Relevant bibliographies by topics / Aims And Objectives Of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Aims And Objectives Of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Aims And Objectives Of Education"

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Sheikh, Sajid, and Muhammad Ali. "Al-Ghazali’s Aims and Objectives of Islamic Education." Journal of Education and Educational Development 6, no. 1 (May 20, 2019): 111–25. http://dx.doi.org/10.22555/joeed.v6i1.2033.

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Cowley, James. "Aims and Behavioural Objectives of an Education Programme." Australian Drug and Alcohol Review 5, no. 1 (January 1986): 87–90. http://dx.doi.org/10.1080/09595238680000221.

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WANG, Yinmin, and Naofumi MASUMOTO. "The aims and objectives of Olympic Education in China." Journal of the Philosophy of Sport and Physical Education 29, no. 2 (2007): 109–23. http://dx.doi.org/10.9772/jpspe1979.29.109.

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Shin, Hyun-Kwang. "A Research on Aims and Objectives of Christian Education." Theology and Praxis 70 (July 30, 2020): 273–97. http://dx.doi.org/10.14387/jkspth.2020.70.273.

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Kolomiiets, S., and Y. Tikan. "Aims and objectives of modern higher education in innovative dimension." Theoretical and Methodical Problems of Children and Youth Education, no. 23-1 (2019): 186–99. http://dx.doi.org/10.32405/2308-3778-2019-23-1-186-199.

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Shin, Hyunkwang. "A Study on the Aims and Objectives for Christian Education." Theology and Praxis 44 (May 30, 2015): 329–58. http://dx.doi.org/10.14387/jkspth.2015.44.329.

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HATA, Takayuki, and Takuro ENDO. "Aims and objectives of phisical education in institutions of higher learning." Journal of the Philosophy of Sport and Physical Education 14, no. 1 (1992): 25–34. http://dx.doi.org/10.9772/jpspe1979.14.25.

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KAZEPIDES, TASOS. "On Educational Aims, Curriculum Objectives and the Preparation of Teachers." Journal of Philosophy of Education 23, no. 1 (July 1989): 51–59. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00624.x.

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Asmawi, Muhammad Rosul. "LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES." Perspektif : Jurnal Ilmu Administrasi 1, no. 2 (November 6, 2019): 122–33. http://dx.doi.org/10.33592/perspektif.v1i2.540.

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This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.
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Ali, Muhammad Abid, and Suhailah Hussien. "Iqbal’s Inferences from the Qur’an: Objectives of Education for Developing the Individual Self." Journal of Education and Educational Development 4, no. 2 (November 14, 2017): 321. http://dx.doi.org/10.22555/joeed.v4i2.1357.

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The Islamic Republic of Pakistan won its independence seventy years ago, yet its education system continues to be secular. If one of the main aims of education is to prepare the young generation for achieving national objectives, it is but imperative for Pakistan to design an education system from the Islamic perspective. Since Muhammad Iqbal is considered to be the ideologue of Pakistan and we find quite inclusive guidelines for developing a framework for an Islamic education system in Iqbal’s writing, it is imperative to explore his literature dealing with education. Two of his analogies Asrar e Khudi and Ramuz e Bikhudi are such works where we find Iqbal providing us with exhaustive recommendations for the same. The aims and directives for achieving goals of education were extracted from these two anthologies by employing qualitative method analysis and using hermeneutics approach under the supervision of a specialist on Iqbal. The results reveal that Iqbal’s concept and methodology of the development of self or individuality conformed to the approach of modern critics of contemporary education, who claim that the prevalent system is at odds with the natural human faculty of creativity.
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Dissertations / Theses on the topic "Aims And Objectives Of Education"

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Speyer, Elizabeth C. "Teacher evaluation systems in four school boards." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63876.

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Coombs, Charlotte Rosalind Compton. "Toward a conception of educational leadership." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29233.

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The question which animates this thesis is the extent to which study of extant leadership theory and research is relevant to the fostering of educational leadership. Because this question cannot be answered without an adequate account of leadership in education, the thesis develops a conception of educational leadership and assesses the relevance of the leadership literature in light of that conception. The foundations upon which this conception of educational leadership is built are as follows: (1) the ordinary language meaning of "leadership," (2) the ideals fundamental to a liberal, democratic society, and (3) our ideal of the educated person. Conceptual analysis of "leadership" reveals that it is used both descriptively (to denote positions) and normatively (to rate something positively). The normative use spans a continuum of standards from weak to strong. Weak-normative leadership is ascribed according to the extent to which a leader has been able to influence others to pursue a goal. Strong-normative leadership is ascribed according to the extent to which the leader's ends and means are worthwhile. It is argued that, in general, people who want educational administrators to exercise leadership want strong-normative leadership, i.e., they want administrators to envision worthwhile goals and to use morally appropriate means to influence their colleagues to pursue these goals. Thus, the sense of leadership upon which the conception of educational leadership is based is the strong-normative sense. The ideals taken to be fundamental to a liberal democracy are: (1) equal respect for persons, (2) use of intelligence in problem solving and promoting change, (3) cooperation and pooled experience in setting values and solving problems, and (4) respect for individual rights. The ideal of the educated person is characterized in terms of the acquisition of worthwhile knowledge through means which respect rational autonomy. A conception of educational leadership compatible with these ideals is explicated and defended. Rival conceptions of educational leadership are examined. It is argued that the conception of educational leadership developed here is preferable to its rivals in that it incorporates their strengths and avoids many of their weaknesses. Leadership theory and research are examined and shown to be generally incompatible with the conception of educational leadership explicated and defended in this thesis, and with the ordinary language concept of leadership. The thesis concludes that it is probably not appropriate to make such theory and research the central component of courses which aim to foster or improve the exercise of educational leadership; rather, study of works which attempt to clarify and justify educational goals and means would seem to be more promising.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Fung, Tak-chuen Daniel, and 馮德全. "Using indicators in evaluating the implementation of educational aims: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958655.

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Bardis, Jim N. D. "Ex pede Parmenidem : an inquiry into bottomless things." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22559.

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In this thesis this writer explores first-hand via a participative hermeneutics from an objective idealist perspective the relationship between consciousness, language and the world by reconstructing the seminal philosophy contained in the fifth century poem of Parmenides of Elea--first, in dialogue format, secondly through an essay in which two men, one last and one higher, are each respectively de- and reconstructed for the purpose of indicating, in that final section of the essay, how they each define their own paradigm of education in comparison to M. J. Adler and Carl Rogers.
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Bosch, Marieke M. "Living the great mythic questions : an exploration of the inspirited school where narrative and authenticity intersect." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29495.

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This thesis is a reflection on the importance of the inspirited school and the value of living the great mythic questions. I am suggesting that we are living in a mythic and spiritual crisis that stems from an education informed by an uninspiring myth. While our traditional pedagogical aim has been to further the education of students, to develop their minds into keen and sharp tools capable of contributing to our economic society, we have forgotten to ask what that means exactly: what does it mean to be educated? Through an exploration of the roles spirituality, authenticity, and narrative play in education, this thesis proposes a vision of the inspirited school providing a rich alternative to the present myth. With authenticity as the goal of inspirited education, narrative and the writing process are the means by which to achieve this goal.
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Killingsworth, Scott Adamson. "Learning orientation : college climate antecedents, development-related outcomes, and malleability." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28981.

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St, Clair Sean William. "The Instructional Objective Writing Assistant (IOWA) : addressing the need for learning objectives in the engineering classroom." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/19325.

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Halwachi, Abdul Jalil Hassan. "Higher education institutions in the Arab states : a study of objectives and their achievement." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/1914.

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Over the last two decades more attention has been paid by the governments of developed and developing countries to the role of higher education in general and universities in particular. Their major concern is the growing demand for higher education and the growing expenditure of that sector. These two reasons led to an inquiry into the role of higher education institutions, their objectives and their effective use of the resources allocated to them. The need to achieve better understanding and definition of the role of higher education institutions and effectiveness requires better understanding of the institutional objectives and their measure of achievement by the various constituencies involved in the institutions' activities. This study aimed to investigate the different objectives and to examine the appropriateness and degree of achievement of measures of a set of institutional goals in four Arab Universities. The study approach used included a literature survey of studies conducted on higher education institutions in Europe, North America and the Arab States and the collection of data by a questionnaire. The population sample represents administrators and faculty members in the four Arab Universities. Mean scores were used to generate the ranking of the objective areas, in terms of their perceived preferences among the four universities and among the respondent groups. Also, the analysis of variance technique was used to ascertain which of the objective areas and their measures received divergent views among the four universities and among the respondent groups. The analysis of variance technique was followed by Duncan's New Multiple Comparison test to identify pairs of factors which differ significantly, to help in the interpretation of the findings. The study revealed that there were differences in respondent ratings of the objective areas, their measures and degree of achievement among the four universities but not among the different respondents categories. The findings of the study provided the conclusion that: only in some objective areas were priorities perceived differently by the universities and by respondent groups; homogeneity exists among the respondent groups on the appropriateness of the measures and the degree of achievement of these measures; close correlation appears to exist between the ratings of the objective areas and their associated measures; and, finally, there was consensus among the respondents that all universities were performing poorly on the most highly rated objective areas. The results and conclusions of the study were utilised to draw up some recommendations which might be useful to decision-makers in achieving their institutional objectives.
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Teoli, Roberto. "Myth, the body and wholeness : towards a more holistic conception of education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29523.

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The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)
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Wilson, Fuge Blythe Ariana. "Confluent education: Curriculum developed to create connections for students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3334.

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The purpose of this project is to develop a confluent interdisciplinary unit for use by other teachers. Confluent education focuses on teaching the affective and cognitive domains in a seamless approach in which the education of both domains are part of the objectives in the lessons. Includes lesson plans.
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Books on the topic "Aims And Objectives Of Education"

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National Association for Environmental Education. Environmental Education: [NAEE aims and objectives]. Walsall: National Association for Environment Education, 1992.

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Wringe, C. A. Understanding educational aims. London: Allen & Unwin, 1988.

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Pratap, Singh Bhanu. Aims of education in India. Delhi: Ajanta Publications (India), 1990.

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S, Kendall John, ed. The new taxonomy of educational objectives. 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

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F, Soltis Jonas, ed. Curriculum and aims. 5th ed. New York: Teachers College Press, 2009.

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On education. New York, NY: Routledge, 2006.

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Education, monde d'espérance. Lyon: Chronique sociale, 1988.

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What is education? Chicago: University of Chicago Press, 2012.

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Saxena, Jyotsna, R. P. Karmyogi, and Y. K. Gupta. Value based education in society and holistic approach in education. New Delhi: Anamika Publishers & Distributors, 2009.

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Objectives and perspectives in education: Studies in educational theory, 1955-1970. London: Routledge, 2007.

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Book chapters on the topic "Aims And Objectives Of Education"

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Mehay, Ramesh, Judy McKimm, Mark Waters, Damian Kenny, and Anna Romito. "Powerful Hooks – aims, objectives and ILOs." In The Essential Handbook for GP Training and Education, 34–44. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781846197918-6.

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Veraksa, Nikolay, and Sonja Sheridan. "Overview of the book and a statement of its aims and objectives." In Vygotsky’s Theory in Early Childhood Education and Research, 3–8. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098203-1.

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Bhardwaj, Rajni M. "Aims and Objectives." In Control and Prediction of Solid-State of Pharmaceuticals, 29–30. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27555-0_2.

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Iftimescu, Simona, Georgeta Ion, Carmen Proteasa, Romiţă Iucu, Elena Marin, and Mihaela Stîngu. "Closing the Circle: Research and Policymaking in Education." In European Higher Education Area: Challenges for a New Decade, 323–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_21.

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Abstract This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.
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McCall, Theo D. "Positive Spirituality." In The Palgrave Handbook of Positive Education, 581–608. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_23.

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AbstractPositive spirituality is about acknowledging the personal spiritual growth that can occur through the use of some techniques from positive psychology. Contemporary educational philosophy within secular government educational departments rarely, if ever, addresses the notion of a spiritual life within educational institutions. Religious schools, on the other hand, usually include prayer and spirituality at the foundation of their educational aims. There is a clear disconnection between the two systems in this respect. Positive spirituality potentially provides a bridge between these two systems, bringing a focus on a broad notion of spirituality to otherwise secular government/public systems, and scientifically validated approaches to potentially narrowly focused religious schools. For instance, meditative techniques, relaxation, and physical stillness can help bring spiritual awareness to the fore, and in the process highlight a connection to something larger than oneself—the very goal of all mystics and a noble educational objective as teachers strive to inspire a greater sense of meaning and purpose in their students.
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van der Ham, Vanessa. "Formulating your aims and objectives." In Analyzing a Case Study, 29–30. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-56621-8_7.

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Mikulec, Borut, Alex Howells, Dubravka Mihajlović, Punia Turiman, Nurun Najah Ellias, and Miriam Douglas. "National qualifications frameworks as a policy instrument for lifelong learning in Ghana, Malaysia and Serbia." In International and Comparative Studies in Adult and Continuing Education, 81–98. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.06.

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The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global con-texts—Ghana, Malaysia, and Serbia—fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite dif-ferences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they rein-force a vocational perspective of RPL, lifelong learning, and adult education.
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"Aims and objectives." In Supervision in Teacher Education, 46–59. Routledge, 2002. http://dx.doi.org/10.4324/9780203472583-4.

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"Aims and Objectives (Outcomes)." In Engineering Education, 19–52. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2006. http://dx.doi.org/10.1002/0471744697.ch2.

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"AIMS AND OBJECTIVES." In Routledge Library Editions: Education and Multiculturalism, 291–307. Routledge, 2018. http://dx.doi.org/10.4324/9781315160306-33.

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Conference papers on the topic "Aims And Objectives Of Education"

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Heywood, John. "Screening curriculum aims and objectives using the philosophy of education." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720417.

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Arroyo-de Dompablo, Elena M., and María José Ibáñez-González. "Analysis of two Leveling Courses in Chemistry: objectives, methodology, assessments and future prospects." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7929.

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The purpose of this report is to analyze different aspects of two levelling courses in Chemistry, offered to entry-levels students in the Degree in Geology (Universidad Complutense de Madrid) and in the degree in Agricultural Engineering (Universidad de Almería). We comparatively analyze the motivations for offering the course, its aims and objectives, the course design and finally the methodology ans assessments of the course in both universities. The assessment of the learning process is done through quizzes at the beginning and at the end of the courses. Voluntary and anonymous surveys show that the students are very satisfied with the courses. In the future, the aim is to improve the learning methodology in order to achieve greater student motivation
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Box, Ilona. "Applying Educational Research to Improve Teaching and Learning in Information Systems." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2443.

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Universities need to respond to a change in student profile from the traditional academically committed student to a student who seeks a qualification for a job. This study reports on the application of educational research to the redesign of a single subject (or course). The aims were to engage students in deep learning; increase a learner's responsibility for learning; and encourage better study practices; improve teaching and subject objectives, and authenticate and validate the assessment method. Statistical results presented indicate that the aims were to some extent achieved. Several further improvements and research are identified.
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.

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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Pinto, Joana Carneiro. "TELECAREER: ANTECEDENTS AND CONSEQUENCES OF STRATEGIC CAREER BEHAVIOURS ON IBERIAN TELEWORKERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end149.

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This paper aims to present the state of the art, objectives, methodology and expected results of a project that investigates the nature, causes and consequences of the use of strategic career management behaviours in an Iberian sample of teleworking adults. Specifically, our purpose is to analyze the strategic behaviours - authenticity, balance and challenge - according to the Kaleidoscopic Career Model developed by Sullivan and Mainiero (2008). The role of self-efficacy beliefs, the desire for career control, and perceived organizational support, as antecedents of those career behaviours, will be assessed, as well, as the consequences of their use on perceived career control, objective and subjective career success, and career satisfaction. The aim is to develop an explanatory model of career management for Iberian teleworkers, with implications for the design of human resource development programmes in organisational contexts. It is an innovative project on the international scenario, by the target population on which it focuses, but also by the combination of the selected career variables.
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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.
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Olszak, Celina, and Ewa Ziemba. "Approach to Building and Implementing Business Intelligence Systems." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3064.

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The article aims at describing processes of building Business Intelligence (BI) systems. Taking the BI systems specifics into consideration, the authors present a suggested methodology of the systems creation and implementation in organisations. The considerations are focused on objectives and functional areas of the BI in organisations. Hence, in this context the approach to be used while building and implementing the BI involves two major stages that are of interactive nature, i.e. BI creation and BI “consumption”. A large part of the article is devoted to presenting objectives and tasks that are realised while building and implementing BI.
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Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Safieh, Joseph, Peter P. De Regge, and Ryoko Ksuumi. "Nuclear Disciplines in Response to Industry and Regulatory Needs Through the European Nuclear Education Network Association." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75275.

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The European Nuclear Education Network (ENEN), established through the EU Fifth Framework Programme (FP) project, was given a more permanent character by the foundation of the ENEN Association, a nonprofit-making body pursuing an instructive and scientific aim. Its main objective is the preservation and the further development of higher nuclear education and expertise in the nuclear fields. This objective is realized through the cooperation between European universities involved in education and research in nuclear disciplines, nuclear research centers and the nuclear industry. This paper describes the history and structure of the ENEN Association and elaborates on the objectives and activities of its five committees during the first five years of its existence.
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Karymshakov, Kamalbek, and Burulcha Sulaimanova. "The Education-Job Mismatch Determinants Among Youth of Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c09.01967.

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This paper aims to examine determinants of education-job mismatch among youth in Kyrgyzstan. Analysis are based on the data School-to-Work Transition Survey (STWT) for 2013. Education-job mismatch is measured by the subjective and objective approach. Subjective approach is based on subjective self-reporting of youth whether their education match to their current employment requirements. Objective approach uses field of work according to the ISCO classification and then the required level of education for a certain position is compared to highest level of education. Determinants of education-job mismatch are identified according to objective measures. Bivariate discrete estimation technique is applied.
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Reports on the topic "Aims And Objectives Of Education"

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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Shapovalov, S. M., ed. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, November 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Lambon-Quayefio, Monica P. The Challenges of Child Labour Research: Data Challenges and Opportunities. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/acha.2021.006.

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his Rapid Review is an attempt to instigate a broader discussion on child labour by considering the various dimensions and angles associated with the phenomenon beyond the straitjacket definitions provided in most reports. Its objectives are threefold. First, it aims to determine whether re-analysis of existing data sets is likely to yield new insights into the forms, prevalence and drivers of children’s work in agriculture in Ghana. Second, it aims to provide specific guidance on how these re-analyses might be undertaken and framed. And third, it aims to determine whether any of the available data sets might be used to map the number or density of children to the main agro-ecological zones or agricultural systems. In doing this, the review describes the nature of child work in the agricultural sector, highlighting areas that have often been ignored in the literature. The conclusion offers suggestions for future research on child labour based on our renewed understanding of the broad concept of child work.
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Rost, Lucia, Amber Parkes, and Andrea Azevedo. Measuring and Understanding Unpaid Care and Domestic Work: Household Care Survey Toolkit. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6775.

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This toolkit provides guidance on using Oxfam’s Household Care Survey (HCS) methodology, which was developed by Oxfam as part of the WE-Care initiative to transform the provision of unpaid care and domestic work (UCDW). UCDW underpins all our lives yet is overwhelmingly provided by women and girls. Recognising UCDW is essential for any initiative that aims to understand and address gender inequality. The HCS is a quantitative survey tool that generates context-specific evidence on how women, men and children spend their time, how care is provided, by whom, and the main factors that affect people’s responsibilities for UCDW, such as access to care services, infrastructure and social norms. The HCS can be used to generate a baseline, or to measure the impact of a specific policy or programme. The methodology can be integrated into different projects with different objectives and adjusted for use in various contexts. The HCS toolkit is designed to be used by development practitioners, policy makers, employers, academics and researchers. Part A provides guidance for planning, collecting, analysing and using HCS data. Part B provides guidance for understanding, adjusting and using the HCS questions. Both sections should be read before undertaking the survey.
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Peters, Vanessa, Barbara Means, Maria Langworthy, Phil Neufeld, Ryan Coe, Kenneth Meehan, and Stevin Smith. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, September 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.
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Yaremchuk, Olesya. TRAVEL ANTHROPOLOGY IN JOURNALISM: HISTORY AND PRACTICAL METHODS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11069.

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Our study’s main object is travel anthropology, the branch of science that studies the history and nature of man, socio-cultural space, social relations, and structures by gathering information during short and long journeys. The publication aims to research the theoretical foundations and genesis of travel anthropology, outline its fundamental principles, and highlight interaction with related sciences. The article’s defining objectives are the analysis of the synthesis of fundamental research approaches in travel anthropology and their implementation in journalism. When we analyze what methods are used by modern authors, also called «cultural observers», we can return to the localization strategy, namely the centering of the culture around a particular place, village, or another spatial object. It is about the participants-observers and how the workplace is limited in space and time and the broader concept of fieldwork. Some disciplinary practices are confused with today’s complex, interactive cultural conjunctures, leading us to think of a laboratory of controlled observations. Indeed, disciplinary approaches have changed since Malinowski’s time. Based on the experience of fieldwork of Svitlana Aleksievich, Katarzyna Kwiatkowska-Moskalewicz, or Malgorzata Reimer, we can conclude that in modern journalism, where the tools of travel anthropology are used, the practical methods of complexity, reflexivity, principles of openness, and semiotics are decisive. Their authors implement both for stable localization and for a prevailing transition.
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Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool
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