Relevant bibliographies by topics / Education, pacific area

Contents

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

Academic literature on the topic 'Education, pacific area'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Education, pacific area"

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Anderson, Kylie. "Whither Pacific ‘traditional’ media? Internet technology in political education and participation." Pacific Journalism Review : Te Koakoa 13, no. 2 (November 1, 2019): 94–111. http://dx.doi.org/10.24135/pjr.v13i2.906.

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‘Digital Democracy’ and ‘digital government’ are relatively new concepts posing challenges for governments, journalists, political analysts and political scientists. Written from a political science perspective, this article provides an overview of selected Pacific Island government efforts on the web and assesses the contribution this makes to political education, on one level, and building egalitarian democracies on another level. Providing a brief survey of internet developments in the area of government within 12 selected Pacific Island countries, the argument is made that, while any additional education in the broad area of politics is welcome, there are still challenges that exist and room for progress. Given current technological capabilities around the region, more ‘traditional’ forms of media still have a vital role to play.
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Cox, Brad. "Tropical Pacific Island Environments." Pacific Conservation Biology 4, no. 4 (1998): 370. http://dx.doi.org/10.1071/pc980370.

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The Pacific island region comprises a large and ecologically diverse area of the Earth, but is fragile and highly sensitive to environmental change. On some islands 80% or more of the species are endemic. These species are particularly vulnerable due to their geographic and ecological isolation. It is an area where local cultures conflict with Western development, leading to a myriad of environmental and social problems. Impacts affecting the Pacific islands include international mining, rising sea levels, land degradation, logging, toxic waste contamination of land and ocean, and contamination from nuclear testing. The extent of these problems has yet to gain international attention. Low education and communication standards in the region mean that many of the local people are not aware of environmental problems. Island governments have little political will to legislate to protect the environment. An exception is the Sustainable Development Bill that has been drafted recently in Fiji.
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Sabban, Irawati, and Irfan Hi Abd Rahman. "Quality assurance and its impact from higher education institutions’ perspectives." Record and Library Journal 8, no. 2 (December 14, 2022): 309–18. http://dx.doi.org/10.20473/rlj.v8-i2.2022.309-318.

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Background of the study: The implementation of quality assurance at Morotai Pacific University does not improve and improve the quality of higher education implementation in the Border Area of Morotai Island Regency. This is evidenced by until now the University of the Pacific Morotai does not have university accreditation. Purpose: This research aims to find objective, accountable evidence in helping universities make improvements in developing quality universities and improve strategies in carrying out quality assurance at the college. Method: This research uses mixed methods with sequential explanatory strategies implemented of alumni at the Morotai Pacific University of North Maluku as the Border Region of the Republic of Indonesia. Findings: The results showed that there are still many graduates of pacific morotai universities who do not have a job, and are looking for work. While the perspective of alumni on ability in the academic field is focused on aspects of graduates who have special competencies, general competence, personality competence, and infrastructure. The addition of teaching staff is also one of the concerns of alumni to meet the ratio of lecturers to students. Conclusion: This article defines the essence of the parameters and dimensions of quality assurance of universities in Indonesia, especially at the Morotai Pacific University in North Maluku through the application of quality assurance models.
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Nurmagambetov, A. A. "DOES KAZAKHSTAN NEED TO RATIFY THE TOKYO CONVENTION?" National Center for Higher Education Development 3, no. 43 (2023): 7–15. http://dx.doi.org/10.59787/2413-5488-2023-43-3-7-15.

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The article considers the importance of further development of the process of internationalization of higher education in Kazakhstan, in particular, increasing the competitiveness of exports of Kazakhstani educational services through integration into the educational area of the Asia-Pacific region (APAC). It is shown that ratification of the Tokyo Convention will contribute to the implementation of one of the indicators of the Concept of Development of Higher Education and Science in the Republic of Kazakhstan for 2023 - 2029, specifically increasing the proportion of foreign students. Ratification of the Tokyo Convention will give Kazakhstan the opportunity to strengthen diplomatic relations with the countries of the Asia-Pacific region. It will raise awareness of Southeast Asians about Kazakhstan's education system, higher education institutions, educational programmes, the national system of qualifications of higher education, the process of issuing diplomas and certificates. This will help to improve mutual understanding and trust between the countries, as well as promote wider intercultural exchange of knowledge and experience. Ratification of the Convention will strengthen the status of Kazakhstani educational institutions in the educational area in the Asia-Pacific region, thereby attracting international students and researchers. Comparative analysis of the Lisbon and Tokyo Conventions on the Recognition of Qualifications in Higher Education shows that joining the Tokyo Convention can make the APAC countries one of the important platforms for the export of Kazakhstani higher education.
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Sabban, Irawati, and Endang Herawan. "Stakeholder Engagement and Determination of Priority Strategies in Quality Improvement in Higher Education." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 3 (July 14, 2023): 820–34. http://dx.doi.org/10.33650/al-tanzim.v7i3.5503.

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Stakeholder management is vital to the project's success because the strategies, plans, methods and processes for stakeholders determine the success of implementing sustainable construction. This study aims to analyze the quality improvement of tertiary institutions in optimizing stakeholder involvement and determining quality improvement priority strategies. The research method used is qualitative, with the NVivo 12 application analysis. This research was conducted at the Pacific University (UNIPAS) Morotai. The study results show that through stakeholder involvement, Pacific University Morotai is committed to developing the potential of Morotai's human resources for the development and progress of the Morotai Island Regency area. As well as the proposed quality improvement priority strategy is also inseparable from the proposed derivative strategy in quality improvement within the Pacific University of Morotai itself. This derivative strategy can be effective, assuming the priority strategy can be implemented effectively.
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Rochester, Maxine K. "Emergence of the Asian Pacific Area: Implications for the Education and Training of Librarians." IFLA Journal 18, no. 1 (March 1992): 43–50. http://dx.doi.org/10.1177/034003529201800110.

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Chao, Roger Y. "Reflections on the Bologna Process: the making of an Asia Pacific Higher Education Area." European Journal of Higher Education 1, no. 2-3 (June 2011): 102–18. http://dx.doi.org/10.1080/21568235.2011.629040.

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Muzaki, Ferril Irham. "Language Learning at Natural Disaster Area in Elementary Schools." Lingual: Journal of Language and Culture 6, no. 2 (January 11, 2019): 39. http://dx.doi.org/10.24843/ljlc.2018.v06.i02.p07.

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Abstract One of the challenges in designing language learning in elementary schools is the ability to predict the skills of learners. To meet this need the Ministry of Education and Culture in designing the national exam which is one of the standardized tests in Indonesia. The use of multiple choice in national exams has an efficient basis for the correction of results after the exam is over. You can imagine homework from ministry of Education and culture on the national curriculum. The complex case faced by Indonesia today is the location of Indonesia. Geographically, the Eurosasia and pacific plates are surrounded by active volcanoes. For this reason language learning is preferably related to the literature of children with the teaching method of copy by master creative writing. Keywords: Elementary School, Natural Disaster, Copy By Master, 21st Century Challenge
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Withy, Kelley, Kehau Bishaw, and Marilyn Link. "Health Careers Recruitment Activities in the Islands." Californian Journal of Health Promotion 3, no. 4 (December 1, 2005): 105–7. http://dx.doi.org/10.32398/cjhp.v3i4.1784.

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To determine the feasibility of a resident physician-based, culturally appropriate method of The Hawaii/Pacific Basin Area Health Education Center (HI/PB AHEC) has a goal of increasing the proportion of the health professions workforce that comes from underrepresented groups, particularly native Hawaiians. This paper discuss some of the HI/PB AHEC partnership and recruitment efforts.
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Sika-Paotonu, Dianne. "Using an Indigenous framework to contextualise Immunology education within the Health Sciences setting." Journal of Immunology 206, no. 1_Supplement (May 1, 2021): 54.26. http://dx.doi.org/10.4049/jimmunol.206.supp.54.26.

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Abstract Indigenous Māori and Pacific children and young people remain disproportionately affected by Acute Rheumatic Fever (ARF) and Rheumatic Heart Disease (RHD), with rates in Aotearoa/New Zealand and the Pacific Region of significant concern. ARF is the body’s autoimmune response to an untreated Group A Streptococcal (GAS) throat or skin infection. If multiple or severe episodes of ARF occur and are left untreated, this can lead to permanent cardiac damage known as RHD. RHD remains a major cause of morbidity and mortality globally. In the absence of a GAS vaccine, the best recommended treatment and management approach consists of painful monthly intramuscular injections of Benzathine Penicillin G (BPG) administered to the upper thigh area, and given for at least 10 years or more. A new Penicillin for ARF/RHD prevention is urgently needed. The purpose of this work was to employ the use of an Indigenous Pacific framework within the undergraduate Health Sciences education setting to support learning and teaching efforts appropriate to vulnerable communities affected by ARF and RHD. The Talanoa approach was utilised within the classroom setting to support discussions relating to ARF and RHD and vulnerable communities that was appropriate and respectful to the Indigenous cultural setting. Well-received by students, this approach was not only applicable to the cultural setting for those communities affected by ARF/RHD in Aotearoa/New Zealand, but also helped with contextualisation, supporting courteous class discussions with relevant in-class learning opportunities and experiences. This work highlighted the importance of Indigenous frameworks for supporting Immunology education within the Health Sciences education setting.
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Dissertations / Theses on the topic "Education, pacific area"

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Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/562.

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This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners. With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally. This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.
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Koller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.

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This research presents practitioners' insights on the concepts, theories, models, assessments tools, and other training practices that are currently considered when creating a two-day predeparture intercultural training (ICT) specifically for Americans departing for at least a one-year international assignment. This study reports data gathered by using a web-based survey that was completed by 25 practitioners from the intercultural communication field who provide predeparture ICT. The current literature in the field of ICT is presented as well as a sample outline of a two-day predeparture ICT program based on the results of this study and the literature. The outline indicates the primary content elements, one possible sequencing of such a program, as well as descriptions of how the elements are delivered and what tools are used to support the delivery. The motivation for this study was to provide a bridge between theory and practice in the field of ICT as there is an abundance of literature regarding the theory of the field, but very little has been written about how practitioners are employing the theories in their work.
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Stead, Katerina Bokova. "Education for global citizenship : an intercultural and cosmopolitan perspective." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/803.

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In response to the changes brought about by globalization, colleges and universities around the \Vorld are increasingly developing and expanding the 4 internationalization programs on their campuses. One important aspect of these programs that is often highlighted by institutions in their mission statements is the development of global citizenship among graduates. However, despite the rhetorical claims and apparent intemationalization activity aimed at producing global citizens, many recent reports suggest that most institutions in North America and elsewhere have not been successful in this goal. Two common issues in this failure are a Jack of clarity in the definition and purpose of global citizenship education, and Jack of appropriate assessment tools and practices. In light of these problems, this exploratory thesis examines two existing frameworks, cosmopolitanism and intercultural relations, in an effort to establish a strong theoretical foundation for the support and development of a moral, ethical, and social justice perspective of education for global citizenship programs in colleges and universities that reflects the traditions of a liberal education. Analysis of the existing scholarship in these two areas shows a commonality between the frameworks that is mostly unrecognized in the literature. Together, the similarities in these two theoretical frameworks combine to make a compelling argument for the continued development of global citizenship programs that focus on peace and social justice. In addition, these frameworks provide effective solutions for the critical problems faced by education for global citizenship programs.
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Roy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.

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This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.
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Tasovac, Masa. "An examination of the intercultural outcome of a policy of educational division based on spoken language : the case of educational policy in Vukovar, Croatia." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/757.

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A four-year war in Croatia in the early nineties left Eastern Slavonia and the Vukovar region struggling with the consequences of inter-ethnic conflict and human suffering. Poorly addressed post-ethnic reconciliation issues resulted in many challenges in everyday living for the people of Vukovar, especially so with the segregation of the public educational system based on language and ethnicity. This research explored the outcomes of the policy in Vukovar to divide the student body based on the language they spoke. The literature review examined issues of inter-ethnic conflict, post-war reconciliation, and the process of grieving and transition in order to define how these processes affect people involved in public schooling in Vukovar today. I have examined literature in intercultural sensitivity, intercultural conflict, reconciliation, cultural marginality, and identity formation. I compiled data through in-depth interviews with five specialists in the field of public educational system in Vukovar. They included a journalist and author, a teacher, administrators, and parents. I found the presence of slow but consistent increase in readiness for the process of rejoining schools in Vukovar. This convergence in attitudes of the majority and the minority groups regarding their public school education might be the best indicator that Vukovar is shifting from the position of grieving to a place more open to the new solutions and agreements. However, one should not forget that bringing students together is not a key to reconciliation. Even though it appears that parents and teachers have motivation and good incentives to accomplish the process of reuniting, the students themselves lack the understanding of the importance of the same. I hope that this study will provide insight into the state of affairs in Vukovar's educational system today and may provide insight into the ways of managing the larger issues of reintegration and reconciliation between the diverse cultural communities.
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Lin, Chih-Yi, and 林芷伊. "A Study on Higher Education Cooperation and Credit Transfer System in Asia-Pacific Area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/57962960453272632445.

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碩士
國立暨南國際大學
國際文教與比較教育學系
101
The international collaboration of higher education within East Asia becomes much more frequent than before recently for the rising China actively cooperates with its neighbors such as Japan, Korea, and the ASEAN countries in economy and education. Nowadays, there are three main modes of collaboration of higher education in Asia and the Pacific : (1) University Mobility in Asia and the Pacific(UMAP), (2) ASEAN University Network(AUN), and (3) Collective Action for Mobility Program of University Students in Asia(CAMPUS Asia). All of the three endeavors to promote the mobility of student in the region and to cultivate international talents for the region. The development of cross-border Joint degree program becomes popular as well. This study attempts to discover the differences among the three and the problems in order to create a credit transfer system for Asia in the future. The research found that (1) The East Asia higher education is on the way for regional integration and the development of Joint degree program becomes popular. (2) The UMAP Board is planning to improve UCTS. With the improvement, it can be used more widely and vitalize student mobility in the region. (3) To create the Asian credit transfer system should begins with a well understanding of each countries’ system.
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Books on the topic "Education, pacific area"

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Tony, Townsend, and Cheng Yin Cheong, eds. Educational change and development in the Asia-Pacific region: Challenges for the future. Lisse [Netherlands]: Swets & Zeitlinger, 2000.

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Kaur, Sarjit, Erlenawati Sawir, and Simon Marginson. Higher education in the Asia-Pacific: Strategic responses to globalization. Dordrecht: Springer, 2011.

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1964-, Mok Ka-Ho, and Welch Anthony R, eds. Globalization and educational restructuring in the Asia Pacific region. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.

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Chi-Hung, Ng, and Renshaw Peter, eds. Reforming learning: Concepts, issues and practice in the Asia-Pacific region. [London?]: Springer, 2009.

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Findlay, Christopher C. Globalisation and tertiary education in the Asia-Pacific: The changing nature of a dynamic market. Singapore: World Scientific, 2010.

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Hawkins, John N., Deane E. Neubauer, and Ka-Ho Mok. Higher education regionalization in Asia Pacific: Implications for governance, citizenship and university transformation. New York, NY: Palgrave Macmillan, 2012.

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Lee, Molly N. N., John N. Hawkins, Deane E. Neubauer, and Christopher S. Collins. Palgrave Handbook of Asia Pacific Higher Education. Palgrave Macmillan, 2016.

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Lee, Molly N. N., John N. Hawkins, Deane E. Neubauer, and Christopher S. Collins. Palgrave Handbook of Asia Pacific Higher Education. Palgrave Macmillan, 2017.

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Hawkins, John N., Deane E. Neubauer, Christopher S. Collins, and Molly N. N. Lee. The Palgrave Handbook of Asia Pacific Higher Education. Palgrave Macmillan, 2016.

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Neubauer, Deane E., and Terance W. Bigalke. Higher Education in Asia/Pacific. Palgrave Macmillan, 2009.

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Book chapters on the topic "Education, pacific area"

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Amaya Molinar, Carlos Mario, Juan Carlos Yáñez Velazco, and Irma Magaña Carrillo. "Higher Education, Knowledge Economy, and Tourism Competitiveness in the APEC Area." In Knowledge Society and Education in the Asia-Pacific, 79–101. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2333-2_7.

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Pilz, Matthias, and Shinji Sakano. "Recruitment and Training in Japanese SMEs: A Case Study Concerning Lifelong Learning in the Manufacturing Industry at the Tokyo Metropolitan Area." In International Handbook on Education Development in Asia-Pacific, 1–20. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-16-2327-1_40-1.

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Pilz, Matthias, and Shinji Sakano. "Recruitment and Training in Japanese SMEs: A Case Study Concerning Lifelong Learning in the Manufacturing Industry at the Tokyo Metropolitan Area." In International Handbook on Education Development in the Asia-Pacific, 473–92. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6887-7_40.

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Zhang, Tiedao. "Education of Children in Remote Areas." In International Handbook of Educational Research in the Asia-Pacific Region, 171–88. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_12.

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Nesterova, Yulia. "Whole-community approach as a way to support Indigenous learners in urban areas in Taiwan." In Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific, 117–33. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003173724-10.

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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices, 141–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.
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Kwauk, Christina Ting. "Empowering Girls Through Sport: A Gender Transformative Approach to Life Skills?" In Life Skills Education for Youth, 91–111. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_5.

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AbstractFrom the Pacific Islands to Sub-Saharan Africa, development organizations have positioned sport as an ideal tool for building important life skills that can be transferred from the playing field to day-to-day realities. Sport has also been positioned as a key space for girls’ empowerment, especially in contexts where gender norms limit girls’ mobility and/or their opportunities to engage in activities stereotyped as being for boys. But an approach that solely focuses on empowering girls through sport by depositing in her useful life skills ignores the structural conditions that have disempowered her in the first place. This chapter examines the gender transformative potential of sport-based life skills programs by exploring the skills that are being targeted, especially for girls’ empowerment, by the sport for development (SFD) community. The chapter then examines the implications for our understanding of life skills approaches to gender transformative social change, particularly as it pertains to addressing the conditions that have held girls back.
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Pavlova, Margarita. "Introduction: Unpacking Greening and Skills Recognition in Micro, Small, and Medium Enterprises." In Education for Sustainability, 3–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_1.

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AbstractThis first chapter presents the nature of the regional research study on recognising green skills through non-formal learning across seven countries and one territory in Asia and the Pacific Region (APR), the methodology and approach to data collection, and the analytical framework. Furthermore, this chapter establishes the rationale for the book by detailing the argument that implementation of Sustainable Development Goals (SDGs), including the key aspects of sustainable development and lifelong learning, is closely related to green skills development and recognition in enterprises. As such, the two starting points for this study are the invisibility of the decisive role of micro, small, and medium enterprises (MSMEs) (definition included in the glossary) in promoting green practices and green skills development, and the need for making visible the invisible outcomes of workers’ participation in learning activities through green skills recognition (definition included in the glossary). This chapter also introduces the analytical framework that is used in the study to develop a holistic understanding of the principles and approaches required for green skills recognition. To frame the analyses presented in Chap. 2 of the book and the model presented in Part III, macro, meso, and micro-levels are included in this framework: political decisions and policies that countries, and, in the context of this study, one territory, use to move towards green transition and greening of education and training; the role of standards, learning outcomes, and quality assurance mechanisms related to green skills and their inclusion in RVA; and actions at the level of enterprises.
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Tuckett, Alan. "Advocacy, Adult Learning and the Pursuit of Social Justice." In Adult Education and Social Justice: International Perspectives, 79–92. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.11.

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The chapter highlights the centrality of advocacy work for adult learners, particularly from marginalised and excluded communities, as a key feature of the work of Lalage Bown and its scope nationally and internationally. It explores effective work in representing the experience and demands of adult learners, and those who work with them, undertaken by adult learning associations at a national, regional and global level. The three examples considered are the work of the National Institute of Adult Continuing Education (NIACE) in England and Wales, notably around the creation of Adult Learners’ Week as festival and advocacy tool; the work of the Asian South Pacific Association for Basic and Adult Education (ASPBAE), in combining research-based policy work and advocacy, regionally and globally alongside developing advocacy skills among its members; and the work of the International Council for Adult Education, the global non-governmental association for adult learning, and the work of its International Academy for Lifelong Learning Advocacy in strengthening practitioners’ capacity to engage with global decision making processes affecting adult learning. The chapter concludes with reflections on the key skills needed for successful advocacy.
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AlBadawi, Habib. "Japan and the Gulf States: Friendship Prospects Under the FOIP Initiative." In Gulf Studies, 563–80. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7796-1_33.

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AbstractJapan’s strategy of “Free and Open Indo-Pacific Strategy—FOIP” stands as a keystone approach in its relationship with the international community and Gulf countries, in particular, in the twenty-first century. The past two decades have shown growing and extensive friendly ties between the Arab Gulf states and Japan. Those ties have been mainly economic which includes significant bilateral trade. More recently, there are emerging signs of security cooperation, cultural exchange, and educational cooperation. In this chapter, I attempt to reveal the idea of FOIP, exploring the future possibilities of cooperation, partnership, and the alliance between Japan and the Arab world.
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Conference papers on the topic "Education, pacific area"

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Herawati, F. I., M. N. Arifin, and M. A. Y. Muizd. "Development of Kaligesing Area as Geotourism and Education Tourism Kaligesing Purworejo Central Java." In EAGE-GSM 2nd Asia Pacific Meeting on Near Surface Geoscience and Engineering. European Association of Geoscientists & Engineers, 2019. http://dx.doi.org/10.3997/2214-4609.201900443.

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Djirimu, MA, Andi Tombolotutu, Failur Rahman, and Sri Haryani. "Covid-19 Effect on Economic Growth and Employment in Eastern Indonesia Area." In Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-12-2020.2309183.

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amalinda, Finta, Novi susanti, Miswan Miswan, Nur afni, Arief muliawan, and Agus halid. "Bacteriological Test of Food Equipment in Basic School Canteen Working Area UPTD Puskesmas Mabelopura." In Proceedings of The 6th Asia-Pacific Education And Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.19-12-2020.2309196.

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ANDRIEȘ, Vasile. "Aspecte organizatorice și funcționale ale educației extrașcolare în unele societăți contemporane." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p327-340.

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In this article we aimed to examine organizational, managerial and functional aspects of extracurricular education (student circles) in nine countries, such as: Great Britain, the USA and Australia as Anglo-Saxon states;, Singapore – Asian state from the Pacific area with a specific system; Spain, France, Belgium and Germany as continental European states; Sweden – representative of the Northern European countries. The analysis focused on the general education system practiced in the mentioned states, the organization of school circles, the types of circles and activities.
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Antonova, Evgeniia Aleksandrovna. "Rusistika na Severo-Vostoke Rossii i v stranakh Aziatsko-Tikhookeanskogo regiona: innovatsionnye praktiki." In Scientific and Practical Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-21942.

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The collection presents the results of scientific and practical research of the authors, describes the best practices for solving problems of multicultural education and the study of Russian language and literature in the multilingual environment of the North-East of Russia, topical issues of Russian science in the countries of the Asia-Pacific region, education of the linguistic personality in the context of a dialogue of cultures, as well as ways of solving the scientific and practical tasks of social communications in a multicultural region are characterized. The research materials were tested and transmitted to the professional community in the framework of the IV International Part-time Scientific-Practical Conference (Yakutsk – Harbin, November 1–20, 2018). Propopsed for researchers, teachers of various educational organizations, students of advanced training courses, doctoral students, graduate students, undergraduates, bachelors of relevant areas of training, practitioners. Collection of scientific papers is prepared on the materials provided in electronic form, retains the author's edition.
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Bray, Don E., and G. S. Gad. "Establishment of an NDE Center at the Papua New Guinea University of Technology: Scope and Objectives." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-065.

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Papua New Guinea lies just north of Australia (Fig. 1). It is a developing island nation, with 462,839 km of land area, a population of 3.9 million people, and vast natural resources (Compton’s Interactive Encyclopedia, 1996). It is the largest island in the Oceania region of the world, which also includes Fiji, the Solomon Islands and Vanuatu. Most of these islands share similar resources, and prudent development of the resources requires utilization of nondestructive evaluation (NDE). NDE provides the means for flaw detection and size assessment, as well as evaluation of material degradation such as corrosion and hydrogen attack. These are factors which affect the service life of components and systems. Being aware of the state of degradation of these components and systems will enable cost effective maintenance, and reduce costly and dangerous failures. Recognizing the need for NDE expertise, the Papua New Guinea University of Technology at Lae has initiated a Center for Nondestructive Evaluation. Once operational, the center should serve the entire Oceania region, and provide resources, trained students and expertise that will enable the growth of the NDE industry within that area. It is widely accepted that NDE adds value to a product or process, not just cost. The amount of value is directly related to the engineering education of the personnel making NDE decisions. The growth of the NDE industry in these South Pacific Islands will add to the economy, as well as aid in the further creation of a population of engineers who are well educated in NDE.
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Turner, Misa Fia, Krishan Mani, Naomi Akulu-Haulangi, and Tia Turepu Roos. "Navigating the habits of the Kato Toolkit framework that form phenomenal educator practice." In Rangahau: Te Mana o te Mahi Kotahitanga / Research: The Power of Collaboration. Unitec/MIT Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2301009.

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The Kato Toolkit framework identifies ten habits of phenomenal educators and how these are significant in effecting positive changes in the scope of teaching and learning for Pacific learners. Kato refers to a Niuean handcrafted woven basket traditionally exchanged as a gift; this concept of the Kato symbolises the act of gifting change or transformation upon educators.
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Winarno, Agung. "Value Perplexities between Education and Money: The Phenomenon of Failing Students within Rural Areas in East Java." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.1.

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Mays, Tony, and Wayne Mackintosh. "OER-Enabled Online Micro-Courses for Teachers - Remixing for Resilience in the South Pacific." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5682.

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Open, distance and flexible learning (ODFL) is a key strategy for building resilient education systems in the Pacific, given the difficulty of providing more traditional campus-based learning for widely distributed and culturally diverse learners. However, few of the teachers currently in-service have received training in or through ODFL. It is therefore necessary to make such training available in ways that both model and build such capacity in cost-effective and scalable ways. This paper explores the rationale for and design of an open learning ecosystem as exemplified in a micro-course called Digital Skills for OER Sharing (DS4OERS), which is the first of several courses that have been developed or are in development under the Pacific Partnership for Open, Distance and Flexible Learning led by the Commonwealth of Learning. The platform and course were designed to be as open and flexible as possible and use was made of digital badging both to encourage active learning and to allow for multiple exit and re-entry points. Moreover, the pedagogical approach and technologies deployed were designed for remix to build resilience for professional development solutions in the region. Feedback from participants in the first mediated iteration of the course offered to 1560 teachers will be shared as will core learnings which have influenced subsequent design and implementation. Published as OER using free and open source software digital learning environment, the course was remixed and deployed by the Ministry of Education, Sports and Culture in Samoa demonstrating the potential for scaling professional development using open online micro-courses.
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Muthu, Madhan, and Tony Mays. "Structured Access to Curated Open Educational Resources Aligned to National School Curricula: An Experiment in the Commonwealth Member States in the Pacific Region." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7674.

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We have been witnessing a global experiment in delivering emergency remote teaching using distance learning, internet, web and related technologies, since the World Health Organization announced its assessment that ‘Covid-19 can be characterized as a pandemic’ on 11 March 2020. // The shift to digital has made more teachers and institutions realise the importance of structured access to open educational resources (OER) – learning materials having open licenses. However, availability of OER in a structured way alone, though important, may not increase the use and re-use by teachers and learners. Research evidence suggests that OER use is maximized when they are contextualised for local needs. A survey conducted by COL and the OER Foundation in 2020 highlighted the need for curated OER aligned to national and institutional curricula. // Since much before this unprecedented situation, the Commonwealth of Learning (COL) has been promoting the use of open and distance learning (ODL) to help build more resilient education systems. With a view to helping teachers and learners in the Commonwealth member states in the Pacific region have access to curated OER collections aligned to their national curriculum, COL and PACFOLD with the support of the Ministry of Foreign Affairs and Trade, New Zealand created a platform using EPrints – open-source software developed by the University of Southampton. The platform hosts nationally-defined OER collections with the flexibility of having choices of access points based on the local curriculum taxonomy. At the same time, by defining individual OERs in the collections using structured metadata schema, the national level collections ensure metadata level interoperability. // This paper presents the preliminary findings from a pragmatic attempt to support engagement with OER in the Commonwealth member states in the Pacific region. It also provides insight into the underpinning principles and architecture of the platform, the choices of access points associated with the OER collections, and the metadata schema used to define the collections. The authors of this paper discuss how teachers in the region can use or adapt the OER in the collections in their teaching, and share OER developed by them with all possible users as they respond to the Covid-19 pandemic by moving to remote, blended and/or online teaching. The authors also present the case of the Ministry of Education in Fiji which has started using the platform to organise a collection based on its national curriculum framework.
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Reports on the topic "Education, pacific area"

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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international evidence of improved academic and social outcomes for students with disability educated in inclusive settings. Developing teachers’ understanding of disabilities and building their capacity to implement evidence-based inclusive teaching practices and effectively use assistive technologies, are key to transitioning to inclusive education of students with disability.
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Jagannathan, Shanti, and Dorothy Geronimo. COVID-19 and Education in Asia and the Pacific: Guidance Note. Asian Development Bank, January 2021. http://dx.doi.org/10.22617/tim200397.

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This guidance note underscores the potential of education technology (EdTech) solutions in transforming learning, teaching, and training systems during and after the coronavirus disease (COVID-19) pandemic. Since the COVID-19 outbreak, governments have been coping with and responding to many challenges posed by the closure of education institutions. Building on key principles and solutions proposed by several international agencies, the guidance note provides suggestions for developing countries in Asia and the Pacific to initiate reforms to improve quality, relevance, and inclusion in education. It is one of a series produced by the Asian Development Bank for key sectors and thematic areas.
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Colombo, Marea S., Ruthie E. Holmes, Cameron D. Young, and Stephen Scott. How Can Course Advising Better Support Pacific Student Success? Journal of the Australian and New Zealand Student Services Association, October 2023. http://dx.doi.org/10.30688/janzssa.2023-2-09.

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Previous research has explored the importance of effective course advising to academic success. Course advising that is student-focused and takes a “whole-of-student” approach has been found to be especially important for students that have historically been minoritised in tertiary education. This includes students who are Indigenous, first-in-family, or from low socio-economic backgrounds. However, no research, to our knowledge, has investigated how Pacific students and staff envision course advising. Given Pacific students are among the fastest growing academic cohort in New Zealand and Australia, it is important for universities to understand how to foster Pacific student success. This research involved a series of talanoa (conversations) with both Pacific students and staff to better understand the current role of course advising in student decision-making, future hopes for the development of course advising, and suggestions to improve Pacific support in course advice. Understanding the perspective of Pacific students and staff helps to highlight the current gaps in course advising systems and encourages universities to acknowledge the importance of relationship building, the development of cultural competencies, and increasing Pacific representation in the course advising process. Results support reassessing course advising systems to help improve retention rates of Pacific students.
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Haddow, Amanda, Daniel Edwards, and L. Hazelman. Sustainable Development Goal 4.b in the Pacific – A pilot study for monitoring tertiary education scholarships for development. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-739-7.

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United Nations Sustainable Development Goal (SDG) 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG 4 includes 10 targets, of which Target 4.b aims to expand higher education scholarships for developing countries. Target 4.b leverages the benefits of international education to support countries in achieving SDG 4. For host and sending countries, the exchange of students across borders shares the societal benefits produced by tertiary education (knowledge, information, innovation) (Perna et al., 2014). The modality of scholarships broadens access to high-quality tertiary education in areas necessary for locally-led development and provides opportunities for partnership and collaboration to achieve the SDGs. Although SDG 4.b makes clear the objective is to contribute to building human capital and knowledge in low- and middle-income countries, it is not explicit as to which scholarships should be included in measuring the achievement of the target (Balfour, 2016; IIE2016; Antoninis, 2018). In particular, the inclusion or exclusion of providers outside of traditional donors, such as developing countries and non-state actors like corporations and universities, is not explicit in Target 4.b (Balfour, 2016; Antoninis, 2018). The reality is that various stakeholders are implementing international scholarships for developing countries, and the breadth of this contribution to human capital development is unclear. Therefore, the approach to monitoring SDG 4.b in this pilot study aims to include a broad range of stakeholders involved in funding international scholarships. Unlike other monitoring attempts, this study not only focuses on official development assistance (ODA) from developed countries but also specifically includes contributions from developing countries and non-state actors.
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Tsironis, Alexis. Preparing the Workforce for the Low-Carbon Economy: A Closer Look at Green Jobs and Green Skills. Asian Development Bank, October 2023. http://dx.doi.org/10.22617/brf230397-2.

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This brief explores the occupations and skills likely to be needed for green jobs in Asia and the Pacific. It looks at how policymakers can help prepare workforces for the transition to a low carbon economy. The brief sets out definitions of green jobs and outlines likely growth areas. It notes that technical and medium-skilled occupations are expected to be in high demand and looks at emerging roles. It suggests how governments can help address education gaps and speed up the development of a workforce ready for the green economy of the future.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Parker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, August 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.

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Substantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world, however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly pressing in the primary school sector, where little research has examined staff or student interpretations of GCED, and the Asia-Pacific (APAC) region, where despite significant interest, gaps in understanding and implementing GCED remain. This report presents a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. The framework has been developed from a review of existing instruments and research, including work undertaken to frame and assess global citizenship for the Southeast Asia Primary Learning Metrics (SEA-PLM). To develop this framework, we have also sought the input of GCED experts and teachers from the Republic of Korea, the Philippines and Australia to ensure relevance to these contexts. Accompanying the framework is a series of preliminary questions for systems, schools, and teachers designed to assist in exploring enabling conditions for the enactment of global citizenship, which is also underpinned by key findings and gaps from the literature.
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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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Mosalam, Khalid, Amarnath Kasalanati, and Grace Kang. PEER Annual Report 2016. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, January 2017. http://dx.doi.org/10.55461/anra5954.

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The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to develop, validate, and disseminate performance-based seismic design technologies for buildings and infrastructure to meet the diverse economic and safety needs of owners and society. The year 2016 began with a change of leadership at PEER. On January 1, Professor Khalid Mosalam became the new PEER Director as Professor Stephen Mahin completed his 6- year term. Also in early 2016, Dr. Yousef Bozorgnia stepped down from the position of Executive Director, after serving as a key member of PEER’s management team for over 12 years. Several accomplishments of the Center during the leadership of Director Mahin were recounted during the PEER Annual Meeting on January 28–29, 2016. This meeting also set the course of the Center with several new thrust areas identified for future research. During the past year, PEER has continued its track record of multi-institutional research with several multi-year Mega-Projects. The PEER Tall Buildings Initiative (TBI) was recently expanded to include assessment of the seismic performance of existing tall buildings. The California Earthquake Authority (CEA) awarded a $3.4 million, 3.5-year research contract to PEER to investigate the seismic performance of wood-frame homes with cripple walls. The project will directly contribute to the improvement of seismic resiliency of California’s housing stock. Former Director Mahin will lead a broad effort for computational modeling and simulation (SimCenter) of the effects of natural hazards on the built environment. Supported by a 5-year, $10.9-million grant from the National Science Foundation (NSF), the SimCenter is part of the Natural Hazards Engineering Research Infrastructure (NHERI) initiative, a distributed, multi-user national facility that will provide natural hazards engineers with access to research infrastructure (earthquake and wind engineering experimental facilities, cyberinfrastructure, computational modeling and simulation tools, and research data), coupled with education and community outreach activities. In addition to the Mega Projects, PEER researchers were involved in a wide range of research activities in the areas of geohazards, tsunami, and the built environment focusing on the earthquake performance of old and new reinforced concrete and steel structures, tall buildings, and bridges including rapid bridge construction. As part of its mission, PEER participated in a wide range of education and outreach activities, including a summer internship program, seminars, OpenSees days, and participation in several national and international conferences. The Center became an active board member of two prominent international organizations, namely GADRI (Global Alliance of Disaster Research Institutes) and ILEE (International Laboratory of Earthquake Engineering). PEER researchers and projects were recognized with awards from several organizations. Going forward, PEER aims to improve the profile and external exposure of the Center globally, strengthen the Business-Industry-Partnership (BIP) program, engage the Institutional Board (IB) and the Industry Advisory Board (IAB) to identify new areas of research, and explore new funding opportunities.
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