Education System

This article is a theoretical and empirical study of the ways in which different South Asian groups, Bangladeshi, Indian, and Pakistani, achieve entry into the selective education system, taking into consideration the factors of social class, ethnicity and culture. In‐depth interviews with 42 South Asian school pupils from three single‐sex selective schools (one independent and two grammar), 47 South Asian school pupils from three secondary modern schools, and 25 South Asian parents are used to interpret perceptions, attitudes towards, and experiences of selective school entry. It is found that that certain working‐class South Asian parents possess strong middle‐class attitudes towards selective education, irrespective of their ability to facilitate it as a function of their financial, cultural, or social capital. Middle‐class South Asians were not only highly motivated but also possessed the economic, social and cultural capital to ensure successful selective school entry. In gener...

This paper recognises that Irish educationalists need to assert and debate the values, knowledge, skills and attitudes that our teachers should acquire, while recognising the limitations of any rubric to describe the essence of a ‘competent’ teacher’. The process of naming our beliefs and values in education has been initiated with the establishment of the Codes of Professional Conduct for Teachers by the Teaching Council. The collaborative and consultative approach taken by the Council in devising these codes has contributed significantly to the recent debate on the issue of teacher competence and ‘competencies’. Within this context the author suggests that it is important for the Irish education community to reconceptualise the term ‘competencies’ and to develop an alternative lexicon that might capture the nature and quality of teaching in Ireland.

This article deals with the development of higher education in Bahrain. The study includes the philosophy of the educational system which co-relates religious morals and cultural traditions with modern economics, technological and scientific developments. Empirical statistics show the growth of higher education in Bahrain since the late sixties. In 1968, the strength of staff and students was 3 and 18 respectively. This has grown to 469 staff members and 5633 students by 1987.

Does Cash for School Influence Young Women's Behavior in the Longer Term? Evidence from Pakistan * The Punjab Female School Stipend Program, a female-targeted conditional cash transfer program in Pakistan, was implemented in response to gender gaps in education. An early evaluation of the program shows that the enrollment of eligible girls in middle-school increased in the short term by nearly 9 percentage points. This paper uses regression discontinuity and difference-indifference analyses to show that five years into the program implementation positive impacts do persist. Beneficiary adolescent girls are more likely to progress through and complete middle school and work less. There is suggestive evidence that participating girls delay their marriage and have fewer births by the time they are 19 years old. Also, girls who are exposed to the program later-on, and eligible for the benefits given in high school, increase their rates of matriculating into and completing high school. The persistence of impacts can potentially translate into gains in future productivity, consumption, inter-generational human capital accumulation and desired fertility. Lastly, there is no evidence that the program has negative spillover effects on educational outcomes of male siblings.

Abstract: Teaching patriotism is an important part of value and citizenship education in modern curricula. Beginning from the late nineteenth century, patriotic education has always been among the general aims of Turkish educational system, more specifically among the ...

This study evaluates the significance of John Dewey's 1924 visit to Turkey and the subsequent reports and recommendations Dewey prepared regarding the Turkish educational system. The study analyzes the 30 pages of reports from 1924 from both historical and contemporary perspectives. Dewey's first report addressed better teacher training and the funding of education. The second report made specific recommendations for the formation and execution of an educational plan, the development of schools as community centers, the reorganization of the Ministry of Public Instruction, the training and treatment of teachers, the redefinition of the school system, the improvement of health and hygiene issues in schools, and the improvement of discipline. The paper also includes John Dewey's essays on the Turkish state where Dewey addressed larger Turkish problems. The essays first appeared in "New Republic" and have been reprinted over the years. (EH)

The scientific, philosophical, and pedagogical foundation of the Institute of HeartMath's education initiative is based on leading-edge scientific research conducted during the past several decades on how stress and emotions impact learning and performance. It may be surprising to some to learn the critical role the heart plays in regulating the autonomic nervous system and in affecting our emotional experience. The following material provides a brief overview and explanation of these new scientific discoveries and some of their implications for education. Overview Throughout history, many cultures and spiritual traditions have shared a regard for the heart as a source of wisdom and positive emotions. Recent scientific discoveries suggest that these long-surviving associations may indeed be more than merely metaphorical. In particular, new understanding of the physiology of positive emotions and the key role played by the heart in the generation of emotional experience have exciting implications for higher-order thinking skills, learner readiness, decision making, and test-taking, as well as for social and emotional behavior. Based on this research, practical tools have been developed that enable students to self-regulate the physiological processes underlying effective learning and performance. Outcome studies show that use of these tools is associated with both academic and social-emotional improvements in students ranging from elementary to college level. A new view of emotion Research conducted throughout the past decade has challenged several longstanding assumptions about emotions. For example, psychologists once maintained that emotions were purely mental expressions generated by the brain alone. However, we now know that emotions have as much to do with the body as they do with the brain. Research has shown that neurological and hormonal signals flowing to the brain from many bodily organs and systems not only play a role in regulating physiological functions, but also influence higher brain centers involved in perception and emotional processing. 1-4 Furthermore, it appears that pertinent information is transmitted not only in the amplitude (strength or amount) of these bodily signals, but also in their rhythm and pattern. 1, 5-7 The role of the heart Although input originating from many different bodily organs and systems is involved in determining our emotional experience, recent research provides evidence that input from the heart may play a particularly important role. 3 As a primary and consistent generator of rhythmic information patterns in the human body, and possessing a far more extensive communication system with the brain than do other major organs, the heart exerts a unique and far-reaching influence on the brain and the entire body. It is now well-established that the

is a region with the highest illiteracy and the lowest percentage of children attending primary schools. According to UNESCO in 2011, 41% of adults (over the age of 15) were illiterate. 30% of the illiterate adult population were aged between 16 and 24. Primary schools are attended by only 77% of children. As a result, Black Africa is home to more than half of the children of the world who do not access primary level education. There are many reasons that cause this situation. Apart from the insufficient number of schools, Sub-Saharan Africa is one of the poorest regions in the world, which means that children are forced to work, with an estimated one in three children starting work between the ages 5-14. However, it is Cultural Barriers that are the biggest obstacle preventing access to education in Africa. There are vast cultural differences between traditional Sub-Saharan African communities and West European civilisation. School education in Africa is not, as in Europe, the continuity of the values of family upbringing. In fact, school introduces children to an unfamiliar world and values, often contradictory to their previously held family values.

This paper assesses the industrial performance and capabilities of Nigeria over the last decade. It explores Nigeria's export and production capacity, growth, structure and technological upgrading and compares it to other Sub-Saharan countries. Evidence shows that ...

Development in the 21 st century will be determined, to a large extent, by the thought, action and imagination of young people. This in turn, is shaped by the education system. This paper examines the current systems of education and analyses why they are often perceived as irrelevant. A new structure of for determining what should be taught and in what order, is proposed. The paper goes on to describe the results of several experiments conducted in the area of self-instruction. Based on observations from these experiments as well as from constructivist theory, an approach named Minimally Invasive Education is proposed and the process described. The analogy and role of self-organising systems in future education is mentioned. Introduction: Do we need a new paradigm? Human development in the 21 st century will depend on how we cope with an explosion of knowledge. We have learnt more in the last fifty years than we did in the last fifty thousand. Or so we believe. This explosion is a consequence of networking. Humanity is networking itself rapidly into a single collective consciousness. Like a beehive, or a coral reef, or even a snowflake, the whole will be greater than the sum of its parts. This then is the Gestalt of German psychologist Karl Jung. Made possible by a technology that he could never have imagined. This article is about education and the shaping of this collective SuperMind. Architects of the 21 st century The present century will be built by children born since 1980 or so. The oldest of these are in their early twenties when this article is being written (May, 2000). While these young architects of the young millennium will use the ideas and wisdom of preceding generations, much of these will not be relevant to them. It is important to realise that a lot of human experiential knowledge is no longer valid, relevant or even correct, today. These children will need to create many new paradigms and solutions to strange new problems. Imagination, creativity and lateral thinking will become the most important agents of change. And change is what the new century will be all about. Schools, classrooms and life The children who will shape the new century are being brought up in an educational environment that has remained mostly unchanged for over a thousand years. Education is "received" in schools. Schools are generally organised into classrooms, libraries, workshops, laboratories and playing fields. Instruction is given mostly in classrooms and the outcomes evaluated through examinations. Life in the 21 st century is considerably different from that in previous times. Homes are smaller, families are more mobile than ever before. As a result, most children need to change schools two or more times. Money and material success are considered the goals of modern living. As a result, students often perceive their school education to be irrelevant to their lives, now and in the future.

The use of information technology (IT) is becoming increasingly important in education. For the past two to three years, with strong governmental support, Singapore schools are making great effort to tap on the advantages IT offers in education. Between 1995 and 1996, several projects were undertaken by the Singapore Ministry of Education (MOE) to investigate the integration of IT in the curriculum. Subsequently a Masterplan for IT in Education was launched by the Minister in 1997. MSC(INFORMATION STUDIES)

It is evident that computer based learning has become an essential part of education systems. It provides animation and interactive processes that are not possible with textbooks. Not only does LabVIEW have a great impact on industry, it also dramatically affects traditional academic research and teaching. A LabVIEW-based laboratory makes researchers more productive and improves the way students learn. Rather than focusing on sometimes-tedious methods of gathering data, educators and students can focus on results and concepts. In this paper, we present an Interactive Internet application of LabVIEW in computer based teaching and learning, with emphasis on the domain of differential equations applied to physical sciences. The students' experiment component is supported with both virtual and real-time remote laboratory. The discussions include the design, implementation plan, and instructional method.

Alva, Murrugarra, and Paci examine the impact of ethnic system. To disentangle the effects of the changing system segmentation in education on educational outcomes. and economic environment, and the changes in the Between 1991 and the late 1990s, the Albanian Kosovar characteristics of the population, a Oaxaca-type population received education services in an informal decomposition is used. system parallel to the official one. Using the 2000 The results suggest that the past decade of ethnic Kosovo LSMS Survey data, the authors exploit cohort tension has claimed a substantial toll on the educational differences in exposure to the parallel system to estimate outcomes of young male Albanian Kosovars. In addition its effects among Albanian youth. The first (untreated) to declines in enrollment rates in secondary education, cohort includes individuals who entered secondary those who are enrolled are expected to complete one less education before 1991 when the "parallel" education year of education. However, secondary school system was initiated. The second (treated) cohort enrollment for girls increased during the parallel system, includes individuals who entered secondary school in the but with a sharp decline in the expected number of years last ten years under the ethnically segmented education completed. This paper-a product of the Human Development Sector Unit, Europe and Central Asia Region-is part of a larger effort in the region to examine poverty and social service delivery issues. Copies of the paper are available free from the World Bank,

Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: Auf sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. We grant a non-exclusive, non-transferable, individual and limited right to using this document. This document is solely intended for your personal, non-commercial use. Use of this document does not include any transfer of property rights and it is conditional to the following limitations: All of the copies of this documents must retain all copyright information and other information regarding legal protection. You are not allowed to alter this document in any way, to copy it for public or commercial purposes, to exhibit the document in public, to perform, distribute or otherwise use the document in public. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an. By using this particular document, you accept the above-stated conditions of use.

This study sought to ascertain the intentions of College of Education students towards the teaching profession using a questionnaire. The sample consisted of 464 students drawn from nine education majors at the College of Education at Sultan Qaboos University, Sultanate of Oman. The study revealed that while many of the students intended to join the teaching workforce, a fairly large portion did not seem to share the same interest. There is a range of internal and external factors that contribute to the positive and negative views students develop about teaching. Students' views reflected their perceptions about the status of the teacher and teaching in general. The study concluded that despite being admitted to the College of Education, student teachers were vulnerable to internal and external factors that

In 1999, the State, Territory and Commonwealth Ministers of Education, meeting as the tenth Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), agreed to the National Goals for Schooling in the Twenty-first Century. Subsequently, MCEETYA agreed to report on progress toward the achievement of the National Goals on a nationally-comparable basis, via the National Assessment Program. As part of the National Assessment Program, a threeyearly cycle of sample assessments in primary science, civics and citizenship and ICT was established. The first cycle of the National Assessment Program-Civics and Citizenship was held in 2004 and provided the baseline against which future performance would be compared. The second cycle of the program was conducted in 2007 and was the first cycle where trends in performance were able to be examined. This report describes the procedures and processes involved in the conduct of the second cycle of the National Assessment Program-Civics and Citizenship. National Assessment Program-Civics and Citizenship The civics and citizenship assessment domain was developed for the assessment in consultation with curriculum experts from each jurisdiction and representatives of the Catholic and independent sectors. The assessment domain comprised the domain descriptors for the two Key Performance Measures (KPMs) and a professional elaboration. Two Key Performance Measures were assessed: KPM 1: Civics: Knowledge & Understanding of Civic Institutions & Processes Knowledge of key concepts and understandings relating to civic institutions and processes in Australian democracy, government, law, national identity, diversity, cohesion and social justice. KPM 2: Citizenship: Dispositions & Skills for Participation Understandings related to the attitudes, values, dispositions, beliefs, and actions that underpin active democratic citizenship.

Education and the challenges of preparing quality teachers are important priorities in many countries. Singapore is no different. The success of what Singapore hopes to achieve in education depends on the quality of its teachers. Competent and effective teachers help build a strong educational system. In response to the nation's need for quality teachers, the National Institute of Education (NIE), Singapore, reviewed and enhanced their initial teacher preparation programmes in 2005. A Values, Knowledge and Skills (VSK) model listing the attributes of beginning teachers was developed to anchor the review and enhancement. This also provided first steps in developing an overarching Quality Assurance (QA) framework. The QA framework covers key aspects of programme delivery and development, from student's entry profiles to beginning teacher's competencies. The paper has two parts. Part one details the development and conceptual underpinning of the QA framework. Part two outlines the framework's structure and components.

The paper intends to increase the information and knowledge on graduates’ labour market entry and early career under post-communism. The specific purpose of the analysis is to examine gender differences with respect to two particular research questions: the length of time graduates need to enter the labour force and find a first job; the odds for becoming unemployed during the first five years spent in labour force. Data from the recent HEGESCO project (www.hegesco.org) are employed in the paper. The data collection has occurred in 2008 / 2009 and refers to those diploma holders who completed their studies five years earlier in 2002 / 2003. The project involved five nations: Hungary, Lithuania, Poland, Slovenia and Turkey. The present study deals with three former communist countries: Hungary (N=1533), Poland (N=1200) and Slovenia (N=2923). The paper provides background information on these three countries in terms of their institutional features related to the school system and the...

The paper approaches the issue of school choice in an indirect manner by investigating the effectiveness of public, private government-dependent and private independent schools in 19 OECD countries selected from the PISA 2000 survey for this purpose. In a multi-level approach we estimate these sector-effects, controlling for sociological characteristics of students and parents, school composition, teaching and learning conditions of schools and students' and principals' perception of the climate of their schools. The main explanation of the gross differences in mathematical achievement is the better social composition of private schools, both government-dependent and independent, which is a clear consequence of school choice. But our analysis also reveals that private independent schools are less effective than public schools with the same students, parents and social composition, while that private dependent schools are more effective than comparable public schools. The explanation of these remaining net differences in mathematical achievement seems to be the better school climate of private

The aim of this paper is to test whether pupils from religious 'gymnasiums' in Hungary have higher grades and a better opportunity to enter vocational college or university than comparable pupils from public 'gymnasiums'. For the first time, the effectiveness of public and religious schools in one of the former communist societies is compared. Data are from a self-administered survey among 4 th grade secondary school students in the spring of 1998. Our results clearly show that pupils from religious 'gymnasiums' in Hungary obtain higher grades and that they have more success in entering tertiary education and university. This is especially true of pupils from Catholic 'gymnasiums', but there are clear indications that the Calvinist and Lutheran 'gymnasiums' could catch up with Catholic 'gymnasiums' in the near future, if they have time for self development. The superior academic results achieved by students from religious high schools cannot be explained by the more selective social composition of these schools, higher prior school achievements or higher academic ambition. We conclude from these results that religious schools in a post-communist country such as Hungary are on average more effective than public schools. This holds not only for Catholic schools but also for Protestant schools, as in other European societies.

In this paper the effectiveness of public, private government-dependent and private independent schools in 19 OECD countries is analysed with the PISA 2000 data, which gives educational outcomes of 15-year-old students in reading and mathematics. In a multi-level approach we control stepwise for sociological and demographic characteristics of students and parents, behavioural and attitudinal characteristics of students and parents, school composition, teaching and learning conditions of schools and the school climate. Our analysis shows clearly that private government-dependent schools are more effective than comparable public schools with the same students, parents and social composition. The main explanation of this higher effectiveness is the better school climate in the former, in comparison to the latter. The different learning and teaching conditions in private government-dependent and public schools do not explain differences in the effectiveness. Our analysis also reveals that private independent schools are less effective than public schools with the same students, parents and social composition. The main explanation of their initially higher effectiveness is the better social compositions of these schools. These effects are more or less equal in these OECD countries.

Three scenarios are offered for the future of teaching. The first includes reforms such as requirements for a full liberal arts program for teacher candidates, a fifth year of professional education, a carefully supervised induction, and tests of subject-matter knowledge, professional knowledge, and performance. The second scenario examines the consequences of a continuation of today's policies for teacher education and practices that have not been effective in the past. The third scenario is drawn on a parallel with the model of the United States Army during the era when the draft existed. A permanent, relatively high-paid cadre of experienced professional teachers inducting, training, and supervising contingents of continuously changing temporary teachers. Temporary teachers would be secured through one of several plans: (1) mandated public service; (2) college loan forgiveness; (3) voluntary Peace-Corps-like teaching corps; or (4) high beginning salaries on a scale which fails to reward experience. The possibilities inherent in the final scenario are considered. (JD)

This study aimed at identifying the performance of the educational supervisor in the light of applying the knowledge economy in the education directorates of the Zarqa Governorate, Jordan. For this purpose, the researchers constructed a study instrument with 35 items distributed over four areas: (educational planning, educational management, teachers’ professional growth, and curriculum building). Its validity and reliability were verified and later distributed to the study population, which consisted of 100 educational supervisors. The researchers utilised the descriptive method for its suitability to the study nature. The study found that the performance of the educational supervisor, in the light of applying the knowledge economy concept in the education directorates of the Zarqa Governorate, was medium. Furthermore, there were no statistically significant differences of the effect of the experience and directorate variables on all the study areas. Finally, the researchers made r...

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This article examines the development and ultimate demise of the Ultranet, a major ICT infrastructure project in the education system of the Australian State of Victoria. The case is interesting as it was a very large project, intended for 1500 schools and funded to $180m (Au). The study traces the design and implementation of the project as a socio-technical innovation in education. Although there are examples of how this project worked very well, its uptake was less than anticipated. The study found that potential benefits from a very large project like this can be nullified by a number of factors including: change in sponsorship of the project, an over emphasis on security concerns, failure to enrol crucial stakeholders and a naive assumption by technologists that technology with potential benefits will always be accepted. The study also found that technology projects must be delivered where a need exists and one that, most importantly, is recognised by the stakeholders. This will also be the case in other education systems around the world. If resources are not to be wasted the problem must be clearly identified and its need accepted before a solution is proposed. The Victorian Government finally abandoned the Ultranet in June 2013.

This paper examines reasons for poverty among women and the failures of educational, government, and private sector organizations alone to address the problem. It suggests that collaborative learning in adult education and training programs provides contextualized job knowledge and changes conditions that perpetuate poverty. It examines partnerships with government and Non-Government Organizations that have reduced poverty and commends models that combine education with social and organizational interventions to produce lasting change.

Knowledge transmission in post-secondary education is shaped by a variety of macro and micro influences ranging from the educational system, to the institution, the instructors and the students. The major classroom actors are the instructors and the students whose relations are formed by their historical and current contexts both in the private and public sphere through cultural and social themes. Teachers, representing dominant culture themes, predominantly control the format and transmission of knowledge without elucidating (or being critically aware of) its interior structures, so that students do not have equal access to success given their differing levels of preparedness to interpret the educational codes. Teachers construct templates, or meaning bases, from which they understand how the information is constructed. These templates are developed within the larger components of culture-identity, values and the system of education. The teacher templates include academic and social attitudes and expectations towards learning which shape their interpretations of what occurs/should occur in the classroom. In order to provide students with equal access to education, instructors need to explain the steps necessary for adequate knowledge transmission encoded in the templates, or meaning bases, from which they teach. iii Acknowledgements: I would like to thank the many people who made this thesis possible: Drs. Preston, Feit and Warry-without their support and encouragement I would not have been able to develop my ideas to the level which I did.

Knowledge transmission in post-secondary education is shaped by a variety of macro and micro influences ranging from the educational system, to the institution, the instructors and the students. The major classroom actors are the instructors and the students whose relations are formed by their historical and current contexts both in the private and public sphere through cultural and social themes. Teachers, representing dominant culture themes, predominantly control the format and transmission of knowledge without elucidating (or being critically aware of) its interior structures, so that students do not have equal access to success given their differing levels of preparedness to interpret the educational codes. Teachers construct templates, or meaning bases, from which they understand how the information is constructed. These templates are developed within the larger components of culture-identity, values and the system of education. The teacher templates include academic and social attitudes and expectations towards learning which shape their interpretations of what occurs/should occur in the classroom. In order to provide students with equal access to education, instructors need to explain the steps necessary for adequate knowledge transmission encoded in the templates, or meaning bases, from which they teach. iii Acknowledgements: I would like to thank the many people who made this thesis possible: Drs. Preston, Feit and Warry-without their support and encouragement I would not have been able to develop my ideas to the level which I did.

The design of embedded real-time systems requires skills from multiple specific disciplines, including, but not limited to, control, computer science, and electronics. This often involves experts from differing backgrounds, who do not recognize that they address similar, if not identical, issues from complementary angles. Design methodologies are lacking in rigor and discipline so that demonstrating correctness of an embedded design, if at all possible, is a very expensive proposition that may delay significantly the introduction of a critical product. While the economic importance of embedded systems is widely acknowledged, academia has not paid enough attention to the education of a community of high-quality embedded system designers, an obvious difficulty being the need of interdisciplinarity in a period where specialization has been the target of most education systems. This paper presents the reflections that took place in the European Network of Excellence Artist leading us to...

Village Development Committee WFP World Food Programme We would like to express our appreciation to Louise Banham, Permanent Delegation to the European Union in Nepal for commissioning the study and for her full support, including participation in stakeholder consultations and fieldwork. We are also grateful to the UK Department for International Development (DFID) and European Union (EU) for funding international consultants and to UNICEF for funding national consultants. In the Far-West and Mid-West we gratefully acknowledge provision of transport by the World Food Programme (WFP), facilitated by Pramila Ghimire in Kathmandu, and in the West and Eastern Terai, we acknowledge support from Rural Reconstruction Nepal (RNN). We would also like to acknowledge the local consultants Yogendra Bijukchhen, Shradha Rayamajhi and Biswo Ulak for their support during the field work. We are especially grateful to all those we met during the course of the study who gave generously of their time to provide us with insight into the issues and dynamics currently influencing the development of the education system in Nepal. SUMMARY OF RECENT POLITICAL HISTORY 11. The Maoist political group withdrew from democratic politics in 1996 and launched a 'People's War' starting from remote rural areas and drawing on the grievance of very poor and excluded people, including a high proportion of women. By 2006 the situation had reached a stalemate in which the Maoists largely controlled the rural areas and the government held the towns. The Comprehensive Peace Agreement led to a new interim Constitution and election of a Constituent Assembly tasked with drawing up a permanent Constitution. The Maoists emerged as the strongest political force but without an overall majority. The monarchy had become unpopular following a 'royal massacre' in 2001 and was abolished but the three main political parties have not been able to provide stable government. Instead, short-term rent-seeking and patronage politics have increased.

PurposeConstruction is a complex process which requires the co‐ordination of and co‐operation between stakeholders. Most construction projects require the skills and services of various built environment disciplines and the effective integration of these skills determines the success of the project. However, built environment students continue to receive discipline‐based education. Construction shapes the built environment; therefore knowledge and understanding, to varying degrees of depth and complexity, of an array of subject areas are one required to suitably equip entrants into the built environment arena. Furthermore, the outdated education system is challenged by academics, built environment practitioners, and media reports. The purpose of this study is to question the suitability of built environment tertiary education in terms of current trends, technologies and practices.Design/methodology/approachA questionnaire developed from literature related to the diverse content, app...

Superior, Ciencia y Tecnología (MESCYT) ha generado un amplio debate en el ámbito educativo y jurídico dominicano. Este artículo analiza las implicaciones legales, administrativas y educativas de dicha propuesta bajo el marco de la Constitución Dominicana de 2024. Se argumenta que la

The modern scientific and methodical approaches to the study and analysis of professional competence that are in line with the state requirements for reforming education and the tendencies of introducing a competent approach as one of the key factors of today's vocational education are analyzed. The emphasis is placed on the fact that implementation of the competence approach should include the use of professional training of real professional tasks with the orientation of future professionals to analyze the results of their own professional activities and decisions. The basic principles of professional training of future managers of economic security are determined. It has been established that the professional training of future managers of economic security should be carried out on a modular basis.

Las evaluaciones nacionales e internacionales se han convertido en elementos centrales para asegurar la calidad y mejorar la educación. Aunque la evaluación genera una información valiosa solo se convierte en feedback cuando es utilizada para reducir la brecha existente ente el nivel actual y el nivel de referencia que se pretende alcanzar. Por ello, lo importante no es tanto la información que produce la evaluación como lo que se hace con esa información. El presente trabajo efectúa una revisión del tratamiento dado a la evaluación general del sistema educativo español en las leyes educativas. A partir de un análisis crítico, se propone y justifica un modelo evolucionado, con respecto a los anteriores, que se apoya en los siguientes criterios básicos: un enfoque formativo, una función diagnóstica, una dimensión de responsabilidad, una aproximación multinivel, un análisis competencial y un principio económico.

The present paper introduces a new indicator of educational inequality, the grade distribution ratio (GDR), focusing on levels of grade repetition and drop out rates in primary and secondary education. The indicator is specifically suitable to evaluate the distributive implications of expanding educational systems in developing countries. A comparative analysis of grade enrollment distributions across 92 developing countries from 1960 to 2005 reveals that the decline in educational inequality has been substantial and wide spread since 1960, but that progress has slowed down in the last two decades. Latin American countries were characterized by very large initial levels of educational inequality, but contrary to other developing regions continued to equalize their grade enrollment distribution in the last two decades.

В статье рассмотрена имплементация компетентностного подхода к подготовке специалистов по управлению проектами с помощью гармонизации учебных программ высшего образования подготовки и переподготовки специалистов в сфере управления проектами в соответствии с международными требованиями к компетенции проектных менеджеров.

Au terme de ce travail de recherche, je tenais à remercier particulièrement l'Institut de Recherche pour le Développement et le Campus Franco-Sénégal qui m'ont octroyé une bourse d'études pour ma formation au Master ADEPP. Je remercie le corps administratif de l'École nationale de la Statistique et de l'Analyse économique Pierre Ndiaye (ENSAE) et le corps administratif de l'Université Paris Dauphine-PSL pour le cadre de la formation. Dans le même sillage, je remercie particulièrement monsieur Idrissa DIAGNE, Directeur de l'ENSAE ; monsieur Ndiouma FAYE, Responsable du master ADEPP à l'ENSAE ; Dr Sandrine Mesple Somps, chargée de recherche à l'IRD ; monsieur Jean-Marc SIROEN de l'Université Paris-Dauphine-PSL et l'ensemble des enseignants qui sont intervenus lors des différents cours de l'année académique 2022-2023 au Master. Mes remerciements sont aussi adressés au Directeur général de la Planification et des Politiques économiques (DGPPE), docteur Mouhamed Bamba DIOP, pour l'accueil et les conditions favorables de stage qui ont été mises à ma disposition. Un merci particulier à mon encadreur professionnel, monsieur Papa Baïdy SY, chef de la Division Planification sectorielle et Évaluation et l'ensemble de l'équipe de la DPSE/DGPPE pour la convivialité et le partage et à mes encadreurs académiques, Dr Sandrine Mesple Somps et Monsieur Ndiouma FAYE. Je remercie également mes camarades de promotion du Master ADEPP, ainsi que les élèves Ingénieurs Statisticiens Économistes qui ont apporté des suggestions et critiques constructives pour la rédaction de ce mémoire. À tous ceux qui ont voulu relire ce document, je vous dis merci. Je remercie enfin, ma mère Mariama BA, ma cousine Mame khary DIOP et son mari, Professeur Ousmane THIAW, ma famille d'accueil à Mamelle (Dakar) et mon grand frère Mouhamed Dial DABO ainsi que toute ma famille.

A typical problem experienced by Computer Application Technology (CAT) learners in mainly township and rural schools is that they do not have access to textbooks out of the classroom. The most common scenario is that these learners have access to textbooks during lessons, but then the books are left behind in class to be shared with other learners. This problem is made worse by the fact that these learners usually also have very little access to computers. Similar problems are experienced regarding the teaching of Mathematics. This paper mainly reports on a mobile instant messaging application that was developed at the Nelson Mandela Metropolitan University, aimed at assisting CAT learners with a glossary of terms related to computers and related technologies. Furthermore, other mobile applications, developed at NMMU to assist learners, are discussed. The paper highlights, from the different usage data, the popularity and effectiveness of such applications. After investigating the issues that need to be addressed for such applications to be really effective and useful, suggestions for future work are made.