Relevant bibliographies by topics / Rural schools – Swaziland – Management

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

Academic literature on the topic 'Rural schools – Swaziland – Management'

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

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Journal articles on the topic "Rural schools – Swaziland – Management"

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Manyatsi, A. M., and M. M. Thwala. "Sanitation and Hygiene at Rural Schools in Swaziland: A Case Study of Ekhukhanyeni Constituency." Research Journal of Environmental and Earth Sciences 6, no. 5 (May 20, 2014): 278–83. http://dx.doi.org/10.19026/rjees.6.5770.

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Thwala, S’lungile K. "Experiences and Coping Strategies of Children From Child-Headed Households in Swaziland." Journal of Education and Training Studies 6, no. 7 (June 27, 2018): 150. http://dx.doi.org/10.11114/jets.v6i7.3393.

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This study investigated the experiences and coping strategies of adolescent girl learners from child-headed families in the Shiselweni region of Swaziland. Forty (40) girls whose ages ranged from 13-18 years were participants in the study and were selected through purposive sampling in five selected rural schools. Data were collected on the experiences and coping strategies of adolescent girl learners through focus group discussions and individual interviews. The data were thematically analysed. The findings suggest that these girls experience lack of food security, poverty and strained extended family relations. The girls have also shown resilience despite their adversities which they indicated have been achieved through family unity, prayer and church support as coping strategies.
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V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.

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The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.
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Allen, James A., David P. Pimentel, and James P. Lasoie. "Fuelwood production and use in rural Swaziland: A case-study of two communities." Forest Ecology and Management 25, no. 3-4 (November 1988): 239–54. http://dx.doi.org/10.1016/0378-1127(88)90090-4.

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Baraki, Yemane A., and Alan C. Brent. "Technology transfer of hand pumps in rural communities of Swaziland: Towards sustainable project life cycle management." Technology in Society 35, no. 4 (November 2013): 258–66. http://dx.doi.org/10.1016/j.techsoc.2013.10.001.

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Yue, Ai, Yaojiang Shi, Fang Chang, Chu Yang, Huan Wang, Hongmei YI, Renfu Luo, et al. "Dormitory management and boarding students in China's rural primary schools." China Agricultural Economic Review 6, no. 3 (August 26, 2014): 523–50. http://dx.doi.org/10.1108/caer-05-2012-0048.

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Purpose – The purpose of this paper is to explore whether an in-service life teacher training program can improve boarding students’ health, behavior, and academic performance. Design/methodology/approach – The authors conducted a cluster-randomized controlled trial to measure the effect of life teacher training on student health, behavior, and academic performance among 839 boarding students in ten central primary boarding schools in Shaanxi. And the authors also tried to identify why or why not life teacher training works. Both descriptive and multivariate analysis are used in this paper. Findings – The authors find significant improvements in health and behavior. Specifically, compared to boarding students in control schools, 15 percent fewer students in treatment schools reported feeling cold while sleeping at night. The results also showed that student tardiness and misbehaviors after class declined significantly by 18 and 78 percent, respectively. However, the in-service life teacher training program had no measurable impact on boarding students’ BMI-for-age Z-score, number of misbehaviors in class, and academic performance. The analysis suggests that improved communication between life teachers and students might be one mechanism behind these results. Originality/value – This is the first empirical work which explored how to improve the welfare of boarding students via their life teachers. Because of the sudden increase in boarding students in rural China, it is almost certain that school personnel lack experience in managing boarding students. As such, one promising approach to improving student outcomes might be in-service training for life teachers.
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Newton, Earle, and Ruth Wright. "Forces affecting change in small rural schools." School Organisation 7, no. 3 (September 1987): 357–66. http://dx.doi.org/10.1080/0260136870070312.

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Saiti, Anna. "The staffing of small rural primary schools in Greece." Management in Education 19, no. 4 (September 2005): 32–36. http://dx.doi.org/10.1177/089202060501900407.

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Terry, Debbie, Anup D. Patel, Daniel M. Cohen, Daniel Scherzer, and Jennifer Kline. "Barriers to Seizure Management in Schools." Journal of Child Neurology 31, no. 14 (September 29, 2016): 1602–6. http://dx.doi.org/10.1177/0883073816666738.

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The purpose of this study was to assess school nurses’ perceptions of barriers to optimal management of seizures in schools. Eighty-three school nurses completed an electronic survey. Most agreed they felt confident they could identify a seizure (97.6%), give rectal diazepam (83.8%), and handle cluster seizures (67.1%), but fewer were confident they could give intranasal midazolam (63.3%), had specific information about a student’s seizures (56.6%), or could swipe a vagus nerve stimulator magnet (47.4%). Nurses were more likely to be available at the time of a seizure in rural (17/20) (85%) versus suburban (21/34) (62%) or urban (8/25) (32%) schools ( P = .001). School nurses are comfortable managing seizures in the school setting. However, a specific seizure plan for each child and education on intranasal midazolam and vagus nerve stimulator magnet use are needed. A barrier in urban schools is decreased availability of a nurse to identify seizures and administer treatment.
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Carpenter, Daniel, and Paul Munshower. "Broadening borders to build better schools." International Journal of Educational Management 34, no. 2 (August 15, 2019): 296–314. http://dx.doi.org/10.1108/ijem-09-2018-0296.

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Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).
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Dissertations / Theses on the topic "Rural schools – Swaziland – Management"

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Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.

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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.
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Swart, John-Frederich. "The nature of learning support in rural schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2368.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teachers? and What is the nature of learning support in rural schools as experienced by learning support professionals? The aim of this study was therefore to explore and describe the nature of learning support in rural schools, in order to make some recommendations to learning support professionals, teachers and education authorities to ensure the effective development and implementation of learning support strategies in rural schools. The research study was conducted from a qualitative approach, utilising explorative, descriptive and contextual research designs. Purposive sampling was employed and data saturation determined the sample size. The findings were based on a structured analysis framework. Ethical aspects included informed consent, voluntary participation and confidentiality
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Genniker, Veronique. "Professional and personal development of school management teams in three rural primary schools." University of the Western Cape, 2015. http://hdl.handle.net/11394/4933.

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Philosophiae Doctor - PhD
The essential role that school management teams (SMTs) play in managing change has been debated for many years both nationally and internationally. Central to these debates has been the need to understand how to best empower SMTs through a process of continuous professional development. This research aimed to explore SMT members’ experiences of professional and personal development in three rural primary schools in the broad context of educational change in South Africa and specifically in the context of policy implementation. This aim was explored by asking the following research questions: 1. How did educational change in South Africa influence leadership and management in schools? 2. What professional development was experienced by the SMTs as they tried to embrace new roles and responsibilities within a new policy context? 3. What personal development was experienced by the SMTs as they tried to embrace new roles and responsibilities within a new policy context? 4. What are SMT members’ suggestions for enhancement of personal and professional development and support of SMTs in schools in South Africa? The literature review which grounded this study focused on three areas, namely, educational change, leadership and management in schools, and professional and personal development. An integrated theoretical framework was employed and provided the lens through which the data was collected and analysed. Key concepts within the framework included mental maps, reflexivity and authoring which were synthesised within change theory. The change theory employed emphasised the value of engaging with first, second and third orders of change to effect the facilitation of meaningful change on both a personal and professional level. SMTs from three rural primary schools in three different provinces, comprising of six educators each, participated in the study. The researcher conducted three focus groups and 18 individual interviews. The social constructivist -interpretive paradigm that framed this research study is a worldview that understands reality as being constructed when people engage with each other. Congruent with the social constructivist -interpretive paradigm is a qualitative research design, which was employed in this study to collect rich, comprehensive, in-depth data that explored the professional and personal development experiences of SMTs to illuminate the complexity of the issue being studied. The study encompassed three phases of data collection. Firstly, a detailed document analysis was conducted where policy documents, research reports and job descriptions were studied and analysed. Secondly, 18 SMT members were interviewed in three focus groups. Thirdly, the 18 SMT members were individually interviewed. Phases two and three of the data collection process employed semi-structured interviews to generate data. The data analysis employed a qualitative, thematic approach to analyse and interpret the data that emerged. A thematic approach was used to illuminate the professional and personal development experiences and challenges facing the SMTs. The thematic approach generated distinct categories that were used as descriptors to report on the findings of the research. The findings highlight the need for integrated professional and personal development, role clarification, school-based support, policy mediation and outlines implications for the development of SMTs. This research makes a contribution towards educational change in South African schools by providing insights and proposing a model of professional and personal development for SMTs. It illuminates the vital importance of first acknowledging developmental needs and then facilitating personal and professional development to effect practical implementation of change at schools as required by policy. The researcher demonstrates how three orders of change theory with related personal development concepts can be integrated into a single theory to understand and facilitate change at the level of the individual, group and organisation.
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Katanga, Mudumbi Marcelius. "Management of learners' absenteeism in rural primary schools in the Kavango region of Namibia." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60946.

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The purpose of the study was to investigate teachers? perceptions and experiences of the management of learner absenteeism in rural primary schools in the Kavango region of Namibia. This study was conducted in the Kavango region of Namibia where absenteeism has been identified as a problem in achieving quality education. A further purpose of the study was to gain some insight into the management challenges faced by teachers and the strategies they use to reduce learner absenteeism in their classes. The main research question was: How do teachers in rural primary school in the Kavango region of Namibia manage learner absenteeism? This exploratory study was conducted within an interpretive, qualitative paradigm. The researcher used semi-structured interviews to generate data and the findings of the study showed that learner absenteeism is a problem in the rural primary schools in the Kavango region of Namibia. Factors that contribute to learners absenteeism were identified and categorized as family (domestic work); individual (lack of motivation, especially over-aged learners); environmental (changing seasons, such as cold, rain and harvesting); and socio-economic (hunger). The study also found that there is little parental participation in dealing with learner absenteeism because of the lack of teacher-parent relationships; a lack of value for education; and a lack of learner support. Furthermore, the study showed that some the classroom management challenges faced by the teachers in terms of learner absenteeism include the need to repeat lessons for absent learners; a lack of learner motivation; and other individual learner problems. Some of the strategies teachers use to reduce learner absenteeism emerged from findings of the study, including providing a school feeding scheme; presenting certificates and awards to learners for regular attendance; and establishing positive relationship strategies. It was also found that teachers apply an ethic of care in terms of modelling, dialogue, practice and confirmation in order to reduce learner absenteeism in the classroom. The ethic of care was evident in initiatives, like teachers making home visits to assess the domestic situations of learners and giving motivational talks to learners, encouraging them to care for other learners by using prefects to the encourage learners.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
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Mabuza, Pertunia Thobile, and S. Govender. "The prevalence and management of stressors experienced by foundation phase teachers in rural Mbombela schools." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1834.

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Submitted in fulfilment of the requirements of the Master in Education in the Department of Educational Psychology and Special Education in the Faculty of education at the University of Zululand, 2019.
This study forms part of an ongoing attempt to understand the prevalence and management of stressors experienced by teachers. The main focus for this study is foundation phase teachers in rural Mbombela schools. Quantitative and qualitative measures were used in order to gain more insight into the prevalence and management of stressors experienced by teachers. A questionnaire with open-ended and closed-ended questionnaires was used to collect data. The results of the study indicated a high prevalence of foundation phase teachers experiencing stressors. There was also an indication that the teachers do have the necessary skills to cope with stressors that they experience as a result of their teaching and learning environment. Exercise, spirituality and planning were the main techniques teachers used in the management of stressors. Recommendations were made in order to assist teachers with the management of stressors they experience as a result of their teaching and learning environment. Avenues for further research are also discussed.
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Lugalo, Simo. "Effectiveness of school governing bodies in rural schools of Ngcobo district." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18222.

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This study focused on school governing bodies in the rural schools in Ngcobo. In this study, the researcher established that in rural schools, parent members of school governing bodies are still reluctant, or ill equipped to do their duty as governors of the schools. They rely on what the principals ask them to do. They need more training and empowerment to fulfill their duties as members of the school governing bodies. Most of the parents who are members of school governing bodies are older and their level of education is generally low. The principals are complaining that not enough training was being given to parent members to fulfill their task as school governors. However, it remains the principals’ responsibility to coach SGB parent-members in order for the school functionality to go on. The findings of this study show that much more need to be done to empower parental-members of SGBs in the rural areas of the Eastern Cape and most probably in most, if not all, rural areas of South Africa.
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Nyambi, Makhayingi Mandrew. "The contribution of School Governing Bodies in section twenty-one rural schools." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09052005-104953.

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Soriano, Barbara R. S. "An Evaluation Study of Site-Based Managed Behaviors in a Rural Utah School." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/6134.

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Site-based management (SBM) in schools can trace its roots back to two phenomena, citizen's movements in large cities such as New York in the late 1960s and decentralization efforts of business in the 1970s. Both were done in the belief that achieving a better result can be done 11 through decisions made by the people closest to the process. Site-based management programs are diverse. Some stress one aspect, the restructuring of the school administration and program to affect achievement. Other schools stress a second aspect, the empowerment of teachers and stakeholders to make administrative decisions. Whichever emphasis chosen, several changes must occur for school management to move from the central office to the local school. These changes are evolutionary, taking 10-15 years. An evaluation study in a northern rural Utah school that has been involved with site-based management since 1990 allows for a context to understand the changes that might occur, namely, (a) the relinquishment of central school district authority; (b) the assumption of authority by the local school; ( c) the assumption of accountability for student achievement; ( d) the development of sensitivity between school and community; and (e) the development of consensus among school stakeholders. An instrument was developed for the evaluation, the Site-Based Management Progress Check. The instrument used items covering the agents and activities that would be present as these five changes occur. Additionally, the largest portion of the progress check was based on the goals in the school. As respondents showed more agreement concerning which goals were chosen and achieved, an inference was made that greater progress had occurred toward the team activity necessary for local school management. The data were provided by 100% of the lower-elementary teachers; upper-elementary teachers, however, were poorly represented, restricting data generalizability. The study indicated that, despite its 7-year involvement with site-based management, the school was still at an early stage of development with no change in district authority and no use of stakeholder groups to monitor goals. The school did have a wide base of teacher leadership. Slow progress seems to be related to lack of knowledge of SBM processes.
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Ntsoane, Letuba Daniel. "The role of School Management Team members in the induction of novice teachers in rural schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65459.

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This study investigated the role played by School Management Team (SMT) members in the induction of novice teachers in rural schools. The study arose out of the challenges experienced by the researcher as a member of the SMT with regard to the lack of clarity and direction in the induction of novice teachers attached to his school and a high attrition rate amongst novice teachers.The researcher posed this primary research question: How do members of the SMT in rural schools induct novice teachers? A sample of six rural schools in the Limpopo Provincial Education Department that had recently employed novice teachers was purposefully selected. Particpants uncluded the principal or the Deputy Principal, the HOD or the senior teacher and a novice teacher. Research has documented an array of challenges that novice teachers encounter in schools and hence the high attrition rates. This study used a qualitative research approach and a case study design to investigate the problem. The study was framed by Feldman’s (1981) theory of organisational socialisation, which stated that newly employed incumbents need to be inducted into their new organisation by management in order to become effect employees. The findings reveal that SMT members in rural schools do indeed induct their novice teachers, but that their dutis and efforts in this regard are negatively affected by a lack of induction policy, lack of support from the Education Department personnel and a lack of training.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
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Corcoran, B. J. "Sustainable rural livelihoods and biodiversity conservation in Swaziland : an integrated conservation and Natural Resource Management approach as an alternative livelihood strategy for Swazi Nation Land." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/4839.

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Bibliography : p.111-114.
This dissertation, in taking a holistic approach, seeks to use the Shewula community initiative as a pilot project for establishing more effective biodiversity conservation and natural resource management initiatives/programmes on Swazi Nation Land (SNL). A new conceptual framework is proposed for integrating community-based conservation (CBC) and community-based natural resource management (CBNRM) on SNL Swaziland, namely Managed Natural Environments (MNEs). The dissertation concludes that an integrated CBC-CBNRM programme should be promoted as an innovative and essential aspect of the Swaziland Biodiversity Strategy and Action Plan (BSAP).
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Books on the topic "Rural schools – Swaziland – Management"

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Swainson, Dominic. The management of rural community schools. (s.l.): (s.n.), 1985.

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Magagula, Cisco M. Level of bureaucratization in the educational system and schools of Swaziland. Kwaluseni, Swaziland: University of Swaziland, Faculty of Education, 1991.

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Keith, Sherry. Improving support services for rural schools: A management perspective. Washington, DC (1818 H. St. N.W., Washington 20433): Country Economics Dept., World Bank, 1989.

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A, Miller Bruce. The multigrade classroom: A resource handbook for small, rural schools. Portland, Ore: Northwest Regional Educational Laboratory, 1989.

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Inman-Freitas, Deborah. Efficient financial management in rural schools: Common problems and solutions from the field. [Washington, D.C.?]: Clearinghouse on Rural Education and Small Schools, 1991.

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Howley, Aimee. The rural school principalship: Promises and challenges. Charleston, WV: AEL, 2005.

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Kisheev, V. A. Malokomplektnai︠a︡ shkola--spet︠s︡ifika i opyt upravlenii︠a︡: Posobie dli︠a︡ rukovoditeleĭ shkol, inspektorov i metodistov. Kaluga: Grif, 1998.

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Amedzro, Albert D. K. Non-formal education for training in integrated production and pest management in farmer field schools. Accra: Ghana Universities Press, 2005.

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Kim, Yong-u. Nong, ŏchʻon so kyumo chungdŭng hakkyo kyŏngyŏng kaesŏn pangan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 1993.

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Kielt, Bernard Anthony. The effects of local management of schools in the primary school: With special reference to small rural primary schools. [S.l: The Author], 1992.

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Book chapters on the topic "Rural schools – Swaziland – Management"

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Strumińska-Kutra, Marta. "How Framing Transforms Governance: Public Dispute over the Closure of Three Small Schools in a Rural Community." In Democratizing Public Management, 49–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74591-6_4.

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Maphalala, Mncedisi Christian, and Nontobeko Prudence Khumalo. "Curriculum Management in KZN Rural High Schools." In Advances in Educational Marketing, Administration, and Leadership, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch001.

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This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.
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Stevens, Ken. "The Management of Virtual Classes in School District Digital Intranets." In Development and Management of Virtual Schools, 178–91. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch008.

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As rural communities and schools decline in size educational policy makers often question their viability. In the Canadian province of Newfoundland and Labrador and in New Zealand, new educational structures based on digital networking, using the Internet, have been developed for the delivery of education to rural schools. Within these electronic educational structures senior students in rural high schools have been provided with extended curriculum choice through a combination of on-site and online instruction. This has led to three challenges: the administration of electronically inter-connected rural schools, the integration of physical and virtual classes, and the need to find pedagogy that is appropriate for e-teaching and e-learning. The new educational structures in rural Newfoundland and New Zealand have extended traditional classrooms in terms of time, space, organisation and capacity.
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Stevens, Ken. "A Dissemination Strategy for the Management of Knowledge in Rural Communities." In Information Communication Technologies, 1934–50. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch137.

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Schools in rural communities of the Canadian province of Newfoundland and Labrador have been reorganized in the last decade. Because of rural to urban migration and the consequent challenge to the continued existence of many small schools, new academically and administratively open structures have been established within an Internet-based environment. Accordingly, traditional closed, autonomous schools in this province have increasingly become open sites within Internet-linked teaching and learning environments. What began as a research project linking eight schools in a single Digital Intranet has been extended to include schools across the province managed by a recently established branch of the Department of Education of Newfoundland and Labrador—the Centre for Distance Learning and Innovation. This chapter provides an outline of how information and communication technologies have been used to reshape education in a predominantly rural Canadian province, thereby preparing people for participation in the emerging knowledge-based economy.
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Iridon, Cristina, and Cristina Gafu. "The Role of the Educational System in Promoting Local Culture Within Rural Areas in Romania." In Advances in Human Resources Management and Organizational Development, 233–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2965-1.ch010.

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The present chapter presents the results of a research developed within a series of rural schools in Romania (Prahova and Buzău County) regarding the role of the educational system in preserving the individuals' cultural identity and in promoting the local culture within the rural areas. Schools, be they urban or rural, are meant to contribute to capitalizing, reevaluating, and valuing the local cultural identity. The present analysis takes into account both the formal activities (included in the study programs or in the units of study planning: topics of discussion, study themes, optional courses, etc.) and non-formal events (traditional local festivals, school feasts, religious/folk celebrations, etc.) organized with the support of the local community projects, workshops conceived by the teachers in order to preserve the local culture and to make the young generation aware of their identity values.
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Rivera, Rugel. "Management System for Rural Education Networks: An Alternative for Transformation and Development—Fe y Alegría Peru." In Faith-Based Schools in Latin America: Case Studies on Fe Y Alegria, 109–29. The World Bank, 2014. http://dx.doi.org/10.1596/978-0-8213-8695-8_ch7.

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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, Shrabastee Banerjee, Srimoyee Das, and Kalyan S. Mandal. "A Social Knowledge Management Platform for Universal Primary Education Online." In Harnessing Social Media as a Knowledge Management Tool, 89–107. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0495-5.ch005.

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Social knowledge management is a framework that allows its users to create and modify content collaboratively using social media and web 2.0 technologies. Social knowledge management can also be defined as the management of social knowledge where it is aimed towards social development. India today is facing a huge rural-urban divide with regard to poor learning achievement at the elementary level in remote rural areas. Remote rural schools are engulfed with problems such as the unavailability of good quality teachers and a poor learning environment. In this context, the chapter seeks to utilize a robust social knowledge management framework to impart universal education in the form of both formal and informal knowledge to the masses in remote rural areas by mobilising free online knowledge resources and the dormant knowledge capital of educated senior citizens. It further illustrates the design and development of a social media based knowledge management platform named OwlishOracle that addresses issues of exclusion and unequal educational attainment through “connecting generations”.
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Bandyopadhyay, Somprakash, Arina Bardhan, Priyadarshini Dey, Shrabastee Banerjee, Srimoyee Das, and Kalyan S. Mandal. "A Social Knowledge Management Platform for Universal Primary Education Online." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 743–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch034.

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Social knowledge management is a framework that allows its users to create and modify content collaboratively using social media and web 2.0 technologies. Social knowledge management can also be defined as the management of social knowledge where it is aimed towards social development. India today is facing a huge rural-urban divide with regard to poor learning achievement at the elementary level in remote rural areas. Remote rural schools are engulfed with problems such as the unavailability of good quality teachers and a poor learning environment. In this context, the chapter seeks to utilize a robust social knowledge management framework to impart universal education in the form of both formal and informal knowledge to the masses in remote rural areas by mobilising free online knowledge resources and the dormant knowledge capital of educated senior citizens. It further illustrates the design and development of a social media based knowledge management platform named OwlishOracle that addresses issues of exclusion and unequal educational attainment through “connecting generations”.
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Gcelu, Ntombizandile, and Fumane P. Khanare. "Developing Inclusive, Collaborative Initiatives in Curriculum Delivery." In Advances in Educational Marketing, Administration, and Leadership, 68–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch005.

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While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.
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Freeman, Tyrone McKinley. "Education." In Madam C. J. Walker's Gospel of Giving, 83–104. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043451.003.0004.

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Chapter 3 focuses on Walker’s gift of education through her national network of beauty schools as a model of urban industrial vocational education at the same time that Booker T. Washington’s southern rural model of industrial education was prominent. Washington’s Tuskegee model has been critiqued as not successful in addressing black educational needs despite its proliferation because it appeased the white South and focused on the fading agricultural economy. Walker’s beauty schools, in contrast, offered an urban alternative for migrating black women to earn credentials, enabling their gainful employment in the emerging industrial economies of the North, Midwest, and South. The chapter analyzes the curriculum of the Walker beauty schools and its blending of theory, technique, and business management principles to support graduates’ success. This gift of education aligned Walker with other educator-philanthropists of her era, such as Mary McLeod Bethune, Lucy Laney, and Charlotte Hawkins Brown—whose schools she also funded. Walker’s partnership with southern black schools is also examined through which she made donations in exchange for commitments to offer her curriculum. Although only a few colleges took up the offer, participating schools split profits of beauty culture sales made by students with the Walker Company. The program was Walker’s effort to grow her market, extend opportunity to students, and financially support the schools. The chapter reinterprets the relationship between industrial philanthropy and black education, and the value of industrial vocational education to northern black urban communities.
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Conference papers on the topic "Rural schools – Swaziland – Management"

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Long, Chengxing, and Zhijun Luo. "Teacher's Survival Situation and Countermeasure Research in Rural Schools under the Strong Education." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.42.

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Guo, Yingjie, and Qing Zhao. "On the Realities, Value and Strategies of Implementing Literary Appreciation into Chinese Rural Senior High Schools Take the Rural Senior High Schools of Shaanxi Province as an Example." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.60.

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Guo, Yingjie, and Qing Zhao. "A View of the Political Environments of Implementing Literary Appreciation into Chinese Rural Senior High Schools - Take the Rural Senior High Schools of Shaanxi Province as an Example." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.61.

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MARTINSONE, Žanna, and Ivars VANADZIŅŠ. "THE OPINION OF RURAL SCHOOL CHILDREN ABOUT THE DEVELOPMENT OF RURAL AREAS AND SUSTAINABLE MANAGEMENT OPPORTUNITIES IN LATVIA." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.253.

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The previous survey among adult inhabitants of rural areas indicated that they do not see the possibility for development of business facilities in some rural regions of Latvia – so called specially protected nature territories (SPNT). However, the opinion of the younger generation (pupils of local schools of SPNT) about sustainable management and preservation of the nature has not been analyzed so far. The aim of study was to study the level of social awareness of children living in rural areas on sustainable environment issues. Several discussion-lectures on sustainable environment issues were organized during March-April 2017 in one of SPNT (Raznas National Park; 87 children from 6 to 12 classes were participating). The pupils’ opinion on environmental and social awareness indicated that children are more motivated to take active role in protection of environment. Moreover, most of them were aware of the importance of ecosystem services in their lives as well as their impact on nature. It was also found that the interest of children in agriculture derives from their family's core activities in this area indicating that there might be successful future scenarios in this area concentrating on development of ecological and economically sustainable innovative farming. Social innovation labs are very good example on potential scenario that could be repeated also in Latvian rural areas to areas of social actions in order find a better solutions and cope with problems and after all help to successfully generate ideas and implement innovations.
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Zhang, Guoquan, and Zhenxing Zhang. "Status Quo and Countermeasures on Physical Education in Rural Primary and Middle Schools." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.441.

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Wang, Ruiwen, and Xu Zhou. "Study on relationship between psychological empowerment and organizational commitment of teachers at rural schools in China." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit131612.

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Long, Chengxing, Jinglong Liang, Chun Xie, and Juncheng Li. "Teacher's Rights and Interests Safeguard Analysis and Countermeasure Research in Rural Schools under the Strong Education Province." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.52.

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Yang, Jun. "Innovation Research on Training Mode of In-service Teachers in Rural Primary and Secondary Schools." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.224.

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Meng, Ji, and Lifeng Wang. "Professional Development Strategies of English Teachers for Rural Primary and Middle Schools in Lifelong Education Perspective." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.313.

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Zhang, Renzhuo. "Research on the Curent Situation of the Implementation of Extracurricular Sports Activities in Rural Middle Schools in Jiangxi Province." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.95.

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