Relevant bibliographies by topics / Education – Aims and objectives – Swaziland

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

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

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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

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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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Francisco, Marian Patricia Bea, Maria Hartman, and Ye Wang. "Inclusion and Special Education." Education Sciences 10, no. 9 (September 7, 2020): 238. http://dx.doi.org/10.3390/educsci10090238.

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The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.
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Dissertations / Theses on the topic "Education – Aims and objectives – Swaziland"

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Pereira, Liphie. "A critical realist exploration of the implementation of a new curriculum in Swaziland." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003365.

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This study offers an in-depth exploration of the conditions from which the implementation of a curriculum called the International General Certificate of Secondary Education (IGCSE), later localised into Swaziland General Certificate of Secondary Education (SGCSE), emerged and the constraining and enabling conditions for the implementation of the new I/SGCSE curriculum. It derives its theoretical foundation from Roy Bhaskar’s critical realism and Margaret Archer’s concept of analytical separability. The study therefore offers explanations about the curriculum change and its implementation that are based on how structural, cultural, and agential mechanisms operating at a deeper level of reality (the intransitive layer of reality or the domain of the real) and existing independently of what we see, know or believe of them (the transitive layer of reality or domains of the actual and empirical) interacted to condition the emergence of I/SGCSE and the way it is implemented. I conduct a critical discourse analysis of relevant literature, I/SGCSE documents and interview data in order to identify those mechanisms that were cultural and also those that were structural and agential. Bernstein’s concepts of classification and framing are used to analyse observation data in order to explore the influence of these mechanisms on the teaching practices of the teachers who took part in the study. Analysis of the data suggests that the change from General Certificate of Education Ordinary Level (GCE O-level) to I/SGCSE was conditioned by inconsistencies between the cultural and structural mechanisms of the Swazi context. Many of the cultural elements of the Swazi context such as the discourses of good citizens, of competitive advantage, and of quality education draw from global discourses which view relations between people from a postmodernist position and therefore support weakly classified and framed pedagogic practices. In contrast, the discourse of morality and many of the structural elements of the Swazi context, such as the pre2006 education system and the Tinkhundla government system, all view reality from a modernist position, therefore supporting strong relations of power and control. The cultural system therefore exerted more influence in conditioning the change from the strongly classified and framed GCE O-level curriculum to the weakly classified and framed I/SGCSE curriculum. Furthermore, the analysis of interview and observation data suggests that inconsistencies between the global discourses and the discourses and structures that teachers confront in their day-to-day lives, together with the decisions teachers made in response to structural constraints, created constraining conditions for the change from GCE O-level to I/SGCSE. The study adds to knowledge on curriculum change and implementation through insights into the enabling and constraining effects of mechanisms operating at a deeper level of reality on curriculum-change decisions and on the ability of teachers to implement curriculum changes. The focus on the deeper level of reality may therefore contribute towards emancipatory knowledge which could be used not only by the Ministry of Education and Training and teachers in Swaziland but also elsewhere to inform future planning, decision making, and practice in relation to curriculum change and implementation.
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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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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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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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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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Felix, Alan Alistair. "Dominant pedagogies used in three rural geography primary school classrooms in the west coast district." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.
The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.
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Books on the topic "Education – Aims and objectives – Swaziland"

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

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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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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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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 – Swaziland"

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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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"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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"Aims and objectives." In Problems in Primary Education (RLE Edu K), 31–44. Routledge, 2012. http://dx.doi.org/10.4324/9780203138656-9.

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Bastide, Derek. "What Are We Trying To Do: Some Aims and Objectives." In Religious Education 5–12, 6–15. Routledge, 2018. http://dx.doi.org/10.4324/9780429030741-2.

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"What are we trying to do? Some aims and objectives." In Teaching Religious Education 4-11, 25–31. Routledge, 2006. http://dx.doi.org/10.4324/9780203464175-10.

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Toraman, Cetin. "Objectives and Learning Outcomes." In Assessment Tools for Mapping Learning Outcomes With Learning Objectives, 1–13. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4784-7.ch001.

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Why do we educate students? Education is a set of planned, scheduled, and specific activities. An entrance is made at the beginning of the chapter in order to ensure that the readers perceive that the education is carried out for certain goals. How do the goals in education come to be expressed? They are formulated as aims, goals, objectives. When planning the education, it is seen that the objectives are expressed under different concepts. These can be expressed as aims, goals, and learning objectives. In order to prevent the reader from getting lost in these different goal expressions, these types of goals should be explained in a comparative way. How are objectives classified? Is it more functional to try to take and use them directly after the objectives have been expressed, or should we classify the objectives around certain criterion? Which option gives us more leads? In this chapter, classifications made by Bloom, Anderson, and Krathwohl, and other taxonomies will be mentioned. What should be considered when expressing objectives?
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Kalogiannidou, Anastasia, Georgia Natsiou, and Melpomeni Tsitouridou. "Robotics in Early Childhood Education." In Handbook of Research on Using Educational Robotics to Facilitate Student Learning, 402–23. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch016.

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Robotics is a very promising tool and a highly innovative field that brings a new dimension in educational settings. Educational robotics is recognized as a valuable means for cultivating 21st-century skills, having the potential to promote learning, cognitive and social development, and preschoolers' engagement with STEM topics in a playful way. Nevertheless, the absence of a well-articulated pedagogy of teaching robotics and with robotics impacts the clarity of its guidelines, scope, and objectives. There is a lack of frameworks for teaching robotics in early childhood education, especially one that includes objectives and teaching methods in a balanced way. This is the challenge that the current chapter aims to address: to outline the initial orientations of a framework that includes educational robotics objectives and appropriate teaching methods for early childhood education.
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Conference papers on the topic "Education – Aims and objectives – Swaziland"

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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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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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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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Mastrantoni, Claudia, and Martina Mazzarello. "Vegetable gardens for educational purposes: a specific toolkit for didactic contexts." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8194.

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The paper reports on how urban agriculture, as a sharing system, is becoming a way to increase aggregation, grouping, relationships in a local context, which could turn into an educational and emotional resource within the urban context. This paper will examine the design of community gardens within semi-public spaces in didactic context (schools, associations, learning spaces). One of the research objectives is to improve the quality of urban landscapes by answering citizens’ need for social interaction and fostering the role that community plays in it. Through co-design sessions with different communities related to specific schools, the design output aims at the creation of a systemic space made by a vegetable garden and his convivial spaces. This would strengthen internal local connections, and trigger positivity and better learning performances among users. The expected result is a set of design tools and guidelines that allow these realities to deal with the creation of vegetable gardens by defining the layouts, the functions and the experiences.
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7

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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Pereira, Fernando, Cláudia S. Costa, Inês Barbedo, João P. Almeida, Juliana Almeida-de-Souza, Paula Cabo, Pedro Rodrigues, Rui Ferreira, Vera Ferro-Lebres, and Ville Kairamo. "Demola Co-creation Approach: The Students´ Perspective." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13090.

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On the wings of New Public Management (NPM) and the Bologna Process, Higher Education Institutions (HEI) needed to innovate towards market orientation, both students demanding and social relevance. One way to achieve these objectives is through co-creation processes, involving students and partners outside as companies and public institutions. The purpose of this paper is to assess the satisfaction of Instituto Politécnico de Bragança (IPB) students who actively participated in a co-creation process called Demola, which aims the pedagogical innovation and strengthening the link with and the community. Quantitative data was collected through an online survey that included questions about students' perception on the impact of the co-creation process Demola. The population is 250 students who participated in eight batches in the last four years, working in 44 co-creation cases or challenges. 87 students answered the questionnaire, corresponding to 34,8% of the sample. Main results and conclusions suggested high levels of satisfaction among IPB students’ and are perceived as having very positive impact in skills’ development.
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Ferreira, Ana C., and Celina P. Leão. "Factors That Can Influence Mentorship Relationships in Advanced Education: Critical Insight." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64589.

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“Mentoring is a brain to pick, provide an ear to listen, and give a push in the right direction” John C. Crosby. Mentoring, by definition, is a relationship between a more experienced or more knowledgeable person and a less one. This relationship improves the personal and professional growth for the mentee. However, mentoring brings benefits for both individuals involved in such relationship. The mentoring process must be regarded not only from the mentee point of view, but also from the mentor perspective. In effect, both sides work together in order to achieve the best outcome considering the initial defined objectives. Mentoring is a growing phenomenon that has demonstrated positive results. This reality is due to the increase number of students applying for postgraduate training and search for guidance. To verify how this process on advanced studies is conducted, several semi-structured interviews were carried out under the postgraduate engineering programme of a Portuguese university. The focus of these interviews was the identification of the parameters that influence the mentoring process. Topics such educational background, age, previous experiences, gender and longevity of mentoring relationship were queried in this study. This paper aims to understand the perceptions of the mentorship relationship from a group of engineering students in advanced education and connect their point of views with some aspects of the mentoring literature.
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Tammaro, Rosanna, Anna D’Alessio, Annamaria Petolicchio, and Anna Iannuzzo. "THE IMPACT OF COVID-19 ON THE SCHOOL WORLD." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end071.

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The COVID-19 pandemic is firstly a health crisis, but also a huge shock for the educational world (from primary school to university). The impact of COVID-19 on the school world has been very strong. Education has been hit hard with schools closing down internationally and students forced to stay home. The global lockdown of schools has caused a severe and probably unparalleled disruption in student learning. In this scenario, teaching has moved online, the school world has suddenly been forced to move towards the dimension of distance learning, in Italian DAD. A new acronym, DAD, which is used to identify a type of training and teaching that is implemented, precisely, remotely or where there is no sharing of a space and a physical interaction between teacher and students, but everything is mediated by the use of technological means and the internet. The article aims to describe to a teacher audience, the most important steps in online/distance learning, DAD, adopted during pandemic in Italian school system, with its implications for teachers and students. After a brief overview of the main theoretical frameworks, we will try to describe the current state, in our country, of this methodology, its characteristics, its objectives and the roles of the actors involved. This article is an exploratory case study that involved the use of an observational research technique. It sought, through "living the situation in first person", to critically consider the advantages and disadvantages of this new didactic approach, of this different way of studying/teaching and the future prospects in restarting lessons in a Covid world.
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