Academic literature on the topic 'Operational Curriculum'

The textbook is written in accordance with the standards of the group of specialties "Computer Science and computer Engineering", the discipline "Databases". The issues related to the principles of database construction, design and operation are considered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions studying the discipline "Databases". It can be useful when studying a similar discipline within the curriculum of higher educational institutions.

The textbook discusses models and methods of operations research as applied methods for the study of socio-economic processes and phenomena. These methods include those that use the apparatus of mathematical programming, schedule theory, inventory management theory, game theory, etc. The authors consider general issues of system modeling, cite the mathematical apparatus of operations research (linear programming, simplex method, integer linear programming, network models, game theory, etc.), show the areas of practical application of methods of operations research using illustrative examples. The main theoretical material is accompanied by tasks for independent work, which contributes to a faster and deeper study of problem solving methods. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the fields of "Applied Mathematics and Computer Science", "Business Informatics", "Management", "Economics", whose curricula include the disciplines "Game Theory and Operations Research", "Models and methods of discrete optimization", "Methods and models in Economics", "System analysis", "Planning and optimization of computing processes". The textbook will also be useful for graduate students, researchers of departments of economics and management, specialists involved in the analysis and modeling of the development of economic and social facilities.

In the last two decades, electronic-based automatic control systems (ACS) have been widely used in automotive engineering. Despite the fact that the material part has remained virtually unchanged, electronics has a significant impact on the design. For the first time, these two directions are combined in the textbook. In accordance with the curriculum, the methodology and content of practical classes on the study of structures and control systems in modern tractors and automobiles are presented, the basic materials for obtaining the necessary knowledge and skills, and later skills in the operation of tractors and agricultural vehicles are presented. The requirements for machine units and systems are considered, recommendations on practical issues on driving, machine management and maintenance and repair are given. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for students of secondary specialized educational institutions, bachelors and masters in the fields of "Agroengineering", "Construction and operation of transport and transport-technological machines and complexes".

AbstractThe Netherlands has a long history of immigration. One of the oldest groups are the Chinese and one of the most recent ones are migrants from Poland. Both groups have created clear infrastructures for functioning in the Netherlands. One element thereof are complementary schools, i.e., community run schools that teach Chinese/Polish language and culture to Chinese/Polish students with a migration background, mainly on Saturdays. The teachers in these schools are generally community members who are not necessarily qualified as language or culture teachers. An ethnographic approach to these teachers’ classroom practices and perspectives shows that their professional practical knowledge as reflected in the operational and perceived curriculum domain are oriented more toward highlighting and promoting their home country’s national history, identity, ideology and values than to preparing their students for living in the superdiverse society of the Netherlands in which Dutch language and culture, also for many Chinese-Dutch and Polish-Dutch students are dominant.

AbstractThe whole-school approach to education for sustainability (WSAES) involves calls for sustainable development to be integrated in the school curriculum in a holistic manner where sustainability also is incorporated through sustainable school operations such as integrated governance, stakeholder and community engagement, long-term planning and sustainability monitoring and evaluation. The WSAES advocates for active and participatory learning, calling for the engagement of the entire school community including students, educators, administrators and other stakeholders.This chapter showcases the Mauritian experience of using WSAES in 30 primary schools in Mauritius. Drawing from the UNESCO whole-school 4Cs (culture, campus, curriculum and community) model, each school was engaged in (i) setting up a school-based sustainability team, (ii) identifying a sustainability related issue in their school context, (iii) conceptualising, developing and designing a school project to address the issue and (iv) a reflection on the challenges and learning experiences that students gained through the implementation of the project.

AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disciplines. The idea of the National Operational Programme (PON) and the National Plan for Digital Education (PNSD) is to boost digital knowledge and participation in STEM subjects. The project presented in this article was launched in this context and was a collaboration with the Nintendo company to evaluate the “Nintendo Labo” product at educational level. This trial was conducted in a third-grade class at the “Allegretto di Nuzio” primary school in Fabriano (AN). The kit, an evolution of the Nintendo Switch console, was initially created for recreational purposes. The advantages and limitations of the product came to light during the few months of the experiment. The “Nintendo Labo: assembly—play—discover” educational project allowed students to merge theoretical and practical aspects of their knowledge, and understand complex systems through design and simulation.

Abstract This chapter aims to bring forward ways to develop and incorporate simulation games within digital teaching with specific emphasis to operations and supply chain management. Using simulation games in digital teaching presents learners with different opportunities to engage with learning abstract concepts that bring an increased level of complexity, such as learning about supply chain systems. Simulation games can be constructed and embedded into the curriculum not only to help learners understand theories, but also to experience activities and events as they may happen in practice. In the area of operations and supply chain management, advanced mathematical modelling is required to cover aspects such as inventory control, distribution planning, forecasting, vehicle routing, resources allocation and optimisation. When using simulations, abstract mathematical concepts can be presented in a more meaningful, practical way. Therefore, incorporating simulation games in digital teaching allows the development of knowledge and skills that not only help in demonstrating complex theories, but also in using business analytics. The use of analytics can enhance students’ numerical, analytical and critical thinking skills and contribute to enhancing student employability. Within this chapter, key characteristics to be considered when developing simulation games for digital teaching are identified. They are then tested, following a framework for simulation games model development that may be adopted by tutors in their practice. The chapter incorporates a simulation game example that tutors may wish to incorporate in their teaching.

Chemical engineering is a highly complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses vary among institutions and are based on years of prior teachings and research. Despite this, there have been calls to revaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic graph. This enables using graph theory measures and tools to provide formal ways of evaluating a curriculum. Additionally, the abstraction is readily understandable meaning conversations between instructors regarding the curriculum can occur within a department and even across institutions. This abstraction is explained with a simplified curriculum and applied to the undergraduate chemical engineering curriculum at University of Wisconsin-Madison. Highly and lowly connected topics are identified and approaches for grouping the topics into modules are discussed.

Abstract For nearly every producing field worldwide, acid stimulation is a type of intervention that is critical to longevity in production (or injection) for those wells. However, compared to other completions/intervention operations (e.g., cementing and hydraulic fracturing), several deficiencies have been identified in the historical training curriculum for acid stimulation. Legacy acid stimulation training is largely focused on the basic aspects of matrix stimulation, excluding many practical and contemporary topics. The current work details the development of an innovative, operations-focused training program for acid stimulation intended to augment historical training. To commission the development of new stimulation training curriculum, stakeholders from operations, management, and the technical function (subject matter experts) brainstormed the most critical needs for practical training that would add value to operations beyond current internal/external training material. From this, customized training material was built that includes new focus areas including a) Mature well stimulation: workflows were developed to prioritize likely types of damage that cause productivity/injectivity decline based on existing well data. These workflows led to further training regarding damage-focused stimulation design (rather than pure matrix/mineralogy-based design), to optimize stimulation/fluid selection to target specific damage in mature producers. b) Complex well stimulation: this includes customized training material related to stimulation of existing sand control completions, infant wells (unproduced), and laminated carbonate/sandstone pay zones. c) Operational considerations: this new training material addressed operational best practices including topics on specialized placement methods; on-site QA; and interpretation of pressure data (during stimulation). d) Practical experience: the last aspect of the new training material includes students designing acid stimulation treatments for real candidate wells. The new operations-focused training material was piloted with several operations teams in 1-week intensive sessions, following the first week of (existing) basic acid stimulation training. This training (deployed both in-person and remotely) was well received by both the operations management and the students, who noted the enhanced relevance of the new curriculum to the production enhancement plans for the wells for which they are responsible. Additionally, the interactive team-activities to design stimulation programs for challenging wells (challenging mineralogy and existing sand control completions, multiple damage mechanisms, and wellbore mechanical obstructions) helped to improve acidizing designs for actual candidate wells through feedback from other students and class mentors. This work highlights the development and implementation of new training curriculum for acid stimulation design and execution, developed to improve the practical skills of production engineers and operations teams that design acid stimulation operations. Deployment of this new curriculum will help to improve the probability of success in acidizing some of the most challenging well conditions.

Higher education institutions involve various groups of stakeholders that can affect strategic and operational actions in various ways and extents. Understanding the relevance of particular stakeholders in regard to an organization is therefore of key importance. Previous research has shown the importance of involvement of different groups of stakeholders in the curriculum development. The main purpose of this paper is to present a conceptual framework for inclusion of various stakeholders in curriculum development cycle for graduate business programmes. This is done by applying the stakeholder map to curriculum development cycle to form the conceptual framework. The framework is then applied to a case of a Supply Chain and Logistics graduate programme curriculum development.

This study presents a comprehensive process evaluation of the Department of Education's Alternative Learning System (ALS) in the Philippines, examining its effectiveness in providing second-chance education opportunities for out-of-school youth and adults (OSYAs). While the ALS plays a vital role in the Philippine education system, systematic evidence on its implementation effectiveness, operational processes, and institutional capabilities has been limited thus far. The study employs a mixed-methods approach, combining quantitative analysis of administrative data with key informant interviews, focus group discussions, and an online survey of 4,933 past and current ALS learners. This multifaceted methodology provides both broad insights into system-wide patterns and a granular understanding of implementation challenges. The evaluation reveals significant institutional strengths, particularly in teacher dedication and program adaptability. However, severe resource constraints hinder program effectiveness. Key findings demonstrate that the ALS faces substantial operational challenges. Most notably, despite serving only 0.8 percent of basic education learners, ALS receives merely 0.1 percent of the Department of Education's budget. This resource disparity manifests in concerning ways: a pupil-teacher ratio of 75:1 (compared to an ideal of 25:1), inadequate facilities—with 61 percent of Community Learning Centers below standard size requirements—and limited learning materials. Results from the online survey indicate high satisfaction with teaching quality (95%); however, only 54 percent of program completers are employed, with 51 percent reporting a high alignment of their jobs with their skills. Balancing work and study emerges as a significant challenge, particularly for working learners (45%), while financial difficulties affect 22 percent of participants. Gender disparities are notable, with female employment rates significantly lagging behind those of males, particularly in the 25-35 age group (34% versus 65%). The analysis also examines trends in the out-of-school youth population, considering the complementary effects of other interventions such as the Pantawid Pamilyang Pilipino Program (4Ps). Projections suggest this population could decrease to approximately 500,000 by 2035, requiring strategic recalibration of the ALS program's scope and delivery models. This potential reduction raises fundamental questions about the program's "endgame"—specifically, what constitutes a manageable level of out-of-school youth based on the Philippine context and international standards. The recommendations emphasize the need for increased funding, improved resource allocation, enhanced teacher training, stronger coordination among stakeholders, and innovative approaches to curriculum design and delivery. Additionally, the study calls for better alignment between ALS and other social protection programs, clearer metrics for measuring program effectiveness, and more targeted support for working learners and female participants. These findings are expected to inform evidence-based policymaking and catalyze strategic reforms to enhance the accessibility, quality, and relevance of alternative education in the Philippines.

The multidisciplinary teaching cruise AL618 was part of the curriculum of the master “Biological Oceanography” at the Christian-Albrechts-University Kiel and the GEOMAR Helmholtz Centre for Ocean Research. During this mandatory part of the MNF-bioc-301 module the students were able to gain hands-on experience of the scientific operation on-board a modern multidisciplinary research vessel. Methods in physical, biological and chemical oceanography were taught based on biodiversity changes in several functional plankton groups along the Baltic Sea salinity gradient as a main subject. The students performed tasks such as deploying state-of-the-art measuring and sampling gear, data and sample collection as well as first on-board analyses and curation of data and samples for later use. The on-board analyses included taxonomic identification, measurements and counts of plankton organisms, and chlorophyll A concentrations and recording of CTD profiles. Further samples were collected for later analyses during other practical courses in the master curriculum such as seawater samples for eDNA and viral plankton analyses. The work with the crew onboard ALKOR was outstanding. (Alkor-Berichte AL618)

The multidisciplinary teaching cruise AL580 was part of the curriculum of the master “Biological Oceanography” at the Christian-Albrechts-University Kiel and the GEOMAR Helmholtz Centre for Ocean Research. During this mandatory part of the MNF-bioc-301 module the students were able to gain hands-on experience of the scientific operation on-board a modern multidisciplinary research vessel. Methods in physical, biological and chemical oceanography were taught based on biodiversity changes in several functional plankton groups along the Baltic Sea salinity gradient as a main subject. The students performed tasks such as deploying state-of- the-art measuring and sampling gear, data and sample collection as well as first on-board analyses and curation of data and samples for later use. The on-board analyses included taxonomic identification, measurements and counts of plankton organisms, determination of dissolved oxygen and chlorophyll A concentrations and recording of CTD profiles. Further samples were collected for later analyses during other practical courses in the master curriculum such as seawater samples for eDNA and viral plankton analyses. The work with the crew onboard ALKOR was outstanding. (Alkor-Berichte ; AL580)

The multidisciplinary teaching cruise AL563 was part of the curriculum of the master “Biological Oceanography” at the Christian-Albrechts-University Kiel and the GEOMAR Helmholtz Centre for Ocean Research. During this mandatory part of the MNF-bioc-301 module the students were able to gain hands-on experience of the scientific operation on-board a modern multidisciplinary research vessel. Methods in physical, biological and chemical oceanography were taught based on biodiversity changes in several functional plankton groups along the Baltic Sea salinity gradient as a main subject. The students performed tasks such as deploying state-of the-art measuring and sampling gear, data and sample collection as well as first on-board analyses and curation of data and samples for later use. The on-board analyses included taxonomic identification, measurements and counts of plankton organisms, determination of dissolved oxygen and chlorophyll A concentrations and recording of CTD profiles. Further samples were collected for later analyses during other practical courses in the master curriculum such as seawater samples for eDNA and viral plankton analyses. AL563 was the first ALKOR cruise since the start of the pandemic to carry a full complement of scientists and students. The implemented hygiene concepts were well conceived and implemented. The work with the crew onboard ALKOR was outstanding. (Alkor-Berichte ; AL563)

Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.

To what extent does China’s cultivation of talent in cybersecurity and AI matter in terms of competitiveness with other countries? Right now, it seems to have an edge: China’s 11 World-Class Cybersecurity Schools offer more classes on artificial intelligence and machine learning than do the 20 U.S. universities certified as Centers of Academic Excellence in Cyber Operations. This policy brief recommends tracking 13 research grants from the National Science Foundation that attempt to integrate AI into cybersecurity curricula.

This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.