Relevant bibliographies by topics / Higher education school management

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

Academic literature on the topic 'Higher education school management'

Author: Grafiati
Published: 28 May 2022
Last updated: 30 May 2022

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Journal articles on the topic "Higher education school management"

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WEŁYCZKO, Lesław, and Tomasz LANDMANN. "SELECTED ASPECTS OF KNOWLEDGE MANAGEMENT AT HIGHER EDUCATION SCHOOL." Scientific Journal of the Military University of Land Forces 161, no. 3 (2011): 334–54. http://dx.doi.org/10.5604/01.3001.0002.3112.

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This article points out to some aspects of knowledge management in the educational process of a higher education school and its surroundings. Without proper human capital of lecturers (academic staff), students and the structural capital of the school, the expansiveness, movement and conversion of knowledge would not be possible.In a knowledge society, the role of academic education is widely perceived, and its tasks and missions continue to intensify, attempting to keep up with the increasingly globalized contemporary world – in different areas and fields, in which a human being operates, having an influence on its continuous progress, namely evolution.Academic education is the driving force of economic and social life. Academic thought, scientific potential and scientific research conducted at higher education schools, co-operation between academics and students in this field with public administration and scientists (the university environment), on whom the future of the nation depends, are just key demands presented in this article.
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Timkina, Yuliya, Marina Khlybova, and Irina Leushina. "Management of Continuous Foreign Language Education in Higher School." SHS Web of Conferences 50 (2018): 01182. http://dx.doi.org/10.1051/shsconf/20185001182.

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Modern higher education in Russia includes three levels of training: bachelor’s degree, master’s degree and postgraduate courses. Foreign language study is a compulsory part of each level of training. We suppose that the effective formation of foreign language communicative competence is possible when designing a continuous multilevel system of foreign language acquisition in a higher school based on variety. We view a variety in the way that students and teachers are given the freedom to choose an educational variant from a variety of content, technologies, tools and forms based on a selection algorithm. Continuity is achieved by the consistency and succession of the professionally oriented educational content, the non-linear formation of foreign language sub competencies and the activation of linguistic self-education. The aim of the article is to develop a management system for a continuous foreign language education based on a variety. The management activity is aimed at implementing the educational project in the mass education. The establishment and evaluation of the system includes the determination of strategy and implementation mechanisms, requirements for the programs development and creation of methodological and information supports, mechanisms for quality assurance providing in the professionally oriented foreign language education.
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Rubtsova, A. V., N. I. Almazova, D. S. Bylieva, and E. A. Krylova. "Constructive model of multilingual education management in higher school." IOP Conference Series: Materials Science and Engineering 940 (October 8, 2020): 012132. http://dx.doi.org/10.1088/1757-899x/940/1/012132.

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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly good” both in public and private vocational schools.
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Nurlatifah, Siti, and Dedy Achmad Kurniady. "How Education Funding Management Can Increase The Quality of Education in Vocational High Schools?" Educational Administration Research and Review 3, no. 1 (2019): 29–34. http://dx.doi.org/10.17509/earr.v3i1.21714.

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The general objective of this research is to support and analyze the management of educational funding in Vocational High Schools (SMK) in Bandung. The specific objectives in this study, namely: 1) To identify the management of educational funding at SMK in Bandung, 2) To identify the quality of SMK in the city of Bandung, and 3) To find out the role of financial management in improving the quality of education in SMK. This study is descriptive with a quantitative approach. The data source is taken from 32 school principals. The results showed that the management of educational funding had a positive and significant effect on school quality that was equal to 58.7%. The regression equation that is obtained linearly means that the higher the management of education funding, the higher the quality of schools in Vocational High Schools in Bandung.
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Cullarin-Bernales, Jovi Jane. "Implementation of School-Based Sports Management Program of Private Higher Education Institution." International Multidisciplinary Research Journal 3, no. 2 (2021): 237–43. http://dx.doi.org/10.54476/iimrj305.

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Sports management programs should provide students with a hands-on and experience education which will provide them with the necessary preparation for real-world sports settings. As such schools’ sports programs should focus on providing students with the training they needed. The study investigated the implementation of the school-based sports management programs of private higher education institutions in the Province of Batangas. A cross-sectional survey of data collection was used to gather the data on 104 PE teachers and 30 sports coordinators. Implementation of the program was assessed in terms of objectives, administrative support, resources, activities and monitoring and evaluation, while the participation of the coordinators was assessed relative to collaboration, mechanisms, and decisionmaking. Alongside that, the issues and challenges of managing the program were also assessed. The study's findings revealed that sports coordinators' implementation and participation were highly visible. Respondents strongly agreed that there were issues and challenges in managing the program. The results also confirmed that the assessments of the sports coordinators and the PE teachers in terms of implementation and participation of the sports coordinators in managing the school-based sports management program were not significantly different. A prototype sports management program was designed by the researcher for private higher education institutions in the Province of Batangas.Physical education, Physical activity, School based, Commission on Higher Education, Sport coordinator, World Health Organization, Prototype College of Teacher Education, Progressive relaxation training, Implementation, Participation, Philippines, Management program, Sports coordinators, Decision making, Foundational premises, Sports program, Pe teacher, Administrative support, Private high education institution, Sport management program, Physical Education and Sport, Sport Value Framework”.
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Garcia, David R., Rebecca Barber, and Alex Molnar. "Profiting from Public Education: Education Management Organizations and Student Achievement." Teachers College Record: The Voice of Scholarship in Education 111, no. 5 (2009): 1352–79. http://dx.doi.org/10.1177/016146810911100504.

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Background/Context Nationally, almost a quarter of charter school students attend a school managed by a for-profit education management organization (EMO). EMOs have full executive authority over the operation and management of schools, including curriculum and instruction decisions. Because charter schools are funded with public dollars, critics argue that the profit motive may divert funds away from academics and have a negative impact on student achievement. Purpose/Objective/Research Question/Focus of Study This study compares the academic achievement of EMO-managed charter schools with other charter schools and traditional public schools in Arizona. Whereas prior EMO research has focused on total scores in mathematics and reading as the academic achievement variables, this study delves further by analyzing subtest scores that distinguish between basic and complex thinking skills. We use more sensitive test data in an effort to examine the differential impact of the educational practices of EMO-managed charter schools on academic achievement. Research Design Student-level longitudinal test data are used for Arizona students who were enrolled in Grades 2–6 in 2001 and who remained in the same sector (EMO, non-EMO charter, or traditional public school) for the next 3 years. The test data include total scores for reading and mathematics, as well as subtest scores divided into basic and complex thinking skills. The analyses are based on a model that estimates the level of academic achievement in Year 3 using the sector of attendance as predictors and a twice-lagged achievement variable along with the other student-level covariates. Findings/Results For students who remained in the same sector for 3 consecutive years, attendance in non-EMO-managed charter schools had a positive effect on achievement results in total mathematics. The outcome was driven by higher scores in mathematics procedures, the basic skills subtest. For students who remained in the same sector and same school for 3 consecutive years, EMO-managed charter schools exhibited a positive effect in reading vocabulary, a basic skills subtest, and a negative effect in reading comprehension, the complex thinking subtest. Conclusions/Recommendations Previous research has illuminated many common teaching and learning characteristics of EMO-managed charter schools, such as drill and practice and standardized curricula that can be delivered by less experienced teaching staffs. Our results are the first empirical indication that the academic environments of EMO-managed charter schools may be associated with higher levels of academic achievement in basic skills at the expense of achievement in complex thinking skills, at least in reading. In all, the results are modest, but they deepen the available evidence about the academic impact of EMO-managed charter schools.
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Beusch, Peter. "Towards sustainable capitalism in the development of higher education business school curricula and management." International Journal of Educational Management 28, no. 5 (2014): 523–45. http://dx.doi.org/10.1108/ijem-12-2012-0132.

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Purpose – The purpose of this paper is to account for, and conceptualize, the internal and external forces that influence higher education business schools as they strive to integrate sustainability issues into their curricula in the effort to achieve a more sustainable (yet capitalist) world. Design/methodology/approach – A case study approach is used for the research, which is grounded in the relevant literature, to investigate sustainable development issues in the context of a Swedish business school (university level). The empirical data consists of a review of internal documents plus e-mail surveys and interviews and discussion seminars with university teachers/researchers and key administrators. Findings – Two tentative models are presented that map the various internal and external forces behind business schools’ curriculum change. One important finding describes how supply and demand influences business schools and recruiters of business students. Research limitations/implications – Because this research is based on a single case study, the analysis and the mapping in the paper are somewhat limited in their general applicability. However, the research context of the business school permits drawing conclusions that may apply to a broad class of colleges or departments in higher education. In addition, because the research is supported by significant ideas from the literature, general inferences may be drawn about business school curricula. Originality/value – The two tentative models provide a holistic framework that adds to the understanding of the composition and interrelationship of influential forces on business schools when major changes in curricula and their management are contemplated.
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V. Madera, Marlita. "Sustaining Higher Education Institutions: Enhancing School Climate, Leadership and Faculty-Efficacy." International Multidisciplinary Research Journal 3, no. 2 (2021): 216–25. http://dx.doi.org/10.54476/iimrj303.

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The study sought to analyze school climate, leadership, and faculty-efficacy towards sustaining effectiveness in the private Higher Education Institutions (HEIs) in the City of Meycauayan, Bulacan for the School Year 2015-2016 using descriptive method and questionnaires as specific techniques.The study was geared to describe the school climate of the HEIs as perceived by the faculty and school heads. It investigated the leadership of the heads in terms of School Management Team (SMT) composition, significant responsibility, and involvement in school tasks. It was undertaken to find out the faculty’s efficacy level in student engagement, classroom management, and instructional practice. It intended to explore the significant difference between the perceptions of school heads and faculty in school climate as to school staff’s relationship, capacity to provide quality instruction, and school climate issues. Major findings revealed that HEIs fostered good relationship status. Heads and the faculty perceived that HEIs’ capacity in providing quality instruction is only “moderately good.” The findings showed that HEIs utilized SMT composition and a School Governing Board (SGB). Heads’ major tasks include determining course content both national and regional curricula, appointing, or hiring teacher, and establishing student disciplinary policies and procedures. Heads allocated most of their time in administrative duties, like curriculum and teaching-related tasks while least of their time was spent on interactions with students, parents, local, regional, and business industries. On faculty-efficacy, the data confirmed that teachers were “highly efficacious” in student engagement and “very highly efficacious” in instructional practice and classroom management. The perceptions of the heads and faculty on school climate as to relationships among school staff do not differ significantly. In contrast, the perceptions of heads and faculty differ significantly on the school climate in terms of school’s capacity to provide quality instruction school climate issues.
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Liepa, Diāna, and Ausma Špona. "Teaching and Learning in Higher Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 162. http://dx.doi.org/10.17770/sie2014vol1.740.

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<p>The aim of the article is development of structure of experience for the improvement of students’ learning experience. The research provides an explanation of models used in the process of language acquisition, it reflects the historical development of methodology, and it explores the student as a special subject of study work – an active person, performer of an activity. The process of foreign language acquisition is based on the attitude to the student as an active subject of this process. The process of language acquisition stimulates the students’ ability to use the foreign language in various situations of life. Research Methods Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, analysis. The research is based at the Riga Teacher Training and Educational Management Academy RTTEMA Pre-School and Primary School Teacher programmes.</p>
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Dissertations / Theses on the topic "Higher education school management"

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Harte, Patrick. "An analysis of EHEA Business School approaches to the development, configuration and management of international academic alliances." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/976954.

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The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.
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LaPrince, Shelly L. "A qualitative exploration of management education| Business school offerings in comparison to employer expectations." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568149.

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<p> The exploratory qualitative research study explored management education business school offerings in comparison to employer expectations. Through the lens of alumni and human-resources personnel participants, the research examined the skills deemed as transferrable to the workplace and competencies that undergraduate-management education alumni lack upon entry into the workplace. This research study used interviewing as the data-collection method to explore the experiences of undergraduate business-school alumni from two universities, which from here on out will be referred to as University A and University B, as well as human-resources personnel from the states where these universities are located. Existing literature relating to the effectiveness of management education programs did not fully address the problem at the undergraduate level. The findings of this study reaffirmed the need for employers, business school administrators, and faculty to increase collaborative efforts to ensure that undergraduate business-school program competencies are aligned with employer expectations.</p>
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Bartell, Nancy O. "Implementing Total Quality Management in Business and Academe: A Case Study." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2635.

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Total quality management (TQM) is a philosophy and process that has been successfully implemented in many business firms. Other organizations, including institutions of higher education, have become increasingly interested in adopting it. It is likely that facilitators need to be cognizant of organizational differences and adjust facilitation methods and strategies accordingly. This dissertation is an exploratory study designed to examine the role of the TQM facilitator in diverse settings. Specifically, the study is an in-depth two-case research study of TQM implementation in an international manufacturing firm and a regional institution of higher education. The primary foci of this dissertation are to (1) investigate differences in context and processes of each organization, (2) compare implementation events, (3) examine the facilitator's role at various stages of TQM implementation, and (4) identify barriers involved with TQM implementation in each organization. Conclusions of the study are that the facilitators' level of involvement in TQM implementation varied over time and at different stages of team development. Facilitators at the manufacturing firm used TQM tools and techniques more frequently than did facilitators in the academic setting. Lastly, outside facilitators had to adjust language, stories, and examples in the academic setting. They also relied heavily on an internal steering committee to plan agendas and assess the degree of acceptance by those involved in early stages of implementation.
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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.

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Cruickshank, Mary Therese. "Developing a quality culture within a school of nursing in higher education /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030424.121009/index.html.

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Sesate, Diana Beth. "A Matthew Effect?: Undergraduate Institutional Prestige, Admission to Medical School, and Medically Underserved Communities." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556663.

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Admission to medical school is key to addressing medically underserved communities because over 90% of medical students graduate and become physicians. Yet, members of populations most likely to serve medically underserved communities as physicians remain chronically underrepresented in medical education despite initiatives aimed at increasing their representation among medical students. Meanwhile, traditional determinants of medical school admission fail to fully predict success in medical school, but have a disparate impact on applicants from underrepresented populations. Other determinants are underexplored, especially undergraduate institutional prestige. This study used a quantitative case study approach to examine the relationship between undergraduate institutional prestige, admission to medical school, and potential to serve medically underserved communities via specialty. Using a synthesis of the frameworks of symbolic capital, the iron triangle, and manifest and latent functions as a lens, this study analyzes (1) the relative impact of undergraduate institutional prestige on predicting admission to medical school holding constant the effect of traditional determinants of admission to medical school (i.e., MCAT, GPA), (2) how undergraduate institutional prestige varies by admissions stage, and (3) the relationship between undergraduate institutional prestige and specialty. Overall, findings show that undergraduate institutional prestige is important throughout the medical school admissions process; yet, undergraduate institutional prestige is not related to specialty. Nonetheless, findings imply preferences for applicants from more prestige undergraduate institutions may be contradictory to fulfilling organizational missions concerned with addressing healthcare disparities.
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Cruickshank, Mary T., of Western Sydney Hawkesbury University, and Faculty of Management. "Developing a quality culture within a school of nursing in higher education." THESIS_FMAN_XXX_Cruickshank_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/604.

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During the past decade, nurses in the clinical setting have began making a paradigm shift from Quality Assurance to Total Quality Management, or as it is commonly referred to within health care facililties, Continuous Quality Improvement.In contrast, scant attention has been paid to quality management practices in nursing in the higher education sector. This study provides an applied example of where it investigates quality management practices in the context of organisational culture and human resource management with the aim of developing a quality culture model for a school of nursing in higher education.The research study that was conducted produced several major findings from the views of nurse academics who participated in it. Several issues associated with nurse academics' opinions of quality management practices utilised in schools of nursing have been unravelled.The fundamental issue is that procedures and policies formulated for nurses in the hospital setting do not serve the needs of nursing education.The most crucial factor to be considered in policy developments and future research is that it needs to be contextualised in the culture of nursing in higher education.It has become imperative that a transparent quality culture reflects contemporary nursing in Australia and the proposed model in this thesis provides nurses with an opportunity to shape a quality system for the nursing profession.<br>Doctor of Philosophy (PhD)
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Nieto, Michael Lewis. "What does leadership and followership mean in a post-1992 university business school?" Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5991/.

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The purpose of this research study is to evaluate what leadership and followership means in a Post-1992 University Business School. The focus of the research study is in the areas of transformational leadership, followership and distributed leadership within three English post-1992 university business schools. The research proceeds from the perspective of exploring leadership through qualitative methodology and constructivist analysis. The majority of respondents’ reported the perception that they did not experience transformational leadership. Furthermore, the respondents reported a propensity by those in management posts to approach complex leadership and followership situations with more controls and reporting systems, and /or as critical events requiring major staff restructuring and redundancies. Whereby the cases study managers perceived themselves unable to resist what the system required and/or were compelled to impose control measures. On the basis of the findings, what is required is a more inclusive academic community. Within a complex knowledge based environment, such as a business school, individuals might be both leaders and followers at different times. The research indicates that blended leadership, which is consultative and distributed, will encourage more collegiate engagement and thereby promote a climate within which each person can contribute to the effective leadership of the institutions concerned.
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Horn, Daniel Alan. "The effects of curricular and institutional changes on student-faculty and student-student relations at the Sloan School of Management." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289758.

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This study tests hypotheses posed in a 1983 article regarding the Sloan School of Management and the Harvard Business School (HBS). In this article, Van Maanen (1983) states that student-faculty and student-student relations in the two MBA programs differ due to their contrasting institutional and curricular characteristics. Subsequently, the Sloan School of Management adopted some of the same characteristics found at HBS. By adopting a cohort system, eliminating the master's thesis as a degree requirement, increasing its program size, and placing greater emphases on student in-class participation and faculty teaching quality relative to research production, the Sloan School has begun to resemble HBS structurally. Through interviews with MBA students, faculty members, and administrators as well as observations of classes and analysis of documents including course syllabi, this study attempts to determine whether the Sloan culture resembles that found in the literature on HBS. The results show that Sloan's culture looks more similar to that at HBS in some ways. Most importantly, the implementation of the cohort system has increased the sense of cohesiveness among students. In this manner, the Sloan culture has begun to resemble that at HBS. The more dramatic effects on student-faculty and student-student relations that are attributed to the HBS cohort, however, have not begun to appear at Sloan. Nor have the increased emphases on student in-class participation and faculty teaching quality had the same effects at Sloan as they have at HBS.
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Skordouli, Rosemary. "Operationalisation of strategic change in business schools identity deconstructing and integration management /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=58977.

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Books on the topic "Higher education school management"

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Toma, J. Douglas. Building organizational capacity: Strategic management in higher education. Johns Hopkins University Press, 2010.

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Changing patterns of finance in higher education. Society for Research into Higher Education, 1992.

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Management in further education: Theory and practice. D. Fulton Publishers, 1997.

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Building organizational capacity: Strategic management for higher education leaders. Johns Hopkins University Press, 2010.

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L' enseignement aux Etats-Unis: Structure, bilan et perspectives. Presses universitaires de Nancy, 1993.

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Sounding boards: Advisory councils in higher education. Association of Governing Boards of Universities and Colleges, 2008.

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Reconstructing education: East German schools and universities after unification. Berghahn Books, 1998.

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Pritchard, Rosalind M. O. Reconstructing education: East German schools and universities after unification. Berghahn Books, 1999.

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Len'kov, Roman. Higher education as a resource management socio-cultural modernization of regions. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084388.

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The monograph examines the actual theoretical and applied aspects of institutional and regulatory support for social and cultural modernization of regions, including the specification of higher education as a resource and the conditions of modernization, periodization and content of practice of management reform of higher education, the evolution of the role of forecasting in public administration the graduate school. The analysis of resource and policy support socio-cultural modernization of the regions population with higher education through the explication of the problem of the "Assembly" of the future intelligentsia as a socio-cultural potential of modernization, the role of the Institute of higher education in the solution of problems of modernization. The empirical study support a highly skilled regional population policy of modernization in four regions: Moscow region, Bashkortostan, Belgorod region and the Republic of Kalmykia. Proposals for processing of the array data of the respondents with higher education, complemented by social and cultural portraits and information card regions.&#x0D; For professionals and experts on issues of science, higher education and public administration. Will be sought after by post-graduate students, teachers and scientific employees of educational and academic institutions.
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Hiroshima Daigaku. Daigaku Kyōiku Kenkyū Sentā. Higher education reform for quality higher education management in the 21st century: Economic, technological, social and political forces affecting higher education : proceedings of the 1999 six-nation presidents' summit in Hiroshima. Research Institute for Higher Education, Hiroshima University, 2000.

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Book chapters on the topic "Higher education school management"

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Bouslama, Ghassen. "Islamic Finance in Reims Management School." In Islamic Finance in Western Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_11.

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Voyer, John, Susan Bassi Brown, Nathan Gage, Dmitry Kovalenko, and Travis Williams. "A System Dynamics Approach to Improving an Advising System For Business School Undergraduates." In Higher Education Management and Operational Research. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-976-3_8.

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Costin, Claudia, João Lins, José Henrique Paim, et al. "Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_2.

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AbstractThis chapter details FGV’s contributions to basic education during the pandemic. FGV created in 2003 an accessible tool that addresses the managerial gaps that schools and education departments face to evaluate and assess its students, called FGV High School. Since March 2020, when school closures took place, the rapid demand for digital education tools placed FGV High School in an advantageous position to establish partnerships with education departments across Brazil, benefiting millions of high school students. In the state of São Paulo alone, the FGV High School platform gives access to approximately 3.5 million students. In 2008, FGV became a member of Open Education Global (OEG), a consortium of educational institutions from different countries that provide online content and teaching materials free of charge. Since the beginning of the Covid-19 pandemic, the demand for FGV’s online courses has substantially increased. In March 2020 alone, the program’s website registered more than 1.6 million hits, and the number has since then consistently increased. Additionally, FGV has recently created two policy centers that focus on basic education: The Center for Excellence and Innovation in Education Policy (CEIPE), created in 2016, and the Center for the Development of Public Management and Educational Policy (DGPE), in 2018. Since the beginning of the pandemic, both centers have organized a series of webinars and publications to support policymakers in the education sector to make better decisions regarding reopening of schools, online and digital education options, curriculum, etc. The high number of views and engagement that the FGV webinars attract reflects the desire for reliable information that education professionals have been seeking, despite the overwhelming number of online events that have surfaced with the pandemic.
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Costin, Claudia, João Lins, José Henrique Paim, et al. "Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_2.

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AbstractThis chapter details FGV’s contributions to basic education during the pandemic. FGV created in 2003 an accessible tool that addresses the managerial gaps that schools and education departments face to evaluate and assess its students, called FGV High School. Since March 2020, when school closures took place, the rapid demand for digital education tools placed FGV High School in an advantageous position to establish partnerships with education departments across Brazil, benefiting millions of high school students. In the state of São Paulo alone, the FGV High School platform gives access to approximately 3.5 million students. In 2008, FGV became a member of Open Education Global (OEG), a consortium of educational institutions from different countries that provide online content and teaching materials free of charge. Since the beginning of the Covid-19 pandemic, the demand for FGV’s online courses has substantially increased. In March 2020 alone, the program’s website registered more than 1.6 million hits, and the number has since then consistently increased. Additionally, FGV has recently created two policy centers that focus on basic education: The Center for Excellence and Innovation in Education Policy (CEIPE), created in 2016, and the Center for the Development of Public Management and Educational Policy (DGPE), in 2018. Since the beginning of the pandemic, both centers have organized a series of webinars and publications to support policymakers in the education sector to make better decisions regarding reopening of schools, online and digital education options, curriculum, etc. The high number of views and engagement that the FGV webinars attract reflects the desire for reliable information that education professionals have been seeking, despite the overwhelming number of online events that have surfaced with the pandemic.
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Adamba, Clement. "Understanding High School Students’ University Choice: Implications for Marketing and Management of Higher Education in Ghana." In Higher Education Marketing in Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_3.

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Maturo, Antonio, and Rina Manuela Contini. "Formalization of Models and Strategies for Diversity Management in a Multiethnic and Multicultural School1." In Higher Education Management and Operational Research. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-976-3_14.

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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, and Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.

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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.
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Zea Restrepo, Claudia María, Diego E. Leal-Fonseca, María-Antonia Arango Salinas, and Laura Hernandez-Velez. "A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_6.

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AbstractDuring the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.
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Hou, Angela Yung-chi. "International Accreditation and Its Impact on Student Mobility in Taiwan Universities—A Case Study of School of Management of Fu Jen Catholic University." In Mobility and Migration in Asian Pacific Higher Education. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137015082_12.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Conference papers on the topic "Higher education school management"

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Hideo Nakai, Caio Cesar, Jose Eduardo Fernandes, and Maria Joao V. Pereira. "Platform for Space Management in a Higher Education School." In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476629.

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Wang, Lin. "Research on the School-Enterprise Cooperation in Running Schools in Higher Vocational Education." In 2014 International Conference on Education, Management and Computing Technology (ICEMCT-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icemct-14.2014.58.

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Лебедев, А. Н., and О. А. Бурукина. "Features of Preparation of Teachers of Higher School: Flexible Management Technologies." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.39.14.039.

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авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.
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Charosky, Guido, Lotta Hassi, Luciana Leveratto, Kyriaki Papageorgiou, Juan Ramos, and Ramon Bragos. "Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8150.

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Innovation education involves a different approach both for professors and students. It requires understanding people, technology and business to develop truly innovative solutions that can succeed in the market. The aim of this paper is to analyze the benefits, learning outcomes and self-learning perception about innovation from students participating in an innovative learning experience co-developed by an Electrical Engineering School, a Business School and a Design Institute. Challenge Based Innovation (CBI) is a program created by CERN to host educational projects where multidisciplinary teams of students tackle innovation challenges. The objective is to design solutions to social problems through Design Thinking. It was observed that engineering students, after this learning experience increase their understanding of user’s needs and the relevance of focusing on them when approaching innovation challenges. Also, they improve their ability to ideate break-through solutions thanks to a better understanding of the relationship between people, business and technology due to their in-depth interaction with management and design students. Furthermore, their self-confidence is significantly increased along with their entrepreneurial skills. The level of engineering student’s understating of innovation as a whole is higher with this approach compared to standard design-build projects performed at the Engineering Schools.Keywords: Design Thinking, Innovation, Challenge Based Education, Multidisciplinary projects
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Alfirević, Nikša. "Prosocial and Pro-environmental Outcomes of Higher Education in the Post-COVID World." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.52.

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This presentation seeks to uncover if prosocial and pro-environmental outcomes of higher education in business and economics could be associated with business school activities in the field of Responsible Management Education (RME). These could include the teaching of business ethics, Corporate Social Responsibility and related subjects, as well as business school research and different practical ways of involving business schools in showing their commitment to RME. The presentation focuses on the UN PRME (Principles for Responsible Management Education) and how their implementation could support the prosocial and proenvironmental outcomes of higher education in business and economics. Recent and forthcoming research on the prosocial and pro-environmental outcomes of higher education in business and economics is reviewed, and based on the research results, the question of the 'new normal' in (business) ethics is posed: how should business schools frame their RME-related activities in the world, and to what extent are they currently being re-shaped by the challenges of the COVID pandemic and threats to the global, rules-based international order?
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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Riivari, Elina, Tommi Auvinen, and Juhani Merilehto. "HR scenario game: Learning human resource management in a virtual environment." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13064.

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This paper introduces a computer-based online scenario game that was developed to enhance the learning of human resource management (HRM) in an undergraduate course at a business school in Finland. What makes this game unique is that students played an important and active role in developing the game in collaboration with lecturers. Our findings show that the game enhances learning, interaction, and collaboration among students. We discuss how computer-based games and their development in collaboration with students can be used as a means for learning and improving working-life skills in higher education.
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Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

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Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
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Rakhmayanti, Dyah, Soedjarwo, and Karwanto. "School Library Management in Private Junior High Schools." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.10.

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Fuse, Masahiko, Satoru Ozawa, and Seiichiro Miura. "Role of the Internet for risk management at school." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246046.

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Reports on the topic "Higher education school management"

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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez, and Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003977.

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We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing the size of the original municipalities school networks does not impact student outcomes or school personnel. Overall, our findings point to specific unintended educational effects of policies that seek to enhance horizontal decentralization.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24818.

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Malamud, Ofer, and Cristian Pop-Eleches. School Tracking and Access to Higher Education Among Disadvantaged Groups. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16914.

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Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w10060.

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, et al. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Mastercard Foundation, 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Jacob, Brian. Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8964.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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