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Relevant bibliographies by topics / Education Education Fiji

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Academic literature on the topic 'Education Education Fiji'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Education Education Fiji"

1

Dubey, Akash D. "ICT in Education." International Journal of Information and Communication Technology Education 12, no. 4 (October 2016): 37–50. http://dx.doi.org/10.4018/ijicte.2016100104.

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In recent times, most of the developing countries have concentrated themselves on evolving with the help of Information and Communication Technologies, Republic of Fiji being one of them. Fiji National University, one of the leading universities in Fiji has been playing a very important role for the development of the country. In this paper, the author has evaluated and analyzed the concerns of the in-service students who are studying in Fiji National University. This paper follows the Concern-Based Adoption Model (CBAM) model to evaluate the stages of concern of 109 in-service students who are pursuing Bachelor of Education degree and also teach in primary and secondary schools in Fiji. The results showed that the in-service students have high concerns on the self-oriented levels. The results also exhibited a pattern between teaching experience of these in-service students and their stages of concern. Based on the analysis of results, the necessary steps have been recommended for the development of ICT in education.

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Taylor, Neil, and Colin Macpherson. "Environmental education in Fiji." International Research in Geographical and Environmental Education 2, no. 1 (March 1993): 3–10. http://dx.doi.org/10.1080/10382046.1993.9964892.

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Abbott, Paul V. "Endodontic Education In Fiji." Australian Endodontic Newsletter 23, no. 2 (February 11, 2010): 41–43. http://dx.doi.org/10.1111/j.1747-4477.1997.tb00107.x.

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Naz, Rafia. "Sex Education in Fiji." Sexuality & Culture 18, no. 3 (November 27, 2013): 664–87. http://dx.doi.org/10.1007/s12119-013-9204-3.

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Crossley, Michael. "Education in Fiji since independence." International Journal of Educational Development 8, no. 2 (January 1988): 145. http://dx.doi.org/10.1016/0738-0593(88)90059-4.

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Dickie, Dale. "Fiji." International Journal of Music Education os-12, no. 1 (November 1988): 66–67. http://dx.doi.org/10.1177/025576148801200121.

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van Dijk, Karin. "Training, Education and Rehabilitation in Fiji." British Journal of Visual Impairment 12, no. 3 (November 1994): 122–23. http://dx.doi.org/10.1177/026461969401200328.

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Goundar, Prashneel Ravisan. "Key Emerging Issues in Higher Education, Fiji." Asian Social Science 15, no. 6 (May 31, 2019): 96. http://dx.doi.org/10.5539/ass.v15n6p96.

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Fiji, an island nation located in the South Pacific has three major higher education institutions namely, “The Fiji National University, The University of the South Pacific which is also ‘the oldest university’ in the country and The University of Fiji”. This paper reviews key emerging issues that are being encountered in higher education (HE) in Fiji. The key issues’ faced by these universities, is showing a similar trend in higher education internationally which this paper examines. Plagiarism continues to be a global phenomenon which the literature objectively highlights along with problems arising due to heavy workload and negligence of not incorporating inclusive education. The paper explores possible solutions to these issues drawing evidence from the available literature. Further research on individual universities would provide greater data for analysis as well as broader solutions to the issues.

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Auxier, C. R., Peter M. Forster, and Selina C. Kuruleca. "Counseling in Fiji." Journal of Mental Health Counseling 27, no. 2 (April 1, 2005): 142–48. http://dx.doi.org/10.17744/mehc.27.2.jg83yyqdtp7ewdel.

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This article discusses the evolving role of mental health counseling in Fiji in the context of current social and cultural changes. Although counseling traditionally has been reserved for cultural elders and the clergy, the term counselor is being redefined, due to Western influences, to include persons who are formally educated and trained to provide mental health services. Contemporary issues such as changing gender roles, violence, and suicide are discussed as forces that are influencing the need for trained mental health counselors. This article discusses the current status of educating and credentialing counselors in Fiji and emphasizes counselor education that stresses methods suited to the cultural characteristics of persons in the region.

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Young, John. "Development Education and Social Stratification in Fiji." Practicing Anthropology 12, no. 1 (January 1, 1990): 4–17. http://dx.doi.org/10.17730/praa.12.1.b786276kp21365g4.

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The transformation of Pacific Island societies into modern nation states necessarily involves change from a subsistence economy to an industrial mode of production. Development education will play an important role in the success or failure of efforts to industrialize in the training of an indigenous group of business managers and bureaucrats. These individuals must be given a practical understanding of western economics and organizational forms which may be adapted to the needs of their societies and serve in turn to instruct others. The knowledge that they gain often will be applied in traditional cultural contexts that require careful assessment and consideration. In particular, existing social hierarchies may be threatened by change and become a hindrance to knowledge transfer, thus diminishing the chances for carrying out successful development efforts.

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Dissertations / Theses on the topic "Education Education Fiji"

1

Puamau, Virisila Qolisaya Lidise. "Affirmative action and racial inequalities in education the case of Fiji /." [St. Lucia, Qld], 1999. http://www.paddle.usp.ac.fj/cgi-bin/paddle?e=p-010off-paddle--00-1--0---0-10-TX--4-------0-11l--11-en-50---20-home---00-3-1-000--0-0-11-0utfZz-8-00&a=file&d=thesis003.

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Daveta, Mereoni Laveti. "Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes." The University of Waikato, 2009. http://hdl.handle.net/10289/2769.

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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.

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Tavola, Helen Goodwill. "Secondary education in Fiji : an investigation into school effectiveness in a changing society." Thesis, London School of Economics and Political Science (University of London), 1990. http://etheses.lse.ac.uk/1199/.

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The major issue addressed in this thesis is the quality of secondary education in Fiji, investigating the variables which affect school effectiveness. The theoretical and conceptual perceptives on the quality of education are initially examined with a review of the literature, contrasting western perspectives with those specifically related to developing countries. The main empirical part of this thesis is based on a study of eleven secondary schools in Fiji and the Form Four students in these schools. The aim was to investigate what the critical factors are for improving school effectiveness, measured largely in terms of pupil achievement. The thesis concludes that in-school factors are more important than the antecedent variables of the individual children, such as race or socio-economic status. The stability and strength of school management, principalship, combined with the judicious use of resources emerged as the critical factors in school effectiveness. Various policy implications relating to secondary education in Fiji are drawn on the basis of these findings. A historical study of education in Fiji from pre-colonial times to the present focusses on education within its socio-political parameters and tests the hypothesis that socio-economic and political contexts provide the demand for education. The Grant-in-aid system of education was established in 1916 which provided for government and the people to enter into a partnership in the provision of education. This system is studied as it has proved to be both a strength and a major weakness of the Fiji's education system.

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Tuinamuana, Katarina. "Global discourses and local cultures(s) of practice in secondary teacher education in Fiji." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23231.

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Given that education is widely perceived as imperative to social development and transformation, this thesis examines the discourses surrounding the particular role teacher-education might have in this objective. Of particular interest is the extent to which historical and current socio-economic global imperatives combine to influence how initial secondary teacher-education in Fiji might be reinterpreting and/or reconstructing dominant paradigms of teacher-education. The study asks questions about the role of teacher-education in the reproduction and transformation of these dominant paradigms, with pedagogy contextualised in social and political boundaries, hence the interest in ideology and the underlying assumptions that drive teacher-education. An examination is made of the interface between the processes of teacher-education policy and practice at the level of local culture/s of practice and its associated discourses. The major research question asks: To what extent do globally defined discourses surrounding education impact on the local culture/s of teacher-education practice in the Fiji context? The fieldwork explores the major discourses of practice evident in the way that secondary teacher-education is organised and implemented in Fiji, and considers whether these discourses signify a particular paradigm of teacher-education. The findings note that firstly, the current discourses underpinning the organisation and practice of teacher-education in Fiji, tend to suggest the dominance of technocratic approaches in the form of discourses of ‘routinised practice’. The second major set of findings indicates ‘competing approaches and visions about teacher-education’. Whilst teacher professionalism is high on the agenda of those closely involved with teacher-education in Fiji, there are, however, indications that any humanistic developments in teacher-education that support a more critical pedagogy may well become submerged and therefore change becomes less likely. The thesis concludes by arguing that the intersection of local and global discourses impacts in profound ways on teacher-education, suggesting significant implications for educational policy and its implementation in Fiji.

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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.

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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.

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Lyttle, David Michael John. "Democracy, Dictatorship, and Development - European Union Pacific Development Policy in Action: A study of Fijian society since December 2006." Thesis, University of Canterbury. National Centre for Research on Europe, 2009. http://hdl.handle.net/10092/3741.

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In early December 2006, the Fijian military seized power in a coup led by the Armed Forces commander Commodore Frank Bainimarama. It was a coup long expected, and Fiji’s fourth since 1987. Internationally, the response was swift imposing sanctions and removing or delaying international aid programmes. This has a potentially significant impact on Fiji because it is one of the largest per capita recipients of developmental aid funding in the world. However, it may also have little impact because, despite such assistance, the Fijian GDP has stagnated with an average growth of under 1% for the last 20 years. Other developmental indicators are also bleak. This thesis thus examines the dichotomy between Fiji’s ODA and its apparent inability to arrest the decline of the Fijian lifestyle and economy. However, to review all international developmental programmes across all sectors of Fijian society, while maintaining contemporary relevance and coherency, is untenable. Therefore, the thesis will focus on the European Union and its external relations with Fiji. The EU is one of the most influential partners for Fiji and is often overlooked by scholars, allowing this thesis to make a valuable contribution to developmental studies in the pacific region. The thesis has selected and examines four sectors of Fijian society, that of the Economy, Governance, Sugar, and Education sectors. This is because they are the sectors that the European Union is presently devoting most attention. Therefore, these areas best illustrate Fijian reaction to the importance and effectiveness of EU involvement. Overall, the thesis intends to demonstrate both the efficacy and the attitudes of local representatives to foreign aid programmes, and ultimately provide a unique ‘inside looking out' perspective not typical of publications about Fiji.

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Masood, Anjum. "Current needs and practices of rehabilitation in Fiji and Pakistan." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/806.

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Ali, Mohammed Irshad. "A job search skills curriculum for individuals with visual disabilities in Fiji." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/796.

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9

Córdova, Filio César Christian, and Segovia Christian Antonio Julca. "Implementación del modelo CRM para una institución educativa : caso de aplicación FISI-UNMSM." Universidad Nacional Mayor de San Marcos. Programa Cybertesis PERÚ, 2005. http://www.cybertesis.edu.pe/sisbib/2005/cordova_fc/html/index-frames.html.

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CRM tiene que ver con la captura, procesamiento, análisis y distribución de datos (lo que ocurre en todos los tipos de sistemas) pero con total preocupación por el cliente (lo que no ocurre en los sistemas tradicionales). El cliente es el centro del modelo de datos. Para el presente estudio, el cliente de la organización es el alumno, y la enseñanza el servicio, por lo tanto la implementación del modelo implica una enseñanza centrada en el alumno. Frente a planteamientos tradicionales de enseñanza cuyo referente es la optimización del beneficio por cantidad, surge la perspectiva de incrementar los resultados de las instituciones educativas a través de estrategias centradas en el alumno y la relación que se establece con el. Bajo estos términos, la fidelización del alumno cobra un significativo papel en la estrategia de la institución, ocupando el lugar preferente que la adquisición de nuevos alumnos tenia previamente. Con los lineamientos del pensamiento efectivista, se presenta el modelo CRM para las instituciones educativas con su respectiva implementación tanto a nivel estratégico, táctico y operativo, utilizando preferentemente herramientas libres; dándose así, la posibilidad de promover la innovación y desarrollo tecnológico con la expansión de sus tradicionales metodologías de administración y enseñanza
CRM has to do with the capture, prosecution, analysis and distribution of data (what happens in all the types of systems) but with total concern for the client (what doesn't happen in the traditional systems). The client is the center of the pattern of data. For the present study, the client of the organization is the student, and the teaching the service, therefore the implementation of the pattern implies a teaching centered in the student. In front of traditional positions of teaching whose relating it is the optimization of the benefit for quantity, the perspective arises of increasing the results of the educational institutions through strategies centered in the student and the relationship that he/she settles down with the one. Under these terms, the student's fidelización charges a significant paper in the strategy of the institution, occupying the preferable place that the acquisition of new students had previously. With the limits of the thought effectivity, the pattern CRM is presented so much for the educational institutions with its respective implementation at strategic, tactical and operative level, using free tools preferably; being given this way, the possibility to promote the innovation and technological development with the expansion of their traditional administration methodologies and teaching

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Julca, Segovia Christian Antonio, and Filio César Christian Córdova. "Implementación del modelo CRM para una institución educativa : caso de aplicación FISI-UNMSM." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2005. https://hdl.handle.net/20.500.12672/1439.

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CRM tiene que ver con la captura, procesamiento, análisis y distribución de datos (lo que ocurre en todos los tipos de sistemas) pero con total preocupación por el cliente (lo que no ocurre en los sistemas tradicionales). El cliente es el centro del modelo de datos. Para el presente estudio, el cliente de la organización es el alumno, y la enseñanza el servicio, por lo tanto la implementación del modelo implica una enseñanza centrada en el alumno. Frente a planteamientos tradicionales de enseñanza cuyo referente es la optimización del beneficio por cantidad, surge la perspectiva de incrementar los resultados de las instituciones educativas a través de estrategias centradas en el alumno y la relación que se establece con el. Bajo estos términos, la fidelización del alumno cobra un significativo papel en la estrategia de la institución, ocupando el lugar preferente que la adquisición de nuevos alumnos tenia previamente. Con los lineamientos del pensamiento efectivista, se presenta el modelo CRM para las instituciones educativas con su respectiva implementación tanto a nivel estratégico, táctico y operativo, utilizando preferentemente herramientas libres; dándose así, la posibilidad de promover la innovación y desarrollo tecnológico con la expansión de sus tradicionales metodologías de administración y enseñanza.
CRM has to do with the capture, prosecution, analysis and distribution of data (what happens in all the types of systems) but with total concern for the client (what doesn't happen in the traditional systems). The client is the center of the pattern of data. For the present study, the client of the organization is the student, and the teaching the service, therefore the implementation of the pattern implies a teaching centered in the student. In front of traditional positions of teaching whose relating it is the optimization of the benefit for quantity, the perspective arises of increasing the results of the educational institutions through strategies centered in the student and the relationship that he/she settles down with the one. Under these terms, the student's fidelización charges a significant paper in the strategy of the institution, occupying the preferable place that the acquisition of new students had previously. With the limits of the thought effectivity, the pattern CRM is presented so much for the educational institutions with its respective implementation at strategic, tactical and operative level, using free tools preferably; being given this way, the possibility to promote the innovation and technological development with the expansion of their traditional administration methodologies and teaching.
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Books on the topic "Education Education Fiji"

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Commission/Panel, Fiji Islands Education. Learning together: Directions for education in the Fiji Islands. [Suva]: Govt. of Fiji, Ministry of Education, 2000.

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Gaunder, Padmini. Education & race relations in Fiji 1835-1998. Fiji: Padmini Gaunder, 1999.

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Hoare, Frank. Intercultural exercises for schools in Fiji. Suva, Fiji: Ecumenical Centre for Research Education and Advocacy (ECREA), 2002.

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Education in Fiji since independence: A study of government policy. Wellington: New Zealand Council for Educational Research, 1986.

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Carpenter, Kenneth D. Pacific Islands: Niue, Tonga, Kiribati, Fiji, Papua New Guinea. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1996.

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Plange, Nii-K. Aspects of ageing in Fiji. Suva, Fiji: Fiji Ageing Research, Dept. of Sociology, School of Social and Economic Development, University of the South Pacific, 1987.

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Commission, Fiji Human Rights. Fiji national action plan for human rights education, 2003-2005. 2nd ed. [Suva, Fiji]: Fiji Human Rights Commission, 2003.

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Gundara, Jagdish S. Issues for intercultural education in Fiji: The multicultural Pacific context. Suva, Fiji: Department of Sociology, University of the South Pacific, 1999.

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Hughes, H. G. A. Chronology of education in Fiji, Gilbert and Ellice Islands, and Tonga. Afonwen [Mold, Clwyd]: Gwasg Gwenffrwd, 1991.

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Environmental Education Curriculum Workshop (1988 Suva, Fiji). Environmental Education Curriculum Workshop report, Suva, Fiji, 7-14 July, 1988. Suva: [s.n.], 1988.

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Book chapters on the topic "Education Education Fiji"

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Harris, Pauline, Cynthia Brock, Elspeth McInnes, Bec Neill, Alexandra Diamond, Jenni Carter, Ufemia Camaitoga, Meresiana Krishna, and Eleni Giannakis. "In Fiji." In International Perspectives on Early Childhood Education and Development, 11–39. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6587-8_2.

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Brison, Karen J. "Kindergartens and Culture in Fiji." In Children, Social Class, and Education, 35–51. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_2.

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Healey, Nigel. "Higher Education Systems and Institutions, Fiji." In The International Encyclopedia of Higher Education Systems and Institutions, 1018–21. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_599.

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Healey, Nigel. "Higher Education Systems and Institutions, Fiji." In Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_599-1.

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Brison, Karen J. "Introduction: Social Class and Mass Preschool Education in Fiji." In Children, Social Class, and Education, 1–33. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137464088_1.

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Koya, Cresantia F. "Civics Education in Fiji: Contradiction or ‘Pedagogy of Hope’?" In Citizenship Pedagogies in Asia and the Pacific, 245–67. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0744-3_12.

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Havea, Peni Hausia, Antoine De Ramon N’ Yeurt, Apenisa Tagivetaua Tamani, Amelia Siga, Hélène Jacot Des Combes, Sarah Louise Hemstock, and Johannes M. Luetz. "Resilience in Education: An Example from Primary School in Fiji and Technical Vocational Education and Training." In Climate Change Management, 197–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40552-6_10.

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Dorovolomo, Jeremy, and Billy Fito’o. "Student Teachers’ Perception of Citizenship Education at a Fiji Teachers’ College." In Leadership, Community Partnerships and Schools in the Pacific Islands, 65–75. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_6.

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Nilan, Pam, Paula Cavu, Isimeli W. Tagicakiverata, and Emily Hazelman. "‘White-Collar’ Work or a ‘Technical’ Career? The Ambitions of Fiji Final-Year School Students." In International Handbook of Education for the Changing World of Work, 2329–42. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_153.

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Kumar, Bimal Aklesh, and Priya Mohite. "Usability Study of Mobile Learning Application in Higher Education Context: An Example from Fiji National University." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 607–22. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4944-6_29.

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Conference papers on the topic "Education Education Fiji"

1

Prasad, N. S., A. R. Asa, and X. Hongyi. "Attitudes toward Environment Issues and Behavioral Intentions towards Reducing Carbon Footprints: An Empirical Study of Fiji." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.336.

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Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.

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Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.

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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131

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Udagama, Preethi, Chandana Wijayanama, and Manjula Vithanapathirana. "An innovation in Career Guidance in Higher education: Effectiveness and Sustainability of Institutionalization of Service Learning in the University of Colombo." In 2019 From Innovation to Impact (FITI). IEEE, 2019. http://dx.doi.org/10.1109/fiti49428.2019.9037627.

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Barcia, Kleber, Jennifer Arévalo, and Victor-Hugo Gonzalez. "Modelo Matemático para la Optimización del VRP de una Flota Fija Heterogénea con Ventanas de Tiempo HFFCVRPTW." In The 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation, and Infrastructure for Sustainable Cities and Communities”. Latin American and Caribbean Consortium of Engineering Institutions, 2019. http://dx.doi.org/10.18687/laccei2019.1.1.108.

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Martínez Cuello, Ana, Bartolomé Serra Soriano, Encarna Piquer Maño, Pilar García Romero, Cristina Ribes Vallés, and María Inmaculada Lloria Benet. "Optimización y mejora del aprendizaje mediante la utilización de la realidad virtual en las prácticas de grados y ciclos formativos." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11975.

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La realidad virtual se ha convertido en una herramienta que abre las posibilidades de la tecnología más allá de su uso para videojuegos. La inmersión en el contexto real en el que se desarrollan los acontecimientos permite extrapolar la capacidad de esa tecnología al mundo de la educación para mejorar el aprendizaje y adaptarlo a la demanda de las nuevas generaciones. Las RV permite ubicar al propio usuario dentro de un escenario virtual que reproduce el entorno de aprendizaje correspondiente. Mediante este proyecto perseguimos poner a disposición de los alumnos el contenido práctico de las asignaturas de grado y los módulos de formación profesional, de manera que puedan disponer de él permanentemente sin necesidad de presencialidad ni de un horario fijo. La flexibilidad y facilidad de acceso a estos contenidos permite, además, que por motivos de cualquier índole (laborales, personales, etc.) puedan realizar el seguimiento de las prácticas sin ningún tipo de impedimento. El proyecto engloba tanto a titulaciones de ciclo formativo (Higiene Bucodental y Realización de Proyectos Audiovisuales y Espectáculos) como de grado (Odontología y Arquitectura), mostrando la versatilidad y la extensión a los diferentes sectores a los que puede llegar la utilización de esta metodología docente.

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Artica, Julio, Christian del Carpio, Marco Klepatzky, and Leonardo Vinces. "Desarrollo de un sistema de posicionamiento mediante control “híbrido” para el seguimiento de una trayectoria fija aplicado a un robot móvil con arquitectura oruga." In The 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation, and Infrastructure for Sustainable Cities and Communities”. Latin American and Caribbean Consortium of Engineering Institutions, 2019. http://dx.doi.org/10.18687/laccei2019.1.1.357.

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Maldonado Farfan, Amanda Rosa, Uriel Fernandez, Henrry Salas, and Ofelia Guillen. "Modelación De La Adsorción De Cromo (III) De Soluciones Acuosas Usando Biomasa Residual De Yuca En Columnas De Lecho Fijo." In The 19th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Prospective and trends in technology and skills for sustainable social development” “Leveraging emerging technologies to construct the future”. Latin American and Caribbean Consortium of Engineering Institutions, 2021. http://dx.doi.org/10.18687/laccei2021.1.1.581.

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