Relevant bibliographies by topics / Education analytical framework

Contents

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

Academic literature on the topic 'Education analytical framework'

Author: Grafiati
Published: 4 June 2025
Last updated: 15 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education analytical framework.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education analytical framework"

1

Tang, Kok-Sing, Mihye Won, and David Treagust. "Analytical framework for student-generated drawings." International Journal of Science Education 41, no. 16 (2019): 2296–322. http://dx.doi.org/10.1080/09500693.2019.1672906.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Metz, Thaddeus. "Accountability in higher education: A comprehensive analytical framework." Theory and Research in Education 9, no. 1 (2011): 41–58. http://dx.doi.org/10.1177/1477878510394807.

Full text
Abstract:
Concomitant with the rise of rationalizing accountability in higher education has been an increase in theoretical reflection about the forms accountability has taken and the ones it should take. The literature is now peppered by a wide array of distinctions (e.g. internal/external, inward/ outward, vertical/horizontal, upward/downward, professional/public, political/economic, soft/ hard, positive/negative), to the point that when people speak of ‘accountability’ they risk speaking past one another, having some of these distinctions in mind and not others. Furthermore, often these distinctions are vague and cross-cut each other in ways that are as yet unclear. The field could benefit from having a comprehensive framework in which to place these distinctions and to view their relations. My aim in this article is to provide an analytical tool by which to classify important debate about what accountability in higher education has been and ought to be. Beyond organizing such debate, this schema will serve the purposes of revealing ambiguities in terms, conflations of ideas, assumptions that warrant questioning, and gaps in present research agendas.
APA, Harvard, Vancouver, ISO, and other styles
3

Welch, Anthony. "China-ASEAN Relations in Higher Education: An Analytical Framework." Frontiers of Education in China 7, no. 4 (2012): 465–85. http://dx.doi.org/10.1007/bf03396950.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Preisinger-Kleine, Randolph. "An analytical quality framework for learning cities and regions." International Review of Education 59, no. 4 (2013): 521–38. http://dx.doi.org/10.1007/s11159-013-9364-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Samudhram, Ananda, Bala Shanmugam, and Kevin Lock Teng Low. "Valuing human resources: an analytical framework." Journal of Intellectual Capital 9, no. 4 (2008): 655–67. http://dx.doi.org/10.1108/14691930810913203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rees, Gareth. "Vocational Education and Training and Regional Development: an analytical framework." Journal of Education and Work 10, no. 2 (1997): 141–49. http://dx.doi.org/10.1080/1363908970100203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Darquennes, Jeroen, Theo du Plessis, and Josep Soler. "Language diversity management in higher education: towards an analytical framework." Sociolinguistica 34, no. 1 (2020): 7–29. http://dx.doi.org/10.1515/soci-2020-0003.

Full text
Abstract:
AbstractLinguistic diversity and its management have become increasingly significant for higher education institutions around the world. Indeed, in the context of a growing student and staff mobility, information exchange, and networked multilateral interactions, the multiplicity of languages used by university stakeholders in more and more contexts has steadily grown over the past decades. A wide range of scholars (from applied and sociolinguists to higher education researchers) have responded with an equal growing attention to this phenomenon. In this paper, we funnel some of the relevant recent scholarship on the language-planning dimension of the internationalization of higher education, providing as a result an analytical framework that attempts to capture the complex sociolinguistic nature of present-day universities. To date, with only a handful of exceptions, few attempts have been made to provide a comprehensive overview of the different levels, stakeholders, and contexts of language use in higher education. Given the rapid changing nature of language matters in such context, the framework we present in this paper should be useful to both sociolinguists interested in language issues in higher education and to on-the-ground university administrators actively engaged in language planning initiatives in their institutions. The framework, however, is not conceived of as a closed-end solution to language problems at universities today, but rather as a guiding roadmap to think productively about such issues.
APA, Harvard, Vancouver, ISO, and other styles
8

Shen, Qijiayi. "Financial Analysis of Tal Education group Based on Harvard Analytical Framework." Highlights in Business, Economics and Management 40 (September 1, 2024): 38–45. http://dx.doi.org/10.54097/84sm3n64.

Full text
Abstract:
With the rapid development of China's economy and the continuous improvement of residents' living standards, people pay more and more attention to youth education. Among them, educational institutions represented by New Oriental and TAL have become well-known enterprises in the field of education and training in China. The huge market potential and rich market profits have attracted the participation of many educational institutions, which also makes the rapid development of China's education and training market in a short period of time, and intensifies the pressure of market competition for independent enterprises. In this paper, Tal Education Group as the research object, first of all, the business situation of Tal Education Group is analyzed, and then based on the Harvard analysis framework from the strategic analysis, accounting analysis, financial analysis, prospect analysis and other aspects of the application of TAL Education Group is analyzed. Finally, this paper expounds the problems of TAL Education Group financial management mainly including insufficient investment in the field of online education, insufficient accounting policy and accounting estimate, unreasonable accurate capital structure and cash flow management, poor brand building and marketing effect, and puts forward some optimization suggestions for TAL Education Group financial management from four aspects: strategic suggestions, accounting suggestions, financial suggestions and prospect suggestions.
APA, Harvard, Vancouver, ISO, and other styles
9

NGUYỄN TRỌNG, HOÀI. "Knowledge Economy: Analytical Framework and Policy Implications for Vietnam." Journal of Asian Business and Economic Studies 219 (January 1, 2014): 20–33. http://dx.doi.org/10.24311/jabes/2014.219.1.07.

Full text
Abstract:
The paper presents an analytical framework and indicators measuring progress of the knowledge economy according to the knowledge assessment methodology introduced by the World Bank. Estimations of Vietnam’s progress to the knowledge economy show that Vietnam has made great efforts to build the knowledge economy, especially by developing information and communication technologies. However, the gap between Vietnam’s knowledge economy and other economies in Asia as well as the world is still wide, especially in such pillars as institutional regime, education, and development of innovation. Vietnam, therefore, should adopt uniform policies on an overall and profound reform in education and technology and in administrative machinery to accelerate the development of knowledge economy.
APA, Harvard, Vancouver, ISO, and other styles
10

Crudu, Valentin, and Carolina Ţurcanu. "MANAGEMENT OF NON-FORMAL EDUCATION IN THE REPUBLIC OF MOLDOVA: ANALYTICAL FRAMEWORK." Univers Pedagogic 4, no. 68 (2020): 22–34. https://doi.org/10.5281/zenodo.4061472.

Full text
Abstract:
This article addresses for the first time the issue of non-formal education management in the Republic of Moldova (as a system). The emphasis is on the analysis of the conceptual framework and managerial policies, the organizational and content framework of the management of non-formal education, but also on establishing the connections between the management of formal education and non-formal education. At the same time, the strengths and vulnerabilities of non-formal education management in the Republic of Moldova are identified.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education analytical framework"

1

Peacock, Susi. "A constructive, conceptual analytical review of the Community of Inquiry Framework." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22319.

Full text
Abstract:
This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate’s publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed ‘Tutoring presence’ informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors’ Network. The first enhancement, referred to as 'the Influences,’ unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner ‘space’ provides a ‘quiet, safe place’ for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors’ Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners’ educational experiences and encourage research and scholarship into the CoIF.
APA, Harvard, Vancouver, ISO, and other styles
2

Meyer, Mario Fabian. "The Relationship between quality of life, education, and poverty & inequality in South Africa: the capability approach as an alternative analytical framework." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4104.

Full text
Abstract:
Magister Artium - MA<br>In this thesis I present – from the perspective of the capability approach and within the context of South Africa – a conceptual analysis of the relationship between quality of life, education, poverty and inequality. The role of education within the South African context is of particular importance. The capability approach, which was pioneered by economist-philosopher Amartya Sen and significantly further developed by philosopher Martha Nussbaum and a growing number of other scholars across the humanities and social sciences, is a theoretical framework for the assessment and comparison of quality of life and social justice. The argument is made that when inquiring about the prosperity of a nation or region in the world, traditional economic approaches – such as gross domestic product (GDP), which is the most commonly used indicator of economic activity – are not, by themselves, accurate or adequate. When assessing individuals and societies‟ quality of life and sense of well-being, we need to know not only about their levels of income, wealth, or consumption; but also about the opportunities they have, or do not have, to choose and to act. The capability approach provides a more comprehensive conceptualisation of quality of life, because it takes into account broader and more encompassing measures of well-being. Conceptualising quality of life from the perspective of the capability approach, makes it clear that large numbers, if not the vast majority, of people experience many forms of unfreedom that impedes their development (i.e. their freedom to choose), and prevents them from leading lives they consider valuable and worthwhile. Many people lack capabilities. The capability approach asserts that the expansion of the real freedoms that people enjoy (i.e. what people are effectively able to be and to do) is both the primary end and the principle means of development. Expansion of freedom equates to enhanced individual agency as a result of an increase in capabilities. Furthermore, individual agency is central to addressing various deprivations (both individual and societal).
APA, Harvard, Vancouver, ISO, and other styles
3

Dunn, Tony. "Harmony and Voice Leading in Jazz Improvisation: Formulating an Analytical Framework For a Comparative Analysis of a Bill Evans and Herbie Hancock Performance of Hancock's "Dolphin Dance"." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28607.

Full text
Abstract:
Through the development of an analytical framework that addresses voice leading in both tonal and modal settings, improvised performances based on a repeating jazz lead sheet progression can be analyzed, categorized, and compared according to their implied harmonic content and adherence to the harmonic possibilities inherent in the lead sheet. The proposed framework, grounded in jazz theory, is used to analyze two performances of Herbie Hancock's Dolphin Dance, one each by Bill Evans and the composer. Five passages, representing both tonal and modal settings, are examined according to the voice leading criteria proposed in the framework. This thesis addresses 1) the various jazz scores necessary for analysis -- including a third abstract score that encapsulates the infinite possible ways to realize a lead sheet; 2) the evolution of modal jazz; and 3) the reduction of transcribed improvisations to progressions of implied harmonic sonorities connected through voice leading.
APA, Harvard, Vancouver, ISO, and other styles
4

Sciaino, Maria. "PRESUPPOSITIONS IN MORAL EDUCATION DISCOURSE: DEVELOPING AN ANALYTIC FRAMEWORK AND APPLYING IT TO MORAL EDUCATION TRADITIONS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4228.

Full text
Abstract:
Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic framework was then applied to ten notable traditions: Catholic religious education, values clarification, Kohlberg's cognitive-developmental theory, five multicultural education traditions (Teaching the Exceptional and Culturally Different, Human Relations, Single-Group Studies, Multicultural Education, and Education that is Multicultural and Social Reconstructionist) reviewed by Sleeter & Grant, and Skinner's theory of behavior modification. This study presents the analytic framework in depth and offers a brief narrative of its application across traditions. The resulting synthesis offers a review of commonalities, differences, surprises, and finally, a proposal that an existing presupposition stands as the defining one in regard to differentiating among moral education traditions.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction
APA, Harvard, Vancouver, ISO, and other styles
5

Ryve, Andreas. "Approaching Mathematical Discourse : Two analytical frameworks and their relation to problem solving interactions." Doctoral thesis, Västerås : Department of Mathematics and Physics, Mälardalen University, 2006. http://www.diva-portal.org/mdh/theses/abstract.xsql?dbid=137.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Öhman, Simon. "Data Gathering From Educational User Devices : A Learning Framework for the Inicio Organisation." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-230200.

Full text
Abstract:
Sweden is currently going through changes in curricula, syllabuses and subject plans for elementary school and upper secondary school in order to adapt to the growing need of digital competence in the society. Inicio is an organisation that strives to help schools adjust to these changes in strategy. Inicio arranges events where students can work with educational user devices, designed to educate the user in specific areas. Inicio wants to understand how their users learn, while using the educational user devices. This report answers that question through the use of a learning framework that describes how usage data can be collected and analyzed. In addition, the framework allows analysis of both the devices and the events themselves. This gives Inicio the ability to measure the quality of what they provide and make improvements where necessary. The framework is built to be general enough to be applicable for future areas that Inicio may want to expand into. The finished framework is the result of an iterative process where applicability, scalability and ease of use have been the main focus. This report provides results in the form of the framework, two dream scenarios, an implementation example for a current device, documentation and a visual aid to simplify the use of the framework. The dream scenarios are made up use cases designed to test the framework for future products in both hardware and software environments.<br>Sverige går för närvarande genom förändringar i läroplaner, kursplaner och ämnesplaner för grundskolan och gymnasieskolan för att anpassa sig till det växande behovet av digital kompetens i samhället. Inicio är en organisation som strävar efter att hjälpa skolorna att anpassa sig till dessa förändringar i strategin. Inicio arrangerar events där eleverna kan arbeta med pedagogiska användaranordningar, utformade för att utbilda användaren på specifika områden. Inicio vill förstå hur användarna lär sig, medan de använder de pedagogiska användaranordningarna. Denna rapport svarar på den frågan genom att använda ett inlärningsramverk som beskriver hur användningsdata kan samlas in och analyseras. Dessutom möjliggör ramverket analys av både enheterna och eventen i sig. Detta ger Inicio möjligheten att mäta kvaliteten på vad de tillhandahåller och utföra förbättringar vid behov. Ramverket är byggt för att vara generellt nog för att kunna tillämpas på framtida områden som Inicio kan vilja expandera till. Det färdiga ramverket är resultatet av en iterativ process där användbarhet, skalbarhet och användarvänlighet har varit huvudfokus. Rapporten erbjuder resultat i form av ramverket, två drömscenarier, ett praktiskt exempel för en aktuell anordning, dokumentation och ett visuellt hjälpmedel för att förenkla användningen av ramverket. Drömscenarierna består av användarfall som är utformade för att testa ramverket för framtida produkter i både hårdvaruoch mjukvarumiljöer.
APA, Harvard, Vancouver, ISO, and other styles
7

Florian, Gaviria Beatriz Eugenia. "Technology-enhaced support for lifelong competence development in higher education." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/101517.

Full text
Abstract:
A trace of lifelong-learning qualifications has become more mandatory at the European and even at world level. However, for higher education courses, the former could imply complex learning designs and abundance of data to monitor, analyze, and report. This work combine the ideas of personalized, competence-based, and social learning by providing course lifecycle support through competence-based design, outcome based assessment, social learning context analytics, and open student modeling visualizations. A series of studies using a virtual learning environment exploited the idea of the approach and revealed promising results. These results demonstrated the approach helped students and teachers to trace learning outcomes of the European Qualifications Framework (EQF) in higher education courses. Thus, this thesis extends the approach of higher education to a larger collection of learning objects for designing, assessing, and analyzing courses. Moreover, this approach verifies its capability of supporting social context visualization for online and blended personalized education.<br>Un rastreo del aprendizaje a lo largo de la vida es cada vez más obligatorio en Europa y el mundo. Sin embargo, en educación superior, esto implica diseños de cursos más complejos y abundancia de datos para rastrear, analizar e informar. Este trabajo combina aprendizaje personalizado, basado en competencias y social, apoyando diferentes instantes de los cursos universitarios a través de diseño basado en competencias, evaluación basada en resultados, analíticas del contexto social del aprendizaje y modelos abiertos del estudiante. Una serie de estudios exploró el enfoque revelando resultados prometedores. Se demostró el apoyo a estudiantes y maestros para monitorizar el aprendizaje según el EQF en sus cursos. Así, esta tesis extiende la educación superior a una colección más grande de objetos de aprendizaje para el diseño, la evaluación y el análisis de cualificaciones. Además, brinda visualización del contexto social para educación personalizada en ambientes mixtos y en línea.
APA, Harvard, Vancouver, ISO, and other styles
8

"Toward an Analytical Framework for Assessing Power Dynamics in University-Community Partnerships." Master's thesis, 2018. http://hdl.handle.net/2286/R.I.51665.

Full text
Abstract:
abstract: In a contemporary socioeconomic context that pushes universities toward a more neoliberal agenda, some are answering a call to reinvest in the public purpose of higher education. Their strategies increasingly integrate teaching, research, and service through university-community partnerships. Within this movement, several initiatives aim to support a qualitative transformational shift toward a more egalitarian paradigm of collaboration. However, the literature and knowledge-building around these aims is largely insular to higher education and may be insufficient for the task. Thus, this study situates these aspirations in the community development literature and theories of power to better conceptualize and operationalize what is meant by reciprocal, mutually-beneficial approaches to university-community partnerships. First, a theoretically grounded analytical framework was developed using both higher education and community development literatures to build two ideal-typical approaches to community practice characterized by power-over versus power-with. Within power-over, the institution exclusively holds authority, control, and legitimacy. Power-with is built through partnerships that share these elements with communities. Second, the resulting theoretical framework was developed further through a multi-stage deductive-inductive content analysis of written data readily available from university websites about their community partnerships. This process operationalized the framework by identifying and clarifying specific indicators within the power-over and power-with ideal-types. The analytical framework was then compared to the aspirational community empowerment goals found in materials about the Carnegie elective classification for Community Engagement and materials from both the Anchor Initiatives Task Force and Anchor Initiatives Dashboard Learning Cohort. This comparative analysis found that while these initiatives aspire to transform power dynamics between universities and communities, they are vague on the meaning of these practices and their antitheses. This gap in clarity hinders these initiatives from distinguishing transformative work from the status quo, potentially inadvertently allowing the perpetuation of power-over dynamics in university-community partnerships. The more robust analytical framework developed herein will enable these initiatives to better assess the quality of university-community partnerships against the aspirations of equity, social justice, democratic practice, mutual respect, shared authority, and co-creation. Such assessment will enable more effective knowledge-building toward transformational practice.<br>Dissertation/Thesis<br>Masters Thesis Community Resources and Development 2018
APA, Harvard, Vancouver, ISO, and other styles
9

Chen, Li-Yuan, and 陳立源. "Evaluating the Core Competency of Medical Students:An Analytical Framework of The Accreditation Council for Graduate Medical Education, ACGME Core Competency." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/yt846v.

Full text
Abstract:
碩士<br>國立臺灣大學<br>公共衛生碩士學位學程<br>103<br>The Accreditation Council for Graduate Medical Education (ACGME) in 1999 proposed the modern physicians must have six core competencies, such as patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. The system was not only introduced to Taiwan, but also applied to resident’s evaluation and training courses. However, is it too late to start the evaluation at residency? Therefore, the objectives of this study were: First, to select which skills out of the six core competencies do Taiwanese medical students lack of. Second, to explore if the lack of core competencies be affected by gender, identity, and performance. Third, will the results be used as a reference for future course design at School of Medicine, Taipei Medical University. The study was randomly adopted from samples of 57 subjects from students’ homework of “Multidisciplinary Clinical Reflective Learning in Humanities”. The results were analyzed by SAS statistical software. The research subjects were sixth-grade medical students who had finished clerkship. The instructors select student’s reports that reflect that which competency that fitted ACGME, and analysis with Logistic regression. Finally, the instructors analyze different factors, including gender, identity, and academic performance, to determine which core competencies they are lacking. The results indicated that the grades have significant impact on medical knowledge of the six core competencies. In addition, systems-based practice is most deficient among the six core competencies. In conclusion, School of Medicine could design a series of courses that are related to medical system. Furthermore, School of Medicine could strengthen other courses that are related to medical knowledge of six core competencies.
APA, Harvard, Vancouver, ISO, and other styles
10

Součková, Danuše. "Analytická chemie na gymnáziu." Doctoral thesis, 2011. http://www.nusl.cz/ntk/nusl-299615.

Full text
Abstract:
Mgr. Danuše Součková: Analytical chemistry in secondary grammar school. Summary of Ph.D.Thesis Charles University in Prague, Faculty of Science, Department of Teaching and Didactics of Chemistry At the end of my thesis about the importace of chemical experiments in chemical education and especially about the importace of analytic chemistry in secondary grammar schools I'd like to summarize the most important ideas from particular chapters. I think that the objects I have determined at the beginnig, have been filled and my work will help to perceive analytic chemistry as an integral part of chemistry education in secondary grammar schools. I have emphasized importace of chemical experiment and its use in analytical chemistry education. I have pointed a possibility of working relation among school subjects and a possibility of putting several cross-sectional topics into analytic chemistry education. Other object was to check students' knowledge. I have also intent on particular experiments and I have dividend them into several groups and I have prepared them to be put just into lessons by teachers and some notices and solutions are added. I have described the work during the experimental lessons, the equipment for them, specific matter of analytical chemistry. When we understand the function and...
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education analytical framework"

1

Susan, Rodrigues, ed. Using analytical frameworks for classroom research: Collecting data and analysing narrative. Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Peterson, Marvin W. Analytic framework of institutional support for student assessment. National Center for Postsecondary Improvement, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kruglyak, Zinaida, and Marina Kalinskaya. Tax accounting and reporting. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1978020.

Full text
Abstract:
The textbook outlines the conceptual foundations of the organization and maintenance of tax accounting. Within the framework of general and special taxation regimes, the procedure for registration of primary documents and analytical registers of tax accounting, calculation of tax bases, as well as requirements for tax reporting are described. Separate paragraphs are devoted to the formation of accounting policies of business entities for tax purposes. A detailed review of the material makes it possible to gain extensive knowledge and skills in the field of computational and economic, design and economic, organizational and managerial activities. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the specialty 38.05.01 "Economic security" (specialty level), in the field of training 38.04.01 "Economics" (master's degree level), as well as for students of advanced training courses. The materials of the publication can be useful to employees of tax and financial services, tax consultants and practicing accountants.
APA, Harvard, Vancouver, ISO, and other styles
4

Pustovaya, Larisa, and Besik Meshi. Methods and devices of environmental control. Environmental monitoring. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058966.

Full text
Abstract:
The textbook is designed to meet the need for a highly specialized set of professional knowledge necessary for the training of highly qualified personnel of environmental specialties.&#x0D; The presented material allows us to get an idea of the organization and effective implementation of environmental monitoring, the organization of industrial environmental control and management, the analysis of characteristics and changes of objects of economic activity using the necessary methods and means of such research.&#x0D; The basic principles of sampling and sample preparation, modern methods and means of environmental monitoring, the basics of metrological and laboratory-analytical support for environmental control are described. The training material is accompanied by up-to-date references to the current legislative framework of the Russian Federation.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation and the current bachelor's degree program in the areas of training "Technosphere Safety", "Biotechnical systems and Technologies".&#x0D; It can be useful and interesting for students, undergraduates, postgraduates, as well as teachers specializing in environmental safety.
APA, Harvard, Vancouver, ISO, and other styles
5

Barykin, Alex, Valentin Ikryannikov, and Yuriy Budkin. National system of standardization of the Russian Federation. Principles, goals, objectives, forecast of development. INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1058023.

Full text
Abstract:
The monograph presents the research questions of efficiency of functioning of national standardization system of the Russian Federation, which was conducted by the authors in the framework of the analytical work on the order of Minpromtorg of Russia in 2018 (the state contract from April 17, 2018 No. 18401.16Д0190019.10.002) taking into account the actual directions of development of national standardization system of the Russian Federation and additional generalizations. The assessment of the current scenario of the development of the national standardization system of the Russian Federation was carried out using comparable indicators of the national standardization systems of France, Germany, great Britain and the USA. The findings and proposals were based on the results of a survey of civil servants at the Federal and regional levels on approaches to strategic dimensions of standardization. The methodology of forecasting the development of the national standardization system of the Russian Federation includes a scenario approach and a method of constructing dispersion diagrams (bubble diagrams) and sufficiently illustrates the current state of Affairs in the field of standardization at the national level. The developed tools will require additional configuration when changing the current development scenario from "inertial" to "progressive". A number of author's proposals to change the current scenario of development of the national standardization system of the Russian Federation are presented.&#x0D; It is of interest to a wide range of readers and specialists in the field of public administration, standardization and can be used in the preparation of curricula and manuals for undergraduate, graduate and further education.
APA, Harvard, Vancouver, ISO, and other styles
6

Hqny, Unicef. Multi-Sectoral Impacts of the COVID-19 Pandemic on Nutrition Outcomes: An Analytical Framework. United Nations Children's Fund, The (UNICEF), 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pisa 2012 Assessment And Analytical Framework Mathematics Reading Science Problem Solving. Organization for Economic Co-operation and De, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Saffronisation of education: Instruments and strategies : an analytical critique of NCERT's national curriculum framework for school education syllabus & textbooks (history). Institute of Objective Studies, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lazorenko, Olena, and Nina Chala. Analytical Review of Women's Condition in Education & Learning Areas and Economy in Ukraine in EU Perspective. NGO “League of Professional Women”, 2024. http://dx.doi.org/10.35423/analytics-2024.

Full text
Abstract:
The policy paper has been prepared on the basis of a short-term research. It is focused on the analysis and advocacy of increasing the understanding of the status of women in wartime and post-war reconstruction in Ukraine. With the aim of facilitating European integration negotiations, it provides recommendations in the field of education, learning and economy in Ukraine. Public authorities and civil society organizations (CSOs) should move to act jointly in defending Ukrainian interests before the EU and in developing, if possible, a common negotiating position. Certain geopolitical challenges are presented and attention is paid to the consequences of Russia’s full-scale invasion of Ukraine. The forms of involvement of representatives of Ukraine’s civil society in the negotiation infrastructure with the EU are considered. A brief analysis of Ukraine's 2020-2024 implementation of the final documents of the Fourth UN World Conference on the Status of Women - the Beijing Declaration and Platform (Beijing+30), focused on two areas (a)women in education and training and, (b) women in the economy during this period in Ukraine is also provided. The research at hand employs two main methods, (a) asynchronous and synchronous online national consultations (conducted by the authors) and two regional consultations with CSOs of Europe and Central Asia, organized by international structures in May - August 2024; and (b) the collection and analysis of secondary information. The issue of analysis has been included in the EU-Ukraine accession Negotiating Framework on cluster "Competences and inclusive growth". Notably, it is important to promote an inclusive approach, taking into account the interests of various strata and groups of society and giving a voice to civic experts. This policy paper examines in the context of the general system of lifelong learning. Namely, the segment of adult learning and education (ALE) i.e., its policies, governance, quality of programs and teaching, inclusion and financing and, the issue of women's access to adult learning and education, assessment of participation in aspects of retraining and upskilling that are important for adapting to changes in the labor market and economic conditions. The quality of learning &amp; education and the impact of social and economic development on the socio-economic status of women in the country are also considered. The subject of the analysis of the economic block is the analysis of gender gaps in wages, opportunities for starting a business and the level of employment of women, and their participation in the labor market. The results of the research and recommendations for public authorities and CSOs in Ukraine will be interesting for Ukrainian and foreign civil society organizations dealing with this topic, policy makers and experts at the national and European levels on issues of gender equality focused on women's rights, European integration, women's economic empowerment, education and learning. Furthermore, the academic community, analysts from the public, academic, educational environment working in the specified directions and others. This publication was produced within the project “Supporting the activities of the Ukrainian National Platform of the EaP CSF in 2024” implemented by the Institute for Economic Research and Policy Consulting with the financial support of the European Union. Its contents are the sole responsibility of the League of Professional Women and do not necessarily reflect the views of the European Union or the Institute for Economic Research and Policy Consulting.
APA, Harvard, Vancouver, ISO, and other styles
10

An ethical framework for complementary and alternative therapists. Routledge, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education analytical framework"

1

Calderón-Almendros, Ignacio, and Sabina Habegger-Lardoeyt. "Analytical Framework." In Education, Disability and Inclusion. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-890-7_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nilsen, Trude, and Nani Teig. "Analytical Framework." In IEA Research for Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49580-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Knight, Jane, and Jack Lee. "An Analytical Framework for Education Hubs." In International Education Hubs. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7025-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ziderman, Adrian. "Funding Mechanisms for Financing Vocational Training: An Analytical Framework." In Education, Equity, Economy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Welch, Anthony. "China-ASEAN Relations in Higher Education: An Analytical Framework." In Emerging International Dimensions in East Asian Higher Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8822-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lopes Cardozo, Mieke T. A. "Analytical Framework and Methodological Approach to Research Education and Peacebuilding." In Sustainable Peacebuilding and Social Justice in Times of Transition. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93812-7_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hong, Yifeng, and Hugo Horta. "Rethinking International Academic Mobility Research: Networks, Embeddedness, Transnationalism, and an Analytical Framework." In Knowledge Studies in Higher Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-85676-1_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lo, Mbaye. "Islam and the Idea of the “African University”: An Analytical Framework." In Muslim Institutions of Higher Education in Postcolonial Africa. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Schweitzer, Reinhard. "Managing Irregularity Through the Provision of Public Education." In IMISCOE Research Series. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91731-9_6.

Full text
Abstract:
AbstractThis chapter applies the conceptual and analytical frameworks to the institutional sphere of education and thereby draws systematic comparisons between the two national and local contexts. First, I closely examine the relevant laws and policies enacted at various administrative levels as well as local implementation practices, by drawing on relevant documents and the original accounts of my interview respondents. This allows me to map the various ethical concerns, practical difficulties and organisational conflicts that either migrant irregularity itself, or the internalisation of its control, creates for individuals and the institutions they work for. At the end of the chapter, and with the help of my analytical framework, I summarise the main differences between the two contexts in terms of how they position the various categories of workers in relation to migrant irregularity and its control.
APA, Harvard, Vancouver, ISO, and other styles
10

Green, Bill, and Jo-Anne Reid. "Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services." In Ruraling Education Research. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0131-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education analytical framework"

1

Pardo Todolí, Paula, Montse Guitert Catasús, and Teresa Romeu Fontanillas. "OPPORTUNITIES FOR UPDATING TEACHERS' DIGITAL COMPETENCE AMONG SECONDARY SCHOOL EDUCATORS WITHIN THE ANALYTICAL FRAMEWORK OF LEARNING ECOLOGIES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0350.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vu, Thi. "Towards a KD4LA Framework to Support Learning Analytics in Higher Education." In 14th International Conference on Data Science, Technology and Applications. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013571000003967.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Qaumi, Gurrah Ul, Muhammad Ehsan Rana, Vazeerudeen Abdul Hameed, and Khajitpan Makaratat Kritpolviman. "Developing a Strategic Framework for Cloud Adoption in Higher Education." In 2024 5th International Conference on Data Analytics for Business and Industry (ICDABI). IEEE, 2024. https://doi.org/10.1109/icdabi63787.2024.10800082.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fernsel, Linda, Yannick Kalff, and Katharina Simbeck. "Audits for Trust: An Auditability Framework for AI-Based Learning Analytics Systems." In 17th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013254300003932.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Baldassarre, Michele, and Martina Dicorato. "ETHICS AND DATA PROCESSING IN LEARNING ANALYTICS: A PNRR RESEARCH PROJECT TOWARDS AN ACCOUNTABLE FRAMEWORK FOR HIGHER EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0595.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bartha, Anna. "DEVELOPMENT AND AUTOMATION OF A DATA-DRIVEN GRADING ANALYTICS FRAMEWORK FOR THE IMPROVEMENT OF THE CURRICULUM OF HIGHER EDUCATION PROGRAMS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0247.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sushitha, S., and B. Niveditha. "“Implementation of Testing Accreditation Analytical Framework for Higher Education System.”." In 2022 IEEE International Conference on Signal Processing, Informatics, Communication and Energy Systems (SPICES). IEEE, 2022. http://dx.doi.org/10.1109/spices52834.2022.9774060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rufus, Rahmira, Jeff Greer, Ulku Clark, Geoffrey Stoker, and Thomas Johnston. "Proposing a DESM-based analytical framework for the enterprise cyber defender." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004761.

Full text
Abstract:
This paper proposes an analytical framework for the next generation of cybersecurity architecture and strategy to assist the enterprise cyber defender. We built an enterprise system model for practitioner use by leveraging representative enterprises as critical infrastructure operators to achieve a learning objective. The learning objective is to assist the cyber defender with developing the enterprise cybersecurity architecture and strategy via the framework. The focus is to investigate an awareness, education, and training (AET) approach aimed at human factors concerning the role of the enterprise cybersecurity architect, where one architectural perspective is concerned with the successful operation of the enterprise. In contrast, the other is focused on the operation not failing. The goal is to identify the cybersecurity practitioner’s progress outcomes via a process prescribed by the Descriptive Enterprise System Model (DESM) as an adapted analytical framework for cybersecurity architect utilization (Clark et al., 2023). The objective is to 1st utilize the framework’s three-tiered structure and 2nd that the process targets resolving Crume’s three key factors for cybersecurity architecture roles and tools: (1) understanding how the system operates, (2) what is the potential for failure, and (3) what is the threshold to circumvent failure (Crume, 2023)?
APA, Harvard, Vancouver, ISO, and other styles
9

Xiao, Zihan, Chengliang Wang, Yutong Lai, Haoming Wang, and Xiaoqing Gu. "The Future Landscape of Education: Constructing an Analytical and Application Framework for Generative Artificial Intelligence in Higher Education." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.986726.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Liu, Dan. "Analytical Framework of New Structural Economics for Industrial Transformation of Resource-based Cities." In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education analytical framework"

1

Topuzov, O. M., O. V. Malykhin, and N. O. Aristova. Analytical results of the study on the issue "Individualized Learning in the Context of Blended Educational Process Organization in General Secondary Education Institutions" within the framework of the scientific research "Didactic Principles of Learning Individualization in General Secondary Education Institutions": analytical report. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2022. https://doi.org/10.32405/individualized-learning-2022-17.

Full text
Abstract:
The aim of the study is to analyze contemporary issues of individualized learning in the context of blended educational process organization in general secondary education institutions, as well as to outline the prospects for its development and practical implementation. The findings identify trends in the transformation of forms, methods, and tools for individualized learning within the framework of blended learning in schools.
APA, Harvard, Vancouver, ISO, and other styles
2

Malykhin, O. V., and N. O. Aristova. Analytical results of the study on the issue "Providing quality education to school-age children during the war in Ukraine" within the framework of the scientific research "Didactic Principles of Learning Individualization in General Secondary Education Institutions": analytical report. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2022. https://doi.org/10.32405/providing-education-2022-16.

Full text
Abstract:
The study has clarified the strategic directions aimed at adapting the system of general secondary education to new conditions of teaching and learning, as well as minimizing educational losses both during the war and in the post-war period in Ukraine. It also describes the main measures within each of the identified strategic directions.
APA, Harvard, Vancouver, ISO, and other styles
3

Dabrowski, Anna, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, and Maya Conway. Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-689-5.

Full text
Abstract:
This review provides insights into COVID-19 responses in educational systems in Asia, and reviews which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and concludes with a discussion of gaps in evidence in Asia.
APA, Harvard, Vancouver, ISO, and other styles
4

Bergamaschi, Andrea, Cecilia Giambruno, and Paula Morales. Empowering Schools with Data: How Can We Achieve Effective Use of Educational Dashboards for Teachers and Principals? Inter-American Development Bank, 2025. https://doi.org/10.18235/0013561.

Full text
Abstract:
Educational dashboards are key tools for enhancing data-driven decision-making in schools, providing teachers and principals with actionable insights. However, their adoption in Latin America and the Caribbean is hindered by challenges such as data quality issues, lack of interoperability in Education Information Management Systems (EMIS), and limited alignment with user needs. This document presents an analytical framework to address these barriers, combining a bottom-up approach that improves dashboards based on educators needs with a top-down strategy to strengthen their effective use. By outlining key challenges and practical recommendations, the study offers a roadmap for optimizing dashboard implementation and fostering a data-driven culture in education.
APA, Harvard, Vancouver, ISO, and other styles
5

Topuzov, O. M., O. V. Malykhin, and N. O. Aristova. Analytical Results of the Study of the Problem “Ukrainian-Latvian Comparative Study in the Field of Higher Education: Common European Values and Modern Challenges’ Within the Framework of the Research ‘Organization of Educational Process in the Content of Unpredicted Changes (the Covid-19 Pandemic): Comparative Analysis (Ukraine – EU countries)”. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/comparative-study-2021-32.

Full text
Abstract:
The study compares the views of Ukrainian and Latvian teachers and students of higher education institutions on the distance form of organising the educational process as a result of the introduction of physical distancing measures and the closure of educational institutions of various levels due to the COVID-19 pandemic.
APA, Harvard, Vancouver, ISO, and other styles
6

Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

Full text
Abstract:
Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
APA, Harvard, Vancouver, ISO, and other styles
7

Jacobs, Michael, and Alec Ian Gershberg. Decentralization and Recentralization: Lessons from the Social Sectors in Mexico and Nicaragua. Inter-American Development Bank, 1998. http://dx.doi.org/10.18235/0011552.

Full text
Abstract:
This study is designed to help practitioners prepare and evaluate institutional reforms for education and health programs. It provides an analytic framework for use by public officials and researchers, with case studies that illustrate a wide range of actual practice, and a set of lessons learned. The framework uses the concept of "accountability" to link the broad goals of reform to the key dimensions of organizational arrangements. The case studies, based on fieldwork in Mexico and Nicaragua, demonstrate a wide variety of available policy instruments.
APA, Harvard, Vancouver, ISO, and other styles
8

Sett, Dominic, Florian Waldschmidt, Alvaro Rojas-Ferreira, et al. Climate and disaster risk analytics tool for adaptive social protection. United Nations University - Institute for Environment and Human Security, 2022. http://dx.doi.org/10.53324/wnsg2302.

Full text
Abstract:
Adaptive Social Protection (ASP) as discussed in this report is an approach to enhance the well-being of communities at risk. As an integrated approach, ASP builds on the interface of Disaster Risk Management (DRM), Climate Change Adaptation (CCA) and Social Protection (SP) to address interconnected risks by building resilience, thereby overcoming the shortcomings of traditionally sectoral approaches. The design of meaningful ASP measures needs to be informed by specific information on risk, risk drivers and impacts on communities at risk. In contrast, a limited understanding of risk and its drivers can potentially lead to maladaptation practices. Therefore, multidimensional risk assessments are vital for the successful implementation of ASP. Although many sectoral tools to assess risks exist, available integrated risk assessment methods across sectors are still inadequate in the context of ASP, presenting an important research and implementation gap. ASP is now gaining international momentum, making the timely development of a comprehensive risk analytics tool even more important, including in Indonesia, where nationwide implementation of ASP is currently under way. OBJECTIVE: To address this gap, this study explores the feasibility of a climate and disaster risk analytics tool for ASP (CADRAT-ASP), combining sectoral risk assessment in the context of ASP with a more comprehensive risk analytics approach. Risk analytics improve the understanding of risks by locating and quantifying the potential impacts of disasters. For example, the Economics of Climate Adaptation (ECA) framework quantifies probable current and expected future impacts of extreme events and determines the monetary cost and benefits of specific risk management and adaptation measures. Using the ECA framework, this report examines the viability and practicality of applying a quantitative risk analytics approach for non-financial and non-tangible assets that were identified as central to ASP. This quantitative approach helps to identify cost-effective interventions to support risk-informed decision making for ASP. Therefore, we used Nusa Tenggara, Indonesia, as a case study, to identify potential entry points and examples for the further development and application of such an approach. METHODS &amp; RESULTS: The report presents an analysis of central risks and related impacts on communities in the context of ASP. In addition, central social protection dimensions (SPD) necessary for the successful implementation of ASP and respective data needs from a theoretical perspective are identified. The application of the quantitative ECA framework is tested for tropical storms in the context of ASP, providing an operational perspective on technical feasibility. Finally, recommendations on further research for the potential application of a suitable ASP risk analytics tool in Indonesia are proposed. Results show that the ECA framework and its quantitative modelling platform CLIMADA successfully quantified the impact of tropical storms on four SPDs. These SPDs (income, access to health, access to education and mobility) were selected based on the results from the Hazard, Exposure and Vulnerability Assessment (HEVA) conducted to support the development of an ASP roadmap for the Republic of Indonesia (UNU-EHS 2022, forthcoming). The SPDs were modelled using remote sensing, gridded data and available global indices. The results illustrate the value of the outcome to inform decision making and a better allocation of resources to deliver ASP to the case study area. RECOMMENDATIONS: This report highlights strong potential for the application of the ECA framework in the ASP context. The impact of extreme weather events on four social protection dimensions, ranging from access to health care and income to education and mobility, were successfully quantified. In addition, further developments of CADRAT-ASP can be envisaged to improve modelling results and uptake of this tool in ASP implementation. Recommendations are provided for four central themes: mainstreaming the CADRAT approach into ASP, data and information needs for the application of CADRAT-ASP, methodological advancements of the ECA framework to support ASP and use of CADRAT-ASP for improved resilience-building. Specific recommendations are given, including the integration of additional hazards, such as flood, drought or heatwaves, for a more comprehensive outlook on potential risks. This would provide a broader overview and allow for multi-hazard risk planning. In addition, high-resolution local data and stakeholder involvement can increase both ownership and the relevance of SPDs. Further recommendations include the development of a database and the inclusion of climate and socioeconomic scenarios in analyses.
APA, Harvard, Vancouver, ISO, and other styles
9

Ross-Larson, Bruce. Why Students Aren’t Learning What They Need for a Productive Life. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe13.

Full text
Abstract:
The RISE program is a seven-year research effort that seeks to understand what features make education systems coherent and effective in their context and how the complex dynamics within a system allow policies to be successful. RISE had research teams in seven countries: Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam. It also commissioned research by education specialists in Chile, Egypt, Kenya, Peru, and South Africa. Those researchers tested ideas about how the determinants of learning lie more in the realm of politics and particularly in the interests of elites. They focused on how the political conditions have (or have not) put learning at the center of education systems (mostly not) while understanding the challenges of doing so. Each country team produced a detailed study pursuing answers to two central research questions: Did the country prioritize learning over access, and if so, during what periods? What role did politics play in the key decisions and how? The full studies detail their analytical frameworks, their data, and sources (generally interviews, government internal documents and reports, and other local and international publications), and the power of their assessments, given their caveats and limitations. Country summaries extract from the full studies how leadership, governance, teaching, and societal engagement are pertinent to student outcomes (see the next page). This synthesis, in line with Levy 2022, draws on the country summaries to detail the salience of goals of national leaders, alliances of stakeholders, missions of education bureaucracies, and expectations of society.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education analytical framework' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography