students need better preparation to take on the responsibilities of leadership and to participate effectively in the country’s surging economy. The idea of introducing Qatari students to modern curricula benchmarked to high-student-performance curricula in developed countries is one of the components of reformatory design principles of Education for New Era reform project that is mutually consented to and supported by the Office of Shared Services, Communications Office, and Supreme Education Council. In appreciation of the government’s vision, the English Language Centre (ELC) at the Community College of Qatar ran an internal educational audit and conducted evaluative research to understand and appraise the value, impact, and practicality of the existing ELC language development program. This study sought to identify the type of change that could identify and improve the quality of Foundation Program courses and the manners in which second language learners could be assisted to transit smoothly between (ELC) levels. Following the interpretivist paradigm and mixed research method, the data was gathered through a bicyclic research model and a triangular design. The analyses of the data suggested that there was a need for improvement in the ELC program as a whole, and particularly in terms of curriculum, student learning outcomes, and the general learning environment in the department. Key findings suggest that the target program would benefit from significant revisions, which would include narrowing the focus of the courses, providing sets of specific learning objectives, and preventing repetition between levels. Another promising finding was about the assessment tools and process. The data suggested that a set of standardized assessments that more closely suited the programs of study should be devised. It was also recommended that students undergo a more comprehensive placement process to ensure that they begin the program at an appropriate level and get the maximum benefit from their learning experience. Although this ties into the idea of curriculum revamp, it was expected that students could leave the ELC having had exposure to courses in English for specific purposes. The idea of a more reliable exit assessment for students was raised frequently so ELC could regulate itself and ensure optimum learning outcomes. Another important recommendation was the provision of a Student Learning Center for students that would help them to receive personalized tuition, differentiated instruction, and self-driven and self-evaluated learning experience. In addition, an extra study level was recommended to be added to the program to accommodate the different levels of English language proficiency represented among ELC students. The evidence collected in the course of conducting the study suggests that significant change is needed in the structure of the ELC program, specifically about curriculum, the program learning outcomes, and the learning environment in general.

Keywords: educational audit, ESL, optimum learning outcomes, Qatar’s educational reforms, self-driven and self-evaluated learning experience, Student Learning Center

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Authors: John Kong Shan Ho

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Senior executives’ remunerations of public companies have aroused much debate and attention in the media. In the aftermath of the Global Financial Crisis (GFC), excessive executive pay arrangements were blamed for contributing to excessive risk-taking, which caused the financial meltdown. Since then, regulators and lawmakers around the world have introduced regulations to strengthen the corporate governance of listed companies. A key aspect of such reform is by strengthening regulatory intervention over executives’ remunerations and increasing the transparency of such information. This article is written against such background and examines the recent proposal by the UK BEIS to ask the FRC to amend the UK Corporate Governance Code (UKCGC) to strengthen clawback provisions for directors’ remuneration in listed companies as part of its audit reform. The article examines the background and debates regarding the possible implementation of such a measure in the UK. Contrary to the BEIS’ proposal, it argues that implementing it through the UKCGC is unlikely to enhance overall corporate governance and audit quality. It argues that the UK should follow the footsteps of its US and Dutch counterparts by enacting legislation to claw back directors’ remunerations. It will also provide some recommendations as to the key factors that need to be considered in drafting such a statutory provision.

Keywords: company law, corporate governance, agency problem, directors' remunerations, clawbacks

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Authors: Anna Sanczyk

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Teacher agency plays a crucial role in effective teaching, supporting diverse students, and providing an enriching learning environment; therefore, it is significant to gain a deeper understanding of language teachers’ sense of agency in teaching linguistically and culturally diverse students. This paper presents an overview of qualitative research on how language teachers exercise their agency in diverse classrooms. The analysis of the literature reveals that language teachers strive for addressing students’ needs and challenging educational inequalities, but experience educational constraints in enacting their agency. The examination of the research on language teacher agency identifies four major areas where language teachers experience challenges in enacting their agency: (1) implementing curriculum; (2) adopting school reforms and policies; (3) engaging in professional learning; (4) and negotiating various identities as professionals. The practical contribution of this literature review is that it provides a much-needed compilation of the studies on how language teachers exercise agency amid educational constraints. The discussion of the overview points to the importance of teacher identity, learner advocacy, and continuous professional learning and the critical need of promoting empowerment, activism, and transformation in language teacher education. The findings of the overview indicate that language teacher education programs should prepare teachers to be active advocates for English language learners and guide teachers to become more conscious of complexities of teaching in constrained educational settings so that they can become agentic professionals. This literature overview illustrates agency work in English language teaching contexts and contributes to understanding of the important link between experiencing educational constraints and development of teacher agency.

Keywords: advocacy, educational constraints, language teacher agency, language teacher education

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Authors: Fatma Abdel Moneim Al Tawil

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This study was undertaken to evaluate an educational program regarding scientific writing and presentation skills among university students. This interventional study used a one-group, pretest/posttest design and was conducted in Al Jouf University among four colleges in Saudi Arabia. Baseline students’ assessment was conducted for developing educational program. Interventional, one group, pretest/posttest study was designed to evaluate the effectiveness of the educational program. Three parts evaluation sheet with total scores of 30 was used for 113 students for the development of the program and 52 students for test pretest phase. Wilcoxon signed ranks showed statistically significant improvement in the combined overall program skills score from a median of 56.7 pre to a median of 86.7 post, (z = 6.231, p < 0.001). When compared to preprogram intervention, post interventions 51.9 % of students achieve excellent performance. While pre intervention no students (0.0 %) achieve this score. Regarding to scientific writing skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 60 pre to a median of 90 post, (z = 6.122, p < 0.001). None of students had excellent performance changed to 73.1%. Regarding to oral presentation skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 50 pre to a median of 80 post, (z = 6.153, p < 0.001). None of students had excellent performance changed to 48.1%. Such educational program needs to be incorporated into classroom delivery of the students’ curriculum. Scientific writing skills book needed to be developed to be recommended as a basic educational strategy for all university faculties.

Keywords: scientific writing, presentation skills, university students, educational program

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Authors: Bobby Hoffman

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One measure of effective instruction is the ability to solve authentic, real-world problems by effectively transferring and applying classroom and textbook knowledge. While many students can productively earn high grades and learn course content, they are not always able to apply the knowledge they gain. As such, this quasi-experimental study compared the comprehensive exit exam results of learners across instructional modalities who completed a prominent graduate-level educational psychology program. ANCOVA revealed superior knowledge transfer for blended-learning students compared to those who completed distance education and significantly greater transfer of declarative, procedural, and self-regulatory knowledge by the blended-learning students. This paper briefly summarizes the study results while highlighting evidence-based programmatic and course level modifications that were implemented to specifically address the transfer of learning and practical application of educational psychology knowledge.

Keywords: assessment, distance learning, educational psychology, knowledge transfer

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Authors: Blanco T. F., Fernández-López A.

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Nowadays, education, motivated by the new demands of the 21st century, acquires a dimension that converts the skills that new generations may need into a huge and uncertain set of knowledge too broad to be entirety covered. Within this set, and as tools to reach them, we find Learning and Knowledge Technologies (LKT). Thus, in order to prepare students for an everchanging society in which the technological boom involves everything, it is essential to develop digital competence. Nevertheless LKT seems not to have found their place in the educational system. This work is aimed to go a step further in the research of the most appropriate procedures and resources for technological integration in the classroom. The main objective of this exploratory study is to analyze the didactic suitability (epistemic, cognitive, affective, interactional, mediational and ecological) for teaching and learning processes of mathematics with robotics and 3D printing. The analysis carried out is drawn from a STEAM (Science, Technology, Engineering, Art and Mathematics) project that has the Pilgrimage way to Santiago de Compostela as a common thread. The sample is made up of 25 Primary Education students (10 and 11 years old). A qualitative design research methodology has been followed, the sessions have been distributed according to the type of technology applied. Robotics has been focused towards learning two-dimensional mathematical notions while 3D design and printing have been oriented towards three-dimensional concepts. The data collection instruments used are evaluation rubrics, recordings, field notebooks and participant observation. Indicators of didactic suitability proposed by Godino (2013) have been used for the analysis of the data. In general, the results show a medium-high level of didactic suitability. Above these, a high mediational and cognitive suitability stands out, which led to a better understanding of the positions and relationships of three-dimensional bodies in space and the concept of angle. With regard to the other indicators of the didactic suitability, it should be noted that the interactional suitability would require more attention and the affective suitability a deeper study. In conclusion, the research has revealed great expectations around the combination of teaching-learning processes of mathematics and LKT. Although there is still a long way to go in terms of the provision of means and teacher training.

Keywords: 3D printing, didactic suitability, educational design, robotics

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Authors: Roula Kitsiou, Sofia Tsioli, Eleni Gana

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The current sociopolitical realities (displacement, encampment, and resettlement) refugees experience in Greece are a quite complex issue. Their educational and social ‘integration’ is characterized by transition, insecurity, and constantly changing needs. Based on the current research data, technology and more specifically mobile phones are one of the most important resources for refugees, regardless of their levels of conventional literacy. The proposed paper discusses the challenges encountered during the design and implementation of the educational Action 16 ‘Language Education for Adult Refugees’. Action 16 is one of the 24 Actions of the Project PRESS (Provision of Refugee Education and Support Scheme), funded by the Hellenic Open University (2016-2017). Project PRESS had two main objectives: a) to address the educational and integration needs of refugees in transit, who currently reside in Greece, and b) implement research-based educational interventions in online and offline sites. In the present paper, the focus is on reflection and discussion about the challenges and the potential of integrating technology in language learning for a target-group with many specific needs, which have been recorded in field notes among other research tools (ethnographic data) used in the context of PRESS. Action 16, explores if and how technology enhanced language activities in real-time and place mediated through teachers, as well as an autonomous computer-mediated learning space (moodle platform and application) builds on and expands the linguistic, cultural and digital resources and repertoires of the students by creating collaborative face-to-face and digital learning spaces. A broader view on language as a dynamic puzzle of semiotic resources and processes based on the concept of translanguaging is adopted. Specifically, designing the blended learning environment we draw on the construct of translanguaging a) as a symbolic means to valorize students’ repertoires and practices, b) as a method to reach to specific applications of a target-language that the context brings forward (Greek useful to them), and c) as a means to expand refugees’ repertoires. This has led to the creation of a learning space where students' linguistic and cultural resources can find paths to expression. In this context, communication and learning are realized by mutually investing multiple aspects of the team members' identities as educational material designers, teachers, and students on the teaching and learning processes. Therefore, creativity, humour, code-switching, translation, transference etc. are all possible means that can be employed in order to promote multilingual communication and language learning towards raising intercultural awareness in a critical digital pedagogy context. The qualitative analysis includes critical reflection on the developed educational material, team-based reflexive discussions, teachers’ reports data, and photographs from the interventions. The endeavor to involve women and men with a refugee background into a blended learning experience was quite innovative especially for the Greek context. It reflects a pragmatist ethos of the choices made in order to respond to the here-and-now needs of the refugees, and finally it was a very challenging task that has led all actors involved into Action 16 to (re)negotiations of subjectivities and products in a creative and hopeful way.

Keywords: blended learning, integration, language education, refugees

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Authors: Maria Ahmad, Michael Page, Danë Goodsman

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‘Educational’ debriefing – a construct distinct from clinical debriefing – is used following simulated scenarios and is central to learning and development in fields ranging from aviation to emergency medicine. However, little research into educational debriefing in prehospital medicine exists. This qualitative study explored the facilitation and effects of prehospital educational debriefing and identified obstacles to debriefing, using the London’s Air Ambulance Pre-Hospital Care Course (PHCC) as a model. Method: Ethnographic observations of moulages and debriefs were conducted over two consecutive days of the PHCC in October 2019. Detailed contemporaneous field notes were made and analysed thematically. Subsequently, seven one-to-one, semi-structured interviews were conducted with four PHCC debrief facilitators and three course participants to explore their experiences of prehospital educational debriefing. Interview data were manually transcribed and analysed thematically. Results: Four overarching themes were identified: the approach to the facilitation of debriefs, effects of debriefing, facilitator development, and obstacles to debriefing. The unpredictable debriefing environment was seen as both hindering and paradoxically benefitting educational debriefing. Despite using varied debriefing structures, facilitators emphasised similar key debriefing components, including exploring participants’ reasoning and sharing experiences to improve learning and prevent future errors. Debriefing was associated with three principal effects: releasing emotion; learning and improving, particularly participant compound learning as they progressed through scenarios; and the application of learning to clinical practice. Facilitator training and feedback were central to facilitator learning and development. Several obstacles to debriefing were identified, including mismatch of participant and facilitator agendas, performance pressure, and time. Interestingly, when used appropriately in the educational environment, these obstacles may paradoxically enhance learning. Conclusions: Educational debriefing in prehospital medicine is complex. It requires the establishment of a safe learning environment, an understanding of participant agendas, and facilitator experience to maximise participant learning. Aspects unique to prehospital educational debriefing were identified, notably the unpredictable debriefing environment, interdisciplinary working, and the paradoxical benefit of educational obstacles for learning. This research also highlights aspects of educational debriefing not extensively detailed in the literature, such as compound participant learning, display of ‘professional honesty’ by facilitators, and facilitator learning, which require further exploration. Future research should also explore educational debriefing in other prehospital services.

Keywords: debriefing, prehospital medicine, prehospital medical education, pre-hospital care course

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Authors: Kenneth N. Ohei, Roelien Brink

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For decades, teaching and learning processes have centered on the traditional approach (Web 1.0) that promoted teacher-directed pedagogical practices. Currently, there is a realization that the traditional approach is not adequate to effectively address and improve all student-learning outcomes. The subsequent incorporation of social software, Information, and Communication Technology (ICT) tools in universities may serve as complementary to support educational goals, offering students the affordability and opportunity to educational choices and learning platforms. Consequently, educators’ inability to incorporate these instructional ICT tools in their teaching and learning practices remains a challenge. This will signify that educators still lack the ICT skills required to administer lectures and bridging learning gaps. This study probes a methodological concept with the aim of developing a framework towards the adoption of social software in HES to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational System (HES). After research have been conducted, the adoption of social software will be based on the developed comprehensive framework which is supposed to impact positively on education and approach of delivery, improves learning experience, engagement and finally, increases educational opportunities and easy access to educational contents.

Keywords: blended and integrated learning, learning experience and engagement, higher educational system, HES, information and communication technology, ICT, social presence, Web 1.0, Web 2.0, Web 3.0

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Authors: Franklin Nantui Mabe, Robert Osei

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Activities and operations of artisanal small scale mining (ASM) have recently appealed to the attention of policymakers, researchers, and the general public in Ghana. This stems from the negative impacts of ASM operations on the environment and livelihoods of local inhabitants, as well as the disregard for available ASM mining policies. This study, therefore, investigates whether or not artisanal small-scale miners have enough knowledge of the mining policies and their implementations. The study adopted the Knowledge, Attitudes, and Practices (KAP) framework approach to design the research, collect and analyze primary data. The most aware ASM policy provision is the one that mandates the government to reserve demarcated ASM areas for Ghanaians, whilst the least aware provision is the one that admonishes the government to promote co-operative saving among ASM. The awareness index is lower than the attitude index towards the policy provisions. In terms of practices, miners continued to use bad practices with the associated negative impacts on the environment and rural livelihoods. It is therefore important for the government through mineral commission, district, municipal and metropolitan assemblies to intensify the education on the ASM policies. These could be done with the help of ASM associations. The current systems where a cluster of districts have a single Mineral Commission Office should be restructured to make sure that each mining district has an office.

Keywords: mining policies, KAP, awareness, artisanal small-scale mining

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Authors: Chenchen Liu, Jacques Audran

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Using tablet apps with a certain educational purpose to promote young children’s cognitive development, is quite common now. Developing an educational app on an Ipad like tablet, especially for a young child (age 3-5) requires an optimal level of challenge to continuously attract children’s attention and obtain an educational effect. Adaptive difficulty adjustment, which could dynamically set the difficulty in the challenge according to children’s performance, seems to be a good solution. Since space concept plays an important role in young children’s cognitive development, we made an experimental comparison in a French kindergarten between one group of 23 children using an educational app ‘Debout Ludo’ with adaptive difficulty settings and another group of 20 children using the previous version of ‘Debout Ludo’ with a classic incremental difficulty adjustment. The experiment results of spatial problem solving indicated that a significantly higher learning outcome was acquired by the young children who used the adaptive version of the app.

Keywords: adaptive difficulty, spatial problem solving, tactile tablet, young children

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Authors: Zhidong Zhang, Zhi-Chao Zhang, Georgianna Duarte

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This study investigated the attention problems with the instrument of Achenbach System of Empirically Based Assessment (ASEBA). Two thousand eight hundred and ninety-four adolescents were surveyed by using a stratified sampling method. We examined the relationships between relevant background variables and attention problems. Multiple regression models were applied to analyze the data. Relevant variables such as sports activities, hobbies, age, grade and the number of close friends were included in this study as predictive variables. The analysis results indicated that educational environments and extracurricular activities are important factors which influence students’ attention problems.

Keywords: adolescents, ASEBA, attention problems, educational environments, stratified sampling

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Authors: Eni I. Eni, James Okon, Ashang J. Ashang

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The pre-degree programme of the University of Calabar was introduced to help increase access to tertiary Education in science related courses. This has become necessary due to population increase and public awareness. Its main objective was to provide access to candidates from educationally less developed states (ELDS) and states within its catchment area. To find out if this objective of the programme has been achieved, an impact evaluation of the programme was conducted, from where the aspect of providing access to University Education was reported here. It was reasoned that if this objective of the programme was properly implemented, there should be an evidence of increase in the access to University Education. To achieve the purpose of this study, two research questions were formulated; expost-facto research design and purposive sampling technique were adopted for the study. Data was collected from the Faculty of Science and analyzed using descriptive statistics in terms of frequencies and percentages. The result of data analysis showed that the pre-degree programme of the University of Calabar has provided educational access to Nigerians especially those from educationally less developed states in science related courses. It was therefore recommended that the programme be sustained and further be improved upon to facilitate its continued provision of access to University Education in Nigeria.

Keywords: higher education, pre-degree programme, University of Calabar, educationally less developed states

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Authors: Emanuel Koseos

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Data-Driven Decision Making (DDDM) refers to making decisions that are based on historical data in order to inform practice, develop strategies and implement policies that benefit organizational settings. In educational technology, DDDM facilitates the implementation of differential educational learning approaches such as Educational Data Mining (EDM) and Competency-Based Education (CBE), which commonly target university classrooms. There is a current need for DDDM models applied to middle and secondary schools from a concern for assessing the needs, progress and performance of students and educators with respect to regional standards, policies and evolution of curriculums. To address these concerns, we propose a DDDM reference model developed using educational key process initiatives as inputs to a machine learning framework implemented with statistical software (SAS, R) to provide a best-practices, complex-free and automated approach for educators at their regional level. We assessed the efficiency of the model over a six-year period using data from 45 schools and grades K-12 in the Langley, BC, Canada regional school district. We concluded that the model has wider appeal, such as business learning systems.

Keywords: competency-based learning, data-driven decision making, machine learning, secondary schools

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Authors: Elaine Marta Pereira Aaltonen

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Effective school leadership materialised in educational settings through the high standard professional performance of senior and middle leaders, has increasingly become an education policy priority around the world due to a wide recognition that schools need knowledgeable, skilled, and committed leaders, along with great teachers, in order to ensure outstanding education at all levels of schooling. The scope of this paper is the work of middle leaders, whose direct influence on teachers and classroom teaching, thus, on student learning outcomes, is a key component for successful school systems. It particularly aims at sharing some of the findings obtained through an academic study recently carried out by the same researcher, which was focused on enhancing understanding about aspects related to the professional performance of educational middle leaders, applied to the context of the lower elementary school division of a private mainstream school located in Brazil. The master´s dissertation findings included identifying the roles performed by a team of educational middle leaders throughout the year of 2021, as well as gaining insights on their perceptions about the roles performed, both through an electronic questionnaire and individual face-to-face interviews. Not only the roles of the middle leaders who participated in the research have been identified through the qualitative case study undertaken, but additional research finding lying within the sphere of the categorisation of such roles, based upon coherent domains of practice, has possibly been made. Hence, the main purpose of this paper is to outline the findings concerning the current roles played by educational middle leaders.

Keywords: roles, middle leaders, educational leadership, school leadership, and management

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Authors: David Chapola Nggada

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This is a survey designed to find out the impact of the ongoing insurgency in north eastern Nigeria on educational attainment. It is a mixture of both qualitative and quantitative research work on a sample size of 71 secondary school students currently displaced from Baga Biu and Monguno areas of Borno State, now residing as internally displaced persons(IDPs) in Gombe and Yola IDP camps. This was done through both semi structured interview and questionnaire administration. Statistical methods used include percentage and cross tables to gain specific insight into different dimensions of what this implies. Two major aspects of the impact covered were impact on individual student and impact on societal development. These two dimensions were measured against national development variables and analyzed against reviewed literature and findings across the globe. A combination of theories from different fields led to a deeper and better insight. The results confirm a significant relationship between educational attainment and the development of the north east region and Nigeria as a whole. Recommendations were made on ways of reintegrating this group back to the educational system.

Keywords: education, insurgency, national development, threat

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Authors: Clara Sabbagh, Nura Resh

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The study delves into students’ and teachers’ notions of social justice (social justice judgments or SJJ), examining how they are shaped by both educational globalization and local (nation-state) conditions. Using the Israeli school setting as a case study, we discuss the status of hegemonic Zionism and two influential perspectives of educational globalization – world culture and the post-colonial critique of neo-liberalism – and derive competing hypotheses about the notions of social justice embedded in them. Against this background, we investigate how SJJ are affected by generation – Israeli teachers and students – and by educational sectors that mirror the society’s major divide: Jewish and Israeli Arab. In order to examine these issues, we used a representative sample of 2000 Israeli students, as well as a sample of 800 social studies teachers. We applied MANOVA repeated-measure for examining to what extent SSJ are dependent upon the type of resource that is distributed (repeated measures) and generational (teachers vs students) and sectorial (Jewish vs. Arab) group variables. As expected, findings revealed that the local context does matter. In other words, rather than being consistent with any of the three perspectives above, findings suggest that respondents elaborate the intersection between global and local traditions by creating various forms of mingled notions of social justice. In other words, Israeli (Jewish and Arab) teachers and students can be conceived as agents who play an important role in recreating national heritages and who differently interpret the ways educational globalization impacts their lives.

Keywords: educational globalization, social justice, teachers, Israel, Arab

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Authors: Liman Zhao, Jianlong Zhang, Mingman Ren, Chuang Wang, Jian Liu

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Rural migrant children have become a fast-growing population in China as a consequence of the large-scale population flow from rural to urban areas in the context of urbanization. In China, the socioeconomic status of migrant children is relatively low in comparison to non-migrant children. Parents of migrant children often work in occupations with long working hours, high labor intensity, and low pay due to their poor academic qualifications. Most migrant children's parents have not received higher education and have no time to read with their children. The family of migrant children usually does not have a good collection of books either, which leads to these children’s insufficient reading and low reading levels. Moreover, migrant children frequently relocate with their parents, and their needs for knowledge and reading are often neglected by schools, which puts migrant children at risk of academic failure in China. Therefore, the academic achievement of rural migrant children has become a focus of education in China. This study explores the relationship between the educational expectation of rural migrant children and their critical reading competence in general and the moderating effect of the difference between parental educational expectation to their children and the children’s own educational expectation. The responses to a survey from 5113 seventh-grade children in a district of the capital city in China revealed that children who moved to cities in grades 4-6 of primary school performed the best in critical reading, and children who moved to cities after middle school showed the worst performance in critical reading. In addition, parents’ educational expectations of their children and their own educational expectations were both significant predictors of rural migrant children’s reading competence. The higher a child's expectations of a degree and the smaller the gap between parents' expectations of a child's education and the child's own education expectations, the better the child's performance in critical reading.

Keywords: educational expectation, critical reading competence, rural migrant children, moderating effect

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Authors: Fahad Alam

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Work stress directly affects job performance, specifically in a worse environment. Consequently, a social provision plays a crucial part for enhancement. Therefore, the current research investigates the direct and moderating effect between religious activities, sustainability and peer support on job performance at hospitals in Khyber PakhtunKhwa (KPK), Pakistan. Both primary and secondary data are collected through 261 questionnaires of medical employees from four district hospitals in Khyber PakhtunKhwa, Pakistan, in 2018. The analysis was carried out by SPSS16 and SMART PLS3, to test the direct effect of religious activities, sustainability and social support on job performance and the effect of moderating variable 'work environment' on job performance. The finding confirmed that direct and moderating variables play a significant positive effect among religious activities, sustainability and peer support on job performance, the variables help to diminish the strain level or the stress level, consequently helps in the job completed. Affirmative social approaches produce desirable effects on job performance. The research revealed that social provisions are significant triggers for superior practices. Moreover, the results are stimulating because some of the past literature revealed an insignificant correlation between social provision and performance. This study found that there is a significant relationship which persuades health care organizations.

Keywords: job performance, peer’s support, religious activities, sustainability, work environment

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Authors: Temitope M. Ojo, Titilayo A. Benson

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This study investigated street begging and its psychosocial effect in Ibadan Metropolis, Oyo State, Nigeria. In carrying out this study, four research questions were used. The instrument used for data collection was a face-to-face and self-developed questionnaire. The results revealed there is high awareness level on the causes of street begging among the respondents, who also mentioned several factors contributing to street begging. However, respondents disagreed that lack of education is a factor contributing to street begging in Nigeria. The psycho-social effects of street begging, as identified by the respondents, are development of inferiority complex, lack of social interaction, loss of self-respect and dignity, increased mindset of poverty and loss of self-confident. Solution to street begging as identified by the respondents also includes provision of rehabilitation centers, provision of food for students in Islamic schools and monthly survival allowance. Specific policies and other legislative frameworks are needed in terms of age, sex, disability, and family-related issues, to effectively address the begging problem. Therefore, it is recommended that policy planners must adopt multi-faceted, multi-targeted, and multi-tiered approaches if they are to have any impact on the lives of street beggars in all four categories. In this regard, both preventative and responsive interventions are needed instead of rehabilitative solutions for each category of street beggars.

Keywords: beggars, begging, psycho-social effect, respondents, street begging

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Authors: Rade M. Ciric, Sasa Mandic

Abstract:

Students of Higher Education Technical School of Professional Studies, in Novi Sad follow the subject Maintenance of electric power equipment at the Electrotechnical Department. This paper presents educational plan and program of the subject Maintenance of electric power equipment. The course deals with the problems of preventive and investing maintenance of transformer stations (TS), performing and maintenance of grounding of TS and pillars, as well as tracing and detection the location of the cables failure. There is a special elaborated subject concerning the safe work conditions for the electrician during network maintenance, as well as the basics of making and keeping technical documentation of the equipment.

Keywords: educational plan and program, electric power equipment, maintenance, technical documentation, safe work

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Authors: Robert L. Williamson, Baris Çetin

Abstract:

Turkey, due to its geographic location, finds itself the world’s largest host to refugees worldwide, and this nation has done much to educate their refugee population. Turkey’s considerable experience can inform other nations educating refugee children. This systematic review of the literature examined the context, barriers, and responses to successfully educating refugee children in Turkey. Additionally, because some refugee children may have an identified or unidentified disability, the educational experiences of refugee children with disabilities in Turkey were an ancillary focus. Results indicated that while some educational challenges have been successfully met within Turkey, others remain. Additionally, the education of children with disabilities in Turkey is largely unexamined.

Keywords: disability, education, refugee, systematic review, Turkey

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Authors: Autumn Tooms Cypres

Abstract:

Throughout the 2016 presidential campaign, Republican nominee Donald Trump, capitalizing on his reputation for blunt and brash comments, created a political brand based on unedited statements and sweeping promises. While he vowed to 'Make America Great Again,' for many, the candidate’s discourse invoked legacies of marginalization and exclusion. As a result, this discussion focuses on Trump’s anti-immigration discourse (one of the primary foci of his campaign platform) and its influence across educational settings. The purpose of this effort is to demonstrate the power of political discourses relative to educational settings and to discuss the resulting everyday leadership challenges and opportunities. Discourse analysis frameworks are used to unpack the socio-political implications of the presidential campaign. In particular, they examine a serious of emails that a university administrator received post-election. The discussion concludes that leaders in education have a critical role to maintaining democratic institutions and ensuring inclusivity and belonging for all educational stakeholders.

Keywords: educational managment, politics, immigration, discourse

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Authors: Sayed Jamal Ud Din Heravi

Abstract:

The development of educational institutions has an important role in the progress and advancement of the state, in the stability and security of the state and its exposure, in the flourishing of minds, in devoting the role of science, developing society, and meeting people’s desires and needs. Afghanistan is a Muslim country located in Central Asia on the borders of Pakistan, Iran, Tajikistan, and Uzbekistan, and it also borders China's Xing yang. Unfortunately, these oppressed people have been living in wars that have been going on for four decades, in which educational institutions, schools and institutes have not developed. Rather, the war destroyed the infrastructure of this country, and no city or village remained in it but tasted the bloody wars. Now with the new government, we see that many government educational institutions are closed in this country, even if the state promises that it will open them quickly. As for universities and private institutions, they work in Afghanistan diligently and diligently, and among them, there is sharp competition in the use of professors and taking advantage of the available means for the sake of knowledge. It laid the building blocks for a bright dawn in which it seeks to keep pace with the procession of development and prosperity in the world.

Keywords: Afghanistan, higher education, Herat province, opportunities, challenges

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Authors: Oluyomi A. Abioye

Abstract:

The 21st century has been witnessing a lot of technological advancements and innovations, and Information and Communication Technology (ICT) happens to be one of them. Education is the cornerstone of any nation and the language in which it is delivered is the bedrock of any development. The French language is our choice in this study. French is a language of reference on the national and international scenes; however its teaching is clouded with myriads of problems. The output of students’ academic performance depends on to a large extent on the teaching and learning the process. The methodology employed goes a long way in contributing to the effectiveness of the teaching and learning the process. Therefore, with the integration of ICT, French teaching has to align with and adapt to this new digital era. An attempt is made to define the concept of ICT. Some of the challenges encountered in the teaching of French language are highlighted. Then it discusses the existing methods of French teaching and the integration of ICT in the teaching and learning of the same language. Then some prospects and challenges of ICT in the teaching and learning of French are discussed. Data collected from questionnaires administered among some students of some selected schools are analysed. Our findings revealed that only very few schools in Nigeria have the electronic and computer-mediated facilities to teach the French language. The paper concludes by encouraging 'savoir-faire' of ICT by the French teachers, an openness of students to this digital technology and adequate provision of electronic and computer-mediated gadgets by the Nigerian government to its educational institutions.

Keywords: French language in Nigeria, integration of ICT, prospects and challenges, teaching and learning

Procedia PDF Downloads 355