Relevant bibliographies by topics / Education framework

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Education framework'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "Education framework"

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Tomlinson, Deborah, and Chrissie Luke. "Building an education framework." Cancer Nursing Practice 3, no. 2 (2004): 18–20. http://dx.doi.org/10.7748/cnp.3.2.18.s15.

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Mishra, Mrs Sapna. "Teacher Education- Globalization Framework." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 1 (2014): 19–20. http://dx.doi.org/10.9790/7388-04111920.

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Custodio, Eunice Bondoc, and Gilbert Malawit Tumibay. "Cybersecurity for higher education institutions: adopting regulatory framework." Global Journal of Engineering and Technology Advances 2, no. 3 (2020): 016–21. https://doi.org/10.5281/zenodo.4467382.

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Cybersecurity is defined as the protection of networks, data and systems in the cyberspace.  It should have the ability to protect or defend an organization’s use of cyberspace from any attack, conducted via cyberspace with the intention of disrupting, disabling, destroying, or maliciously controlling a computing environment and even destroying the integrity of the data or stealing controlled information. As the rapid technological developments have provided vast opportunities and potential sources of efficiency to every organization, these new technologies have also brought unprecedented threats and could be a critical issue for every organization. In this study, Phase I delved into the different Cybersecurity frameworks and regulatory environments presented through review of related literature. One of the frameworks is the Cybersecurity Framework released in 2014 by the National Institute of Standards and Technology (NIST). Establishing an internal cyber security policies and procedures, management of cyber security risk and the alignment to international information security standards will be the highlight of the literature review of this study. The Phase II will focus on the design, and analysis of a specific cyber security dealings guided by the standard regulatory framework intended for selected State Universities in Region III in the Philippines. Facing the threat of cyber-attacks, the researchers believed that educational administrators and leaders need to implement the right solutions to protect their resources from cyber threats. All organizations need to understand these cyber threats they face. The challenge now is the establishment of imperative tasks related to preservation of confidentiality, integrity and availability of information in the Cyberspace while facilitating an essential operating function.
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Hau, Nguyen Huu. "Steam Education Route in Vietnam: Framework and Students’ Perspective." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 258–73. http://dx.doi.org/10.37200/ijpr/v24i5/pr201690.

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Nashir, Irdayanti Mat, Dwi Esti, Nurul Nazirah Mohd Imam Ma’arof, Mohamed Nor Azhari bin Azman, and Moh Khairudin. "The Future of Leadership Framework in Malaysia Education Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (2020): 138–46. http://dx.doi.org/10.37200/ijpr/v24i3/pr200764.

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Nashir, Irdayanti Mat, Dwi Esti, Nurul Nazirah Mohd Imam Ma’arof, Mohamed Nor Azhari Azman, and Moh Khairudin. "The Future of Leadership Framework in Malaysia Education Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (2020): 617–25. http://dx.doi.org/10.37200/ijpr/v24i3/pr200818.

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Zhang, Mingxi, Jianghai Dai, Yuqing Su, and Dini Xu. "A Course Knowledge Analysis Framework for On-line Education." International Journal of Science and Research (IJSR) 11, no. 1 (2022): 1471–75. http://dx.doi.org/10.21275/sr22125162144.

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Ozturk, Halime. "Understanding Education Policy: The ‘Four Education Orientations’ Framework." Research in Educational Administration & Leadership 2, no. 2 (2017): 271–74. http://dx.doi.org/10.30828/real/2017.2.7.

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Roslan, Nurhanis Syazni, Jamilah Al-Muhammady Mohammad, Mohd Al-Aarifin Ismail, Anisa Ahmad, and Muhamad Saiful Bahri Yusoff. "Rethinking Education Environment: The Clinical Education Environment Framework." Education in Medicine Journal 10, no. 3 (2018): 31–46. http://dx.doi.org/10.21315/eimj2018.10.3.4.

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Tsai, Kuan Chen. "A Framework of Creative Education." in education 21, no. 1 (2015): 137–55. http://dx.doi.org/10.37119/ojs2015.v21i1.193.

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The purpose of this article is to propose a theoretical framework for creative education, which consists of three dimensions: initiation, operation, and content. I will first review the creativity literature in education, and then go on to demarcate three levels with several components that are necessary to a pedagogical practice for creative education from the perspectives of psychology. I then discuss the embedded attributes of this framework with further descriptions. Finally, implications for the implementation of the framework are also discussed. It is hoped that this work will encourage and enable more educators to take advantage of the existing literature and transform its insights into practice, thereby boosting students’ learning. Keywords: creative education; pedagogy; creativity; theoretical framework
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Dissertations / Theses on the topic "Education framework"

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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<p> The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities. </p><p>
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Sammen, Haley C. "A Social Determinants of Education Framework." Thesis, University of Colorado at Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608197.

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<p> Research shows that out-of-school factors potentially have a greater impact on student outcomes yet our interventions remain focused on in-school factors. This thesis proposes that education reform efforts should learn from the widely accepted social determinants of health framework. The social determinants of health framework has lead to great strides in health equity in the us. Us education however remains deeply rooted in inequitable origins despite centuries of efforts to improve outcomes. Through a literature review of the impact of social forces on educational outcomes a &ldquo;social determinants of education&rdquo; framework is proposed. The social determinants of education are proposed to be economic, food, physical environment, social environment, and health. This framework aims to coalesce education reform conversations around a common language of equity.</p><p>
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Harbhajanka, Vineet. "Agility Performance Framework: A formalized framework for education and quicker adoption." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275487434.

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Hautz, Stefanie [Verfasser]. "Comparability of outcome frameworks in medical education : Implications for framework development / Stefanie Hautz." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2015. http://d-nb.info/1075493528/34.

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Palko, Steffen E. "An epistemological framework for curriculum and instruction." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

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Webster, Robert Scott, and n/a. "An Existential Framework of Spirituality for Education." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.170759.

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The research reported here addressed the questions 'what is spirituality?' and 'how should spiritual development be provided in education?'. The literature reviewed indicated confusion and uncertainty over the meaning of the concept spirituality, and the only guidance as to how spiritual development should be facilitated, was mainly from a religious perspective. This however, proved to be problematic for adoption into state-run educational institutions, where religious education is not provided for. As spiritual development is an aspect of the overall educative development of individuals, attention was given to what is meant by both 'education' and the 'educated person'. This initial research provided the context by which spiritual development could be understood and grounded in accepted and well argued notions of what interventions into the development of the individual are to count as educational. This also clarified the context for which the formulated framework of spirituality was to have implications. The major approach of this research was philosophical, in that an existential perspective was sought to develop a framework of spirituality that was able to embrace both religious and secular contexts of education. The major works examined were those written by Søren Kierkegaard, Friedrich Nietzsche and Martin Heidegger, because these were argued to have most relevance for spirituality and spiritual development of the educated person. While these works were analysed one philosopher at a time, the existential perspective that was relevant for spirituality was developed using common themes found in their writings. Consequently this approach produced a rather eclectic view of Existentialism that down-plays the many differences that exist between these philosophers. An existential framework of spirituality was then formulated using the philosophy of these contributors as the foundation. This framework is argued to be more effective than the other frameworks of spirituality that were identified in the literature reviewed. Its implications for education practice were developed and argued. The evaluative applicability of the framework was then illustrated and tested through a critique of an educational project in Queensland. It was beyond the scope of this thesis to test the framework any further than this particular case. However, further research is recognised as being required to test other aspects of the framework.
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Ateshin, Hussein Mehmet. "A conceptual framework for 'Islamic architectural' education." Thesis, University of Sheffield, 1987. http://etheses.whiterose.ac.uk/14808/.

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At present "Islamic Architecture" is a controversial topic of debate within architectural forums, very much talked about but lacking a clear definition. Saudi Arabia, birth place of Islam, modern pin-up board for many an example of "islamic architecture", has cause to be intimately linked with the area concerned and has initiated a programme for its incorporation within one of its universities. The following study is an attempt to bring a conceptual clarity to the term "Islamic Architecture" and devise an educational programme for its teaching at tertiary level of education in the Saudi Arabian context. The adjective "Islamic" necessitates that any noun that it qualifies should conform to the tenets of Islam. This may not be possible with "Architecture" which, as a term, is tinged with the ethos of. Classical Greece and is associated with "technique" and "object worship". In contrast, the equivalent term used in Islam's own epistemology, Al-Imarah, associates the discipline with "shaping the most suitable environment for the sustenance of human life". Therefore it will be more appropriate to speak of a distinct discipline of Al-Imarah instead of "Islamic Architecture" In defining the parameters of an independent discipline of Al-Imarah one can also establish parameters for a universal educational model that will train those who will be responsible for the shaping of the environment conforming with the attributes of Al-Imarah. In this model, Islam's own "system of thought" and "world view" will become the postulate and the ideal "Muslim Society enjoined by Islam" as its terms of reference. Based on this model a new university programme for the teaching of AI-Imarah, together with the structure of the courses, method of teaching of the courses, and contents of the courses will be proposed. Existing programmes for the teaching of "Architecture" are also suggested to be modified in order to facilitate the incorporation of ideals embodied in the concept of Al-Imarah.
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Webster, Robert Scott. "An Existential Framework of Spirituality for Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367445.

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The research reported here addressed the questions 'what is spirituality?' and 'how should spiritual development be provided in education?'. The literature reviewed indicated confusion and uncertainty over the meaning of the concept spirituality, and the only guidance as to how spiritual development should be facilitated, was mainly from a religious perspective. This however, proved to be problematic for adoption into state-run educational institutions, where religious education is not provided for. As spiritual development is an aspect of the overall educative development of individuals, attention was given to what is meant by both 'education' and the 'educated person'. This initial research provided the context by which spiritual development could be understood and grounded in accepted and well argued notions of what interventions into the development of the individual are to count as educational. This also clarified the context for which the formulated framework of spirituality was to have implications. The major approach of this research was philosophical, in that an existential perspective was sought to develop a framework of spirituality that was able to embrace both religious and secular contexts of education. The major works examined were those written by Søren Kierkegaard, Friedrich Nietzsche and Martin Heidegger, because these were argued to have most relevance for spirituality and spiritual development of the educated person. While these works were analysed one philosopher at a time, the existential perspective that was relevant for spirituality was developed using common themes found in their writings. Consequently this approach produced a rather eclectic view of Existentialism that down-plays the many differences that exist between these philosophers. An existential framework of spirituality was then formulated using the philosophy of these contributors as the foundation. This framework is argued to be more effective than the other frameworks of spirituality that were identified in the literature reviewed. Its implications for education practice were developed and argued. The evaluative applicability of the framework was then illustrated and tested through a critique of an educational project in Queensland. It was beyond the scope of this thesis to test the framework any further than this particular case. However, further research is recognised as being required to test other aspects of the framework.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Vocational, Technology and Arts Education<br>Full Text
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Wale, Ilona Helena 1944. "A proposed discipline based arts education framework." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278671.

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This thesis examines a proposed discipline based arts education approach. Cultural, societal, and historical events have left a void which needs to be filled, a need for citizens to possess sophisticated knowledge and understanding of the arts. The major problem of education in art, music, drama and dance, has been over-emphasis on production and performance, and under-emphasis on the knowledge of aesthetics, history, and criticism. A balance is needed. The literature review gives historical evolvement of each art form to its present state in American education. Theoretical foundations are given in each art area, in the form of a discipline based approach to teaching. The lesson plans present the four arts areas in an interdisciplinary approach, teaching similar or contrasting elements through art, music, drama and dance, thus creating a proposed discipline based arts approach.
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Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.

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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of knowledge, values, skills and participation and overlays it with a 2-A framework for education rights in citizenship education of 'acceptability' and 'adaptability', to provide a provisional literature-based conceptual framework . Data is approached from an interpretative perspective which involves consideration of policy and curriculum documents, qualitative semi-structured interviews with policy-makers and teachers of citizenship education, and focus group sessions with students of citizenship education in both jurisdictions. Analysis reveals that interpretations of education rights made by citizenship education stakeholders and found within key documents can be oriented around three themes - minority group representation, dealing with difference, and preparation for life. Locating these themes within the 2-A framework proves problematic, and reveals wide and sometimes conflicting variety in interpreting the framework. Questions are raised regarding the 'universality' of international interpretative frameworks for education rights, and therefore the workability of such frameworks in the national and divided context. The original contribution to knowledge of this thesis relates to how its combination of the disciplines of education and law, and comparison of two divided jurisdictions, illuminate this interpretative variety, offering a critique of the international human rights system of interpretation, and proposes the notion of 'interpretative communities' as a way of conceptual ising the variety of understandings. It also underlines the complexity of delivering a common citizenship education curriculum in a divided society.
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Books on the topic "Education framework"

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Markazul Ma'arif Education and Research Centre (Bombay, India), ed. Madrasa education framework. Markazul Ma'arif Education and Research Centre (MMERC), 2005.

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Education, Ontario Ministry of. Drug education policy framework. The Ministry, 1990.

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Islands, Solomon. Education strategic framework 2007. Ministry of Education and Human Resources Development, 2007.

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Education, Alberta Alberta. Accountability in education: Policy framework. The Dept., 1995.

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Education, Bradford. The Bradford physical education framework. Bradford Education, 1995.

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Great Britain. Department of Education and Science., ed. Higher education: A new framework. H.M.S.O., 1991.

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Jones, Tiffany. Understanding education policy: The 'four education orientations' framework. Springer, 2013.

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National Council of Educational Research and Training (India). National curriculum framework, 2005. National Council of Educational Research and Training, 2006.

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National Council of Educational Research and Training (India). National curriculum framework 2005. National Council of Educational Research and Training, 2005.

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Calif.) Japanese American National Museum (Los Angeles. Japanese American curriculum framework. The Museum, 1999.

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Book chapters on the topic "Education framework"

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Schulte, Theresa. "Theoretical Framework." In Desirable Science Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-18254-0_2.

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Niaz, Mansoor, and Mayra Rivas. "Theoretical Framework." In SpringerBriefs in Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32040-3_1.

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Southall, Anne. "Framework Overview." In SpringerBriefs in Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-0409-8_2.

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Alam, Firoz, and Alexandra Kootsookos. "International accreditation framework." In Engineering Education. CRC Press, 2020. http://dx.doi.org/10.1201/9781351182003-3.

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Rezaee, Zabihollah. "Sustainability Principles, Theories, Research, and Education." In Business Sustainability Framework. Routledge, 2024. https://doi.org/10.4324/9781003487081-5.

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Noveanu, Gabriela. "Assessment Framework." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_18-2.

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Noveanu, Gabriela. "Assessment Framework." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_18.

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

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

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Rimoni, Fuapepe. "Fa’afaletui Framework." In Springer Texts in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04394-9_28.

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Conference papers on the topic "Education framework"

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ElMessiry, Adel. "PERSONALIZED AI EDUCATIONAL TUTOR: A FRAMEWORK FOR CUSTOMIZED STUDENT EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0911.

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Al-Greer, Maher, Rafiqul Islam Chowdhury, Anjana Chokiyil Sajeevan, Salwan S. Sabry, Ahmed Muneer Suhail, and Omar Abdulwahid. "Solar Energy Education: Curriculum Framework Development." In 2024 IEEE International Symposium on Systems Engineering (ISSE). IEEE, 2024. http://dx.doi.org/10.1109/isse63315.2024.10741109.

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Ramasamy, Tharsiniy, Kim Choo Tan, Choo Peng Tan, and Ah Choo Koo. "Conversational Agent Framework in Mathematics Education." In The International Conference on Creative Multimedia. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013340600004557.

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Kupcs, Raimonds, and Arnis Lenerts. "REGULATORY FRAMEWORK OF RESOURCE MANAGEMENT IN EDUCATION SYSTEM: A COMPREHENSIVE ANALYSIS." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s02/15.

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The constant need to ensure the efficient use of resources, especially in the period of a challenging geopolitical situation, when the mobilization of resources in every sector of the national economy is of decisive importance, while not allowing the quality of educational services to decrease. The regulatory framework governing resource management within education system of Latvia is a multifaceted construct crucial for ensuring efficient allocation and utilization of resources. This paper provides an in-depth examination of the overall regulatory framework, emphasizing its intricate layers and mechanisms. However, it acknowledges a limitation concerning the scope of educational institutions under scrutiny. Thus, paper outlines classification of resources within educational institutions, encompassing various categories and, moreover, investigates the intricate relationship between the regulatory framework and different types of resources. It is an attempt to find and create a connection between the resources of educational institutions and the regulatory framework of the educational system for further research aimed at advancing the development of resource management model. As a result of the analysis, paper provides an insight how the regulatory policy affects the distribution and use of resources in educational institutions and where resource management strategy should focus, seeing the main directions in their optimization in order to improve the overall educational results and the efficiency of the institutions
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Berndt, Alexander, Wolfgang Werth, Christian Madritsch, and Hannes Oberlercher. "Sustainability Through Education: A Competency Development Framework." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016603.

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Jonas, Joshua. "FRAMEWORK AS A PROCESS: A USER-CENTRIC CONCEPTUAL FRAMEWORK FOR GAME-BASED LEARNING." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.2035.

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Aktaruzzaman, Md. "Blended Education Framework for All: Bridging Developing and Developed Country Education Ecosystems." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9103.

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Blended education theorists and practitioners have argued about the requirement for a framework to be comprehensive in a way that can explicate many of the activities by the various actors of the education ecosystem – learners, teachers, communities, eduverses, institutions, administration – associated with blended education in both developing and developed countries. Currently, Community of Inquiry (CoI), Complex Adaptive Blended Learning System (CABLS), and Khan’s Octagonal eLearning Model are the most prominent frameworks, yet they still do not offer an all-inclusive framework for blended education that can facilitate implementation from theory in different socio-economic echelons and educational strata. This paper provides a review of the existing literature on blended learning and identifies potential gaps in going from theory to implementation. Building on Chowdhury’s (2021) work at the World Economic Forum, a Blended Education Framework for All (BEFA) is proposed as a means to explicate blended education operations and practices at the individual, community, institutional and national levels, leaving no one behind. It also presents evidence of the necessity of a comprehensive framework such as the BEFA from a larger study conducted into the blended education ecosystem of Bangladesh and Australia.
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Jusic, Samir, and Lee Sai Peck. "PersistF: A Transparent Persistence Framework with Architecture Applying Design Patterns." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3176.

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Persistence is the term used in computer science to describe a capability to store data structures in non-volatile storage such as a file system or a relational database (Wikipedia, 2003). There is a growing need to simplify the interactions among separate systems and to build complex software systems that are made out of components with well-defined services. At the base-level of such complex systems lies a persistence framework - a set of classes tailored to save, retrieve, update and delete objects to and from their persistence stores, such as databases and flat files. This paper presents the design, and implementation of the transparent persistence framework called PersistF. Design patterns (Gamma, Helm, Johnson, &amp; Vlissides, 1995) have been widely accepted in the software engineering community as the recommended approach to developing software. Part of the research effort of this work included the application of well-known design patterns in order to build the framework. We present how consistent application of design patterns allowed us to build a fully working persistence framework. In order to support development of modern complex applications, some recent application development environments for different programming languages are built in with some kind of persistence framework. To use these frameworks in target applications, the developer often must go through a steep learning curve as each framework is specific in some way, but namely in respect of configuring the framework’s runtime engine with enough information about the domain application. This configuration is often time consuming and error prone. Most of the existing frameworks require complicated configuration steps that are imposed onto the developer. Our aim with this work was to present a framework that will not require such complicated configuration steps and would provide its service to the target application with virtually no configuration of the framework's handling of domain classes.
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Strelkova, Lyudmila, Yulia Makusheva, Olga Bodrikova, Anton Shtanyuk, and Anna Miloserdova. "On the issue of evaluating educational programs for additional professional education." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.gizu3309.

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The article considers the problems of assessing the program of additional vocational education, considering the new realities, the management environment, the widespread introduction of the digital economy, which place new demands on workers and their professional competencies or even changes in their work activities. A methodology is proposed for calculating the integrated index of the educational program effectiveness, including vocational education, considering important economic, social, organizational, and educational components, which involves considering their quantitative and qualitative characteristics. The main conceptual elements of the evaluation system of additional programs are reflected, and the scale and evaluation standards are proposed. The economic effect of the program is determined in cost terms based on the expected revenues and expenses for the program. The article shows an example of calculating private indicators of the effectiveness of educational programs for additional vocational training, and their translation into the relative effect is carried out with the help of the profitability indicator. This allows choosing the educational product necessary for specific consumers to attract additional extra-budgetary funds for the development of science in educational institutions. In addition, the issue of training the necessary personnel in demand for business is being addressed. According to societal needs, personnel with specified professional competencies appear on the labor market. All this creates conditions for realizing the interests of employees, employers, and the state.
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Hussein, Khaled Abdel Naby. "Holistic Framework for StudentAthletes' Education." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpd490.

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Reports on the topic "Education framework"

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Faerron Guzmán, Carlos A., and Teddie Porter, eds. The Planetary Health Education Framework. Island Press, 2021. http://dx.doi.org/10.5822/phef2021.

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Pit, Sabrina, Louise Horstmanshof, Anne Moehead, Oliver Hayes, Valerie Schache, and Lynne Parkinson. Workforce education and training standards frameworks for dementia. The Sax Institute, 2022. http://dx.doi.org/10.57022/rxeu9590.

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This Evidence Check review, commissioned by Dementia Training Australia, aimed to identify existing education and training standards frameworks that may be used to support development of a national standards framework for education and training of the dementia workforce in Australia. The report identified thirteen frameworks and key elements which would be relevant and useful to development and implementation of a framework in the Australian context. Three frameworks (from Northern Ireland, the UK and Scotland) were identified for use as a starting point and as most adaptable to the Australian context. Based on analysis of the various frameworks the authors make a series of recommendations for an Australian framework and identify gaps to be addressed.
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a community of experts. This framework is specifically designed to include community members in the process of making informed evaluation and procurement decisions and outlines the important criteria to consider during three stages of emerging technology implementation: (1) initial evaluation, (2) adoption, and (3) post-adoption. Each criterion has specific questions that can be asked of decision makers, district leaders, technology researchers and developers, educators, and students and families, as well as resources and people who might serve as resources when answering these questions.
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Severin, Eugenio. Technologies for Education (TEd) - A Framework for Action. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008982.

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There is a broad consensus regarding the need to improve student outcomes in the educational systems of Latin America and the Caribbean. After an attempt to institute various reforms and initiatives, the demand for quality and equity continues to be heard throughout the region. Meeting this demand will require significant changes, regarding not only the teaching of subjects that are relevant to needs of a knowledge society, but also teaching them in a way that takes full account of the educational context that 21st century society has generated. The present document presents a framework supporting the design, implementation, monitoring, and assessment of projects designed to incorporate technologies for the purpose of improving educational outcomes.
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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.

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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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Silberstein, Jason, and Marla Spivack. Applying Systems Thinking to Education: Using the RISE Systems Framework to Diagnose Education Systems. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/051.

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This essay summarises a framework for understanding education systems by specifying the system’s components and the ways that those components interact to cultivate or undermine learning for children. Since education systems are complex and involve complex interactions, a structured framework for characterising their features can help identify problems and the way towards solutions to overcome them.
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Newhouse, William, Stephanie Keith, Benjamin Scribner, and Greg Witte. National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework. National Institute of Standards and Technology, 2017. http://dx.doi.org/10.6028/nist.sp.800-181.

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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Jackson, Jessica K., Jeffrey Starr, Ed.D., and D'Andre Weaver, Ph.D. A Framework for Digital Equity. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/223.

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This publication outlines a new way of thinking about digital equity and how states, K-12, and higher education can achieve it. It introduces the Digital Equity Framework, a set of principles and guidelines designed to ensure equitable access, opportunities, and outcomes. The framework suggests strategies to bridge the digital access, design, and use divides outlined in the 2024 National Educational Technology Plan.
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Vijil-Morin, Alejandra, Xuzel Villavicencio, and Björn Haßler. Monitoring and Evaluation Framework. Open Development & Education, 2022. http://dx.doi.org/10.53832/opendeved.1048.

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