Academic literature on the topic 'Effective moral education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Effective moral education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Effective moral education"
1
Hidayati, Hanik, and Ahmad Nilnal Munachifdlil ‘Ula. "INNOVATION IN ISLAMIC EDUCATION: EFFECTIVE STRATEGY IN FORMING NOBLE MORALS OF THE YOUNG GENERATION." JURNAL PENDIDIKAN GLASSER 8, no. 1 (2024): 87–97. http://dx.doi.org/10.32529/glasser.v8i1.3180.
Full textAbstract:
The young generation, which is supposed to be the figure behind the nation's progress, appears with daily behavior that ignores ethics and morals. Moral education is expected to be able to contribute in overcoming these problems, with moral education expected to be one of the strategies in shaping the morals of the younger generation. This research aims to identify innovative strategies in Islamic education. The research method used is qualitative by taking location in the Kudus City area, Central Java Province. The findings of this study confirm that Islamic education innovation can be an effective solution in shaping the character and morals of the younger generation, as well as answering the challenges of the times. The implications of the results of this study provide a strong basis for continuing to encourage innovative strategies in religious education, ensuring the continued relevance and effectiveness of Islamic education in the modern context
2
Begum, Abida, Jingwei Liu, Hina Qayum, and Amr Mamdouh. "Environmental and Moral Education for Effective Environmentalism: An Ideological and Philosophical Approach." International Journal of Environmental Research and Public Health 19, no. 23 (2022): 15549. http://dx.doi.org/10.3390/ijerph192315549.
Full textAbstract:
This article offers a critical review of the research on moral and environmental education as a basis for building environmentalism. The review’s objective is to present an ideological and philosophical theory and research on environmentalism through moral education. The bulk of this research involves empirical research that examines the correlation between moral education and environmentalism, ideologies produced by moral education, and philosophical arguments inherent in environmental education. A deductive argument is made following the review of the existing research on moral education to highlight the educational approaches that have been hailed as effective. Some of the environmental educational approaches identified as being effective include proactive environmental education, creating an environmentally conscious environment, and real-life environmental education simulations. The research also identifies moral education whose focus is the creation of a moral consciousness among learners as being critical for the development of environmental consciousness. Inculcation of religious education, creating a moral educational atmosphere, moral leadership, moral life simulations, and use of Ubuntu and Ukamu theoretical frameworks will bolster building a moral consciousness among learners. The argument presented in this article is that despite the existence of some contrary research, moral education can act as a bolster to positive attitudes, actions, and behaviors towards the environment.
3
Dian Shintia Afrina and Afrahamiryano Afrahamiryano. "Implementation of Moral Education in Adolescents." Elementaria: Journal of Educational Research 2, no. 1 (2024): 39–48. http://dx.doi.org/10.61166/elm.v2i1.40.
Full textAbstract:
Moral education plays a vital role in shaping the character and maturity of students, especially during adolescence which is a critical development period. This research uses literature study methods to analyze various aspects of moral education, including the importance of instilling moral values from an early age, the role of family and school, as well as the impact of technology and mass media. The research results show that the moral development of adolescents is greatly influenced by the environment and the people around them. Teachers and parents play a key role in providing consistent and effective guidance to support adolescents' moral development. It is hoped that the implementation of a curriculum that emphasizes moral development, as well as quality planning and programs in schools, can form a generation with good morals, noble character and social responsibility.
4
Saliyeva, Z. T. "Technologies Of Spiritual And Moral Education Of Pupils In Modern Education." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 504–9. http://dx.doi.org/10.37547/tajssei/volume03issue04-81.
Full textAbstract:
One of the most important aims of modern pedagogy is the education of spiritually minded people. An important role in this is played by technologies based on education and upbringing. The article presents comparative and analytical approach on the topic and recommends the use of effective technologies for teaching students.
5
Biantoro, Oktio Frenki, and M. Akhsanudin. "The Concept of Islamic Education for Early Childhood as an Effort to Cultivate Morals." Al-Munawwarah: Journal of Islamic Education 1, no. 1 (2025): 57–66. https://doi.org/10.38073/almunawwarah.v1i1.2521.
Full textAbstract:
ABSTRACT Early age is a golden age for child development, where moral education is very important to be formed from the beginning. At this stage, children have a natural tendency to recognize and understand moral values, which greatly influence their character and behavior in the future. However, the challenges in moral education in the family and community environment are still problems that need to be overcome, considering the many cases of deviant behavior among children and adolescents today. This study aims to examine the concept of Islamic education in early childhood as an effort to instill morals. The method used in this study is a qualitative approach with a literature study, which collects and analyzes literature related to this theme. The results of the study show that moral education can be carried out through several methods, including verbal communication, habituation, and storytelling, which are effective in instilling moral values in early childhood. The instillation of morals carried out from an early age has been proven to form positive character in children, develop discipline, and strengthen children’s spiritual relationship with God. Cooperation between parents and educators is very important to create an environment conducive to the formation of good morals. The contribution of this research is to provide insight for parents and educators in implementing effective moral instillation methods in the family and educational environment.
6
Izzah, Lathifatul, and Muhammad Hanip. "Implementasi Pendidikan Akhlak dalam Pembentukan Akhlak Keseharian Santri." LITERASI (Jurnal Ilmu Pendidikan) 9, no. 1 (2018): 63. http://dx.doi.org/10.21927/literasi.2018.9(1).63-76.
Full textAbstract:
<p>This paper aims to determine the source of teaching and learning materials of moral in the formation of morals daily santri, explain the implementation of moral education, and want to know the supporting factors and inhibiting the implementation of moral education in the formation of the morals daily santri. With that goal, got point point about moral character formation in moral education, among which is the source of moral education in the discourse of moral students taken from some classic books, namely Taisirul Kholak, Taklim Muta'alim, Akhlak Lilbanin 4 Juz, Bidayatul Bidayah and some other books of morality tasawuf. Learning materials related to morphology are taken from Taisirul Kholak, Bidayatul Hidayah and Akhlak Lilbanin. Related to the little wash of material taken from Taisir, Bidayah and some related Fiqh books to wash, as well as so on until morals towards the environment. Some methods are quite effective in the moral education of santri in moral education is through habituation, exemplary, discipline, and sometimes reward and punishment. Factors supporting the formation of santri morality is a religious learning activity, adequate facilities, the spirit of ustad / ustadzah and santri, comfortable environment and away from the crowd, there are disciplines that must be obeyed santri. Apart from the supporting factors there are inhibiting factors, namely the presence of violations of students and the infl uence of outside the cottage.</p><p><br />Keyword: the consept of moral education, method, resources and teaching materials, the<br />formation of santri morality</p>
7
Fatimah, Siti, and Siswanto Siswanto. "THE ROLE OF MORAL EDUCATION IN CHILDREN'S CHARACTER DEVELOPMENT: A PHILOSOPHICAL PERSPECTIVE IN ISLAMIC ELEMENTARY SCHOOLS." Journal of Islamic Elementary Education 2, no. 1 (2024): 52–60. http://dx.doi.org/10.35896/jiee.v2i1.778.
Full textAbstract:
The role of moral education in character development of children is a crucial aspect in the educational process at MI (Islamic Elementary Schools). However, there is still a need to gain a deeper understanding of how educational philosophy can aid in developing the moral character of children at MI. This research employs a qualitative approach by conducting literature reviews and philosophical analyses of moral education concepts in Islam as well as the approaches used in MI. The results of the study indicate that moral education in MI can be enhanced through the application of philosophical approaches, such as introducing moral concepts in Islamic teachings contextually and using philosophical reflection methods in learning. Thus, moral education can be more effective in shaping the character of children to have noble morals in accordance with Islamic teachings.
8
Ariyani, Sri Dewi. "Is Moral Education Effective in Preventing Radicalism and Terrorism?" Indonesian Journal of Counter Terrorism and National Security 2, no. 1 (2023): 115–46. http://dx.doi.org/10.15294/ijctns.v2i1.66161.
Full textAbstract:
Pancasila is a solution to the problem of radicalism that is currently plaguing Indonesia. So it is hoped that the values in Pancasila must really be carried out by the people of Indonesia in order to prevent and minimize radicalism and terrorism in our beloved country. The loss of the values contained in Pancasila in Indonesian society is the root of the emergence of various acts of radicalism and terrorism in Indonesia. Therefore, the implementation of Pancasila values, in order to remain actual in facing the threat of radicalism, must place more emphasis on conveying three messages, namely, first, this country was formed based on agreement and equality, in which no one should feel that he is the main shareholder, or citizen. first class. Second, the rules of the game within the state have been agreed upon, and the state has full sovereignty to discipline its state members who are trying systematically to change the order, in ways that are against the law. Third, the state provides protection, opportunity, future and balanced protection to achieve the national goals of a just and prosperous, secure, civilized and independent society. The Indonesian government has recently begun to be wary of the development of radicalism in the country in relation to the ISIS (Islamic State of Iraq and Syria) network. The issue of ISIS has become a global issue and it seems that the world is united to fight it. Seeing this phenomenon, steps need to be taken to prevent radicalism from thriving in this motherland. In addition to taking action against the perpetrators of radicalism, the government must also take preventive or preventive measures so that people are not easily provoked by ideologies that use religious attributes. Close cooperation is needed between the government, security forces and religious leaders to straighten out religious understanding.
9
Abdurashidovich, O‘rmonov Avazbek. "Forming Moral Qualities in Students Through Physical Education Lessons." European International Journal of Pedagogics 5, no. 4 (2025): 124–27. https://doi.org/10.55640/eijp-05-04-29.
Full textAbstract:
This article discusses the importance of shaping moral qualities in students during physical education classes and effective methods for achieving this. The article examines how moral behavior and qualities, especially through sports activities, should be developed in students. Additionally, it explores how students can acquire moral knowledge not only theoretically but also through practical activities, and analyzes the role of the teacher and methodological approaches in this process. The author emphasizes the significance of teaching moral values through physical education lessons and provides practical recommendations for developing moral norms such as mutual respect, responsibility, and justice in students. The article serves as a useful guide for teachers and educators.
10
Xionghuai, Guo. "Exploration on Effective Ways of Moral Education in University Physical Education Class." SHS Web of Conferences 7 (2014): 02011. http://dx.doi.org/10.1051/shsconf/20140702011.
Full textDissertations / Theses on the topic "Effective moral education"
1
Onyeocha, Izuchukwu Marcel. "Towards an effective moral education in Nigeria." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019206/.
Full textAbstract:
Nigeria is faced with the problems and challenges of pluralism in respect of its ethnic, social, political and religious diversity. This thesis argues that in order to reconcile the conflicting interests and tendencies in the country, an integrated approach to moral education is required. The first chapter clarifies the current situation in Nigeria by showing historically the roots of the present diversity. The second chapter is an introduction to some concepts -- of morality, education, moral education and moral development — which are essential to the later discussion. The third chapter describes and analyses approaches to moral education in traditional Nigerian society, including both content and methods. The fourth chapter is premised on the argument that moral education for national cohesion in Nigeria needs to take account of features of Nigerian society which, while being aspects of the problem, also contain the resources through which a solution can be approached. More is said on the current diversity, including its political and religious aspects, and it is pointed out that both Nigeria's political ideals, as enshrined in its constitution, and the predominantly religious orientation of its people, are resources on which moral education can build. The fifth chapter asks how far theoretical approaches developed in the West can be adapted to Nigeria's situation. Consideration is given to major political, especially democratic, theories; to ethical theories, especially where they focus on virtue; to conceptions of the nature of religion; and to psychological developmental theories. In each case it is argued that there are valuable features in such theories but they cannot be transferred wholesale to the Nigerian situation. The sixth chapter, accordingly, seeks to show how a distinctively Nigerian approach might be developed. This will allow for the possibility of a non-Western form of democracy; for a form of moral education which incorporates what is most valuable in traditional Nigerian practices; and for a religious education which takes account of common factors within a situation of diversity. Finally, an attempt is made in the seventh chapter to sketch a model of an effective and integrated moral education for Nigeria, in terms of the role of the school; the qualities required on the part of the teacher; the qualities of the student; the content of what is taught; and the methods to be used.
2
Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.
Full textAbstract:
The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. Detailed profiles of each of the informants and reports of each interview are included. Conclusions were generally consistent with the literature. Teachers expressed several reasons for entering the profession: (1) working with people; (2) serving society; (3) continuing successful school experiences; and (4) desiring to emulate a significant teacher. Teachers described their moral purposes as related to caring, community awareness, lifelong learning, efficacy, and ethics. The teacher's role in society was described in similar terms. Several other important conclusions are described. First, these successful teachers had a sense of destiny with regard to entering the profession. This sense of destiny demonstrated the degree to which these successful teachers value the profession. Second, they described the importance of teachers serving others as role models. Third, most of the teachers suggested that their moral purposes have not changed very much over time even though students and methodologies have changed. Finally, they described community service as an important activity of the successful teacher. Again, these findings were consistent with the literature describing the dispositions of effective teachers. Recommendations for further research are included along with implications for teacher education and for in-service teachers. A model for devising a moral development plan for teacher education units is presented. Another model describes the process whereby in-service teachers can work to describe and develop their moral purposes. This study provides a detailed analysis of how successful teachers described their profession. The attitudes and beliefs underlying these descriptions are of significance to teachers and to teacher educators.
3
Magiste, Edward John. "Effective Ethics Education for Graduate Social Work Students." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450175285.
Full text
4
Kinney, Ashley Rose. "The current state of local social justice education effective strategies for educators to teach for social justice /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kinney_ARMIT2010.pdf.
Full text
5
Poorman, Yancy. "Teacher perceptions of which school culture factors are most important to effective implementation of a character education program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6019.
Full textAbstract:
Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2008) Includes bibliographical references.
6
Lynn, Jerry A. "Effective and Less Effective Schools: Differences in Morale and Leader Behaviors as Revealed by Selected Observations." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2723.
Full textAbstract:
The purpose of this study was: (a) to determine if a significant difference exists between leadership behavior of principals in effective schools when compared to leadership behavior of principals in less effective schools as perceived by teachers, (b) to determine if a significant difference exists in teacher morale in effective schools when compared to less effective schools, and (c) to determine if a significant difference exists in the comparison of the correlations between leadership behaviors of principals and factors contributing to teacher morale in effective schools when compared to less effective schools. A total of 158 teachers returned completed questionnaires. Leadership behavior of principals and teacher morale were measured by 83 teachers in effective schools and 75 teachers in less effective schools using the Leader Behavior Description Questionnaire, Form XII (LBDQ) and the Purdue Teacher Opinionnaire (PTO). A significant difference was found between effective schools and less effective schools in the leader behavior persuasiveness. Significant differences were also found in the correlations between teacher rapport with principal and initiation of structure and consideration. No significant differences were found in the total mean scores of leader behavior, total mean scores of teacher morale, or the correlation between the total mean scores of leader behavior and teacher morale. No significant differences were found in leader behavior dimensions of representation, demand reconciliation, tolerance of uncertainty, initiation of structure, tolerance of freedom, role assumption, consideration, production emphasis, predictive accuracy, integration, or superior orientation. No significant differences were found in teacher morale dimensions of teacher rapport with principal, satisfaction with teaching, rapport among teachers, teacher salary, teacher load, curriculum issues, teacher status, community support of education, school facilities and services, or community pressures. No significant differences were found in the correlations between teacher rapport with principal and representation, demand reconciliation, tolerance of uncertainty, persuasiveness, tolerance of freedom, role assumption, production emphasis, predictive accuracy, integration, superior orientation; rapport among teachers and demand reconciliation, initiation of structure, role assumption, integration; curriculum issues and tolerance of freedom; teacher status and consideration; or school facilities and services and production emphasis. Recommendations based on the findings were given.
7
Amparo, Robin F. "Gaining Insight into Teaching: A Phenomenological Exploration of the Lived Experience of the Teachers of the Year." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/871.
Full textAbstract:
What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone.
The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions?
Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation.
Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms.
Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.
8
Pendleton-Brown, Saroya N. "Teacher Job Satisfaction and School Leadership." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7250.
Full textAbstract:
Teacher Job Satisfaction and School Leadership
by
Saroya N. Pendleton-Brown
MSA, Fayetteville State University, 2011
BBA, Baker College, 1993
AAS, Jordan College, 1991
Doctoral Study Completed in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
August 2019
The problem in a middle eastern school was the high annual rate of teacher attrition, which is above 25% per year. The purpose of this qualitative case study was to examine teacher perceptions of the attrition rates as they relate to the school leadership style at this study site. Herzberg's theory of motivation, which provides insights regarding job satisfaction, served as the conceptual framework that guided this study. The research questions were developed to examine teacher perceptions about administrative influences on teachers' job satisfaction and the programs and services they believe may enhance morale. A case study design was used to capture the insights of 10 purposefully selected teachers from the target school to conduct semi-structured interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and a process to identify convergence and divergence. The findings revealed that participants preferred leadership styles that were supportive, and they placed a high value on teacher input. A professional development program was designed to educate participants on the connection between leadership styles and teacher attrition. This program may contribute to positive social change by guiding educational leaders to establish an enhanced learning environment that is responsive to the social, cultural, and ethnic differences of the teachers in the middle east.
9
Vos, Deon. "Bestuurstrategieë vir die vestiging van 'n effektiewe organisasieklimaat in die primêre skool / D. Vos." Thesis, North-West University, 2010. http://hdl.handle.net/10394/5070.
Full textAbstract:
The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators.
The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school.
• Certain aspects such as school climate, educational climate and classroom climate
regarding the organisational climate of the school are intertwined and they form a unit
that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made:
Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered.
Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on.
Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups.
Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.
10
Ramusetheli, Mavhungu Diana. "The relevance of Nyambedzano as an effective process for promoting morality among the youth." Thesis, 2019. http://hdl.handle.net/11602/1418.
Full textAbstract:
PhD (African Studies)<br>Department of African Studies<br>Literature and media reports constantly show increased incidences of ill-discipline and
lawlessness amongst the youth. These misdemeanours adversely affect communities
and the behaviour of the youth as active, responsible and proactive members of the
society and community members. Unfortunately, there are insufficient conversations
about morality across social strata. The elders often seem disenfranchised by the
popularity of the rights-based approach and modernity. In addition, communities are not
proactive in coming up with initiatives that encourage on-going nyambedzano between
the elders and the youth on issues around morals and discipline. Nyambedzano is a
Venda concept that does not seem to have the exact English translation, so in this study
I will use the concepts communication, conversation and dialogue interchangeably.
Furthermore, there is a continuous blame game in the community about who should lead
effective conversations that should buttress the development of responsible youth
citizens.
The purpose of this study was to explore the relevance of nyambedzano between the
youth and elders about African morality among the youth. The study also aimed to
investigate factors that were hindering nyambedzano to take place. I conducted
qualitative appreciative focus group discussions with the elders and youth (who were in
and out of school) that were purposively selected. Data was analysed thematically in
relation to the stages of an Appreciative Inquiry approach. Findings revealed that
nyambedzano between the elders and the youth about youth morality is relevant;
however, its application is complicated by several factors which include the changing
family structure, the changing parenting age, media and technology influences, a rightsbased
approach to child rearing, and the denigration of cultural values at home, school
and in the community. These findings were synthesised to develop a facilitative
nyambedzano programme. Contrary to Vhavenda cultural practices, nyambedzano would
have to be a two-way communication process between the elders and the youth. It would
take place at different contexts, the home being the starting point. There would have to
be some compromise between the rights- based contemporary approaches and traditional cultural ways of dealing with morality.
This study makes methodological, empirical and theoretical contributions. An Appreciative Inquiry approach was applied to the Vhavenda ethnic group to explore the possibility of Nyambedzano between the youth and elders. The empirical contribution is that this study is the first to address nyambedzano as a process for promoting morality among the youth, within the context of the Tshivenda culture. The theoretical contribution of this study lies in the development of the facilitative nyambedzano programme that describes how nyambedzano between the elders and the youth should take place, taking into consideration the cultural values of the Vhavenda people. The recommendations are based on the creation of supportive parents, families, teachers, schools, churches, community members and policy makers.<br>NRF
Books on the topic "Effective moral education"
1
Robb, William M. Values education for more effective: Moral education, religious education, citizenship education, health education, sex education, environmental education, alcohol education, multicultural education, and personal and social education. Centre for Alleviating Social Problems Through Values Education, 1996.
Find full text
2
E, Mangvwat Solomon, ed. Curbing social ills through effective education. Eureka Academic Foundations, 2007.
Find full text
3
Schwartz, Merle. Effective character education: A guidebook for future educators. MHHE, 2007.
Find full text
4
Kincaid, Michael. Effective teaching of religious and moral education: Personal search. Learning and Teaching Scotland, 2001.
Find full text
5
Goodman, Joan F. Moral education: A teacher-centered approach. Pearson/Allyn and Bacon, 2004.
Find full text
6
Bagnell, Jeff. Effective teaching of religious and moral education: Personal search : Roman Catholic schools. Learning and Teaching Scotland, 2001.
Find full text
7
Dee, Amy Lynn, and Gary Tiffin. Faithful education: Themes and values for teaching, learning, and leading. Pickwick Publications, 2012.
Find full text
8
Beland, Kathy. Eleven principles sourcebook: How to achieve quality character education in K-12 schools : guides to the Eleven Principles of Effective Character Education. Edited by Tolman Joel and Davidson Matthew L. Character Education Partnership, 2009.
Find full text
9
Petrunin, Yuriy, Vladimir Borisov, Ekaterina Panina, and Mihail Panov. Ethics of business relations. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1876531.
Full textAbstract:
The textbook examines the basic principles of morality as regulators of human relations; stages and factors of formation of moral behavior of a person; features of business relations with colleagues, subordinates, management; ethical aspects of negotiation; ethics of modern communications; rules of conduct and image of a business person; ethical problems facing a manager in the process of performing his functional duties. It contains control questions and discussion questions that allow for more effective use of materials in the educational process.
 Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.
 For students of secondary vocational education institutions, as well as for teachers.
10
Metcalf, Linda. Teaching toward solutions: A solution focused guide to improving student behaviour, grades, parental support and staff morale. 2nd ed. Crown House, 2003.
Find full textBook chapters on the topic "Effective moral education"
1
Akkari, Abdeljalil, and Myriam Radhouane. "The Role of the Teacher in Promoting Intercultural Approaches." In Intercultural Approaches to Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_13.
Full textAbstract:
AbstractTo complete this book with a chapter devoted to teachers is justified for several reasons. Firstly, the quality of a school is closely connected to the quality of its teachers. Their intellectual, moral and academic capacities are essential in our search for a more just and effective intercultural school.
2
Zhu, Xueling, and Xiangui Shi. "The exploration and research of the effective integration of the cultivation of values and moral values and teaching." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-271-2_35.
Full text
3
Peters, Michael A., and Tina Besley. "Contesting the Neoliberal Discourse of the World Class University: ‘Digital Socialism’, Openness and Academic Publishing." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_14.
Full textAbstract:
AbstractThe principal aim of this paper is to contest the neoliberal discourse of the World Class University (WCU). The first section provides an understanding of the concept of the WCU within the context of a global competitive model of the knowledge economy and contrasts it with the social-democratic model based on open science and education that also provides links between new modes of openness, academic publishing and the world journal architecture. The paper makes the case for ‘knowledge socialism’ that accurately depicts the greater communitarian moment of the sharing and participative academic economy based on peer-to-peer production, social innovation and collective intelligence. It instantiates the notion of knowledge as a global public good. Profound changes in the nature of technology has enabled a kind of ‘digital socialism’ which is clearly evident in the shift in political economy of academic publishing based Open Access, cOAlition S, and ‘Plan S’ (mandated in 2020) established by national research funding organisations in Europe with the support of the European Commission and the European Research Council (ERC). The social democratic alternative to neoliberalism and the WCU is a form of the sharing academic economy known as ‘knowledge socialism’. Universities need to share knowledge in the search for effective responses to pressing world problems of fragile global ecologies and the growing significance of technological unemployment. This is a model that proceeds from a very different set of economic and moral assumptions than the neoliberal knowledge economy and the WCU.
4
Gómez-Parra, María-Elena, and Bashar Daiss. "The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_4.
Full textAbstract:
AbstractThe concept of change includes a variety of topics, situations, disciplines, dimensions, and aspects. Its diversity and impact on individuals and organizations has led to an array of definitions, models, and theories. Thus, changes constitute a response to values, transformations that are interpreted as opportunities to improve an organization’s resilience and increase its achievements. This chapter will further discuss the concept of change, leading to a deep analysis of teachers’ moral and ethical role in one of the most impactful changes in schools: the technological revolution. If teachers believe that change is necessary, they will make great efforts to implement it effectively both in class and at school. International examples will be shown (e.g., Israel, USA, UK, and Turkey), and conclusions will be drawn regarding the need to specifically train teachers to raise their ICT awareness and understand the drawbacks and risks of technology in the twenty-first century. Schools’ transformation in information and communication is not just a technological revolution but also a social and ethical change that involves teachers in a complex weave of technologies, its creators and users, their interactions, and the social context.
5
Făt, Silvia. "Interaction and Intervention Strategies in Effective Classrooms." In Analyzing Paradigms Used in Education and Educational Psychology. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1427-6.ch003.
Full textAbstract:
In this chapter, the author describes a few interaction and intervention strategies and techniques at the level of the class as ways to create an optimal learning and socializing environment. The class of students is described not only as a learning group, but also as a social group. This conception provides the teacher useful information on how to manage the class so as to enhance positive student performance, whether it refers to behavioral, motivational, or influencing techniques. The chapter presents well-known theoretical models in literature that generate specific intervention strategies. In light of the results of numerous researches in education, the chapter synthesizes the following specific features that individualize class groups. The author presents the two instructional options often used in learning practice with sometimes opposite effects, such as cooperation and competition. Also, at the level of the chosen strategies, there is an emphasis on the moral support and support, so techniques focusing on the positive approach of the students' behavior.
6
Tan, Charlene, and Puti Nurhendrawaty Binte Hasman. "Adapting to Change in Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-6040-8.ch010.
Full textAbstract:
This chapter reports on how private Islamic centres in Singapore promote religious education with the help of technology. This research study relies on the method of content analysis of textbooks used in the Islamic centres. Two research findings are noted in this chapter. First, the Islamic textbooks incorporate various technological tools and resources to impart religiosity in students. Secondly, technology has its limitations in engendering religiosity through effective teacher guidance and moral development. A major implication of this study is that educational changes in Islamic education need to be underpinned and mediated by an Islamic worldview on knowledge, education and morals.
7
Kuzina, A. S. "MORAL EDUCATION OF OLDER PRESCHOOL CHILDREN THROUGH MUSIC". У ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ. ФГБОУ ВО «АлтГПУ», 2024. https://doi.org/10.37386/2687-0576-2024-6-193-196.
Full textAbstract:
The article discusses the use of music in the process of moral education. The chosen age (preparatory group) is very important, because it is there that the character of the child changes greatly, the improvement of children’s communicative and cognitive abilities is noticeable, therefore, at this stage it is very important to pay attention to moral education by correct, effective and at the same time interesting means for children.
8
Ueno, Tetsu, and Yasushi Maruyama. "The Significance of Network Ethics Education in Japanese Universities." In Ethical Technology Use, Policy, and Reactions in Educational Settings. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1882-4.ch011.
Full textAbstract:
Cell phone abuse amongst Japanese school students, including sex crimes and bullying, are commonly managed with filters and phone bans. Many believe these measures are more effective than moral education. Japanese teenagers therefore enter college without moral education in the Internet society, which can cause problems on campus: students plagiarizing from the Internet, or posting anonymous defamatory messages on bulletin boards. Japanese universities address these problems ineffectively. Problems are caused by both student ignorance of network ethics and moral immatureness. Therefore, it is insufficient to provide only information ethics knowledge; students require a citizenship education to learn to build a moral community in the globalized network society. Here, the authors examine the effectiveness and difficulties in the practice of educating students to be moral subjects in such a society. Students are encouraged to debate ethical and practical issues, to express ethical remarks, and to understand the impact of their remarks.
9
"Research-Based Fundamentals of the Effective Promotion of Character Development in Schools M A RV I N W. BER KOW ITZ AND MELIN DA C . BIER." In Handbook of Moral and Character Education. Routledge, 2014. http://dx.doi.org/10.4324/9780203114896-25.
Full text
10
Sauser Jr., William I., and Ronald R. Sims. "Showing Business Students How to Contribute to Organizational Cultures Grounded in Moral Character." In Business Education and Ethics. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch027.
Full textAbstract:
The ethical crisis in business is very real. Countering this crisis by creating organizational cultures grounded in moral character is the challenge we face as business leaders if we are to regain the respect and confidence of the public. As educators of future business leaders, how can we prepare our students to understand, appreciate, and contribute to the establishment of cultures of character in the organizations which employ them—and which they may ultimately lead? In this chapter the authors distinguish among four corporate cultures with respect to ethics in business—cultures of defiance, compliance, neglect, and character—and present a blueprint for constructing an organizational culture grounded in moral character. With respect to showing business students how to contribute to such a culture, the authors then (a) describe how to establish an effective learning context for teaching about business ethics, (b) proffer a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to organizational cultures of character, and (c) explain how to enhance experiential learning by conducting an effective debriefing session. They conclude the chapter by providing two examples from their own experience illustrating how these ideas can be incorporated into programs designed to show business students how to contribute to organizational cultures grounded in moral character.
Conference papers on the topic "Effective moral education"
1
Liu, Xueping. "Effective Application of Legal Education Permeation in University Moral Education." In International Conference on Management, Computer and Education Informatization. Atlantis Press, 2015. http://dx.doi.org/10.2991/mcei-15.2015.38.
Full text
2
Lin, Tianfu. "Moral Narration: An Effective Paradigm of Ideological and Moral Education in Contemporary Colleges and Universities." In 3rd International Symposium on Social Science (ISSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/isss-17.2017.135.
Full text
3
DĂSCĂLESCU, Adrian-Florentin. "The moral-religious education of primary school students through the parables of the savior and religious fables – levels of receptivity and difficulties." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p296-303.
Full textAbstract:
Analyzing the holistic development of the individual, it is found that moral-religious education complements the academic and technical aspects of education, contributing to the formation of a balanced student. having profound implications on individual and social development. The parables of the Savior Jesus Christ and religious fables play an essential role in this formation, transmitting universal moral principles, thus we consider a pedagogical research on the impact of these stories in the educational process to be crucial. The study starts from the hypothesis that an educational program focused on moral-religious behavioral modeling, focused on the Savior's parables and religious fables, can form a moral-religious behavior in students. The methodology comprises ascertainment and pretesting stages, using systematic observation and questionnaire. The questionnaire covers students' perception of moral-religious education, their moral-religious reading experience, the relationship with the Church, school and family interactions, involvement in non-formal activities. The results of the pretest show that the students appreciate the Religion class, but they do not significantly know the moralreligious parables. An intervention program could contribute to improving their moral-religious perceptions and knowledge. The proposed study makes significant contributions in understanding the impact of moral-religious education on students, supporting the need for the development of effective educational programs in this regard.
4
Romashko, Marina, and Elena Plotnikova. "USE OF MODERN EDUCATIONAL TECHNOLOGIES IN THE WORK OF A TEACHER-PSYCHOLOGIST OF A PRESCHOOL EDUCATIONAL ORGANIZATION IN THE CONTEXT OF THE IMPLEMENTATION OF THE GEF DO." In II All-Russian Scientific and Practical Conference of students, teachers, practitioners "Education-Science-Practice". Autonomous Non-Profit Educational Organization of Higher Education "Kuban Institute of Vocational Education", 2025. https://doi.org/10.64007/conferencearticle_683d99f065cac2.24919534.
Full textAbstract:
The organization of the educational process in kindergarten in the context of modern innovations requires an expanded understanding of the goals of education. These include not only the goals of development and upbringing, but also ensuring the mental, psychological, moral and social health of children. A teacher-psychologist needs to look for effective methods and means that will help achieve high pedagogical results. In this regard, it is important to consider the content and effectiveness of the use of modern educational technologies in working with preschoolers, taking into account the implementation of the federal state educational standard for preschool education.
5
Ngwane, Knowledge Siyabonga Vusamandla, and C. N. Ngwane. "Effective administration of university leadership in a selected institution in Durban." In International Conference of Education, Research and Innovation. IATED Digital Library, 2015. http://dx.doi.org/10.51415/10321/2521.
Full textAbstract:
University leadership and administration is a critical aspect as it is about the functioning of the entire institution. Effective and efficient administration of the university relies on the principal. Leading proponents encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Discovering effective leadership and administration mechanisms can help teach university decision and policy makers to implement leadership development which will lead to improved student achievement. The purpose of this article is to investigate the university senior leadership and its administration in order to improve efficiency and effectiveness holistically. The problem resulting to conducting of this study is the high level of both students and staff demonstrations annually in the selected university, these strikes end up affecting teaching, learning and research within the institution. The underlying question the study intends to address is: “Which factors hinder effective and efficient university administration?” Educational leadership changes from a managerial orientation to promote the significance of concentrating on the learning and teaching process and student success. Educational institution leaders’ competencies are always associated with continuous training and development they receive to make them better leaders. Hence, training and development in university leadership requires a systematic planning which will result to excellent institution education. In order to explain the phenomenon under study better, the Burns transformational theory founded by James MacGregor Burns will be utilised. The positivism paradigm is the philosophy adopted for this study. The survey will be conducted at the Durban University of Technology with the intention to address the question and the objective of the study. The questionnaires will be administered to 30 senior management members within the institution, including the Vice Chancellor and his Deputy, Deans, Directors and HODs.
6
СИРОТА, Елена. "Multicultural education as one of the ways to improve the value orientations of the student's personality." In "Educaţia multiculturală, spaţiu formativ pentru educaţia valorilor". Conferinţa ştiinţifică naţională cu participare internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.emc-2023.p144-151.
Full textAbstract:
The relevance of the study is due to the requirements of the modern educational paradigm for the formation of an individual in the context of changing cultural and moral values. The work is based on the philosophical concepts of culture, on the theory of the relationship between language, mentality and culture. The most important axiological tasks of students’ multicultural education are highlighted; the components of the learners’ axiological potential in the educational process are determined; the principles that reflect the content of students’ intercultural interaction are characterized; techniques for the development of their cognitive component of intercultural interaction are formulated. The most effective methods that allow the developing of the following personal qualities in university students are identified: intercultural receptivity, observation, self-regulation of emotions, sensitivity, empathy, intuition, emotional responsiveness, sensitivity.
7
ROȘCAN (SAVIN), Beatris-Geanina. "Multimodal text – teaching means of literacy in primary education." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p262-266.
Full textAbstract:
Arousing interest in reading involves the responsibility of teaching cards in the instructional-educational process. Through literacy, information is made available to the child about the environment, about the life of people, about animals, about the historical and social past of society, about work and professions, involving the training of students from the perspective of cultural-artistic and moral religious education. For this reason, from the primary grades it is necessary to know what and how much the students read, to respect the particularities of their age. Students must be initiated and mastered with literacy as early as possible, to be prepared with the simultaneous use of books and modern audiovisual media, as an essential premise of effective learning. All this implies patience, perseverance, adaptability, will, but also the own model on the part of the teaching staff.
8
HU, CHAOFEI. "RESEARCH ON THE NECESSITY OF "IMMERSIVE" IDEOLOGICAL AND POLITICAL TEACHING IN HIGHER VOCATIONAL COLLEGES." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36103.
Full textAbstract:
Ideological and political course is the key course to implement the fundamental task of moral education. The teaching effect of ideological and political course directly affects the implementation of this fundamental task. The 'immersive' ideological and political teaching mode is to implement the requirements of the Central Committee of the Communist Party of China on the construction of ideological and political courses in the new era. It is in line with the new requirements of the reform and development of ideological and political education. It is to implement the fundamental task of moral education in ideological and political courses, improve the teaching effect of ideological and political courses in higher vocational colleges in the new era, and cultivate new people in the era of great rejuvenation of the nation. It is an effective supplement to the existing ideological and political teaching mode.
9
Zhou, Ying. "Research on Effective Path of Educational Management of Colleges and Universities under the High Moral Values Establishment and Person Cultivation." In 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/essaeme-18.2018.13.
Full text
10
Lao, Teng Wai. "Heritage Education as an Effective Approach to Enhance Community Engagement: A Model for Classifying the Level of Engagement." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15630.
Full textAbstract:
Seeking consensuses from the public is difficult and this also applies to the heritage sector, particularly in heritage preservation. ‘What, why and how to preserve?’ are the core of debates in the field and the differences between points of views are basically due to the difference in valuation. In order to know everyone’s needs, views and expectations better and for sustainability, involving the community for preservation becomes fundamental. Education, an experience which does not only provide opportunities for enlightenments and widening horizons, but also introduce various concepts in terms of moral, ethical and social through systematic instructions. Having such great impact to community, promoting heritage education can be an effective approach awakening public consciousness on heritage preservation, and thus, enhancing people’s responsibility towards heritage, for both tangible and intangible, and developing a sustainable future for heritage through public engagement. However, it is necessary to understand the structure or the level of engagement prior setting the goal for heritage education. A model for classifying the level of engagement from performance is proposed for clarification and appraisal. This model is part of the research project of Community Engagement with Heritage in Macau which has an intention to examine its level of community engagement and give suggestions. This essay will first discuss community engagement, then classify the levels of engagement with models and lastly argue heritage education can elevate the level of community engagement which ultimately achieves the aim of heritage preservation.
Reports on the topic "Effective moral education"
1
Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
Full textAbstract:
Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
2
Lyzanchuk, Vasyl. COMMUNICATIVE SYNERGY OF UKRAINIAN NATIONAL VALUES IN THE CONTEXT OF THE RUSSIAN HYBRID WAR. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11077.
Full textAbstract:
The author characterized the Ukrainian national values, national interests and national goals. It is emphasized that national values are conceptual, ideological bases, consolidating factors, important life guidelines on the way to effective protection of Ukraine from Russian aggression and building a democratic, united Ukrainian state. Author analyzes the functioning of the mass media in the context of educational propaganda of individual, social and state values, the dominant core of which are patriotism, human rights and freedoms, social justice, material and spiritual wealth of Ukrainians, natural resources, morality, peace, religiosity, benevolence, national security, constitutional order. These key national values are a strong moral and civic core, a life-giving element, a self-affirming synergy, which on the basis of homogeneity binds the current Ukrainian society with the ancestors and their centuries-old material and spiritual heritage. Attention is focused on the fact that the current problem of building the Ukrainian state and protecting it from the brutal Moscow invaders is directly dependent on the awareness of all citizens of the essence of national values, national interests, national goals and filling them with the meaning of life, charitable socio-political life. It is emphasized that the missionary vocation of journalists to orient readers and listeners to the meaningful choice of basic national values, on the basis of which Ukrainian citizens, regardless of nationality together they will overcome the external Moscow and internal aggression of the pro-Russian fifth column, achieve peace, return the Ukrainian territories seized by the Kremlin imperialists and, in agreement will build Ukrainian Ukraine.
3
Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, 2022. http://dx.doi.org/10.55317/9781784135010.
Full textAbstract:
The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.