Relevant bibliographies by topics / Establishment of schools

Contents

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

Academic literature on the topic 'Establishment of schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Establishment of schools"

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Sugarman, Stephen D. "IS IT UNCONSTITUTIONAL TO PROHIBIT FAITH-BASED SCHOOLS FROM BECOMING CHARTER SCHOOLS?" Journal of Law and Religion 32, no. 2 (2017): 227–62. http://dx.doi.org/10.1017/jlr.2017.27.

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AbstractThis article argues that it is unconstitutional for state charter school programs to preclude faith-based schools from obtaining charters. The first section describes the “school choice” movement of the past fifty years, situating charter schools in that movement. The current state of play of school choice is documented and the roles of charter schools, private schools (primarily faith-based schools), and public school choice options are elaborated. The second section argues that based on the current state of the law it should not be unconstitutional, under the First Amendment's Establishment Clause, for states to elect to make faith-based schools eligible for charters, and, therefore, the current practice of formal discrimination on the basis of religion against families and school founders who want faith-based charter schools should be deemed unconstitutional by the US Supreme Court. Put differently, this is not the sort of issue in which the “play in the joints” between the Free Exercise and Establishment Clauses should apply so as to give states the option of restricting charter schools to secular schools.
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Al-jbouri, Dr Safana Jasim. "The Establishment of the Rehabilitative School." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 217, no. 1 (2018): 135–48. http://dx.doi.org/10.36473/ujhss.v217i1.558.

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The research deals with the study of establishing the rehabilitative school which was founded after freeing it by Salah Al-deen Al-Ayoubi in (583 A.H/1187 A.C) during which many schools were established among which is the above – mentioned school. The research includes many points as: naming, geographical site, the stages that preceed the establishment of the school, the school endowment, the architecture of the school, and the most important results reached.
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Sunarsi, Dessy, Merry Safarwaty, Daesy Ekayanti, Ekaterina Setyawati, and Ira Mulyati. "IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU." ICCD 1, no. 1 (2018): 56–62. http://dx.doi.org/10.33068/iccd.v1i1.10.

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Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.
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Fisher, Clifford, and Ethan Hicks. "The Establishment Clause and Public Schools." Journal of Sociological Research 9, no. 2 (2018): 33. http://dx.doi.org/10.5296/jsr.v9i2.13449.

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The purpose of this report is to explore and elucidate the application of the Establishment Clause to the activities of U.S. public schools, primarily through an examination of relevant case law. It is intended to facilitate an understanding of the fundamental principles and nuances of this legal issue throughout its history. The first sections offer a glimpse of the history of the Establishment Clause itself, including a discussion of the historic Supreme Court cases that laid the foundation off of which many of the decisions to be examined are built. Subsequent sections, organized by specific issue, analyze Establishment Clause cases that involve public schools, and have two primary objectives: to determine established precedents, and to discover trends and inconsistencies. Specific issues addressed include evolution and creationism in curricula, released time programs, prayer in class, and recitation of the Pledge of Allegiance.
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Ubabuddin, Ubabuddin, Umi Nasikhah, and Adi Subowo. "ESTABLISHMENT OF A RELIGIOUS CULTURE IN SCHOOL." Journal of Contemporary Islamic Education 1, no. 1 (2021): 1–9. http://dx.doi.org/10.25217/cie.v1i1.1320.

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The moral crisis that occurs today makes an anxiety for all circles, not least schools as an institution that prints a generation of directors are constantly demanded to improve services in order to produce knowledgeable output, and good character. Various events such as brawl, promiscuity, abuse of illegal drugs, immoral acts, sexual harassment always adorn the school. If the abuse is allowed to continue, then all moral depravity will become a bad culture in school. Education is expected to provide a way out and have a role in shaping human beings who are intellectual and Islamic. To realize it all, it is important to make the school atmosphere with religious culture through planting, habituation, cultural imitation based on Islamic shari'ah by all school residents.
 
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Grendler, Paul F. "Schooling in Western Europe." Renaissance Quarterly 43, no. 4 (1990): 775–87. http://dx.doi.org/10.2307/2862790.

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Renaissance boys and girls attended a variety of different kinds of pre-university schools in England, France, Italy, and Spain. Renaissance Europe inherited from the Middle Ages a large educational establishment that was not a "school system" in a modern sense. Instead, there were different kinds of schools which complemented or overlapped each other. The many and confusing names for pre-university schools, such as song school, grammar school, and collège, further confuse matters.
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Ng, Kenneth. "Wealth Redistribution, Race & Southern Public Schools, 1880-1910." education policy analysis archives 9 (May 13, 2001): 16. http://dx.doi.org/10.14507/epaa.v9n16.2001.

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This article measures the wealth redistribution effected by southern public schools and the taxes which supported them. It extends and contributes to the existing literature on this subject in three ways. First, the measurement is based on a larger sample of southern states and over more years than previous efforts. Second, this article establishes that from 1880 to 1910 throughout the South the public schools were a conduit for a consistent and significant flow of resources from whites to blacks. Blacks did not pay enough taxes to fully finance black public schools even at the lower levels dictated by white controlled school boards. Third, the establishment of segregated schools and the disenfranchisement of southern blacks did not eliminate this transfer but only moderately reduced it. The effect of Plessy v. Ferguson and the establishment of segregated schools was not as large as previously thought.
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Bond, Lyndal, Sara Glover, C. Godfrey, Helen Butler, and George C. Patton. "Building Capacity for System-Level Change in Schools: Lessons from the Gatehouse Project." Health Education & Behavior 28, no. 3 (2001): 368–83. http://dx.doi.org/10.1177/109019810102800310.

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The Gatehouse Project is an innovative, comprehensive approach to mental health promotion in secondary schools. It sets out to promote student engagement and school connectedness as the way to improve emotional well-being and learning outcomes. The key elements of the whole-school intervention are the establishment and support of a school-based adolescent health team; the identification of risk and protective factors in each school’s social and leaning environment from student surveys; and, through the use of these data, the identification and implementation of effective strategies to address these issues. The project evaluation used a cluster-randomized controlled trial design involving 26 schools with initial results demonstrating considerable success in reducing smoking rates among Year 8 children. This article describes and accounts for how system-level changes have been made in schools through a process of capacity building. This encourages teachers, parents, and students to view the core business of education differently.
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Kodama, Yayoi. "ENVIRONMENTAL EDUCATION FOR SUSTAINABLE DEVELOPMENT OF UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK IN JAPAN." Journal of Sustainable Development Education and Research 3, no. 1 (2019): 1. http://dx.doi.org/10.17509/jsder.v3i1.17168.

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Environmental education for sustainable development in Japanhas developed rapidly in recent years. Focusing on formaleducation, schools called “UNESCO School” play a leadingrole in environmental education for sustainable development.The school network approved by UNESCO was for promotinginternational understanding education, but it is currentlypositioned as an association of schools promoting ESD. Thispaper describes the establishment and development of theUNESCO School and focuses on the practices of the schoolswhich focuses on environmental education as ESD.
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Ponypaliak, O. "THE ESTABLISHMENT AND ACTIVITIES THE SCHOOL OF MILITARY OFFICERS OF THE UKRAINIAN INSURGENT ARMY (AUGUST 1943 – JANUARY 1944)." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 128 (2016): 54–58. http://dx.doi.org/10.17721/1728-2640.2016.128.1.11.

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he article explores the history of training officers and commanders of the Ukrainian Insurgent Army (UIA) in the military officer school. The author researched the creation and activities of the first commander schools UIA in Volyn region (the North-Western part of Ukraine) from August 1943 to January 1944. The author reviewed the character direction and working conditions of officer school under the code name "Druzhynnyky" and "Lisovi Сhorty". The author researched the historiography of the subject and the source base issues; analyzed the conditions, circumstances and the main reasons for establishment officers schools in UIA; studied personal biography military commanders of this field schools – Lev Chrysko ("Horyn", "Chris"), Vasyl Brylevskyi ("Borovyi") etc. In the work is given research training materials, literature, and instructions for the cadets and teachers of the military commander schools UIA. In general, the author studied the activities of the UPA officers' school in one of the first period of struggle Ukrainian liberation movement.
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Dissertations / Theses on the topic "Establishment of schools"

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Meyer, Alan Gert. "School violence in secondary schools : guidelines for the establishment of health promoting schools / Alan Gert Meyer." Thesis, North-West University, 2005. http://hdl.handle.net/10394/479.

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Ten years after the introduction of the new democratic political dispensation in 1994, violence in schools are as rife as before. There has been no significant decrease in school violence during this period. Violence has only increased and become part of people's everyday lives. School violence remains a serious problem for both learners and educators. Various factors contribute to school violence and it has become necessary to determine to what extent school violence influences the learners of South Africa. Education is available for everyone to utilize. For learners to achieve optimally, safe environments need to be created. In order to eradicate the problem of school violence, it is important to know what the concept school violence entails, which factors contribute to school violence and to what extent school violence has influenced the schools up to date. It is also important to keep track of international trends which promote health in schools globally. Health is undoubtedly linked to educational achievement. The World Health Organization has initiated a project to promote health and healthy lifestyles universally. To counteract the persisting violence in schools, the possibility of creating health promoting schools in South Africa deserves attention. In order to unravel the phenomenon of violence in schools, a qualitative method of research was used, with data being collected by means of focus-group interviews, through intentional sampling. The transcriptions were subjected to descriptive analysis. The findings of the research are presented with an overview of school violence in the West Rand region. Factors contributing to school violence in this region have been identified as: drug and alcohol abuse, gangsterism, gambling, intolerance and the influence of educators. Physical and Psychological violence are the two main categories of violence identified in this region with various sub-categories which include fighting, harassment, sexual abuse, intimidation and victimization which enhance the violence and violent behaviour in this region. A nation's wealth lies within the youth of a country. They assure the future and our children are the most important natural resources we possess, therefore we need to respond to the challenges -violent behaviour and crime in our schools.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Leung, Suet-mui Betty, and 梁雪梅. "The establishment of parent association in schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958035.

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Leung, Suet-mui Betty. "The establishment of parent association in schools : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778440.

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Perry, Charlie Jeff. "Analysis of school board policies relating to the Establishment Clause." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164725/.

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Mollo, Nicholus Tumelo. "A legal perspective on the establishment of anti-bullying policies in public schools." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07212009-135205.

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Buckley-Willemse, Beverley. "Sexuality education and life-skills acquisition in secondary schools : guidelines for the establishment of health promoting schools / Beverley Buckley-Willemse." Thesis, North-West University, 2005. http://hdl.handle.net/10394/537.

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Sexuality education has been introduced into the South African syllabus, on a very elementary level, in the Life Orientation learning area of Outcomes- Based Education widely known as Curriculum 2005. Unfortunately outcomes based education ends in Grade 9, leaving learners from Grade 10 -12 with the old syllabus that includes academic subjects only. Very few schools follow a sexuality education programme in Grades 10 - 12 on their own initiative, because it is not compulsory in these grades. The Health Promoting Schools' policies do not include a comprehensive sexuality education programme outline as yet, but when the life-skills approach that is taught in Life Orientation is considered, many similarities in these approaches are identified. Therefore, sexuality education should not be purely factual, but should be taught in conjunction with important life-skills. The two skills investigated in this study are the ability for adolescents to identify and avoid risk behaviour and to be able to make more responsible decisions. Two schools in the Bronkhorstspruit area were identified to take part in this project. School A has implemented a comprehensive sexuality education programme for all its learners and School B has not. The results of the data collected from the questionnaire completed by 100 respondents from the two schools indicated that those from School A had a significantly higher level of knowledge regarding sexuality and appeared to have far better life-skills than the respondents from School B. There was, however, no indication that that this knowledge affected their behaviour in any way. This doesn't mean, though, that the programme has been unsuccessful because the programme doesn't only teach abstinence, but also various methods of precaution. The long-term effect of comprehensive sexuality education has not yet been established because there are so few schools implementing it the way it should be and it is currently not implemented at a young enough age. Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as well as the contradicting information given through the media, cannot be changed overnight. The process of intensive comprehensive sexuality education has only started in South Africa and, with time, a change in the behaviour patterns of adolescents and adults is anticipated.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Bracegirdle, Patricia Helen. "The establishment of histology in the curriculum of the London medical schools, 1826-1886." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/1381833/.

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This thesis sets out the way in which histology became established in the curriculum of the London medical schools between 1826 and 1886. The text provides a very large number of references to original material, some of it previously unreported. Histology had its origins in continental Europe in the early years of the nineteenth century, in the work of Bichat. The introductory chapter examines how this was translated both as to language and as to practical experience into England. The role of the developing achromatic microscope is also briefly considered. The changes in medical education in London which fostered the teaching of 'general anatomy' (histology) are then described from primary sources in some detail, and with extensive necessary quotation. The establishment and development of medical departments and the appointment of key teachers was pivotal and is fully investigated, while the role of the medical press in infuencing change is also assessed. The teaching programme of each college is explored using evidence from surviving lecture notes, texts, diaries, calendars and correspondence. The changing requirements for qualification, and their influence on the examination system, which accompanied the growth of histological teaching, are discussed. In order to trace the incorporation of the cell theory, the growing understanding of the tissue concept, and the relationship between structure and function, into the teaching of histology, a case study of the histology of the liver has been pursued throughout the thesis. The development of knowledge of the histology of the liver has been traced through the large number of textbooks which were produced to support courses in histology. Throughout the period, steadily increasing specialisms from virtually all other aspects of the curriculum vied for inclusion, with more and more time being given over to new and diverse subjects. In this competition for time and resources histology eventually found a permanent place. The events leading to a formal requirement to teach practical histology are examined, and key people in these changes are identified. The effects of the legislation on texts, equipment, specialist accommodation, teaching skills, and time are assessed.
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Jung, UnKil. "Strategies for successful establishment and development of schools for missionary kids on the mission field." Lynchburg, Va. : Liberty University, 2001. http://digitalcommons.liberty.edu.

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O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.

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This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision for Gifted and Talented children. In this case study school, it was found that the factors were many and varied, that they differed in their supportive or inhibitive nature in the Primary and Secondary Schools. These findings provided a foundation for subsequent planning in the initiation stages of the implementation of this innovation. This research had important implications for this School that may be of interest for future research in other schools.
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Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.

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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
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Books on the topic "Establishment of schools"

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Canada. Dept. of Education. Regulations for the establishment of normal schools, 1856. s.n., 1993.

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Education, Canada Dept of. Regulations for the establishment of normal schools, 1856. s.n., 2002.

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Betrayed: How the education establishment has betrayed America and what you can do about it. Rowman & Littlefield Education, 2010.

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Massachusetts. Executive Office of Education. Charter school regulations: 601 CMR 1.00 : procedures for the establishment of charter schools. Executive Office of Education, 1994.

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Hodgins, J. George. The establishment of schools and colleges in Ontario, 1792-1910. L.K. Cameron, 1994.

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Rabinove, Samuel. The Supreme Court and the establishment clause: "through a glass, darkly". American Jewish Committee, 1994.

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Die Establishment Clause der U.S. Verfassung und staatliche Unterstützung religiöser Privatschulen. P. Lang, 2011.

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Engel v. Vitale: School prayer and the establishment clause. Chelsea House, 2007.

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Lee, Karen W. F. Impact aid and the establishment of United States Department of Defense schools in Hawaii. Legislative Reference Bureau, 1993.

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Zweigenhaft, Richard L. Blacks in the white establishment?: A study of raceand class in America. Yale University Press, 1991.

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Book chapters on the topic "Establishment of schools"

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Sigurðardóttir, Sigríður Margrét, Börkur Hansen, Anna Kristín Sigurðardóttir, and Femke Geijsel. "Iceland: Challenges in Educational Governance in Iceland: The Establishment and Role of the National Agency in Education." In Educational Authorities and the Schools. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_4.

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O’Doherty, Teresa, and Tom O’Donoghue. "The Disaffection of National School Teachers and the Establishment of the Dill Committee." In Radical Reform in Irish Schools, 1900-1922. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74282-9_8.

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Kaçar, Mustafa. "The Development in the Attitude of the Ottoman State towards Science and Education and the Establishment of the Engineering Schools (Mühendishanes)." In Science, Technology and Industry in the Ottoman World. Brepols Publishers, 2000. http://dx.doi.org/10.1484/m.dda-eb.4.00945.

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Sigalas, Mathilde. "Between Diplomacy and Science: British Mandate Palestine and Its International Network of Archaeological Organisations, 1918–1938." In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_10.

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AbstractThis chapter studies the influence of Western archaeological organisations on scientific and diplomatic issues in interwar Palestine. It analyses their role on a local scale and the establishment of a scientific network of archaeologists in Palestine from 1918 to 1938. The analysis from the archives of six schools and societies founded by Western powers in Jerusalem revealing the increasing influence of American scholars in the archaeological field. It asks what motivated American actors to invest in the archaeological field and related diplomatic issues, as the US government did not have direct political power in the Middle East at that time. It ultimately demonstrates the presence of informal American imperialism in scientific and diplomatic issues in relation to the British authorities during the Mandate period.
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Kwinana, Pumezo Mzoxolo, Phumzile Nomnga, Mncedi Rani, and Mantile L. Lekala. "Real Laboratories Available Online: Establishment of ReVEL as a Conceptual Framework for Implementing Remote Experimentation in South African Higher Education Institutions and Rural-Based Schools – A Case Study at the University of Fort Hare." In Cross Reality and Data Science in Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52575-0_10.

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Kobayashi, Nobuyuki. "Requirements for the Application of Exemption from Real Estate Acquisition Tax Due to Purpose of Use: Based on the Acquisition of Land Usage for a School Site by an Incorporated Educational Institution." In New Frontiers in Regional Science: Asian Perspectives. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8848-8_11.

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AbstractWhen an incorporated educational institution acquires real estate to establish a school, real estate acquisition tax is tax exemption. There are two interpretations of these tax exemption requirements: interpreting that real estate acquisition to establish a school is a requirement for tax exemption and interpreting that the establishment of a school is a requirement for tax exemption requirement. This paper discusses these tax exemption requirements, along with their accreditation standards and limited interpretation.
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Fang, Xiaozhen, and Xiaofeng Sun. "Multielement Interaction System and Network Model of Moral Education Establishment in School." In Information and Business Intelligence. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29084-8_112.

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"The Establishment Clause and School Aid." In God, Schools, and Government Funding. Routledge, 2016. http://dx.doi.org/10.4324/9781315585307-5.

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"Britain: Establishment Religion and Islamic Schools." In Muslims and the State in Britain, France, and Germany. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511790973.003.

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"Establishment Clause Standing and Challenges to School Aid." In God, Schools, and Government Funding. Routledge, 2016. http://dx.doi.org/10.4324/9781315585307-7.

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Conference papers on the topic "Establishment of schools"

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Soltani, Mehdi, and Alovsat Aliyev. "Study the establishment of smart schools." In 2012 IV International Conference "Problems of Cybernetics and Informatics" (PCI). IEEE, 2012. http://dx.doi.org/10.1109/icpci.2012.6486286.

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Tvrdoň, Miroslav, Veronika Šimonová, and Peter Kondrla. "POSSIBILITIES AND OBSTACLES IN THE ESTABLISHMENT OF SCHOOL SOCIAL WORK OF SELECTED SECONDARY SCHOOLS IN THE NITRA REGION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1503.

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Russkov, Stanislav Pimenovich. "Pedagogical maintenance of algorithmic system of federal state educational standard results’ monitoring in educational establishment." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32859.

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This article looks through the current problem of the modern educational system – the need of pedagogical maintenance of algorithmic system of monitoring of FSES requirements in educational establishment in order to deduce and fetch out the results of pedagogical activity. The author analyses the system of quality evaluation of education, used in schools, points the possible forms and types of formalisation of FSES requirements’ results in educational establishment. The article also suggests to use different ways to get the information for the purpose of evaluation and diagnostics of the quality of education.
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"Establishment of Mental Health Maintenance and Quality Improvement Mode of Employees in Driving Schools in Jilin Province." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.012.

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Cheng, Yan. "The Establishment Features and Enlightenment of the Chinese Women Vocational Schools (1928-1936)-Based on the Investigation of ShenBao." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.390.

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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, et al. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results
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Rybnicek, Robert, Alfred Gutschelhofer, Sabine Bergner, Alexander Seidenberger, and Remo Taferner. "Fostering entrepreneurship in an international university collaboration." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5492.

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The European Union is taking action on enhancing entrepreneurship in Europe and recommends appropriate entrepreneurship training in schools and higher education institutions. Due to the globalization of businesses it seems to be appropriate to realize an international perspective on entrepreneurial issues and to develop international programmes for young entrepreneurs. In this case study, we examined an international university collaboration between two universities, one in Austria and one in the United States. The programme’s goals include the establishment of an international network for students and an awareness of the students of different cultural dimensions and entrepreneurial mindsets. Our findings show how this programme enables the students to work on their professional and behavioural skills, how these students work practice-oriented under the guidelines of experts from different entrepreneurial mindsets and how they become aware of cultural differences. Besides other aspects, it seems to be advantageous for international entrepreneurship programmes to remain open and flexible during the whole process and to offer a programme that allows students to integrate participation into their regular studies. Furthermore, it seems beneficial that students can tailor the programme to meet their specific needs.
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Doyle Prestwich, Barbara. "Learning beyond the classroom - Importance of residential fieldcourses in teaching plant biology." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.28.

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The establishment of physic gardens (gardens particularly focused on plants with medicinal properties) dates back to the middle of the 16th century and generally had strong links with university medical schools (Bennett, 2014). Wyse Jackson in 1999 described botanic gardens as ‘institutions holding documented collections of living plants for the purposes of scientific research, conservation, display and education’. In 2014, Bennet described the role of botanic gardens in university education as akin to learning in Paradise. By 2050 it is predicted that almost two thirds of the world’s population will live in an urban environment. This may have a huge impact on our ability to both experience and understand the natural world. Plants have a massive impact on the earth’s environment. This paper focuses on learning beyond the classroom in botanic &amp; physic gardens and in industry settings using the annual Applied Plant Biology fieldcourse in UCC as a case study. The Applied Plant Biology residential fieldcourse has been running for the past five years (started in 2014) and takes place around Easter each year. I am the coordinator. It is a 5 day residential course for 3rd year Plant Science students. The learning outcomes of the fieldtrip state that; students should be able to discuss recent developments in industrial plant science research (facilitated in part by visits to a multinational (Syngenta) and smaller family owned companies (Tozers)); be able to explain worldwide plant conservation approaches and plant biodiversity in the context of different plant ecosystems and anthropogenic environmental impacts through engagement with such centers of excellence as Kew Botanic Gardens in London, Kew’s Millenium Seedbank Wakehurst in Sussex and the Chelsea Physic Garden in central London.
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Jabar, Cepi Safruddin Abdul. "Climate Establishment in An Ex-Indonesian International Standardized School." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.82.

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Kovienė, Skaistė. "FACTORS STIMULATING PARENTS’ INVOLVEMENT TO ACTIVITIES OF PRE-SCHOOL ESTABLISHMENT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2130.

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Reports on the topic "Establishment of schools"

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T he model of non - school upbringing in educational establishments of simbirsk government at the turn of the XIXth - XXth centuries. O.S. Nazarenko, 2015. http://dx.doi.org/10.14526/01_1111_18.

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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
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