Academic literature on the topic 'ICT School Coordinator'
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Journal articles on the topic "ICT School Coordinator"
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Wasserman, Egoza, and Chagit Refaeli. "Implementation of the ICT Program in Schools from the Point of View of the ICT Coordinators." Journal of Education and Development 2, no. 1 (2018): 1. http://dx.doi.org/10.20849/jed.v2i1.306.
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The purpose of this research is to examine the work of the ICT coordinator in the school: How does the coordinator see his role and work, what are the characteristics of the coordinators work and his relationship with supervisors, instructors, principals, teachers and students. The research was conducted in the qualitative method, the tool used to assemble data was a semi-structured interview; Ten ICT coordinators were interviewed from a variety of ages and a wide range of experience in teaching. The study found that ICT coordinators are the key figures in getting the process of implementation moving. The ICT coordinators know the importance of their roles in the schools and feel a great sense of responsibility. The coordinators are responsible for many fields, including the budgetary framework, promoting the teaching-learning process and leading school projects. The coordinators attest to a high level of trust with the principals and a good working relationship with the Ministry of Education’s instructors, so that they have an open channel of dialogue and can consult with them. The work of the coordinator with the teachers consists of the pedagogical and technical aspect that are intertwined and attest to each other’s existence.
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BASANTI, SAMANTA. "Present Scenario of ICT and Problems of ICT School Coordinators to Implement ICT in Secondary Schools in Selected Block of Ramnagar-1, Purba Medinipur, West Bengal." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 3 (2023): 239–47. https://doi.org/10.5281/zenodo.8379332.
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<strong>Abstract:</strong> A major objective of the 21<sup>st</sup> century is the spread of digital technology. Information and Communication Technology (ICT) has been implemented in schools to improve overall education system in India. In this study, the researcher found out the current status of ICT and problems of its implementation in secondary and higher secondary schools belonging to Ramnagar-1 Dev. Block in Purba Medinipur district. This descriptive type research was conducted in 18<sup>th</sup> secondary schools through interview on students and subject teachers, questionnaires on ICT School Coordinators and surveys in ICT lab. The paper highlights various external and internal problems that are barriers the fulfillment of ICT’s functional objectives. To ICT implementation in schools is the main responsibility of ICT School Coordinators but proper use of ICT is not happening due to their involvement in multitasking in schools, lack of regular training, inadequate remuneration and unwillingness of school’s authorities. The researcher seeks to improve the ICT education system in the secondary schools located in this area through many effective recommendations. Proper implementation and development of ICT in schools is possible by overcoming the problems with effective cooperation of central and state governments, non-governmental agencies, local administrations and school administration. <strong>Keywords:</strong> ICT, ICT School Coordinator, secondary school, scenario, problems. <strong>Title:</strong> Present Scenario of ICT and Problems of ICT School Coordinators to Implement ICT in Secondary Schools in Selected Block of Ramnagar-1, Purba Medinipur, West Bengal <strong>Author:</strong> BASANTI SAMANTA <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 10, Issue 3, July 2023 - September 2023</strong> <strong>Page No: 239-247</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 26-September-2023</strong> <strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.8379332</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/Present%20Scenario%20of%20ICT%20and%20Problems-26092023-5.pdf</strong>
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Soleman, Habib Allah. "The Role of Autonomy and Accountability in Implementing and Assimilating ICT in Elementary Schools in Israel’s Arab Sector." Journal of Education and Culture Studies 3, no. 1 (2019): 64. http://dx.doi.org/10.22158/jecs.v3n1p64.
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<p><em>This article examines the extent to which the autonomy and accountability of principals, ICT coordinators, and teachers affect the successful implementation and assimilation of ICT in Arab sector elementary schools in Israel. The findings show strong positive correlations between the level of autonomy and accountability of principals (rp=0.763, p&lt;0.001), coordinators (rp=0.588, p&lt;0.001), and teachers (rp=0.770, p&lt;0.001) and successful implementation and assimilation of IT in schools. The conclusions emphasize the leading role of ICT coordinator as an agent of change, the necessity for collaboration between academy and school in order to create an environment for proper assimilating ICT into schools’ vision and reality, as well as the importance of personal empowerment in ICT leaders to foster a new form of ICT leadership.</em></p>
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Avidov Ungar, Orit, and Tamar Shamir-Inbal. "ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change." Journal of Information Technology Education: Research 16 (2017): 169–88. http://dx.doi.org/10.28945/3699.
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Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel’s Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-service 60-hour course throughout an entire school year. The research tool was the reflection of the ICT coordinators who were asked to complete at the end of the in-service course. Narrative analysis was chosen as the main approach to data analysis. Contribution: We claim that ICT coordinators maintain a complex perception of their role, based on broad personal and professional knowledge that enables them to lead the needed changes. Findings: Based on the findings the coordinators revealed primary successful elements of their work: (a) technological aspects, (b) pedagogical aspects, (c) the organizational aspects, and (d) the ICT coordinator as a leader of systemic change. The first two elements already appear in the TPACK construct, while the others constitute organizational knowledge (OK) and leadership knowledge (LK) that enables the coordinators to facilitate ICT implementation in schools, and these are the unique elements of this study. Recommendations for Practitioners : We recommend that when choosing ICT coordinators or ICT implementation leaders at school, one should check not only that they possess the familiar TPACK knowledge, but also organizational knowledge and leadership knowledge that was found essential to successful completion of the coordinators’ role. Impact on Society : his study has shed light on the nature and significance of leadership knowledge (LK) and its function as an additional expression of TPACK. Future Research: We suggest that future research about educational technology leaders’ TPACK be drawn from these results.
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HADDAD, Loureen, and Rawia ASHQAR. "THE MANAGEMENT AND IMPLEMENTATION OF AI IN THE SCHOOL CURRICULUM IN ISRAEL." ANNALS OF THE UNIVERSITY OF ORADEA. ECONOMIC SCIENCES 3, no. 1 (2023): 704–16. http://dx.doi.org/10.47535/1991auoes32(1)054.
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This article reviews how Artificial Intelligence (AI) tools are implemented and reshaping the education system in Israel. In many ways Education and AI are intertwined. Education is used as a means to develop minds capable of expanding and leveraging the pool of knowledge, while AI provides tools to develop a more accurate and detailed picture of how the human brain works. By leveraging the best features of machines and teachers, the vision for AI in education is one where AI and teachers work together to achieve the best outcome for students. Since today’s students will have to work in a future where AI is a reality, it is important that our educational institutions expose students to the technology and train them how to use it. The idea behind managing and implementing AI is to strengthen student-centred and self-regulated learning and promote the development of students’ information management and problem-solving skills. The study investigates how teachers, school ICT coordinators, principals, and parents deal with the implantation of AI in education, how they use innovative technological tools, and how do they cope with the challenges facing students. In order to be able to integrate AI elements, teachers from the school receive a training course in a coordinated manner. In addition, implementing AI requires schools to assign instructors, who as teachers, hold weekly meetings on digital skills, and each school has a school ICT coordinator and leading teachers on the subject. The role of the principal in this project is to coordinate between the schools and Ministry of Education that supervises how schools implement the project.
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Apte, Monica, and S. U. Gawade. "To Study the Role of Parents in Developing Computer Awareness among Schools Going Children in Pune City." Data Analytics and Artificial Intelligence 2, no. 1 (2022): 40–46. http://dx.doi.org/10.46632/daai/2/1/7.
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The National Policy on Education 1986, as modified in 1992, stressed the need to employ educational technology to improve the quality of education. The policy statement led to two major centrally sponsored schemes, namely, Educational Technology (ET) and Computer Literacy and Studies in Schools (CLASS) paving the way for a more comprehensive centrally sponsored scheme – Information and Communication Technology @ Schools in 2004.The comprehensive choice of ICT for holistic development of education can be built only on a sound policy. The initiative of ICT Policy in School Education is inspired by the tremendous potential of ICT for enhancing outreach and improving quality of education. A parent is primary helper, monitor coordinator, observes, record keeper and decision maker for the child. The most important duty of parents is to look after their children and to take interest in their welfare and progress. ” Successful parenting entails both effective components in terms of commitment, empathy and positive regard for children.”
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Top, Ercan, Melih Derya Gurer, Derya Baser, Sedat Akayoglu, and Recai Akkus. "One-On-One Technology Mentoring for In-Service Teachers: The Experiences of Future ICT Coordinators." International Journal of Technology in Education 4, no. 4 (2021): 847–69. http://dx.doi.org/10.46328/ijte.104.
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With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors’ progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers’ ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors’ participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
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Top, Ercan, Melih Gurer, Derya Baser, Sedat Akayoglu, and Recai Akkus. "One-On-One Technology Mentoring for in-Service Teachers: The Experiences of Future ICT Coordinators." International Journal of Innovative Research in Arts, Education and Technology 3, no. 1 (2025): 138–55. https://doi.org/10.48028/iiprds/ijiraet.v3.i1.13.
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With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
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Lamanauskas, Vincentas, Margarita Vilkonienė, and Rytis Vilkonis. "CONCEPTUAL REASONING FOR DIDACTICS OF AUGMENTED REALITY TEACHING / LEARNING PLATFORM: SOME PRELIMINARY IDEAS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 2 (2007): 17–26. http://dx.doi.org/10.48127/gu-nse/07.4.17a.
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The problematics of Information and Communication Technologies is undoubtedly important area in modern education. The world rapidly changes and technical potentiality is constantly growing. The digital revolution is making life easier for people in both directions work and leisure time. A question if we can support an idea that modern ICT helps with the educational process is not explicit? Obviously, ICT improvement leads to applying them in different areas of our life. On the one hand, the educational environment of ICT implementation plays a major role. Possessing modern ICT cannot be the only factor as in order to improve the educational process we need to know the ways of using them i.e. it should not be a matter of fashion. On the other hand, ICT (audiovisual, computer, interactive etc.) themselves are the objects of thorough investigations. So, an international scientific project ARiSE could be the best example (http://www.arise-project.org). Seven institutions from five European countries including Germany, Lithuania, the Czech Republic, Romania and Malta are the participants of the event. The coordinator of the project is Fraunhofer-Institut IAIS (Fraunhofer Institut Intelligente Analyse – und Informationssysteme, Sankt Augustin, Germany) (http://www.iais.fraunhofer.de/). The main objective of the ARiSE Project is to test the pedagogical effectiveness of introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around AR display systems. Also, the important task is to develop a pedagogical reasoning of the given augmented reality technology in school environments.In this article the first conceptual ideas on this question are presented. Key words: science education, augmented reality, school environment.
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Soleman, Habib Allah. "COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools." Journal of Education and Culture Studies 4, no. 2 (2020): p90. http://dx.doi.org/10.22158/jecs.v4n2p90.
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The article discusses the vicissitudes of practical implementation of distance learning by the use of ICT technologies in the elementary schools of Israel’s Arab sector, following the lock-down induced by COVID-19 pandemic. The author describes his own experience of distance learning as a pedagogical coordinator, while addressing various aspects of collaborative practices, parental cooperation, and leadership in the context of emergency management policies and methods. The experience is certainly both unprecedented and informed by lessons learned from previous emergencies: the author seeks to integrate the existing scholarly and practical frameworks of knowledge and the conclusions that can already be drawn from the experience that is entirely new, ongoing, and open-ended. The article discusses strengths and weaknesses of distant learning experience in the elementary school and provides tentative recommendations for the unknown and uncertain future.
Dissertations / Theses on the topic "ICT School Coordinator"
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Pires, Ana Isabel Trigacheiro. "Contributos para a análise e compreensão do papel da equipa PTE na escola: um estudo de caso." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/12167.
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A presente dissertação aborda o desenvolvimento de uma investigação que tem
como principal objetivo analisar o papel da Equipa do Plano Tecnológico da Educação
(PTE), para uma melhor compreensão da sua missão, numa escola secundária da
região Alentejo, através da utilização da metodologia de estudo de caso. No estudo
procura-se compreender o seu papel, identificando as áreas de ação e os modos de
organização da Equipa. Neste contexto, o que se estuda é a realidade da escola e o
papel da tecnologia nesta organização, ao nível do PTE, da gestão dos recursos, da
visão que a escola tem sobre as tecnologias, o seu projeto educativo e outros
instrumentos de planeamento e gestão. Um outro aspeto a ter em consideração é o
estudo de como é feita a manutenção e suporte técnico na escola, assim como as
estratégias utilizadas pelos professores no uso das tecnologias; ### ABSTRACT: The current dissertation approaches a research development intending to
analyse the role of the Team of the Technological Education Plan aimed to better
understand their mission at a secondary school in the Alentejo area. By using the
methodology of case study we attempt to realize their role through action fields and the
Team’s ways of organization. Within this context we study the school reality and the
role of technology within this organization at the level of the Technological Education
Plan, resource management, the school insight on technologies, its educational project,
and other planning and management tools. Another aspect to be taken into account is
the study of how the maintenance and technical support are working at school as well
as strategies implemented by teachers on using technologies.
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Åström, Eva. "Att lära, att göra, att klara : Förmedling av datortekniska hjälpmedel till barn med synnedsättning. Från förskrivning till vardaglig användning i skola och hem." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20312.
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Förmåga att använda informations- och kommunikationsteknik framhålls numeraofta som en förutsättning för delaktighet på lika villkor i samhällslivet. Näraförknippat med detta är de insatser som görs för att överbrygga digitala klyftor isamhället. IKT har gjort deltagandet i samhällslivet mer möjligt för personer medsynnedsättning. Tillgång till teknik innebär dock inte alltid att den kan användas ivardagen. I denna avhandling analyseras den förmedlingsprocess som sker när barnmed grav synnedsättning, genom förskrivning på syncentraler, får tillgång tilldatortekniska hjälpmedel, samt hur barnen därefter tillägnar sig tekniken genom att,med olika stödpersoners hjälp, använda den i skolan och hemmet. Åtta barn (mellan7-18 år) från två syncentralers upptagningsområden deltog i studien, tillika medderas föräldrar, stödpersoner i skolan samt personal (datortekniker och anpassningslärare)från syncentralerna. Undersökningsmaterialet har samlats in genom intervjuer,samtal och observationer. Barnen har skrivit aktivitetsrelaterade dagböcker. Förmedlingsprocessen involverar många personer från flera organisationer och ärutsträckt i tid och rum. Olika rationaliteter ställs mot varandra när professionelltverksamma från syncentral och skola, tillsammans med föräldrar ska möjliggöra förbarnen att ta tekniken i bruk. Med utgångspunkt från datorn som hjälpmedel diskuterastre projekt vars mål är viktiga för barnet att nå: att lära sig, att bli socialtdelaktig och att bli självständig. Dessa projekt står ofta i konflikt med varandra, tillexempel barnens önskan att träna på datorn samtidigt som de vill leka med sinakamrater. Med en tidsgeografisk ansats analyseras situationer där konflikter uppstår,samt vilka avvägningar och försök till samordning som görs av de inblandadeparterna. Skolan utgör ett område där den övergripande samhälleliga ambitionen omett liv på lika villkor ska konkretiseras. Analysen pekar på att uppmärksamhet börriktas såväl mot den individcentrerade kompensatoriska användningen av tekniskahjälpmedel, som mot skolans uppläggning av undervisningen (strukturell förändring förtillgänglighet). Ett helhetsperspektiv på förmedlingsprocessen möjliggör långsiktigplanering där tidsrumsliga dimensioner betraktas och dess fragmentering minskas.<br>The ability to use information and communication technology is regarded today as acondition for participation in society. Closely associated with this are measurestaken to reduce the digital divide in society. Computer technology is accepted asmaking it possible for people with disabilities to manage most things on their ownthat previously required some help of others. However, access to technology doesnot necessarily equal usability. This thesis explores and analyses the mediationprocess that occurs when children with visual impairment, access assistive computertechnologies, and how these, by the help of support persons, are used in home and atschool. Eight children (between seven and eighteen years of age) were included inthe study, as well as their parents, support persons in school and professionals fromthe Low Vision Clinics. Research data have been collected through interviews,conversations, observations and activity oriented diaries. The mediation processinvolves a number of persons and organisations and is both organisationally complexand extended in time and space. Different rationalities are set against eachother, when professionally active persons from the Low Vision Clinics and schools,together with parents make it possible for the children to use the assistive devices.From the standpoint of the computer as an aid, three projects are discussed whosegoals are important for the child to achieve to be able to, in the short and long run,live life to the full. These projects are ‘learning’, ‘becoming socially involved’ and‘becoming independent’. The projects can often be in conflict with each other; forexample the children’s desire to practice on the computer against their wanting toplay with their friends at the same time. With a time-geographic approach,situations in which conflicts and trade-offs arise, as well as the coordination effortsmade by those involved, are analysed. The school constitutes an area in which theoverreaching societal ambition of a life on equal terms is realised. This studydiscusses how compensation for the individual as well as structural change foraccessibility manifests itself in organisation, structures and supportive efforts.
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Ascensão, Mariela Sousa da Silva. "O impacto do coordenador TIC no uso das TIC nas escolas de ensino básico e secundário da Região Autónoma da Madeira." Master's thesis, 2014. http://hdl.handle.net/10400.14/24063.
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Este estudo tem como principal objetivo contribuir para uma melhor perceção do papel do Coordenador TIC (CTIC) nas escolas do ensino básico e secundário da Região Autónoma da Madeira (RAM). Este cargo tem associado um conjunto de funções pedagógicas e técnicas, as quais permitem responder às necessidades organizacionais das escolas. Esta função é atribuída a um membro que possua conhecimentos na área das tecnologias de informação e comunicação, capaz de dar resposta ao desafio que constitui a utilização das TIC nos estabelecimentos de ensino.
A investigação baseou-se, essencialmente, numa metodologia descritiva e o processo de recolha de dados foi realizado em quatro fases, a 1.ª fase análise documental (Planos TIC); a 2.ª fase, questionários aos CTIC; a 3.ª fase, entrevista a um presidente de Conselho Executivo (CE) e a 4.ª fase, questionários a professores. A amostra foi constituída por 22 CTIC, 169 professores e ainda 1 presidente de CE.
Este estudo teve como objetivos principais: 1) Conhecer o perfil e o papel do CTIC; 2) Inquirir acerca de quais as perspetivas dos CTIC sobre a sua atuação e adequação do seu Plano TIC; 3) Conhecer a perspetiva dos docentes sobre o papel dos CTIC; 4) Conhecer a perspetiva do CE acerca do papel dos CTIC e a adequação do Plano TIC; 5) Compreender os fatores impulsionadores e inibidores do uso das TIC na escola.
Os dados recolhidos e analisados comprovam que o CTIC proporciona uma maior utilização das TIC nas escolas através das suas ações, e, consequentemente, modificam a escola na sua forma de integrar as TIC.
Dos professores questionados e que conhecem o trabalho desenvolvido pelo CTIC, a grande maioria concordou que o CTIC contribuiu para uma maior utilização das TIC pela comunidade escolar, assim como o presidente do CE.<br>This study’s main goal is to contribute to a better perception of the ICT coordinator´s (ICTC) role at secondary schools of Região Autónoma da Madeira (RAM). This position requires a set of pedagogical and technical functions, which meet the organizational school needs. This function is assigned to an information and communication technology (ICT) expert who is capable of facing the challenge of integrating ICT at schools.
The research was mainly based on a descriptive methodology and the data collection process was conducted in four stages: stage 1 document analysis (ICT Plans); stage 2 ICTC questionnaires; stage 3 interview with a headmaster and stage 4 teacher questionnaires. The sample included 22 ICTC, 169 teachers and a headmaster.
The main objectives of this study were: 1) Knowing the ICTC’s profile and role; 2) Inquiring the ICTCs about their perspectives on their performance and also about the suitability of their ICT plan; 3) Knowing the teachers' perspective on the role of the ICTCs; 4) Ascertaining the headmaster’s point of view on the ICTCs’ performance and the adequacy of the ICT plan; 5) Understanding the driving factors as well as the inhibiting factors of ICT use at school.
The data collected and analysed show that the ICTC is responsible for a greater ICT use at schools. Therefore, ICTCs change the school in the way they integrate ICT.
The vast majority of the inquired teachers, who know the ICTC’s work, as well as the headmaster, agreed that the ICTC contributed to the increased ICT use by the school community.
Books on the topic "ICT School Coordinator"
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McCloskey, Mary Cecilia. The role of the I.T. coordinator in the primary school. The author], 1993.
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Maksurov, Aleksey. Coordination of the activities of legal entities in a crisis. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1836239.
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The monograph is devoted to the search for ways to improve the efficiency of public administration in crisis situations. The interrelation of the crisis situation with the problems of legal uncertainty and legally significant risks is traced. The article considers the substantive characteristics of the crisis as a social phenomenon, the causes and types of crisis situations, the problems of their legal definition, as well as the impact of the crisis on changes in the activities of public authorities and local self-government. A universal means of coordinating the activities of authorities and their officials in a crisis period is proposed - a mechanism of legal coordination.
 The analysis of the main shortcomings of the work of public authorities in a crisis, including in the situation of a pandemic of coronavirus infection, is made. The issues of the legality of restricting the constitutional rights of citizens in a crisis, the introduction of special legal regimes providing for other than usual ways, forms and limits of citizens' realization of their subjective rights are studied. Developed full-fledged detailed recommendations for improving law-making (proposed drafts of the necessary regulatory legal acts), the practice of interpretation and systematization of law, law enforcement, as well as control (supervisory) legal practice.
 For a wide range of readers interested in public administration issues in crisis situations. It can be useful for students, postgraduates and teachers of law schools.
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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.
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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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Chernyavskiy, Aleksandr. General theory of law in connection with the axiology of values. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1371623.
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The monograph presents the author's view on the legal quality of law from the point of view of the theory of law as the norms of coordinating interests about values. The author gives an assessment of the norms of law as the norms of differentiation and coordination of relations regarding values. The article analyzes what is the driving principle of law: the convergence of state values and human values. The author believes that any attempts to assign priority to certain values without taking into account their real correlation in society are doomed to failure in advance. The attitude of a person to the law is the defining embodiment of legal values as the socio-cultural basis of law. The law regulates the procedure for the realization of interests in relation to values.
 For a wide range of readers interested in legal issues. It will be useful for students, postgraduates and teachers of law schools.
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Office, General Accounting. Coast guard: Coordination and planning for national oil spill response : report to the chairman, Subcommittee on Transportation and Related Agencies, Committee on Appropriations, House of Representatives. GAO, 1991.
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Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.
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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.
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Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.001.0001.
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After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.
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Epstein, William M. Communities in Schools. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190467067.003.0007.
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Chapter 6 describes, evaluates, and reinterprets the private sector social service program Communities in Schools as a ceremony of social values rather than as a successful response to a social problem. The program claims to be the principle private sector social welfare program aimed at preventing school dropouts. Its claims of success are based on an evaluation that it initiated. The chapter critiques the evaluation as superficial and inadequate, offering no credible evidence that Year Up succeeds at its mission. It fails to demonstrate that it has achieved either its educational or social goals. Communities in Schools realizes only the pervasive assumption that the coordination and redirection of existing services and resources, rather than massive new resources, is at least an important and possibly even a necessary step toward addressing the dropout problem.
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Gobbo, Francesca. Growing Up in Walltown, Italy. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781666998160.
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Growing up in Walltown, Italy presents an ethnographic account of the culture of early childhood education, as it is constructed in two municipal schools (a nursery and a childhood school) of an Italian town, explored through extensive participant observation and interviews of educators, teachers, school coordinators, mothers, and cooks and school staff. After providing background information on Italian early childhood education, the author describes and interprets the process of children's insertion into the world of the school as a "passage" whose ritual steps—initially accompanied by a parent—are carefully prepared by educators and teachers, so that the "passengers" will successfully settle in, and become competent members and participants of the respective educational communities. The author focuses on the educational and cultural learning that children between six months and five years of age attain by exercising their agency, capacity for communication, interaction and responsibility, and imagination in planned educational projects, daily activities as the "reading time" and convivial appointments as meals. The educators' and teachers' professional and personal engagement and care, together with the collaboration of the other school people, are thoroughly illustrated, and their meaningful attention to, and respect for children's pace of learning and participation are pointed out.
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Birch, David A., Donna M. Videto, and Hannah P. Catalano, eds. Promoting Health and Academic Success. 2nd ed. Human Kinetics, 2025. https://doi.org/10.5040/9781718243880.
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Promoting Health and Academic Success was the first book to cover the Whole School, Whole Community, Whole Child (WSCC) model, now a widely accepted framework for promoting health and learning in schools. With increasing evidence that health and academic success go hand in hand, this second edition delves deeper into the WSCC approach to showcase best practices that truly put the child at the center of health and education. Promoting Health and Academic Success, Second Edition With HKPropel Access, boasts a team of editors and contributors who have experience as leaders in school health and WSCC at the national, state, and local levels. It provides direction for educators, school health professionals, and health agencies interested in promoting student health, diversity, equity, inclusion, and advocacy for the planning, implementation, and evaluation of the WSCC approach. The second edition has been updated to incorporate the knowledge and experiences that have been gained since the first edition of the book: Discussion of new challenges for schools and communities such as COVID-19, school safety, and curriculum and programming decisions related to social justice and racismReal-world examples to provide practice and multiple perspectives on WSCCApplication activities and case studies that engage students in applied learning within the context of WSCC simulationsRelated online learning tools, delivered in HKPropel, including review items, and project-based assignmentsPerspectives from WSCC leaders related to current practice and future WSCC considerations This resource is a must-have for the planning, implementation, and evaluation of initiatives designed to promote education and health for students through meaningful engagement of family members, community members, and school faculty and staff members. The coordinated initiatives presented in Promoting Health and Academic Success: The WSCC Approach, Second Edition, provide a valuable resource for educators, community health practitioners, and other stakeholders engaged in promoting health and academic success for school-age children.
Book chapters on the topic "ICT School Coordinator"
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PAPPAS, Michail. "Bridging the Digital Divide: Empowering Education Through Knowledge-Driven ICT Utilization." In Knowledge Management in Economy, Technology and Education. RITHA, 2023. http://dx.doi.org/10.57017/seritha.2024.km-ete.ch9.
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The fast development of Information and Communication Technologies (ICT) has revolutionized virtually every aspect of modern society, including education. Unlike conventional approaches that focus solely on the acquisition of hardware and software, knowledge-driven ICT utilization emphasizes the strategic integration of technology to facilitate knowledge creation, dissemination, and application. Exploiting the power of ICT to support teaching, learning, and knowledge management processes, education systems can transcend traditional boundaries and unlock new opportunities for learners and educators alike.This chapter seeks to examine the latest research findings, best practices, and case studies, aiming to provide insights into the potential of ICT in education and offer practical recommendations for promoting effective ICT integration in educational settings. Through an ample review of existing literature and analysis of key trends and developments, this chapter aims to contribute to the ongoing dialogue on harnessing technology to empower education and foster inclusive learning environments.Keywords: ICT training; information literacy; lack of knowledge; training programs; Greece.JEL Classification: P36.Cite this chapter: Pappas, M. (2024). Bridging the Digital Divide: Empowering Education Through Knowledge-Driven ICT Utilization. In: Knowledge Management in Economy, Technology and Education, N. Perić, and O. Arsenijević (Eds.). (pp. 217 - 247). Book Series Socio-Economics, Research, Innovation and Technologies (SERITHA). RITHA Publishing. https://doi.org/10.57017/SERITHA.2024.KM-ETE.ch9 &nbsp;&nbsp;Chapter’s history: Received 13rd of January, 2024; Revised 17th of March, 2024; Accepted for publication 19th of May, 2023; Published 30th of July, 2024.&nbsp;About the Author(s):Ph.D. Michail Pappas holds a Ph.D. from the University of Bucharest, specializing in Classical Philology and Modern Greek. His research interests include educational management, critical literacy, and knowledge management. After validating his diplomas in Athens and completing military service, he began his career in 1994 as a teacher and director in the educational organization Career (Carierra) of the Xini group near Kozani. Since 2000, he has been a Greek language teacher at a high school in Greece, and from 2011 to 2018, he served as the director of the Gymnasium in Kozani. In 2018, Pappas became a lecturer in Greek language at the Department of Romanian, Classical, and Modern Greek Studies at the Faculty of Foreign Languages and Literature, University of Bucharest, Romania. Additionally, he works as a trainer for language teachers, focusing on the integration of new language technologies in high school education in Greece. Between 2015 and 2017, he taught at the Faculty of Pedagogy and Technological Education in Kozani. He has been involved with European Comenius and Erasmus+ projects as a contact person and partnership coordinator. Ph.D. Pappas also served on the Board of the Association of Philologists in Kozani for several years and was a member of the Council for Secondary Education in Kozani during 2017 - 2018.
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Dwivedi, Yogesk K. "Broadband in Dutch Education." In Consumer Adoption and Usage of Broadband. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-783-6.ch013.
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Broadband potentially has benefits for education, but in order to be beneficial it has to be used. In this chapter, we have investigated from a user perspective: (1) to what extent broadband is used in Dutch education (in the classroom as well as in the organisation as a whole); (2) the experiences teachers have with broadband, including impediments and added value. This was done by a survey under 221 Dutch teachers, ICT-coordinators, and school boards. Results show that teachers, ICT coordinators, and school boards are interested in using broadband in their schools as they see the added value, but there seems to be an impasse: without infrastructure, there are no services and without services there is no need for infrastructure. Schools can break out of the causality dilemma by giving an impulse to the market by combining forces and demand. Moreover, teachers need to be trained in using the new tools and service.
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Santos, Michele Serafim dos, and Flavinês Rebolo. "The use of ICT’s in the COVID-19 pandemic: pedagogical coordinators and teachers between commitment and chaos." In DEVELOPMENT AND ITS APPLICATIONS IN SCIENTIFIC KNOWLEDGE. Seven Editora, 2023. http://dx.doi.org/10.56238/devopinterscie-056.
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This article aims to reflect on the use of information and communication technologies - ICTs by teachers and pedagogical coordinators of the public education network, considering the current scenario of the Covid-19 Pandemic and reports the experiences as a teacher and coordinator of the Public Network of Education in the state of Mato Grosso do Sul. The text is divided into two parts: the first presents a contextualization of teacher training and the use of ICTs in the Covid-19 Pandemic; the second presents the account of experiences and practices as a teacher and coordinator of the public education network during the pandemic period. We sought to dialogue with theorists to promote reflections on issues observed during the challenges of the work of teachers and pedagogical coordinators in the pandemic period, in which these professionals exercised and exercise numerous functions inside and outside the school unit, as they feel unmotivated, helpless, and frustrated in their work.
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"Hardware, software and the coordination ofICT." In Teaching and Using ICT in Secondary Schools. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9781315068848-11.
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Filiou, Areti-Eirini. "Mental Disorders in Children and Adolescents With Autism." In Advances in Early Childhood and K-12 Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8217-6.ch012.
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Children and adolescents with autism frequently have symptoms of various mental disorders along with the features that define autism. Problems with anxiety, depression, emotion regulation, cognitive problems, and associated behavioural problems occur in children with autism of all ages. Overall, high rates of several psychiatric disorders have been reported in individuals with autism. Several authors have suggested cognitive and behaviour therapy (CBT) as a very useful intervention therapy, which can apply in schools, in order to help these children with autism and mental health disorders. It is also important the use of information and communications technology (ICT) and other computer programs to support students with autism in education. Therefore, with a coordinated effort to use this intervention program, schools have an opportunity to address the goals of improving social, emotional, and behavioural competence for these students and minimising the impact of established emotional, behavioural, or educational disorders.
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Rahman, Hakikur. "Role of ICT in Establishing E-Government System for Disadvantaged Communities." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch101.
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Information and communications technologies (ICTs) are playing an increasingly vital role in the daily lives of all communities by revolutionizing their working procedures and rules of governance. ICTs offer a unique opportunity for governing elite to overcome the crisis of representative democracy, as ICT and the Internet empower civil society to play its role more effectively and facilitate the performance of governments’ main function-serving the people who elect them (Misnikov, 2003). In the realm of government, ICT applications are promising to enhance the delivery of public goods and services to common people not only by improving the process and management of government, but also by redefining the age-old traditional concepts. Community networking groups and local government authorities are well placed to campaign for greater inclusion for all members of the community in the information society. Possible areas to target include the provision of technology at low or no cost to groups through community technology centres or out of hours school access. There are many possibilities and local government must take a significant role in these activities (Young, 2000). Information society is based on the effective use and easy access of information and knowledge, while ICT for development (or ICTD) is not restricted to technology itself but focusing on manifold development and diverse manifestations for the people to improve their well-being. ICTD has deep roots in governance, is part of governance and has effects on governance patters and practices at both central and local level. By recognizing these facts, UNDP focuses on technologies to end poverty at WSIS Cyber Summit 2003, and emphasizes on ways that new technologies can help lift more than one billion people out of extreme poverty (UNDP, 2003). Apart from the four Asian IT giants (Korea, Rep., Hong Kong, China, Taiwan, China, and Japan), most of the Asian countries have fallen under the “low access” category of the Digital Access Index. This has also been referred in the WSIS Cyber Summit 2003, until now, limited infrastructure has often been regarded as the main barrier to bridging the digital divide (ITU, 2003). Among the countries with ICT spending as share of their GDP, Sweden, UK, The Netherlands, Denmark, and France (8.63, 7.97, 7.39, 7.19, and 6.57% respectively during 1992-2001) remain at the top (Daveri, 2002, p. 9), while countries like Bangladesh, Greece, Mexico, Niger, and many more remain at the bottom (EC, 2001; ITU, 2003b; Miller, 2001; Piatkowski, 2002). In a similar research it has been found that in terms of average share of ICT spending GDP, New Zealand, Sweden, Australia, USA, and UK (9.3, 8.4, 8.1, 8.1, and 7.8% respectively during 1992-1999) were among the highest (Pohjola, 2002, p. 7), though most of the countries in the Asian and African regions remain below the average of 5%. The disadvantaged communities in the countries staying below average in ICT spending seem to be lagging in forming appropriate information-based economy and eventually fall behind in achieving proper e-government system. The e-government system in those countries need to enhance access to and delivery of government services to benefit people, help strengthen government’s drive toward effective governance and increased transparency, and better management of the country’s social and economic resources for development. The key to e-government is the establishment of a long-term dynamic strategy to fulfill the citizen needs by transforming internal operations. E-government should result in the efficiency and swift delivery and services to citizens, business, government employees and agencies. For citizens and businesses, e-government seems the simplification of procedures and streamlining of different approval processes, while for government employees and agencies, it means the facilitation of cross-agency coordination and collaboration to ensure appropriate and timely decision-making. Thus, e-government demands transformation of government procedures and redefining the process of working with people and activities relating to people. The outcome would be a societal, organizational, and technological change for the government and to its people, with IT as an enabling factor. E-government should concentrate on more efficient delivery of public services, better management of financial, human and public resources and goods at all levels of government, in particular at local level, under conditions of sustainability, participation, interoperability, increased effectiveness and transparency (EU, 2002). ICT brings pertinent sides more closely by prioritizing partnerships between the state, business and civil society. A few East European countries have became economically liberal with the high level of foreign direct investment per capita and at the same time became ICT-advanced regional leaders in terms of economic reform. These countries also present the region’s most vivid examples of partnerships and collaboration. They have clearly manifested the importance of the public-private partnerships, transparent bottom-up strategies, involvement of all stakeholders, total governmental support, capturing economic opportunities, and enabling electronic mediated businesses, responding to the challenges of globalization.
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Dumas, J. Ann. "Gender ICT and Millennium Development Goals." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch035.
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Gender equality and information and communication technology are important in the achievement of the Millennium Development Goals (MDGs) in policy, planning, and practice. The 2000 Millennium Declaration of the United Nations (UN) formed an international agreement among member states to work toward the reduction of poverty and its effects by 2015 through eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and the empowerment of women 4. Reduce child and maternal mortality 5. Improve maternal health care 6. Combat HIV and AIDS, malaria, and other major diseases 7. Ensure environmental sustainability 8. Develop global partnership for development Progress toward gender equality and the empowerment of women is one goal that is important to achieving the others. Poverty, hunger, illiteracy, environmental threats, HIV and AIDS, and other health threats disproportionately affect the lives of women and their dependent children. Gender-sensitive ICT applications to education, health care, and local economies have helped communities progress toward the MDGs. ICT applications facilitate rural health-care workers’ access to medical expertise through phones and the Internet. Teachers expand learning resources through the Internet and satellite services, providing a greater knowledge base for learners. Small entrepreneurs with ICT access and training move their local business into world markets. ICT diffusion into world communication systems has been pervasive. Even some of the poorest economies in Africa show the fastest cell-phone growth, though Internet access and landline numbers are still low (International Telecommunications Union [ITU], 2003b). ICT access or a lack of it impacts participation, voice, and decision making in local, regional, and international communities. ICTs impact the systems that move or inhibit MDG progress. UN secretary general Kofi Annan explained the role of the MDGs in global affairs: Millennium Development Goals are too important to fail. For the international political system, they are the fulcrum on which development policy is based. For the billion-plus people living in extreme poverty, they represent the means to a productive life. For everyone on Earth, they are a linchpin to the quest for a more secure and peaceful world. (UN, 2005, p. 28) Annan also stressed the critical need for partnerships to facilitate technology training to enable information exchange and analysis (UN, 2005). ICT facilitates sharing lessons of success and failure, and progress evaluation of work in all the MDG target areas. Targets and indicators measuring progress were selected for all the MDGs. Gender equality and women’s empowerment are critical to the achievement of each other goal. Inadequate access to the basic human needs of clean water, food, education, health services, and environmental sustainability and the support of global partnership impacts great numbers of women. Therefore, the targets and indicators for Goal 3 address females in education, employment, and political participation. Progress toward the Goal 3 target to eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015, will be measured by the following indicators. • Ratio of girls to boys in primary, secondary, and tertiary education • Ratio of literate females to males who are 15- to 24-year-olds • Share of women in wage employment in the nonagricultural sector • Proportion of seats held by women in national parliaments (World Bank, 2003) Education is positively related to improved maternal and infant health, economic empowerment, and political participation (United Nations Development Program [UNDP], 2004; World Bank, 2003). Education systems in developing countries are beginning to offer or seek ways to provide ICT training as a basic skill and knowledge base. Proactive policy for gender equality in ICT access has not always accompanied the unprecedented ICT growth trend. Many civil-society representatives to the World Summit on the Information Society (WSIS) argue for ICT access to be considered a basic human right (Girard & Ó Soichrú, 2004; UN, 1948). ICT capability is considered a basic skill for education curriculum at tertiary, secondary, and even primary levels in developed regions. In developing regions, ICT access and capability are more limited but are still tightly woven into economic communication systems. ICTs minimize time and geography barriers. Two thirds of the world’s poor and illiterate are women (World Bank, 2003). Infant and maternal health are in chronic crisis for poor women. Where poverty is highest, HIV and AIDS are the largest and fastest growing health threat. Ninety-five percent of people living with HIV and AIDS are in developing countries, partly because of poor dissemination of information and medical treatment. Women are more vulnerable to infection than men. Culturally reinforced sexual practices have led to higher rates of HIV infection for women. Gender equality and the empowerment of women, starting with education, can help fight the spread of HIV, AIDS, and other major diseases. ICT can enhance health education through schools (World Bank). Some ICT developers, practitioners, and distributors have identified ways to incorporate gender inclusiveness into their policies and practice for problem-solving ICT applications toward each MDG target area. Yet ICT research, development, education, training, applications, and businesses remain male-dominated fields, with only the lesser skilled and salaried ICT labor force approaching gender equality. Successful integration of gender equality and ICT development policy has contributed to MDG progress through several projects in the developing regions. Notable examples are the South-African-based SchoolNet Africa and Bangladesh-based Grameen Bank Village Pay Phone. Both projects benefit from international public-private partnerships. These and similar models suggest the value and importance of linking gender equality and empowerment with global partnership for development, particularly in ICT. This article reports on developing efforts to coordinate the achievement of the MDGs with policy, plans, and practice for gender equality beyond the universal educational target, and with the expansion of ICT access and participation for women and men. The article examines the background and trends of MDG 3, to promote gender equality and the empowerment of women, with particular consideration of MDG 8, to develop global partnership for development, in ICT access and participation.
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Tavares, Vanda Fernandes, Victor Henrique Rodrigues Dias, Dandara Lima de Souza, et al. "ENVIRONMENTAL PRACTICES AS AN INSTRUMENT OF INCLUSION FOR PEOPLE WITH DISABILITIES." In Science and Connections: The Interdependence of Disciplines. Seven Editora, 2025. https://doi.org/10.56238/sevened2024.037-113.
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The study assesses the contribution of environmental education practices to the lives of people with intellectual disabilities served by APAE - Barcarena through environmental education workshops that are part of the project “Eco-efficient Education: School, Society, Environment and Sustainability”, developed through a partnership between the Federal Rural University of the Amazon (UFRA), through the Institute of Agricultural Sciences (ICA) and the Amazon Center for Accessibility, Inclusion and Technology (ACESSAR), and the Empresa Navegações Unidas Tapajós (Unitapajós). The great challenge facing humanity is to reduce man's predatory action on natural resources and environmental education practices are important tools in the process of raising awareness and including people with intellectual disabilities to achieve harmony between man and nature with mutual benefits. In this context, a qualitative research was conducted through a bibliographic survey and application of a questionnaire with questions related to the topic. The results show that the use of environmental education practices to promote socio-educational inclusion proved to be an important tool in the inclusion of people with intellectual disabilities, providing the development of motor coordination, social inclusion and improvements in daily practices and healthy eating.
Conference papers on the topic "ICT School Coordinator"
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Chisalita, Oana, and Carmen Cretu. "ICT SUPPORT AND ICT USE IN ROMANIAN SECONDARY EDUCATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-209.
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The use of Information and Communication Technologies (ICT's) is a mandatory task for all teachers working in Romanian secondary education. Teachers have to use ICT during computer science classes, but also as an instrument to develop other subjects. However, despite the investments oriented towards increasing ICT access and ICT teachers training, the use of technology during the educational activities is not as high as expected. Therefore, analyses focusing on factors that influence the ICT use in education are required. This paper aims to identify the role played by the ICT support on the ICT use in secondary schools. The study involved 282 teachers from lower secondary (N=125) and upper secondary (N=157) schools. The analysis took into account the peers support, school's manager support, school's inspectorate support and ICT coordinator support. The results indicate that the main support structure that enhances the ICT use is the peer support. Romanian secondary teachers who work in schools where teachers use ICT, discuss about ICT and look for new ways of integrating technology during the activities are those who use more ICT's and report about the benefits. The ICT access is no longer a major issue for secondary school teachers but further studies must take a step further and analyze teachers' ICT beliefs, their ICT experiences and other factors which may impact on the ICT use. While discussing about the ICT coordinator' support, the results revealed higher levels of encouragement received from the Information and Communication Technology Coordinator.
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Rusu, Ioan, Adrian Adascalitei, Elena simona Bacaita, and Oana Rusu. "IMPACT OF 132731 POSDRU PROJECT ON SCHOOL EDUCATION CURRICULA THAT USE ICT TECHNOLOGIES AND E-LEARNING: EXPERIENCE OF THE TECHNICAL UNIVERSITY "GHEORGHE ASACHI" OF IASI." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-223.
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Project "Improving the theoretical and practical education for teachers in the use of modern educational technologies in teaching physics and technical disciplines" POSDRU/157/1.3/S/132731 was designed as a national strategic partnership, involving six Teacher Training Centers from Moldavia Region of Romania, coordinated by the Technical University "Gheorghe Asachi" of Iași. The project aims to achieve the necessary framework to adapt technical teaching, in an environment marked by the digital revolution, by implementing modern educational tools and ICT technologies in teaching and learning activities. The paper analyses the consequences of the Project on school education curricula and on both teachers and students from schools around East region of Romania. Quality e-Learning applied to technical education activities have to improve: engagement of learners; acknowledgement of learning context; challenge for learners and the involvement of practice. Fundamentals of continuous training of teachers were put through: expansion of teaching and learning techniques using support offered by ICT and the educational platforms of "blended-learning" and/or e-Learning, used as integrated tools for managing teaching. Teachers benefit from using virtual environment, provided by Project platform, based on Moodle software. Thus, teachers obtained theoretical knowledge and practical skills needed for the use of ICT technologies, by integrating interactive teaching and learning techniques and computer-mediated communication. It is analyzed the opportunity and the possibility of implementing an e-Learning system in school education and its impact on both teachers and students. The paper examines a variety of determinants that influence technology acceptance and successful implementation of a Virtual Learning Environment in schools. It was obvious that teacher attitudes to the implementation of those technologies in school are tied to their attitudes and responses to national objectives in education and national strategies for reshaping learning.
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Andrei, Angela, and Andreea diana Scoda. "HOW THE POTENTIAL OF ICT IS INTEGRATED IN COUNSELLING AND GUIDANCE THROUGHOUT ROMANIA." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-130.
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The present article analysis the results obtained from a national survey, conducted by the Institute of Educational Sciences in October 2015. The purpose of this survey was to provide an overview of the activity of the County Psycho-pedagogical Assistance Centres (CPPAC) in pre-university education and the Career Counselling and Guidance Centres (CCGC) in higher education. The design of the paper looks into data collected from counsellors and coordinators from different counselling centres regarding the following issues: the training needs of counsellors from pre-university education and from higher education in Romania; number of beneficiaries of counselling centres who benefited from ICT-based counselling and guidance; examples of educational projects on ICT-based counselling and guidance accomplished in the counselling centres at pre-university and university level and difficulties faced by counsellors in their daily professional activities. The discussion approaches important questions related to the following aspects: how ICT is used by the counselling services, if ICT training is sufficient for practitioners today, types of ICT based projects of guidance and counselling, either in schools or in universities. The paper foresees also a theoretical analysis on the basis that ICT is an essential tool for counsellors in any field of professional practice. The documentary analysis concerns the opportunity of using ICT resources, type of training provided for the counsellors working in the County Centres for Resources and Educational Assistance and in the Career Counselling and Guidance Centres and last but not least, the educational projects as support for their institutional development. The questionnaire survey is the main sociological method used on a sample of counsellors and coordinators of counselling centres at pre-university and university level, with the aim to extract relevant conclusions for readers (opportunities, threats, strengths and weaknesses) that resulted from the investigation.
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Okumura, Shinji. "TEACHERS’ INSIGHTS ON THE JAPAN-AUSTRALIA PRIMARY SCHOOL VIRTUAL EXCHANGE PROJECT." In EduCon Rome – International Conference on Education, 10-11 September 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.215216.
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Research Objectives In 2022, an intercultural virtual exchange (VE) project between Japanese and Australian primary schools was conducted. Students engaged in activities such as exchanging self-introduction video clips and commenting on counterparts’ clips through Padlet. This study aimed to evaluate teachers’ perspectives on the VE project, uncovering successful aspects and pedagogical issues from the viewpoints of language teachers. The research highlights the transformative potential of technology in promoting intercultural education and underscores the need for teacher collaboration in educational practices. Methodology The study utilized a qualitative approach, conducting semi-structured interviews with two teachers who participated in the intercultural VE project. The interviews focused on the successful aspects and challenges of the project. The collected data were manually analyzed using a comparative analysis approach to identify key themes and pedagogical challenges. Findings The findings revealed several similarities: Both teachers expressed high satisfaction with the project, emphasized the importance of ongoing interactions, acknowledged initial challenges, and found the experience rewarding. Identified issues included difficulties in aligning school schedules, managing the time-consuming video production process, and obtaining parental consent for using VE platforms. Varying levels of ICT proficiency among teachers also hindered smooth operation, highlighting the need for comprehensive planning and technological skills in VE. Research Outcomes The project’s success was attributed to the dedication and collaboration of educators who integrated technology into their teaching, enhancing students’ linguistic skills and cultural appreciation. Despite challenges, the project provided valuable professional development and emphasized the importance of planning and technological skills. Future Scope Future projects should focus on improving schedule coordination, streamlining the video production process, enhancing ICT training for educators, and developing efficient methods for obtaining parental consent. These steps will ensure smoother implementation and maximize the educational benefits of VE.
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Javorcik, Tomas, and Tatiana Havlaskova. "The Incorporation of Digital Technology into Education from the Point of View of School Principals and ICT Coordinators." In 2022 20th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2022. http://dx.doi.org/10.1109/iceta57911.2022.9974862.
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Debeljuh, Andrea, Maja Ruzic baf, and Ranko Rajovic. "NTC (NIKOLA TESLA CENTER) CAMP AND INFORMATION AND COMMUNICATION TECHNOLOGIES – KIDS EVALUATION OF INNOVATIVE LEARNING TECHNIQUES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-036.
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The paper presents the NTC (Nikola Tesla Centre) learning methodologies. The researches that shows the importance of movement for children, especially before primary school, are presented. One of the basic principles of the NTC learning system is to help children, parents and educators for a whole development, in order to achieve the full potential of the child. To gain this result the NTC learning system provides exercises that include rotation, balance, dynamic accommodation of the eye, fine motoric, stimulation of the foot, coordination eye - hand, speech, etc.. The paper presents also the importance of usage the Information and communication technologies (ICT) for educational purposes and for a proper use of ICT in education. The second part of the paper presents the results of a pilot research project on the NTC camps held in Croatia and Serbia. The population analysed is a sample of 68 kids from Serbia, Croatia and Bosnia and Hercegovina from 7 to 12 years old. The aim was to understand how children acquire new learning methodologies and to define which activities they like most. The activities were: morning gym, NTC learning methodologies, playing in nature and on the beach or mountain. The paper analyses also the perception of the possibility to use the NTC learning techniques for learning at the school. The last part of the questionnaire analyses if the children own a smartphone. If yes, how much they use it during the workweek and during the weekend and how to they spend their free time
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Iacob, Mihai. "EUROPEAN TRENDS IN THE USE OF ICT IN DELIVERING COUNSELLING SERVICES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-118.
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Career counselling services have benefited considerably from the advent of new technologies, but it seems that for the better part of the last two decades introducing ICT to counselling was more of a happenstance process rather than a coordinated effort. The new technologies have offered quick and cost effective solutions to a large array of problems from data management to guidance in the transition from school to the labour market. Despite diverging practices, several trends have emerged at European level in the use of ICT in delivering counselling services. Based on a Europe wide survey conducted in the second half of 2011 we point out common practices and phenomena related to this area. Training courses for practitioners are high on the agenda of institutions employing their services, with the development of counselling tools (e.g. questionnaires, self-evaluation tools, data bases, etc.) equally important. We are witnessing a shifting paradigm, from facilitating access to self-help tools and raw information, to an active relation between client and counsellor, as well as the establishment of communities for clients with similar interests. While the community of practitioners has been quick to embrace the new environment, clients are slower in accessing web based counselling. This seems to be in correlation with the use of ICT within the general population o a certain country or region. There is a growing need for web based counselling services, but even the most developed counselling systems in Europe still report low numbers of clients compared to face to face counselling. Financing seems to be the mediating factor for the adoption of ICT tools within the different counselling systems. Countries that devote larger grants to research and development in this area have acquired purpose built tools, while lower investment has meant having to adapt the applications designed for general use in education or other areas. Facilitating the exchange of tools and practices would be a cost effective way to encourage the use of ICT while maintaining an adequate quality standard. Networks like Euroguidance and ELGPN have been successful in promoting cooperation on a Europe wide scale.
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Rusu, Ioan, Adrian Adascalitei, Irina Lungu, Ioan Giurma, and Neculai eugen Seghedin. "IMPACT OF DIDATEC PROJECT ON ENGINEERING CURRICULA THAT USE "BLENDED-LEARNING": EXPERIENCE OF THE TECHNICAL UNIVERSITY "GH ASACHI" OF IASI." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-197.
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Authors: Ioan Rusu, Adrian Adascalitei , Irina Lungu, Ioan Giurma, Neculai Eugen Seghedin, Technical University "Gheorghe Asachi" of Iasi Project "University School of initial and continuous training of teachers and trainers in the field of engineering and technical specialties - DidaTec" POSDRU/87/1.3/S/60891 was designed as a national strategic partnership, involving ten technical universities from Romania, coordinated by the Technical University of Cluj-Napoca. The project aims to achieve the necessary framework to adapt teaching of engineering and technical education, in an environment marked by the digital revolution, by implementing modern educational tools and ICT technologies in teaching and learning activities performed in technical universities from Romania. The paper analyses the consequences of the Project on engineering curricula. Also the impact of learning ICT technology on both teachers and students from Technical University "Gh. Asachi" of Ia&#537;i are analyzed. Quality Blended Learning applied to engineering education activities have to improve: engagement of learners; acknowledgement of learning context; challenge for learners; and the involvement of practice. The provision of support mechanisms for students in blended learning settings contributes to the learning experience in a number of ways: enables learners to establish a sense of belonging and involvement, a sense of community, which encourages and motivates participation; Supports can scaffold learning and help students to undertake and complete activities and tasks they might not be able to do on their own; Learning supports in the form of communications and discussions provide opportunities for higher order thinking and conceptual development often not evident in independent learning settings. This paper explores blended learning environments from metaphorical and generational perspectives, suggesting that that the language of higher education reflects metaphors that are evolving for the academy, faculty, and students. Fundamentals of continuous training of teachers were put through: expansion of teaching and learning techniques using support offered by ICT, and the educational platforms of "blended-learning" and / or e-Learning, used as integrated tools for managing teaching. Teachers benefit from using virtual environment, provided by Project: DIDATEC platform. Simultaneously, teachers use Moodle experimental platform of the Technical University. Thus, teachers obtained theoretical knowledge and practical skills needed to set up their Blended-Learning BL courses , by integrating interactive teaching and learning techniques and computer-mediated communication.
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Mocofan, Muguras daniel. "LEARNING BY GAMES; A STUDY CASE OF THE COFFE PROJECT IMPLEMENTATION IN ROMANIA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-077.
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Introduction COFFE project proposes the transferring and modernizing an on-line tool "Simulation enterprise", dedicated to vocational school students which enables users to run virtual enterprise producing mobile phones and manage it in an environment reflecting real economic conditions. The game is concentrated on developing entrepreneurial skills and encouraging users to run in the future own business. The main aims and objectives are: o increasing knowledge on enterprise functioning and enterprise management, o raising awareness in the field of contemporary economic conditions in Poland and other partner countries, o helping game users to develop entrepreneurship and use this knowledge for learning and developing competences from areas: entrepreneurship, mathematics, ICT and foreign languages, o raising awareness among key stakeholders in the field of key competences which are necessary to possess to get employed. The COFFE PROJECT COFFE project is a partnership of six organizations and institutions, which are: educational institution (University of Economics and Innovation, Poland and GEA College, Slovenia), non-governmental organization (OIC Poland), counseling services and career guidance (CPIP Romania), chambers of commerce (Cambra Tarrasa from Spain) and research centres (RCI, Cyprus). The consortium partners are familiar with issues connected with developing entrepreneurial attitudes as well as experienced in multilateral projects within LLP Programme as all of them participated previously in LLP, either as leading partner or as a partner organization/institution. The project will cause an increase of entrepreneurial attitudes amongst young people (mainly vocational school students) and other interested in development their entrepreneurial skills, increase their knowledge from macro-economy as well as popularize using modern training methods (e-learning and simulation games) which are recently becoming more attractive and effective. Learning by games "Business Simulation" game system is the Internet application simulating realities of the contemporary market within the business realm. Games take place in the virtual world and reflect the basic rules and dependencies existing in the business world. Players play a role of owners of companies producing mobile phones. Their task is to start and develop their companies in the reality of competition with other enterprises of similar profile and run by other players. Competing on this difficult market requires a skillful management of the company's potential and resorting to cooperation with trade partners. The object of the game's simulated market are mobile phones. Each one is characterized by two features: quality level and functionality level. In the game, time runs in a constant manner. Its flow is measured in units called steps. The bigger unit applied is a period, which is a multiple of steps of the game. Notions of periods and steps may be respectively identified with months and days in the real world. In the game there is no equivalent of a year. The world in which the game takes place has its geographical properties. It is all divided into locations, each of which is situated in a given country and has its geographical coordinates. At the start of the game, all the business entities which require their headquarters are automatically located on the map. These are players' companies, clients, suppliers, warehouses and transport companies. It means that each company receives an investment plot on some country's territory and therefore the access to trade partners existing in a particular country. In order to enter into partnership with foreign companies, a player's company will have to establish a branch in a neighboring country. The screen describing a given branch of a player's company, presents a kind of magnification of a singular part of the world map. It also includes a list of organizational units which have their headquarters in this location together with providing their basic parameters. Below, there is also a component showing values of factors describing a given branch, such as being assigned to a given country, its parameters on the world map, a quantity of building plots and its value. An empty, newly bought investment plot includes several free building plots. A player decides on ways of its exploitation. Particular building plots in this location will be taken over by buildings belonging to organizational units. With the moment of its purchase, one of building plots is automatically taken over by an administration building which represents a workplace on managerial staff and administration. Furthermore, a company branch screen has an option of changing its name. Results The paper presents the study case of the implementation of the COFFE project in Romania. We present aspects about: o the developing of the on-line simulation game, designed for specific purpose and target group o the impact of this tool which will reflect economical conditions to the students o the use of modern technologies to make the training process as attractive as possible o the promotion of the entrepreneurship, innovativeness and self-employment
Reports on the topic "ICT School Coordinator"
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Elacqua, Gregory, Isabel Jacas, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Welfare Effects of including Household Preferences in School Assignment Systems: Evidence from Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004676.
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We study the welfare produced by a coordinated school assignment system that is based exclusively on minimizing distance to schools, comparing the matches it produces to a system that includes household preferences using a deferred acceptance algorithm. We leverage administrative data and a mechanism change implemented in the city of Manta, Ecuador in 2021 to estimate household preferences and show that considering applicant preferences produces large welfare gains. Our counterfactual exercises show that differences across alternative assignment mechanisms are small. Survey data on household beliefs and satisfaction support these conclusions. The evidence indicates that coordinated school choice and assignment systems can have large welfare effects in developing country contexts.
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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Senior High School: What Do Additional Years of Basic Education Schooling Buy? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.15.
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Written for the Second Congressional Commission on Education, this Policy Note summarizes new early evidence on the impact of the senior high school (SHS) program on the timing of school attendance and employment, quality of employment, and even marriage, fertility, and child health. It concludes that SHS graduates tend to have higher wages and more chances of employment in middle-skill occupations than junior high school graduates. It argues that although reverting to a K to 10 [Kindergarten to Grade 10] system or restricting SHS to college attendees might be financially beneficial in the short term, the K to 12 program could be a better long-term choice based on projections. Meanwhile, despite evidence supporting SHS education’s effectiveness, it does not imply its implementation was flawless. Previous studies highlighted challenges such as inadequate resources, limited track options, and poor coordination with external partners. Moreover, schooling quality issues persist in SHS, including problems with reading and writing competencies. To address these challenges, this paper recommends addressing service delivery gaps by expanding strand offerings, ensuring competent teachers, and strengthening linkages with future pathways through collaboration with employers and mapping competencies. It also emphasizes educating the public about the benefits of SHS without overselling it, enhancing work immersion programs, and promoting certification of technical-vocational skills.
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Tadi, Massimo. New Lynn – Auckland IMM Case Study. Unitec ePress, 2017. http://dx.doi.org/10.34074/book.062.
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Integrated Modification Methodology (IMM) has already been applied in established metropolitan contexts, such as Porto Maravilha in Rio de Janeiro, the neighbourhood of Shahrak-e Golestan in Tehran, and Block 39 in New Belgrade. When Unitec Institute of Technology’s Associate Professor of Urban Design Dushko Bogunovich came up with the idea of a comparative analysis of two sprawling metropolitan contexts – Auckland and Milan – he and Massimo Tadi, Director of the IMMdesignlab in Milan and Associate Professor at the School of Architectural Engineering at the Politecnico di Milano, decided to apply IMM to a sample area of low-density suburban Auckland. The project presented in this book was developed in a joint international design workshop organised by Politecnico di Milano, IMMdesignlab and Unitec Institute of Technology. The workshop was held at Politecnico di Milano, Polo Territoriale di Lecco (Italy), from 25–29 May 2015, and the team, comprising 14 international students from different design disciplines, was coordinated by Tadi and Bogunovich, assisted by engineers Hadi Mohammad Zadeh and Frederico Zaniol (IMMdesignlab). The outcomes of the workshop were then further developed by IMMdesignlab to demonstrate how, by adopting IMM, it is possible to retrofit, renovate and reactivate an inefficient and energy consuming neighbourhood into a more integrated and sustainable one.
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Cole, Christian, Gordon Milligan, Antony Chuter, et al. How lived experience can inform and direct pain projects: Alleviate Pain Data Hub as a case study. University of Dundee, 2024. https://doi.org/10.20933/100001357.
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BACKGROUND: Chronic pain affects a large proportion of the general population – at least 34% of adults in the UK - and it has a huge impact on people’s lives as well as the workplace and health services, accounting for more than 75% of the years lived with disability. Despite this, chronic pain is poorly captured in clinical data which makes it difficult to identify appropriate patient cohorts especially for retrospective observational studies. A different model for pain-related projects is to include the patient voice directly into the team with the addition of funded patient members. Here we present our positive experiences from within the Alleviate Pain Data Hub. AIMS: To demonstrate how the patient voice is an intrinsic part of chronic pain research through the experience of the Alleviate Pain Data Hub and its pain community. To highlight the lived experience of people with chronic pain to inform the project and to respond to important issues. METHODS: Throughout the lifetime of the Alleviate project two patient representatives have been included as part of the core project team. Using their input, alongside the input of a wider Chronic Pain Advisory Group, a continuous theme of outputs was generated to inform current and future research. For example, in 2023, a chronic pain survey based on a set of questions developed and used by Chronic Pain Australia (CPA) in 2023 was adapted for the UK population. Ethics approval was gained by the University of Dundee, School of Medicine ethics committee. The survey was open for a month between 16th November – 15th December 2023 and was shared via social media by the Alleviate Data Hub, the Advanced Pain Discovery Platform (APDP), Pain UK and HDR UK, plus direct contact was made with various large organisations, trade unions and charities. The survey was open to all adults across the UK. RESULTS: The patient members of the team have been included throughout the project lifecycle and have been instrumental in delivering several of Alleviate’s outputs. Together with a public/patient involvement and engagement (PPIE) coordinator the patient members developed a recruitment strategy for the Alleviate pain community which includes 336 individuals. From this pool we recruited a panel of pain forum members who join in regular project meetings, PPIE specific events and have contributed to the direction taken in Alleviate. This includes the initiation of a collaboration between Alleviate, APDP, Pain UK and CPA on the reuse of the Australian survey in the UK. The questions covered general demographics of the participants and covered topics around an individual’s experience with pain and subsequent contact with health professionals, what research topics are important, and their emotional experiences relating to chronic pain research. 623 responses from across the UK four nations were received with a dominance of people living in England (71%), female (80%), with a median age of 53 and 9% from an ethnic minority background. Some key responses were that 75% of respondents felt ignored or dismissed by healthcare services and upto 44% were stigmatised by GPs or other health professionals. Further analysis will be presented covering aspects of the patient journey, management of their pain and views on most important research topics. CONCLUSIONS: Being able to include the knowledge and experience of those living with pain and act on their needs and/or requests highlighted how impactful partner patient partners can be. The patient voice is a powerful director and motivator within Alleviate which has instigated several activities that would not have otherwise occurred: 1) raised the importance of chronic pain; 2) produced instructive materials for the public and researchers; and 3) instigated new collaborations.
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Reproductive health education in Ghana: Perspectives of School Health Education Programme (SHEP) Coordinators. Population Council, 2025. https://doi.org/10.31899/sbsr2025.1005.
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Schools in Ghana have integrated reproductive health education (RHE) topics into their curricula and School Health Education Programme (SHEP) Coordinators recognize the importance of RHE. However, for RHE to reach its full potential, it needs to be established as a stand-alone subject. This study highlights the challenges and opportunities in delivering in-school RHE, underscoring the interplay between policy frameworks, implementation strategies, and locally accepted approaches.
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Meeting the moment: The gender and education community's response to COVID-19. Population Council, 2021. http://dx.doi.org/10.31899/pgy23.1009.
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Across the globe, the COVID-19 pandemic continues to disrupt girls’ education. With sudden school closures, social gathering restrictions, and shifting funding priorities, organizations have had to halt, adapt, or create new girls’ education programming to meet the challenges of this moment. It is more important than ever to coordinate our efforts to ensure girls receive a quality education as we navigate the pandemic’s complex effects. To target COVID-19 response efforts effectively and efficiently, we must first understand who is doing what and where in the global gender and education ecosystem. This is an initial snapshot of global COVID-19 girls’ education activities as of April 2021.