Relevant bibliographies by topics / Outcomes Based Education (OBE)

Contents

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

Academic literature on the topic 'Outcomes Based Education (OBE)'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Outcomes Based Education (OBE)"

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Jiao, Yusheng, Yue Han, and Pengyan Ou. "An Evidence-based Meta-analysis on the Outcomes of Teacher Education under the Concept of Outcome-Based Education." Journal of Education and Educational Research 6, no. 2 (2023): 61–66. http://dx.doi.org/10.54097/jeer.v6i2.14744.

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Currently, there is limited empirical research on the educational outcomes of Outcome-based Education (OBE) theory, making it challenging to draw clear inferences based on logical deductions in real-world contexts. Taking a certain university in Wuhan city as an example, this study conducted 50 regression analyses on the curriculum as the research subject, employing both Meta-analysis and Meta-regression analysis as natural experiments. The findings reveal that the implementation of OBE reforms significantly enhances the educational outcomes of teachers, although the impact shows substantial h
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Kim, Bok Ki, Sang Won Min, and Woo Young Yoon. "What is Outcome-Based Education?" Korean Medical Education Review 15, no. 1 (2013): 1–8. http://dx.doi.org/10.17496/kmer.2013.15.1.001.

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Outcome-Based education (OBE) is reviewed from the institutional perspective. The demand for and international trends in OBE are briefly examined and several term related to OBE, especially educational objective and program outcomes (POs), are introduced. It is stressed that systems for continuous quality improvement and quality assurance should be established to ensure the maintenance of the OBE system. Because the criteria for accreditation contain a criterion regarding the quality assurance related to program outcomes, several critical issues are considered regarding the POs themselves and
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A., D. Awasare. "Enhancing Outcome-Based Education through CO-PO Mapping." Research and Reviews on Experimental and Applied Mechanics 7, no. 2 (2024): 5–8. https://doi.org/10.5281/zenodo.11196782.

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<em>Outcome-Based Education (OBE) has emerged as a pivotal approach in contemporary educational systems, emphasizing the attainment of predefined learning outcomes by students. Central to the effectiveness of OBE is the alignment between Course Outcomes (COs) and Program Outcomes (POs), ensuring that curriculum design, instructional strategies, and assessment methods are all coherent and directed towards the overarching goals of the program. This paper presents a comprehensive framework for enhancing OBE through CO-PO mapping. Beginning with an exploration of the theoretical foundations of OBE
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Baguio, Joy B. "Outcomes-Based Education: Teachers’ Attitude and Implementation." University of Bohol Multidisciplinary Research Journal 7, no. 1 (2019): 110–27. http://dx.doi.org/10.15631/ubmrj.v7i1.113.

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Assessing teachers’ attitudes in the implementation of Outcomes-Based Education (OBE) is essential for the success of this new paradigm shift in the educational system. This study used a descriptive research design where the researcher gathered quantitative data utilizing a survey questionnaire to assess the attitude fostered by the teachers of the University of Bohol towards OBE. It further assessed the level of its implementation in the four major areas: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning process, and assessment. Findings of th
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Bhatti, Sania, Mariam Memon, and Areej Fatemah Meghji. "Scrutinizing Outcome Assessment of Outcome-based Education using Q-OBE in Engineering Education." International Journal of Innovation in Teaching and Learning (IJITL) 9, no. 1 (2023): 55–74. http://dx.doi.org/10.35993/ijitl.v9i1.2609.

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Educational institutions constantly strive to meet accreditation requirements which demand continuous improvement in the quality of education. As a consequence, there has been an active shift in strategizing pedagogical processes towards an outcome-based approach of learning. To effectively implement the Outcome Based Education (OBE) framework in Pakistan, universities need to ensure that the OBE system is fully understandable to the faculty members and students; confirm the implementation of the OBE system according to the guidelines set forth by the Pakistan Engineering Council (PEC); and ac
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J., Jessy Brinda Marym Sc. M.Ed. M.Phil. SET. NET. "Ways to Implement Outcome-Based Education." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 183–85. https://doi.org/10.5281/zenodo.7323171.

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Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted. India has become the permanent signatory member of the Washington Acc
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Krichelle, A. Tungpalan, and F. Antalan Mila. "Teachers' perception and experience on outcomes-based education implementation in Isabela State University." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1213–20. https://doi.org/10.11591/ijere.v10i4.21548.

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The existing typology established by the Commission on Higher Education (CHED) and the introduction of outcomes-based education (OBE) has created numerous demands and challenges for higher education in the Philippines. Hence, this study analyzed the scope of expertise and experience of Isabela State University-College of Computing Studies, Information and Communication Technology faculty members in the 2nd semester of study year 2018-2019 to identify OBE implementation. In this study, a mixed-method approach was used for data and information collection. Weighted mean was used to interpret the
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Premalatha, K. "Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review." Journal of Education 199, no. 3 (2019): 111–27. http://dx.doi.org/10.1177/0022057419854351.

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In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.
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Yagong, Mariz. "Embracing Outcomes-Based Education for Quality Instruction Assurance." world journal on education and humanities research 4, no. 4 (2025): 202–15. https://doi.org/10.30078/wjher.4.4.

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This study examines the implementation of Outcomes-Based Education (OBE) and its relationship with instructors&rsquo; teaching performance at Cordova Public College. Employing a quantitative descriptive-correlational research design, the study evaluated the status of OBE implementation across key dimensions: formulation and alignment of learning outcomes, curriculum content and structure, teaching-learning processes, and outcome assessment. Instructors&rsquo; performance was assessed in terms of commitment, subject knowledge, independent learning promotion, and management of learning. Data wer
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Im, Sun Ju. "Assessment in Outcome-Based Education." Korean Medical Education Review 15, no. 1 (2013): 25–30. http://dx.doi.org/10.17496/kmer.2013.15.1.025.

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Assessment plays a vital role in outcome-based education (OBE). This article describes the characteristics of assessment and appropriate assessment instruments for measuring learning outcomes in OBE. Assessment in OBE needs to be formative, continuous, and frequent. Miller’s pyramid is useful for selecting the appropriate assessment instruments to reflect a specific outcome; different methods can be applied to evaluate one outcome. Outcomes and competency mean that student must ‘do’; therefore, performance tests are emphasized. Qualitative methods as well as quantitative methods are used to ev
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Dissertations / Theses on the topic "Outcomes Based Education (OBE)"

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Matshidiso, Mekube Norah. "Educators' perceptions of Outcomes-Based Education (OBE) assessment / Mekube Norah Matshidiso." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1398.

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Maoto, Rose Satsope. "Mathematics teacher learning in the context of South African outcomes-based education reforms." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/231.

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The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The
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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-12062004-102701/.

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Maoto, Rose Satsope. "Mathematics teacher learning in the context of South African outcomes-based education reforms." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15037.

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The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The
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Motseke, M. "Why is OBE failing in the township schools of the Free State Goldfields?" Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/370.

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Published Aticle<br>The learners going through outcomes-based education (OBE) were expected to acquire skills which would help them to become critical thinkers, good workers and good citizens. However, this is not happening for learners in the Free State Goldfields' township schools, due to the unsuccessful implementation of OBE in these schools. The purpose of this study is to investigate why OBE is failing in the Free State Goldfields' township schools. In order to determine these reasons, a questionnaire was developed and administered on 183 educators from township primary schools in the Fr
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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/30138.

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This research seeks to examine the experience of educators regarding the support they receive from their principals during the implementation process of OBE at secondary school level. The study thus intends to explore the reaction of educators towards OBE as a newly introduced approach in South Africa and the impact of managerial support to educators towards the implementation of OBE. This study is a case study of two secondary schools at Vuwani in Limpopo Province. The study uses the questionnaires, face-to-face interview and focus group interviews to collect data. Questionnaires were distrib
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Lundie, Samuel. "Ondersoek na uitkomsgebaseerde assessering in Suid-Afrikaanse skole / deur Samuel Lundie." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4754.

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The implementation of outcomes-based education (OBE) in South African schools brought radical changes to the teaching profession. The transition to an OBE curriculum exerted a great impact on teachers' assessment practices and required a major revision of teaching and learning activities. Outcomes-based assessment (OBA) does not only require of teachers to design appropriate assessment plans, assessment programmes and assessment strategies, but it also implies that learners should be provided with expanded and 89Propriate opportunities to achieve in accordance with their abilities. Thus, it
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Naicker, Sigamonev Manicka. "An investigation into the implementation of outcomes based education in the Western Cape province." University of the Western Cape, 2000. http://hdl.handle.net/11394/8440.

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Doctor Educationis<br>The aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the
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Critien, Candice. "The implementation of Outcomes-Based Education (OBE) in Grade 8 Natural Science classrooms in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11908.

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Includes abstract.<br>Includes bibliographical references (leaves 169-177).<br>The present study aimed to monitor the extent to which educators implement an outcomes-based environment in Grade 8 Natural Science classrooms in the Western Cape. The results from the current study in the Western Cape were compared to those collected in a matching study done by Aldridge, Laugksch, Seopa and Fraser (2006) in the Limpopo Province. The comparison is essential as it provides a general impression of the extent to which educators implement an outcomes-based learning environment in South Africa. This stud
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Ramukumba, Mokholelana Margaret. "The role of beliefs, conceptualisations and experiences of OBE in teaching practice." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5378.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>Bibliography<br>The implementation of OBE has significant implications for teachers’ work; adopting an OBE approach entails reconstruction of professional knowledge and a redefinition of planning procedures, teaching approaches and assessment practices. A teacher attempting to make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will inevitably bring his/her worldviews, past experiences and beliefs into the process of teaching and learning, and would also need to engage with new concepts
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Books on the topic "Outcomes Based Education (OBE)"

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Horst, Helen Van der. OBE, outcomes-based education: A teacher's manual. Kagiso Publishers, 1997.

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1951-, Maree Kobus, and Fraser W. J. 1949-, eds. Outcomes-based assessment. Heinemann, 2004.

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Fanie, Pretorius, ed. Outcomes₋based education in South Africa. Hodder & Stoughton, 1998.

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Malan, Beverley. Excellence through outcomes. Kagiso Tertiary, 1997.

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Jones, Tiffany, Sosanya Jones, Kayla C. Elliott, LaToya Russell Owens, Amanda E. Assalone, and Denisa Gándara. Outcomes Based Funding and Race in Higher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49436-4.

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Driscoll, Amy, and Swarup Wood. Developing Outcomes-Based Assessment for Learner-Centered Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003444176.

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Anema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. Springer Pub. Co., 2010.

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L, McLaughlin Margaret, O'Reilly Francis J, Moore Mary, Brauen Marsha, Center for Policy Options in Special Education., and United States. Office of Special Education and Rehabilitative Services., eds. Issues & options in outcomes-based accountability for students with disabilities. Westat, Inc., 1994.

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Anema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. Springer, 2009.

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Anema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. Springer Pub. Co., 2010.

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Book chapters on the topic "Outcomes Based Education (OBE)"

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Rosiawan, Muhammad. "Implementing Outcome-Based Education in Accordance with ISO 21001 Requirements." In Proceedings of the 19th International Symposium on Management (INSYMA 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_132.

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AbstractThis paper aims to discuss the implementation of Outcome-Based Education (OBE) in the relevant ISO 21001 requirements. These requirements include understanding the organization and its context, needs of students and other beneficiaries, actions to address risks and opportunities, delivery and assessment of learning, evaluation, and corrective/improvement actions. The research method examines the requirements of ISO 21001 relevant to the implementation of OBE and provides an example of its application in one of the study programs. The study results show that ISO 21001 in higher educatio
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Miao, Jun, Weiqiang Feng, and Guimei Zhang. "Outcome-Based Education (OBE) Guided Project-Based Teaching Research in Engineering Drawing." In Lecture Notes on Data Engineering and Communications Technologies. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71225-8_14.

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Senaratne, Samanthi, and A. D. Nuwan Gunarathne. "Outcome-Based Education (OBE) in Accounting in Sri Lanka: Insights for Teacher Education." In Teaching and Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26879-4_2.

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Suharsono, Suharsono, Oliver Samuel Simanjuntak, Rifki Indra Perwira, Setia Pambudi, Muhadjir Fachrurradjie, and Yolanda Putri Aqillasari. "Development of a Semester Learning Plans System based on OBE (Outcome-Based Education)." In Proceedings of the 2nd International Conference on Advanced Research in Social and Economic Science (ICARSE). Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-247-7_51.

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Zhang, Lei, and Qiaomei Liu. "The Analysis of Student’s Learning Outcomes Based on OBE Model: Taking An Introduction to Business as an Example." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_203.

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de Souza Carrijo, Manuella Heloisa. "8. Global Citizenship." In Landscapes of Investigation. Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.08.

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The word citizenship, a contested concept, emerges in different discourses that can hide contrasting interests. Differences in its meanings are enhanced with the changes in society through history. This chapter presents a discussion about mathematics education for citizenship and its outcomes. School presents itself as a stage of dispute and a space for expressing different ideologies that can configure ways of thinking and structuring an education on the topic of citizenship. Mathematics education is shown to be supportive of different citizenship discourses. In a globalised world with deep i
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Shaftel, Julia. "Outcomes-Based Education." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_296.

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Gupta, Nikita, and Arijit Ghosal. "Automation of Attainment Calculation in Outcome-Based Technical Education (OBTE)." In Intelligent Systems Reference Library. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8744-3_6.

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Shi, Peiji, Kaixin Wei, and Rongwei Shen. "Exploration of Curriculum Construction Based on OBE Concept." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-297-2_24.

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Driscoll, Amy, and Swarup Wood. "Outcomes." In Developing Outcomes-Based Assessment for Learner-Centered Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003444176-3.

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Conference papers on the topic "Outcomes Based Education (OBE)"

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Alcober, Geliza Marie, Teodoro Revano, Rossana T. Adao, Andrei Joseph Garcia, Christian Blair Lopez, and Ace C. Lagman. "Development of a Web-Based Outcomes-Based Education (OBE) Management System with Drill down Analysis for Tracking Competency-Based Learning for Tertiary Students." In TENCON 2024 - 2024 IEEE Region 10 Conference (TENCON). IEEE, 2024. https://doi.org/10.1109/tencon61640.2024.10902825.

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Zheng, Yunping, Haowen Chen, and Jie Liu. "A Teaching Innovative Model of C++ Based on Outcome-Based Education (OBE) and Integration of ACM Competition and Teaching." In 2024 14th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2024. https://doi.org/10.1109/itme63426.2024.00161.

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Tjandra, Ellysa, Ridi Ferdiana, and Noor Akhmad Setiawan. "OBE-Based Course Outcomes Prediction Using Machine Learning Algorithms." In 2024 International Conference on Intelligent Cybernetics Technology & Applications (ICICyTA). IEEE, 2024. https://doi.org/10.1109/icicyta64807.2024.10913307.

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Luo, Guotao. "Research on Teaching Reform of Spark Big Data Analysis Course Based on TOPCARES-OBE." In 2024 4th International Conference on Big Data Engineering and Education (BDEE). IEEE, 2024. http://dx.doi.org/10.1109/bdee63226.2024.00021.

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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition
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Fu, Xinghu, Guangwei Fu, Baojun Zhang, and Weihong Bi. "Exploring in teaching mode of Optical Fiber Sensing Technology outcomes-based education (OBE)." In 14th Conference on Education and Training in Optics and Photonics, ETOP 2017, edited by Xu Liu and Xi-Cheng Zhang. SPIE, 2017. http://dx.doi.org/10.1117/12.2269938.

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Wang, Hongtao, Xucheng Liu, Hui Huang, and Dongyu Yang. "Outcome-Based Education (OBE) Oriented Teaching Reform By Competitions." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.13.

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Duan, Qingjuan, Tuanjie Li, Yongqin Chen, and Guoyuan Zhang. "Mechanical Comprehensive Practice-The Course Based on Outcomes-Based Education(OBE) Concept and Comprehensive Ability Training." In 2020 International Conference on Advanced Education, Management and Social Science (AEMSS2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.099.

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Han, Chao. "Study of the reform of teaching the course “Principles of Economics” based on the OBE concept." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2024. http://dx.doi.org/10.21661/r-562614.

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The article suggests that as part of the global transformation of the higher education industry, there is a gradual transition from the use of traditional teaching methods to student-centered teaching strategies focused on achieving educational outcomes. These principles are implemented within the framework of the OBE concept. The purpose of the study is to analyze the possibilities and methodology for reforming the “Principles of Economics” curriculum based on the OBE concept. It is shown that within the framework of the concept, teachers should clearly focus on developing in students the com
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Wang, Chong. "Teaching Design and Thinking of General Courses of Chinese Department Based on OBE (Outcomes-based Education) Concept." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.017.

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Reports on the topic "Outcomes Based Education (OBE)"

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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant lear
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Rivera, John Paolo, Leih Maruss Sinsay-Villanueva, Ivan Harris Tanyag, Jenard Berroya, Glenda Darlene Garcia, and Valerie Lim. Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD). Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.14.

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Teaching quality is considered one of the foundations of student achievement and institutional performance. Consequently, linking in-service training (INSET) and teacher professional development (TPD) to student outcomes has been at the forefront of education research. This inquiry focuses on how to improve accessibility and participation in INSET and TPD programs to enhance teaching quality and revitalize the Philippine education system. Accessibility issues, allocation practices, and implementation challenges of INSET and TPD programs are examined. By triangulating data from document reviews
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Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs, and Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004935.

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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speakin
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Black, Angela L. Evaluation of asthma best practices on outcomes and revenue in urban school health. University of Missouri - Columbia, 2024. https://doi.org/10.32469/10355/106481.

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Pediatric asthma is the most common lung disease, affecting an estimated six million U.S. children (Zahran, et al., 2018). Asthma remains an important public health problem, a leading cause of emergency department visits, hospitalization, and a societal cost burden estimated at greater than $80 billion annually (Patel &amp; Teach, 2019). The asthma program in the clinic at Operation Breakthrough (OB) began in 2006. In 2018, clinic providers participated in asthma quality improvement (QI) work through Extension for Community Health Outcomes (ECHO) (Show-Me ECHO, 2024). Through participation in
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XU, Fangyuan, Qiqi Yang, Wenchao ZHANG, and Wei HUANG. Effects of acupuncture and moxibustion in reducing urine leakage for female stress urinary incontinence: A protocol for an overview of systematic reviews and meta-analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.3.0100.

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Review question / Objective: Participants: Female patients who are diagnosed with SUI according to any widely recognized and accepted criteria, regardless of their age, ethnicity, education, or social status. Interventions: The treatment used in the experimental group mainly includes acupuncture, electroacupuncture, warm needle acupuncture, stick-moxibustion, direct-moxibustion, partition moxibustion, or one of the above therapies combined with traditional Chinese medicine or pelvic floor muscle exercise. Comparator/control: The control groups were treated with conventional western medicine, p
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel
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Treadwell, Jonathan R., Amy Y. Tsou, Benjamin Rouse, et al. Behavioral Interventions for Migraine Prevention. Agency for Healthcare Research and Quality (AHRQ), 2024. http://dx.doi.org/10.23970/ahrqepccer270.

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Objectives. Behavioral interventions for migraine prevention can offer an important alternative or complement to medications. An updated systematic review is needed to support evidencebased guidance for clinicians and identify evidence gaps for future research. Data Sources. MEDLINE, Embase, PsycINFO, PubMed, the Cochrane Database of Systematic Reviews, clinicaltrials.gov, and grey literature sources for randomized trials published from January 1, 1975, to August 24, 2023. Review Methods. A multidisciplinary expert panel including adult and pediatric clinical psychologists, adult and pediatric
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada612172.

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