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Relevant bibliographies by topics / Education – Aims and objectives

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Academic literature on the topic 'Education – Aims and objectives'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Education – Aims and objectives"

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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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Ajayi, Joseph Babatunde. "Revitalizing Fine and Applied Arts Education in Nigerian Schools." Advances in Multidisciplinary & Scientific Research Journal Publications 9, no. 4 (December 30, 2023): 27–34. http://dx.doi.org/10.22624/aims/v9n3p3x.

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Fine and Applied Arts Education believed to be an integral part of Vocational and Technical Education of which a nation’s ball of development rotates is suffering an embarrassing low enrolment in some of the existing higher institutions of learning in Nigeria. Based on this, the paper examined factors responsible for this ugly development and identified misconception of the subject at all levels as well as lack of knowledge of it’s in-depth value to the society as principal causes among others. It also highlighted inadequate integration of the subject into the curricular of Nigerian schools at various strata of learning despite it’s laudable objectives and improper harnessing of it’s various channels towards desired goals as part of its teething problems. The paper revealed that organising reorientation forums, widening vocational scope and establishing artists’ loan scheme among others are feasible strategies to redress the situation. It concluded that keeping the subject alive is very crucial to the sustainability of Nigeria based on its multidimensional roles and suggested among others that artists of outstanding character and proven integrity be charged with the responsibility of planning and designing a framework with which this can work effectively. Keywords: Vocational/Technical Education, Fine and Applied Arts, Tertiary Institution, Revitalization. Aims Research Journal Reference Format: Ajayi, J.B. (2023): Revitalizing Fine and Applied Arts Education in Nigerian Schools. Advances in Multidisciplinary and Scientific Research Journal Vol. 9. No. 4. Pp 27-34. . www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V9N3P3x

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Ajayi, Joseph Babatunde. "Revitalizing Fine and Applied Arts Education in Nigerian Schools." Advances in Multidisciplinary & Scientific Research Journal Publications 9, no. 4 (December 30, 2023): 27–34. http://dx.doi.org/10.22624/aims/v9n3p3.

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(Ph.D) Department of Design and Fine Arts, Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti, Ekiti State, Nigeria E-mail: ajayi.joseph@bouesti.edu.ng ABSTRACT Fine and Applied Arts Education believed to be an integral part of Vocational and Technical Education of which a nation’s ball of development rotates is suffering an embarrassing low enrolment in some of the existing higher institutions of learning in Nigeria. Based on this, the paper examined factors responsible for this ugly development and identified misconception of the subject at all levels as well as lack of knowledge of it’s in-depth value to the society as principal causes among others. It also highlighted inadequate integration of the subject into the curricular of Nigerian schools at various strata of learning despite it’s laudable objectives and improper harnessing of it’s various channels towards desired goals as part of its teething problems. The paper revealed that organising reorientation forums, widening vocational scope and establishing artists’ loan scheme among others are feasible strategies to redress the situation. It concluded that keeping the subject alive is very crucial to the sustainability of Nigeria based on its multidimensional roles and suggested among others that artists of outstanding character and proven integrity be charged with the responsibility of planning and designing a framework with which this can work effectively. Keywords: Vocational/Technical Education, Fine and Applied Arts, Tertiary Institution, Revitalization. Aims Research Journal Reference Format: Ajayi, J.B. (2023): Revitalizing Fine and Applied Arts Education in Nigerian Schools. Advances in Multidisciplinary and Scientific Research Journal Vol. 9. No. 4. Pp 27-34. . www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V9N3P3

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Dissertations / Theses on the topic "Education – Aims and objectives"

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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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Jean-Louis, Odile. "Developing learners and learning in teacher education in the Seychelles: A critical investigation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/669.

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The development of education, and specifically, 'lifelong learners', 'professional-learning communities’ and a 'learning society' is one of the priorities of the Seychelles Government. This study focused on an issue fundamental to such development: the type of teacher education required to develop future citizens of the Seychelles into lifelong learners and to lead the country into a learning society. In the Seychelles a new National Curriculum was established in 1997, but to date little research has been undertaken in teacher education and existing programmes have remained intact.

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Books on the topic "Education – Aims and objectives"

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

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Brezinka, Wolfgang. Educational aims, educational means, educational success: Contributions to a system of science of education. Aldershot, Hants, England: Avebury, 1997.

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1933-, Lawrence Ian, ed. Education tomorrow. London: Cassell, 1994.

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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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Edel, Abraham. Interpreting education. Buffalo, N.Y: Prometheus Books, 1989.

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Bruner, Jerome S., and Jerome S. Bruner. The process of education. Cambridge, Massachusets: Harvard University Press, 1999.

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Bordia, K. L. Perspectives in Indian education. New Delhi: Frank Bros. & Co., 1992.

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Book chapters on the topic "Education – Aims and objectives"

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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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Siegesmund, Richard, and Cathy Smilan. "Educational Aims, Goals, and Objectives." In Authentic Secondary Art Assessment, 20–23. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003397946-4.

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Chazan, Barry. "What Is “Education”?" In Principles and Pedagogies in Jewish Education, 13–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83925-3_3.

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AbstractAnalytic philosophy of education focuses on clarifying such key terms as: “education”, “aims”, “goals”, “objectives”, “overt curriculum”, “covert curriculum”, “null curriculum”, “pedagogical content knowledge”. The understanding of these and other concepts is critical to enable contemporary education to be regarded as a truly professional domain.

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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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Nica, Remus, and Gabriela Jitaru. "Competitive Funding for Institutional Development. The Romanian Experience Between 2016–2020." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 255–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_13.

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AbstractThe Institutional Development Fund (FDI) is a newly introduced component of Romanian institutional funding with the purpose of supporting public higher education institutions (HEIs) in their pursuit of the national strategic objectives for higher education. This policy aims to encourage universities to formulate their own answers (through institutional projects) to current higher education challenges such as equity and access for students, internationalisation, regional development, improving the quality of teaching, supporting the entrepreneurial and practical activities developed for the benefit of students, etc. Given its current form as a simple combination between objective-based funding and competitive funding, and its recent implementation at a national level, we propose an in-depth exploration of the policys results focusing on institutional activities and targeted objectives. To this aim, the paper presents the relevant results obtained by universities in the last five years of FDI implementation, the trends of HEIs institutional development (measured at the university level), as well as the direct and indirect influence these might have over the overall quality of the Romanian higher education system. At the same time, we look to identify new institutional measures in response to the actual needs of universities (in accordance with university autonomy) in order to underline new implementation directions in accordance with national policies and strategies, both in relation to funding and in relation to national goals, as well as to explore the potential of FDI funding for quality enhancement in higher education.

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Kivistö, Jussi, Janne Elo, and Michael Uljens. "National Funding of Higher Education from a Non-affirmative Perspective." In Educational Governance Research, 97–114. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55116-1_4.

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AbstractThis chapter aims to demonstrate that the non-affirmative theory of education offers conceptual tools to analyse the tension between universities´ autonomy and accountability. The autonomy of universities becomes affirmative in character when it is geared towards finding the most functional and efficient ways of reaching externally defined performance targets and thereby to implicitly affirm the norms, values and standards that the performance targets rest upon. At the same time societal accountability measures make visible what is hidden or concealed: governmental objectives in higher education and the instrumental emphasis of universities in attaining those objectives. This exemplifies that the second regulative principle of the non-affirmative theory of education always is tied to the first: the governance of education is always linked with the current idea of the role of education in society at large. The non-affirmative theory of education provides us with a view that makes this relative autonomy visible. The chapter argues that the key aspect for universities and their stakeholders today is to find an appropriate balance between instrumental and institutional approaches, accountability and autonomy as well as affirmative and non-affirmative orientations.

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Tonegawa, Yoshiko. "Education in SDGs: What is Inclusive and Equitable Quality Education?" In Sustainable Development Goals Series, 55–70. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_4.

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AbstractEducation was positioned as Goal 4 (i.e., SDG4) in SDGs. SDG4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The lack of education and the inability to read and write often limit access to information and disadvantage the livelihoods of people. From the perspective of acquiring knowledge and skills, along with developing human resources, it is clear that the elements of education are present across all 17 SDGs. In other words, education is a cross-cutting discipline that influences a variety of areas (Kitamura et al. 2014) and, as such, plays an important role in achieving all SDGs. The main objective of this chapter is to examine “inclusive and equitable quality education.” First, this chapter provides a brief overview of international trends in educational cooperation from 1945 to 2015, covering the Education for All (EFA), Millennium Development Goals (MDGs), and SDGs. It then discusses “inclusive and equitable quality education,” the core of SDG4. It specifically addresses discussions on equity, inclusion, and the quality of education. Furthermore, the quality of education is examined from four perspectives: school environment, educational attainment, learning achievement, and non-cognitive skills. This chapter also presents the case of education for children with disabilities in Ethiopia. [This chapter was written by modifying the following chapter: Tonegawa Y (2018) “Kokusai kyouiku kyouryoku (International cooperation in education)” in Yamada M (ed) Atarashii kokusai kyouryoku ron (New international cooperation theory), Revised edition, Akashi Shoten, Tokyo]

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Bande, Lindita. "Lessons from Graduation Project During COVID-19 Pandemic for Future Applications, Methods, and Tools." In Future Trends in Education Post COVID-19, 77–91. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_7.

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AbstractUnited Arab Emirates University (UAEU), located in the city of AL Ain, is a well-established institution since 1976. The department of Architectural Engineering within the College of Engineering is ABET credited. The Graduating Projects (GP) are part of this curriculum. In pre-pandemic conditions, the students had regular weekly meetings with several faculty based on the project needs. During COVID-19 pandemic, the full program went into online mode. During this change, the students, faculty, and staff had to adapt to new teaching methods in a noticeably short time. This research aims to find and highlight the lessons learned during this change to the GP. The methodology starts with the analysis of two main case studies. Case study A started in fall of 2019 and ended in the spring of 2020 (partially developed in face-to-face mode (in person, on the campus) and partially online mode). Case Study B started in the fall of 2020 and ended in the spring of 2021 (online mode). The case study analysis describes the project’s main objectives and the steps taken by the students to achieve these objectives. The methodology follows the tool analysis. Since the tool used is innovative and complex, in addition to the program, the process of learning, application, and outcomes is crucial. The pandemic’s impact on students’ psychology and productivity is the following step that helps understand how the changes in society and the extensive use of virtual tools helped the students cooperate with the situation. The results showed an improvement in the student’s skills in using advanced tools to achieve the project goal. This research is an attempt in understanding how the pandemic impacted GP work. The outcomes of this study might improve the GP program in the AE Department by integrating a hybrid approach with face-to-face meetings and online training for students to achieve the project targets with more advanced tools.

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Egglezou, Foteini. "Odyssey' Scientific Debate: Rhetoric STEM Education." In Competing, cooperating, deciding: towards a model of deliberative debate, 99–118. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-329-1.10.

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Τhe Erasmus+ KA2 Odyssey project aims at introducing debates on STEM topics in European schools for cultivating the scientific, argumentative and critical literacy as well as the communication skills of students in secondary education (13-19 years old). In Greece, the testing phase (October 2019-June 2020) involved 18 STEM educators and 126 students from 11 schools. The debate format, which combined elements of Oxford and Public Forum, aimed at making students realize that scientific ideas and practices are not absolute, objective and immutable and therefore require discussions based on convincing arguments supported by relevant and sufficient evidence. The first findings of the project were encouraging, revealing that the rhetorical turn in the teaching of science through debates is purposeful for promoting advances in the modern STEM classroom despite the barriers that hinder analogous efforts.

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Sadownik, Alicja R., and Adrijana Višnjić Jevtić. "(Re)theorisation of More-Than-Parental Involvement: New Directions and Hopes." In International Perspectives on Early Childhood Education and Development, 191–203. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38762-3_12.

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AbstractWhen engaging in the re-theorisation of parental involvement (PI), we searched for theories that would (1) embrace more-than-parents as potential collaboration partners, (2) recognise the role of the family in the child’s (educational) life, and (3) allow for the possibility of overcoming the “democratic deficit” (Van Laere et al., Eur Early Childhood Educ Res J 26(2):187–200. , 2018, p. 189), by which we mean the possibilities for families to co-create the modalities of their engagement with ECEC settings. The literature review presented in Chap. 2 mapped out the theories employed in research on PI and showed that those theories and models born out of interpretivist aims (i.e. to understand) and critical objectives (i.e. to challenge unjust power relations) have the potential to capture the increasing diversity of families and embrace the unfolding modalities of their engagement in diverse social, cultural, and material contexts. Based on the review, particular theories were chosen and explored in later chapters of this book. In this concluding chapter, we provide a theoretical overview by pointing to new directions for the theocratisation of more-than-parental involvement that are relevant to the ECEC field and the creation of sustainable futures.

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Conference papers on the topic "Education – Aims and objectives"

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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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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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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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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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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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Constantinescu, Maria. "MODELLING THE PROCESS OF EDUCATION AND TRAINING FOR MILITARY AND CIVILIAN PERSONNEL WITHIN THE CSDP." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-002.

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In the context of the dramatic changes in the European security and defence environment, the European Union needs to increase its resolve and determination in ensuring its own security and defence, both in cooperation with NATO but also on its own. The complex framework of the European security and defence, rather generic and flawed by many shortfalls, should be refined and optimized in many areas. A functioning European defence framework, regardless of its final format, can only be build on the foundations of EU institutions manned by military and civilian personnel that use the same doctrines, concepts, definitions, sets and values and mind-sets, related to the common European goals, as an addition to their national cultural values and backgrounds. This requires a decisive reform in the education and training of the personnel working in the various bodies and agencies related to the Common European Security and Defence. In this context, the use of the existent E-Education and e-Training concepts bears a significant importance in increasing the efficiency and effectiveness of this process. At the same time, a major challenge would be the necessity to integrate and correlate the educational objectives, the curricula and the newest IT@C technologies to facilitate the attainment of the desired educational outcomes. This paper aims to propose a model of analysis and implementation of a process geared towards an integrated and coordinated education and training for the military and civilian personnel involved in the CSDP framework, in order to allow the optimization of the fulfilment of the European defence and security missions and objectives.

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Belanger, Elise, Caroline Bartels, and Jinjuan She. "Challenges and Strategies in Remote Design Collaboration During Pandemic: A Case Study in Engineering Education." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-68485.

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Abstract The COVID-19 pandemic forced college education to shift from face-to-face to online instruction. This effort is particularly challenging for freshmen and sophomore students, in engineering design projects where collaborations are needed. The study aims to qualitatively understand challenges and possible strategies revealed by students in remote design collaboration through the lens of an undergraduate-level engineering design introduction class. The authors closely observed team members’ struggles and how they handled them through bi-weekly and final reflections in a semester-long project. The challenges and strategies from 11 teams (42 students) were analyzed and implications for future engineering design education were discussed. The findings provide insights to experimentations that aim to establish a successful remote learning environment that reaches core education objectives of engineering design while also helping students adapt to a geographically distributed engineering workforce in future. The study also illustrated the usefulness of reflections as a tool to capture students’ learning dynamics.

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Torres Torres, Francisco, Eva Kopecká, Núria Garrido Soriano, Helena Pechová, Santiago Silvestre Bergés, Jaromír Hrad, and Tomáš Zeman. "New tools to motivate STEM students towards early-career self-management." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1331.

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The Universitat Politècnica de Catalunya (UPC), the Czech Technical University in Prague (CTU) and the Universidade de Lisboa have recently undertaken the Engine4STEMers project, a joint initiative devoted to generating a new culture of young STEM graduates willing to assume early-career responsibilities, oriented to satisfy societal challenges. It also aims to provide guidance and motivation to help young graduates adopt early-career leadership and managerial skills. In this context, this short article describes the objectives and content of a short pilot seminar that is currently taking place at UPC and that is dedicated to the concept of service, a central educational tool of Engine4STEMers that aims to motivate students to proactively manage a successful transition from university to the labour market.

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Reports on the topic "Education – Aims and objectives"

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Chahine, Ricardo, Prince Adu Gyamfi, Nandhesh Subash, Wonsang Cho, Krista O. Kelley, Stacey L. Connaughton, and Konstantina Gkritza. Design of Educational Material and Public Awareness Campaigns for Improving Work Zone Driver Safety. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317375.

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This project aims to help improve work zone driver safety in Indiana through driver education and public awareness campaigns. The project focused on two specific objectives: (1) to design a public awareness campaign to increase drivers’ knowledge and influence positive attitudes about work zone driver safety practices; and (2) to prepare educational materials to be incorporated into driver’s education or training curriculum prior to taking driving test and getting a driver’s license issued. The campaign was informed by formative research, conducted using a survey to assess public knowledge and attitudes. Based on these results, campaign messages were designed. The team also designed an education curriculum which consists of three modules and fourteen knowledge questions. This report concludes with recommendations to INDOT for the successful implementation of the public awareness campaign and educational materials, that might be applicable to other states as well.

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Pember, Susan, Helen Tilley, Jack Price, and Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, December 2021. http://dx.doi.org/10.54454/20211216.

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To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.

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Tumbula, Samuel. Systematic review on the determining factors of school failure in the 1st year of engineering degree courses in Angola. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0111.

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Review question / Objective: What are the determining factors of school failure in the 1st year of engineering courses according to the perception of teachers and students of higher education institutions in Angola? Condition being studied: Our systematic review aims to analyze the determining factors of school failure in the 1st year of engineering courses (factors related to the teacher, student, higher education institution and educational policies). Study designs to be included: Questionnaires/Scale, interviews, focus group, case and multi-case studies, observational studies, document analysis.

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Cloney, Dan, David Jeffries, Stephanie Templeton, Ursula Schwantner, Juliette Mendelovits, Amy Berry, Syeda Kashfee Ahmed, Nicola Andrews, and Bethany Andrews. Monitoring learning in the early years. A review of early childhood assessments to support global monitoring. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-746-5.

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Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex. The United Nations Children's Fund (UNICEF) is the custodian of SDG Target 4.2. As such, UNICEF has coordinated efforts to develop an assessment that “captures the achievement of key developmental milestones of children between the ages of 24 and 59 months”. This assessment is called the Early Childhood Development Index 2030, or ECDI2030. The ECDI2030 has been in use since March 2020. While the tool provides a quick snapshot for reporting, there is room for improvement, considering the breadth of skills that are developing as children grow. This review of existing ECE assessments has been motivated by the aim of the Global Education Monitoring (GEM) Centre at the Australian Council for Educational Research (ACER) to develop appropriate definitions and to contribute to the objective measurement of skills and attributes in early childhood education. The report reviews a range of assessments, including ECDI2030, with a view to identifying how they can be strengthened. The report is intended to benefit global stakeholders in the SDG 4 agenda, national governments, practitioners, and ultimately, children.

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Haddow, Amanda, Daniel Edwards, and L. Hazelman. Sustainable Development Goal 4.b in the Pacific – A pilot study for monitoring tertiary education scholarships for development. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-739-7.

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United Nations Sustainable Development Goal (SDG) 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG 4 includes 10 targets, of which Target 4.b aims to expand higher education scholarships for developing countries. Target 4.b leverages the benefits of international education to support countries in achieving SDG 4. For host and sending countries, the exchange of students across borders shares the societal benefits produced by tertiary education (knowledge, information, innovation) (Perna et al., 2014). The modality of scholarships broadens access to high-quality tertiary education in areas necessary for locally-led development and provides opportunities for partnership and collaboration to achieve the SDGs. Although SDG 4.b makes clear the objective is to contribute to building human capital and knowledge in low- and middle-income countries, it is not explicit as to which scholarships should be included in measuring the achievement of the target (Balfour, 2016; IIE2016; Antoninis, 2018). In particular, the inclusion or exclusion of providers outside of traditional donors, such as developing countries and non-state actors like corporations and universities, is not explicit in Target 4.b (Balfour, 2016; Antoninis, 2018). The reality is that various stakeholders are implementing international scholarships for developing countries, and the breadth of this contribution to human capital development is unclear. Therefore, the approach to monitoring SDG 4.b in this pilot study aims to include a broad range of stakeholders involved in funding international scholarships. Unlike other monitoring attempts, this study not only focuses on official development assistance (ODA) from developed countries but also specifically includes contributions from developing countries and non-state actors.

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Mintii, Iryna S., and Vladimir N. Soloviev. Augmented Reality: Ukrainian Present Business and Future Education. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2673.

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The aim of the study: analysis of the current state and prospects for the development of augmented reality in Ukraine in business and education. The objectives of the study: to analyze the experience of using the augmented reality in advertising, marketing, education of Ukraine; to investigate the problems existing in this direction. The object of the study: the process of using augmented reality in advertising, marketing, education. The subject of the study: specific projects using the augmented reality in advertising, marketing, education. The used method of study was theoretical that included analysis of articles and materials of conferences on the research problem. The results of the study: nowadays, the augmented reality is used primarily in the field of advertising and marketing of Ukraine. As an example is the advertisement of Kyivstar (virtual tour around Ukraine, augmented reality quest), some of the Ukrainian companies have certain results in in this direction, for example, Augmented Pixels, Simo AR (in the development of a browser with augmented reality, the Kontramarka ticket service is implemented), Live Animations (such projects as Wonderland AR, My Yeti, Live Coloring, Gapchinska, Live Photo are already implemented). Among the problems that exist with the introduction of these technologies in education, first of all, we should note the shortage of specialists in the preparation of such educational projects and the uncoordinated actions of business and education in this direction. Main conclusions and recommendations: in order to disseminate research results it is necessary to hold thematic events of the all-Ukrainian level.

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Malhoa, Sara, Hugo Sarmento, João Lameiras, and António Rosado. Dual Careers – reconciling sporting and academic success: systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2023. http://dx.doi.org/10.37766/inplasy2023.5.0032.

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Review question / Objective: A systematic review carried out intends to carefully analyze the literature on the relationship between demographic and psychosocial determinants and the conciliation of studies with sports life. It aims to analyse, synthesize and update existing research on career management and development, namely, the dual careers of high-performance sports athletes who, at the same time, attend secondary education, starting from the research question - What is the profile of European students-athletes who simultaneously practice high performance sport and study in secondary education?. Condition being studied: The educational experience facilitates sports development and the skills trained in a sports context are transferable to the world of education and work. Being an elite athlete becomes more and more demanding as the number of training hours increases (20-30h/week) and the frequency of competitions, which has immediate implications for lifestyle and time management, requiring greater effort and commitment to fulfill your role as a student and athlete. Succeeding in both careers is highly demanding and challenging.

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Butcher, Neil, and Alison Zimmermann. Opportunities and Challenges for EMIS Implementation in the Caribbean. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005071.

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This report aims to identify relative strengths and weaknesses in Education Management Information Systems (EMIS) across the Caribbean region, as well as recommendations for improvement, by collating findings from analysis of EMIS implementation in three countries -Barbados (2022), Jamaica (2019), and Suriname (2019-20)- and a description of the Guyana EMIS. The analysis highlights three strengths across the countries analyzed: (i) use of annual school census as a data capturing tool; (ii) use of data and digital content for the management of students, learning, and teaching; and (iii) the availability of technological infrastructure in place to run the EMIS. It identifies challenges in: governance in terms of EMIS policy and design; various aspects of the collection, processing, storage, management, analysis and use of data; and access to the required physical infrastructure, equipment, technology, and internet connectivity. The document points to the need for an EMIS policy linked to ICT and education policies and to national objectives, a change management strategy, ongoing capacity building, and a closer collaboration between countries and with regional bodies, such as the Caribbean Examinations Council (CXC).

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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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