Relevant bibliographies by topics / Education for self-reliance

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

Academic literature on the topic 'Education for self-reliance'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Education for self-reliance"

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Stephenson, Will, and Mimosa Stephenson. "Emerson's Self-Reliance." Explicator 53, no. 2 (January 1995): 81–82. http://dx.doi.org/10.1080/00144940.1995.9937233.

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Sloan, Gary. "Emerson's Self-Reliance." Explicator 55, no. 1 (October 1996): 19–22. http://dx.doi.org/10.1080/00144940.1996.9937309.

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Cameron, Claire. "Education and Self-Reliance among Care Leavers." Adoption & Fostering 31, no. 1 (April 2007): 39–49. http://dx.doi.org/10.1177/030857590703100108.

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Winne, Philip H. "Putting Volition to Work in Education." Teachers College Record: The Voice of Scholarship in Education 106, no. 9 (September 2004): 1879–87. http://dx.doi.org/10.1177/016146810410600910.

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Playing the role of constructive critic of articles in this special issue, I adopt the term self-reliance to refer to work habits, work styles, volition, and self-regulated learning. Starting with the belief that developing self-reliance is an important goal of education, I examine key issues that influence the likelihood of reaching this goal. I assume first that learners are agents. This human quality ubiquitously affects theorizing, researching, and teaching. I examine the nature of this influence in relation to three issues: How learners experiment to develop self-reliance, conditions that influence how learners express and extend self-reliance, and considerations about how to advance theory and practice in the service of enhancing self-reliance.
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Anggresta, Vella, Hayu Stevani, Rendika Vhalery, and Maria Oktasari. "The Effect Of Self-Reliance And Self-Efficacy On Student's Financial Education." JURNAL INOVASI PENDIDIKAN EKONOMI 9, no. 1 (April 30, 2019): 61. http://dx.doi.org/10.24036/011041290.

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Educating oneself about financial education as recent investment is a necessity, so that there is a need to conduct a study to avoid the financial problems appeared. This study aims to investigate the students' financial education level based on self-reliance and self-efficacy aspects. There were 317 students of Indrapasta PGRI university involved in this study. The data were analyzed by using multiple regression preceded by classic assumption test. The result showed that those three hypotheses are accepted. The effect of self-reliance and self-efficacy is 30.1% and other factors which are not discussed in this study affect as 69.9 %.Keyword: self-reliance, self-efficacy, financial education
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Udoye, Nneka Rita, and Victor Etim Ndum. "Reinvigorating Business Teacher Education towards Self-Reliance in Nigeria." International Letters of Social and Humanistic Sciences 19 (December 2013): 130–39. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.130.

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Any form of education that does not equip its beneficiaries with skills to be self-reliant is a faulty system of education. Business education must be ready to offer recipients functional education that will enhance performance as well as assist them to contribute meaningfully to the economic development of the country. This calls for education that will equip the students upon graduation to be fitted in the dynamic society. This includes the acquisition of skills in areas that will be useful to business students and make them self-reliant, independent and productive citizens of the society. Today the developments of Nigerian educational system and students’ academic achievements have placed many demands on the effectiveness of business teachers. One of the demands is that schools should graduate students with employable skills. From an entrepreneurial perspective, the main aim of any business education is to improve the capability of the students to identify good business opportunities, evaluate these opportunities in terms of feasibility, and visualize a business model that can be commercialized. This paper examined the concepts of business education, business teacher education, self-reliance and dwelled extensively on modalities that could enhance business teacher education towards self-reliance. It is recommended among others that the curriculum developers should integrate those key areas that will help the students and ‘would be’ teachers to acquire necessary skills needed for sustenance of one’s life and the society at large.
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Kelinsky-Jones, Lia, and Kim Niewolny. "Whose Journey to Self-Reliance? Participation in the Journey to Self-Reliance and the Land-Grant Imaginary." Journal of International Agricultural and Extension Education 28, no. 4 (August 21, 2021): 7–14. http://dx.doi.org/10.5191/jiaee.2021.28407.

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Land-grant university and civil society development actors have long partnered with local and global communities to eliminate food insecurity. Despite the common aim of addressing food insecurity as a wicked problem, their approaches and designs differ in scope and scale. Similarly, levels of local stakeholder participation in agricultural development historically vary reflecting the complexity in relinquishing hierarchal decision-making power. In this pilot study, we investigated how participation is framed within the United States Agency for International Development’s (USAID) policy, “The Journey to Self-Reliance”. Subsequently, we sought to understand the implications of this framing on land-grant universities’ agricultural development aims in addressing global food security. We drew upon Fairclough’s Critical Discourse Analysis and Pretty’s typology of participation in sustainable agriculture to analyze the inaugural speech launching the policy framework by the former USAID administrator. We also held two focus groups with development actors at two land-grant universities. Findings indicate local participation of governments, citizens, and civil society to be important. However, governmental participation may be contingent on accountability to both USAID and the private sector indicating an increased commitment to neoliberal ideology. The focus group themes identify self- reliance and its journey as prescriptive and at times, neocolonial, raising questions about participatory possibilities. The final theme illustrates land-grant praxis from participants as they advance visions for centering local partner needs through more equitable decision-making and resource sharing. We conclude with considerations for future research to more deeply understand the implications of “The Journey to Self-Reliance” policy through a CDA lens Keywords: Agro-ecology, Extension, Theory and Practice, Qualitative Research, Community Development
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Hoppers, Wim H. M. L. "The Response from the Grassroots: Self-reliance in Zambian Education." IDS Bulletin 20, no. 1 (January 1989): 17–23. http://dx.doi.org/10.1111/j.1759-5436.1989.mp20001004.x.

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Mosha, H. J. "Twenty years after education for self-reliance: A critical review." International Journal of Educational Development 10, no. 1 (January 1990): 59–67. http://dx.doi.org/10.1016/0738-0593(90)90016-h.

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Silvert, Colby, John Diaz, Laura Warner, and T. Grady Roberts. "Building Self-reliance: A Framework to Evaluate Smallholder Coffee Farmers’ Pursuit of Commercialization." Journal of International Agricultural and Extension Education 28, no. 4 (August 21, 2021): 32–48. http://dx.doi.org/10.5191/jiaee.2021.28432.

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his study examines the application of a self-reliance framework for practitioners and evaluators to better understand the capacities and intrinsic factors impacting smallholder coffee farmers’ commercialization behaviors. We surveyed 40 smallholder coffee producers in Peru using a quantitative instrument. Data were analyzed to determine if statistical relationships exist between farmers’ self-reliance (measured via knowledge and skills, attitudes, and aspirations) and their commercialization behaviors. Findings indicate the self-reliance framework effectively illustrates relationships between farmers’ aspirations, knowledge and skills and their commercialization behaviors, while future, additional studies are needed to better measure and understand the role of commercialization-related attitudes. Practitioners can leverage the study’s findings by using a self-reliance framework to infer farmers’ likeliness to pursue sustainable commercialization practices and align their trainings and design interventions based on evaluation findings. The conceptual self-reliance framework is the first of its kind applied for smallholder coffee commercialization. The findings demonstrate that self-reliance concepts employed recently in other contexts may potentially be used similarly by extension and development facilitators. Keywords: coffee, commercialization, external facilitator, Peru, self-reliance, smallholder
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Dissertations / Theses on the topic "Education for self-reliance"

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Mollel-Blakely, Delois Ǹaewoaanǵ. ""Education for self-reliance" / education and national development in Tanzania /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10909187.

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Thesis (Ed.D)--Teachers College, Columbia University, 1990.
Includes appendices. Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 208-222.
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Shen, Zheng. "The Good Mother : A Moral Guide in Family Education." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8972.

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Louisa May Alcott’s Little Women contains didactic messages that teach readers valuable lessons about life through Mrs March’s very special kind of family education. It concentrates on the content of her education and her methods, relying on five main qualities—mercy, self-reliance, labor and duty, the family and modesty. These qualities are analysed from the point of view of the implied reader.
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LIU, KAIYA. "Regulatory Focus and Reliance on Response Efficacy and Self-Efficacy in Health Attitude Change." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218564564.

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Forsslund, Annika. "From nobody to somebody : Women’s struggle to achieve dignity and self-reliance in a Bangladeshi village." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1995. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16583.

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This study concerns a rural development project in a village in Bangladesh, initiated in 1973 and followed up regularly until 1991. The original project included the development of a jute handicraft cooperative for women, started and supervised by the author The aims of the thesis are: to describe and analyze the process of change in the lives of some women, engaged in the cooperative, to shed light on this process from the women's perspective, and to discuss what can and should be a target for development education for rural women, coming from the lowest social stratum of society. The ten women who first joined the cooperative are focused in this thesis. The thesis includes their own tales of their experience of the training involved in participation in the cooperative, and their own development process. In the study, the concept of dialogue is used both as a pedagogical method of imparting knowledge, as a form of conversation/interview, aiming at obtaining information from an insider perspective, and also as a concept when compiling data in life histories. The life history approach has been helpful in investigating the educational and developmental process from the women's point of view. Beside skills training, the content of the education for the cooperative was alphabetization, cooperative training and management. Other topics such as nutrition, hygiene, health- and child-care and family planning, were eventually included after the need for training in such areas was articulated in the dialogue between the participating women and the project leader. In contrast to many development projects managed entirely from the top down, all aspects of the training programme were discussed with and approved by the targeted group. The main effect of the training programme was empowerment of the women, which was expressed as an articulated consciousness of their human dignity and a feeling of freedom. The women had developed a professional identity and an awareness of the relevance of contextualised education. A further effect of their new identity was a reduced birth rate. The results of the project are discussed in relation to development education.
digitalisering@umu
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Njiraini, Nancy Nyambura Karanja. "Exploring the importance of critical thinking in creating capabilities for self-reliance in international community development : a Kenyan context." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6455/.

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Self-reliance as a component of development agendas is often relegated to the background if mentioned at all. This thesis explores the value of self-reliance in meaningful progress, as well as the conditions which enable self-reliance, paying particular attention to the role of critical thinking in that process. It investigates individual and collective use of local knowledge in formulating strategies for progressive community development in collaboration with international agencies. By drawing attention to the practical aspects of development interventions, the challenges can be observed from an equality, justice and inclusion perspective. The thesis works with the frameworks of Amartya Sen’s and Martha Nussbaum’s human development and capabilities approach calling attention to the value of freedom in development and the capabilities to do and to be. It adopts a critical theoretical approach from an emancipatory perspective and argues that a useful way to consider self-reliance may be Immanuel Kant’s perspective on Enlightenment as emergence from self-imposed inability to use one’s own knowledge. This approach emphasises the value in acknowledging the views of those the process is meant to support. By approaching the issues through Freirean dialogue and participatory methods, that address concerns of power relationships, the thesis provides a ‘space to speak’ for the community groups. This is facilitated by the use of the creative engagement tool ‘Ketso’. This thesis argues that meaningful progress is inclusive and that it should pay attention to mutual processes of knowledge production. The findings highlight the role of lifelong learning as a mediating process where knowledge is exchanged and where reciprocation takes place in a way that respects other people’s values and interests.
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Neilson, Thomas Richard. "Self-reliance or dependency in the Horn of Africa." 1988. https://scholarworks.umass.edu/dissertations/AAI8822675.

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This dissertation is about refugees in Somalia, how they got there, where they came from, and why they stay. It discusses the community development program, the notion of self-reliance and the manipulation of these concepts to create a circumstance of regional dependency. The research puts refugee circumstances in Somalia into a global context of economic and military oppression. Dispelling the myths of poor farm management, drought, overpopulation, and backwardness, war is named as the primary cause of refugee origins worldwide. A major theme of the research is that we live in a corporate warfare/welfare world in which development aid pursues hearts and minds, as well as markets. Within this system, development workers must understand local political/social structures and put them into the context of global political/economic realities.
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Baganda, Elpidius. "The trajectory of universal primary education and educational decentralisation in Tanzania 1961-2015: a Nyererean perspective." Thesis, 2016. http://hdl.handle.net/1959.13/1321928.

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Research Doctorate - Doctor of Philosophy (PhD)
Despite the popularity and the breadth of his philosophical writings, few scholars have linked Tanzania’s founding post-independence President Julius Nyerere’s thinking to the analysis of Tanzanian educational policies and practices. Since 1961, Tanzania has initiated a series of reforms seeking to achieve Universal Primary education, coupled with a particular approach to educational decentralisation. An understanding of these reforms, and an assessment of their historical trajectory, requires an analysis of them through a Nyererean lens or framework. This project centres on developing such an understanding. The aim of this study is to examine and assess Tanzanian educational reforms, policies and structures, over the period 1961-2015, against the Nyererean framework developed for this project. This objective will be achieved by completing the following tasks: first, identify Nyerere’s over-arching socio-political and economic worldview, which sought to integrate traditional African values with the socialist philosophies and development demands of the postcolonial context, expressed in terms of a broad social and political project: Ujamaa (African socialism). Then, analyse educational policies across three identified time periods in terms of their relationship to the project of African socialism and in particular it’s key educational components: Ujamaa, education for self-reliance; educational expansion (UPE); and Nyererean educational decentralisation. The analysis of policy through a Nyererean framework yielded mixed results overtime. Whereas the pre Ujamaa period 1961-1966 was mainly characterised by the inherited conventional models underpinned by an emphasis upon post-primary education to lay the foundation for future economic growth, some ideas on Ujamaa such as brotherhood and abolition of racial discrimination in education, were also documented in policy. The Ujamaa and self-reliance period 1967-1985 was distinctive because it embraced most of the Nyererean perspectives in different areas such as education expansion, decentralisation and in particular merging study with work as part of the philosophy of forming citizens with the particular skills and dispositions that would be suited to the Ujamaa socialist society. Social-political and economic turmoil in the late 1970s and early 1980s is shown to have impacted on Ujamaa policies, leading into the 1986-2015 period in which policy reversed by moving away from the principles of Ujamaa and self-reliance. Here we see the neoliberal reforms of user-pays and privatisation of educational services. Although institutions such as the World Bank and other financial institutions arguably helped to boost the expansion of education to meet the Millennium Development Goals in the period since 2000, the approach used contrasted in significant ways with the Nyererean egalitarian ideals. This work contributes a distinctive educational policy analysis in this period, adding to existing research. Despite some divergences, particularly in recent years, there are threads of continuity of the legacy of Nyerere such as enduring social justice and equity, particularly in education expansion, merging work and study and community involvement. Given the continuity in relation to the overarching Nyererean framework, this historical account demonstrates a need to go beyond dominant approaches and reconsider the work of Nyerere for the deconstruction of African/Tanzania educational policies.
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Asia, Henry Peter. "Vorme van bevrydingsonderwys in Latyns-Amerika, die VSA, Tanzanië en die RSA : 'n histories-vergelykende studie." Diss., 1995. http://hdl.handle.net/10500/17969.

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Text in Afrikaans
Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak.
Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made.
Educational Studies
M. Ed. (Historiese Opvoedkunde)
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Books on the topic "Education for self-reliance"

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Akintunde, Ifedayo. Technological development through self-reliance: Selected speeches. Ibadan: Ife Akintunde, 1994.

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Akintunde, Ife. Technological development through self-reliance: Selected speeches. Ibadan, Nigeria: Nigerian Society of Engineers, 1994.

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Newfoundland. Royal Commission on Employment and Unemployment. Education for self-reliance: A report on education and training in Newfoundland. [St. John's, Nfld.]: The Commission, 1986.

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Self-reliance, Inc.: A twentieth-century Walden experiment. Seattle, Wash: Coffeetown Press, 2009.

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Bildung versus Self-Reliance?: Selbstkultur bei Goethe und Emerson. Würzburg: Königshausen & Neumann, 2008.

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Kröger, Werner. Die Implementierung der "Education for Selfreliance" an einer tanzanischen Sekundarschule. Saarbrücken: Breitenbach, 1987.

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Maliti, Sosthenes T. In pursuit of democracy, development, self reliance: (frankly speaking). Dar es Salaam: Candid Press, 1992.

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Turner, Trevor A. Education and social development: Unit I. Curriculum for national integration & self-reliance. Mona: University of the West Indies Distance Teaching Experiment (UWIDITE), 1985.

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Lwehabura, Jonathan M. K. Effective schooling?: Education for self-reliance and school effectiveness in Tanzania secondary schools. Birmingham: University of Birmingham, 1993.

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Holler, Jean B. You're ok: A children's guide to helping friends. Dobbs Ferry, NY: Oceana Educational Communications, 1987.

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Book chapters on the topic "Education for self-reliance"

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Salyakamthorn, Wiwat. "The Ground Work Solution: Learning Strategies Toward Self-reliance in Asia." In Indigenous Culture, Education and Globalization, 207–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48159-2_11.

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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation." In Inclusive Learning and Educational Equity, 95–118. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_5.

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AbstractThis chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.
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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period." In Inclusive Learning and Educational Equity, 119–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_6.

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AbstractThe action research reported in this chapter lasted for one semester. This was a novel time because schools, due to the COVID-19 pandemic, suspended their in-person activities and implemented online learning. This has necessitated the formulation of research purposes and problems appropriate to the dynamically changing educational reality (and beyond). This chapter provides a theoretical background to the risks to education during a pandemic. The assumptions, implementation and results of the research project implemented by the action research method in the selected Polish class are also discussed. The empirical data, mainly qualitative, triangulated by various sources of information, reconciled perspectives that were used to identify specific topics and threads appearing in the gathered inputs, to present it in an orchestrated manner and to interpret it. The analyses carried out lead to the conclusion that the application of the UDL approach promotes the success of inclusive education, despite the difficult experiences of the pandemic period. It has been proven that UDL approach implementation has a positive impact on the course of the teaching-learning process, optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. The extraordinary situation faced by teachers and pupils due to the need to switch to online learning, contrary to temporary concerns, has reinforced the changes brought about by the implementation of the UDL approach in the learning process.
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GONDWE, VINCENT MAPESI. "Agriculture for Self-reliance." In The Environment and Science and Technology Education, 167–74. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-033952-8.50033-7.

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Morikawa, Terumichi. "Ideals of self-reliance and personal advancement." In The History of Education in Japan (1600–2000), 34–60. Routledge, 2017. http://dx.doi.org/10.4324/9781315646688-3.

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SANE, K. V. "Development of Resources for Science Teaching: an Approach for Encouraging Self Reliance." In Education, Industry and Technology, 275–81. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-033913-9.50061-0.

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"Rethinking Etiquette: Emily Post’s Rhetoric of Social Self-Reliance for American Women." In Rhetoric, History, and Women's Oratorical Education, 189–207. Routledge, 2013. http://dx.doi.org/10.4324/9780203073773-17.

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Paraskeva, Fotini, Sofia Mysirlaki, and Vasilis N. Vasileiou. "Developing Self-Regulation Skills in Virtual Worlds." In Adult and Continuing Education, 1208–23. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch069.

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In order to succeed in today's life and work environments, people require more than thinking skills and content knowledge. Initiative and self-direction skills are needed, including the ability to manage goals and time, to work independently, and be self-directed learners. On the other hand, e-learning has brought changes in every field of formal and informal education, such as training programs, basic education, and life-long learning. However, e-learning is not inherently motivating and can even be demotivating due to technological, intrapersonal, and interpersonal hurdles. A hallmark of e-learning is its reliance on learner autonomy, also called independent or self-directed learning. In view of the need for the design of e-learning environments that would provide self-regulation strategies for the maximization of learners' engagement to an e-learning course and the development self-regulation as an important life skill, this paper presents the application of a Self-Regulation Theory based educational scenario, using the Virtual World of Second Life to enhance situated experience in professional and career development and to develop self-regulation as an important skill for the 21st century, along with skills, such as collaboration, team work, peer exchange and problem solving.
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Choi, Sooan, and Youngsoon Kim. "A Qualitative Case Study on the Self-Reliance Education Process of the Divorced Migrant Women in South Korea." In Advances in Education and Educational Trends Series, 241–50. inScience Press, 2022. http://dx.doi.org/10.36315/2022ead19.

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"Participatory Action Research on Education for Self-Reliance for Rural Youth in Indonesia." In Preparing Indonesian Youth, 220–37. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004436459_012.

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Conference papers on the topic "Education for self-reliance"

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Rozikan, Mukhlis Rahmanto, and Julia N. E. Satyarini. "An Islamic Perspective on Self-Reliance Economy." In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210120.105.

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Veide, Martins. "Learning Self-Reliance and Responsibility from the Point of View of Existentialism." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.027.

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As a result of the increased amount of information the importance of its independent, critical evaluation is increasing, so that the knowledge learning would not be replaced by the accumulation of information. The responsibility for and the ability to evaluate information independently are relevant as learning outcomes of education for sustainable development. Responsibility and self-reliance as important areas of human life are the focus areas of the existentialist approach; still, this approach is very little used in pedagogy. The results of this research substantiate the topicality of the existentialist approach in modern humanistic pedagogy, in which the emphasis is placed on the personal significance of the learning process. The main aim of the article is to analyse the learning of self-reliance and responsibility from the point of view of existentialism and to evaluate the conditions of its realization in pedagogical practice. The study was done by combining the results of the author’s previous empirical research, observations in pedagogical practice and analysis of the scientific literature. In the minds of Latvian adults, their self-reliance and responsibility are integral components of both the quality of living and the meaning of learning. With age, there is a growing tendency to associate self-reliance not with independent thinking, but with independence and, consequently, existential concerns about the possibility of its realization. An important existential aspect of the learning process is: the distinction between learning to be self-reliant and responsible and learning to find a place in the network and function in pursuit of personal safety and worth. Self-reliance as a relative independence from security, belongingness and recognition and responsibility as an awareness of one's impulses, feelings and attitudes are related to the survival of existential loneliness and overcoming anxiety. Learning self-reliance and responsibility means learning self-reflection, learning to meet oneself, getting to know one's interests and the factors that cause fear, rather than diverting attention to others to information that helps to justify oneself.
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Choi, SooAn, and YoungSoon Kim. "A LIFE-HISTORY CASE STUDY ON SELF-RELIANCE EXPERIENCE OF DIVORCED MIGRANT WOMEN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end064.

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This study aims to examine the life history of migrant women who have experienced divorce in a socio-cultural context. Five people participated in the study, and they have been living in self-reliance support facilities since their divorce. They were selected from interviews on the life history of 80 married migrant women, which were funded by the Korea Research Foundation from 2017 to 2019. The method of research is a life-historical case study. The results of the study are as follow; first, their marriage was to escape gender hierarchy and poverty in their home country. Therefore, it was confirmed that marriage migration took place within the transnational trend of feminization of migration. Second, self-reliance support facilities provide strong social support for divorced migrant women. As a result, it works as an important space that allows them to escape from voluntary self-exclusion and explore new subjectivity. Suggestions of the implications are as follow; the social support from self-reliance support facilities after divorce is a driving factor that is the subjective and active effort of single-parent migrant women. Discussions should continue that those who are free from the spouses of the people can live as practical and public citizens of Korean society.
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Equatora, Muhammad Ali, and Mulyani Rahayu. "The Effectiveness of Self-reliance Coaching of Prisoners at Wirogunan Correctional Institutions in Yogyakarta." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009018201580163.

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Zhang, Zilin. "A Leap-forward Study on Promoting Self-reliance to Self-consistency in Social Governance Work in China." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.99.

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Febriyanti, Febriyanti, Idrus Affandi, and Endang Danial. "Model Economic Development of Civics in Character Formation Plus Entrepreneurial Behavior-Based Self-Reliance in the Pesantren." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.73.

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Nurhayati, Rofiroh, and Desi Riski. "An Analysis Conceptual Understanding and Student’s Learning Self-Reliance in the New Normal Era Assisted by Photomath on SLETV Material." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.058.

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Good, Melanie, Emily Marshman, Chandralekha Singh, and Edit Yerushalmi. "Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.good.

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Taylor, Wal, and Stewart Marhsall. "Collaboration: the Key to Establishing Community Networks in Regional Australia." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2581.

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Despite the promise of community involvement, cohesion and empowerment offered by local community networks (CN) using Internet Technologies, few communities in regional Australia have been able to demonstrate sustainable and vibrant CN which demonstrate increased social, cultural or self-reliance capital. The Faculty of Informatics and Communication at Central Queensland University (CQU) and a local council have established a formal alliance to establish the COIN (Community Informatics) projects to research issues around this topic. This paper presents the initial findings from this work and draws conclusions for possible comparison with other international experience. The research focuses attention on community understanding and cohesion, local government priorities in a community with relatively low diffusion of the Internet and the competing demands in a regional university between traditional service provision in an increasingly competitive market and the needs of establishing outreach research for altruistic, industry establishment and commercial rationale.
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Smith, Benjamin J. "Composing Composers: Design Instruction for Student Empowerment." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.5.

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This paper develops topics on architectural instruction in three ways: (1) analysis of authenticity in the design studio, (2) evaluation of high- and low-level intentions, and (3) proposing an advanced studio developing design sensibility. Design education balances technique and sensibility. Students need skills to communicate their work effectively. They also need freedom to be creative with their ideas. Learning self-reliance empowers students’ connection to discourse. Methods for design instruction need to be robust enough to accommodate alternative approaches for production.
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Reports on the topic "Education for self-reliance"

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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Brinkerhoff, Derick W., and Anna Wetterberg. Governance and Sector Outcomes: Making the Connections. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0019.1809.

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A critical issue in international development is how donor-funded programs can support sustainable and long-lasting changes in assisted countries. Among the factors associated with sustainability is improved governance. However, many donor-funded initiatives are focused on achieving results in specific sectors, such as health, education, and agriculture. How can how governance interventions contribute to achieving sector-specific results? This brief explores this question and discusses how international development practice has incorporated recognition of the links between governance and sector outcomes. The brief develops a stylized continuum of how governance elements relate to sector interventions and contribute to expected outcomes. We discuss factors that either impede or impel governance integration and close with some observations regarding prospects for integrated programming. The audience for the brief is the international development policy and practitioner communities, and secondarily, academics with an interest in the topic. Key take-aways include: (1) there is ample evidence of positive contributions from improved governance to sector-specific outcomes, but few guideposts exist for practical and effective governance integration; (2) barriers to integration include urgent sector priorities that overshadow governance concerns, requirements to demonstrate progress towards ambitious sector targets, and complex choices related to measurement; and (3) sustainability and self-reliance are major drivers for integration and are facilitated by the flexibility and adaptation that governance integration enables.
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