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Relevant bibliographies by topics / Motivation in education – Mauritius

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Academic literature on the topic 'Motivation in education – Mauritius'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Motivation in education – Mauritius"

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Keshwar Seebaluck, Ashley, and Trisha Devi Seegum. "Motivation among public primary school teachers in Mauritius." International Journal of Educational Management 27, no. 4 (2013): 446–64. http://dx.doi.org/10.1108/09513541311316359.

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Ian, Chambers, Roberts John, Urbaniak Suzy, et al. "Education for Sustainable Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program." Sustainability 11, no. 20 (2019): 5817. http://dx.doi.org/10.3390/su11205817.

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In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study

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Rabaud, Caroline, Naushad Mamode Khan, and Smita Rampat. "Independent and digital reading among undergraduates: the case of the University of Mauritius." Journal of Applied Research in Higher Education 10, no. 3 (2018): 296–310. http://dx.doi.org/10.1108/jarhe-09-2017-0117.

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Purpose Undeniably, the growing influence of technology has had a significant impact on the reading process of undergraduate students and it is thus of priority interest now to understand the factors influencing independent and digital reading. The paper aims to discuss these issues. Design/methodology/approach In total, 231 questionnaires were administered among undergraduates at the University of Mauritius. A factor analysis was carried out and it was revealed that the attitude toward reading was mainly influenced by six aspects termed “Entertaining and Important,” “Lack of Interest,” “Conve

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Appavoo, Perienen. "Explaining the Low Primary School Performance in the Rural District of Black River, Mauritius: A Teacher’s Perspective." Journal of Education and Research 4, no. 2 (2015): 39–53. http://dx.doi.org/10.3126/jer.v4i2.12388.

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Pass rates at the end of primary schooling for the rural district of Black River are alarming as they have remained at a low level over many years. This research seeks to explain the situation from a teacher’s perspective and to unveil the causes which persistently hamper student progress. Statistics show that children in Black River are on a par with their counterparts in other rural and urban areas in respect to access to school facilities, qualified teachers, and provision of pedagogical materials and learning tools. This study shows that students’ motivation, follow-up of learning at home

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Roopchund, Randhir. "Analysing the different Entrepreneurship Education initiatives for the development of a conducive and motivating entrepreneurial ecosystem in Mauritius." Management and entrepreneurship: trends of development 3, no. 13 (2020): 97–113. http://dx.doi.org/10.26661/2522-1566/2020-3/13-08.

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Santosh Kumar, Mahadeo, and Mahomed Aniff Gurrib. "Priority Education Zones in Mauritius." PROSPECTS 38, no. 2 (2008): 227–35. http://dx.doi.org/10.1007/s11125-008-9070-1.

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GUNPUTH, Rajendra Parsad. "Low Cost Tertiary Education: The Price to Pay for Knowledge-Business Hub-The Mauritius Transitional Education Case Study." Journal of Education and Vocational Research 5, no. 4 (2014): 154–64. http://dx.doi.org/10.22610/jevr.v5i4.164.

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Most United Kingdom (UK) universities are franchising fast with foreign universities affording low cost tertiary education. Most students and graduates in Mauritius have their degree and other awards from local, Indian or British universities. However, in the recent couple of years UK universities are franchising more and more with local institutions (University of Mauritius and University of Technology Mauritius) with large campuses on the small island of the Republic of Mauritius. Of both French (1715-1810) and British colonisation (1810-1968) until its independence in 1968 the young Republi

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Bissoondoyal, Suren. "Issues in Examinations in Mauritius." Educational Measurement: Issues and Practice 19, no. 2 (2005): 25. http://dx.doi.org/10.1111/j.1745-3992.2000.tb00028.x.

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Bissoondoyal, Suren. "Issues in Examinations in Mauritius." Educational Measurement: Issues and Practice 19, no. 4 (2005): 30. http://dx.doi.org/10.1111/j.1745-3992.2000.tb00047.x.

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Cheng, Ka Ming. "Trade, tourism, education, and growth in Mauritius." International Journal of Tourism Policy 3, no. 2 (2010): 159. http://dx.doi.org/10.1504/ijtp.2010.034209.

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Dissertations / Theses on the topic "Motivation in education – Mauritius"

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Payneeandy, Shakuntala. "Teacher autonomy and the quality of education in Mauritius." Thesis, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402076.

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Sanmukhiya, Chintamanee. "Social returns to education in the Republic of Mauritius." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006684/.

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This is the first attempt to estimate social returns, by which is meant pre-tax wage gains, to education in the Republic of Mauritius. Social returns are estimated for both sexes, by gender, by private and public sectors, and by rural and urban areas. This study uses cross sectional data from a sample of the 2000 Population Census. Although Psacharopoulos along with other researchers have estimated returns to education for many countries, the Republic of Mauritius had not so far been included due to lack of data prior to 2000. The Mincerian approach is used to estimate social returns for the R

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Brouillette, W. Ronald. "The development of special education in Mauritius: A case study." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185779.

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Special education development progresses through predictable stages as a result of social, political and economic forces. These influential forces are conveyed through efforts of agencies and individuals from within and outside the nation. Despite these efforts, approximately 2% of the estimated 140 million disabled children in developing nations receive an education (UNESCO, 1988). A case study in Mauritius investigated the interrelationships among forces influencing special education development for the benchmark years 1976, 1982 and 1991. The study employed six methods for data collection:

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Mohadeb, Praveen. "Higher education in Mauritius : an analysis of future financial sustainability." Thesis, Edinburgh Napier University, 2003. http://researchrepository.napier.ac.uk/Output/3863.

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Juggernauth, Sutnarain. "Education and national development in post-independant Mauritius in an international perspective, 1968-1982." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019659/.

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I will argue that education and development in post-independent Mauritius should be discussed in its proper historical context: the transformation of the international system in the post-war era. The major change was the rise of the U.S.A. as the dominant power in the international system; and it is under the aegis of various American institutions, most particularly the U.N.O, that the concept of education, implying formal education, and the concept of development, implying economic growth in the mode of the Western industrialised countries, were brought together. I will suggest that Susanne B

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O'Grady, Kevin. "Motivation in secondary religious education." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE pr

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Cowan, Geraldine M. "Diabetic patient education and motivation." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14498/.

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Diabetes mellitus is a condition which requires a high degree of patient cooperation in self-management to achieve optimal glycaemic control. The concept of patient education, to enhance the treatment and management of diabetes, is well recognised. Several diabetes education programmes have already been described, but increased knowledge of diabetes did not necessarily result in improved self-mangement or glycaemic control. Other factors, such as attitudes and motivations, may therefore be particuarly important. The aims of the present study were to investigate the influence of patients' attit

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Emilien, Stephanie Blandine. "Changing work and employment institutions in Mauritius : challenges for workers, companies and education and training institutions." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/32938.

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This thesis critically explores how changing work and employment institutions have brought about challenges for workers, companies and Education and Training institutions in Mauritius. The study uses a historical institutionalist approach as well as additional concepts to examine how Work and Employment as well as Education and Training institutions of Mauritius, have adjusted to contemporary economic conditions. Recently, Mauritius, a former French and British colony, has diversified its economy and launched its Business Process Outsourcing (BPO) sector. The sector has developed in parallel w

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Epps, Susan Bramlett. "Motivation Workshop." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2580.

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Warburton, Victoria Emily. "Approach-avoidance motivation in physical education." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/13962.

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Physical education (PE) represents one of the most important physical settings in which to study motivational processes due to its uniqueness in including all young people with a wide range of physical abilities. Moreover, positive experiences in school PE are thought likely to enhance lifelong physical activity, giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is increasing concern over the physical activity levels of young people today, and understanding the changes in pupil's motivational

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Books on the topic "Motivation in education – Mauritius"

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Australia. National Office of Overseas Skills Recognition. Mauritius: A comparative study. Australian Government Publishing Service, 1993.

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Motivation in education. Nova Science Publishers, 2009.

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Hartnett, Maggie. Motivation in Online Education. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0700-2.

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Kanwal, Ramlal. Motivation towards adult education. Criterion Publications, 1990.

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Achieving education for all: The experience of Mauritius. UNESCO, International Institute for Capacity Building in Africa, 2001.

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Motivation to learn. Kappa Delta Pi Press, 1985.

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Gilbert, Ian. Essential Motivation in the Classroom. Taylor & Francis Inc, 2004.

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Samuel, Michael, and Marie Hyleen Sandra Mariaye. Continuity, complexity, and change: Teacher education in Mauritius. Common Ground Publishing, 2015.

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Pintrich, Paul R. Motivation in education: Theory, research and applications. Prentice-Hall, 1996.

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Pintrich, Paul R. Motivation in education: Theory, research, and applications. Merrill, 1996.

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Book chapters on the topic "Motivation in education – Mauritius"

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Samuel, Michael Anthony, and Hyleen Mariaye. "Schooling Education in Mauritius." In Handbook of Education Systems in South Asia. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3309-5_54-1.

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Samuel, Michael Anthony, and Hyleen Mariaye. "Schooling Education in Mauritius." In Handbook of Education Systems in South Asia. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-0032-9_54.

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Barke, Hans-Dieter, Günther Harsch, and Siegbert Schmid. "Motivation." In Essentials of Chemical Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_2.

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Volz, Austin, Julia Higdon, and William Lidwell. "Motivation." In The Elements of Education for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-30.

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El Miedany, Yasser. "Motivation in Education." In Rheumatology Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_19.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Introduction and Motivation." In Rethinking Engineering Education. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_1.

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Liu, Honggang. "Language Teacher Motivation." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_124-1.

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Mohamedbhai, Goolam. "Higher Education Systems and Institutions, Mauritius." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_461.

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Mohamedbhai, Goolam. "Higher Education System and Institutions, Mauritius." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_461-1.

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Hibler, Brian P., and Steven Q. Wang. "Education, Motivation, and Compliance." In Principles and Practice of Photoprotection. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29382-0_27.

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Conference papers on the topic "Motivation in education – Mauritius"

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Goodoory, Ashwini, and Kaviraj Goodoory. "NINE YEAR SCHOOLING IN MAURITIUS - POLICY ANALYSIS AND IMPLEMENTATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2238.

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Sukhoo, Aneerav, Andries Barnard, Mariki M. Eloff, and John A. Van der Poll. "An Assessment of Software Project Management Maturity in Mauritius." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2922.

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It is sometimes very difficult for an organization to adopt a specific software project management methodology in a short space of time. It requires sufficient time, adequate financial support and skilled human resources in order to start with a comprehensive methodology. It is, however, often more appropriate to use a maturity model so as to progress from one maturity level to the next. Assessment of the maturity level of an organization provides a good benchmark to rate the success of its operations. One such exercise was carried out in South Africa in 2003, and the overall average project m

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Sukhoo, Aneerav, Andries Barnard, Mariki Eloff, and John Andrew van der Poll. "An Evolutionary Software Project Management Maturity Model for Mauritius." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3158.

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Software project management is a relatively recent discipline that emerged during the second half of the 20th century (Kwak, 2003). Many of the software project management methodologies available today were developed in Western/European countries and research showed that there was a need to formalise a software project management framework for developing countries, in particular Africa (Muriithi & Crawford, 2003). Based on surveys and discussions with software professionals, a methodology for software project management is being proposed. The methodology is based on a maturity model as Mau

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Sameer Sunhaloo, Mohammad, Jeetendre Narsoo, and Ameeta Gopaul. "An Interactive E-Learning Tool for Kids in Mauritius." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3322.

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In this paper, we give an overview of an interactive e-leaming tool which we have developed for kids aged from eight to eleven years old in Mauritius. By developing this software, we aim at promoting self learning and developing information and communication technology skills among the youngsters in Mauritius. The e-learning tool developed is based mainly on the science curricula covered at upper primary and lower secondary levels, in the Mauritian schools and colleges respectively. Our software does not intend to render obsolete or replace the existing pedagogical approaches. On the other han

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Panchoo, Shireen. "Distance education and MOOC: Opportunities for quality education in higher education in Mauritius." In 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2015. http://dx.doi.org/10.1109/mite.2015.7375362.

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Bedacee, Aansa Devi. "MAURITIUS AS A KNOWLEDGE HUB: THE HURDLES, CHALLENGES AND SOLUTIONS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1513.

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Udhin, Waaiza, Seema Goburdhun, Shameem Oozeerally, Farhanaz Goolamhossen, Kaviraj Peedoly, and Reshma Gungapersand. "EVALUATING THE IMPACT OF INTERACTIVE WHITEBOARD IN PRIMARY SCHOOLS IN MAURITIUS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1900.

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Rasskazova, Tatiana, Nadezhda Dubina, Nadezhda Yedik, and Victoria Aksenova. "BLENDED LEARNING IN L2: MOTIVATION OR DE-MOTIVATION?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1548.

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Fuhrmann, Thomas. "Motivation Centered Learning." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658436.

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Eroğlu, Erhan. "Motivation in Classroom." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.67.

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Reports on the topic "Motivation in education – Mauritius"

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Guryan, Jonathan, James Kim, and Kyung Park. Motivation and Incentives in Education: Evidence from a Summer Reading Experiment. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w20918.

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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiy

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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing s

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance th

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be in

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research o

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou

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