Relevant bibliographies by topics / Malawi. Ministry of Education, Science, and Technology

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

Academic literature on the topic 'Malawi. Ministry of Education, Science, and Technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Malawi. Ministry of Education, Science, and Technology"

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Chirwa, Grames, Francis Lingolwe, and Devika Naidoo. "AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 16–47. http://dx.doi.org/10.47604/ijodl.1316.

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Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners. Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.
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Mwamsamali, O. K. K., and A. W. Mayo. "Gender mainstreaming in integrated rural water supply and sanitation project in Mzimba, Malawi." Journal of Water, Sanitation and Hygiene for Development 4, no. 2 (February 6, 2014): 293–303. http://dx.doi.org/10.2166/washdev.2014.111.

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Gender mainstreaming in the water sector in Malawi was analyzed using the Mzimba Integrated Rural Water Supply and Sanitation (IRWSS) project as a case in point. Information required for the study was obtained through interviews, administering a set of questionnaires and data collecting from existing documents. The results show that women in decision-making positions at head office of the Ministry responsible for water affairs only constitute about 11.1%. Assessment of the budget allocations has revealed that previously no budgetary allocations were made for gender issues, and that since the 2006/07 fiscal year about US$14,286 was allocated for gender mainstreaming. Women's involvement in local governance institutions and project activities in Mzimba is generally high. Most local water committees have 60% women and 40% men, whereas participation in project activities is highly rated at 97.2%. To improve gender balance, the Ministry responsible for water has to work with stakeholders in the education sector. Besides, great disparities still exist between men's and women's participation in water projects at a local level (97.2% for women) and a person's socioeconomic position greatly affects their inclusion in the local governance structures. Addressing these issues would, therefore, result in better gender integration in the water sector.
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Malaidza, Hector M., and Robert Strong Jr. "Forecasting Future Funds for Food Security Projects: A Reflection on Trainings for Frontline Extension Staff on Improved Agricultural Practices in Malawi." Journal of International Agricultural and Extension Education 24, no. 1 (April 15, 2017): 10–16. http://dx.doi.org/10.5191/jiaee.2017.24103.

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Eighty percent of the Malawian population depends on agriculture for employment. This commentary is a reflection of a number of training workshops conducted to orient frontline extension staff on improved agricultural technologies. These trainings were conducted by the Technology Transfer Unit (TTU) is under the Department of Agricultural Research Services (DARS) of the Ministry of Agriculture, Malawi. The manuscript contains an analysis across various activities were done before, during, and after a number of technical training sessions. The manuscript presents a detailed picture of processes associated with implementation of the trainings where technical information was shared. The results conceptualize insights of things what was effective, and suggests ways of improving trainings in the future. Therefore, this commentary stresses on the importance of conducting training needs assessments for specific technical groups. The lessons drawn from the analysis are sketched in a general schematic model that can be used for designing, implementing and evaluating future agricultural extension staff trainings to improve food security of Malawians.
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Masambuka-Kanchewa, Fallys, Mary Rodriguez, Emily Buck, Jera Niewoehner-Green, and Alexa Lamm. "Impact of Agricultural Communication Interventions on Improving Agricultural Productivity in Malawi." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 116–31. http://dx.doi.org/10.5191/jiaee.2020.273116.

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Agricultural communication (AGCOM) has been known to aid in disseminating research-based agricultural information among Malawian farmers. In 1958 the Malawi Government, via the Ministry of Agriculture, established the Agricultural Communications Branch (ACB) in an attempt to increase access to and adoption of scientifically-proven technologies among farmers. Moreover, in 2000 the Malawi Government started implementing an agricultural extension policy that promoted pluralistic demand-driven extension, which led to the increased availability of non-governmental organizations providing AGCOM services to farmers. However, after several decades of using different communication tools to promote new technologies, low productivity in most small holder farms remains a challenge, with limited adoption of improved technology as one of the contributing factors. In this exploratory, convergent, mixed methods study, 30 Malawian farmers and six AGCOM officers who were selected using convenient and snow ball sampling respectively participated in key informant interviews. In addition, 64 AGCOM officers who were selected using simple random sampling were involved in a survey. The findings of the study revealed that information delivered to farmers does not address farmer needs in most cases. Specifically, existing policies, source and availability of funding, and the agricultural calendar influenced choice of information that was disseminated. For example, the existing policy does not allow AGCOM officers to disseminate local and innovative farmer practices unless they are tested and approved by scientists. Such policies, perpetuates a mindset among farmers that innovations originate from outside their communities, thereby making it hard for them to share their local, indigenous ideas with their colleagues. Moreover, it has contributed to the inability of AGCOM to be used as an innovation creation tool, hence AGCOMs’ limited impact. Keywords: adoption, improved technologies, agricultural communication, increased productivity, information dissemination
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Chauncey, Kate. "Theories of Intelligence, Goal Orientation and Attribution in Malawi's MESA Schools." Research in Comparative and International Education 1, no. 1 (March 2006): 88–108. http://dx.doi.org/10.2304/rcie.2006.1.1.8.

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This article suggests that, as the Malawian Ministry of Education, Science, and Technology continues to advocate for educational access, equity and quality, aspects of educational psychology may be particularly important to consider in context. It presents and discusses research conducted in June and July 2004. The key research concepts (theories of intelligence, goal orientation, attribution to setback, and confidence) are briefly introduced, and then, the study's objectives, methods and findings are each discussed in turn. The research objectives included: (i) examination of the relation between particular Malawian students' theories of intelligence and their goals and attributions in response to academic setback; (ii) examination of gender differences in students' theories of intelligence, goals, setback attributions, and confidence levels; and (iii) exploration of the variables mentioned as possible predictors of students' 2004 examination scores (controlling for student demographics and prior academic performance). In order to reach these aims, a survey was administered to 284 Malawian students attending Malawi Education Support Activity (MESA) schools. Test scores were collected from ‘progress books,’ and quantitative data were supplemented by semi-structured interviews with key informants. Students' theories of intelligence were found to be associated with their goals and setback attributions, but not with their confidence levels. Females were significantly more likely than males to hold entity theories of intelligence, to have dominant performance goals, and to attribute academic setback to lack of intelligence. Male students reported moderately higher confidence than females. Regression analysis revealed ‘learning goal’ to significantly predict test scores. The findings suggest that student theories, goals, and attributions warrant further research and school community attention. In addition, the findings encourage questions concerning the cross-cultural applicability of certain educational psychology theories. In conclusion, this article recognises the need to understand cross-cultural differences in educational psychology, yet raises questions by identifying potential similarities between previous findings from the United States, United Kingdom, and Hong Kong and the study at hand.
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Mamani, Elisabeth. "Sustainability of the Effectiveness of Complementary Feeding and Learning Session in Improving Nutrition Status and Feeding Practices of Children in Malawi-RCT." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 234. http://dx.doi.org/10.1093/cdn/nzaa043_085.

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Abstract Objectives To estimate the proportion of children aged 6 to 9 months who met the minimum dietary diversity and minimum meal frequency between children in CCFLS group versus children in GMP and compare their anthropometric indices 6 months post-intervention in Thyolo district. Methods Children age 6 to 9 months from Thyolo district, Nchiramwera area were individually randomised into intervention or control arm of the study. Caregivers of children in the intervention arm received CCFLS sessions while those in control arm attended standard growth monitoring promotion sessions (GMP) at their nearest facility. Data on feeding practices were collected at baseline and after six months. Furthermore, data on anthropometric indices were collected monthly for six months. CCFLS vs control group comparisons of baseline-end-line change in proportions of achieving minimum dietary diversity (MDD) and frequency (MDF) were done. Additionally, both bivariate and multivariate logistic regression analyses were done to determine the effect of CCFLS on improving MDD and MDF at six months follow up. Student's t-test was used to compare the mean six months change in anthropometric indices in the CCFLS group to the control group. Results A cohort of 168 children were randomised; 84 in the CCFLS arm and 84 in the GMP arm. There was strong evidence of an association between receiving the CCFLS intervention and achieving MDD. Adjusting for the baseline MMD proportion the children that had CCFLS had a nearly 12 times higher odds of achieving MDD compared to controls, AOR (95% C.I.) 12.43 (5.39 –28.67 p value < 0.001). After 6 months follow up, the mean (95% C.I.) change in weight in the CCFLS group was + 1.45 kg (1.30–1.59) and + 1.22 kg (1.02 –1.42) in the GMP group and this was statistically significantly different (p-value 0.04 t-test). Analysis showed there was no association between receiving CCFLS intervention and achieving a change in MMF and MUAC. Conclusions Impact of CCFLS in improving MDD and weight gain is sustained post intervention, at least in the short term of 6 months follow up. Funding Sources Malawi Government; Ministry of Education Science and Technology.
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MANTANI, Hiroyuki. "Action by Ministry of Education, Culture, Sports, Science and Technology." TRENDS IN THE SCIENCES 16, no. 12 (2011): 50–51. http://dx.doi.org/10.5363/tits.16.12_50.

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Nampota, D. C., and J. J. Thompson. "Curriculum continuity and school to university transition: science and technology programmes in Malawi." Compare: A Journal of Comparative and International Education 38, no. 2 (March 2008): 233–46. http://dx.doi.org/10.1080/03057920701542008.

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Nampota, Dorothy, Jeff Thompson, and Felicity Wikeley. "The DEVELOPMENT OF HUMAN CAPACITY IN MALAWI: THE ROLE OF SCIENCE AND TECHNOLOGY." International Review of Education 55, no. 1 (September 5, 2008): 59–74. http://dx.doi.org/10.1007/s11159-008-9113-0.

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BANDO, Kumiko. "Efforts of MEXT (the Ministry of Education, Culture, Sports, Science and Technology)." TRENDS IN THE SCIENCES 16, no. 8 (2011): 24–27. http://dx.doi.org/10.5363/tits.16.8_24.

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Dissertations / Theses on the topic "Malawi. Ministry of Education, Science, and Technology"

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Kalowamfumbi, Frank Tisu. "Implementation challenges to Performance Management System (PMS) in Malawi`S Civil Service: case of Ministry of Education, Science and Technology (MOEST)." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013563.

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The Malawi Government introduced the Performance Management System (hereafter referred to as PMS) in 2008 in an effort to enhance efficiency, effectiveness and productivity in the public service. However, since its introduction there have been indications that the system is encountering a number of challenges which are derailing and obstructing its implementation. This research was aimed at exploring those implementation challenges to PMS in the Malawi Civil Service with a case study of the Ministry of Education, Science and Technology (MoEST). Recommendations are made to the concerned parties for possible improvement in the implementation of PMS. The study took a qualitative approach whereby interviews with key informants, sampled purposively, were conducted in order to get relevant information to the problem. Besides the interviews, a study of official documents was done in accessing secondary data. The overall findings of the studyare that, although PMS plays a significant role in the improvement of productivity in an organisation, the Malawi government in general and the Ministry of Education, Science and Technology in particular, are failing to implement it effectively due to varying challenges that are generic to the entire Malawi Civil Service and also specific to the MoEST. The generic implementation challenges included: lack of correct understanding of the term performance management, design challenges and inadequate consultation, lack of linkage between rewards and performance, lack of leadership and management commitment, lack of knowledge and skills about the process and procedure of PMS, weak monitoring and evaluation (M&E) system, lack of clear legislation on PMS, lack of communication on organizational strategies,absence of performance standards, inadequate financial resources, attitude problem and social culture, political will not bending on performance and also the nature of the Civil Service. This research identified the following specific implementation challenges in the MoEST: inadequate sensitization and training on PMS, structural arrangements in the Ministry, numerous vacant positions and understaffing, unclear career path, duo lines of reporting, grade of employee determining the criterion of assessment, promotion interviews for teachers rarely happen, under qualified head teachers managing institutions, as well as administrative arrangements and political appointments to positions. The study upon giving recommendations to have the highlighted challenges addressed accordingly with a sense of commitment, concluded that the performance management system in Malawi Civil Service and MoEST in particular , while well-intentioned, is really fraught with numerous challenges that have adversely impacted on its implementation. At the individual level a lot of work has to be done in relation to making PMS being accepted. Most of the employees in the Malawi Civil Service and MoEST have little knowledge or none at all about the system as such effective implementation is failing to take place.
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Dias, Cleidson Nogueira. "Gestão de redes interorganizacionais para o desenvolvimento local e regional: o caso do ministério da integração nacional e dos institutos federais de educação, ciência e tecnologia." reponame:Repositório Institucional do FGV, 2010. http://hdl.handle.net/10438/7946.

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Submitted by Paulo Junior (paulo.jr@fgv.br) on 2011-04-27T19:39:42Z No. of bitstreams: 1 CLEIDSON NOGUEIRA.pdf: 3247606 bytes, checksum: 2523e7c4a0fadd1a801a7d7b9858a51e (MD5)
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Made available in DSpace on 2011-04-28T12:00:06Z (GMT). No. of bitstreams: 1 CLEIDSON NOGUEIRA.pdf: 3247606 bytes, checksum: 2523e7c4a0fadd1a801a7d7b9858a51e (MD5) Previous issue date: 2011-10-22
This research inquity to analyze the importance of managing interorganizational networks as a catalyst for local and regional development. Therefore, the methodology used was content analysis in two important cases of public policies aiming at territorial development in Brazil, and analyzed the data collected in connection with the existing theory on development and networks. The results showed that in the implementation of policies by this research, the network management influences positively the effective reach of its objectives and is an extremely strong tool support, having an outstanding importance among the factors that stimulate development.
Esta pesquisa busca analisar a importância da gestão de redes interorganizacionais como catalisadora do processo de desenvolvimento local e regional. Para tanto, utilizou-se a metodologia de análise de conteúdo em dois relevantes casos de políticas públicas com vistas ao desenvolvimento territorial brasileiro, e analisaram-se os dados coletados em conexão com a teoria existente sobre desenvolvimento e redes. Os resultados apontaram que, na implementação das políticas estudadas neste trabalho, a gestão de redes influencia positivamente o alcance efetivo dos seus objetivos e constitui-se em uma ferramenta de apoio extremamente forte, tendo uma importância de destaque entre os fatores que impulsionam o desenvolvimento.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Books on the topic "Malawi. Ministry of Education, Science, and Technology"

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Malawi. Office of the President and Cabinet. Ministry of Education, Science, and Technology: Common services capacity assessment and development report. Lilongwe, Malawi]: Office of the President and Cabinet, Republic of Malawi, 2008.

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British Columbia. Office of the Auditor General. Value-for-money audits: Ministry of Advanced Education, Training, and Technology. Victoria, B.C: Office of the Auditor General, 1993.

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Kenya, Ministry of Education Science &. Technology. Report of the Ministry of Education Science & Technology study visit to Tanzania on implementation of universal primary education: 9th-13th June 2003. [Nairobi]: Republic of Kenya, Ministry of Education Science & Technology, 2003.

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Kagakushō, Japan Monbu. Monbu Kagakushō: Ministry of Education, Culture, Sports, Science and Technology : Waga kuni no kyōiku kagaku gijutsu gakujutsu supōtsu bunka : Heisei 14-nendo. Tōkyō: Monbu Kagakushō, 2002.

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Friedrich, Pfaffe Joachim, University of Malawi. Centre for Language Studies, Deutsche Gesellschaft für Technische Zusammenarbeit, and National Symposium on Language Policy Formulation (5th : 2004 : Mangochi, Malawi), eds. Making multilingual education a reality for all: Operationalizing good intentions : proceedings of the joint Third International Conference of the Association for the Development of African Languages in Education, Science and Technology (ADALEST) and the Fifth Malawian National Language Symposium held at Mangochi, Malawi, 30 August-03 September 2004. Zomba, Malawi: University of Malawi, Centre for Language Studies, 2004.

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Nihon shokuhin hyōjun seibunhyō: Monbu Kagakushō Kagaku Gijutsu Gakujutsu Shingikai Shigen Chōsa Bunkakai hōkoku = Standard tables of food composition in Japan : report of the Subdivision on Resources The Council for Science and Technology Ministry of Education, Culture, Sports, Science and Technology, Japan. 5th ed. Tōkyō: Kokuritsu Insatsukyoku, 2005.

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Nihon shokuhin hyōjun seibunhyō: Shibōsan seibunhyō hen : Monbu Kagakushō Kagaku Gijutsu Gakujutsu Shingikai Shigen Chōsa Bunkakai hōkoku = Standard tables of food composition in Japan : Fatty acids section : report of the Subdivision on Resources The Council for Science and Technology Ministry of Education, Culture, Sports, Science and Technology, Japan. 5th ed. Tōkyō: Kokuritsu Insatsukyoku, 2005.

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Value-for-money-audits: Ministry of Health. [Victoria, B.C.]: The Office, 1994.

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Bickel, Bruce. Bruce & Stan's God said it-- and bang! it happened: The believable explanation of creation. Nashville, Tenn: Tommy Nelson, 2001.

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Gakujutsu yogoshu: Japanese scientific terms : Instrumentation technology / compiled by Ministry of Education, Science Sports and Culture. Keisoku Jido Seigyo Gakkai, 1997.

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Book chapters on the topic "Malawi. Ministry of Education, Science, and Technology"

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Kozeluh, U., and Roman Winkler. "Europeans have a Say: Online Debates and Consultations in the EU. Final report of a study carried out in the framework of the NODE programme of the Austrian Federal Ministry of Education, Science and Culture. Institute of Technology Assessment and Centre for Social Innovation." In ITA - Elektronische Publikationen, ITA—pb—a34. Wien: Verlag der Österreichischen Akademie der Wissenschaften, 2005. http://dx.doi.org/10.1553/ita-pb-a34.

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Chipeta, George Theodore, and Winner Dominic Chawinga. "Knowledge Management Capability in Higher Education." In Advances in Library and Information Science, 302–33. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1741-2.ch015.

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For many years, universities have been accredited for being driving engines for the global economy by training experts in various fields of study such as Medicine, Education, Engineering, Mining, Technology, Military and Knowledge Management just to mention some of the most notable ones. Mzuzu University (MZUNI) which is one of the four public universities in Malawi is also involved in the production of knowledge through research and teaching activities by its lecturers. By self-administering a questionnaire to 130 lecturers at MZUNI, the authors investigated knowledge management practices by lecturers at MZUNI by addressing three objectives namely; types of knowledge created and acquired by lecturers, techniques of sharing and dissemination of knowledge and challenges faced. Results suggest that lecturers are involved in knowledge management practices although knowledge creation is mainly achieved through PhD and master's theses as part of their training as opposed to research outputs published in peer reviewed journals.
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Nakata, Ikuo, and Yoshiyuki Yamashita. "Program Transformation of CCFG Programs* *This research was supported in part by a Grant-in-Aid for Scientific Research of the Ministry of Education, Science and Culture (No. 62460221)." In Advances in Software Science and Technology, 71–87. Elsevier, 1990. http://dx.doi.org/10.1016/b978-0-12-037101-3.50010-7.

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Nyamundundu, Alice Violet. "Women and IT in Lilongwe." In Encyclopedia of Information Science and Technology, Fourth Edition, 3393–401. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch296.

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The purpose of this paper was to investigate and describe why women in Malawi and Africa at large are underrepresented in IT despite the wide spread availability of IT either through cell phones, institutions and general computer hardware and software. Gender discriminates women in education and world of work. The gender issue is all rooted, promoted and strengthened in cultural beliefs. Literature reveals that for their part, African women have internalized the so called inferiority position through their culture and society. Critiques of these beliefs commonly agree that there is need for mental rewiring on gender equity roles. Women need to believe in themselves and shun the positional gender differences which are causing severe imbalances in education and workplaces across Africa. The findings led to the overarching conclusion that African culture is not really changing with the times and it pushes women on the edge. One recommendation will be arrived at, there is need to include to a larger scale gender equity and justice system in education and workplaces across Africa.
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"Appendix 1: Junior High School Curriculum Guidelines, Published by the Ministry of Education, Culture, Sports, Science and Technology (MEXT)." In The Discursive Construction of Hierarchy in Japanese Society, 189–90. De Gruyter Mouton, 2020. http://dx.doi.org/10.1515/9781501514876-008.

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Katoh, Iyoko, Yoshiyuki Yoshinaka, Akiko Shoji, Noriyuki Sagata, and Yoji Ikawa. "FUNCTION OF BOVINE LEUKEMIA VIRUS (BLV) TAX AND REX GENES11Supported by Special Research Coordination Funds from the Science and Technology Agency of the Japanese Government, and grants from the Ministry of Health and Welfare of Japan for Comprehensive 10 year Strategy for Cancer Control, and from the Ministry of Education, Science and Culture of Japan." In Recent Progress of Life Science Technology in Japan, 161–71. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-12-370652-2.50018-9.

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Nagai, Masahiro, and Noriyuki Matsunami. "Gifted Education and One Case Solution through E-Learning in Japan." In Cases on Instructional Technology in Gifted and Talented Education, 381–410. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch018.

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Japanese parents are genuinely concerned about their children's education, especially if the latter display exceptional abilities. Such parents also believe that the public education system insufficiently nurtures their gifted children's potential. Consequently, parents frequently enroll their children in private schools and afterschool programs at cram schools (juku), which feature accelerated, condensed curriculums. Juku have subsequently prospered, with approximately 37.8% of Japanese sixth grade students attending one (Ministry of Education, Culture, Sports, Science, & Technology in Japan, 2008). Public schools have noted juku students' excellent examination results and begun hiring juku instructors (Kuroishi, 2009). Unfortunately, equally gifted, but poor, students cannot afford to enroll in these institutions (Mimiduka, 2009). Therefore, the authors propose implementing an e-learning system, granting students affordable access to supplemental learning opportunities. Herein, they discuss the state of Japanese gifted education before highlighting e-learning's effectiveness in this context based on practical educational research at a Tokyo elementary school.
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Iijima, Yasuyuki. "Lesson Study Project Supported by Ministry of Education, Culture, Sports, Science and Technology: How to Effectively Use Computers in Class." In Japanese Lesson Study in Mathematics, 180–81. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707475_0037.

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Schaaf, Jannik, Michaela Neff, Joerg Scheidt, Michael Steglich, and Holger Storf. "Citizen Science in Human Medicine and the Use of Software-Systems: A Rapid Scoping Review." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210557.

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Citizen science allows involving interested citizen in the entire research process in science. In the past, various citizen science projects have been performed in different research fields, especially in human medicine. We conducted a rapid scoping review to determine which citizen projects in human medicine already used software-based systems to engage citizens in the research process. Furthermore, we analysed which of the software-systems are publicly available, especially in the field of rare diseases, how citizens can participate using those tools and whether the usability was rated by the participants. To get insights for our project “SelEe (Seltene Erkrankungen bürgerwissenschaftlich erforschen)”, which is a citizen science project in rare diseases funded by the Federal Ministry of Education and Research (BMBF), we aimed to identify projects in this research area. We searched PubMed for articles between 2011 and 2021 and performed a title- and abstract screening, as well as a full-text screening. Finally, 12 studies were identified in different research areas like public health, genetic research and infectious diseases. We could not identify any study directly associated with rare diseases. None of the studies investigated usability of those systems. Furthermore, five publicly available citizen science software-systems were identified. Three of them are general systems that allow creating, operating, managing citizen science projects and including citizens in the research process. In further investigations, we will check and compare these systems, if they are appropriate for use in our SelEe-project.
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Bakken, Sara, John Bielinski, Cheryl K. Johnson, and Yigal Rosen. "Animalia." In Handbook of Research on Technology Tools for Real-World Skill Development, 360–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9441-5.ch014.

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The study described in this chapter is based on a joint World ORT, Israeli Ministry of Education and Pearson initiative to provide an opportunity for international student collaboration on a series of complex science problems. Students from four schools in Israel, three in the United States and one in Mexico, participated in collaborative complex problem-solving on science topics selected by teachers at the participating schools. The intent was to expose students to the realities of collaborating with people under unfamiliar conditions (such as different cultures, languages, and time zones) in order to reach a shared goal, and to foster the value of this practice. The chapter presents the rationale for the project, describes the Animalia mini-course in detail, presents major findings and discusses implications for future curriculum development and further research.
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Conference papers on the topic "Malawi. Ministry of Education, Science, and Technology"

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Pereira, Marcus Vinicius, and Agnaldo Arroio. "ANALYSIS OF SCIENCE VIDEOS PRODUCED BY BRAZILIAN MINISTRY OF EDUCATION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.92.

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It is presented an analysis of science videos produced by Ministry of Education of Brazil to prepare high school students for an exam. It was identified how these videos were produced under filmic analysis framework. They are long duration videos, more similar to TV programs, which incorporate popular Youtube videos to solve problems inset with the dialogue between a presenter (an actor) and a teacher. Also there is weak relation between the guest interviewed and the video subject. Keywords: media literacy, filmic analysis, science education, Youtube.
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Wahyudiwan, Doni Dwi Hantyoko, Yudho Giri Sucahyo, and Arfive Gandhi. "Information security awareness level measurement for employee: Case study at ministry of research, technology, and higher education." In 2017 3rd International Conference on Science in Information Technology (ICSITech). IEEE, 2017. http://dx.doi.org/10.1109/icsitech.2017.8257194.

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Simatupang, Obeth, and Binsar Simanjuntak. "Strategy and Performance Measures of Information Technology in the Enhancement of Financial Management Internal Control, Ministry of Public Works and Housing." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009504407480753.

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Métioui, Abdeljalil, and Louis Trudel. "ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?" In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.

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In the present research of a qualitative type, we present the results of an experimentation led with 94 pre-service primary teachers from Quebec in Canada. The experimentation, which lasts four months at the rate of three hours per week, took place in two phases. The first phase took place in 4 steps in order to help student teachers to acquire knowledge competency in science and pedagogical knowledge competency, in accordance with the curriculum of the ministry of the education of the government of Quebec. In the second phase, the students had to prepare two teaching sequences centered on laboratory experimentations to the intention of their future pupils of the first, second or third cycle (please note that each cycle lasts for two years). For it, they had to follow an approach similar to the one experienced in the first phase. Finally, they had to complete a questionnaire to specify the difficulties of a scientific or pedagogical nature that they encountered during the conceptions of their teaching sequences. The analysis of the sequences constructed and of the data of the questionnaire shows an effort important on their behalf, in spite of the difficulties they met and that will be presented. Key words: training, pre-service teachers, primary school, knowledge competence, pedagogical knowledge competence.
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Chung, Moon-Sun, and Jong-Won Kim. "Status of Solid State Hydrogen Storage Technology for Fuel Cells in Korea." In ASME 2011 9th International Conference on Fuel Cell Science, Engineering and Technology collocated with ASME 2011 5th International Conference on Energy Sustainability. ASMEDC, 2011. http://dx.doi.org/10.1115/fuelcell2011-54131.

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There are four R&D programs on hydrogen and fuel cell in Korea. Two of them are supported by MEST (Ministry of Education, Science and Technology) and others are funded by MKE (Ministry of Knowledge Economy). The hydrogen production technologies examined in Korea cover 3 main bases, fossil fuel, renewable energy including photo-catalytic, bio-hydrogen technology, and high temperature gas-cooled reactor. In October 2003, Korean government launched Hydrogen Energy R&D Center (HERC) as a member of the 21st Century Frontier R&D programs supported by the Ministry of Education, Science and Technology (MEST). The HERC has conducted research on the key technologies for the production, storage, and utilization of hydrogen energy for expediting realization of hydrogen economy based on renewable energy sources. The main purposes of this paper are to overview the current status of research programs for hydrogen storage technologies conducted by Hydrogen Energy R&D Center based on the patent applications as well as research topics and to introduce specific achievements in each research program.
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Ferdiansyah, Reinaldy, Andre Rahmanto, and Yulius Slamet. "Government Public Information Disclosure Supporting System : The Implications Of Disruptive Technology For Ministry Of Finance Public Information Services in Indonesia." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302440.

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Qu, Li-juan, Li-nan Lei, Wei Chen, and Jin-yuan Qian. "Energy Consumption Prediction of University Buildings in China and Strategies for Energy Efficiency Management." In ASME 2015 9th International Conference on Energy Sustainability collocated with the ASME 2015 Power Conference, the ASME 2015 13th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2015 Nuclear Forum. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/es2015-49071.

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In 2007, Chinese Ministry of Education (MOE) and Ministry of Housing & Urban-Rural Development (MOHURD) carried out the Campus Resource Conservation Actions, in order to take full use of resources and to improve the energy efficiency. However, due to the large amounts of universities, the total energy consumption and the energy efficiency situation have no objective statistics. Taking modeling the energy consumption of university buildings as the starting point, this paper analyzes the characteristics of university buildings in China. Then, we do the prediction, trend and potential analysis of the total energy consumption in 2020. In addition, four strategies for energy efficiency management are carried out, which might be helpful for all the university managers and related departments.
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Kobayashi, T., M. Kato, H. Sori, Y. Sasai, M. Sato, T. Inada, K. Harada, and T. Okada. "Sustainable Progression of Technology Education for Atomic Energy Engineering in Tsuyama National College of Technology." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16567.

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This study describes the achievements of a program that provides technology education about low-level radiation to develop practical core engineers. An education program starting at an early age and continuous and consistent educational agendas through seven years of college has been constructed in collaboration with regional organizations. Subjects relating to atomic energy or nuclear engineering were regrouped as “Subjects Related to Atomic Power Education” for most grades in each department. These subjects were included in the syllabus and the student guide book to emphasize a continuous and consistent policy throughout the seven-year period of college study, comprising the five-year system and the additional two-year advanced course. Furthermore, the content of lectures, experiments, and internships was enriched and realigned in collaboration with the Japan Atomic Energy Agency (JAEA), Okayama University, and Chugoku Electric Power Co., Inc. Additional educational materials were developed from inspection visits by teaching staff to atomic energy facilities were also used in the classes. Two student experiment textbooks were developed to promote two of the subjects related to atomic energy: “Cloud Chamber Experiment” and “A Test of γ-ray Inverse Square Law.” In addition to the expansion and rearrangement of atomic power education, research on atomic power conducted for graduation thesis projects was undertaken to enhance educational and research activities. Some examples are as follows: “Study on the Relation between γ Dose Rate and Rainfall in Northern Okayama Area,” “Remote Sensing of Radiation Dose Rate by Customizing an Autonomous Robot,” and “Nuclear Reaction Analysis for Composition Measurement of BN Thin Films.” It should be noted that an atomic-energy-related education working group has been in place officially to continue the above activities in the college since 2011. In consequence, although government subsidy has been decreasing, both human and material resources have been enhanced, and many students with a satisfactory understanding of atomic energy are being developed. This program was partially funded by the Ministry of Education, Culture, Sports, Science and Technology in Japan.
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Lestari, Dwi, and Lina Miftahul Jannah. "Collaborative Governance In Propelling The Transmission Process of Research Results Into Industrial Products And Its Development At The Ministry of Research, Technology, And Higher Education (The Developmental Study On Zenmed's Orthopedic Implant)." In 1st International Conference on Administrative Science, Policy and Governance Studies (ICAS-PGS 2017) and the 2nd International Conference on Business Administration and Policy (ICBAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icaspgs-icbap-17.2017.41.

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Koshizuka, Seiichi, Jie Liu, Noriyuki Shirakawa, Yasushi Uehara, Masanori Naitoh, and Yuichi Yamamoto. "R&D of the Next Generation Safety Analysis Methods for Fast Reactors With New Computational Science and Technology: 1 — Introduction of the Project and Development of Structural Mechanics Module." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48499.

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Sponsored by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan, a computer code, named COMPASS, has been developed employing the Moving Particle Semi-implicit (MPS) method for various complex phenomena of core disruptive accidents (CDAs) in sodium-cooled fast reactors (SFRs). The COMPASS is designed to analyze multi-physics problems involving thermal hydraulics, structure and phase change, in a unified framework of MPS method. In this and the following five papers [1–5], the outcomes of the project in FY2006 are presented. In FY2006, development of the basic functions of the COMPASS was completed and fundamental verification calculations were carried out. In this paper, the outline of the project and a part of COMPASS, the structural mechanics part, are described, including formulation of MPS method and the conceptual design of COMPASS, and the results of the basic verification calculations for structural mechanics module.
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Reports on the topic "Malawi. Ministry of Education, Science, and Technology"

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Snell, Mark. Report on Project Action Sheet PP05 task 3 between the U.S. Department of Energy and the Republic of Korea Ministry of Education, Science, and Technology (MEST). Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1088052.

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Tiefenthaler, Brigitte. Evaluierung des Netzwerks Altern. Endbericht. Technopolis Group - Austria, 2019. http://dx.doi.org/10.22163/fteval.2019.506.

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In 2015, the Federal Ministry of Education, Science and Research (BMBWF), together with the Federal Ministry of Transport, Innovation and Technology (BMVIT), the Austrian Research Promotion Agency (FFG) and other partners, founded the initiative "Strategic Networking Platforms in the Context of Major Societal Challenges", including such a platform on issues of demographic change. The BMBWF has commissioned the Austrian Platform for Interdisciplinary Ageing Issues(ÖPIA) with its implementation. The three-year BMBWF funding for the Ageing Network expired in mid-2019. Therefore, Department V/10 of the BMBWF commissioned Technopolis Group Austria to evaluate the Ageing Network. The aim of this evaluation was to form a basis for the decision on the further funding of the Network Ageing after the expiry of the current contract. To this end, we analysed and evaluated what has been achieved so far and developed recommendations for the future work of the Network Ageing. Translated with www.DeepL.com/Translator (free version)
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Aiginger, Karl, Andreas Reinstaller, Michael Böheim, Rahel Falk, Michael Peneder, Susanne Sieber, Jürgen Janger, et al. Evaluation of Government Funding in RTDI from a Systems Perspective in Austria. Synthesis Report. WIFO, Austria, August 2009. http://dx.doi.org/10.22163/fteval.2009.504.

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In the spring of 2008, WIFO, KMU Forschung Austria, Prognos AG in Germany and convelop were jointly commissioned by the Austrian Federal Ministry for Transport, Innovation and Technology and the Austrian Federal Ministry of Economy, Family and Youth to perform a systems evaluation of the country's research promotion and funding activities. Based on their findings, six recommendations were developed for a change in Austrian RTDI policy as outlined below: 1. to move from a narrow to a broader approach in RTDI policy (links to education policy, consideration of the framework for innovation such as competition, international perspectives and mobility); 2. to move from an imitation to a frontrunner strategy (striving for excellence and market leadership in niche and high-quality segments, increasing market shares in advanced sectors and technology fields, and operating in segments of relevance for society); 3. to move from a fragmented approach to public intervention to a more coordinated and consistent approach(explicit economic goals, internal and external challenges and reasoning for public intervention); 4. to move from a multiplicity of narrowly defined funding programmes to a flexible, dynamic policy that uses a broader definition of its tasks and priorities (key technology and research segments as priority-action fields, adequate financing of clusters and centres of excellence); 5. to move from an unclear to a precisely defined allocation of responsibilities between ministries and other players in the field (high-ranking steering group at government level, monitoring by a Science, Research and Innovation Council); 6. to move from red-tape-bound to a modern management of public intervention (institutional separation between ministries formulating policies and agencies executing them, e.g., by "progressive autonomy").
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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