Relevant bibliographies by topics / Olympic Values Education Programme

Contents

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

Academic literature on the topic 'Olympic Values Education Programme'

Author: Grafiati
Published: 28 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Olympic Values Education Programme"

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Ribeiro-Silva, Elsa, Mariana Amaral-da-Cunha, and Paula Batista. "Educating Teachers for Sustainability and Social Justice: A Service-Learning Project in Physical Education Initial Teacher Education." Education Sciences 13, no. 12 (2023): 1173. http://dx.doi.org/10.3390/educsci13121173.

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The Sustainable Development Goals are a mission for all societies. Higher education has an essential role in preparing citizens for this global challenge by adopting student-centred approaches and active methodologies. Service Learning (SL) is recognised as having educative value in promoting values, teamwork, and social awareness. The pedagogical project reported in this study was built with the underpinnings of the SL and active learning methodologies and aimed to describe and analyse the experience built on the principles of SL for Society within the theme of Olympics values. This study too
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Madan, Murat, and Müfide Yoruç Çotuk. "The Long-Term Impact of the Youth Olympic Games Culture and Education Program on Turkish Athletes." Journal of Sport and Health Research 16, no. 3 (2024): 503–22. https://doi.org/10.58727/jshr.103022.

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Since 2010, the International Olympic Committee (IOC) has been organizing the Youth Olympic Games (YOG), a recent addition to the Olympic family, designed for talented athletes aged 15 to 18. These games not only encompass competitive events but also include cultural and educational Programmes. The primary objective of this study is to explore the long-term educational, social, and cultural impacts of the YOG on Turkish athletes. A total of 11 Turkish athletes (comprising 4 Olympic athletes, 4 elite level athletes, and 3 retired athletes) were selected through purposive and snowball sampling f
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Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.

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This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theor
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Ponciano Nuñez, Pedro Danilo, Juan Diego Blas Fernández, and Claudio Manolo Castro Hernández. "Evaluación institucional de la eficiencia de un programa social de educación olímpica (Institutional evaluation of the efficiency of a social Olympic education program)." Retos 51 (October 11, 2023): 408–18. http://dx.doi.org/10.47197/retos.v51.100604.

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El uso de programas para la enseñanza de valores sociales por medio del deporte se ha ido popularizando los últimos años. Sin embargo, se ha reportado evidencia limitada sobre la programación implementada por organizaciones gubernamentales en Centro América. El propósito de nuestro estudio se centró en analizar el estado de implementación de un programa de mentoría impartido por atletas para centros educativos escolares en Guatemala. Los objetivos de la investigación se lograron mediante un enfoque cuantitativo y la participación de 70 participantes involucrados en el programa. Los resultados
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Mudondo, Dr Eng Tafadzwa, Phillis Tena, Prof Wenceslaus Mudyanadzo, and Tafadzwa Nyamande. "Strengthening the Capacity for Developing Employability and Entrepreneurial Skills for Intellectually Disabled Learners through Curriculum Reform in Zimbabwe; Evidence from the Skills Development Programme Developed by Harare Polytechnic in Partnership with Special Olympics Zimbabwe." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 112–36. http://dx.doi.org/10.47772/ijriss.2024.801010.

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The study provided a framework of developing employ ability and entrepreneurial skills through curriculum reform for intellectual disability[ID] learners in Zimbabwe. The research was a collaboration between two partners, Harare Polytechnic and Special Olympics Zimbabwe, through a Memorandum of Understanding, to tackle the challenges of stigma and skills development for intellectual disabled learners in Zimbabwe. Special Olympics Zimbabwe carried a qualitative assessment of potential skills that could be done by ID learners from the total list of skills offered by Harare Polytechnic and 22 lea
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Brownell, Susan. "Beijing's Olympic Education Programme: Re-Thinking Suzhi Education, Re-Imagining an International China." China Quarterly 197 (March 2009): 44–63. http://dx.doi.org/10.1017/s0305741009000034.

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AbstractStarting in 2005, the largest “Olympic education” programme ever implemented by an Olympic host country was carried out in schools in Beijing and across China. By looking at the ways in which the policies for this programme were created and implemented, this article challenges the common perception that there was a “master plan” surrounding all aspects of the Beijing Olympics that was imposed by the party-state from the top down with the singular goal of promoting nationalist and communist ideology. It makes the point that by contrast with the suzhi (“quality”) education that preceded
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Mika, Magdalena. "Pedagogical Values of Olympic Education." Studies in Sport Humanities 20 (December 20, 2016): 21–26. http://dx.doi.org/10.5604/01.3001.0012.6486.

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Olympic education is currently perceived as one of the most eff ective forms of upbringing, which is why it should be included in modern pedagogy. It is important because of the values of Olympism and education through sport. When speaking of Olympic education, its origins and precursor should be studied as well. It is worth knowing that it was Pierre de Coubertin’s philosophical and pedagogical concept that played the key role in the development of Olympic education in the world. The values of Olympism, including equality, fraternity, collaboration, friendship, respect, solidarity and strivin
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Rubio, Katia. "OLYMPIC EDUCATION." International Journal for Innovation Education and Research 1, no. 4 (2013): 109–20. http://dx.doi.org/10.31686/ijier.vol1.iss4.130.

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The educational nature of sport was in the foundation of the Olympic Movement since its inception. Understood as a pedagogical tool, sport was seen by Pierre de Coubertin as a possibility of celebration among people, a way to promote peace and development. In this sense, the Olympic Games are considered the public face of this pedagogical effort, and the understanding of Olympic education promotes values and knowledge on the sports universe and all its symbolic acquis. This argument triggers Olympic education programs by countries and cities involved in sport competitions based on the Olympic
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Chen, Shushu, and Ian Henry. "Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region." European Physical Education Review 25, no. 1 (2017): 254–72. http://dx.doi.org/10.1177/1356336x17721437.

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During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this origin
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Kostrikova, Kateryna. "INNOVATIVE APPROACHES TO IMPLEMENTING OLYMPIC VALUES IN PRIMARY SCHOOL." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3K(188) (March 21, 2025): 357–61. https://doi.org/10.31392/udu-nc.series15.2025.03k(188).86.

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The article explores the integration of Olympic values into primary education as a means of fostering a healthy lifestyle, moral and social qualities in students. The research focuses on the organizational and pedagogical conditions necessary for the effective implementation of Olympic principles in the primary school curriculum. The study analyzes modern educational technologies, including gamification, augmented and virtual reality, STEAM methods, and digital resources, which contribute to a deeper understanding of Olympic ideals. The findings indicate that the incorporation of these technol
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Dissertations / Theses on the topic "Olympic Values Education Programme"

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Thorn, Sandra Anne. "Olympism Education:Teaching and learning Olympism in a New Zealand secondary physical education programme." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4537.

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As a physical education teacher educator and Olympic educator I have become conscious that many physical education teachers have heard of Olympism, but are confused about what it encompasses. Furthermore they are challenged to understand how to teach Olympism in their physical education programmes. The potential of the educative and social value of Olympism is, as yet, unfulfilled. My study is about the content knowledge teachers require for teaching Olympism, the successful pedagogies they use, and the meanings that students derive from putting Olympism into action within, and outside of, the
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Chan, Tak-Yuen. "Adult and continuing education practitioners in Hong Kong : a study of their values on lifelong learning policies and programme planning practices." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1278/.

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Farhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.

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Padayachee, Silverani. "Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme." Diss., 2012. http://hdl.handle.net/10500/8763.

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Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users. This research involves an empirical case study approach that explores the experiences of Laotian teachers
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Rocha, Teresa Cristina Tourais de Afonso. "Os valores desportivos e a perceção olímpica nos jovens." Master's thesis, 2014. http://hdl.handle.net/1822/38027.

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Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário<br>O relatório da atividade docente é um documento que descreve e sistematiza um percurso profissional, contextualizando nos princípios e valores pedagógicos preconizados nos referenciais estratégicos da escola e do seu meio. O presente relatório tem na sua composição o desempenho da atividade docente desenvolvida, destacando-se a função de ensinar, orientada para a promoção de aprendizagens dos alunos. Pressupõe um perfil dentro do quadro deontológico de docência que assente em tr
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Naran, Shiela. "Evaluation of a sex education programme for Indian adolescents." Diss., 2001. http://hdl.handle.net/10500/884.

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This study evaluates a sex education programme administered in an Indian high school. To this end, a literature search, empirical study and qualitative data were used to measure the effectiveness of the Education for Living programme. Adolescents are blamed for having pennissive attitudes, or for indulging in amoral sexual behaviour without considering the consequences. The fact is, sexual development of young people is affected in a fundamental sense by what is taking place around them. Many of the taboos, which operated in society years ago, have disappeared. This study looks into th
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Stängle, Gabriel. "Faith, values and social learning in a German intermediate secondary school : an evaluation of the Lions-Quest programme "Skills for Adolescence" from an empirical religious educational perspective." Diss., 2014. http://hdl.handle.net/10500/13176.

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In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an intermediate secondary school level is examined qualitatively. It is investigated how pupils at a German intermediate secondary school perceive the social skills training and how that training affects the social competencies of the pupils. It is also explored if the pupils can relate their acquired competencies with their values and beliefs. Based on the empirical-theological praxis cycle, the planning, carrying out and the results of thirteen one-to-one interviews and three group interviews are presente
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Lišková, Kateřina. "Výchova k hodnotám prostřednictvím metody Persona Dolls." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408476.

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This thesis deals with Method Persona Dolls, which evolves children's approach and values, it is pre-eminently focused on empathy development, creativity, self-confidence, positive evaluation of others and forms of pro-social behaviour. The theoretical part is focused on the description of curriculum reforms and characteristic of curriculum documents in general, particularly on Framework Educational Programme for Basic Education. The theoretical part further deals with this method from the point of view of theoretical principles, methods of its use and contribution, but from the point of drawb
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Books on the topic "Olympic Values Education Programme"

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Saraf, Somnath. Education in human values: Programme implementation. Apeejay Education Foundation, 1995.

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Koutsoukis, David. Teaching values toolkit: The six kinds of best values education programme. Prim-Ed Publishing, 2009.

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Ochiagha, Chinenye Clare. Value re-orientation programme for youths: An alternative approach. Spiritan Publications, 1997.

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Hipwell, Anne. Creating a values education programme for a small rural primary school. Oxford Brookes University, 2002.

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Arlene, Bell, Richardson Norman, and Forum on Community Understanding and Schools., eds. Who's who in education for diversity?.: Incorporating education for mutual understanding. Cultural heritage. Citizenship education. Human rights education. Values education. The schools community relations programme and related educational areas. The FOCUS Group, 2000.

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Organization, International Baccalaureate. Creativity, action, service guide: For students graduating in 2010 and thereafter, diploma programme. International Baccalaureate Organization, 2008.

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Olympic education. Meyer & Meyer, 2008.

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Naul, Roland, Deanna Binder, Ian Culpan, and Antonin Rychtecky. Olympic Education: An International Review. Taylor & Francis Group, 2017.

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Naul, Roland, Deanna Binder, Ian Culpan, and Antonin Rychtecky. Olympic Education: An International Review. Taylor & Francis Group, 2018.

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Naul, Roland, Deanna Binder, Ian Culpan, and Antonin Rychtecky. Olympic Education: An International Review. Taylor & Francis Group, 2017.

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Book chapters on the topic "Olympic Values Education Programme"

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Binder, Deanna. "Pathways to Olympic Values Education: Historical Perspectives." In Sportgeschichte in Deutschland - Sport History in Germany. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27822-9_11.

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Dalagna, Gilvano, Jorge Salgado Correia, Clarissa Foletto, and Ioulia Papageorgi. "4. Teaching Musical Performance from an Artistic Research-Based Approach." In Teaching Music Performance in Higher Education. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0398.05.

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This book chapter reports on a pedagogical intervention consisting of a new artistic research-based approach to teaching and learning music performance. Such an approach was offered as an extracurricular course (REACT training school) promoted by a strategic partnership, funded by ERASMUS+, involving 5 European higher music institutions. The chapter is structured in four parts. The first outlines the current paradigm of music performance education in European higher education institutions. This section explores the consequences of the values and expectations established in the context of the n
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Elstad, Eyvind, Knut-Andreas Abben Christophersen, and Are Turmo. "Nordic Student Teachers’ Evaluation of Educational Theory, Subject Didactics, Practice Training, Time on Task and Turnover Intentions." In Evaluating Education: Normative Systems and Institutional Practices. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_12.

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AbstractThis chapter compares the quality of aspects of teacher education in the Nordic countries. Scandinavian countries employ nationwide surveys in higher education that provide essential information for education authorities of each country; these measurements are used in public sector debates concerning teacher education, and in individual teacher education environments. The results from these measurements can be used for benchmarking.This chapter compares the quality of various aspects of teacher across Nordic countries via a survey of student teachers. We collected data from all Nordic
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Jancsák, Csaba. "Három MEFESZ a 20. századi magyar történelemben." In Fontes et Libri. Szegedi Tudományegyetem, 2023. http://dx.doi.org/10.14232/btk.2023.sje.10.

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The Association of Hungarian University and College Students (AHUCS, MEFESZ) was founded on 16 October 1956 at the University of Szeged. In the Hungarian history of the second half of the 20th century, the acronym ‘MEFESZ’ appeared three times (1945: Alliance of Hungarian University and College Associations AHUCA, MEFESZ; 1948: Unified Organization of Hungarian University and College Students, AOHUCS, MEFESZ and 1956: AHUCS, MEFESZ). In all three cases, the organisations were actors in the field of youth and education. The short history and existence of the three MEFESZ has many lessons to tea
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Méndez-López, María Elena, María Fernanda Cepeda-González, Karla Juliana Rodríguez-Robayo, et al. "“To Take Care of the Land Means Taking Care of Ourselves”: Local Perceptions on Human and Environmental Health in a High Agro-Biodiversity Landscape in the Yucatan Peninsula." In Biodiversity-Health-Sustainability Nexus in Socio-Ecological Production Landscapes and Seascapes (SEPLS). Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9893-4_5.

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AbstractThe Forest and Milpa Landscape (FML) is a territory comprising 64 municipalities in the Yucatan Peninsula where the rainforest and the milpa system coexist. The ecosystems that predominate in the FML are sub-deciduous and subtropical evergreen forests, which represent an essential carbon reservoir worldwide. The use of natural resources for food security of FML families is associated with the milpa, which is a system that depends on the rainfall and the soil’s ability to retain water. Within the framework of the 2020–2030 Country Strategy of the GEF Small Grants Programme (SGP), 20 ind
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Preti, Sara, and Enrico di Bella. "Gender Equality as EU Strategy." In Social Indicators Research Series. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41486-2_4.

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AbstractGender equality is an increasingly topical issue, but it has deep historical roots. The principle of gender equality found its legitimacy, even if limited to salary, in the 1957 Treaty of Rome, establishing the European Economic Community (EEC). This treaty, in Article 119, sanctioned the principle of equal pay between male and female workers. The EEC continued to protect women’s rights in the 1970s through equal opportunity policies. These policies referred, first, to the principle of equal treatment between men and women regarding education, access to work, professional promotion, an
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Doll-Tepper, Gudrun. "The Culture and Education Programme." In The Youth Olympic Games. Routledge, 2014. http://dx.doi.org/10.4324/9780203794944-8.

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Maya, Clemencia Anaya. "9 Olympic Values for Social Change." In Olympic Education – history, theory, practice. Meyer & Meyer Sportverlag, 2021. http://dx.doi.org/10.5771/9783840314094-132.

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Binder, Deanna. "2 Olympic Values Education - From the 1980s to the Present." In Olympic Education – history, theory, practice. Meyer & Meyer Sportverlag, 2021. http://dx.doi.org/10.5771/9783840314094-38.

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Sitali, Mayamba. "10 Olympic Values Education as the Foundation for Community Sport." In Olympic Education – history, theory, practice. Meyer & Meyer Sportverlag, 2021. http://dx.doi.org/10.5771/9783840314094-145.

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Conference papers on the topic "Olympic Values Education Programme"

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Kontautiene, Vyte, Asta Beniusiene, Ilona Klaniene, and Rasa Braslauskiene. "EMPOWERING EDUCATORS: PROFESSIONAL DEVELOPMENT IN INTEGRATING OLYMPIC VALUES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0527.

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Nunes, Rita Amaral. "Values and education: The Olympic education program in Portugal." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.09.

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Varnier, Thaise Ramos, Liana Abrao Romera, and Otávio Tavares. "Arete: Relationships between integral education, education in values and Olympic education." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.10.

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Ababei, Radu, and Alina Ababei. "Study on the role of Romanian olympic champions's models in achieving olympic education." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.02.

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"Olympic education" is a term with a history of about 50 years, which was proposed by N. Moller. It first appeared in sports education and Olympic research in the 1970s. Does "Olympic education" signify the revival of the educational ideals of ancient Greece, or is its purpose merely to lend credibility to the marketing of Olympic symbols? This question must be answered in terms of principles, and the answer delves deep into the history and concept of the modern Olympic Movement. Its founder, the Frenchman Pierre de Coubertin, considered himself first and foremost an educator, and his primary
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Mazo, Janice Zarpellon, Giandra Anceski Bataglion, and Ester Liberato Pereira. "Paralympic sport in Brazil and Olympism: values to education and sports culture of children and young people with disabilities." In Journal of Human Sport and Exercise - 2020 - Rio 2016 Olympic Games Third Anniversary Special Edition. Universidad de Alicante, 2021. http://dx.doi.org/10.14198/jhse.2021.16.proc1.04.

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Fernández González, Manuel Joaquín, Beāte Balandīna, and Linda Kovaļevska. "Virtue Education Programme e-TAP: Innovativeness and Thematic Fit in the Context of Preschool and Primary Education in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.41.

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This study addresses the appropriateness (‘fit’) of the moral education programme e-TAP to the Latvian educational context from preschool till grade 3. Document analysis and a questionnaire were used for exploring two research questions: How do the topics of e-TAP fit the topics of the new competence-based curriculum Skola 2030? and what was the e-TAP fit the needs, expectations, and values of the educational context? The document base contained 20 Skola 2030 “Subject matter model programmes” (63 content-units in preschool and 174 topics in grades 1–3) and 64 e-TAP lesson plans (24 in preschoo
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Álvarez Feliciano, Ramón Luis. "The three dimension model for grassroots sport: An opportunity to transform coaches professional practice with the use of Olympic Values Education Program in Puerto Rico." In Journal of Human Sport and Exercise - 2019 - Rio 2016 Olympic Games Second Anniversary Special Edition. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc3.06.

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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.

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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in su
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Braniste, Gheorghe. "Contemporary environmental challenges impacting the olympic legacy." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.07.

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Contemporary environmental challenges significantly impact the Olympic legacy, necessitating adaptations and sustainable policies. Climate change, manifested through rising global temperatures, reduced natural snowfall, and increased frequency of extreme weather events, affects both the organization of competitions and the viability of traditional host locations. The development of infrastructure required for the Games contributes to habitat degradation, deforestation, and biodiversity loss. Air and water pollution, exacerbated by Olympic activities, along with massive waste generation, pose a
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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research q
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Reports on the topic "Olympic Values Education Programme"

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Rojas, Claudia. Midterm Evaluation of APPEAR II. ADA - Austrian Development Agency, 2019. http://dx.doi.org/10.22163/fteval.2019.532.

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Die Austrian Development Agency (ADA) führte im Jahr 2009 das „Austrian Partnership Programme in Higher Education and Research” (APPEAR) ein, womit die ADA einen Paradigmenwechsel der Österreicher Kooperationsstrategie in den Bereichen Forschung und Hochschulbildung einleitete. Syspons wurde von der ADA beauftragt, eine Zwischenevaluation der zweiten APPEAR Programmphase (APPEAR II) durchzuführen. Das Ziel dieser Evaluation war es, Empfehlungen, lessons learned, sowie Optionen für eine mögliche dritte Phase des Programms zu formulieren. Darüber hinaus wurde im Rahmen dieser Zwischenevaluation
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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Abstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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