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

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Published: 4 June 2021
Last updated: 30 January 2023

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Armbruster, Chris. "Research Universities: Autonomy and Self-Reliance after the Entrepreneurial University." Policy Futures in Education 6, no. 4 (January 2008): 372–89. http://dx.doi.org/10.2304/pfie.2008.6.4.372.

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12

Norie Fukuda, Taishi Takezawa, and Tetsuro Takeda. "A CASE STUDY FOCUSING ON ENHANCING SOCIAL DEVELOPMENT AND LEARNING OF ELEMENTARY SCHOOL STUDENTS WITH DEVELOPMENTAL DISABILITIES THROUGH SELF-RELIANCE ACTIVITIES IN SPECIAL NEEDS CLASSES." Journal of Science Educational Science 66, no. 4AB (October 2021): 11–17. http://dx.doi.org/10.18173/2354-1075.2021-0055.

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We explored a case study focusing on social development and leaning of elementary school students with developmental disabilities through self-reliance activities in a special needs classes. Before the classes started, we conducted a series of assessment to identify special education needs of the students. Based on the results of the assessment, we set goals of the self-reliance activities for each student, and also considered contents and approaches of the classes. With self-reliance activities including small-group game sessions, the students showed meaningful improvement in their communication and interpersonal behaviors. We examined and analyzed the result of the case study, comparing such factors as student’s behaviors, contents and approaches of the self-reliance activities, and sharing information on special education needs of the students before and after the classes.
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13

Muhammad Shamsuddin, Ibrahim. "Entrepreneurship, Science and Technology Education for Self-Reliance and Economic Diversification." International Journal of Engineering Management 2, no. 1 (2018): 1. http://dx.doi.org/10.11648/j.ijem.20180201.11.

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14

ALADE, Ibiwumi A. "Curriculum Offerings and Self-Reliance Education in a Southwestern College of Education in Nigeria." Journal of Teaching and Teacher Education 5, no. 1 (January 1, 2017): 19–26. http://dx.doi.org/10.12785/jtte/050102.

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15

Minanti, Neng, Wida Pradiana, and Wasrob Nasruddin. "KEMANDIRIAN PETANI DALAM MENGADOPSI VARIETAS UNGGUL BARU (VUB) CABAI MERAH DI DESA SITU UDIK KECAMATAN CIBUNGBULANG KABUPATEN BOGOR." Jurnal Inovasi Penelitian 1, no. 4 (August 25, 2020): 759–70. http://dx.doi.org/10.47492/jip.v1i4.143.

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Agricultural development currently needs self reliance of farmers in adopting technologies including VUB technology. The problem that occurs in the adoption VUB of red chili at the farm level is that farmers are easily tempted by promotion agents - selling seeds of superior seeds and do not understand the origin and quality of seeds adopted. This study aims to describe the level of self reliance of farmers, analyze the factors related with the self reliance of farmers, as well as formulate appropriate strategies to support increased farmer self reliance in supporting adopting VUB of red chili. This study was conducted in Situ Udik Village, Cibungbulang District, Bogor Regency, West Java from April to July 2020. A sample of 45 farmer group members was determined using purposive sampling based on the consideration and activeness of farmer group members in the red vine mining activities. Data were processed using descriptive statistical techniques and Spearman Ranking ranking and Kendall’s W analysis. The results of the study showed that the self reliance of farmers in adopting the red chili VUB was relatively high. Factors that had a significant relationship with the self reliance of farmers in adopting the red chili VUB were formal education, non-formal education, and all capacity factors of farmer. Then, solving strategic problems is carried out by conducting extension activities and making demonstration plots as a means of supporting extension activities.
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16

Kouassi, Jérome. "Understanding Emerson’s Self-Reliance in Terms of Education with a Focus on Language Didactics." Human and Social Studies 4, no. 3 (October 1, 2015): 90–106. http://dx.doi.org/10.1515/hssr-2015-0026.

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Abstract Education has always been at the heart of most, if not all, human endeavours. This explains the growing interest of many scholars in educational issues. Self-Reliance, one of Emerson’s most impressive and influential works, provides an outstanding contribution to education in general and particularly to the personal development of individuals in society. The relevance of the educational values addressed in Self-Reliance makes it an appropriate context for academic reflection. This paper scrutinises the educational dimension of Emerson’s work with a focus on language didactics. My concern is to provide evidence that the educational values expressed instruct didactics. The study of Self-Reliance reveals the expression of some values, the main ones being trust, responsibility, commitment, creativity, autonomy, independence, self-esteem, self-determination, self-evaluation, and individual talents. By reflecting on their educational dimension with a focus on their didactic implications I come to conclude that even though didactics does not draw directly on Emerson’s educational philosophy, it integrates some aspects, notably the values referred to in this paper.
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17

Aspita Ishiaka, Dr Abdul-Rahman. "Entreprenuership Education in Nigeria: A Panacea for Self Reliance among Institutional Graduates." Saudi Journal of Economics and Finance 4, no. 8 (August 13, 2020): 400–405. http://dx.doi.org/10.36348/sjef.2020.v04i08.004.

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18

Hidayat, Nur. "The Implementation of Character Education Model at Islamic Boarding School of Pabelan, Magelang, Central Java." Jurnal Pendidikan Islam 5, no. 2 (December 16, 2016): 431. http://dx.doi.org/10.14421/jpi.2016.52.431-455.

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This research was conducted at Islamic Boarding School of Pabelan, Central Java. Here, character education model was delivered to students through role modelling method and formalizing into routines which were implemented since KH. Hamam Dja’far era until now. The implementation of character education developed and taught by Kiai Hamam, as a role model, at that time included model of social caring, direct learning, simplicity, educating humanely, education through role modelling, scientific culture model, development of local wisdom or culture, education development, work ethic, and self-reliance. Then, character values emphasized to student are discipline, work ethic, self-reliance, social caring, spirituality and responsibility.
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19

Zaitsev, S. V. "Problems of Developing Self-Reliance in Learning in Primary School Children." Психологическая наука и образование 24, no. 2 (2019): 50–58. http://dx.doi.org/10.17759/pse.2019240205.

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The newly introduced state standard for primary education implies the formation of self-reliance in primary school children. However, this task is not an easy one to fulfill. Developing self-reliant learners can be challenging due to a number of fundamental contradictions such as the ones between the freedom offered to the child and the forced nature of some education methods; between the new educational tasks and the established school practices; between the invariant character of training standards and variability of individual learning features of schoolchildren. Overcoming these contradictions requires not only the formation of new teaching competencies in future teachers, but a fundamental change in the teacher’s professional position. It’s not enough to simply improve several means and methods of teaching, it’s important to develop and apply radically new education technologies: create an active and versatile educational environment, initiate mediated management of child learning and development, introduce individualization on the basis of personal activities of children, carry out pedagogical observations of every individual’s development. A lesson called “Self-taught learner”can be considered an example of such active and variable educational environment that promotes self-reliance in learning in children. In this lesson, every child masters some new learning content on their own and carries out basic learning actions step-by-step, moving along his/her individual learning route.
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20

Khoirunnisa, Ratih, and Septi Ayu Azizah . "Improvement of Dolly Women Quality through the Women's School based Self-Reliance." Journal of Social and Development Sciences 5, no. 4 (December 30, 2014): 182–87. http://dx.doi.org/10.22610/jsds.v5i4.819.

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Indonesia has abundant human resources in terms of quantity, including women. Statistic data in 2013 mention that the numbers of Indonesian females are 49.66 percent and males are 50.34 percent from 237.641.326 peoples. However, the quality of human resources is still low viewed by the educational development index that puts the state at rank 69 from 127 countries. One proof of the quality of human resources declining in Indonesia is prostitution that continues grow. One of the prostitution areas is Dolly which located in Surabaya, East Java, Indonesia. This activity could despicable in religion and morality, also affect to the physical and psychological health of women. The important thing that must be obtained to advance insight and ethics’ women is an education. Nowadays, education system that requires students to get good grades makes them depressed and cannot improve their skills. Besides, the school system that unites men and women can reduce competitive spirit within students. Students who begin adolescence and love the other also caused uncontrolled relationship. It because students spend a lot of time to have fun than study and increase their skill. To improve the moral and achievement levels, it is necessary to set up a new system for education. The new education system feasible in Dolly is women’s school. In addition to containing general and moral lessons, the school also provides training facilities on a variety of skills that can help women to compete and earn a living.
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Wasilik, Tina. "Honouring Inuit Women’s Educational and Employment Experiences through Indigenous Storywork Methodology." Alberta Academic Review 4, no. 1 (July 5, 2021): 11. http://dx.doi.org/10.29173/aar118.

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The legacy of the Arctic Residential School system is still present in Nunavut education today. Inuit in Nunavut continue to receive a westernized education that does not fully encompass traditional Inuit learning principles. However, a group of Inuit women, enrolled in a Northern College Early Childhood Education (ECE) Diploma Program from 2015-2017, uniquely blended a child-centred educational approach with traditional Inuit learning methods. Through the Inuit women’s practicum placements completed at a preschool, they developed self-confidence and a skill set that led to their employment and self-reliance. The Oxford dictionary defines self-reliance as “the ability to do or decide things by yourself, rather than depending on other people for help” (Oxford University Press 2021). This definition does not fully capture the essence of self-reliance from Inuit women’s perspectives. Their self-reliance is greatly tied to a combination of domestic work, wage work, and land-related work that forms a unique framework to capture the specificity of northern women’s self-reliance. My research study will explore the personal experiences of these Inuit women graduates. The study intends to inform institutional decision-making, determine how to best support the Inuit women’s educational access and success, contribute to the scholarly work in the field of education and advance future Inuit training and employment initiatives. My research questions are: What does self-reliance look like from an Inuit woman’s point of view? How did participating in the 2015-2017 ECE Diploma Program influence the Inuit women’s lives? Indigenous Storywork is grounded in Indigenous Research Framework (Lavallée 2009) which allows for connections between people, their ancestors, and the natural world. Indigenous Storywork guides my study theoretically and methodologically. I will use Storywork to engage in holistic meaning-making that involves the heart (emotions), mind (intellect), body (physical actions), and spirit (spirituality) (Archibald et al. 2019). Storywork is essentially a three-part framework: story-making, storytelling, and connecting with specific cultures and peoples experiences through stories (Archibald et al. 2019). This framework honours distinctive traditional Inuit knowledge and these Inuit women’s holistic identity regarding their relationships with themselves, family, community, land, environment, and the wider society. Indigenous Storywork methodology creates space for my participants to share dreams, visions, spiritual encounters, and lived experience stories through interviews. My research honours the Storywork of Inuit women through their culturally responsive and unique educational opportunities.
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22

Wardani, Imas Srinana, and Asep Samsudin. "KEMANDIRIAN ANAK MELALUI SELF ACCESS CENTRE DALAM MENGEMBANGKAN TOP 10 SKILL." DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar 6, no. 1 (April 25, 2019): 15. http://dx.doi.org/10.30997/dt.v6i1.1632.

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Education era 4.0 requires output that has top 10 skills 2020. One of the strategies needed in era 4.0 education is a Self Access Center (SAC) that focuses on children's self reliance in learning in elementary school. SAC is one of exploration of children's reliance independently in developing capabilities needed in the industrial era 4.0. The purpose of this study was to describe the reliance of children in learning an elementary school through a SAC in developing top 10 skills 2020. The method used in this study was descriptive qualitative. The results of the analysis show that the SAC can contribute. This is indicated by the achievement of the SAC has reached seven out of ten top skills, namely sense making, social intelegence, cross cultural competency, novel and adaptive thinking, transdiciplinary, computational thinking, and new media literacy and to be able to adjust to top 10 skills 2020 a better strategy is needed to achieve 10 skills with cognitive load management, design mindset and virtual collaboration.
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23

Ritchie, G. N. "Education, Information and Public Awareness for Self-Reliance and Lessened Dependency in Disaster." Asia-Pacific Journal of Rural Development 7, no. 2 (December 1997): 119–33. http://dx.doi.org/10.1177/1018529119970208.

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24

Izzati, Laila Nur, and Endang Fauziati. "Pendidikan Karakter di Pesantren Modern Al-Amanah Junwangi dalam Perspektif Progresivisme." J-MPI 6, no. 2 (December 30, 2021): 136–42. http://dx.doi.org/10.18860/jmpi.v6i2.12832.

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Boarding school is synonymous with living independently so that students can instill the character of self-reliance when he is in boarding school. In addition to teaching students in terms of self-reliance, boarding school also instills many characters such as being empathetic, learning to solve problems themselves, and thinking creatively. This resulted in the collation of character education in boarding school with the philosophy of Progressivism. The research method uses a qualitative approach, data collection techniques using interviews, observations, and documentation. The results showed that Al – Amanah Modern Boarding School instilled character education in students in daily life.
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Aliyyah, Rusi Rusmiati, and Siti Rahmah. "PENDIDIKAN KEMANDIRIAN BERBASIS KEWIRAUSAHAAN." TADBIR MUWAHHID 1, no. 2 (October 29, 2017): 142. http://dx.doi.org/10.30997/jtm.v1i2.958.

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Penelitian ini bertujuan untuk mendeskripsikan fungsi manajemen diantaranya perencanaan, pelaksanaan, pengawasan pendidikan kemandirian dan kewirausahaan pondok pesantren. Penelitian menggunakan pendekatan kualitatif studi kasus. Data dikumpulkan melalui observasi, wawancara, dokumen, dan merekam informasi. Teknik analisis data menggunakan model analisis Miles Huberman melalui komponen analisis berupa reduksi data, penyajian data, serta kesimpulan atau verifikasi. Hasil penelitian menyatakan perencanaan pendidikan kemandirian berbasis kewirausahaa dibuat oleh tim penyelenggara diantaranya pimpinan pesantren, ketua umum yayasan, kepala sekolah, dan guru. Perencanaan dibuat berdasarkan analisis kebutuhan dan kepentingan organisasi. Pelaksanaan pendidikan kemandirian berbasis kewirausahaan dilakukan melalui suri tauladan dari seluruh pengelola pesantren, dilakukan melalui pembiasaan, penugasan, pelaksanaan pendidikan kemandirian berbasis kewirausahaan termasuk dalam kegiatan Ta’aruf. Pengawasan pendidikan kemandirian berbasis kewirausahaan dilakukan oleh seluruh pengelola pesantren, pengawasan diberikan secara akademik dan manajerial, serta pengawasan melalui rapat konsultasi, dan koordinasi.KATA KUNCI: Pendidikan, Kemandirian, dan KewirausahaanINDEPENDENCE EDUCATION BASED ON ENTREPRENEURSHIP EDUCATIONABSTRACTIndependent Character Education has a purpose of confidence in carrying out an affair. This self-reliance education spurred the courage of someone in action, not resigned and frozen, but dynamic, energetic and always optimistic toward the future. Through Entrepreneurship it is a provision of santri or students in the future with the added value in the market, through the process of combining resources through different new ways, in order to compete. The purpose of this research is to describe the management function such as planning, implementation, supervision of self-reliance education, entrepreneurship of Darussyifa Al-Fithroh Sukabumi pesantren. The research used qualitative approach of case study. Data are collected through observation, interviews, documents, and recording / recording information. Data analysis techniques on research using Miles Huberman analysis model, the analysis component in the form of data reduction, data presentation, and conclusion or verification. The result of the research states that self-reliance education based on entrepreneurship planning is made by the team of pesantren, among them the leadership of pesantren, the chairman of the foundation, the heads, the teachers, the planning made the aspect of needs and interests, and determines the teachers who are capable in the implementation of the activities. The implementation of entrepreneurship based self-reliance education is done through the role model of all pesantren managers, conducted through habituation, assignment, implementation of entrepreneurial based self-reliance education included in Ta'aruf activities. The supervision of entrepreneurship based autonomy education is carried out by all board managers, supervision is given academically and managerially, and supervision through consultation meeting, coordination.
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Oladokun, Augustina. "Vocational Home Economics Education: A Veritable Tool for Self Reliance, Poverty Eradication and Sustainable National Development." UJAH: Unizik Journal of Arts and Humanities 21, no. 3 (May 19, 2021): 213–24. http://dx.doi.org/10.4314/ujah.v21i3.12.

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The increasing rate of poverty, unemployment and retrenchment and so many other social problems is worrisome. However, unemployment is not peculiar to Nigeria alone but to other third world countries. This paper examined the objectives of Home Economics education as it is geared towards improving the standard of living. It looked at self-reliance, poverty Eradication through Home Economics Education, and the role of entrepreneurship in economic development. It also examined Home Economics income generating business ventures in the major areas of Home Economics for employment and wealth creation for sustainability. The paper concluded and recommended, among others things, that entrepreneurship education be made compulsory at all levels of education and soft loans be made available to graduate for business set up. Keywords: Self-Reliance, Poverty Eradication, Entrepreneurship, National Development
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Nu’man, Mulin, Heri Retnawati, Sugiman Sugiman, and Jailani Jailani. "Measuring Self-Regulated Learning in the STEM Framework: A Confirmatory Factor Analysis." European Journal of Educational Research 10, no. 4 (October 15, 2021): 2067–77. http://dx.doi.org/10.12973/eu-jer.10.4.2067.

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<p style="text-align: justify;">Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.</p>
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Nu’man, Mulin, Heri Retnawati, Sugiman Sugiman, and Jailani Jailani. "Measuring Self-Regulated Learning in the STEM Framework: A Confirmatory Factor Analysis." European Journal of Educational Research 10, no. 4 (October 15, 2021): 2067–77. http://dx.doi.org/10.12973/eu-jer.10.4.2067.

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<p style="text-align: justify;">Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.</p>
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Yee, Albert H. "A Comparative Study of Macau's Education System: changing colonial patronage and native self‐reliance." Comparative Education 26, no. 1 (January 1990): 61–71. http://dx.doi.org/10.1080/0305006900260106.

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Regmi, Kapil Dev, Samuel Andema, and Marlene Asselin. "Literacy for self-reliance: A critical exploration of Nyerere’s legacy in Tanzanian education policies." International Review of Education 66, no. 1 (February 2020): 53–74. http://dx.doi.org/10.1007/s11159-020-09824-3.

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Priyanto, Priyanto. "Character Education on Family Environment in Indonesia." International Conference of Moslem Society 2 (April 23, 2018): 62–73. http://dx.doi.org/10.24090/icms.2018.1853.

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This research aimed to determine the process of character education on family environment in Indonesia, both in single and two parents’ families. This research was a qualitative research. The results of the interviews and observations were noted in field notes. The data were analyzed using inductive approach with interactive models. Meanwhile, the data validity was achieved using the technique of data source triangulation and member checking. The results of this study presented that the family’s view about character education was influenced by the expectations of parents on their children. The encouraged character values included honesty, religiosity, democracy, communication, discipline, hard work, responsibility, humility, self-reliance, and empathy. Parents built characters to their children through good parenting, exemplifying behavior and habits, providing explanation for their actions, implementing a high but realistic standard for the children, and involving children in decision-making. The results of character education within family showed that the children who grew up in two parents’ family got more affection than those who grew up in single parent family. The number of children with problems and self-reliance was few, but the children were more obedient.
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Magaji, Abdullahi, Bello Oluyinka, Samuta Tela, Aishatu Abubakar, Daniel Mishelia, and Amina Tako. "MATHEMATICS EDUCATION AS A TOOL FOR TECHNOLOGICAL DEVELOPMENT, SELF-RELIANCE AND SUSTAINABLE DEVELOPMENT INGOMBE STATE." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (March 25, 2021): 57–65. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.06.

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The development of any nation depends on her scientific and technological advancements. Therefore, the paper examined the role of mathematics education on the technological development, self-reliance and sustainable development in Gombe state. A total of two thousand, six hundred and fifty (2,650), respondents consisted of Gombe State Ministry of Education officials, parents, principals, vice principals, teachers, students and others from forty (40) each of junior and senior secondary schools purposively and randomly selected and used for the study. Data collected using well designed and open ended questionnaire and analyzed using frequency counts, percentages, and regression analysis statistical tool to answer the research question and to treat the research hypothesis of the study at 0.05 alpha level of significance revealed that there is an effect of mathematics education on the technological development, self-reliance and sustainable development in Gombe state. Recommendations were given based on the findings of the study, since mathematics is the bedrock of scientific and technological development of any nation.
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USMAN, Ahmed, Thomas, K., and Gambo, I. "Assessment Of Entrepreneurship Education As A Tool For Self-Reliance In Colleges Of Education In Adamawa State, Nigeria." International Journal of Entrepreneurship and Business Management 1, no. 1 (May 14, 2022): 10–14. http://dx.doi.org/10.54099/ijebm.v1i1.117.

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The study assessed entrepreneurship education as a tool for self-reliance in Colleges of Education in Adamawa state, Nigeria. It specifically determined the extent to which entrepreneurship education promote educational development, adequacy of resources and identified the constraints facing teaching and learning of entrepreneurship education. Multi-stage random sampling technique was used to sample the respondents in the college of education, where a sampled 106 was drawn. The data obtained were analyzed using mean, standard deviation, rating and lickrt scale. The results revealed that entrepreneurship education encourages students to join businesses (mean score =.62), promotes economic development (mean score =.58) and self-reliance (mean score =4.55). it further revealed that there were inadequate staff (mean score =1.23) teaching environment (mean score =1.19) and materials for learning were inadequate (mean score =1.24). the major constraints facing teaching and learning of entrepreneurship education were inadequate materials for learning (mean score =2.82), skilled personals (mean score =2.78) poor remunerative to staff concern (mean score =2.67) and poor funding (mean score =2.63) it was concluded that education focuses on the overall development of students and the entrepreneurial curriculum system lays the foundation for the overall improvement of students and the entrepreneurial ability. The study recommended both governmental and non-governmental organizations should provide support to the institutions through the provision of funds, facilities and equipment and internship /houseman ship after graduation in entrepreneurship course as students’ industrial work experience scheme programme for all students should be made
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Mokopakgosi, Brian T. "Self-reliance and the History of Higher Education: The Botswana University Campus Appeal (BUCA)*." Journal of Southern African Studies 34, no. 2 (May 22, 2008): 293–304. http://dx.doi.org/10.1080/03057070802037977.

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Takada, Shunsuke. "The relationship between education and child welfare in Japanese children’s self-reliance support facilities." Contemporary Japan 30, no. 1 (January 2, 2018): 60–77. http://dx.doi.org/10.1080/18692729.2018.1423727.

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Lowe, John. "A Cultural Approach to Conducting HIV/AIDS and Hepatitis C Virus Education Among Native American Adolescents." Journal of School Nursing 24, no. 4 (August 2008): 229–38. http://dx.doi.org/10.1177/1059840508319866.

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This pilot study tests the feasibility of using a Talking Circle approach and measures cultural values and beliefs within a HIV/AIDS and hepatitis C virus (HCV) prevention program conducted among a Native American (Cherokee) youth population. A descriptive correlation design was used to examine the relationship between Cherokee self-reliance and HIV/AIDS and HCV knowledge, attitudes, and behaviors. The study used three questionnaires that were administered before and after the prevention program to collect data from a convenience sample of 41 students at a public high school within the boundaries of the Cherokee Nation in Oklahoma. Statistical analysis revealed immediate differences between pretests and posttests related to knowledge, attitudes, and behavioral intentions concerning HIV/AIDS and HCV and the cultural dynamic of Cherokee self-reliance.
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Guillot, Marie-Noëlle. "Computer information systems and learner independence - a word of caution." ReCALL 5, no. 8 (May 1993): 16–20. http://dx.doi.org/10.1017/s0958344000005395.

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Both economic pressure - the need to accommodate ever greater numbers of foreign language learners, the increasing demand for distance education - and the educational desirability of self-directed learning have stimulated a great surge of research and practical interest in learner autonomy. And there is little doubt that information technology will be called upon, is already being called upon, to play a major role in the teaching profession's efforts to encourage foreign language learners towards self-reliance and to capitalize on the present appeal of computers. But what do we mean by ‘self-reliance’. What do we mean by ‘autonomy’? And what is the relationship between computer-induced motivation and learning?
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Dang Quoc, Bao, and Tri Nguyen Quoc. "Vietnamese education inspired by Uncle Ho’s philosophy." Journal of Science Educational Science 66, no. 4D (October 2021): 3–12. http://dx.doi.org/10.18173/2354-1075.2021-0131.

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The Vietnamese national education system has followed Uncle Ho’s philosophy for more than 75 years in terms of developing an inclusive education; organizing a national education system including school, family, and social education and building an education system based on principles of “study goes as a pair with practice”, “the core is self-leaning, which is supported by discussion and direction”; training young genneration of “patriotism, kindness, independence and self-reliance” andlabor force participation. In addition, Uncle Ho's teachings about Vietnamese people's core personalities of “self-esteem”, “Humanity - righteousness - wisdom- courage- integrity”, “the abilities of “Learning - Asking - Understanding - Applying” are important instructions for educating the young generation. Uncle Ho's teachings should be sustainably followed by teachers, learners and people in charge of the education in Vietnam.
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Ramik-Mażewska, Irena. "Praca osób z głębszą niepełnosprawnością intelektualną jako źródło emancypacji w kontekście samorealizacji." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 17 (September 9, 2018): 251–68. http://dx.doi.org/10.14746/ikps.2017.17.13.

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The problem of normalization, autonomy and self-determination of people with intellectual disabilities in special education has already taken its place. The consequence of this continuing discourse is the personal nature of disability, international, timeless declarations and modifications of already established rights. Recently, the emancipatory trend is gaining in importance in this discourse. It remains in close correlation with the primary objective of educating people with intellectual disabilities which is comprehensive preparation for life. It is a form of conscious self-reliance, self-knowledge and capacity to take autonomous action. One of the areas of development of self-reliance is work. The resulting interpersonal and intrapersonal experiences can become the path to emancipation. Sometimes, one that goes beyond the standards of rehabilitation.
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Alhussain, Aisha M. "An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 389. http://dx.doi.org/10.5539/ijel.v9n1p389.

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There is a growing demand today to fill the gap in the literature with studies that focus on teaching English to adult refugees who are illiterate or have had interrupted education and no English proficiency. This group has been ignored because ESOL courses are not designed to serve their needs, namely, to be self-reliant and socially integrated. This paper shares my personal experience with six Syrian adult refugees, 2 females and 4 males ranging in age from 26 to 52, with either interrupted elementary education or illiteracy. They had no English language proficiency and could neither speak nor understand English at all. Their first language was Arabic. The rote learning approach was used as an empowerment tool to teach self-reliance in speaking and listening when dealing with these participants&rsquo; priority themes. The approach is based on memorization using both repetition and recall. Their remarks of progress towards self-reliance varied due to age and motivational factors. Four participants moved from A0 level to A1+, while the other two reached A2 level. Gaining self-reliance helped them to socially integrate, find a job, and gain greater self-confidence. Results of the study might be useful to teachers who are involved in teaching English to refugees as volunteers and to refugees&rsquo; organizations to shift from relying totally on interpretation to rote learning when specifically dealing with this group of refugees.
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Ukaegbu, Chikwendu Christian. "Educational Experiences of Nigerian Scientists and Engineers: problems of technological skill‐formation for national self‐reliance." Comparative Education 21, no. 2 (January 1985): 173–82. http://dx.doi.org/10.1080/0305006850210205.

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Setyawati, Yuris. "HUBUNGAN KEMANDIRIAN DAN KEAKTIFAN BELAJAR DENGAN HASIL BELAJAR PKn." Joyful Learning Journal 6, no. 4 (April 9, 2019): 255–62. http://dx.doi.org/10.15294/jlj.v6i4.15022.

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Abstrak ______________________________________________________________ Penelitian ini bertujuan untuk mengkaji hubungan kemandirian dan keaktifan belajar dengan hasil belajar PKn kelas V SDN Gugus Budi Utomo Mijen Kota Semarang. Jenis penelitian adalah penelitian korelasi. Populasi berjumlah 136 siswa dengan sampel 68. Pengambilan sampel menggunakan teknik Proportional Random Sampling. Teknik pengumpulan data menggunakan angket, lembar pengamatan, dan tes. Hasil penelitian menunjukkan bahwa: (1) terdapat hubungan positif dan signifikan kemandirian belajar dengan hasil belajar PKn, termasuk kategori sedang yang ditunjukkan nilai r hitung 0,461) > (0,239) r tabel dan nilai signifikansi 0,000 < 0,05, (2) terdapat hubungan positif dan signifikan keaktifan belajar dengan hasil belajar PKn, termasuk kategori tinggi yang ditunjukkan nilai r hitung 0,707) > (0,239) r tabel dan nilai signifikansi 0,000 < 0,05, (3) terdapat hubungan positif dan signifikan antara kemandirian dan keaktifan belajar dengan hasil belajar PKn, termasuk kategori tinggi yang ditunjukkan nilai r hitung 0,743) > (0,239) r tabel dan Fhitung (40,144) > (3,138) Ftabel. Dengan demikian dapat disimpulkan bahwa terdapat hubungan positif dan signifikan antara kemandirian dan keaktifan belajar dengan hasil belajar PKn. This study aimed to examine the relation between self-reliance and learning activeness with civic education learning outcome of 5th grade of SDN Gugus Budi Utomo Mijen Kota Semarang. The type of this research was correlation research. Population was 136 students, with 68 students as sample. Sample was taken by using Proportional Random Sampling technique. Data collection technique used questionnaire, observation sheet, and test. The result showed that: (1) there was a positive and significant relation of self-reliance with civic education indicated by r-value (0.461) > r table (0.239) and the significance value 0.000 < 0.05, (2) there was a positive and significant relation of learning activeness with civic education learning outcome, indicated by r-value (0.707) > r table (0.239) and the significance value 0.000 < 0.05, (3) there was a positive and significant relation between self-reliance and learning activeness with civic education learning outcome indicated by r value (0.743) > r table (0.239) and F value (40.144) > (3.138) F table.. The conclusion is there was a positive and significant relation between self-reliance and learning activeness with civic education learning outcome.
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Onoshakpokaiye, Odiri E. "Functional Mathematics Education: A Tool for Developing Entrepreneurship for Sustainable Self Reliance of Nigerian Graduates." Contemporary Mathematics and Science Education 2, no. 1 (February 4, 2021): ep21003. http://dx.doi.org/10.30935/conmaths/9678.

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44

Maluleka, Khazamula J. "Education for self-reliance and its relevance to lifelong learning in the previously colonised countries." International Journal of Lifelong Education 40, no. 2 (March 4, 2021): 129–41. http://dx.doi.org/10.1080/02601370.2021.1899320.

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FITRIAH, FITRIAH, MUSTOFA HARIS, Mufarika Mufarika, CICILIA DESY MEGAWATI, SURYANINGSIH SURYANINGSIH, and RODIYATUN RODIYATUN. "THE INFLUENCE OF DIABETES SELF MANAGEMENT EDUCATION AND SUPPORT FOR SELF EFFICACY AND SELF CARE BEHAVIOUR IN CLIENT WITH TYPE 2 DIABETES MELLITUS." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 4, no. 1 (June 2, 2020): 100–111. http://dx.doi.org/10.29082/ijnms/2020/vol4/iss1/247.

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Independent diabetes care management is needed for health maintenance. Low self-care is caused by low self-efficacy. The purpose of this study was to analyze the effects of diabetes self-management education and support for self-efficacy and independent behavior in clients with type 2 diabetes mellitus. This observational research used a cross sectional approach. Sample which used clusster sampling method consisted of of 200 people. Independent variable was education and support for independent diabetes management, and dependent variable was self-efficacy and independence. Research analysis techniques used bivariate statistical logistic regression test. The results of Binary Logistic Regression test showed that education and independent management support for diabetes significantly influence self-efficacy with a result of sig 0.001 <α 0.05. Education and support for independent diabetes management significantly influence self-care with sig 0,000 <α 0,05. Self-efficacy affects self-care significantly with sig 0,000 <α 0,05. Self-management education and diabetes support are beneficial for people with type 2 diabetes in increasing self-confidence to control and manage the disease they experience. Keywords: Self-management education, self-efficacy and self-reliance behavior
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46

Schelleman-Offermans, Karen, and Karlijn Massar. "Explaining socioeconomic inequalities in self-reported health outcomes: The mediating role of perceived life stress, financial self-reliance, psychological capital, and time perspective orientations." PLOS ONE 15, no. 12 (December 28, 2020): e0243730. http://dx.doi.org/10.1371/journal.pone.0243730.

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Objective The main aim of the current study was to investigate what role perceived life stress, psychological capital (PsyCap), financial self-reliance and time perspective orientations play in explaining socioeconomic health inequalities, specifically self-perceived health and self-reported physical health conditions. Methods Individuals (total n = 600) aged 16+ years from a general Dutch population sample (LISS panel) completed an online questionnaire measuring three different SEP indicators (highest achieved educational level, personal monthly disposable income and being in paid employment), perceived life stress, PsyCap, financial self-reliance, time perspective, self-perceived health, and self-reported physical health conditions. Structural equation modelling using a cross-sectional design was used to test the mediation paths from SEP indicators to self-perceived health and self-reported physical health conditions through perceived life stress, PsyCap, financial self-reliance and time perspective orientations. Results Highest achieved educational level and being in paid employment showed to play a role in the social stratification within self-reported and self-perceived health outcomes, whereas this was not found for personal monthly disposable income. The association between a lower highest achieved educational level and lower self-perceived health was mediated by lower PsyCap and higher perceived life stress levels. The association between a lower highest achieved educational level and higher levels of self-reported physical health conditions was mediated by less financial self-reliance and higher perceived life stress levels. Although no mediating role was found for time perspective orientations in the association between the measured SEP indicators and health outcomes, negative time perspective orientations were associated with either self-perceived health or self-reported physical health conditions. Conclusions reserves (PsyCap and financial self-reliance) and perceived life stress seem to play a larger role in explaining the health gradient in achieved educational level than time perspective orientations. Prevention efforts trying to reduce the SEP-health gradient should focus on a) increasing reserves and lowering perceived life stress levels for individuals with a low achieved educational level, and b) reducing unemployment and narrowing opportunity gaps in education for people with a low SEP.
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Andayani, Endah, Lilik Sri Hariani, and Muchammad Jauhari. "Pembentukan kemandirian melalui pembelajaran kewirausahaan sosial untuk meningkatkan kesadaran sosial dan kesadaran ekonomi." Jurnal Riset Pendidikan Ekonomi 6, no. 1 (April 19, 2021): 22–34. http://dx.doi.org/10.21067/jrpe.v6i1.5143.

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The establishment of self-reliance through social entrepreneurship learning to increase students' socioeconomic awareness is an important issue, especially in formal educational institutions that are vulnerable from global influence, in the direction of policy and strategic direction of the Directorate of Vocational Education development focuses on motivating schools to progress, regrow discipline and responsibility, mental development and noble morals of vocational school students, and the creation of a resilient and independent young generation. This study aims to describe in detail how the establishment of self-reliance through social entrepreneurship activities can increase the socioeconomic awareness of the students and why this should be done. In accordance with the characteristics of vocational school students, who are required to have work-ready competencies and even able to create a world of work for others so as to provide socioeconomic changes, as well as re-encourage social entrepreneurship activities to help create self-reliance on socioeconomic activities faced in society. This research uses qualitative approach with retrospective case study model at SMK Islam Terpadu Asy-Ayadzili Pakis Malang Regency and conducted during the ongoing incident. This research method is intended to obtain a model or social engineering about the process of establishing proper independence through social entrepreneurship and the reason for the need for self-reliance. The results found that the establishment of self-reliance through social entrepreneurship to improve social and economic welfare is a very strong reason implemented social entrepreneurship. Constraints in developing entrepreneurial values in students are low student confidence, limited time sharing with pesantren activities, strict rules and schedules in the cottage, lack of cooperation between students, difficulty finding the right business.
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Seo, Gyeong-Hee, Thomas Oakland, Hong-Seok Han, and Sherman Hu. "Special Education in South Korea." Exceptional Children 58, no. 3 (December 1991): 213–18. http://dx.doi.org/10.1177/001440299105800304.

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The development and current status of special education in South Korea are described and contrasted to that of the United States. South Korean special education was initiated in the 1890s by U.S. missionaries. Later, Japanese influence was considerable, especially on its regular educational programs. Special programs are available for five classifications of disabilities. Its major national special education legislation contains numerous provisions similar to P.L. 94-142. However, various conditions may impede the further development of services, including a high teacher-pupil ratio, the reliance on self-contained programs, negative attitudes toward people with disabilities, and lack of advocacy groups. Further initiatives require considerable research and policy debate among South Koreans.
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Dr. Nwachukwu, Dr Nwachukwu, Kingsley Ezechinyere, Archibong Archibong, and I. Etim. "Vocational Services as Predictor of Self-Reliance and Personality Development of Learners with Visual Impairment in Akwa Ibom State." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 7, no. 10 (November 14, 2021): 187–93. http://dx.doi.org/10.36344/ccijhss.2021.v07i10.003.

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This study investigated on vocational services as predictor of self-reliance and personality development of learners with visual impairment in AkwaIbom State. Four null hypotheses were postulated to guide the study. Correlational research design was employed for this study. The population of this study consisted of all 98 learners with visual impairment in all the Special Education Centres in AkwaIbom State which undergo inclusive education practice. A sample of 98 visually impaired learners selected purposive sampling technique was used for the study schools. Vocational Services, Self-reliance and Personality Development Questionnaire` (VSSPDQ) were used as the instruments for the study. The instrument validity and reliability was determined. Cronbach’s Alpha statistics was used to determined reliability coefficient which yielded reliability indices of0.76, 0.71, 0.68 and 0.74 respectively. Pearson Product Moment Correlation Coefficient (PPMC) was used to test null hypotheses at 0.05 level of probability. The findings revealed a strong positive and significant relationship between vocational service and self-reliance of learners with visual impairment in Akwa Ibom State. Based on the findings of the study, it was recommended among others that government should ensure that schools are provided with qualified counsellors, more especially as the findings indicate area of gap in guidance and counselling need of the respondents. This will enable the learners with visual impairment to be equipped with issues relating to life and adjustment.
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Aina, M. Adebayo, D. Oluseyi Oyerinde, O. Godwin Onajite, and C. Adekunbi Falade. "Evaluating Perceived Entrepreneurial Skills for Self-Reliance among Business Education Undergraduates in South-Western States’ Universities in Nigeria." Mediterranean Journal of Social Sciences 11, no. 2 (March 10, 2020): 25. http://dx.doi.org/10.36941/mjss-2020-0016.

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Unemployment has become a household name among graduates in Nigeria. It is more worrisome when business education graduates are conspicuously found among the unemployed graduates roaming around the streets. This study therefore evaluated the extent of possession of communication, financial management and failure management skills for self-reliance among business education undergraduate students in south-western states. The survey research design was adopted. The population of the study consisted of 630 final year Business Education students in all the four public universities offering Business Education programme. The sample of the study consisted of 150 respondents, representing 24%, which was selected through proportionate sampling technique. A self-designed questionnaire titled “Questionnaire on Evaluating Entrepreneurial Skills for Self-Reliance “(QEESSR) with 35 items was developed to elicit responses on the three research questions raised for the study. The instrument was validated by two Business Education experts and one Test expert. The split half method was used to determine the reliability of the instrument and the data collected were subjected to Pearson Product Moment Correlation formula and yielded a coefficient of 0.72. The study concludes that Business Education students highly possessed communication, financial management and failure management skills that could make them become successful entrepreneurs. The study therefore recommends that Business Education students should make judicious use of the failure management skills possessed to establish their own entrepreneurial outfits and nurture them to maturity after graduation, among others.
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